Welcome to the Special Education

5587 / 9287 Practicum Orientation

TODAY’S OBJECTIVES

By the end of today’s Special Education Practicum Orientation, Temple practicum students will…

● understand the goals of the Special Education Practicum ● learn how this practicum aligns with the affiliated courses ● learn the logistics of the practicum: placement, schedule, etc. ● understand the responsibilities and expectations of practicum students ● know the system of support for this practicum

TODAY’S AGENDA

Welcome and Introductions What is the Special Education Practicum? What are its goals? How does the SPED Practicum relate to coursework? The Nuts & Bolts of the SPED Practicum

Practicum Student Responsibilities Mentor Teacher Responsibilities Coach Responsibilities Grading Rubric for Practicum Professional Expectations of Temple Teachers

Q&A

WELCOME AND INTRODUCTIONS

WHAT DOES IT MEAN TO BE A PROFESSIONAL AS A PRE-SERVICE TEACHER FROM TEMPLE?

Please share: • Your name • Your concentration (Autistic Support or Mild Disabilities) • Your practicum placement

WELCOME AND INTRODUCTIONS

This semester you will…

● Build upon your learning experiences to date in preparation for managing the multiple and multi-faceted responsibilities of a full-time special education teacher

● Contribute meaningfully to the learning experiences of young people in classrooms all

over the Philadelphia area ● Continue the legacy of educational professionals who have graduated from the College

of Education over the course of its 95-year history

… through the Special Education Practicum.

WHAT IS THE SPECIAL EDUCATION PRACTICUM?

This semester you will:

• Be assigned to a special education classroom in a Philadelphia-area private, charter, or district school

• Go to your placement for approximately 20 hours per week throughout the semester

• Study about and “see in action” various techniques and strategies for teaching students with disabilities

• Actively engage in supporting students with disabilities in their learning and in differentiating instruction as needed for students with disabilities , all under the guidance of a mentor teacher and support of a university coach

WHAT ARE THE GOALS OF THE SPECIAL EDUCATION PRACTICUM?

Our goals for you include: Make connections between what you are learning in your Effective Teaching Strategies courses to “real life” students in “real life” classrooms Make the natural connections between effective use of assessment, Literacy, and other Content Areas to guide your instruction Make the connections between academic performance/skill challenges and the need for supports Learn to support students with disabilities based on their skill challenges in Reading, Writing, and other Content Areas

HOW DOES THE PRACTICUM RELATE TO COURSEWORK?

SPED 5401: Mild Disabilities – Effective Teaching Strategies (Dr. Joseph Boyle)

SPED 5302: Effective Teaching Strategies for Students with Autism Spectrum Disorder (Dr. Matt Tincani) SPED 5108: Assistive Technology and Universal Design (Dr. Julie Kessler)

THE NUTS & BOLTS OF THE SPECIAL EDUCATION PRACTICUM

Clearances! Thank you for your responsiveness to the many emails you received over the break about getting your clearances updated and uploaded into EdPortal. Please bring copies of your clearances with you to your practicum site.

THE NUTS & BOLTS OF THE SPECIAL EDUCATION PRACTICUM

Schedule

• SPED Practicum begins the week of January 19th and ends the week of April 20th.

• Approximately 20 hours/week are scheduled in your mentor teacher’s classroom. • Follow the schedule of the school/district. • Make up any absences due to illness, etc. on a day and at a time convenient for you

and your mentor teacher.

• Follow the schedule of the students in your mentor teacher’s classroom -> occasionally, make an appointment with your mentor teacher during his/her prep or before the start of the school day to talk about your observations and experiences and to ask questions or request to observe in another classroom

THE NUTS & BOLTS OF THE SPECIAL EDUCATION PRACTICUM

Placements • Philadelphia-area private, charter, and district schools

• Grades PreK-8

• Special education classrooms (Autistic Support, Learning Support)

PRACTICUM STUDENT RESPONSIBILITIES

→ BEFORE YOUR PRACTICUM BEGINS:

- contact your mentor teacher and introduce yourself; - prepare copies of your Clearances; - get acquainted with Practicum professionalism evaluation - review Practicum TOR SPED addendum, grading rubric, reflective essay

guidelines

PRACTICUM STUDENT RESPONSIBILITIES

BEFORE EACH PRACTICUM EXPERIENCE:

• review your course syllabi for field-related assignments and responsibilities; • determine whether or not there is a particular task or assignment that

you need to complete during that week’s practicum experience; if there is, discuss with your mentor teacher with particular need/request via email or in person; and

• If you are teaching a lesson, have the lesson approved by the teacher at least 3 days prior to teaching

PRACTICUM STUDENT RESPONSIBILITIES

→ DURING EACH PRACTICUM EXPERIENCE:

• support your mentor teacher in the instruction of targeted students with disabilities and

• based on your course assignments, complete any necessary field-related tasks that you’ve discussed with your mentor teacher in advance

PRACTICUM STUDENT RESPONSIBILITIES

→ AFTER EACH PRACTICUM EXPERIENCE:

• reflect on your experience and what you observed, experienced, and learned about students, instruction, literacy, assessment, etc.; and

• take detailed notes/summaries that will support your completion of field-related course assignments

MENTOR TEACHER RESPONSIBILITIES

Provide ongoing opportunities for Practicum Student to be involved with the planning and delivery of classroom instruction to students with disabilities – whether in whole group, small group, or one-on-one settings. Provide opportunities for Practicum Student to be involved with the ongoing assessment and progress monitoring of students with disabilities. Provide regular feedback to the Practicum Student on his/her contributions to classroom instruction and student achievement; ability to meet learner needs, differentiate instruction, and implementation of appropriate pedagogical strategies. → MID-SEMESTER FEEDBACK FORM (week of February 23rd) END-OF-SEMESTER FEEDBACK FORM (week of April 20th) (professionalism evaluation, contributions summary, review of progress with meeting learner needs, differentiating instruction, and implementing appropriate pedagogical strategies) Links to the online forms will be sent to Mentor Teachers via email from Dr. Curci.

UNIVERSITY COACH RESPONSIBILITIES

Provide ongoing support to Practicum Student throughout the semester in regards to meeting the Special Education competencies. Observe Practicum Student teaching four lessons. Provide feedback, facilitate reflection, and offer support to Practicum Student in regards to her growth as a special education teacher. Students should submit lesson plans to their coach in advance! • Complete 4 abbreviated TORs and TOR SPED addenda. • Complete a mid-semester and end-of-semester PDE-430. • Submit a final grade to Dr. Thurman.

PRACTICUM GRADING

Final Grades for the SPED Practicum will be determined by your University Coach and submitted to Dr. Ken Thurman for posting.

Considered in your grade will be: • Your Coach’s determination of your overall growth and achievement on the

TOR domains and the SPED competencies.

• Mentor Teacher’s Mid-term and End-of-Semester Feedback: Practicum Participation / Professionalism Practicum Contributions, Progress, Success

• An End-of-Semester Reflective Essay (Pass/Fail) – must be completed to pass

course; due by Friday, May 1st to Dr. Thurman • An End-of-Semester Survey about your practicum placement and experience

WHAT DOES IT MEAN TO BE A PROFESSIONAL?

Attendance

Punctuality

Professional Dress / Appearance

Professional Demeanor

Professional Communication

Good Attitude

Appropriate Interactions with Students, Peers, Colleagues, Families, and Community Members

Participation / Involvement in the Classroom

WHAT DOES IT MEAN TO BE A PROFESSIONAL AS A TEMPLE SPED PRACTICUM STUDENT?

● Be present at school every day of your practicum ● Be prompt!

● Respect the classroom and school communities within which you are a guest and actively work to become an engaged member of these communities ● Actively work to meet the instructional needs of ALL learners

● Ask how you can be helpful ● Let the Mentor Teacher know in advance the type of involvement you need to

have in a particular lesson or activity or the assignment you need to work on

WHAT DOES IT MEAN TO BE A PROFESSIONAL AS A TEMPLE SPED PRACTICUM STUDENT? • Submit high-quality lesson plans and other requested materials

to your Mentor Teacher on time

● Be prepared before the school day begins to teach

● Ask for specific feedback on your teaching ● Develop your inquiry and reflection skills so that you are an active participant

in your learning and growth process

IF THERE ARE CONCERNS ABOUT YOUR PROFESSIONALISM...

● Conversation with your Mentor Teacher and/or University Coach

● Conversation with Dr. Juliet Curci, Director of School and Community Partnerships

● Removal from the Practicum, Failing Grade for the Practicum,

Referral to the Associate Dean of Teacher Education

BECOMING PART OF YOUR SCHOOL AND CLASSROOM COMMUNITIES...

→ This is key to your success as a pre-service teacher!

*Operate with Respect and Humility Always* Greet Everyone

Ask Questions / Research Answers Take Initiative Get Involved

Remain Positive Be and Remain Flexible and Solution-Oriented

YOUR SUPPORT SYSTEM

Your Course Instructors: SPED 5302: Dr. Matt Tincani tincani@temple.edu SPED 5401: Dr. Joseph Boyle joseph.boyle@temple.edu SPED 5208: Dr. Julie Kessler jkessler@temple.edu Temple’s SPED Practicum Liaison: Dr. Juliet Curci: juliet.curci@temple.edu Your Special Education Practicum Coordinator: Dr. Ken Thurman: sthurman@temple.edu Your Special Education Practicum Coaches: Ms. Adele Cassidy Dr. Mimi Ferraro Ms. Cheryl Tavares Ms. Regina Vaughn Dr. Ellyn Waller

What questions do you have now

that are appropriate for

the whole group?

WHERE CAN I FIND JOB OPPORTUNITIES?

Join the College of Education LinkedIn Network

http://sites.temple.edu/career/

MANY JOB FAIRS 2 PRIMARY ONES

Wed. March 18th Philadelphia Expo Center Oaks, PA

9:00 AM – 3:00 PM $5 Registration Fee on campus

$10 Registration Fee on site

FIRST EVER! Wed. April 8th

Mitten Hall 2:00 PM – 6:00 PM

FREE for Temple Students Registration begins February at

sites.temple.edu/career More info on Career website!

http://sites.temple.edu/career/career-fairs/

REPORT YOUR OFFER RECEIVE A FREE GIFT!

http://sites.temple.edu/career/got-hired/

NEXT STEPS

(1) Prepare copies of your clearances to bring to your placement site on your first day

(1) Review your course syllabus for field-related assignments; discuss these with your professor

(1) Contact your mentor teacher and introduce yourself; ask for his/her schedule on your practicum days and for a copy of any curricula he/she can share

(2) Map-out when you hope to complete field-related course assignments during your practicum visits

(3) Speak with your mentor teacher about this schedule and make any necessary adjustments based on his/her feedback

• Review the TOR SPED Addendum and Practicum grading rubric

• Respond to your university coach’s outreach regarding your placement, progress, and observation schedule

(1) Contact your university coach, course instructors and/or Dr. Thurman or Dr. Curci with any practicum concerns