California state university, bakersfield

California State University, Bakersfield

SCHOOL OF EDUCATION
“Caring and Reflective Professionals for a Democratic Society”




EDSP 636-A Intern Seminar/Supervision in Special Education (2 units)

Specific Seminar Focus: Developing and Writing the Induction Plan

Spring Quarter, 2007
Instructor: Yeunjoo Lee, Ph.D.

Office Phone: [phone]; FAX [phone]; email: [e-mail]

Office Hours:
Time: Thursdays 6:00-7:40 pm Room: EDUC 226

On-campus Class Meeting Dates: 3/29, 4/12, 4/26, 5/10, 5/24
School of Education Philosophy

The philosophy of the School of Education has as its basis confluent education, which perceives learning as the merging of cognitive, affective, social, and psychomotor domains. This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social, and physical well being of all students with a special focus on diversity and equity.

School of Education Goals

The following goals provide a direction for implementing the philosophy of educating the whole person.

1. 
   To formulate a comprehensive view of human growth and development, a global knowledge of self and others, and an empathy and sensitivity to multiple realities of a changing environment.
   
2. 
   To develop a commitment and responsibility to democratic and social values through professional collaboration, educational leadership, and collegial partnerships.
   
3. 
   To promote critical inquiry through research and practice in order to improve teaching, learning and communication.
   
4. 
   To broaden knowledge and skill bases in terms of pedagogical multicultural principles conducive for effective curriculum delivery and instruction in diverse settings;
   
5. 
   To utilize and integrate various current multimedia resources and technological tools to enhance teaching and learning in the ever-changing society.
   
6. 
   To apply multiple methods of assessment with a special focus on critical reflection and self-analysis for continual professional development and on-going program evaluation.
   

CANDIDATE DISPOSITIONS
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.
Professional Collaboration
Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.
Reflective Practitioner
Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.
Ethical Professional
Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.
Student/Client Centered
Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.
Professional Leader
Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.
Professional Competence
Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.
Adopted January 2006

Revised 9/20/06

Prerequisites

In order to participate in the Intern Seminar Class, the following prerequisites must be completed. Candidates who fail to complete the prerequisites before beginning the EDSP 636 coursework will be dropped from the class until the requirements are fulfilled. If the candidate has any concerns or questions regarding the prerequisites listed below, scheduling an appointment with the program director would be advised. Prerequisites are:

• 
  Bachelor's Degree
  
• 
  Passage of CBEST
  
• 
  Subject Matter Competency (80% completion of a Waiver Program, Liberal Studies Major, or passage of MSAT or PRAXIS/SSAT)
  
• 
  Completed Application/Submission for an Intern Credential
  
• 
  Employed by a participating school district
  
• 
  Completed Application/Submission to the Special Education Program
  

Candidates who have successfully completed a CCTC Approved District Pre-Intern Program will be able to enter the Intern Program before meeting the prerequisite coursework because they have already completed survival pedagogy and early field experience with a district. These candidates will be expected to complete the required course of study including the prerequisite courses, but they may enter the Intern Program before completing the University prerequisite coursework.

Course Description

This practicum is developed to provide ongoing support and guidance to on-the-job intern credentialed teachers serving mild to moderate and moderate to severe populations. The seminar focuses on developing a community of learners in special education classrooms that includes: fundamental organization, classroom management, instructional skills, use of assessment batteries, lesson/unit planning, and professional development. A major emphasis in this practicum will be sharing experiences and expertise so teachers can learn from each other.
Required Software:
College LiveText Edu Solutions www.livetext.com Order from Runner Bookstore 661.654.2273 $89.00 ($112.00) + $6.95 shipping (shipped to student in 2-3 days) or online directly from www.livetext.com Do not purchase the software until after speaking with the course instructor.
Suggested Reading

Pierangelo. R. (2004). The special educator’s survival guide. San Francisco, CA: Jossey-Bass.

Rosenburg, M. S., O’Shea, L., & O’Shea, D. (2005). Student teacher to master teacher: A

practical guide of educating students with special needs, 4th Ed., Upper Saddle River, NJ: Merrill-Prentice Hall.
Moffatt, C. W., & Moffatt, T. L. (2003). Handbook for the beginning teacher: An educator’s companion, Allyn & Bacon, Boston, MA.
Goor, M. B., & Santos, K. E. (2002). To think like a teacher: Cases for special education interns and novice teachers. Allyn & Bacon, Boston, MA.

Course Objectives and Competencies

In order to make explicitly how this course attempts to address the education of the whole person, the following objectives are coded as to which domains the objectives pertain to: C =

• 
  Discuss factors that contribute to developing a community of learners. (C, A, S) (12, 13, 16, 25)
  

• 
  Discuss issues in classroom organization and management that affect the performance of students with special needs. (A, S, P) (15, 24)
  

• 
  Demonstrate competency in basic classroom management and teaching practices with students exhibiting special needs. (C, A, S, P) (12, 13, 15, 17, 23, 26, 27)
  

• 
  Plan, demonstrate, and evaluate direct instruction lessons. (C, A) (23, 26)
  

• 
  Develop portfolios that describe and illustrate classroom practices (17, 23).
  
• 
  Describe critical incidents and discuss possible resolutions through a collaborative problem solving approach. (A, S) (10, 11, 16, 25)
  
• 
  Assess the academic and environmental factors that influence student development utilizing authentic and formal assessment instruments, records, observations and interviews. (C, S) (10, 11, 16, 25)
  
• 
  Discuss and implement methods of instruction that simultaneously address academic and social goals in a thematic unit. (C, A, S) (12, 15, 24, 25)
  
• 
  Implement and critically examine reading programs. (C ) (12, 15, 24, 25)
  
• 
  Describe the role, activities, and characteristics of the effective advocate for special needs students. (A, S, P) (12, 15, 24, 25)
  
• 
  Discuss methods of assisting families in developing support strategies for at-risk children and youth. (A, S) (10, 11, 16. 25)
  

In addition, the intern will develop an induction plan for a Level I or Level II Professional Credential.

• 
  Identify individual performance goals, outline specific strategies for achieving those goals, establish timelines and document progress in meeting the established goals in collaboration with an experienced colleague or support provider holding a specialization credential in the program of the candidate and a university advisor. (C, S) (10, 11, 16. 25)
  

Select a specific area(s) of interest to be addressed in their university and non-university activities to include, but not limited to, transition, inclusive education, early childhood, cognitive; A = affective; S = social and P = psychomotor. Some classes may not include all four domains. Reference to CCTC Program Standards are noted following objectives.

• 
  Candidates will: multicultural studies, sex education, behavioral intervention, deaf-blind, serious emotional disturbance, technology, augmentative communication. (C, A, S, P) (9, 10, 11, 12, MM/MS-17)
  
• 
  Include in their individualized plan a balance of university (specialized coursework) and non-university (professional development opportunities, site level functions, district level functions) components to address the established performance goals, experience with diverse populations, advanced levels of knowledge and skills appropriate to the credential, the full range of teaching responsibilities, and an extension of studies began at the preliminary level and will be developed collaboratively by the employing agency and the university. (C, A, S, P) (9, 10, 11, 12)
  
• 
  Include in their induction plan curricular content and support activities characterized by a depth of learning that challenges the candidate, fosters critical reflection, extends understanding, facilitates professional growth and development, and allows for meaningful integration of theory into practice. (C, S) (9, 10)
  
• 
  To document their progress in meeting their performance goals and their ability to apply theoretical knowledge obtained in university and non-university activities to their own special education classrooms or settings. (C, A, S, P) (12)
  
• 
  Reflect, assess and monitor their own progress toward meeting their performance goals on a regular basis and modify their induction plan according to their own changing professional development needs and feedback from their university and school district assessors. (C, A, S) (9, 10, 11, 12)
  
• 
  Collaborate with their university advisory will identify an experienced colleague or support provider from their employing school district whose credential authorization is specific to the area that the candidate is pursuing in their professional level program). (C, S) (9, 10, 11, 12)
  

Intern Program Progression

Interns progress through the program as a cohort, however, some participants may enter the seminar during different quarters. Therefore, the seminar commonly consists of interns in their first through sixth quarters of participation in the program. To ensure interns have appropriate access to program content, participants will complete all quarter and portfolio assignments by the quarter the participant entered the program. Following is a brief description of general course requirements.

Course Assignments

1. 
   Induction Plan: The candidate, in collaboration with their University Supervisor and the On-site Intern Coach will develop an induction plan. The plan will include the following information:
   

• 
  Performance Goals: The student will identify at least one specific focus areas (i.e., inclusive education, assessment, instructional strategies, technology, multicultural studies, transition, behavioral intervention, serious emotional disturbance, sex education, deaf-blind, and/or augmentative communication, etc.) to address in their performance goals. The performance goals must include the learning behaviors that the candidate expects to acquire by participating in the university and non-university activities. A minimum of six (6) goals will be written that address each of the required courses (including each of the intern seminars) for the Preliminary Credential. More than one course may be represented by one goal (i.e., one goal may address two or more courses).
  

• 
  Goal Activities: University and non-university activities to meet the performance goals will be selected from university coursework, school district in-services, independent studies, professional conferences, extended readings, and other professional development opportunities. Goal activities for each performance goal will be identified each seminar.
  

• 
  Application Opportunities: The candidate must write the manner in which they will apply or are applying their newly acquired knowledge and skills obtained from their university or non-university activity to their present employment situation working with students with mild/moderate or moderate/severe disabilities and/or their families. Application opportunities will be determined during each seminar.
  
• 
  Performance Evaluation: The candidate will indicate the manner in which they will evaluate the content of the goal activity, its applicability to their present employment setting, and their own learning in meeting the performance goals. Performance evaluation will be determined during each seminar.
  
• 
  Completion Date: The candidate will indicate the anticipated date of completion of the performance goal.
  

2. 
   Intern Coach Assignment Form: For beginning interns, an Intern Coach must be identified within three weeks of the start of the quarter. Participating districts will assign the Intern Teacher with an Intern Coach (the Intern may NOT choose his/her own intern coach). Intern coaches are highly qualified, experienced special education teachers who have completed the training as required through the State Intern Teacher grant program. A Peer Coach Assignment Form must be submitted to the Seminar Instructor (University Supervisor) on or before the Three-way Conference.
   
3. 
   Supervision Log: The Intern is required to complete a Supervision Log including the date of contact, type of contact, and length of contact with their peer coach as it relates to their support and assistance. The completed log is submitted each quarter to the course instructor on the last seminar class. A minimum of four contact entries are required each quarter.
   
4. 
   General Education Contact Log: Every attempt is made to ensure that the intern is given a variety of field experiences. Interns are required to document a minimum of 100 hours in general education classrooms working with general education teachers and mainstreaming their students. If the Intern Teacher already possesses a Multiple Subject/Single Subject Credential, he/she is not required to complete this log. The completed log is submitted to the course instructor/University Supervisor when the 100 hours of general education contact has been logged (This requirement must be fulfilled by the final class meeting of 636-F seminar.) The documentation of the 100 hours of general education contact fulfills the general education student teaching portion of the Special Education Preliminary Credential.
   
5. 
   Intern Coach Observation: The Intern Coach will make at least one observation of the intern engaged in teaching one full lesson during each quarter. The CSUB Intern Teaching Visitation Form must be completed during each observation and submitted by the intern to the course instructor/University Supervisor at the last seminar class. The observation by the intern coach serves as documentation of student teaching with supervision within the intern teacher program.
   
6. 
   Site Visitation: The seminar instructor/University Supervisor will visit the intern at their school site at least once during the quarter. A copy of the lesson plans for the University Supervisor is required on two days before the school site visit. Submit it electronically.
   
7. 
   Three-way Conference: A three-way conference is only required for interns enrolled in 636A, 636C, and 636-F. The intern, intern coach/site supervisor must also be present at the conference. Prior to the 3-way conference, the intern coach/site supervisor must review the intern’s induction plan and portfolio. The three-way conference form will be completed by the university supervisor during the conference.
   
8. 
   Reflective Journal: The candidate will be required to maintain a log of relevant classroom and/or student related activities as well as reactions, comments, questions and reflections of those activities. The journal should be submitted to the university supervisor through email, or at the seminars, and the complete journal should be made available to the University Supervisor at the time of the scheduled observations. The journal entries should include self-reflection concerning the candidates teaching skills. The journal entries should minimally consist of three regular journal entries.
   
9. 
   Critical Incidents: The candidate will be required to write a 1-2 page typed paper about two critical incidents that have occurred in their classroom, state why it was critical, and discuss what they have learned from the incident. Candidates should be prepared to share their incident in class and direct or stimulate a discussion on the incident.
   
10. 
    Special Education Competency Portfolio: Throughout the Credentialing program, candidates are required to collect all Signature Assignments required in each course (ask each instructor about it) and include them in a Special Education Competency Portfolio (binder). “Your competency portfolio is intended to be an on-going record of your professional achievements and examples of your best work. You will add and remove items as you continue your career, allowing you to reflect periodically on your professional growth. The portfolio provides potential employers and special education Level II program admissions committee with evidence of your skills” (Special Education Intern Credential Handbook, p. 27). See pages 27-32 of the Intern Handbook for more detail about the Level I Competency Portfolio.
    

Option II/Level II candidates must follow guidelines for the Level II Professional Development Portfolio upon completion of their Level I portfolio as indicated in the Intern Handbook found on pages 32-34. “The professional portfolio is a collection of the candidate's best work and documents the candidate's ability to perform the duties of a special education teacher at the professional level. The portfolio is also used as an assessment procedure to evaluate the candidate's competence in meeting all requirements for the Professional Level II Specialist Credential in Special Education. The portfolio is development throughout the candidate's State Standards of Quality and Effectiveness for Specialist Credential Programs through university and non-university activities” (Special Education Intern Credential Handbook, p. 32). The Level II Professional Portfolio should be contained in a separate binder from Level I Competency Portfolio.
The portfolio materials will be used to establish and monitor teacher development over time and document the accomplishment of program competencies. An ongoing evaluation of the portfolio will take place at the last seminar class each quarter to determine competency of courses taken. Upon completion of Level I and/or Level II, the portfolio will be used to document whether a Special Education Candidate has completed all the requirements for the Preliminary or Professional Clear Credential and provide evidence that the standards of quality have been met

11. 
    Class Participation: Active class participation requires that the student be on time for class and remain for the entire session. Attendance is an important part of this requirement. Participation may include involvement in small and large group class activities, demonstration of readings, sharing of critical incidents, and partaking in class discussions.
    

Seminar Schedule: Professional/Personal Development

The tentative schedule for class topics is outlined in the following table. The instructor reserves the right to alter the class schedule or assignment schedule based upon student needs. Additional www and print readings will be assigned throughout the course.

Date	Topics	Assignments
March 29	FOCUS for tonight: Syllabus Discuss tonight: Expectations of this course, such as classroom observations, reflective teaching, coursework & Observation/3-way Conference
April 12	Topics for discussion: Developing the Individualized Induction Plan. Understanding the competencies. Adding additional competencies. Developing your personal goals and objectives. Developing action items to meet each objective. Developing assessment measures. Creating a reasonable timeline.	Reflective Journal #1 Intern Coach Assignment Form
April 26	Topics for discussion: Developing the Expertise Plan. Understanding the meaning of having an expertise area(s). Understanding importance of having an expertise area(s). Conducting an expertise level self-assessment. Developing the self assessment; Developing the expertise plan Discussing critical incidents/issues in special education.	Critical Incident #1 Reflective Journal #2
May 10	Topics for discussion: Understanding the field surrounding the expertise area. Goals and objectives; Assessment measures; Strategies. Resources; Target dates; Implementing the expertise plan. Discussing critical incidents/issues in special education.	Critical Incident #2 Reflective Journal #3
May 24	SOCIs The following paperwork is due tonight: Induction Plan Goals (Must be typed using the Induction Plan Forms) Supervision Log (every meeting date/time spent with peer coach) Peer Coach Teaching Observations	Professional Portfolio (binder)

Grading

Assignments will be graded on the following criteria:

A = 94% (or Higher) C+ = 77-79%

A- = 90-93% C = 73-76%

B+ = 87-89% C- = 70-72%

B = 83-86% D = 60-69%

B- = 80-82% F = 59% or less

Course Policies

1. 
   Attendance is required. In order for the absence to be excused, the Intern must inform the instructor in advance of the class that will be missed. Also, if missing the class for a professional reason (attending a conference or a special meeting such as a school function), provide the instructor of the details and a note of verification from your supervisor. No more than one class is allowed to be excused with prior permission from instructor as the course only meets for five sessions. Any unexcused absences will result in loss of grade determination points (as indicated above in “Method of Grade Determination.”)
   
2. 
   Late work will not be accepted after one week beyond due date unless you have advanced approval from the instructor. Paper will be reduced by one grade for each day late up to 3 days after which time a grade of “F” will be assigned to the paper.
   
3. 
   A doctor’s note is required for missing more than two classes due to health reasons or illness (in order for the absence to be excused).
   
4. 
   Due to class discussion topics which may be deemed inappropriate for children as well as keeping with CSUB policy, children are not allowed to attend the course sessions.
   
5. 
   Academic honesty as documented below will result in an “F” grade as well as full-implementation of CSUB policy as it relates to student discipline regarding such circumstances.
   
6. 
   Student and faculty responsibilities in the classroom are listed below. Remember to treat each other with respect and fulfill one’s own responsibilities.
   

Under the Student Discipline Procedures, a student may appeal any sanction employed by faculty or the University based on an allegation of academic dishonesty. The initiation of the grievance must occur within fifteen (15) school days after notification of the grade is mailed or personally given to the student. Copies of these procedures are available in the offices of the school deans. The Dean of Undergraduate Studies serves as coordinator of student discipline and handles these appeals.

Academic Freedom – Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB’s community of scholars. The University is firmly committed to such freedom for both students and faculty.

For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles. Acceptance must be present both in the classroom and in other areas of the campus. The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions of others.

Classroom Conduct – The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students as they enter the classroom must exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom.

Faculty are obligated to recognize and respect student diversity and opinion. Yet they have a fundamental responsibility to uphold the integrity of the learning environment. When confronted by unreasonable disruption of the classroom, faculty are expected to initiate actions to correct such conditions. Such actions can result in disciplinary action ranging from removal of student(s) from the classroom to suspension from the campus.

Grade Change Policy – A change in letter grade can be approved by the department chair only in the case of a declared clerical error. The definition of clerical error is an error made by the instructor or by an assistant in grade estimating or posting. Under no circumstances, except for completion of work when "I" was issued or through the Student Academic Grievance Procedures, may a grade change be made as the result of work completed or presented following the close of a grading period.
Cell Phones – While class is in session, as a courtesy to others, please program your phone to silent alarm or turn it off. Unless the phone call is urgent, please refrain from answering and/or returning the call until the break or after class.

7. 
   Children – Due to liability issues, CSU policy prohibits children from attending classes on CSU campuses. Also, due to the confidential nature of some discussions, it would be inappropriate for children to attend the seminars. Please contact the course instructor in advance to discuss child
   
8. 
   If you have any concerns or questions about the course, or any other matters related to the special education program, please contact the instructor immediately.
   
9. 
   The Reflective Journal entries must be used as a means of reflecting on the candidate’s teaching so that his/her teaching effectiveness may improve. Those journals that are used as a medium of complaining about the CSUB special education program are considered inappropriate and will receive no credit. If you have any concerns about the program, please make an appointment with Dr. Park, the program director.
   
10. 
    “To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.”
    

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Excepts taken from the CSU Bakersfield Campus Catalog 2005-2007

RIGHTS AND RESPONSIBILITIES OF STUDENTS (p.80)

Academic Integrity - The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars.  The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades.  Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance.  Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.

 

There are certain forms of conduct that violate the university’s policy of academic integrity. ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that use fraud and deception to improve a grade or obtain course credit.  Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage.  PLAGIARISM is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own.  Plagiarism may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, phrases or words written by another, or using data and/or statistics compiled by another without giving appropriate citation.  Another example of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, or essentially the same, PAPER or other assignment for credit in two different courses without receiving prior approval.

 

When a faculty member discovers a violation of the university’s policy of academic integrity, the faculty member is required to notify the university’s Coordinator of Student Discipline and Judicial Affairs of the alleged violation, including the name(s) of the student(s) suspected, the class in which the alleged violation occurred, the circumstances of the alleged violation, and the evidence (including witnesses) supporting the allegation.  The faculty member shall also formally notify the student(s) suspected of violating the university’s policy of academic integrity, the department chair, and the school dean.  The Coordinator for Student Discipline and Judicial Affairs shall conduct an investigation, confer with the faculty member, student(s), and any witnesses identified, and review all evidence submitted by the faculty member and student(s).  Normally, the Coordinator for Student Discipline and Judicial Affairs shall make a settlement agreement with the student for his/her first violation of academic integrity with the following sanctions:

• 
  Grade penalty determined by the course instructor; and
  
• 
  Disciplinary probation for a specified period of time.
  

 

If a second violation of academic integrity occurs, the student may be suspended from CSUB for a specific period of time.

 

Assignments Checklist

 

 

Induction Plan (at least 4 goals)	/20
Journal #1	/10
Journal #2	/10
Journal #3	/10
Critical Incident #1	/15
Critical Incident #2	/15
Intern Coach Assignment Form	/20
General Education Contact Log	/10
Professional Portfolio	/30
Supervision Log	/20
Observation by the peer coach	/20
University supervisor observation	/20
Three-Way conference	/20
Class Participation #1
Class Participation #2
Class Participation #3
Class Participation #4
Class Participation #5
Total	/220

 

Dr. Lee