residency seminar syllabus 217a 154 ms 154 ecse

Residency Seminar, EDSE 217A / EDSE 154, Spring, 2021 of 20

San José State University Lurie College of Education/Department of Special Education

Residency Seminar EDSE 154 EC, Section 05, EDSE 154 MS, Section 03

EDSE 217A, Section 01, Spring, 2021

Course and Contact Information

Instructors: Nancy Smith Dr. Lisa Simpson

Email: [email protected] [email protected]

Class Days/Time: Mondays at 4:00 Feb 1, Feb 22, Mar 15, Apr 12, May 3

Thursdays at 7:00 Feb 11, Mar 4, Mar 25, Apr 22, May 20

Prerequisites Department approval and participation in the residency program.

Course Format This is a clinical practice fieldwork course in which students will be teaching in classrooms 5 days a week. Students will be supervised

in the fieldwork setting and observations will be made using the district virtual instruction platform. The accompanying seminar

sessions will be held synchronously on Mondays and Thursdays using Zoom.

Course Description EDSE 217A Supervised teaching experience in educational settings for students with mild to moderate disabilities.

EDSE 154 Field-based course to measure competency in special education settings.

Course Goals This course prepares Educational Specialist candidates to meet California Commission on Teacher Credentialing Program Standards

CCTC Teaching Performance Expectations, and department of Special Education goals.

Course Learning Outcomes Upon successful completion of this course, students will be able to plan and deliver instruction to students with a range of

disabilities as appropriate to their credential and in accordance with the California Commission on Teacher Credentials Education

Specialist Teacher Performance Expectations.

TPE 1 Pedagogical Skills for Subject Matter Instruction

TPE 2 Monitoring Student Learning

TPE 3 Interpretation and Use of Assessments

TPE 4 Making Content Accessible

TPE 5 Student Engagement

TPE 6 Chronologically / Developmentally appropriate instruction

TPE 7 Teaching English Learners

TPE 8 Learning About Students

TPE 9 Instructional Planning

TPE 10 Instructional Time

TPE 11 Social Environment

TPE 12 Professional Legal and Ethical Obligation

TPE 13 Professional Growth

SPED Goal 1 Professionalism


SPED Goal 2 Participation in IEP Process

SPED Goal 3 Technology in the Classroom

SPED Goal 4 Home School Community Collaboration

Required Texts/Readings There is no textbook for this course.

Course Requirements and Assignments This course has an extensive fieldwork component with teacher residents in field placements 5 days a week for the entire spring

semester, following the school district calendar. Teacher residents will complete the following assignments:

1) Attend all seminars Attendance is required at all seminars. Please notify the instructor(s) if you need to miss due to illness or family emergency.

2) Lesson Plan Cycles [5 x 10 = 50 points]

Teacher residents will complete 5 Lesson Plan Cycles consisting of Pre-Observation Planning, Lesson Implementation, Debrief

with Supervisor and Mentor, and Reflection. Teacher residents should record each lesson observation for discussion and

reflection at the debrief session. Formal lesson observations will be scheduled throughout the semester with the supervisor.

3) Lesson analysis presentation [2 x 5 = 10 points] Each teacher resident will complete two lesson analysis presentations in which they share a lesson video clip (3-5 minutes in

length) and their lesson plan with the group. Residents will analyze their teaching and invite feedback from the group. Residents

will sign up for the sessions in which they want to present.

4) IEP assignment [20 points] Teacher residents will participate in AT LEAST two IEP meetings over the course of the semester. Residents will also complete

one written IEP document which must include present levels of performance and potential (draft) IEP goals. The resident should

administer AT LEAST 3 subtests of a formal assessment or 3 informal assessments with the student in order to prepare the

present levels of performance. The resident must work under the mentor teacher’s guidance to complete the forms well in

advance of the scheduled meeting. (Note: Residents are not permitted to log into the teacher’s account on the IEP management

system.)

5) TPA – Cycle 1 and Cycle 2 [20 points] Residents will complete the Cal TPA Cycle 2 this semester. This assignment is required to earn credit for this course. Residents

will also upload their Cycle 1 TPA into CANVAS for this course. (Note: Cycle 1 and Cycle 2 of the TPA will take the place of the

portfolio that has been traditionally submitted to the department of special education.)

6) Directed Teaching Evaluations (mentor teacher & supervisor) Each teacher resident will submit a final Directed Teaching Evaluation from the supervisor and from the mentor teacher.

7) Disposition Evaluations (mentor teacher and supervisor) Each teacher resident will submit a final Disposition Evaluation from the supervisor and mentor teacher.

Grading Information This is a credit / no credit course. In order to earn credit for this course students must earn at least 80% on each assignment; at least

45 points on the Directed Teaching Evaluation from the University Supervisor and the Mentor Teacher, and a satisfactory Disposition

Evaluation from the University Supervisor and the Mentor Teacher.

Classroom Protocol This is a seminar course in which active participation is expected from students. Students are asked to respect the views of

classmates that may differ from their own and to respect the privacy of students who may be seen in teaching videos.


University Policies (Required) Per University Policy S16-9 (http://www.sjsu.edu/senate/docs/S16-9.pdf), relevant information to all courses, such as academic

integrity, accommodations, dropping and adding, consent for recording of class, etc. is available on Office of Graduate and

Undergraduate Programs’ Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/”. Make sure to visit this page,

review and be familiar with these university policies and resources.

Course Schedule

Session

Date Topics, Readings, Assignments, Deadlines

1 Feb 1 Syllabus and Assignment Previews

Pacing Guide

2 Feb 11 IEP workshop

3 Feb 22 TPA Cycle 2 Preview

4 Mar 4 Prioritized Practice:

Lesson analysis: 1-2-3

5 Mar 15 TPA Workshop


6 Mar 25 Prioritized Practice:


7 Apr 12 TPA Workshop


8 Apr 22 Prioritized Practice:

Lesson analysis: 6-7

9 May 3 Final TPA Push

10 May 20 Celebration of Learning


Education Specialist Teacher Residency Program

Gradual Release (Pacing Guide)

Spring 2021

This document provides details about Resident and Mentor roles in the classroom throughout the semester assuming a virtual classroom. Residents’ adherence to this calendar is part of receiving credit in the field experience course. Supervisors and Mentors

may modify this document as needed. This is a living document that will be updated and revised as COVID-related events occur.

Each week, Residents will: ▪ Attend all synchronous class sessions (including small group led by Mentor and 1:1 conferrals), materials prep sessions,

school/grade level team meetings, and district wide special education meetings except when they have SJSU courses to

attend or are observing other teachers. ▪ Create and submit plans for following week to Mentor based on agreed upon deadline. ▪ Observe Mentor practice and take notes

Each week, Mentors will:

▪ Review Resident lesson plans and provide feedback. ▪ Share lesson plans and resources with Resident. ▪ Observe Resident lessons and provide feedback.

Other requirements: • Over the course of the semester the resident will have five formal observations of their teaching from the university

supervisor in which a detailed lesson plan must be submitted.

• The resident must also attend at least two IEPs (with parent consent). The resident will be responsible for drafting one of

the IEPs under the mentor teacher’s guidance and presenting at least one section of the present levels of performance.

(Remember the resident is not allowed to use the SEIS IEP management system). The university supervisor will observe the

resident’s participation in the IEP to provide feedback (with parent consent).

Date Calendar Items

Resident Role Mentor Role Time Together

Jan 4-8 3 groups all week (50% of all

synchronous time)

Jan 11-15

3 groups all week (50% of all

synchronous time)

Jan 18 – 22

No School

Mon Jan 18

District

Inservice Jan

19 (OGSD), Jan

22 (GUSD)

60% of all synchronous time -Design and/or modify assessments for

each lesson as needed

-Review student independent work

(SeeSaw, Schoology, etc.) to give

feedback and adjust lesson for next day -Make at least one positive contact with

families (in-person, phone, email) and

record on weekly schedule - Collect Data

-Actively observe and provide

feedback to Resident on

lesson plans and teaching

-Provide necessary resources

to Residents to plan

-Collaborate with Resident as

needed to determine learning

targets and appropriate

assessment strategies

1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine


effectiveness of

assessments

- Review IEP schedule for the semester and collaborate on which IEP resident will take the lead on writing

Jan 25 – 29

60% of all synchronous time - Design and/or modify assessments for


- Review student independent work


feedback and adjust lesson for next day - Make at least one positive contact

with families (in-person, phone, email)

and record on weekly schedule - Collect Data










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Feb 1-5 75% of all synchronous time -- Design and/or modify assessments for
















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Feb 8 – 12

Fri Feb 12

District PD Day

















- Assist resident to connect

with other teachers to

1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine


observe another program in

the district in March

effectiveness of

assessments

Feb 15 – 19

District Winter

Break

Feb 22 – 26

Lead Teaching Week 1 (Solo Week) See Description Below










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Mar 1-5 50% of all synchronous time - Design and/or modify assessments for







- Observe another special education program in the district










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

*Resident should ask admin to observe them teach before the end of March

Mar 8-12 50% of all synchronous time - Design and/or modify assessments for






and record on weekly schedule - Collect Data - Observe another special education program in the district










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments


Mar 15 – 19

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Mar 22-26

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Mar 29 – Apr 2

SJSU Spring

Break

Fri Apr 2

District PD Day

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Apr 5 – 9 District Spring

Break

Apr 12 – 16

Lead Teaching Week 2 (Solo Week) See Description Below








1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to




analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Apr 19 – 23

Cal TPA Prep 50% of all synchronous time - Resident may use non-instruction time

to work on TPA materials

- Actively observe and provide



other than TPA - NO FEEDBACK ON TPA LESSON PLANS - Provide necessary resources

to Residents to plan and

complete TPA materials

1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

Apr 26 – 30

Cal TPA Prep

50% of all synchronous time - Resident may use non-instruction time

to work on TPA materials

- Actively observe and provide



other than TPA - NO FEEDBACK ON TPA LESSON PLANS - Provide necessary resources

to Residents to plan and

complete TPA materials

1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

May 3 – 7

Cal TPA due

May 7

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

May 10 – 14






1 hour Sacred

Meeting Time for

planning and/or













feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

May 17 – 21

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

May 24 – 28

















1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

May 31 – Jun 4

Mon May 31

No School

Last Day GUSD

June 4







and record on weekly schedule - Collect Data (GUSD adjust as needed for End of School Activities)










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine


effectiveness of

assessments

Jun 7 – 11

Last day OGSD

June 11







and record on weekly schedule - Collect Data - Prepare any needed materials to go with student to ESY ADJUST AS NEEDED FOR END OF SCHOOL ACTIVITIES










1 hour Sacred

Meeting Time for

planning and/or

feedback to

Resident

-Part of Sacred

Meeting Time

should be used to

analyze student

work to decide

instructional next

steps and

determine

effectiveness of

assessments

June 14-15

Last day FMSD

June 15

Virtual Lead Teaching (Solo Week)

When the Resident is Lead Teaching, they have the LEAD role in all classroom activities across the day, with a mix of whole/small group and synchronous/asynchronous instruction. Resident and Mentor Teacher should continue to use multiple forms of Co-Teaching during the Resident’s Solo Teaching Week. The intent is not that all instruction becomes large group led by the Resident. Rather the resident should take the lead in planning for the groups that week, including planning for instructional assistants.

Example daily schedule: o 8:00-8:30 Resident Leads Class Meeting

o 8:30 – 9:00 Mentor and Resident lead own small groups that resident has planned

o 9:00-10:00 Resident Teaches Number Talk and Resident and Mentor teach 2 small groups

that resident has planned

o 10:00-11:00 Asynchronous

Resident collaborates with Mentor to send family communication, review data,

adjust learning targets for individual students as needed

o 11:00-11:30 Resident Leads Read Aloud

o 11:30-12:30 Resident and Mentor Co-Teach small reading groups that resident has planned

● Resident is the lead on planning learning targets and assessment, with support from Mentor as needed to

understand curricular resources and clarify learning objectives. Resident will write detailed lesson advance

of each Lead Teaching Week.


● Mentor will observe Resident and provide written feedback for each lesson. Mentor will share key things

that went well, and things to consider. Feedback will be discussed at Sacred Meeting Time.

● Resident takes the lead on implementing classroom management strategies. Mentor will step in to

provide support using an agreed-upon protocol (Resident asks Mentor to attend to student or group) or

Mentor determines support is necessary.

● Resident will be in charge of any administrative duties (attendance, etc.), unless Mentor is not able to give

Resident access.

● Resident takes the lead on managing technology, with Mentor support as needed.

● Resident participates in student support meetings (with counselors, special services, disciplinary team, etc.


Lesson Plan Date: _______________________ Content Area: ____________________________ Grade Level: _____________ Students / Class: ____________________________________________________________________________________________________________________________________________________________________________________ Focus Student (Description of Strengths and Needs) __________________________________________________________________________________________ Guiding Question for this lesson: __________________________________________________________________________________________ Content Objective: __________________________________________________________________________________________ Addresses CCSS: __________________________________________________________________________________________ Language Objective: __________________________________________________________________________________________ Addresses ELD Standard: __________________________________________________________________________________________ IEP Goal(s) addressed in lesson for Focus Student: __________________________________________________________________________________________ __________________________________________________________________________________________ Materials Needed for this lesson:


Building Background (Link to Experience, Link to Prior Learning, Teach Vocabulary)

Delivery of Instruction Direct Instruction / Model / I Do Include scaffolds provided and learning strategies used. Work Together / We Do Include scaffolds provided and learning strategies used. Independent Practice / You Do Include scaffolds provided and learning strategies used. Check for Understanding


Reflection (complete after the lesson) • How well did I teach this lesson? Were my differentiation strategies appropriate? Did I scaffold where

needed?

• What evidence do I have that students in general and my focus student in particular learned what I intended them to learn in this lesson?

• What data did I gather on my focus student’s IEP goal from this lesson? Feedback from Supervisor / Mentor Teacher: Goal for next lesson:


DISPOSITIONS EVALUATION

CANDIDATE NAME: ___________________________________________________________________

PROGRAM: _______________________________________________ DATE: ____________________

Dispositions of each candidate in the Education Specialist credential and the MA programs will be evaluated on two occasions during the program. The schedule for the evaluation is the following for the credential programs: (1) the instructor evaluates each candidate in EDSE 279 or EDSE 105, (2) the University Supervisor evaluates each candidate in the directed teaching course (EDSE 217A or EDSE 154) in the last semester of the program. The schedule for the evaluation is the following for the MA program: (1) the instructor evaluates each candidate in EDSE 285 and (2) the instructor evaluates each candidate in EDSE 220.

SJSU INSTRUCTOR: Indicate in the appropriate box (either “YES” or “NO”) with a check mark that reflects the Candidate’s disposition in each area.

YES = Acceptable performance or behaviors in this area NO = Not acceptable performance or behaviors in this area

REFLECTIVE PRACTITIONER EDSE: ______ Date: ______

Evidence or comment about any “NO” rating: YES NO

PROFESSIONAL ETHICS The candidate adheres to standards of ethical conduct including academic integrity and confidentiality. COLLABORATION The candidate interacts effectively with colleagues and other adults and collaborates effectively during group activities. COMMITMENT TO TEACHING The candidate values the profession of teaching. He or she exhibits a positive attitude and fairness toward schools, teaching, students and parents. EMOTIONAL MATURITY The candidate responds to frustration and stress appropriately. PROFESSIONAL DEMEANOR & RESPONSIBILITY The candidate is prompt, is not unnecessarily absent, notifies appropriate individuals when absence is necessary, completes assignments on time, The candidate dresses appropriately for the situation, maintains appropriate hygiene and wears appropriate attire for teachers in the school. The candidate is poised and professional in his or her demeanor. The candidate is flexible and able to make adjustments to changing student needs and circumstances. PROFESSIONAL FEEDBACK The candidate is receptive and responsive to professional feedback incorporating suggestions into practice. SELF-REFLECTION The candidate reflects on and evaluates his or her own behavior and work, considers multiple perspectives of his or her own performance and recognizes his or her own difficulties or deficiencies and develops potential solutions.

Page 1 of 2

San José State University Connie L. Lurie College of Education Department of Special Education

One Washington Square Sweeney Hall 204 San Jose, CA 95192-0078

Tel.: (408) 924-3700 Fax: (408) 924-3701 www.sjsu.edu/specialed


DISPOSITIONS EVALUATION (cont.)

MULTICULTURAL AND DEMOCRACY

EDSE: ______ Date: ______


STUDENT FOCUS The candidate demonstrates respect for students as valued and unique individuals.

COMMITMENT TO DIVERSITY The candidate respects children and adults of varied cultural backgrounds, ethnicities, religions, sexual orientations, social classes, abilities, political beliefs and disabilities.

LOVE OF LEARNING & STRONG FOUNDATION OF KNOWLEDGE

EDSE: ______ Date: ______


PROBLEM SOLVING The candidate is an active and effective problem solver in courses and in school.

COMMITMENT TO LEARNING The candidate indicates a curiosity and interest in learning more about students and content areas.

The candidate seeks out and takes advantage of opportunities for professional growth beyond the minimum expectations of what is required in classes.

Adapted from University of Nevada, Reno; College of Education; Ch. 8.1.13; 8.22.16

I have read and understand that the dispositions outlined in the Dispositions Evaluation are required for candidates in the Department of Special Education. I understand that any faculty member or administrative staff may complete a dispositions evaluation at any time. If I received a “no” in the evaluation of one (or more) disposition, the Student Review Committee will discuss the issue and either 1) develop and monitor an improvement plan, or 2) recommend disqualification from the Department of Special Education. If I am recommended for an improvement plan, I understand that I must enact this plan and I do not have the right to appeal the improvement plan. If I am recommended for disqualification, I have the right to appeal the disqualification via a written letter to the Department Chair that will be considered by the Student Review Committee. If my appeal is denied, I will be disqualified from the Department but retain the right to appeal this result via other university appeal processes. If my appeal is approved, I can continue in the Special Education department with an improvement plan. Student Name (please print): __________________________________________________ Student Signature: __________________________________________________________ Date: __________________________ Faculty Name (please print): _____________________________________________________ Faculty Signature: ___________________________________________________________ Date: __________________________

Page 2 of 2

San José State University Connie L. Lurie College of Education Department of Special Education

One Washington Square Sweeney Hall 204 San Jose, CA 95192-0078

Tel.: (408) 924-3700 Fax: (408) 924-3701 www.sjsu.edu/specialed


Directed Teaching Evaluation Teacher Residency Program

2020-2021

Student Name: Semester:

Credential Program:

Course (Check One): EDSE 217A MM � EDSE 154 MS � EDSE 154 ECSE �

School:

District:

Mentor Teacher:

University Supervisor:

Evaluation Completed by: Directions: Please complete this evaluation form by providing a rating for each item and a short description of evidence to support the rating in at least one of the evidence columns. There are 13 Teaching Performance Expectations (TPE) as set forth by the California Commission on Teacher Credentials and 4 goals set forth by the SJSU Department of Special Education. Please use the following rating scale: 1 = Below Expectations / Needs Improvement 2 = Working Toward Expectations 3 = Meets Expectations 4 = Exceeds Expectations


ITEM Rating (1-4)

Evidence from Observation

Evidence from TPA

Evidence from Other

TPE 1 Pedagogical Skills for Subject Matter Instruction Demonstrates delivery of systematic instruction with accommodations and adaptations in academic subjects based on students’ IEP/IFSP/ITP (also PS 13, MM3, ECSE 6)

TPE 2 Monitoring Student Learning During Instruction Monitors progress based on each student’s IEP/IFSP/ITP to determine progress (also PS 5)

TPE 3 Interpretation and Use of Assessments Demonstrates knowledge of requirements for assessment and identification of students whose cultural, ethnic, gender, or linguistic differences may be confused with manifestations of a disability (also PS 5)

TPE 4 Making Content Accessible Demonstrates the ability to participate in the development and implementation of IEP goals aligned with California Common Core and Content Standards (also PS 13)

TPE 5 Student Engagement Demonstrates ability to provide students with opportunities to engage in academic and social pursuits based on students’ developmental and functioning levels and strategies that allow students to foster their independence, practice self-determination, and engage in pragmatic interaction skills (also PS 12)

TPE 6 Chronically / Developmentally Appropriate Teaching Practices Demonstrates ability to set student expectations based on knowledge of typical and atypical development and develops and implements behavior support plans and accommodations that promote successful inclusion in general education settings (also PS 12, PS 13)


TPE 7 Teaching English Learners Applies pedagogical theories, principles, and instructional practices for instruction of English learners (also PS 3, PS 10)

TPE 8 Learning About Students Assesses students’ abilities, ideas, interests, and aspirations and encourages parents to become involved (also PS 5, MM 2, MS 4, ECSE 4)

TPE 9 Instructional Planning Plans instruction that is comprehensive and based on state and local standards, utilizes explicit teaching methods such as direct instruction and inquiry, plans how to explain content clearly, connects content with linguistic and cultural backgrounds, experiences, interests, and learning needs) (also PS 13)

TPE 10 Instructional Time Demonstrates ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals / instructional assistants, and volunteers (also PS 13) SPED 4 Home, School, Community Collaboration Demonstrates effective communication and collaboration skills with family members

TPE 11 Social Environment Demonstrates ability to use a variety of effective strategies for promoting positive behavioral and social skills for building constructive relationships between all students

TPE 12 Professional, Legal and Ethical Obligations Recognizes and addresses acts of intolerance including bullying, complies with mandated reporting requirements, implements federal guidelines for the education of students with disabilities, and protects the privacy, health, and safety of students


TPE 13 Professional Growth Participates in the larger educational community to increase knowledge of subject-matter and evidence-based practice SPED 1 Professionalism Demonstrates professionalism in interactions with university personnel and others in the field; communicates about students using person first language, respectful descriptions and no formal labels without cultural or linguistic bias; maintains confidentiality; maintains professional conduct and attire

SPED 2 IEP Participation Demonstrates ability to contribute to the development of individualized education plans by accurately writing IEP Present levels of performance, as well as goals and objectives that are meaningful and include parent input following IDEA guidelines. Participates in IEP meetings collaboratively

SPED 3 Technology in the Classroom Uses technology in the classroom to help students with diverse learning needs access educational opportunities and to master the content of the assigned curriculum

Total Score

Signature of Evaluator: ___________________________________________________________________ Date: __________________________________________________________________________________

residency seminar syllabus 217a 154 ms 154 ecse

Documents