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• Practicum Assignments, Competencies, and
  Expectations

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Where?

• Short Version p. 10 of the Practicum Handbook
• Long Version p. 57 of the Practicum Handbook.

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Grading

• 50 seminar work
• 49 evaluation of field work

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Seminar Assignments

• Backward Design Plan (Feb. 8)
• 1st set of lesson plans (March 1)
• 2nd set of lesson plans (April 5)
• 3rd set of lesson plans (May 3)

See the Practicum Handbook, page 41, for
assignment descriptions and grading criteria.
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Cover Sheets

• All assignments must include a completed and
  signed cover sheet.
• If you dont understand any of the items, check
  with us before turning in your assignment.
• If your assignment does not meet all of the
  minimum criteria, dont turn it in. Fix it and
  turn it in late.

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Late Assignments

• Assignments are due by the beginning of class.
  Papers turned in after the start of the class
  period will be considered late.
• Every day late 1 point deduction.
• Assignments more than 1 week late will not be
  accepted, except in the case of significant
  illness (doctor's note required) or major family
  emergency.
• Assignments may not be turned in by e-mail.

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Field Evaluations

• We will average the best 2 out of the last three
  observations of the semester.
• An A is possible with an average rating of
  above 2 (Apprentice I).
• A rating of 0 (Unacceptable) on any competency
  during either of the last 2 observations F.

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Field Evaluations

• 0 Unacceptable
• 1 Novice
• 2 Apprentice I
• 3 Apprentice II
• 4 Practitioner
• 5 Expert

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Field Evaluations

• See p. 16-17 of the Practicum Handbook for the
  rubric describing each of these performance
  levels.

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• Competencies
• A set of 10 professional standards to guide
  instructional practices, with accompanying
  performance indicators.

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Competency 1

• Individualized Educational Plans Legal
  Responsibilities
• Teachers ensure that each student has an
  up-to-date IEP in which all applicable legal
  requirements are applied.

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Competency 2

• Lesson Planning
• Teachers develop and implement appropriate lesson
  plans.

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Competency 3

• Documentation and Communication
• Teachers communicate accurately and provide
  effective documentation to support student
  learning.

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Competency 4

• Scheduling
• Teachers coordinate effectively with related
  service providers.

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Competency 5

• Individualization Least Restrictive Environment
  (LRE)
• Teachers provide opportunities for all of their
  students to engage with general education peers
  in multiple and sustained contexts.

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Competency 6

• Curriculum Pedagogy
• Teachers provide age-appropriate instruction,
  which is referenced to the general education
  curriculum and functional objectives, and
  individualized to each students needs,
  abilities, and interests.

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Competency 7

• Classroom-based Assessment
• Teachers incorporate a variety of classroom-based
  evaluation measures and techniques into a system
  of ongoing assessment for each student. This
  system will include measures and techniques used
  in program planning and evaluation of
  instruction.

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Competency 8

• Classroom Management
• Teachers foster learning for all students by
  providing an engaging and positive classroom
  climate, including the use of positive behavioral
  supports.

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Competency 9

• Collegiality Collaboration
• Teachers demonstrate the professional attitudes
  dispositions necessary to work effectively in a
  school environment with colleagues, students with
  severe disabilities, their families.

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Competency 10

• Ethics Professionalism
• Staff members demonstrate the professional
  attitudes and dispositions necessary to provide
  effective and appropriate instruction to students
  with mental retardation and severe disabilities.

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Expectations Policies

• Protect your students confidentiality at all
  times.
• Avoid practices that might be considered acts of
  academic dishonesty.
• Turn in assignments within 1 week of due date.

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Expectations, cont.

• No re-writes make sure your assignments meet the
  minimal criteria when you turn them in.
• Come to seminar, arrive on time. Stay until the
  end.
• Participate in all seminar activities in a way
  which supports the learning of everyone.

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Revised Attendance Policy

• Second absence 5 points will be deducted from
  your final grade.
• Third absence 10 points will be deducted from
  your final grade.
• Fourth absence You will be dropped from the
  course.
• Missing more than 50 minutes of any class session
  will be considered an absence.

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Problems?

• Contact Julia (if not an intern) or Kelley (if
  intern) ASAP.
• If the problem isnt resolved, contact your
  faculty advisor.
• If problem continues, contact

• Susan Copeland (Concentration I Coordinator),
• Liz Keefe (Special Education Coordinator), or
• Ruth Luckasson (Department Chair).

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Teamwork
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Your Supervisors
You
Kelley Julia
Other Faculty
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Professional Development Snapshots

• 7-10 minutes.
• 1-2 times per semester.
• Teaching tips, helpful hints, fun activities.

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Snapshot Schedule
Jan. 25 1. Kendel 2. Lava 3. Janita
Feb. 8 1. Kate 2. Janita 3. Julie H.
Feb. 1 1. Joan 2. Julie F. 3. Rachel
Feb. 15 1. Gabi 2. Jeff 3. Jon-Carl
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Snapshot Schedule
Feb. 22 1. Lila 2. Nikki 3. Cyndie
March 8 1. Jason 2. Deedra 3. Evan
March 1 1. Nathan 2. Carla 3. Heather
March 22 1. Cyndie 2. Tamara 3. Mike
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Snapshot Schedule
March 29 1. Jeff 2. Julie H. 3. Sainaz
April 12 1. Joan 2.Julie 3. Rachel
April 5 1. Tanya 2. Carla 3. Tamara
April 19 1. Wanda 2. Evan 3. Jason