1、Whitten SPED 40401Western Michigan UniversityDepartment of Educational Studies-Special Education ProgramSPED 4040: Teaching Practicum in Assessment, Curriculum and Instruction1 Credit Hour - Fall 2009INSTRUCTORName: Dr. Elizabeth WhittenGraduate Assistant: Carla StanfieldAddress: 3506 Sangren HallOf
2、fice Phone: 387-5940Cell Phone: 760-6801Home Phone: 372-7343Email: Whittenwmich.eduWeb Page: http:/homepages.wmich.edu/whittenOffice Hours: Wednesday 12-2 and by appointmentREQUIRED TEXTBOOK/MATERIALSInformation from class and readings in SPED 4330 and SPED 4340 will be applied in SPED 4040.COURSE D
3、ESCRIPTIONThis course provides the student with a structured assignment working with a learner who is at-risk or has a mild disability. It is intended to enable the students to demonstrate skills in assessment and prescription and in the implementation and evaluation of a tutorial plan of instructio
4、n for a specific learner in a general education setting. Prerequisites: Consent of the department and concurrent enrollment in SPED 4330 and SPED 4340.SPECIAL EDUCATION PROGRAM OUTCOMESThe special education Clinical Graduate Programs will prepare graduate students to:1. Provide quality educational s
5、ervices to students with disabilities in the state, region, and nation.2. Use interdisciplinary communication skills associated with a teacher consultant role.3. Plan and implement outcome-oriented educational programs for students with disabilities utilizing a student-centered process.4. Work effec
6、tively with parents.5. Implement the Clinical Teaching Model in their educational programs serving students with disabilities.6. Function as a resource for regular educators serving students with disabilities.7. Serve as a resource for parents/guardians of students with disabilities.8. Serve as an a
7、dvocate for individuals with disabilities in our society.9. Function as a professional in the field of education.10. Be a critical consumer of current and emerging educational techniques and technologies.11. Demonstrate knowledge regarding the issues and needs of traditionally underrepresented popul
8、ations.COMPETENCIESThe competencies for the course are taken from the CEC Common Core of Knowledge of Skills Whitten SPED 40402Standard #5: Learning Environments and Social Interactions CC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. CC5
9、S2 Identify realistic expectations for personal and social behavior in various settings. CC5S3 Identify supports needed for integration into various program placements. CC5S4 Design learning environments that encourage active participation in individual and group activities. CC5S5 Modify the learnin
10、g environment to manage behaviors. CC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. CC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs. CC5S8 Teach self-advocacy. CC5S9 Create an
11、 environment that encourages self-advocacy and increased independence. CC5S10 Use effective and varied behavior management strategies. CC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs.CC5S13 Organize, develop, and
12、 sustain learning environments that support positive intracultural and intercultural experiences. CC5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. CC5S16 Use universal precautions. Standard #6: Langua
13、ge CC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs. CC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. Standard #7: Instructio
14、nal Planning CC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. Whitten SPED 40403CC7S3 Involve the individual and family in setting instructional goals and monitoring progress. CC7S7 Integrate affective, social, and life
15、 skills with academic curricula. CC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. CC7S9 Incorporate and implement instructional and assistive technology into the educational program. CC7S10 Prepare lesson plans. C
16、C7S11 Prepare and organize materials to implement daily lesson plans. CC7S12 Use instructional time effectively. CC7S13 Make responsive adjustments to instruction based on continual observations. Standard #8: Assessment CC8S1 Gather relevant background information. CC8S2 Administer nonbiased formal
17、and informal assessments. CC8S3 Use technology to conduct assessments. CC8S4 Develop or modify individualized assessment strategies. CC8S5 Interpret information from formal and informal assessments. CC8S6 Use assessment information in making eligibility, program, and placement decisions for individu
18、als with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. CC8S7 Report assessment results to all stakeholders using effective communication skills. CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. CC
19、8S10 Create and maintain records.Standard #9: Professional and Ethical Practice CC9S8 Use verbal, nonverbal, and written language effectively. CC9S9 Conduct self-evaluation of instruction. CC9S10 Access information on exceptionalities. CC9S11 Reflect on ones practice to improve instruction and guide
20、 professional growth. Whitten SPED 40404CC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and ones colleagues.FIELD EXPERIENCE EXPECTATIONS:1. Attend all assigned practicum meetings.2. Professional conduct is expected from everyone, wh
21、ich includes attendance and punctuality. Failure to meet the standards for attendance and punctuality will result in automatic failure for this course.3. Being on time is arriving at the class 5-10 minutes before the class or field experience is scheduled.4. If you are going to be late or absent, yo
22、u must call Dr. Whitten on her cell phone (you may leave a message on the voice mail if necessary) and call Ms. Stanfield on her cell phone so we will be able to let the teacher and student know you will not be teaching. 5. One excused absence is allowed. More than one excused absence is a concern t
23、o be discussed with Dr. Whitten. Multiple absences may result in a request for a Student Concerns Committee meeting with the special education faculty.6. One unexcused absence (if you do not attend and you do not call) will be cause to fail SPED 4040.7. Please dress professionally for your assigned
24、school time which means you are not allowed to wear jeans. You represent WMU and you are making an impression of yourself as a beginning professional.ACTIVITIES:1. All assignments are connected to SPED 4330 and SPED 4340. What is learned through coursework will be implemented in your practicum.2. Yo
25、u will assess your assigned student in reading and math. All assessments will be turned in to Mrs. Bowerman.3. After assessments are completed you will plan instruction for your assigned student in the areas of math or reading. A three-ring binder should be maintained for all lesson plan/work-sheets
26、 or any other material prepared for your student(s) and will be turned into Dr. Whitten and Mrs. Bowerman. This notebook will accompany you to practicum each Tuesday and Thursday.4. You will also be responsible for monitoring your students progress in the above mentioned areas. Progress reports and
27、final evaluation will be turned in to Dr. Whitten, Mrs. Bowerman, and your mentor teacher.REQUIREMENTS : Your practicum session at Northwood Elementary in Parchment starts at 8:30/9:00 am and ends at 10:00/10:30 am on each Tuesday and Thursday starting on September 17th. Your last session with the s
28、tudent will be on 12/10/09 when we will hold an academic carnival for our students. All work in the binder will be due on 12/15/09 during SPED 4340 final. You will be assigned one or two students whom you will assess and instruct in reading and math. The results of your assessment and intervention w
29、ill be written up for the 4040 binder and your 4330 and 4340 assignments. You may be assigned other students to tutor by your supervising teacher, or other classroom activities. Please remember to sign in each day and if you are leaving early for any reason please let Dr. Whitten or Mrs. Stanfield k
30、now.Whitten SPED 40405 The initial sessions with your student should be used to develop rapport with the student, to administer assessments “to get know your student”, to plan your academic assessment activities, and to complete the initial math and reading assessments. Later sessions will be devote
31、d to tutoring and progress monitoring in the areas of instruction. Each Tuesday and Thursday you must provide in your notebook a written lesson plan detailing your activities in your practicum site for that day. This summary must be TYPED and you must carry it with you to practicum. If you are instr
32、ucting then you must provide a lesson plan using the required format. If you are assessing you must still include an anticipatory set and closure activity with the student. This assignment is worth 8 points each session. The lesson plans are required for the student(s) whom you are instructing in ma
33、th and reading. COURSE GRADE CRITERIAThis course is credit/no credit. All assignments for SPED 4330/4340/4040 must be completed to pass the course. To receive credit you must attend all assigned practicum times and complete all assignments at a satisfactory level. All materials that you complete for
34、 practicum must be WELL ORGANIZED and compiled in a three-ring binder. Well organized binders include tabs for various sections and a table of contents. NEED FOR ACCOMMODATIONSAny student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange
35、 reasonable accommodations must contact the professor and the appropriate Disability Services office at the beginning of the semester. The two disability service offices on campus are: Disabled Student Resources and Services 269.387.2116 or Office of Services for Students with Learning Disabilities
36、269.387.4411DIVERSITY STATEMENTThe Department of Educational Studies, Special Education Program maintains a strong and sustained commitment to the diverse and unique nature of all learners and to maintain high expectations for each student.STUDENT ACADEMIC CONDUCTWestern Michigan Universitys academi
37、c honesty and conduct in research policies have been created and defined by members of its academic community, recommended by its faculty senate, and adopted by its board of trustees. The Department of Educational Studies will adhere to all Student Academic Conduct polices and procedures as printed
38、in the catalog. The processes necessary to support these policies are managed and facilitated by the Office of Student Judicial Affairs. All questions related to academic honesty will be referred to this office (387-2160).APA STYLEThe Department of Special Education and Literacy Studies, Special Edu
39、cation Program has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. APA writing procedures are found in:American Psychological Association. (2010). Publication Manual of the American Psychological Ass
40、ociation (6th ed.). Washington, DC: Author.Website: http:/apastyle.apa.org/Whitten SPED 40406Placement Site:Mailing Address: 600 Edison Kalamazoo, Michigan 49004 Main Office - 269 488-1300Fax - 269 488-1310Sarah Johnson, PrincipalJan Bussema, SecretaryWEB ADDRESS: http:/www.remc12.k12.mi.us/parchmen
41、t/northwood.htmPlease check out the website prior to going to the school so you are familiar with the school, staff and studentsOrientation on September 15, 2009 at 9:00 am Whitten SPED 40407Lesson Plan: Subject Area: State Standard: GLEC: Goal: Lesson Objective: Materials and Equipment Needed: Teac
42、hing Strategies: Anticipatory Set:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Grouping PatternPresentation of Information:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Grouping PatternGuided Practice (Modeling):Time:Level of Cognition:Learning Modality:Multipl
43、e Intelligences:Grouping PatternIndependent Practice:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Grouping PatternClosure:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Grouping PatternHomework:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Gro
44、uping PatternReal Life Application:Ongoing Monitoring andEvaluation:Time:Level of Cognition:Learning Modality:Multiple Intelligences:Grouping PatternWhitten SPED 40408Intern Teaching Report for Classroom TeacherStudent: _Intern: _Date: _Daily Goal_Math Activities_Reading Activities_Student Behavior_Questions/ Resources Needed_Whitten
