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Welcome

Special Education Program Field Experience Supervisor and

Master Teacher Training Module # 1

California State University Dominguez Hills

Carrie Ann Blackaller, Co-Chair

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By the end of the module participants will be able to:

1. Use Field Experience competencies to evaluate

teaching practice.

2. Describe salient aspects of a lesson plan.

3. Demonstrate appropriate use of observation skills.

4. Use Field Experience supervisor protocols.

Expected Learning Outcomes

SPE Master Teacher/Supervisor Training

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This presentation is divided into:

Part 1 – Overview of Courses

Part 2 – CCTC Teaching Competencies

Part 3 – Lesson Plan Elements

Part 4 – Evidence Documentation

Part 5 – Field Experience Supervisor Protocols

Presentation Components


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Preliminary Credential Coursework for

Interns and Student Teachers

Mild-Moderate

Intern ST

Moderate-Severe

Intern ST

Early Childhood

Intern ST

Part 1 – Overview of Credential Courses


SPE Program Plan MMIN 091511.pdf

SPE Program Plan MMST 091511.pdf

SPE Program Plan MSIN 091511.pdf

SPE Program Plan MSST 091511.pdf

SPE Program Plan ECSEIN 091511.pdf

SPE Program Plan ECSEST 091511.pdf

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Supervision Courses

Mild-Moderate Intern Program Student Teaching

SPE 523, 525, 526, 569 SPE 556, 579

Moderate-Severe

SPE 523, 525, 526, 566 SPE 556, 576

Early Childhood

SPE 523, 525, 526, 555 SPE 549/550, 575

549/550

Part 1 – Overview of Supervision Courses


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Part 1 – CCTC Teaching Competencies

California State University, Dominguez Hills - Special Education Program Mild/Moderate Initial Fieldwork Competency Evaluation

Credential Candidate: _______________________________________________________ Term: ______________________ Evaluator’s Name: _______________________________________ Position:_______________________________________ (e.g., Univ., Supervisor, Site Admin./Master Teacher, Candidate) Class Type: _______________________________________ Intern Option or Student Teaching Option (e.g., Special Day Class, Resource Room, Full Inclusion) (Circle one of the above) Please indicate your rating for each competency using the following key: (1) Competency not demonstrated; (2) Met competency at beginning level; (3) Met most elements of the competency; (4) Met the competency with distinction. Candidate must receive a minimum rating of 2 in order to receive Credit for SPE 523, 525, 526, or 556 by University Supervisor and Site Administrator. *Note: Dark grey items are not evaluated. Light grey items indicate exceptional teaching aptitude for early field practice.

Assessment and Program Planning including Transition

1. Use multiple sources of information for progress monitoring and decision making regarding eligibility and services (CTC Program Std. 5; CSTP 1.6, 5.1, 5.2, 5.3, 5.8*; TPE 2, 3, & 8).

1 2 3 4

2. Assess the developmental, academic, behavioral, social, communication/language, career and community life skill needs of students, and monitor students’ progress (CTC Program Std. 5, 10, MM Std 2; CSTP 4.5; TPE 2 & 3).

1 2 3 4

3. Use both formal and informal assessments to make accommodations, modifications, instructional decisions, and ongoing program improvements (CTC Program Std. 5; CSTP 5.2, 5.3. 5.7*; TPE 2 & 3).

1 2 3 4

4. Utilize standards-based assessment data to collaboratively develop IEP goals, adaptations and instructional plans (CTC MM Std. 3; CSTP 5.3; TPE 1, 2, 3, 4, 6, 8, 11 & 12).

1 2 3 4

5. Use and communicate the results of a variety of individualized assessment and evaluation approaches (CTC MM Std. 2; CSTP 5.7; TPE 2, 3, & 8).

1 2 3 4

6. Participate in state-mandated accountability measures (CTC MM Std. 2). 1 2 3 4

7. Develop appropriate IEP/transition planning goals based on standards and legal requirements (CTC Program Std. 8; CSTP 4.2, 4.3, 4.6*, 5.4; TPE 1, 3, 4, 6, 10 &11).

1 2 3 4

8. Use of computer-based technology for information collection, analysis and management (CTC Program Std. 6; CSTP 5.6; TPE 3 & 10).

1 2 3 4

Curriculum and Instruction

9. Develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit, and lesson plans (CTC Program Std. 13; CSTP 4.1, 4.3, 4.4; TPE 1, 4, 5, 6, 8 & 9).

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10. Develop differentiated lessons and instructional sequences that address diverse strengths and needs in a variety of educational environments including English language learners (CTC Program Std. 10, 13; CSTP 1.1, 1.2, 1.4, 3.6; TPE 1, 4, 5, 6, 7, 8 & 9).

1 2 3 4

11. Use flexible grouping, individualized instruction, and whole-class instruction as needed (CTC Program Std. 9; CSTP 4.4; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).

1 2 3 4

12. Select curricula, teach and adapt instruction in reading: e.g., orientation, presentation, structured guided and independent practice (CTC Program Std. 9, MM Std 3 & 5; CSTP 3.1 – 3.4, 3.6*, 4.5; TPE 1, 4, 5, 6, 7, 8 & 9).

1 2 3 4

13. Organize and manage differentiated reading instruction and interventions including remediation strategies, accommodations, and modifications (CTC Program Std. 9; CSTP 4.4; TPE 1, 4, 5, 6, 7 & 11).

1 2 3 4

14. Select curricula, teach and adapt instruction in listening and speaking e.g., listening comprehension, organization and delivery of oral communication, analysis and evaluation of oral, and media communication (CTC Program Std. 9; MM Std. 3 & 5; CSTP 3.1 – 3.4, 3.5*, 4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).

1 2 3 4

15. Select curricula, teach and adapt instruction in foundational writing strategies, conventions (sentence structure, grammar, punctuation, capitalization and spelling), organization and focus (CTC Program Std. 9, MM Std. 5; CSTP 3.1 – 3.4, 3.6*, 4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).

1 2 3 4

16. Select curricula, teach and adapt mathematical skills, applications and problem-solving methods (CTC MM Std. 3 & 5; CSTP 3.1 – 3.4, 3.6*, 4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).

1 2 3 4

17. Design instruction to support access to the core curriculum (CTC Program Std. 8; CSTP 3.5; TPE 1, 3, 4, 5, 6, 7, 8, 9 &10).

1 2 3 4

Teaching competencies in Special Education

Field Experience courses are based on the

California Commission for Teaching Credentialing

(CCTC) http://www.ctc.ca.gov/

Mild-Moderate Initial Final

Moderate-Severe Initial Final

Early Childhood Initial Final


Special-Education-Standards.pdf

http://www.ctc.ca.gov/

MMInitialCompEval082511%5b1%5d.pdf

MMFinalCompEval62011.pdf

MSInitialCompEval082511%5b1%5d.pdf

MSFinalCompEval062011.pdf

ECSEinitialCompEval082511(1)%5b1%5d.pdf

ECSEFinalCompEval072711.pdf

ECSEFinalCompEval072711.pdf

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Guidelines for lesson planning:

1. Special Education lesson plan observation form

2. Detailed description of lesson plan

3. Lesson plan rubric

Part 2 – Lesson Planning

Lesson Planning


LesPl--ClassObsvForm.pdf

LesPlnDescription.pdf

LesPlRubrictable.doc.pdf

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Lesson Plan Foundation

California Teaching Standards

K-12 Academic Content Standards

http://www.cde.ca.gov/search/searchresults.asp?cx=001779225245372747843%3Agpfwm5rhxiw&output=xml_no_dtd&filter=1&num=20&start=0&q=K-12+Academic+Content+Standards

Early Childhood Standards

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Moderate/Severe Standards

1. California Alternate Performance Assessment (CAPA)

http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp

2. California Modified Assessment (CMA).

http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp

Part 2 – Lesson Planning








http://www.cde.ca.gov/sp/cd/re/psfoundations.asp



http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp

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1. Observations of teacher practice are

based on gathering appropriate evidence.

2. Field Experience supervisors document

evidence of teaching practice during

lessons, conversations, and review of

related materials.

3. The following slides will focus on the

major aspects of gathering evidence to

document teaching competencies.


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Observable – What you see (example:

three students were sleeping in the back of

the classroom)

Numerical – What you count

(example: one of the three students

slept for 20 minutes)

Verbatim – What you hear (example: The

teacher remarked, “I wish the three of you

would get more sleep at home and less

during my class”).

Part 3 – Three Types of Evidence to Document


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1. Students work with the teacher in groups of four.

2. Teacher uses communication board.

3. Teacher reads to students.

Part 3 – Observable Examples


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1. Warm up began at 9:05

and ended at 9:30

2. One boy raised his hand,

but the teacher called on

the rest of the class

3. Talley: girls //// - boys //

Part 3 – Numerical Examples


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1. “Well I must say your

science project has a

new twist on Newton’s

theory of what goes up,

must come down.”

2. “Sit down, NOW!”

3. “I like how all of you are

working!”

Part 3 – Verbatim Examples


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What to Document

1. What you See – Teacher and Student Actions

a. What is the teaching doing?

b. What are the students doing?

2. What you Hear – Teacher and Student Words

a. What is the teacher saying?

b. What are the students saying?

Part 3 – Evidence


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1. Opinions - Avoid statements that stem

from your opinion.

- Example: Teacher does not rely on students’ prior knowledge.

2. Judgmental Statements - Avoid judging statements.

- Example: Students are not learning much in this class.

Part 3 – Evidence


What Not to Document

Dear Parents,

My name is Ms. Jones and your

son/daughter is enrolled in my class. I am

looking forward to an exciting year. It is my

goal to provide all students with an

educationally challenging, yet fun,

experience in my classroom.

……………………………………….

Please do not hesitate to contact me at

……if you have any questions or concerns

during the year.

Thank you,

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Evidence can also be gathered

from the Classroom Environment

and documents such as:

Student Work

Parent Communications

IEP Goals



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Practice Examples

The following slides will allow you to practice

“collecting evidence” from classroom settings.

1. Take out a sheet of paper

2. Individually, record your evidence of the classroom scenes

3. Work in groups to discuss your evidence

4. Report out to larger group


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Practice Slide #1

What could be said of this classroom?

What should not be said?


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What could you write about these pictures?

Practice Slide #2

What should not be written?


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What could be said about this teacher?

Practice Slide # 3

What should not be said?


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Report Out

Select a member of your group to report major points of

the discussion; for example:

1. What did the majority note about each slide?

2. What types of evidence were noted?

3. Were group members “tempted” to use opinions or

judgmental statements?


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Part 4 – Field Experience Protocols

Master Teachers and Supervisors are

liaisons between the university and

schools. They collaborate to provide

support to teaching candidates by:

1. Maintaining Professionalism

2. Building Relationships

3. Using Effective Communication Skills

4. Providing Support

5. Observing/Assessing Teacher Practice


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Maintaining Professionalism

University Protocols:

1. Attend Master Teacher/Field Experience Supervisor Orientation/Training.

2. Refer to Student Teacher or Intern Supervision Handbook for: university

lesson plan format, guidelines, rubrics, and university Teaching

Competency Evaluation Form.

3. Conduct seminars and post documents on Blackboard.

4. Review candidate work as submitted on TaskStream.

5. Review candidate evaluation at exit interview (provide copy).

6. Assign candidate field experience course grade.

7. Maintain contact with university field coordinator and/or Department Chair.

8. Intern Supervisors attend Support Provider/Intern workshops SPE 523/525.


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Maintaining Professionalism

School Site Protocols:

1. Maintain professional decorum (comportment, dress, speech).

2. Provide Introduction Letter and Teaching Competency Evaluation form to

appropriate school administrator and/or master teacher.

3. Review field-experience requirements/competencies with candidate.

4. Schedule observations with candidate (sign-in at main office on each visit).

5. Conduct observation of candidate performance and related competencies.

6. Provide support and feedback.

7. Review candidate’s lesson plan and related material prior to observation.

8. Assess candidate practice with Teaching Competency Evaluation and rubric.

Professional ????


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Building Relationships

Establish rapport by building trust, using effective interpersonal

communication skills, and maintaining confidentiality. Candidates

learn best from master teachers and supervisors who:

Establish Trust Empathize with candidate’ challenges, share

knowledge without being patronizing, and remain

fair and impartial.

Communicate Effectively

Be sincere, approachable, and nonjudgmental.

Maintain Confidentiality Maintain the trust and respect the privacy of the candidate.


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Using Effective Communication Skills

Supervisors employ multiple communication skills (verbal,

non-verbal, written) to effectively interact with candidates.

There are a variety of ways to enhance or hinder communication:

Examples of promoting communication:

a. Active listening

b. Reflective listening

c. Paraphrasing

d. Summarizing

e. Asking open-ended

questions/probing

f. Sharing

g. Interpreting

Examples of barriers to

communication:

a. Moralizing

b. Arguing

c. Preaching

d. Storytelling

e. Blocking mentees communication

f. Talking too much

g. Using judgmental statements


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Providing Candidate Support

Dependent Self-Directed

Stages Candidate

Behaviors

Master Teacher/Supervisor Behaviors

Stage 1 Dependent Authority/Coach Provides information during planning sessions.

Offers immediate and specific feedback. Suggests

remedies for deficiencies.

Stage 2 Interested Motivator/Guide Inspires through modeling. Offers examples and

suggests learning strategies. Assists in goal setting.

Stage 3 Involved Facilitator

Facilitates interactive discussions.

Stage 4 Self-Directed Consultant Provides minimal direction and feedback.

Supporting


http://www.animationfactory.com/en/search/close-up.html?&oid=5091859&s=451&sc=451&st=488&category_id=E17&spage=19&hoid=050ddad39657c83c2956bdf877bbf5ee

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Observing and Assessing Teacher Practice

Preparing for the teaching practice observation.

Planning: Decide observation focus.

Observing: Document what you see and hear.

Providing Feedback: Give concrete suggestion for development.

Evaluating: Use competency rubric.


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Questions and Answers

Contact Information:

Dr. Carrie Ann Blackaller, Co-Chair

310-243-3900 - [email protected].


mailto:[email protected]

Welcome - California State University, Dominguez Hills€¦ · By the end of the module participants will be able to: 1. Use Field Experience competencies to evaluate teaching practice.

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