special education (pk-8) early childhood ed...
TRANSCRIPT
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SPECIAL EDUCATION (PK-8) / EARLY CHILDHOOD ED (PK-4)Student Teaching Handbook
Revised August 2020Department of Exceptionality Programs
College of Education Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania
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TABLE OF CONTENTS
THE STUDENT TEACHER CONTRACT ASSIGNMENTS ............................................................... 3-6
FAMILY INTRODUCTION LETTER/VIDEO ................................................................................................................................. 3 CLASS SCHEDULE .......................................................................................................................................................................... 3 INDUCTION INFORMATION CHECKLIST ................................................................................................................................... 3 PLACEMENT OVERVIEW AND TAKEOVER SCHEDULE ......................................................................................................... 3 PROFESSIONAL OBSERVATION .................................................................................................................................................. 3 SUPPLEMENTARY TEACHING TOOL .......................................................................................................................................... 4 VIDEO LESSON AND REFLECTION ............................................................................................................................................. 4 LEARNING CENTER ....................................................................................................................................................................... 4 LESSON PLANNING ........................................................................................................................................................................ 4
Daily Accountability ................................................................................................................................................. 4 Formal Lesson Plans (coinciding with formal observations) ................................................................................... 4 Formal Lesson Plan Self-Assessment ....................................................................................................................... 5
UNIT PLANS ..................................................................................................................................................................................... 5 Unit Plan Assignment and Self-Assessment .............................................................................................................. 5 Family Communication: Unit Plan Preview or Summary ........................................................................................ 5
LESSON PLAN & UNIT PLAN COLLABORATION FORMS ....................................................................................................... 5 INDIVIDUAL BEHAVIOR INTERVENTION PLAN ...................................................................................................................... 6 IEP ASSIGNMENT AND REFLECTION PAPER ON IEP PROCESS EXPERIENCE.................................................................... 6 STUDENT TEACHING BINDER/PORTFOLIO .............................................................................................................................. 6
GUIDELINES FOR STUDENT TEACHING EVALUATION ............................................................... 7
STUDENT TEACHER CONTRACT ASSIGNMENT GUIDE ............................................................... 8
STUDENT TEACHING GRADING & SELF-REFLECTION RUBRIC .......................................... 9-12
ABSENCES/TARDINESS ..........................................................................................................................13
VIRTUAL/REMOTE INSTRUCTION RESPONSIBLITIES ................................................................13
SUBSTITUTE TEACHING POLICY .......................................................................................................14
APPENDICES .............................................................................................................................................15
A. PENNSYLVANIA’S CODE OF CONDUCT AND PROFESSIONAL PRACTICE FOR EDUCATORS .................... 16-17 B. COUNCIL FOR EXCEPTIONAL CHILDREN (CEC)’S INITIAL PREPARATION STANDARDS .......................... 18-21 C. DAILY SCHEDULE MODEL .............................................................................................................................................. 22 D. INDUCTION INFORMATION CHECKLIST................................................................................................................ 23-25 E. PLACEMENT OVERVIEW AND TAKEOVER SCHEDULE ............................................................................................ 26 F. SUPPLEMENTARY TEACHING TOOL ............................................................................................................................ 27 G. LEARNING CENTER .......................................................................................................................................................... 28 H. LESSON PLAN ASSIGNMENT RESOURCES ............................................................................................................ 29-38
Assignment Overview .................................................................................................................................... 29 Lesson Plan Template-Blank ......................................................................................................................... 30 Lesson Plan Template- Annotated ............................................................................................................ 31-32 Verification of Collaboration Form- Lesson Plan ......................................................................................... 33 Scoring Rubric for Special Education Lesson Plans ................................................................................ 34-38
I. DIRECTIONS FOR SELF-ASSESSMENT OF COE AND UNIT PLANS .......................................................................... 39 J. ELEMENTS OF A PERFORMANCE OBJECTIVE ............................................................................................................ 40 K. REVISED BLOOM’S TAXONOMY ACTION VERBS RESOURCE ............................................................................... 41 L. WEBB’S DEPTH OF KNOWLEDGE LEVELS ................................................................................................................. 42 M. UNIT PLAN ASSIGNMENT RESOURCES .................................................................................................................. 43-51
Unit Plan Format ..................................................................................................................................... 43-44 Assignment Overview and Directions ....................................................................................................... 45-46 Verification of Collaboration Form- Unit Plan ............................................................................................. 47 Scoring Rubric for Special Education Unit Plan ...................................................................................... 48-51
N. INDIVIDUAL BEHAVIOR INTERVENTION PLAN ................................................................................................... 52-54 O. IEP ASSIGNMENT ........................................................................................................................................................ 55-61
Assignment Overview and Directions ....................................................................................................... 55-56 IEP Assignment Rubric............................................................................................................................. 57-61
P. FORMAL CLASSROOM OBSERVATION FORM ...................................................................................................... 62-63 Q. HELPFUL WEB RESOURCES ............................................................................................................................................ 64
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The Student Teacher Contract
The Student Teacher Contract is divided into the early childhood placement and the special education placement assignments. See syllabus and contract rubric for point values related to each assignment, as well as due dates. The university supervisor will discuss this contract with the cooperating teacher and the student teacher, so a mutual understanding is reached. Assignments may be modified depending on the nature of the classroom, student needs, and cooperating teacher recommendations.
Required Assignments for BOTH Placements
#1 #2
Introduction Letter or Video to FamiliesA letter of introduction, or an introduction video, will be provided to families during the first week of the placement. This letter or video must be pre-approved by the cooperating teacher prior to being sent out (or posted online) and should be professional in appearance, error free in spelling/grammar, and written/narrated in a family-friendly tone.
Class Schedule The daily classroom schedule should include the following: the detailed schedule for the teacher/students for the day (all periods/subjects) and arrival/dismissal times. Additionally, the student teacher needs to provide any in-service days scheduled during their placement or days school will be closed (e.g., holidays); check the district calendar and/or website for these. Appendix C is an example of a daily schedule for a learning support classroom, and a template will also be provided on BOLT.
Induction Information Checklist Included in Appendix D is an Induction Information Checklist. The student teacher is to inventory all the applicable components and record each component as being completed or NA for their setting. In addition to checking off completed items, "evidence" via informal comments or notes on the checklist should be documented. This form is to assist the student teacher in becoming aware of the school’s environment, policies and procedures as well as facilitate communication between the cooperating teacher and the student teacher. See BOLT for an electronic template, if needed.
Placement Overview and Takeover Schedule In the placement overview assignment, the student teacher will detail district-level, building-level, and classroom-level characteristics. Research on the district website or PDE's Future Ready PA Index (https://futurereadypa.org/) and discussions with district personnel may assist the student teacher in locating the proper information. Lastly, the final part of this assignment involves providing a detailed outline of the Takeover Schedule by including the increasing teaching responsibilities assigned each week. See Appendix E for more details about assignment requirements and sample schedule.
Professional Observation Student teachers are required to observe at least one professional staff member other than the cooperating teacher. This may include but is not limited to: other classroom teachers, related service providers, guidance counselors, behavior intervention specialists, parent meetings. A typed summary should include: date, title of professional, location, time period observed, detailed description of observed activities, student responses and the student teacher’s reactions to the observation.
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https://futurereadypa.org/
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Supplementary Teaching ToolUsually several interactive teaching tools/resources are created and implemented during each student teaching placement to supplement instruction either face-to-face or virtually. The objective is for the student teacher to make something to support a concept being taught. The student teacher should also evaluate the impact on student learning. See Appendix F for assignment components..
Video Lesson & Reflection The student teacher will record a lesson of their choice, and must first secure advance permission from the cooperating teacher of which lesson may be filmed in accordance with parent permissions. Then the student teacher will complete the Classroom Practices Video Analysis Guided Reflection Tool activity located on BOLT, where they will select a minimum of a 15 minute segment of the lesson where active engagement with students is evident to aid in the analysis of effective, evidence-based teaching practices. The video will not be submitted electronically, but should be kept until the assignment is graded in case the supervisor would like to conference with the student teacher while viewing the video together. The video should be deleted at the end of the placement.
Learning CenterThe student teacher will design and implement a learning center. Learning centers provide students with exciting and interesting experiences to practice, enrich, reteach or enhance their learning. See Appendix G for more details about this assignment.
Lesson Plans Daily Accountability: The student teacher will develop and submit regular written lesson plans in the required format and following the agreed upon the timeline set by the cooperating teacher and the university supervisor. Daily written lesson plans are required for both student teaching placements, and the format and submission process will be agreed upon by the cooperating teacher and supervisor. Lesson plans are developed for all subject areas the student teacher gains responsibility for as directed by the Takeover Schedule developed. Lesson plans/sub plans are required when the student teacher is absent, as well. Typically, the student teacher adopts the same method of lesson planning that their cooperating teacher uses. In the event that a cooperating teacher does not have a specific format for planning, the student teacher will utilize one of the templates provided on BOLT.
At minimum, according to the COE Student Teaching Handbook, “All daily plans must be given to the cooperating teacher three days prior to instruction or at the designation of the host district. The student teacher will have lesson plans available for the university supervisor at all times (via the Portfolio/Notebook). The plans must be signed and dated by the cooperating teacher verifying approval.” Evidence of daily planning will be evaluated by the supervisor during each visit through a binder check.
Formal Lesson Plans: Formal plans following the Formal Lesson Plan Template are required at a minimum for formal observations (submitted at least 24 hr prior to an observation via BOLT) and the Unit Plans. This formality is subject to change dependent upon additional support needed for a given student teacher. Formal lesson plans include a pre-post assessment as well as a written post-lesson reflection on student performance/data and overall lesson reflections. The university supervisor will provide feedback on formal plans submitted and feedback is expected to be implemented into future lesson planning.
Appendix H includes the lesson plan format. Be sure to CAREFULLY read through all required components.
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Formal Lesson Plan Self-AssessmentDuring each placement, the student teacher will select one"best showcase" lesson plan from either of the formal observations to submit for a grade. This lesson plan should be modified from its original submission to integrate feedback received. See Appendix I for Directions for Self-Assessment of the COE Lesson Plans and Unit Plans.
Unit Plan Assignments & Self-AssessmentsAn instructional unit will be developed, taught and evaluated by the student teacher in each placement following the COE Unit Plan Template (see also Appendix M in this handbook). The student teacher in collaboration with the cooperating teacher will choose a unit topic based on the academic and/or social needs of the students in their classroom. The unit should be comprised of 3-5 lessons, each following the BU COE Lesson Plan Template (e.g., each lesson including a pre-post assessment as well as post-reflection components) and will include an overall unit pre-post assessment as well as unit post-reflection components.
Directions for planning your lesson and unit plans are in your COE Student Teaching Handbook, Appendix D and Appendix E, respectively. Included are the “Scoring Rubric for Lesson Plans” and the “Scoring Rubric for Unit Plans” which contain the elements and rubrics for each one. Use the rubrics to guide you when planning your lesson or unit and in analyzing student learning (after implementation). Review the rubrics thoroughly and identify what expectation you plan to achieve: “Meets Expectations” or “Exceeds Expectations” for each element. It is crucial that you “Meet Expectations” on all elements but we anticipate that you will strive to “Exceed Expectations.” See Appendix I for Directions for Self-Assessment of the COE Lesson Plans and Unit Plans.
Unit Plan Family Communication: Preview or SummaryFamilies will be provided communication in written form (letter or web-based posting) with either a detailed preview of the unit the student teacher will be engaging their learners in or a summary of the unit upon its conclusion. The letter or posting should be pre-approved by the cooperating teacher before being sent to families, in addition to professional in appearance (attractive/creative, error free in spelling/grammar, and written in a family-friendly language and tone).
Lesson Plan and Unit Plan Collaboration FormsCollaboration with professionals will be documented via regular signatures on the Lesson Plan (See Appendix H) and Unit Plan (See Appendix M) "Verification of Collaboration" Forms. For daily lesson planning and weekly planning meetings, weekly signatures should be documented (at a minimum, 6 cooperating teacher signatures) and for unit planning, a minimum of 3-4 meetings/signatures should be collected to document initial planning discussions, assessment development, and lesson plan approval/review.
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IEP Assignment & Reflection Paper on IEP Process ExperienceDevelopment of an Individualized Education Plan (IEP) is a requirement for all student teachers. A student should be chosen in collaboration with the cooperating teacher by the end of the second week of the placement. If possible, a student should be selected on the basis of an IEP due date or the arrival of a new student. The student teacher is responsible, when warranted, for assessing the student with formal or informal measures used by the cooperating teacher or selected by the student teacher. The IEP format utilized by the cooperating teacher is acceptable. (See current blank format and annotated IEP documents available on the PATTAN website for reference: https://www.pattan.net/forms/ as required by IDEIA-P.L. 108-466) All components of the IEP need to be completed as per regulations. See specific directions/rubric for IEP assignment following IEP document in Appendix O. Ideally, the student teacher should also participate in the IEP meeting upon parent consent.
In addition to submitting the actual IEP document (with student name redacted throughout entire document), the student teacher will reflect upon their participation in the IEP process in a detailed written paper. Discussion points should include the student teacher's involvement/insight in: IEP process-related paperwork, administration of assessments to guide IEP development, collaboration with other professionals, special factors that influence IEP development, writing of the IEP, and participation in the IEP meeting.
Student Teaching Binder/Portfolio
Each student teacher should purchase a large, three-ring binder for the purpose of organizing the materials necessary for student teaching. The binder should be professional-looking in nature, well-organized and include all documents provided, the lesson plans developed (daily planning as well as formal plans/unit plans created), assignments completed, seminar information, hard copies of BOTH student teaching handbooks, etc. The university supervisor and cooperating teacher will find it beneficial to see how the student teacher organizes and retrieves materials, develops concepts, teaches and reflects upon their instruction. The items in the binder will serve as evidence of final evaluation assessment components being met for each placement. This should be readily available for review at any time during your student teaching experience, including each time the university supervisor visits.
Updated August 2020
Additional Required Assignment for ONLY Special Education Placement
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Additional Required Assignment for ONLY Early Childhood Education Placement
Individual Behavior Intervention Plan After consultation with their cooperating teacher, the student teacher will choose a student whose behavior is presenting challenges within the classroom (as determined by assessment data collected) and develop an individualized behavior intervention plan for the student. The selected student should not yet be identified as a student who has an IEP for behavior challenges. District protocol should be followed for obtaining parental permission for this assignment, as needed. This assignment should be started during the 2nd week of the placement. See Appendix N for more details.
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Guidelines for Student Teacher Evaluation
Evaluator Evaluation Completed as Part of Additional Details Student Teacher COE Formal Lesson Observation
Form Scheduled formal observations (a minimum of 2 per placement)
1. No grade is assigned for a formal observation.The university supervisor will complete theform and share it with both the studentteacher and cooperating teacher. Feedbackprovided is expected to be implemented at the next visit. Feedback and ability to adjust future practice will be integrated into scores on the Student Teaching Grading & Self-Evaluation Rubric and PDE 430.
Student Teacher Contract Assignments
Ongoing Formative Assessments University Supervisor scores assignments and provides feedback
Student Teaching Grading & Self-Reflection Rubric
1. Mid-Placement Self-Reflection Activity
2. Final Placement Conference
1. Discussed with supervisor during a formalobservation
2. University Supervisor uses to help inform finalStudent Teaching Grading Rubric score
CPAST Rubric Final Placement Conference Completed by student teacher and brought to final placement conference to lead discussion
Pennsylvania Department of Education Form 430 (PDE 430)
End of Placement Certification Recommendation for the COE Dean’s Office (done by University Supervisor)
Completed by University Supervisor, signed by student teacher, & submitted to Dean’s Office for certification
Cooperating Teacher
Student Teaching Grading & Self-Reflection Rubric
Final Placement Conference Provided to University Supervisor to help inform final placement grade
CPAST Rubric Final Placement Conference Completed by cooperating teacher and brought to final placement conference to share
(Special Education Placement only) Bloomsburg University Department of Exceptionality Programs Special Education Scoring Rubric
Final Placement Conference Completed by cooperating teacher and brought to final placement conference
Note: Assessment documents can be accessed on BOLT and through the links above. The CPAST document can only be accessed through BOLT or provided directly from the university supervisor and is only approved for internal use by student teachers, university supervisors, and cooperating teachers. The University Supervisor grades all student teaching assignments and provides assignment and ongoing performance feedback to the student teacher. Additionally, they utilize the formative and summative assessments completed by the student teacher and cooperating teacher when assigning each final student teaching placement grade, as well as to inform the recommendation for teacher certification through the PDE 430.
Student Teacher Contract Assignments
Formal Lesson Observations (min of 2 per placement)
Ongoing Formative
Assessments
Student Teaching Grading & Self-Reflection Rubric
Mid-Point Assessment
• Student Teaching Grading & Self-Reflection Rubric
• Candidate Preservice Assessment of Student Teaching (CPAST) Rubric
• Pennsylvania Department of Education Form 430
• Bloomsburg University Department of Exceptionality ProgramsSpecial Education Scoring Rubric
End of Placement
Assessments
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Fall
20
20
Stu
de
nt
Teac
her
Co
ntr
act
Ass
ign
me
nt
Gu
ide
Nam
e:
Sem
est
er:
Su
pe
rvis
or:
SPEC
ED 4
88/5
88
P
lace
me
nt
1
Dat
es:
8/1
8/2
02
0 -
10
/6/2
02
0
Sem
inar
D
ue
Dat
e:
Po
int
Val
ue
: Ea
rne
d
Sco
re:
SPEC
ED 4
89/5
89
P
lace
me
nt
2
Dat
es:
10
/7/2
02
0 -
11
/24
/20
20
Sem
inar
D
ue
Dat
e:
Po
int
Val
ue
: Ea
rne
d
Sco
re:
Intr
od
uct
ion
Let
ter/
Vid
eo (t
o f
amili
es)
Sem
inar
1
2
Intr
od
uct
ion
Let
ter/
Vid
eo (t
o f
amili
es)
YMH
FA
Sess
ion
#1
2
Cla
ssro
om
Sch
edu
le
Sem
inar
1
1
Cla
ssro
om
Sch
edu
le
YMH
FA
Sess
ion
#1
1
Ind
uct
ion
Info
rmat
ion
Ch
eckl
ist
Sem
inar
1
1
Ind
uct
ion
Info
rmat
ion
Ch
eckl
ist
YMH
FA
Sess
ion
#1
1
Pla
cem
ent
Ove
rvie
w &
Tak
eove
r Sc
hed
ule
Se
min
ar 2
4
P
lace
men
t O
verv
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& T
akeo
ver
Sch
edu
le
YMH
FA
Sess
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#1
4
Pro
fess
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al O
bse
rvat
ion
Se
min
ar 2
2
P
rofe
ssio
nal
Ob
serv
atio
n
Sem
inar
6
2
Sup
ple
men
tal T
each
ing
Too
l Se
min
ar 3
4
Su
pp
lem
enta
l Tea
chin
g To
ol
Sem
inar
6
4
Vid
eo-r
eco
rded
Le
sso
n &
Re
flec
tio
n
Sem
inar
3
5
Vid
eo-r
eco
rded
Le
sso
n &
Re
flec
tio
n
Sem
inar
7
5
Lear
nin
g C
ente
r Se
min
ar 3
4
Le
arn
ing
Cen
ter
Sem
inar
7
4
Un
it P
lan
& S
elf-
Ass
ess
men
t (f
ollo
w C
OE
rub
ric)
Sem
inar
4
22
U
nit
Pla
n &
Sel
f-A
sse
ssm
ent
(fo
llow
CO
E ru
bri
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min
ar 8
2
2
Fam
ily C
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mu
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Un
it P
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mm
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Sem
inar
4
2
Fam
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atio
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Un
it P
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mm
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Sem
inar
8
2
Less
on
Pla
nn
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dai
ly a
cco
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tab
ility
Se
min
ar 4
5
Le
sso
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lan
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aily
acc
ou
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bili
ty
Sem
inar
8
5
Less
on
Pla
n &
Un
it P
lan
Co
llab
ora
tio
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orm
s Se
min
ar 4
4
(2
pts
/ fo
rm)
Less
on
Pla
n &
Un
it P
lan
Co
llab
ora
tio
n F
orm
s Se
min
ar 8
4
(2
pts
/ fo
rm)
Form
al L
ess
on
Pla
n &
Sel
f-A
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smen
t (f
ollo
wC
OE
Ru
bri
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Sem
inar
4
13
Fo
rmal
Le
sso
n P
lan
& S
elf-
Ass
essm
ent
(fo
llow
CO
ER
ub
ric)
Se
min
ar 8
1
3
Earl
y C
hild
ho
od
Ed
Pla
cem
en
t:
Earl
y C
hild
ho
od
Ed
Pla
cem
en
t:
Ind
ivid
ual
Beh
avio
r In
terv
enti
on
Pla
n
Sem
inar
4
12
In
div
idu
al B
ehav
ior
Inte
rven
tio
n P
lan
Se
min
ar 8
1
2
Spe
cial
Ed
uca
tio
n P
lace
me
nt:
Sp
eci
al E
du
cati
on
Pla
cem
en
t:
IEP
& R
efle
ctio
n N
arra
tive
on
IEP
Pro
cess
Se
min
ar 4
1
2
IEP
& R
efle
ctio
n N
arra
tive
on
IEP
Pro
cess
Se
min
ar 8
1
2
Stu
de
nt
Teac
hin
g G
rad
ing/
Self
-Re
fle
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n R
ub
ric
60
S
tud
en
t Te
ach
ing
Gra
din
g/Se
lf-R
efl
ecti
on
Ru
bri
c 6
0
TO
TAL
_
___
___
/__
___
__
TOTA
L
__
___
__/_
___
___
Stu
den
t Te
ach
ing
Ass
ign
men
ts G
rad
ing
Scal
e b
y P
erc
enta
ge
A: 9
4-1
00
B
+: 8
7-8
9 C
+: 7
7-7
9 D
+: 6
7-6
9
Tota
l Po
ints
Ear
ned
(P
lace
me
nt
1 +
Pla
cem
en
t 2
)-
/ A
-: 9
0-9
3 B
: 84
-86
C: 7
4-7
6 D
: 60
-66
B
-: 8
0-8
3 C
-: 7
0-7
3 E
(fai
ling)
: bel
ow
60
8
-
Bloo
msb
urg
Uni
vers
ity D
epar
tmen
t of E
xcep
tiona
lity
Prog
ram
s
Stud
ent T
each
ing
Gra
ding
& S
elf-R
efle
ctio
n Ru
bric
Stud
ent:
____
____
____
____
____
____
____
____
____
____
____
____
_ Co
oper
atin
g Te
ache
r: __
____
____
____
____
____
____
____
____
____
__
Uni
vers
ity S
uper
viso
r: __
____
____
____
____
____
____
____
____
____
Da
te: _
____
____
____
____
____
____
____
____
____
____
____
____
____
_
PLAN
NIN
G A
ND
PREP
ARAT
ION
Di
stin
guis
hed
(3)
Prof
icie
nt (2
) Ba
sic
(1)
Uns
atis
fact
ory
(0)
Less
on p
lans
are
subm
itted
in
a tim
ely
man
ner u
sing
agr
eed
upon
form
at.
All p
lans
are
subm
itted
in
the
agre
ed u
pon
form
at
and
timel
ines
.
Mos
t pla
ns (8
5% o
r mor
e)
are
subm
itted
in th
e ag
reed
up
on fo
rmat
and
tim
elin
es.
Plan
s are
inco
nsist
ently
su
bmitt
ed u
sing
the
agre
ed
upon
form
at a
nd ti
mel
ines
.
Plan
s are
not
subm
itted
in
the
agre
ed u
pon
form
at a
nd
timel
ine.
Le
sson
s are
diff
eren
tiate
d to
m
eet n
eeds
of l
earn
ers.
Al
l pla
ns a
re d
iffer
entia
ted
to m
eet n
eeds
of l
earn
ers.
Mos
t pla
ns (8
5% o
r mor
e)
are
diffe
rent
iate
d to
mee
t ne
eds o
f lea
rner
s.
Som
e pl
ans (
abou
t 50%
) ar
e di
ffere
ntia
ted
to m
eet
the
need
s of l
earn
ers.
Plan
s do
not r
efle
ct m
uch,
if
any,
diff
eren
tiatio
n.
Mat
eria
ls a
re p
repa
red
for
inst
ruct
ion.
Al
l mat
eria
ls ar
e pr
epar
ed
for i
nstr
uctio
n.
Mos
t of t
he ti
me
(85%
or
mor
e) m
ater
ials
are
prep
ared
for i
nstr
uctio
n.
Som
e of
the
time
mat
eria
ls ar
e pr
epar
ed fo
r in
stru
ctio
n (in
cons
isten
t pr
epar
atio
n is
evid
ent)
.
Mat
eria
ls ar
e ha
rdly
eve
r pr
epar
ed fo
r ins
truc
tion;
fr
eque
nt d
isorg
aniza
tion
is ev
iden
t. De
mon
stra
tes k
now
ledg
e of
co
nten
t and
ped
agog
y.
All l
esso
n pl
ans r
efle
cted
ac
cura
te c
onte
nt a
nd
effe
ctiv
e in
stru
ctio
nal
met
hods
.
Mos
t les
son
plan
s (85
% o
r m
ore)
refle
cted
acc
urat
e co
nten
t and
effe
ctiv
e in
stru
ctio
nal m
etho
ds.
Som
e le
sson
pla
ns (a
bout
50
%) r
efle
cted
acc
urat
e co
nten
t and
effe
ctiv
e in
stru
ctio
nal m
etho
ds.
Less
on p
lans
did
not
refle
ct
accu
rate
con
tent
and
ef
fect
ive
inst
ruct
iona
l m
etho
ds.
Util
ized
cla
ssro
om re
sour
ces.
Cl
assr
oom
reso
urce
s wer
e co
nsist
ently
util
ized.
Cl
assr
oom
reso
urce
s wer
e ut
ilize
d m
ost o
f the
tim
e (8
5% o
r mor
e).
Clas
sroo
m re
sour
ces w
ere
som
etim
es u
tilize
d (a
bout
50
% o
f the
tim
e).
Clas
sroo
m re
sour
ces w
ere
bare
ly, i
f at a
ll, u
tilize
d.
9
-
CLAS
SRO
OM
EN
VIRO
NM
ENT
Dist
ingu
ishe
d (3
) Pr
ofic
ient
(2)
Basi
c (1
) U
nsat
isfa
ctor
y (0
)
Inte
ract
ions
are
resp
ectf
ul
and
genu
ine
with
stud
ents
. Al
l int
erac
tions
with
st
uden
ts w
ere
resp
ectf
ul
and
genu
ine.
Mos
t int
erac
tions
(at l
east
85
% o
f the
tim
e) w
ith
stud
ents
wer
e re
spec
tful
an
d ge
nuin
e.
Som
e in
tera
ctio
ns (a
bout
50
% o
f the
tim
e) w
ith
stud
ents
wer
e re
spec
tful
an
d ge
nuin
e.
Inte
ract
ions
with
stud
ents
w
ere
not r
espe
ctfu
l and
ge
nuin
e.
Dem
onst
rate
s cla
ssro
om
man
agem
ent s
trat
egie
s.
Cons
isten
tly u
tilize
d ef
fect
ive
clas
sroo
m
man
agem
ent s
trat
egie
s.
Mos
t cla
ssro
om
man
agem
ent s
trat
egie
s w
ere
effe
ctiv
e (a
t lea
st 8
0%
of th
e da
y).
Som
e cl
assr
oom
m
anag
emen
t str
ateg
ies
wer
e ef
fect
ive
(abo
ut 5
0%
of th
e da
y).
Clas
sroo
m m
anag
emen
t st
rate
gies
wer
e no
t ef
fect
ive.
Mon
itors
and
resp
onds
to
stud
ent b
ehav
ior.
Activ
ely
man
aged
stud
ent
beha
vior
s con
siste
ntly
. M
ost o
f the
tim
e st
uden
t be
havi
ors w
ere
man
aged
co
nsist
ently
(at l
east
85%
of
the
day)
.
Som
e of
the
time
stud
ent
beha
vior
s wer
e m
anag
ed
cons
isten
tly (a
bout
50%
of
the
day)
.
Stud
ent b
ehav
iors
wer
e no
t m
anag
ed c
onsis
tent
ly.
Man
ages
tran
sitio
ns
smoo
thly
with
min
imal
loss
of
inst
ruct
iona
l tim
e.
All t
rans
ition
s wer
e m
anag
ed e
ffect
ivel
y.
Mos
t tra
nsiti
ons w
ere
man
aged
effe
ctiv
ely
(abo
ut
85%
of t
rans
ition
s eac
h da
y).
Som
e tr
ansit
ions
wer
e m
anag
ed e
ffect
ivel
y (a
bout
50
% o
f tra
nsiti
ons e
ach
day)
.
Tran
sitio
ns w
ere
not
man
aged
effe
ctiv
ely.
Crea
tes a
safe
lear
ning
en
viro
nmen
t. A
safe
lear
ning
en
viro
nmen
t was
m
aint
aine
d at
all
times
.
A sa
fe le
arni
ng e
nviro
nmen
t w
as m
aint
aine
d at
mos
t of
the
time
(at l
east
85%
of t
he
day)
.
A sa
fe le
arni
ng
envi
ronm
ent w
as
mai
ntai
ned
som
e of
the
time
(at l
east
50%
of t
he
day)
.
A sa
fe le
arni
ng e
nviro
nmen
t w
as n
ot c
onsis
tent
ly
mai
ntai
ned.
INST
RUCT
ION
Di
stin
guis
hed
(3)
Prof
icie
nt (2
) Ba
sic
(1)
Uns
atis
fact
ory
(0)
Inst
ruct
ion
is d
eliv
ered
sm
ooth
ly, a
ccur
atel
y an
d as
pe
r les
son
plan
.
Inst
ruct
ion
was
alw
ays
accu
rate
ly d
eliv
ered
and
al
igne
d to
the
less
on p
lan.
Inst
ruct
ion
was
acc
urat
ely
deliv
ered
and
alig
ned
to th
e le
sson
pla
n m
ost o
f the
tim
e (a
t lea
st 8
5%).
Inst
ruct
ion
was
acc
urat
ely
deliv
ered
and
alig
ned
to
the
less
on p
lan
som
e of
the
time
(abo
ut 5
0%).
Inst
ruct
ion
was
not
ac
cura
tely
del
iver
ed a
nd/o
r al
igne
d to
the
less
on p
lan
Use
s a v
arie
ty o
f mat
eria
ls,
activ
ities
and
met
hods
. In
stru
ctio
n w
as
diffe
rent
iate
d to
kee
p al
l st
uden
ts e
ngag
ed.
Inst
ruct
ion
was
di
ffere
ntia
ted
mos
t of t
he
time
to k
eep
mos
t stu
dent
s (a
t lea
st 8
5%) e
ngag
ed.
Inst
ruct
ion
was
di
ffere
ntia
ted
som
e of
the
time
to k
eep
som
e of
the
stud
ents
(abo
ut 5
0%)
enga
ged.
Inst
ruct
ion
was
not
di
ffere
ntia
ted
and
stud
ent
enga
gem
ent w
as n
ot
cons
isten
t.
10
-
Tech
nolo
gy is
util
ized
. Te
chno
logy
was
effe
ctiv
ely
utili
zed
whe
n ap
prop
riate
. Te
chno
logy
was
effe
ctiv
ely
utili
zed
mos
t of t
he ti
me
whe
n ap
prop
riate
.
Tech
nolo
gy w
as e
ffect
ivel
y ut
ilize
d so
me
of th
e tim
e w
hen
appr
opria
te (i
.e.,
not
cons
isten
tly).
Tech
nolo
gy w
as n
ot
effe
ctiv
ely
utili
zed.
Chec
ks fo
r und
erst
andi
ng
durin
g le
sson
. Co
nsist
ently
che
cked
for
unde
rsta
ndin
g du
ring
inst
ruct
ion
and
was
co
ntin
uous
ly a
war
e of
st
uden
t pro
gres
s.
Cons
isten
tly c
heck
ed fo
r un
ders
tand
ing
to e
nsur
e st
uden
t lea
rnin
g, b
ut a
few
m
issed
opp
ortu
nitie
s wer
e ev
iden
t.
Chec
ked
for u
nder
stan
ding
so
me
of th
e tim
e du
ring
inst
ruct
ion
and
wer
e in
cons
isten
tly a
war
e of
st
uden
t pro
gres
s.
Oft
en fa
iled
to c
heck
for
unde
rsta
ndin
g du
ring
inst
ruct
ion
and
wer
e no
t aw
are
of st
uden
t pro
gres
s th
roug
hout
the
less
on.
Form
ativ
e an
d su
mm
ativ
e as
sess
men
t dat
a gu
ides
in
stru
ctio
n.
Cons
isten
tly u
tilize
d da
ta
to g
uide
inst
ruct
ion.
U
tilize
d da
ta m
ost o
f the
tim
e to
gui
de in
stru
ctio
n.
Inco
nsist
ently
util
ized
data
to
gui
de in
stru
ctio
n.
Did
not u
se d
ata
to g
uide
in
stru
ctio
n.
PRO
FESS
ION
AL
RESP
ON
SIBI
LITI
ES
Dist
ingu
ishe
d (3
) Pr
ofic
ient
(2)
Basi
c (1
) U
nsat
isfa
ctor
y (0
)
Prof
essi
onal
in a
ppea
ranc
e an
d de
mea
nor.
Alw
ays p
rofe
ssio
nal i
n ap
pear
ance
and
dem
eano
r. M
ost o
f the
tim
e w
as
prof
essio
nal i
n ap
pear
ance
an
d de
mea
nor (
85%
of t
he
time)
.
Som
e of
the
time
was
pr
ofes
siona
l in
appe
aran
ce
and
dem
eano
r (ab
out 5
0%
of th
e tim
e).
Not
con
siste
ntly
pr
ofes
siona
l in
appe
aran
ce
and
dem
eano
r. Fr
eque
ntly
sp
oken
to a
bout
this
and
faile
d to
mod
ify.
Atte
nds d
aily
, arr
ivin
g an
d de
part
ing
as p
er re
quire
d sc
hedu
le.
Atte
nded
dai
ly a
nd a
lway
s ad
here
d to
the
requ
ired
sche
dule
.
Was
in a
tten
danc
e m
ost o
f th
e tim
e an
d ad
here
d to
the
requ
ired
sche
dule
(onl
y ac
crue
d 1-
2 ex
cuse
d ab
senc
es).
Atte
nded
mos
t of t
he ti
me
and
inco
nsist
ently
adh
ered
to
the
requ
ired
sche
dule
(2
-3 e
xcus
ed a
bsen
ces;
in
cons
isten
tly a
dher
ed to
ar
rival
/dep
artu
re ti
mes
).
Atte
ndan
ce, a
nd/o
r arr
ival
an
d de
part
ure
time
was
not
co
nsist
ent.
Follo
ws r
ules
and
pol
icie
s of
the
loca
l edu
catio
n ag
ency
. Co
nsist
ently
follo
wed
the
rule
d an
d po
lices
of t
he
LEA.
Follo
wed
the
rule
s and
po
lices
of t
he L
EA m
ost o
f th
e tim
e (a
t lea
st 8
5%).
Follo
wed
the
rule
s and
po
licie
s of t
he L
EA so
me
of
the
time
(abo
ut 5
0%).
Did
not c
onsis
tent
ly fo
llow
th
e ru
les a
nd p
olic
es o
f the
LE
A.
Wel
com
es a
nd se
eks o
ut
feed
back
. Al
way
s rec
eptiv
e to
fe
edba
ck.
Rece
ptiv
e to
feed
back
mos
t of
the
time
(i.e.
, act
ivel
y lis
tene
d, p
rofe
ssio
nal i
n di
scus
sions
, eag
er to
im
prov
e be
havi
or).
Rece
ptiv
e to
feed
back
so
me
of th
e tim
e (i.
e.,
min
imal
ly
inte
rest
ed/e
ngag
ed,
sligh
tly d
efen
sive,
slig
htly
un
prof
essio
nal)
Not
rece
ptiv
e to
feed
back
(i.
e., v
ery
defe
nsiv
e,
argu
men
tativ
e, o
r un
prof
essio
nal).
11
-
Use
s sel
f-ref
lect
ion
to
impr
ove
skill
s.
Util
ized
feed
back
and
self-
refle
ctio
n to
impr
ove
skill
s.
Util
ized
feed
back
and
self-
refle
ctio
n to
impr
ove
skill
s m
ost o
f the
tim
e (a
t lea
st
85%
).
Util
ized
feed
back
and
self-
refle
ctio
n to
impr
ove
skill
s so
me
of th
e tim
e (a
bout
50
%).
Did
not u
tilize
feed
back
and
se
lf-re
flect
ion
to im
prov
e sk
ills.
Colu
mn
Tota
ls:
Fina
l Sco
re-
___
____
/ 60
Gra
ding
Sca
le:
50-6
0=A
30-3
4=C+
46-4
9 =A
-25
-29=
C
43-4
5=B+
20-2
4=C-
39-4
2=B
15-1
9=D
35-3
8=B-
Belo
w 1
5=F
12
-
Absences/Tardiness
Attendance and participation in all activities at the school site are required, including faculty meetings, in-service days, and instructional planning time. Student teachers are expected to follow the schedules for the school district to which they are assigned. Student teachers have the same working hours as their cooperating teacher. Tardiness on the part of the student teacher is not acceptable, and responsibilities of student teachers to part-time work or university extracurricular activities should not interfere with the student teaching responsibilities. Student teachers should not leave the school building before the close of the scheduled day. In the event of an absence, student teachers must notify both their cooperating teacher and their supervisor prior to 6:30 a.m. Official documentation must be provided in the event of an absence due to an extreme circumstance (e.g., significant illness, military service, immediate family emergency). Absences may be required to be made up at the semester’s end as per the discretion of the cooperating teacher and university supervisor. As per the COE Student Teaching Handbook section Professional Responsibilities of the Student Teacher, “Excessive absences, depending on the reason, may be made up at a time specified by the university supervisor with the agreement of the cooperating teacher. Excessive absence is defined as more than three days in an assignment.” Sub plans must be left with the cooperating teacher in advance of an absence.
Attendance and participation at regularly scheduled Student Teaching Seminar dates are also required. Active participation is expected at each seminar meeting, and student teachers should come prepared (and on time) to engage in thoughtful discussion/reflection with peers and supervisors. See syllabus and BOLT for seminar dates and formats/locations (e.g., face-to-face on campus or virtual via Zoom).
Virtual/Remote Instruction Responsibilities
Student teachers are expected to provide instruction to students through the same methods as is expected of their cooperating teacher by the school district. This may include face-to-face, hybrid, or virtual formats, and may shift throughout a placement given state or district mandates. It is highly recommended that student teachers take part in any training and/or professional development opportunities provided within the district or externally to prepare themselves to meet placement expectations and provide high-quality instruction to their students. Student teachers should also familiarize themselves with the learning management system (LMS) utilized by their school, as well as any other technologies or web-based platforms supported by the district.
13
-
Substitute Teaching Policy August 6, 2019
Dear Cooperating Teachers and School District Administrators:
The College of Education (COE) at Bloomsburg University is grateful for our continued partnership and appreciate you accepting our students for a variety of experiences including but not limited to observations, practicums, internships, and student teaching. We also are cognizant of the difficulty our partnering school districts have in finding substitute teachers and at times want to use student teachers to ‘cover’ classes when substitutes are unavailable. In an effort to assist in building capacity for your district, the COE has adopted the following requirement for those districts who want to employ Bloomsburg University student teachers as substitutes:
1. The school district administration will discuss the opportunity or possibility of the student teacherserving as a substitute teacher with the cooperating teacher and student teacher early during theplacement and start the necessary process for district substitute employment if all are in agreement.
2. The student teacher must be approved by the local school district for substitute status.3. The student teacher must have gained a minimum of 12 weeks of classroom experience with his/her
cooperating teacher.4. The student teacher, cooperating teacher, and university supervisor must be in agreement
(documented by email correspondence) that the student is ready to handle the responsibility ofsubstituting.
5. The student can only be employed as a substitute for the classes assigned during student teaching.6. The cooperating teacher will notify the university supervisor when the student teacher is being
employed as a substitute in a timely fashion (i.e., prior to the day, if possible).7. The student teacher cannot be employed as a substitute for more than 3 consecutive days in the
classroom without a cooperating teacher and without prior approval from the Dean of the COE.8. The student teacher will be employed and compensated substitute wages by the school district for
his/her services for the day(s) the student teacher serves as a substitute teacher.
In the event of extenuating circumstances communication with the university supervisor should occur immediately then follow-up through the Dean of the COE.
These guidelines have been established not as a means to encourage employing student teachers as substitutes as they are still novice in their development as educators, but to assist school districts in providing the best possible education for their students when employees are absent.
Any feedback on the guidelines and procedures outlined above should be sent directly to Dr. Darlene Perner, Interim Dean of the COE at [email protected] or 570-389-4075. We wish you the best for a smooth opening and a productive and successful 2019-20 school year.
Sincerely,
Darlene E. Perner Interim Dean, College of Education
14
mailto:[email protected]
-
Appendices
15
-
PENNSYLVANIA'S CODE OF PROFESSIONAL PRACTICE
AND CONDUCT FOR EDUCATORS
Section 1. Mission The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.
Section 2. Introduction (a) Professional conduct definesinteractions between the individualeducator and students, the employingagencies and other professionals.Generally, the responsibility forprofessional conduct rests with theindividual professional educator. However,in this Commonwealth, a Code ofProfessional Practice and Conduct (Code)for certificated educators is required bystatute and violation of specified sectionsof the Code may constitute a basis forpublic or private reprimand. Violations ofthe Code may also be used as supportingevidence, though may not constitute anindependent basis, for the suspension orrevocation of a certificate. TheProfessional Standards and PracticesCommission (PSPC) was charged by theact of December 12, 1973 (P. L. 397, No.
141) (24 P. S. § § 12-1251—12-1268),known as the Teacher Certification Law,with adopting a Code by July 1, 1991. See24 P. S. § 12-1255(a)(10).(b) This chapter makes explicit the valuesof the education profession. Whenindividuals become educators in thisCommonwealth, they make a moralcommitment to uphold these values.
Section 3. Purpose (a) Professional educators in thisCommonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public. (b) Professional educators recognize theirprimary responsibility to the student andthe development of the student’s potential.Central to that development is theprofessional educator’s valuing the worthand dignity of every person, student andcolleague alike; the pursuit of truth;devotion to excellence; acquisition ofknowledge; and democratic principles. To
those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the
dignity of the human experience.
Section 4. Practices (a) Professional practices are behaviorsand attitudes that are based on a set ofvalues that the professional educationcommunity believes and accepts. Thesevalues are evidenced by the professionaleducator’s conduct toward students andcolleagues, and the educator’s employerand community. When teacher candidatesbecome professional educators in thisCommonwealth, they are expected toabide by this section.(b) Professional educators are expectedto abide by the following:(1) Professional educators shall abide bythe Public School Code of 1949 (24 P. S.§ § 1-101—27-2702), other school laws ofthe Commonwealth, sections 1201(a)(1),(2) and (4) and (b)(1), (2) and (4) of thePublic Employe Relations Act (43 P. S. §§ 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.(2) Professional educators shall beprepared, and legally certified, in theirareas of assignment. Educators may notbe assigned or willingly acceptassignments they are not certified to fulfill.
Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintainhigh levels of competence throughouttheir careers.(4) Professional educators shall exhibitconsistent and equitable treatment ofstudents, fellow educators and parents.They shall respect the civil rights of all andnot discriminate on the basis of race,national or ethnic origin, culture, religion,sex or sexual orientation, marital status,age, political beliefs, socioeconomicstatus, disabling condition or vocationalinterest. This list of bases ordiscrimination is not all-inclusive.(5) Professional educators shall acceptthe value of diversity in educationalpractice. Diversity requires educators tohave a range of methodologies and torequest the necessary tools for effectiveteaching and learning.(6) Professional educators shall impart totheir students principles of goodcitizenship and societal responsibility.(7) Professional educators shall exhibitacceptable and professional language andcommunication skills. Their verbal and
Appendix A
16
-
written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable and useappropriate judgment and communicationskills when responding to an issue withinthe educational environment.(9) Professional educators shall keep inconfidence information obtained inconfidence in the course of professionalservice unless required to be disclosed bylaw or by clear and compellingprofessional necessity as determined bythe professional educator.(10) Professional educators shall exertreasonable effort to protect the studentfrom conditions which interfere withlearning or are harmful to the student’shealth and safety.
Section 5. Conduct Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6—235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.
Section 6. Legal obligations (a) The professional educator may not
engage in conduct prohibited by theact of December 12, 1973 (P. L. 397,No. 141) (24 P. S. § § 12-1251—12-
1268), known as the Teacher Certification Law.
(b) The professional educator may notengage in conduct prohibited by:
(1) The Public School Code of 1949 (24 P.S. § § 1-101—27-2702) and other lawsrelating to the schools or the education ofchildren.(2) The applicable laws of theCommonwealth establishing ethics ofpublic officials and public employes,including the act of October 4, 1978 (P. L.883, No. 170) (65 P. S. § § 401—413),known as the Public Official andEmployee Ethics Law.(c) Violation of subsection (b) shall havebeen found to exist by an agency ofproper jurisdiction to be considered anindependent basis for discipline.
Section 7. Certification The professional educator may not: (1) Accept employment, when not properlycertificated, in a position for whichcertification is required.(2) Assist entry into or continuance in theeducation profession of an unqualifiedperson.(3) Employ, or recommend foremployment, a person who is notcertificated appropriately for the position.
Section 8. Civil Rights The professional educator may not: (1) Discriminate on the basis of race,National or ethnic origin, culture, religion,sex or sexual orientation, marital status,age, political beliefs, socioeconomic
status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. (2) Interfere with a student’s orcolleague’s exercise of political and civilrights and responsibilities.
Section 9. Improper personal or financial gain The professional educator may not: (1) Accept gratuities, gifts or favors thatmight impair or appear to impairprofessional judgment.(2) Exploit a professional relationship forpersonal gain or advantage.
Section 10. Relationships with students The professional educator may not: (1) Knowingly and intentionally distort ormisrepresent evaluations of students.(2) Knowingly and intentionallymisrepresent subject matter or curriculum.(3) Sexually harass or engage in sexualrelationships with students.(4) Knowingly and intentionally withholdevidence from the proper authorities aboutviolations of the legal obligations asdefined within this section.
Section 11. Professional relationships The professional educator may not: (1) Knowingly and intentionally deny orimpede a colleague in the exercise orenjoyment of a professional right orprivilege in being an educator.(2) Knowingly and intentionally distortevaluations of colleagues.(3) Sexually harass a fellow employe.(4) Use coercive means or promisespecial treatment to influence professionaldecisions of colleagues.(5) Threaten, coerce or discriminateagainst a colleague who in good faithreports or discloses to a governing agencyactual or suspected violations of law,agency regulations or standards.
The Code of Professional Practice and
Conduct for Educators can be found at 22
Pa. Code §§235.1 - 235.11.
All questions should be directed to the Professional Standards and Practices
Commission at (717) 787-6576.
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http:235.6�235.11
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Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 1
Initial Preparation Standard 2: Learning Environments2.0 Beginning special education professionals create safe, inclusive, culturally
responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.
Key Elements2.1 Beginning special education professionals, through collaboration with general
educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
Initial Preparation Standard 1: Learner Development and Individual Learning Differences1.0 Beginning special education professionals understand how exceptionalities may
interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Key Elements1.1 Beginning special education professionals understand how language, culture, and
family background influence the learning of individuals with exceptionalities.1.2 Beginning special education professionals use understanding of development and
individual differences to respond to the needs of individuals with exceptionalities.
Initial Preparation Standards
Appendix B
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Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 2
Initial Preparation Standard 3: Curricular Content Knowledge3.0 Beginning special education professionals use knowledge of general and specialized
curricula to individualize learning for individuals with exceptionalities.Key Elements3.1 Beginning special education professionals understand the central concepts,
structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
Initial Preparation Standard 4: Assessment4.0 Beginning special education professionals use multiple methods of assessment
and data sources in making educational decisions.Key Elements4.1 Beginning special education professionals select and use technically sound formal
and informal assessments that minimize bias.4.2 Beginning special education professionals use knowledge of measurement
principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
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Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 3
Initial Preparation Standard 5: Instructional Planning and Strategies5.0 Beginning special education professionals select, adapt, and use a repertoire of
evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Key Elements5.1 Beginning special education professionals consider individual abilities, interests,
learning environments, and cultural and linguistic factors in the selection, develop-ment, and adaptation of learning experiences for individuals with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.
5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
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Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 4
Initial Preparation Standard 6: Professional Learning and Ethical Practice6.0 Beginning special education professionals use foundational knowledge of the field
and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Key Elements6.1 Beginning special education professionals use professional ethical principles and
professional practice standards to guide their practice.6.2 Beginning special education professionals understand how foundational knowledge
and current issues influence professional practice.6.3 Beginning special education professionals understand that diversity is a part of
families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
Initial Preparation Standard 7: Collaboration7.0 Beginning special education professionals collaborate with families, other
educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Key Elements7.1 Beginning special education professionals use the theory and elements of effective
collaboration.7.2 Beginning special education professionals serve as a collaborative resource to
colleagues.7.3 Beginning special education professionals use collaboration to promote the well
being of individuals with exceptionalities across a wide range of settings and collaborators.
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Appendix C
Daily Schedule Model
(Name, Address, and Phone # of School)
20__ __ - 20__ __ School Term
Type/Level of Class: Learning Support Room #: 000 Teacher: Ms. Pick
REGULAR DAILY SCHEDULE
EXAMPLE A Content Area Resource Room Model
EXAMPLE B Co-teaching Inclusionary Model
Period & Time Subject/Activity Period & Time Subject/Activity Period 1
8:38-9:23 Academic Support Period 1
8:13-8:55 Study Skills
Period 2 9:26-10:08
Learning Support Math
Period 2 8:58-9:40
Co-taught Math
Period 3 10:11-10:53
Learning Support Language Arts
Period 3 9:43-10:25
Co-taught Language Arts
LUNCH 10:56-11:23
Period 4 10:28-11:10
Co-taught Language Arts
Period 4 11:26-12:08
Learning Support Math
Period 5 11:13-12:40 LUNCH/PREP
Period 5 12:11-12:53 PLANNING
Period 6 12:43-1:25 Study Skills
Period 6 12:56-1:38
Learning Support Math
Period 7 1:28-2:10
Co-taught Math
Period 7 1:41-2:23
Learning Support Language Arts
Period 8 2:13-2:55 RTII
Period 8 2:26-3:11 Progress Monitoring
Notes:
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Appendix D
Induction Information Checklist
(This should be completed no later than the 2nd week of each assignment.)
One of the first problems encountered by the student teacher or a teacher who is new to a particular school is that of becoming acquainted with school policy. Once situations involving policy and procedures are mastered and become automatic, the teacher can put efforts where they belong - their students and teaching.
For each item, mark off if completed, or if it is not applicable to your setting, mark N/A. Provide evidence of knowledge of items with informal comments/notes for applicable items in the space on the right of the page or on a separate sheet.
Are you familiar with/responsible for:
First Second Assign Assign
morning arrival time?
departure time?
assistance on the playground?
assistance with hall duty?
assistance with bus duty?
assistance with lunch duty?
lunch schedule and orders?
method of checking daily attendance?
excusing children to leave the classroom procedure?
fire drill procedure?
lock down procedure?
accident reporting procedure?
field trip procedure?
general care of the classroom procedure?
school-wide and class discipline procedure?
schedule of subjects and activities?
schedules of specialists?
faculty meeting schedules?
district calendar?
district learning management system?
Comments/Notes for Applicable Items
___ ___
___ ___
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Can you locate:
First Second
Assign Assign
the main office?
the supply room?
the library?
the cafeteria?
the playground areas?
the duplicating facilities?
the faculty room?
the nurse's office?
all the school's restrooms?
Have you met or conferred with:
First Second
Assign Assign
Comments/Notes for Applicable Items
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___ ___
Do you have:
First Second Assign Assign
a space of your own?
a regular conference time with your cooperating teacher?
an access to teachers' manuals?
a copy of the faculty handbook?
access to district's materials and technology software?
access to the district's text notification system?
the nurse?
the guidance counselor?
the related service providers (e.g., speech therapist, occupational therapist, physical therapist, psychologist, social worker)?
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First Second Assign Assign
Have you met or conferred with:
the reading specialist?
the principal/local education authority?
the other classroom teachers?
the paraprofessionals?
the custodians?
the secretaries?
First Placement Signature of Completion
___________ _
Student Teacher
Second Placement Signature of Completion
___________ _
Student Teacher
Comments/Notes for Applicable Items
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Appendix E
Placement Overview and Takeover Schedule
Describe the district-level characteristics. Possible information included should involve: population served (# of
students, SES data/# students on free or reduced lunch, racial/ethnicitydata), number of schools in district, number of teachers employed, etc.
Describe the building-level characteristics. Possible information included should involve: population data, grade levels
present in the school, number of students served, number of teachers(general education teachers/special education teachers), and specialpersonnel working in the building (e.g., paraprofessionals, guidancecounselor, speech therapist).
Describe the classroom-level characteristics. Include the student demographic information (gender breakdown,
race/ethnicity/ ELL data, number of students receiving special educationservices), grade level, class size, type of special education support (ifapplicable), & the number of adults in the classroom and their roles. Also,include the subject areas taught: both academic and non-academic.
Outline the Takeover Schedule. Include each week and subject area(s) in which full responsibility for
teaching will occur (i.e., lesson planning, having plans pre-approved bycooperating teacher, delivering instruction, reflecting upon teaching andadjusting future instruction), detailing the progression of subjects taken on,what the “full load” will look like, and then how subjects will be given back tothe teacher gradually before the placement ends. The student teachershould be taking over FULL responsibility for teaching for at 2-3 weeks of theplacement.
Simplified example: Week 1
i. Observe and assist teacher in all subjects Week 2
i. morning meeting/circle time/calendarii. Spelling
Week 3i. morning meeting/circle time/calendar
ii. Spellingiii. Math (large group direct instruction & learning centers)
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Appendix F
Supplemental Teaching Tool
I. Title of tool createdII. Photograph(s) or electronic copy of teaching tool
III. Explanation/Rationalea. Target group developed forb. Applicable subject areac. Connection to specific student needs
IV. Evaluation of toola. Description of implementationb. Effectiveness of tool
i. Student reactions or data collected on tool usec. Future applications or changes to make on tool
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Appendix G
Learning Center
One Learning Center must be developed and implemented in each placement. The following information must be detailed for this assignment:
I. Title of Learning CenterII. Learning Objective(s) & Standard(s) the center will address
III. Photograph(s) or electronic copies of materials utilizedIV. Detailed description of the center
a. Activities (how to implement the center) and integrated assessmentV. Evaluation of the center
a. Effectiveness based upon observations and datai. Student reactions
b. Future changes to make
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Lesson Plan Assignment
GENERAL OVERVIEW
This special education lesson plan is used to plan and implement lessons in the special education student teaching placement. The special education lesson plan and special education rubric were used as assignments in other classes to prepare for this student teaching assignment. For this assignment, you will design and implement one special education lesson plan following the directions provided. To facilitate candidates’ demonstration of the understanding of the link between teacher directives, expected student responses, material usage, data collection, and analysis, the directions have been adapted to guide you in writing the assigned lesson plan.
The lesson plan format and directions support key components for developing, implementing, and reflecting upon the lesson. The components are: content and skill selection, standards, instructional objective, formative and summative assessment, introduction, instructional methods, guided practice, independent practice, closure, differentiated activities, instructional resources, materials, and technology, analysis of student learning, and analysis of teaching.
Using the lesson plan components, the special education lesson plan rubric (teacher candidate performance expectations), and in collaboration with your co-operating teacher and other professionals, develop one special education lesson that will be implemented and then submitted as a required assignment for this course. In planning, implementing, and reflecting on your lesson plan, you are required to meet with your cooperating teacher and other relevant professionals* (e.g., university supervisor, paraeducators, general education teachers, related service providers, and families). The input from this collaboration must be considered throughout the lesson plan process. To demonstrate your collaboration, the attached form must be completed with verification (e.g., signature, e-mail). The completed lesson plan will be assessed using the Special Education Lesson Plan Rubric.
Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 488/588 & SPECED 489/589. If on the initial submission of the plan, the candidate does not meet standards, the plan must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment.
SPECIAL EDUCATION LESSON PLAN DIRECTIONS FOR EACH COMPONENT Describe what you will say or do for each component in the lesson as indicated in the Annotated Lesson Plan Format for Special Education Student Teaching.
Appendix H
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Lesson Plan Format-Blank Modified for Special Education Student Teaching
Name: Date:
Lesson Title: Time Allotted:
Unit Title (if applicable): Lesson Number w/in Unit:
Grade Level(s):
Subject Area(s)/Subject Content Explanation/Rationale:
I. LESSON FOUNDATION
Standard(s)/Anchors:
Essential Question(s):
Instructional Objective(s):
Formative Assessment:
Lesson Pre-Assessment:
During-instruction formative assessments:
Summative Assessment: Lesson Post-Assessment:
Unit Summative Assessment (if applicable):
II. LESSON BODY
TEACHING PROCEDURES
1. Introduction:
2. Description of Method(s) Used to Present Subject Matter/Modeling:
3. Guided Practice:
4. Independent Practice:
5. Closure:
III. LESSON ESSENTIALS
Differentiated Learning Activities:
Accommodations/Modifications:
Instructional Resources, Materials, and Technology:
IV. POST-LESSON REFLECTION
Analysis of Student Learning:
Analysis of Teaching: 30
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Lesson Plan Format-Annotated Version Modified for Special Education Student Teaching
Name: Date:
Lesson Title: Time Allotted:
Unit Title (if applicable): Lesson Number w/in Unit:
Grade