Leadership for Diverse Communities Education Specialist Credential Program Clinical Practice Handbook

EHD 178, SPED 171, SPED172, SPED 175, SPED 176 and SPED 160F

Fresno State Kremen School of Education and Human Development cover logo and title page

Program Coordinator 8
Office of Clinical Practice 8
Teacher Internship Program 8
Credential Analyst 8
Credential Admissions Analyst 8
FAST Coordinator 8
Center for Advising & Student Services 8
Department of Literacy, Early Childhood, Bilingual, and Special Education 8
Kremen School of Education & Human Development 9
Vision Statement 9
Mission Statement 9
Candidate Professional Dispositions 10
Non-Discrimination Policy 10
Services for Students with Disabilities 11
Education Specialist Credential Program Overview 11
Inquiry 11
Culturally Sustaining Practices 11
Developmentally Appropriate Practices 12
High Leverage Practices in Special Education 12
Universal Design for Learning 12
Understanding by Design: Backwards Design and Lesson Planning 13
Program Overview 14
Education Specialist (Special Education) Teaching Credential 14
Dual Credential (Special Education + Multiple Subject) 14
Master of Arts in Special Education and an Education Specialist Credential 14
Streamlined Education Specialist Credential Pathway for Teachers Who Hold a Valid California Multiple Subject or Single Subject Credential
Bilingual Authorization Permit (BAP) 14

Role Expectations & Stakeholder Qualifications

Veteran Practitioners
State Requirements
Essential Attributes of an Effective Mentor Teacher
Mentor Teacher Responsibilities
Organization
Communication
Opportunities
Approaches to Teaching
Expectations for Students
Lesson Planning
Mentor Teacher Roles
Mentor Teacher Professional Development Requirement
Mentor Teacher Conference
Mentor Teacher Incentives from Fresno State
University Clinical Practice Coach
State Requirements
University Clinical Practice Coach Responsibilities
Evaluation
University Coach Professional Development Requirement
Teacher Candidate
Attributes of Professional Educator
Guide to Observing Your Mentor Teacher
Teacher Candidate Responsibilities
General Program Responsibilities
Responsibilities to School Site Students
Responsibilities to Faculty, Staff, and Fellow Candidates
Professionalism
Professional Behavior
Confidentiality of Student Information and Records
Teacher Candidate Commitment
Clinical Practice

Program Contacts

PROGRAM COORDINATOR
Cheryl McDonald, M.A. | ED 359 | cmcdonald@csufresno.edu | 559. 278. 0412
OFFICE OF CLINICAL PRACTICE
ED 205 | OCP@csufresno.edu | 559. 278. 0315
Clinical Practice Program Assistant: Brenna A. Barks, MSc
TEACHER INTERNSHIP PROGRAM
ED 205 | internship@csufresno.edu
Teacher Internship Program Assistant: Maria Vargas Guerrero
CREDENTIAL ANALYST
Credential Analyst: Sherri Nakashima | sherrin@csufresno.edu
CREDENTIAL ADMISSIONS ANALYST
Credential Admissions Analyst: Renee Flores | reflores@csufresno.edu | 559. 278. 0311
FAST COORDINATOR
FAST Coordinator: Jean Behrend, Ph.D. | jeanb@csufresno.edu
CENTER FOR ADVISING & STUDENT SERVICES
ED 100 | kremenschool@csufresno.edu | 559. 278. 0300
Ana Espinosa, Advisor
Ivy Fitzpatrick, Advisor
Jessica McVay, Advisor
Sherri Nakashima, Credential Analyst
Renee Flores, Credential Admissions Analyst
Renee Petch, Graduate Admissions Analyst
DEPARTMENT OF LITERACY, EARLY CHILDHOOD, BILINGUAL, AND SPECIAL EDUCATION
Office in ED 250 | 559. 278. 2500
Imelda Basurto, Ph.D., Department Chair

Kremen School of Education & Human Development

VISION STATEMENT

The Kremen School of Education and Human Development is a center for academic excellence and collaboration in the fields of education and counseling. Graduates will be community leaders who advocate for high standards and democratic values with attention to professional ethics and diversity. Integration of educational technology and performance assessment is essential to all programs.

MISSION STATEMENT

The Kremen School of Education and Human Development's mission is the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education. This accredited unit fosters the candidate dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. Our mission is realized through a framework of teaching, scholarship, and services that addresses regional, state, national, and international perspectives.

Goals
• To recruit qualified candidates, who are representative of the diversity in our community, into the fields of education and counseling, beginning with students in the public schools.
• To be at the cutting edge of the application of best practice models and educational technology.
• To prepare education professionals who have a command of content knowledge and pedagogy, and who continuously strive to improve their practice.
• To support the lifelong development of practicing professionals with services and programs including the doctorate.
• To prepare professionals who are committed to leadership and service in diverse community settings.
• To integrate performance assessment as a key evaluation technique in each of our programs.
• To sustain a University work environment that is exemplary in its humanity, ethics, effectiveness and intellectual vitality.
• To secure, through advancement efforts, the supplemental funding needed to provide the margin of excellence for programs and special initiatives.
• To be the higher education partner of choice for the public schools and other relevant institutions of the five counties we serve in the Central Valley.

CANDIDATE PROFESSIONAL DISPOSITIONS

The Kremen School of Education and Human Development professional education unit fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities.

Reflection
Candidates develop the dispositional tendency to reflect on their professional practice. We support the development of this disposition by having candidates regularly reflect on their learning and on their practice.

Critical thinking
Candidates analyze situational contexts, resulting in more informed decision-making. We provide our candidates practice analyzing the implications of intrapersonal, interpersonal and contextual issues in educational settings.

Professional ethics
Candidates learn to make well-reasoned ethical judgments. We foster this disposition by teaching ethical decision-making that relies on reflection and results in professional action.

Valuing diversity
Candidates are able to work effectively with diverse populations and recognize the importance of valuing of cultural, linguistic, cognitive, and physiological diversity. We promote this disposition through experiences in educational settings with diverse populations and opportunities to discuss, observe, and reflect on the benefits of valuing diversity.

Collaboration
Candidates learn and practice the skills of collaboration in their classes and in their fieldwork. Furthermore, we model collaboration in our work with one another and with the larger educational community.

Life-long learning
Candidates demonstrate a commitment to life-long learning about their profession and beyond. We foster this disposition through pre-professional experiences that bring the candidate into the profession in meaningful ways and by acquainting them with opportunities for continuing professional growth.

NON-DISCRIMINATION POLICY

Fresno State’s Credential Programs, as well as all of our region’s school districts, are committed to the principle of equal opportunity. Fresno State’s credential programs do not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, disability, and disabled veteran status. The essential attributes have been developed in compliance with the American Disabilities Act (PL 101-336), and, when requested, the University will provide reasonable accommodations to otherwise qualified candidates with disabilities.

SERVICES FOR STUDENTS WITH DISABILITIES

Any Teacher Candidate who would like to request academic accommodations due to a disability should contact the Services for Students with Disabilities Office by phone at 559-278-2811 or by email at ssdstaff@mail.fresnostate.edu. Any Teacher Candidate who has a letter from Services for Students with Disabilities Office indicating a disability that requires academic accommodations should present the letter to all course instructor(s) and the clinical practice University Coach so that a discussion of any accommodations that are needed can be held confidentially.

Education Specialist Credential Program Overview

Fresno State’s state and nationally accredited Education Specialist Credential Program in Mild/Moderate and Moderate/Severe pathways is focused on producing innovative, social justice oriented special educators who are highly prepared to meet the diverse needs of students with disabilities in their classrooms and inclusive settings across the Central Valley. Through a program of study infused with inquiry, culturally sustaining practices, developmentally appropriate practices, high leverage practices, Universal Design for Learning and Understanding by Design concepts, program graduates will be prepared to design and implement evidence-based curriculum that builds on children’s strengths and assets as well as each child’s academic, social, emotional, and developmental needs.

INQUIRY

Inquiry, also known as action research, is foundational to candidate preparation at Fresno State. Inquiry is a process of identifying puzzles of practice (Yun & Bennett, 2018) as they arise in a classroom setting, referencing research related to the issue, collecting and analyzing data to gain deep understanding of the issue, and methodically implementing interventions to address and resolve the issue. Inquiry also encourages teachers to collaborate, learn from one another, and disseminate findings within their communities of practice, a necessary skill for participation in school site learning communities.

CULTURALLY SUSTAINING PRACTICES

Culturally sustaining pedagogy (Paris, 2012) is a framework that focuses on the cultural experiences and ‘ways of being’ that children bring with them to the classroom. Culturally sustaining pedagogy “seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (Paris, p. 93). In other words, a culturally sustaining framework builds upon the linguistic, cultural, familial, and social capital of the children in context through an inclusive and asset-based lens.

DEVELOPMENTALLY APPROPRIATE PRACTICES

A deep understanding of human development is essential to good teaching. In order for teachers to design learning opportunities that are appropriate for the learner’s current level of development, candidates must understand various stages of development and know which practices will work best for learners at each of the various stages. Through a developmentally appropriate practices framework, candidates learn how to engage their learners in ways that will match current developmental levels and stretch learners’ capacity within a zone of proximal development.

HIGH LEVERAGE PRACTICES IN SPECIAL EDUCATION

High-leverage practices are frequently occurring, essential educational practices that all K – Adult special educators should know and implement consistently in their practice. These practices are evidence-based and reflect effective methods which can improve results for struggling learners when successfully implemented. High-leverage practices have the potential to improve instruction that ultimately results in better outcomes for all students, especially students with disabilities and others who struggle to succeed in school. Teachers who learn and Mentor these practices are better prepared to engage in the types of complex instructional practice and professional collaborations that are required for effectively educating students with disabilities.

The criteria for developing High Leverage Practices include all of the following:
• Focus directly on instructional practice.
• Occur with high frequency in teaching.
• Research based and known to foster student engagement and learning.
• Broadly applicable and usable in any content area or approach to teaching.
• Skillful execution is fundamental to effective teaching

UNIVERSAL DESIGN FOR LEARNING

Universal Design for Learning (UDL) is a framework that guides the development of flexible learning environments that can accommodate individual learning differences. A UDL framework guides teachers to provide multiple means of representation, action and expression, and engagement when designing learning opportunities to ensure that all students have the ability to access the content in ways that work best for them, represent their learning in a range of ways, and work in a manner that is most engaging in order to facilitate each student’s most impactful learning experience.

UNDERSTANDING BY DESIGN: BACKWARDS DESIGN AND LESSON PLANNING

“The Understanding by Design® framework” (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.

The UbD framework is based on seven key tenets:

Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe.
The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill).
Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding—the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.
Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.
Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.
Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions.
The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance— inform needed adjustments in curriculum as well as instruction so that student learning is maximized.

The Understanding by Design framework is guided by the confluence of evidence from two streams—theoretical research in cognitive psychology, and results of student achievement studies.”
From: http://www.ascd.org/ascd/pdf/siteascd/publications/ubd_whitepaper0312.pdf

Program Overview

At Fresno State we can tailor the credential program to your specific interests and needs. We offer multiple pathways to pursue your Education Specialist credential full-time or part-time in evening cohorts or dual residencies.

EDUCATION SPECIALIST (SPECIAL EDUCATION) TEACHING CREDENTIAL

The Education Specialist Credential authorizes the holder to teach students with mild/moderate or moderate/severe disabilities (grades K-age 22) in public or private school programs, in self-contained or inclusive settings, in clinics, special schools, resource classrooms, educational programs, residential facilities, hospitals, and other agencies serving persons with disabilities. We offer both the Mild/Moderate and Moderate/Severe options.

DUAL CREDENTIAL (SPECIAL EDUCATION + MULTIPLE SUBJECT)

Earn your Education Specialist and Multiple Subject credentials concurrently. Some of the courses are required for both credentials and specialized dual student teaching placements are used.

MASTER OF ARTS IN SPECIAL EDUCATION AND AN EDUCATION SPECIALIST CREDENTIAL

We offer a unique program that includes the Preliminary Education Specialist credential and a Master of Arts in Special Education in one streamlined program.

STREAMLINED EDUCATION SPECIALIST CREDENTIAL PATHWAY FOR TEACHERS WHO HOLD A VALID CALIFORNIA MULTIPLE SUBJECT OR SINGLE SUBJECT CREDENTIAL

If you have a California-approved Single Subject or Multiple Subject credential, you may earn the stand-alone Education Specialist credential in a streamlined pathway. You may select your emphasis in Mild/Moderate or Moderate/Severe. The length of time for completion of the program depends on whether you attend full-time or part-time. Prior to application, you would need to have your transcripts reviewed by the Program Coordinator.

BILINGUAL AUTHORIZATION PERMIT (BAP)

Pursue a Bilingual Authorization in Spanish or Hmong by completing the World Languages CSET and the language-specific CSET examinations for Spanish or Hmong. Please contact the Bilingual Authorization Coordinator, Dr. Teresa Huerta, for specific information.

Clinical Practice

OVERVIEW

Clinical experiences are the cornerstone of effective teacher preparation. Participation in clinical experiences allows Teacher Candidates to apply the learning from coursework into practice and to receive coaching and feedback to improve implementation. Teacher Candidates are required to increase the amount of time spent in clinical placements over the arc of the program. Clinical practice experience includes observations, gathering information about the students, developing lesson plans, preparing materials, teaching lessons, co-teaching, assessing student progress, self-reflection, attending meetings with the Mentor Teacher at his/her direction, professional development workshops, etc. Teacher Candidates are responsible for uploading their clinical practice agreements, lesson plans, reflections, videos, related documents and time logs of their clinical hours into Tk20, the clinical practice data system.

CLINICAL PRACTICE EXPERIENCES BY PHASES

All phases of the Education Specialist Credential Program include a clinical practice experience [fieldwork/student teaching]. For each of the clinical practice experiences, you will have two support persons: a district assigned, fully credentialed and experienced teacher who may be referred to as the Master, Cooperating or Mentor Teacher, and an assigned University Clinical Practice Coach.

Clinical practice experiences include observations, gathering information about the classroom students, developing lesson plans, preparing materials, teaching lessons on your own, co-teaching lessons with the Mentor Teacher or other personnel, assessing student progress, reflection and attending meetings with the Mentor Teacher, attending staff meetings, professional development workshops, etc.

Formal Observations & Meetings

California Commission on Teacher Credentialing Guidelines for clinical practice state that all candidates, whether student teachers or University interns, must do six (6) formal observations per semester (even if you are completing final student teaching part time). Guidelines stipulate that these formal observations should ideally be scheduled every three weeks, but the time in between can vary based on individual circumstances.

In addition, the Kremen School of Education and Human Development requires a minimum of two informal observations; three triad meetings between yourself, University Coach, and your Mentor Teacher; and a mid-term and a final evaluation. The mid-term and final evaluations are typically the focus of your second and third meeting.

Ideally the University Coach will check in every week (possibly via phone or email), even if a formal observation is not scheduled.

TEACHER PERFORMANCE ASSESSMENT

The California Commission on Teacher Credentialing (CCTC) requires that every credential program candidate seeking recommendation for a Preliminary California Credential show mastery of the Teacher Performance Expectations (TPEs). The TPEs will be taught in your coursework and applied and practiced in your clinical practice. The Kremen School of Education and Human Development has designed its own assessment system to evaluate your master of the TPEs, the Fresno Assessment of Student Teachers (FAST). The system consists of two tasks or “projects”: the Site Visitation Project (SVP) and the Teaching Sample Project (TSP),

All Teacher Candidates take the SVP during the first clinical practice course; for Education Specialists it is EHD 178 clinical practice. The TSP is completed by only by Multiple Subject and Dual candidates in EHD 170 final student teaching or EHD 160A/B final intern student teaching. Each project is a required component of the course to which it is assigned and is scored as Credit (C) or No Credit (NC). Failure to receive a passing score on your SVP will result in a grade of No Credit (NC) for EHD 178. Failure to receive a passing score on your TSP will result in a grade of NC in EHD 170/160A/160B. In the event of No Credit (NC) grade for either course, candidates will need to complete a Special Consideration Request to repeat the course. More information is available in your FAST Manual.

Tk20

Fresno State uses Tk20 as its online database and clinical observation system. Tk20 houses all students’ placement data, formal and informal observations, FAST project portfolios, etc. The unit administrator is responsible for the building, troubleshooting, and distribution of Tk20 ‘binders’, applications, etc., every semester. Tk20 is accessible for seven years after purchase, giving it the potential to be used by candidates throughout Induction and even onto administrative credentials if they pursue them. Log into Tk20 here.

Clinical Practice Program Policies

Fresno State’s credential programs do not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, disabled veteran status or disability. Any Teacher Candidate who would like to request academic accommodations due to a disability should contact the Services for Students with Disabilities Office by phone at 559-278-2811 or by email at ssdstaff@mail.fresnostate.edu. Any Teacher Candidate who has a letter from Services for Students with Disabilities Office indicating a disability that requires academic accommodations should present the letter to all course instructor(s) and the clinical practice University Coach so that a discussion of any accommodations that are needed can be held confidentially.

GENERAL PLACEMENT POLICIES

Clinical practice placements are made in public school settings which reflect the rich socioeconomic and cultural diversity of the Central Valley. Placements include opportunities for candidates to teach and provide supports to students with disabilities and English Learner/Emergent Bilingual students. Placement sites have a fully qualified administrator who oversees the school.
Teacher Candidates are strictly prohibited from finding their own placements. Candidates are not permitted to contact any district personnel [Principal, Mentor Teacher, etc.] to request a placement.
All Teacher Candidates must submit a Tk20 clinical practice application in advance of the next semester to be placed in a school or assigned to a University Coach. Teacher Candidates cannot be placed or assigned a Mentor Teacher or University Coach without a completed clinical practice application prior to the start of semester. This includes employed students working as the teacher of record in their own classrooms.

Applications have a section for employed students to provide their employment details including school site, district, grade level and the type of certification under which the candidate is working. The Office of Clinical Practice uses the information from the application to collaborate with districts in making placements.
a. All clinical practice applications can be found on Tk20 and links to application-specific instructions are found in the “Student Online Resources” link.
b. A priority deadline for placements can be found on the semester calendar. Wish list requests received up to the priority date will be forwarded to the candidate’s districts of choice for a possible placement. Please note that no request can be guaranteed.
c. Requests cannot be considered if received after the priority deadline. Alternative applications are available when necessary through the Office of Clinical Practice; email ocp@csufresno.edu for a direct link.

PROFESSIONALISM

As a guest at the assigned school site or as a teacher of record, it is expected that Teacher Candidates model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and/or making cell phone calls or texting during class time. It is recommended that all forms of social media communication should be kept professional and account settings should be set to private. Please refer to the Teacher Code of Ethics in the “Resources” section and the professionalism policy outlined above as a guide.

ATTENDANCE

Candidates are expected to attend and participate in all scheduled University classes and field assignments. The following general policies for program attendance are required of all candidates in the Education Specialist and Dual programs. Individual instructors will set the policy for your regular courses. These policies may be appealed when unusual circumstances warrant in individual cases.

If an illness or other emergency situation arises that necessitates an absence, the relevant persons (typically your Coach and your Mentor Teacher) should be notified as soon as possible. They should be notified 24 hours in advance, or by 7:30 the morning of at the latest.
It is the candidate’s responsibility to make sure any lesson plans or other materials are delivered to the school site.
Multiple absences may result in a performance contract or dismissal from your school site or even from the program.
Candidates are automatically excused from their clinical practice placements for required seminars, orientations, workshops, and other events sponsored or supported by the Kremen School of Education and required for the program. However, if you fail to attend these required events AND do not go to your placement it will be counted as an unexcused absence.
All unexcused absences, as well as excused absences over 2 days total in the semester, must be made up by the student.

“Personal” days: Candidates may take one day per semester as needed to attend to personal business, family commitments and other discretionary activities – provided they obtain permission from the Mentor Teacher and their Coach beforehand.

“Excused” absences: Candidates will be excused from attending their clinical practice placement in the event of serious illness, the illness of a child that requires the candidate’s care, a family death, or similar crisis requiring their presence. It is expected that candidates will make an effort to schedule medical appointments outside of clinical practice commitments; it is understood that this will not always be possible. Verification from a physician should be acquired for appointments as well as extended absence due to illness.

“Unexcused” absences: Unexcused absences and tardiness compromise the integrity of the program and often represent an abrogation of responsibilities to both your colleagues in the cohort and children we serve in partner schools. A pattern of unexcused absences or tardiness will result in an administrative referral for a “Plan of Assistance” (see Forms), and possible removal from clinical placement. Candidates are expected to make up all unexcused absences, which may require you to work in your placement site during University holidays or after the final day of clinical practice listed on the calendar. In some cases candidates may wish to be absent from their placement in order to attend special development activities. Absence from your clinical practice to attend these events (within your district or elsewhere) is acceptable in principle. However, as with personal days, you must obtain permission from your Coach and Mentor Teacher beforehand. The only exception are candidates working as the teacher of record in their own classrooms, if your district requires your attendance at an event, you may go, but you must inform your Coach ahead of time so that they know not to schedule an informal visit at that time.

SUBSTITUTE TEACHING

The California Commission on Teacher Credentialing allows candidates to substitute teach for their Mentor Teachers during their clinical practice hours only for their Mentor Teacher, and only if the Mentor Teacher collaborated with the candidate on the lesson plans and materials for the day beforehand. You may not take an absence from your clinical practice placement to substitute teach in another classroom, school site, or district. During your EHD 178/110D placements, you will be free to substitute teach on the two days a week when you are not in your assigned clinical practice placement. During your SPED 171/172 placements, you will be free to substitute teach in the afternoons. You will NOT be available to substitute teach during final practicum or final student teaching as the State requirements demand a full-work week commitment.

EXTENUATING CIRCUMSTANCES

We understand that sometimes life events may happen that are beyond the Teacher Candidate’s ability to control. Examples of extenuating circumstances can include (but are not limited to) medical or family emergencies, or a delay in Financial Aid leading to the student being administratively dropped from all courses. In these circumstances you must inform the program coordinator, the Office of Clinical Practice, and your University Coach as soon as you are able.

EMPLOYMENT

If you receive an offer of employment, please contact the Program Coordinator immediately to determine whether the position meets State and Federal requirements for program completion, and whether the position is feasible for the program to continue supervising.
• Teachers of record working under temporary permits including STSPs, PIPs, substitute permits, emergency permits or other permits cannot receive credit for clinical practice.
• Teachers of record working under temporary permits including STSPs, PIPs, substitute permits, emergency permits or other permits must move to University.
• Internship credentials in after the completion of EHD 178 or EHD 110D to receive credit for fieldwork experience while employed as the teacher of record. Teacher Candidates can be employed under internship if eligible and still receive supervision, so it is doubly important that you consult with the Program Coordinator and the Office of Clinical Practice before you accept a job offer. Once your position is approved and you have accepted it, you must inform the Office of Clinical Practice immediately so that they can either place you on the employed students list, and cancel any placement requests on your behalf.

OUTSIDE COMMITMENTS

Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of clinical practice or practicum. Such interference may result in having to withdraw from clinical practice, or the candidate making the necessary adjustments to fulfill the requirements of the program.

GRADING

Teacher Candidates in the Education Specialist program must maintain a grade point average (GPA) of 3.0 with no ‘D’ or ‘F’ grades within the credential program. Grading for clinical practice is based on satisfactory performance as a result of their performance of the course requirements and evaluation. Candidates will receive a letter grade in all course work and field work, with the exception of EHD 178 where the grade is either Credit (CR) or No Credit (NC) as a result of their performance of the course requirements and evaluation. Course-related assignments may be drawn from students in your clinical practice/practicum; however, additional time outside of required practicum and clinical practice hours will likely be necessary to complete some of these assignments. Failure to comply with any requirement for student teaching may result in a Teacher Candidate having to withdraw from student teaching and receiving a grade of ‘F’ or No Credit (NC). Dismissing the candidate from the program is also an option.

Candidate Support, Remediation and Program Dismissal

In certain situations, a candidate may need to be remediated, reassigned, dismissed from a clinical placement or dismissed from the credential program. Difficulties may include, but are not limited to the following: personality conflicts, conflicting expectations, excessive absences, inadequate performance, non-completion of clinical practice assignments, breach of professional ethics, and insurmountable discipline problems. In the event of a placement challenge, all Teacher Candidates, University Coaches, and Mentor Teachers should follow the procedures outlined in this section.

TIER 1 CANDIDATE SUPPORT

At the first sign of a candidate experiencing a challenge in clinical placement the University Coach will explicitly address the challenge area with the candidate in supplemental observation and debrief cycles.

TIER 2 CANDIDATE SUPPORT

If the candidate shows minimal improvement, the University Coach will schedule a triad meeting with the candidate. Mentor Teacher, and University Coach to address the challenge area with a specific plan of action.

TIER 3 CANDIDATE SUPPORT: INDIVIDUAL PLAN OF ASSISTANCE

If the candidate continues to show minimal improvement, the University Coach will schedule a meeting with the candidate, University Coach, and Program Coordinator to co-construct an Individual Plan of Assistance for the candidate. The University Coach will monitor the candidate’s progress on the Plan of Assistance. The Individual Plan of Assistance is completed with the candidate present and contributing. The Plan of Assistance will state the areas of concern, recommended actions, resources to support the candidate, and date to review progress/outcome. The candidate, University Coach, and Program Coordinator must sign and date the Plan of Assistance. Any pertinent documentation of evidence must be submitted with the Plan of Assistance. Copies will be given to all concerned parties.

The University Coach, in consultation with the Mentor Teacher, will document the candidate’s progress toward identified area(s) of concern. The University Coach will conduct a weekly formal observation and evaluation. A conference to review progress will be conducted with the University Coach and/or Program Coordinator, as stipulated in the Plan of Assistance.

REASSIGNMENT/DISMISSAL FROM CLINICAL PLACEMENT

If the candidate shows minimal improvement after a Plan of Assistance has been initiated, the University Coach and Program Coordinator will meet with the candidate to discuss the lack of progress in the program. The Program Coordinator, in consultation with the University Coach, Mentor Teacher, and/or course Instructors, will determine next steps for the candidate. This decision may result in the candidate continuing the program with additional supports, being assigned to a different Coach, taking a semester off from the program, or dismissal from the clinical placement. The Candidate Reassignment/Dismissal Form should be completed and placed in the candidate’s record.

In rare cases, candidates may be asked to not return to the school site by the Mentor Teacher or Site Administrator. If a candidate is asked by school site personnel to be removed from his/her clinical placement and/or school site, the candidate will IMMEDIATELY stop all contact with anyone at the school site. The Program Coordinator will schedule a meeting with the Site Administrator and/or Mentor Teacher to investigate the circumstances. A joint meeting will be held with the Program Coordinator, University Coach, and candidate to determine the course of action. This meeting may result in the candidate being reassigned to another site, placement availability permitting; withdrawing and repeating clinical practice, University deadlines permitting; taking a “No Credit”, “D” or ‘F’ grade and repeating clinical practice; or dismissal from the program. The Candidate Reassignment/Dismissal Form should be completed and placed in the candidate’s record. Note: A detailed step-step process guide can be viewed here.

Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination.

REPEATING A CLINICAL PRACTICE COURSE

Dismissal from a clinical placement will result in “No Credit” (NC), ‘D’ or ‘F’ grade for the course. If the candidate wishes to continue in the program and repeat the course, the candidate may submit a Special Consideration Request. This request must be completed and submitted to ED 100 by the first day of registration for the following semester. The Special Consideration Committee will review all requests, make a decision, and inform the candidate within one month after registration has begun. If necessary, a second Special Consideration meeting will be held one week before the first day of the semester.

If a candidate is approved to repeat a clinical practice/practicum course and fails it a second time, this may result in automatic dismissal from the credential program. Candidates can also be dismissed from the program for violating the Teacher Code of Ethics, or the Professionalism or other University policies. Dismissal from the program will result in an automatic grade of ‘F’ or No Credit (NC) for the clinical practice course, and the Candidate Reassignment/Dismissal Form will be completed to reflect the decision.

DISMISSAL FROM THE CREDENTIAL PROGRAM

If a candidate is approved to repeat a clinical practice/practicum course and fails it a second time, this may result in automatic dismissal from the program. Dismissal from the program will result in an automatic grade of ‘F’ for the clinical practice course, and the Candidate Reassignment/Dismissal Form will be completed to reflect the decision.

Candidates who receive a grade of “No Credit” (NC), ‘D’ or ‘F’ a second time in the same clinical practice course will be dismissed from the credential program. Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination.

Candidates may also be dismissed from the program for violating the Teacher Code of Ethics, or the Professionalism or other University policies as well as for minimal improvement in a repeated clinical practice course. If a candidate is considered for dismissal from the credential program for any reasons other than failing a repeated clinical practice course a second time, the Program Coordinator will request a meeting of the Special Consideration Committee to review the facts and to make a decision. If the decision is to dismiss the candidate from the credential program, a Candidate Reassignment/Dismissal Form will be completed by the Program Coordinator to document the process. Any pertinent evidence should be submitted with the form.

STUDENT DISPUTE RESOLUTION PROCESS

In the event that candidates experience problems with their program, they must first make a good faith effort to solve the matter informally by talking directly with the individual(s) concerned. If candidates feel that the issue has not been resolved, they may bring the matter to the Program Coordinator, and then to the Department Chair if the coordinator is unable to resolve the matter.

After completing the appeal process from their own program to the department, candidates who feel the issue has not been resolved, or who wish to appeal the department decision or a dismissal from the credential program, may submit a written letter of appeal to the Dean of the Kremen School within 30 days. The Dean or the Associate Dean will then convene a School Dispute Resolution Committee which includes at least two additional faculty not associated with the prior appeal process, including one department chair, one program coordinator, and others at the discretion of the convener. Candidates have the option of meeting with the School Dispute Resolution Committee in person or through electronic means. The School Dispute Resolution Committee will make a recommendation to the Dean, whose decision is final.

Syllabus for EHD 178/110D: Field Study B

PREREQUISITES

Admission to the Education Specialist or Dual Credential Program.

COURSE DESCRIPTION

EHD 178 is a supervised clinical experience in a general education classroom three full days per week throughout the semester. EHD 110D is a supervised clinical experience three days per week across the semester: two days are in general education and one day is in a special education/inclusive setting. These are the first of three clinical practice placements [18 hours per week in classroom; 21 hours with ½ hour before and ½ hour after school time included]preparing Teacher Candidates pursuing the Education Specialist Credential or Multiple Subject and Education Specialist [Dual] Credentials to teach in culturally and linguistically diverse general education classrooms.

Course Information $7.00 lab fee Instructor Name:
EHD 178 = 2 units or EHD 110D = 4 units Office Number:
Time: Tuesday – Thursday, 7:45am – 3:45pm + Email:
Location: School Site: Telephone:
Website: Office Hours:

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Refer to (or download when necessary) the California Department of Education website: http://www.cde.ca.gov/re/pn/fd/
Common Core State Standards
Next Generation Science Standards
Visual and Performing Arts Content Standards
Reading/Language Arts Frameworks for California Public Schools, 2000 Revised Edition
Core Curriculum
Active Tk20 account (can be purchased at fresnostate.Tk20.com)
Lesson planning
Fresno Assessment of Student Teachers, FAST (available at the Kennel Book Store)
Special Education Student Teaching Handbook

PRIMARY LEARNING OUTCOMES

Teacher Candidates will demonstrate specific pedagogical skills for the instruction of reading, language arts, math, and science, visual and performing arts (TPE 1; NCATE 1.1, 1.3, 1.4, and 1.7).
Teacher Candidates will monitor student learning during instruction (TPE 2; NCATE 1.7).
Teacher Candidates will interpret and use assessments for planning instruction (TPE 3; NCATE 1.7).
Teacher Candidates will make content accessible (TPE 4; NCATE 1.3, 1.4).
Teacher Candidates will engage students in the learning process (TPE 5; NCATE 1.3).
Teacher Candidates will utilize developmentally appropriate teaching practices (TPE 6; NCATE 1.3, 1.7).
Teacher Candidates will allocate instructional time to maximize student learning (TPE 10).
Teacher Candidates will develop and maintain clear expectations for academic and social behavior and create a positive environment for learning (TPE 11).
Teacher Candidates will exhibit appropriate ethical and legal behavior (TPE 12; NCATE 1.6 Professional Ethics).
Teacher Candidates will evaluate and reflect upon his/her own teaching practices for the purpose of improvement (TPE 13; NCATE 1.7, 1.6 Reflection).
Teacher Candidate will utilize Co-Teaching strategies.

Examinations and Major Assignments

Write lesson plans and have them approved by your University Coach and/or Mentor Teacher before each lesson is taught. Use the template that is provided.
A minimum of six formal lesson observations by University Coach in a general education placement.
Teacher Candidate assumed responsibility of the morning routine on a daily basis as documented by the Coach/ Mentor Teacher observation. Activities may include: walking the students to the classroom, taking attendance, collecting and correcting homework, and morning review, calendar etc.
The Site Visitation Project Scheduled Visit/Observation will document the Teacher Candidate’s effective use of instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals, and scheduled academic tasks. Teacher Candidates will implement procedures for routine tasks and manage transitions to maximize instructional time. Teacher Candidates will reflect on their lessons using the TPEs as a framework. (TPE 1, 2, 3, 4, 5, 6, 11, 12, 13)

ASSIGNMENT AND EXAMINATION SCHEDULE

Weeks 1-15 Performance Assessment Scheduled Visit/Observations
Weeks 7-8
• Mid-Semester Assessment/ Goal Setting Meeting
• Complete 50% of the EHD 178 Teaching Competencies
• Documented attendance at all required seminars
Weeks 8-15 • Site Visitation Observation/Conference
Weeks 14-15
• Final Assessment/Goal Setting Meeting
• All competencies and the Performance Assessment Scheduled Visit/Observation must be completed and verified by the last day of instruction.

Site Visitation Project (SVP)

FAST OVERVIEW

The California Commission on Teacher Credentialing (CCTC) requires that every credential program candidate seeking recommendation for a Preliminary California Credential show mastery of the Teacher Performance Expectations (TPEs). The TPEs will be taught in your coursework and applied and practiced in your clinical experience. The Kremen School of Education and Human Development has designed its own assessment system to evaluate your mastery of the TPEs, the Fresno Assessment of Student Teachers (FAST). The system consists of two tasks or “projects”, the Site Visitation Project (SVP) and the Teaching Sample Project (TSP).

The Site Visitation Project [SVP] is the only FAST assessment required for Education Specialist candidates. The SVP will be scored by trained scorers (typically your University Coach) using a specific four-point rubric:
1 = Does not meet expectations
2 = Meets expectations
3 = Meets expectations at a high level
4 = Exceeds expectations

In the event that a candidate earns a score of “1” on any section, the candidate will have the opportunity to revise and resubmit that section. If a passing score is still not earned in the resubmission, the candidate may apply for a Special Consideration using the FAST Non-Passing Score Procedure (outlined in the FAST Manual; will be received in either the CI 176 course or from your Coach).

SITE VISITATION PROJECT OVERVIEW

The SVP assesses the candidate’s ability to plan, implement, and reflect upon instruction. The Teaching Performance Expectations (TPE) elements being evaluated are:
TPE 1 – Engaging and Supporting All Students in Learning (1.1, 1.3, 1.5, 1.8)
TPE 2 – Creating and Maintaining Effective Environments for Student Learning (2.2, 2.6)
TPE 3 – Understanding and Organizing Subject Matter for Student Learning (3.1, 3.2, 3.3, 3.5)
TPE 4 – Planning Instruction and Designing Learning Experiences for All Students (4.1, 4.2, 4.7)
TPE 6 – Developing as a Professional Educator (6.1)

For this project, the candidate will plan, teach, and evaluate a 20- to 45-minute mathematics lesson that is observed by the University Coach and digitally recorded and uploaded into Tk20. Candidate will teach the lesson in mathematics and infuse English Language Development and English Language Arts standards. The written lesson plan will be submitted to the University Coach at least three (3) days prior to implementation. The lesson will be observed by the University Coach and/or subject-matter expert. To evaluate the planning and implementation of the lesson, the candidate will watch the lesson recording, select a segment that demonstrates subject-specific pedagogy and respond to questions about the lesson. The project will be submitted on Tk20 and evaluated using the Scoring Rubrics in the FAST Manual. More information can be found in the FAST Manual and will discussed in CI 176.

CREDIT FOR EHD 178

To receive credit for EHD 178, candidates must satisfactorily meet all clinical practice expectations and earn a minimum score of “2” on each of the three sections of the SVP. The candidate must pass all sections of the assessment before receiving credit for EHD 178.

Syllabus for SPED 171: Initial Practicum in Mild/Moderate Disabilities

PREREQUISITES

Admission to the Education Specialist Credential program. Completion of all Phase 1 and prerequisite courses. Completion of all Phase 1 and prerequisite courses.

COURSE DESCRIPTION

SPED 171 is the second of three required supervised clinical practice experiences. Education Specialist candidates will take part in three full days per week, full semester [18 hours per week in classroom; 21 hours per week including ½ hour before and ½ hour after school time included] experience serving culturally and linguistically diverse identified children with mild/moderate disabilities, some of whom may also be identified as English learners. This clinical practice experience may take place in any of these settings: grade K- 12 classroom, adult transition program for students ages 18-22, inclusive settings, and/or co-teaching in a general education classroom. Candidates will spend time in the field experience completing writing and implementing lesson plans and instructional activities, providing appropriate accommodations to lessons, conducting assessments, developing curriculum and performing other professional duties of the special education teacher. Candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Candidates will take over some small group and individual student responsibilities from the Mentor Teacher for a period of four or more weeks during the semester.

Course Information Instructor Name:
Units: 3 units Office Number:
Time: 3 full days per week; arrival ½ hour before school starts & stay ½ hour after school ends
Email:
School Site: Telephone:
Website: Tk20 Office hours by appointment

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
download form the office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

Specific Pedagogical Skills for Subject Matter Instruction (TPE 1; PS 3, 9, 13; MM 2, 3)
• Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment.
• Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.

Monitoring Student Learning During Instruction (TPE 1, 2, 5; PS 3, 5, 10; MM 2, 3, 5)
• Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP).
• Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products.
• Education Specialist candidates anticipate, checks for, and addresses common student misconceptions and misunderstandings.

Interpretation and Use of Assessments (TPE 1, 2, 5; PS 3, 5, 10; MM 2, 3, 5)
• Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments.
• Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom.
• Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards.

Making Content Accessible (TPE 4; PS 3, 6, 8, 13; MM 1, 2, 3, 5)
• Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures.
• Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards
• Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics
• Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities.

Student Engagement (TPE 1; PS 7, 12)
• Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills.
• Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels.
• Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy.
• Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings.

Developmentally Appropriate Teaching Practices (TPE 1; PS 11; MM 2)
• Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development.
• Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability.

Teaching English Learners (TPE 2, 3, 4; PS 2, 9, 10, 11, 12, 13)
• Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum.
• Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
• Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit.

Learning about Students (TPE 1, 5; PS 12, 13)
• Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
• Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.

Instructional Planning (TPE 3; PS 3, 6, 11, 13, 14; MM 3, 4, 5)
• Education Specialist candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students.
• Education specialist candidates demonstrate a variety of evidence-based and effective teaching practices that promote the achievement of student outcomes.
• Education Specialist candidates use student outcome data to systematically adapt and modify instruction and learning environments based on specific learning disabilities and other handicapping conditions. Plan, modify, deliver and evaluate instruction based on IEP/ITP objectives in academic, social skill, behavioral, career/transition, and personal and community domains.

Instructional Time (TPE 3, 4; PS 8, 9, 10, 11, 12, 13)
• Education Specialist candidates allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks.
• Education Specialist candidates establish procedures for routine tasks and manage transitions to maximize instructional time.
• Education Specialist candidates demonstrate the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities.

Social Environment (TPE 4; PS 3, 4, 5, 10, 12)
• Education Specialist candidates demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students.
• Education Specialist candidates work collaboratively with general education teachers and other professionals to provide effective positive behavior support in a variety of educational settings.
• Education Specialist candidates demonstrate abilities to work across programs with the IEP team to design, implement, evaluate, and modify behavior plans that are individualized, proactive, comprehensive, and based on thorough functional analyses.

Professional, Legal, and Ethical Obligations (PS 2, 4, 5, 6; 7, 8, 11, 12, 14)
• Education Specialist candidates manage their professional time spent in teaching responsibilities to ensure that academic goals are met.
• Education Specialist candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals.
• Education Specialist candidates demonstrate knowledge of case management practices and strategies for students with mild/moderate disabilities and for those referred for special education services.

Professional Growth (TPE 6)
• Education Specialist candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.
• Education Specialist candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems & applying new strategies.

Creating Healthy Learning Environments (PS 14)
• Education Specialist candidates know common, chronic and communicable diseases of children and adolescents and how to make referrals when these diseases are recognizable at school.
• Education Specialist candidates have knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco and ways to identify, refer and support students and their families who may be at risk of physical, psychological, emotional or social health problems.
• Education Specialist candidates understand how decisions and common behaviors of children and adolescents can enhance or compromise their health and safety.
• Education Specialist candidates know how personal, family, school, community and environmental factors are related to students’ academic, physical, emotional, cultural and social well-being.

PRIMARY LEARNING OUTCOMES

Apply knowledge of students’ abilities and interests into instruction.
Deliver comprehensive lessons of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.
Pace instruction and re-teach content based on evidence gathered.
Use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
Use formal or informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the lesson outcomes (IEP).
Apply a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings
Use computer-based technology to facilitate the teaching and learning process in one or more lessons.
Reflect on and evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Candidate will participate and provide input for three triad meetings with University Coach and Mentor Teacher. The first triad meeting will be held the first week of the placement to review roles and expectations. The second triad meeting is a mid-term evaluation, and the final triad meeting is a final evaluation of the candidate’s skills and needed growth areas.
Candidate will complete the Class Profile form. Candidates will locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Candidate will gradually assume responsibility for the routines, planning, and teaching of the morning instructional block on a daily basis by the last 3 weeks of the semester. This is documented by the University Coach and/or Mentor Teacher. Activities may include walking the students to the classroom, taking attendance, collecting and correcting homework, morning review, calendar, English language arts lessons, math lessons, etc.
Candidate will develop and teach a minimum of six formal lessons, with reflections, which will be observed by the University Coach. The lesson plans must be approved by the University Coach and/or Mentor Teacher before each lesson is taught, per specific clinical practice requirements.
The six formal lessons should cover the topics below. The lessons should be planned with the Mentor Teacher. Lesson plans are due to the University Coach and Mentor Teacher at least 3 days in advance, based on discussion with the University Coach.
a. 2 Mathematics lessons
b. 2 English Language Arts lessons
c. 1 co-taught lesson, approved by the Mentor Teacher, on a content topic of choice [see description of strategies]
d. 1 visual/performing arts lesson
Following each lesson, the Teacher Candidate will write a reflection on the lesson implementation.
Candidate will write weekly reflections on learning and post in Tk20.
Candidate will keep a weekly log of time spent in the classroom in Tk20.
Candidate will attend at all required meetings, professional development, school events and seminars.
As part of the final evaluation, each candidate will write a self-reflection on learning and identify at least two areas of professional growth to address in SPED 175.

CO-TEACHING REQUIREMENTS

The goal of co-teaching is for all students to get high-quality instruction. Co-teaching can support teachers in implementing IEP and 504 plan goals in a general education classroom. The following table outlines five co-teaching strategies. You are required to write and implement one co-taught lesson using one of the strategies below. The lesson may be co-taught with your Mentor Teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your University Coach.

Co-Teaching Strategies
Strategy	What does it look like? When is it used? How do we plan?	Benefits
Station Teaching	What does it look like? • The class is divided into three or more groups who work in multiple learning centers. • As the students rotate through the stations, the teachers teach the same material in different ways to each group. • Different learning stations are set up in various areas of the classroom, one for each teacher and at least one for independent student work. • Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. When is it used? • When co-teachers have varying depths of knowledge on a topic and the students would benefit from differentiated instruction How do we plan? • The co-teaching pair divides the instructional content into parts. • Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations.	Provides both teachers with an active instructional role Allows teachers to use flexible grouping to tailor teaching to each groups’ needs Lowers the student-teacher ratio Resets student focus with each station rotation, increasing engagement Provides time for students to engage with the content on their own as well as with teachers Allows for more material to be covered in a shorter time frame Provides a clear teaching responsibility for each adult in the room
Team Teaching	What does it look like? • Both teachers teach at the front of the room and move about to check in with students (as needed). • Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. • Example: Both instructors can share the reading of a story or text so that the students are hearing two voices. When is it used? • When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts.	Provides both teachers with an active instructional role Introduces students to complementary teaching styles and personalities Allows for lessons to be presented by two different people with different teaching styles Models multiple ways of presenting and engaging with information Models for students what a successful collaborative working relationship can look like Provides more opportunities to pursue teachable moments that may arise
Parallel Teaching	What does it look like? • The class is divided into two groups, and both teachers teach the same information simultaneously in different sections of the room. • Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. • Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. When is it used? • When teachers have equal content expertise and there’s a lot of information being covered in one lesson How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts. • Each teacher instructs on the same lesson but approaches it differently.	The greatest benefit to this approach is the reduction of student to teacher ratio. Provides both teachers with an active instructional role Gives students the chance to ask more questions during lesson time
Supplemental Teaching	What does it look like? • This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, accelerated or remediated. • Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. When is it used? • When students need the lesson re-taught, extended, remediation, additional information or accelerated teaching. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content.	Provides both teachers with an active instructional role Lowers the student-teacher ratio and reduces the load of teaching a large class Allows for small group instruction Gives students the chance to ask more questions during lesson time
Alternative Teaching	What does it look like? • One teacher is at the front of the room or roaming providing large group instruction, while the other teacher works with a small group of students in a different space. • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students. • The learning outcome is the same for all students, however, the avenue for getting there is different. • Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. When is it used? • When there is a small group of students who need pre- or re-teaching of skills or content or who would benefit from enrichment on the topic. How do we plan? • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students.	Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Provides both teachers with an active instructional role Allows for a lower student-teacher ratio Provides additional support to struggling students without specifically singling them out Gives a chance to re-teach, review, and pre-teach Allows for intervention as well as enrichment opportunities Allows teachers use flexible groups

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Complete Class Profile Form ● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach)
Week 13-16	● Solo takeover of the classroom for as much time as possible ● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified

CREDIT FOR SPED 171

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 171. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Grade A = All clinical practice assignments are completed on time and exceed expectations. Candidate keeps all assignments current in the Tk20 binder.
Grade B = 90% of the clinical practice assignments are completed on time and exceed or meet expectations. In addition, candidates must keep all assignments current in the Tk20 binder.

Syllabus for SPED 172: Initial Practicum in Moderate/Severe Disabilities

PREREQUISITES

Admission to the Education Specialist Credential program. Completion of all Phase 1 and prerequisite coursework.

COURSE DESCRIPTION

SPED 172 is the second of three required supervised clinical practice experiences in the program. Education Specialist candidates will take part in three full days per week, full semester [18 hours per week in classroom; 21 hours per week including ½ hour before and ½ hour after school time included] experience serving culturally and linguistically diverse identified children with moderate/severe disabilities, some of whom may also be identified as English learners. This clinical practice experience may take place in any of these settings: grade K- 12 classroom, center-based instruction, special schools, adult transition program for students ages 18-22, inclusive settings, and/or co-teaching in a general education classroom. Candidates will spend time in the field experience completing writing and implementing lesson plans and instructional activities, providing appropriate accommodations to lessons, conducting assessments, developing curriculum and performing other professional duties of the special education teacher. Candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Candidates will take over some small group and individual student responsibilities from the Mentor Teacher for a period of four or more weeks during the semester.

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

Specific Pedagogical Skills for Subject Matter Instruction (TPE 1; PS 3, 9, 13; MS 2, 4)
• Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment.
• Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.

Monitoring Student Learning During Instruction (TPE 1, 2, 5; PS 3, 5, 10; MS 4)
• Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP).
• Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products.
• Education Specialist candidates anticipate, checks for, and addresses common student misconceptions and misunderstandings.

Interpretation and Use of Assessments (TPE 5; PS 5, 6, 13; MS 2, 4)
• Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments.
• Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom.
• Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards.

Making Content Accessible (TPE 4, PS 3, 6, 8, 13; MS 1, 2, 4)
• Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures.
• Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards
• Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics
• Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities.

Student Engagement (TPE 1; PS 7, 12; MS 1, 2, 4)
• Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills.
• Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels.
• Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy.
• Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings

Developmentally Appropriate Teaching Practices (TPE 1; PS 11; MS 2)
• Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development.
• Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability.

Learning about Students (TPE 1, 5; PS 12, 13; MS 1, 4)
• Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
• Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.

PRIMARY LEARNING OUTCOMES

Apply knowledge of students’ abilities and interests into instruction.
Deliver comprehensive lessons of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.
Pace instruction and re-teach content based on evidence gathered.
Use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
Use formal or informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the lesson outcomes (IEP).
Apply a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings
Use computer-based technology to facilitate the teaching and learning process in one or more lessons.
Reflect on and evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Candidate will participate and provide input for three triad meetings with University Coach and Mentor Teacher. The first triad meeting will be held the first week of the placement to review roles and expectations. The second triad meeting is a mid-term evaluation, and the final triad meeting is a final evaluation of the candidate’s skills and needed growth areas.
Candidate will complete the Class Profile form. Candidate will locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Candidate will gradually assume responsibility for the routines, planning, and teaching of the morning instructional block on a daily basis by the last 3 weeks of the semester. This is documented by the University Coach and/or Mentor Teacher. Activities may include walking the students to the classroom, taking attendance, collecting and correcting homework, morning review, calendar, English language arts lessons, math lessons, etc.
Candidate will develop and teach a minimum of six formal lessons, with reflections, which will be observed by the University Coach. The lesson plans must be approved by the University Coach and/or Mentor Teacher before each lesson is taught, per specific clinical practice requirements.
The six formal lessons should cover the topics below. The lessons should be planned with the Mentor Teacher. Lesson plans are due to the University Coach and Mentor Teacher at least 3 days in advance, based on discussion with the University Coach.
a. 2 Mathematics lessons
b. 2 English Language Arts lessons
c. 1 co-taught lesson, approved by the Mentor Teacher, on a content topic of choice [see description of strategies]
d. 1 visual/performing arts lesson
Following each lesson, the Teacher Candidate will write a reflection on the lesson implementation.
Candidate will write weekly reflections on learning and post in Tk20.
Candidate will keep a weekly log of time spent in the classroom in Tk20.
Candidate will attend at all required meetings, professional development, school events and seminars.
As part of the final evaluation, each candidate will write a self-reflection on learning and identify at least two areas of professional growth to address in SPED 176.

CO-TEACHING REQUIREMENTS

Co-Teaching Strategies
Strategy	What does it look like? When is it used? How do we plan?	Benefits
Station Teaching	What does it look like? • The class is divided into three or more groups who work in multiple learning centers. • As the students rotate through the stations, the teachers teach the same material in different ways to each group. • Different learning stations are set up in various areas of the classroom, one for each teacher and at least one for independent student work. • Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. When is it used? • When co-teachers have varying depths of knowledge on a topic and the students would benefit from differentiated instruction How do we plan? • The co-teaching pair divides the instructional content into parts. • Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations.	Provides both teachers with an active instructional role Allows teachers to use flexible grouping to tailor teaching to each groups’ needs Lowers the student-teacher ratio Resets student focus with each station rotation, increasing engagement Provides time for students to engage with the content on their own as well as with teachers Allows for more material to be covered in a shorter time frame Provides a clear teaching responsibility for each adult in the room
Team Teaching	What does it look like? • Both teachers teach at the front of the room and move about to check in with students (as needed). • Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. • Example: Both instructors can share the reading of a story or text so that the students are hearing two voices. When is it used? • When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts.	Provides both teachers with an active instructional role Introduces students to complementary teaching styles and personalities Allows for lessons to be presented by two different people with different teaching styles Models multiple ways of presenting and engaging with information Models for students what a successful collaborative working relationship can look like Provides more opportunities to pursue teachable moments that may arise
Parallel Teaching	What does it look like? • The class is divided into two groups, and both teachers teach the same information simultaneously in different sections of the room. • Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. • Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. When is it used? • When teachers have equal content expertise and there’s a lot of information being covered in one lesson How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts. • Each teacher instructs on the same lesson but approaches it differently.	The greatest benefit to this approach is the reduction of student to teacher ratio. Provides both teachers with an active instructional role Gives students the chance to ask more questions during lesson time
Supplemental Teaching	What does it look like? • This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, accelerated or remediated. • Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. When is it used? • When students need the lesson re-taught, extended, remediation, additional information or accelerated teaching. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content.	Provides both teachers with an active instructional role Lowers the student-teacher ratio and reduces the load of teaching a large class Allows for small group instruction Gives students the chance to ask more questions during lesson time
Alternative Teaching	What does it look like? • One teacher is at the front of the room or roaming providing large group instruction, while the other teacher works with a small group of students in a different space. • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students. • The learning outcome is the same for all students, however, the avenue for getting there is different. • Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. When is it used? • When there is a small group of students who need pre- or re-teaching of skills or content or who would benefit from enrichment on the topic. How do we plan? • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students.	Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Provides both teachers with an active instructional role Allows for a lower student-teacher ratio Provides additional support to struggling students without specifically singling them out Gives a chance to re-teach, review, and pre-teach Allows for intervention as well as enrichment opportunities Allows teachers use flexible groups

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Complete Class Profile Form ● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach)
Week 13-16	● Solo takeover of the classroom for as much time as possible ● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified

CREDIT FOR SPED 172

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 172. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Grade A = All clinical practice assignments are completed on time and exceed expectations. In addition, candidates must keep all assignments current in the Tk20 binder.
Grade B = 90% of the clinical practice assignments are completed on time and exceed or meet expectations. In addition, candidates must keep all assignments current in the Tk20 binder.

Syllabus for SPED 175: Final Practicum in Mild/Moderate Disabilities

PREREQUISITES

Admission to the Education Specialist Credential program. All required credential program coursework must be completed through Phase 2 for Education Specialist only Teacher Candidates or through Phase 3 for Dual Teacher Candidates. Concurrent enrollment or previous completion of SPED 246, SPED 219, and SPED 233 required, or Program Coordinator permission.

COURSE DESCRIPTION

SPED 175 is the last of three required supervised clinical practice experiences in the program. Education Specialist Candidates will take part in five full days per week, full semester experience [35 hours per week including ½ hour before and ½ hour after school time included] serving culturally and linguistically diverse identified children with mild/moderate disabilities, some of whom may also be identified as English learners. The clinical practice experience may take place in any of these settings: grade K- 12 classroom, adult transition program for students ages 18-22, inclusive settings, and/or co-teaching in a general education classroom. Candidates are required to demonstrate competency in planning, assessment and instructional tasks as well demonstrate use of consistent classroom management system and behavior management of individual students, while steadily increasing their classroom responsibilities. A minimum of four weeks of solo experiences which include sole responsibility for planning, assessing and instruction are required over the arc of the program. Candidates will conduct formal and informal assessments and collect the data to drive instruction and monitor ongoing progress towards goals/objectives.

Course Information Instructor Name:
Units: 3 units Office Number:
Time: 5 full days per week; arrival ½ hour before school starts & stay ½ hour after school ends
Email:
School Site: Telephone:
Website: Tk20 Office hours by appointment

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

Making Content Accessible (TPE 4, PS 3, 6, 8, 13; MM 1, 2, 3, 5)
• Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures.
• Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards
• Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics
• Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities.

Student Engagement (TPE 1; PS 7, 12; MM 1, 2, 4)
• Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills.
• Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels.
• Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy.
• Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings

Teaching English Learners (TPE 2, 3, 4; PS 2, 9, 10, 11, 12, 13; MM 2)
• Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum.
• Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
• Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit.

Learning about Students (TPE 1, 5; PS 12, 13; MM 1, 4)
• Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
• Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.

PRIMARY LEARNING OUTCOMES

Apply knowledge of students’ abilities and interests into instruction.
Deliver comprehensive lessons of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.
Pace instruction and re-teach content based on evidence gathered.
Use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
Use formal or informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the lesson outcomes (IEP).
Apply a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings
Use computer-based technology to facilitate the teaching and learning process in one or more lessons.
Reflect on and evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Candidate will participate and provide input for three triad meetings with University Coach and Mentor Teacher. The first triad meeting will be held the first week of the placement to review roles and expectations. The second triad meeting is a mid-term evaluation, and the final triad meeting is a final evaluation of the candidate’s skills and needed growth areas.
Candidate will complete the Class Profile form. Candidates will locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Candidate will gradually assume responsibility for the routines, planning, and teaching of the morning instructional block on a daily basis by the last 3 weeks of the semester. This is documented by the University Coach and/or Mentor Teacher. Activities may include walking the students to the classroom, taking attendance, collecting and correcting homework, morning review, calendar, English language arts lessons, math lessons, etc.
Candidate will develop and teach a minimum of six formal lessons, with reflections, which will be observed by the University Coach. The lesson plans must be approved by the University Coach and/or Mentor Teacher before each lesson is taught, per specific clinical practice requirements.
The six formal lessons should cover the topics below. The lessons should be planned with the Mentor Teacher. Lesson plans are due to the University Coach and Mentor Teacher at least 3 days in advance, based on discussion with the University Coach.
a. 2 Mathematics lessons
b. 2 English Language Arts lessons
c. 1 co-taught lesson, approved by the Mentor Teacher, on a content topic of choice [see description of strategies]
d. 1 visual/performing arts lesson
Following each lesson, the Teacher Candidate will write a reflection on the lesson implementation.
Candidate will write weekly reflections on learning and post in Tk20.
Candidate will keep a weekly log of time spent in the classroom in Tk20.
Candidate will attend at all required meetings, professional development, school events and seminars.
As part of the final evaluation, each candidate will write a self-reflection on learning and identify at least two areas of professional growth to address in SPED 176.

CO-TEACHING REQUIREMENTS

Co-Teaching Strategies
Strategy	What does it look like? When is it used? How do we plan?	Benefits
Station Teaching	What does it look like? • The class is divided into three or more groups who work in multiple learning centers. • As the students rotate through the stations, the teachers teach the same material in different ways to each group. • Different learning stations are set up in various areas of the classroom, one for each teacher and at least one for independent student work. • Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. When is it used? • When co-teachers have varying depths of knowledge on a topic and the students would benefit from differentiated instruction How do we plan? • The co-teaching pair divides the instructional content into parts. • Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations.	Provides both teachers with an active instructional role Allows teachers to use flexible grouping to tailor teaching to each groups’ needs Lowers the student-teacher ratio Resets student focus with each station rotation, increasing engagement Provides time for students to engage with the content on their own as well as with teachers Allows for more material to be covered in a shorter time frame Provides a clear teaching responsibility for each adult in the room
Team Teaching	What does it look like? • Both teachers teach at the front of the room and move about to check in with students (as needed). • Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. • Example: Both instructors can share the reading of a story or text so that the students are hearing two voices. When is it used? • When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts.	Provides both teachers with an active instructional role Introduces students to complementary teaching styles and personalities Allows for lessons to be presented by two different people with different teaching styles Models multiple ways of presenting and engaging with information Models for students what a successful collaborative working relationship can look like Provides more opportunities to pursue teachable moments that may arise
Parallel Teaching	What does it look like? • The class is divided into two groups, and both teachers teach the same information simultaneously in different sections of the room. • Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. • Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. When is it used? • When teachers have equal content expertise and there’s a lot of information being covered in one lesson How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content into parts. • Each teacher instructs on the same lesson but approaches it differently.	The greatest benefit to this approach is the reduction of student to teacher ratio. Provides both teachers with an active instructional role Gives students the chance to ask more questions during lesson time
Supplemental Teaching	What does it look like? • This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, accelerated or remediated. • Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. When is it used? • When students need the lesson re-taught, extended, remediation, additional information or accelerated teaching. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content.	Provides both teachers with an active instructional role Lowers the student-teacher ratio and reduces the load of teaching a large class Allows for small group instruction Gives students the chance to ask more questions during lesson time
Alternative Teaching	What does it look like? • One teacher is at the front of the room or roaming providing large group instruction, while the other teacher works with a small group of students in a different space. • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students. • The learning outcome is the same for all students, however, the avenue for getting there is different. • Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. When is it used? • When there is a small group of students who need pre- or re-teaching of skills or content or who would benefit from enrichment on the topic. How do we plan? • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students.	Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Provides both teachers with an active instructional role Allows for a lower student-teacher ratio Provides additional support to struggling students without specifically singling them out Gives a chance to re-teach, review, and pre-teach Allows for intervention as well as enrichment opportunities Allows teachers use flexible groups

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Complete Class Profile Form ● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach)
Week 13-16	● Solo takeover of the classroom for as much time as possible ● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified

CREDIT FOR SPED 175

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 175. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Syllabus for SPED 176: Final Practicum in Moderate/Severe Disabilities

PREREQUISITES

Admission to the Education Specialist Credential Program. All required credential program coursework must be completed through Phase 2 for Education Specialist only Teacher Candidates or through Phase 3 for Dual Teacher Candidates. Concurrent enrollment or previous completion of SPED 247, SPED 219, and SPED 233 required, or Program Coordinator permission.

COURSE DESCRIPTION

SPED 176 is the last of three required supervised clinical practice experiences in the program. Education Specialist Candidates will take part in five full days per week, full semester experience [35 hours per week including ½ hour before and ½ hour after school time included] serving culturally and linguistically diverse identified children with moderate/severe disabilities, some of whom may also be identified as English learners. The clinical practice experience may take place in any of these settings: grade K- 12 classroom, adult transition program for students ages 18-22, center-based, special schools, inclusive settings, and/or co-teaching in a general education classroom. Candidates are required to demonstrate competency in planning, assessment and instructional tasks as well demonstrate use of consistent classroom management system and behavior management of individual students, while steadily increasing their classroom responsibilities. A minimum of four weeks of solo experiences which include sole responsibility for planning, assessing and instruction are required over the arc of the program. Candidates will conduct formal and informal assessments and collect the data to drive instruction and monitor ongoing progress towards goals/objectives.

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

Student Engagement (TPE 5; PS 7, 12; MS 1, 2, 4)
• Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills.
• Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels.
• Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy.
• Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings

Developmentally Appropriate Teaching Practices (TPE 1; PS 11; MS 1, 2, 6)
• Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development.
• Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability.

Teaching English Learners (TPE 2, 3, 4; PS 2, 9, 10, 11, 12, 13; MS 2)
• Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum.
• Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
• Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit.

PRIMARY LEARNING OUTCOMES

Apply knowledge of students’ abilities and interests into instruction.
Deliver comprehensive lessons of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.
Pace instruction and re-teach content based on evidence gathered.
Use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
Use formal or informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the lesson outcomes (IEP).
Apply a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings
Use computer-based technology to facilitate the teaching and learning process in one or more lessons.
Reflect on and evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Candidate will participate and provide input for three triad meetings with University Coach and Mentor Teacher. The first triad meeting will be held the first week of the placement to review roles and expectations. The second triad meeting is a mid-term evaluation, and the final triad meeting is a final evaluation of the candidate’s skills and needed growth areas.
Candidate will complete the Class Profile form. Candidate will locate and apply information about students' current academic status, content- and standards-related learning needs and goals, formal and informal assessment data with explanation of the scores, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Candidate will develop and implement a minimum of six formal lessons, with reflections to be evaluated by the University Coach. Lesson will be written following the format of the lesson plan template. Write your lesson plans and have them approved by your University Coach and/or Mentor Teacher before each lesson is taught, per specific field work requirements. The six formal lessons should cover the topics below. The lessons should be planned with the Mentor Teacher. Lesson plans are due to the University Coach and Mentor Teacher at least 3 days in advance, based on discussion with the University Coach. The lesson topics are listed below.
a. 1 Mathematics Lesson
b. 1 ELA Lesson
c. 1 co-taught lesson
d. 1 lesson that addresses study skills, vocational or pre-vocational needs
e. 2 lessons from the following, each in a different area: self-advocacy lesson social skills lesson IEP processing lesson adaptive behavior lesson transition lesson
Following each lesson, the Teacher Candidate will write a reflection on the lesson’s strengths and challenges using the Tk20 template.
Candidate assumes full responsibility daily for the classroom for a block of four weeks [120 hours minimum] over the arc of the program. During this period, the candidate is expected to fully participate within the school environment and experience and understand the full range of activities and responsibilities of being a teacher of record.
a. Solo teaching includes planning lessons with the Mentor Teacher, based on students in the classroom, delivering the lessons, monitoring students’ progress toward achieving the academic goals included in the lessons, informal and formal assessment of students, and candidate self-reflection on own teaching practices.
b. A block lesson plan template will be submitted in advance to the University Coach and Mentor Teacher.
Candidate conducts or co-conducts a formal assessment of a student and reflects on the process in writing.
Candidate develops or co-develops a Behavior Intervention Plan for an identified student. Candidate reflects on the process in writing.
Candidate develops or co-develops a draft IEP for an identified student and attends or leads the IEP team meeting. Student Teacher Candidates provide evidence of attendance. Following the meeting, each candidate writes a reflection on the experience in TK-20.
Candidate develops and implements a data collection system that is used in the classroom two or more times per month to document student progress in lessons. Evidence of the data collection is provided. Candidate will write a reflection on the process.
Candidate develops or co-develops a Behavior Intervention Plan for an identified student and writes a reflection on the process.
Candidate shows evidence of a systematic communication system with parents or guardians.
Candidate writes weekly reflections on learning and posts in Tk20.
Candidate keeps a weekly log of time spent in the classroom in Tk20.
Candidate attends all required meetings, professional development, school events and seminars.
A the end of the semester and in collaboration with the University Coach and Mentor Teacher, candidate develops an Individual Development Plan (IDP) that documents areas of growth that will need to be addressed in the district Induction Program.

CO-TEACHING REQUIREMENTS

Co-Teaching Strategies
Strategy	What does it look like? When is it used? How do we plan?	Benefits
Station Teaching	What does it look like? • The class is divided into three or more groups who work in multiple learning centers. • As the students rotate through the stations, the teachers teach the same material in different ways to each group. • Provides both teachers with an active instructional role • Allows teachers to use flexible grouping to tailor teaching to each groups’ needs • Lowers the student-teacher ratio • Resets student focus with each station rotation, increasing engagement	Provides time for students to engage with the content on their own as well as with teachers Allows for more material to be covered in a shorter time frame Provides a clear teaching responsibility for each adult in the room
Team Teaching	What does it look like? • Both teachers teach at the front of the room and move about to check in with students (as needed). • Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. • Example: Both instructors can share the reading of a story or text so that the students are hearing two voices. When is it used? • When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. • From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.	Provides both teachers with an active instructional role Introduces students to complementary teaching styles and personalities Allows for lessons to be presented by two different people with different teaching styles Models multiple ways of presenting and engaging with information Models for students what a successful collaborative working relationship can look like Provides more opportunities to pursue teachable moments that may arise
Parallel Teaching	What does it look like? • The class is divided into two groups, and both teachers teach the same information simultaneously in different sections of the room. • Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. • Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. When is it used? • When teachers have equal content expertise and there’s a lot of information being covered in one lesson	The greatest benefit to this approach is the reduction of student to teacher ratio. Provides both teachers with an active instructional role Gives students the chance to ask more questions during lesson time
Supplemental Teaching	What does it look like? • This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, accelerated or remediated. • Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. When is it used? • When students need the lesson re-taught, extended, remediation, additional information or accelerated teaching. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content.	Provides both teachers with an active instructional role Lowers the student-teacher ratio and reduces the load of teaching a large class Allows for small group instruction Gives students the chance to ask more questions during lesson time
Alternative Teaching	What does it look like? • One teacher is at the front of the room or roaming providing large group instruction, while the other teacher works with a small group of students in a different space. • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students. • The learning outcome is the same for all students, however, the avenue for getting there is different. • Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. When is it used? • When there is a small group of students who need pre- or re-teaching of skills or content or who would benefit from enrichment on the topic. How do we plan? • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students.	Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Provides both teachers with an active instructional role Allows for a lower student-teacher ratio Provides additional support to struggling students without specifically singling them out Gives a chance to re-teach, review, and pre-teach Allows for intervention as well as enrichment opportunities Allows teachers use flexible groups

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Complete Class Profile Form ● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach) ● Plan for solo takeover of the classroom
Week 13-16	● Solo takeover of classroom for 4 weeks ● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed ● Individual Development Plan [IDP] completed and uploaded to Tk20
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified ● All IDP emailed to OCP

CREDIT FOR SPED 175

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 175. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Syllabus for SPED 176: Final Practicum in Moderate/Severe Disabilities

PREREQUISITES

COURSE DESCRIPTION

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

PRIMARY LEARNING OUTCOMES

Apply knowledge of students’ abilities and interests into instruction.
Deliver comprehensive lessons of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.
Pace instruction and re-teach content based on evidence gathered.
Use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners.
Use formal or informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students.
Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the lesson outcomes (IEP).
Apply a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings
Use computer-based technology to facilitate the teaching and learning process in one or more lessons.
Reflect on and evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Candidate will participate and provide input for three triad meetings with University Coach and Mentor Teacher. The first triad meeting will be held the first week of the placement to review roles and expectations. The second triad meeting is a mid-term evaluation, and the final triad meeting is a final evaluation of the candidate’s skills and needed growth areas.
Candidate will complete the Class Profile form. Candidate will locate and apply information about students' current academic status, content- and standards-related learning needs and goals, formal and informal assessment data with explanation of the scores, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
Candidate will develop and implement a minimum of six formal lessons, with reflections to be evaluated by the University Coach. Lesson will be written following the format of the lesson plan template. Write your lesson plans and have them approved by your University Coach and/or Mentor Teacher before each lesson is taught, per specific field work requirements. The six formal lessons should cover the topics below. The lessons should be planned with the Mentor Teacher. Lesson plans are due to the University Coach and Mentor Teacher at least 3 days in advance, based on discussion with the University Coach. Observation requirements and lesson topics are outlined below. The lesson topics are listed below.
a. 1 Mathematics Lesson
b. 1 ELA Lesson
c. 1 co-taught lesson
d. 1 lesson that addresses study skills, vocational or pre-vocational needs
e. 2 lessons from the following, each in a different area: self-advocacy lesson social skills lesson IEP processing lesson adaptive behavior lesson transition lesson
Following each lesson, the Teacher Candidate will write a reflection on the lesson’s strengths and challenges using the Tk20 template.
Candidate assumes full responsibility daily for the classroom for a block of four weeks [120 hours minimum] over the arc of the program. During this period, the candidate is expected to fully participate within the school environment and experience and understand the full range of activities and responsibilities of being a teacher of record.
a. Solo teaching includes planning lessons with the Mentor Teacher, based on students in the classroom, delivering the lessons, monitoring students’ progress toward achieving the academic goals included in the lessons, informal and formal assessment of students, and candidate self-reflection on own teaching practices.
b. A block lesson plan template will be submitted in advance to the University Coach and Mentor Teacher.
Candidate conducts or co-conducts a formal assessment of a student and reflects on the process in writing.
Candidate develops or co-develops a Behavior Intervention Plan for an identified student. Candidate reflects on the process in writing.
Candidate develops or co-develops a draft IEP for an identified student and attends or leads the IEP team meeting. Student Teacher Candidates provide evidence of attendance. Following the meeting, each candidate writes a reflection on the experience in TK-20.
Candidate develops and implements a data collection system that is used in the classroom two or more times per month to document student progress in lessons. Evidence of the data collection is provided. Candidate will write a reflection on the process.
Candidate develops or co-develops a Behavior Intervention Plan for an identified student and writes a reflection on the process.
Candidate shows evidence of a systematic communication system with parents or guardians.
Candidate writes weekly reflections on learning and posts in Tk20.
Candidate keeps a weekly log of time spent in the classroom in Tk20.
Candidate attends all required meetings, professional development, school events and seminars.
A the end of the semester and in collaboration with the University Coach and Mentor Teacher, candidate develops an Individual Development Plan (IDP) that documents areas of growth that will need to be addressed in the district Induction Program.

CO-TEACHING REQUIREMENTS

Co-Teaching Strategies
Strategy	What does it look like? When is it used? How do we plan?	Benefits
Station Teaching	What does it look like? • The class is divided into three or more groups who work in multiple learning centers. • As the students rotate through the stations, the teachers teach the same material in different ways to each group. • Provides both teachers with an active instructional role • Allows teachers to use flexible grouping to tailor teaching to each groups’ needs • Lowers the student-teacher ratio • Resets student focus with each station rotation, increasing engagement	Provides time for students to engage with the content on their own as well as with teachers Allows for more material to be covered in a shorter time frame Provides a clear teaching responsibility for each adult in the room
Team Teaching	What does it look like? • Both teachers teach at the front of the room and move about to check in with students (as needed). • Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. • Example: Both instructors can share the reading of a story or text so that the students are hearing two voices. When is it used? • When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. • From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.	Provides both teachers with an active instructional role Introduces students to complementary teaching styles and personalities Allows for lessons to be presented by two different people with different teaching styles Models multiple ways of presenting and engaging with information Models for students what a successful collaborative working relationship can look like Provides more opportunities to pursue teachable moments that may arise
Parallel Teaching	What does it look like? • The class is divided into two groups, and both teachers teach the same information simultaneously in different sections of the room. • Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. • Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. When is it used? • When teachers have equal content expertise and there’s a lot of information being covered in one lesson	The greatest benefit to this approach is the reduction of student to teacher ratio. Provides both teachers with an active instructional role Gives students the chance to ask more questions during lesson time
Supplemental Teaching	What does it look like? • This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended, accelerated or remediated. • Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. When is it used? • When students need the lesson re-taught, extended, remediation, additional information or accelerated teaching. How do we plan? • The co-teaching pair co-plans the same lesson and then divides the instructional content.	Provides both teachers with an active instructional role Lowers the student-teacher ratio and reduces the load of teaching a large class Allows for small group instruction Gives students the chance to ask more questions during lesson time
Alternative Teaching	What does it look like? • One teacher is at the front of the room or roaming providing large group instruction, while the other teacher works with a small group of students in a different space. • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students. • The learning outcome is the same for all students, however, the avenue for getting there is different. • Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. When is it used? • When there is a small group of students who need pre- or re-teaching of skills or content or who would benefit from enrichment on the topic. How do we plan? • One teacher instructs most of the class while the other teacher teaches an alternate or accommodated version of the lesson to a smaller group of students.	Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Provides both teachers with an active instructional role Allows for a lower student-teacher ratio Provides additional support to struggling students without specifically singling them out Gives a chance to re-teach, review, and pre-teach Allows for intervention as well as enrichment opportunities Allows teachers use flexible groups

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Complete Class Profile Form ● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach)
Week 13-16	● Solo takeover of classroom for 4 weeks or more ● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified

CREDIT FOR SPED 176

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 176. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Syllabus for SPED 160F: Special Education Intern Clinical Practice

PREREQUISITE

Admission to the university’s Teacher Internship Program in Special Education. Student must be teaching as a special education teacher of record intern in a special education position. Supervised observation and participation in internship programs for exceptional individuals; educational planning, guidance and counseling.

COURSE DESCRIPTION

University intern candidates engage in supervised full-day, semester-long teaching experiences in mild/moderate or moderate/severe settings that includes teaching and other related duties. University intern candidates are required to demonstrate competency in planning, assessment and instructional tasks, administration and interpretation of formal and informal assessment for instruction, ongoing progress monitoring of goals/objectives, and the use of a classroom management system and behavior management for individual students.

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS

Education Specialist Clinical Practice Handbook downloaded from the Office of Clinical Practice website
Active TK-20 account (can be purchased at fresnostate.Tk20.com)
Candidates will be required to access Canvas for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband.
Internet access to Zoom is required for this course. Students will need to navigate Zoom for any sessions held online.
California State University, Fresno e-mail account. The University provides free email accounts to all students. Students may sign up for email online at https://idm.fresnostate.edu/signup/

PROGRAM STANDARDS

Specific Pedagogical Skills for Subject Matter Instruction (TPE 1; PS 3, 7, 9, 13)
• Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment.
• Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment.

Monitoring Student Learning During Instruction (TPE 1, 2, 5; PS 3, 5, 10
• Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP).
• Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products.
• Education Specialist candidates anticipate, checks for, and addresses common student misconceptions and misunderstandings.

Interpretation and Use of Assessments (TPE 1, 2, 5; PS 3, 5, 10)
• Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments.
• Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom.
• Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards.

Making Content Accessible (TPE 4; PS 3, 6, 8, 13)
• Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures.
• Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards
• Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics
• Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities.

Student Engagement (TPE 5; PS 7, 12)
• Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills.
• Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels.
• Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy.
• Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings

PRIMARY LEARNING OUTCOMES

Exhibit ethical, professional and intellectual integrity
Maintain student records appropriately and honor confidentially
Interact with students and their families in ways that demonstrate respect for the individual and models respect for culture, religion, gender, and lifestyle orientation of students and their families
Accurately and critically reflect on and evaluate own teaching practice, and accept and consider constructive criticism and professional advice from others
Use a variety of non-biased, standardized and non-standardized techniques, instruments and processes that are functional, curriculum-referenced, performance-based, and appropriate to the diverse needs of individual students to:
a. assess developmental, academic, behavioral, social, communication, vocational and community life skills needs of students
b. assess outcomes of instruction
c. communicate student functioning to others
d. collaboratively develop the Individualized Education Program [IEP]
d. develop and implement evidence-based instructional strategies to meet the needs of the students
Apply program competencies in clinical practice that include students from culturally, ethnically, and linguistically diverse backgrounds
Create and maintain a learning environment that is conducive to student learning and promotes positive student behavior, accommodates diverse physical, emotional, cultural and linguistic needs of students, including non-verbal students
Plan, implement and manage daily classroom routines and efficacious research-based teaching to reflect maximum use of instructional time for the students and setting
Engage actively and responsibly in a variety of collaborative relationships, appropriate communication and problem solving with Mentor Teacher, other school faculty and staff, related service delivery personnel, University Coach, and families
Guide and facilitate work of paraprofessionals, peer tutors, interpreters, and volunteers within the context of the learning environment
Plan and implement series of well-sequenced lessons that utilize active participation and evidence-based instructional strategies to engage students in instruction that incorporates knowledge of students' cultural, ethnic and linguistic background and abilities
Utilize appropriate technology for instruction and assessment
Develop and consistently implement appropriate classroom management systems and behavioral supports that are positive, proactive and respectful
Use functional analysis to design and implement positive behavioral support plans
Use information about individual student strengths and interests to select appropriate instructional goals, strategies, and techniques
Develop the Individual Development Plan (IDP), a crucial tool that preliminary programs use to clearly identify any remaining program requirements that must be completed by the Teacher Candidate/program completer so that the employing district may continue to support the Teacher Candidate to meet the requirements for the preliminary and clear credentials. The portability of this document as candidates/completers carry it with them from preliminary program to induction program is one of its more important aspects.

Major Assignments

A checklist of these major assignments can be found on the Office of Clinical Practice website in the Clinical Practice Forms link.

Develop and implement six formal lessons, based on content standards, to address the needs of the students in your classroom. (TPE 1, 2, 3; Standards 2-9)
Develop appropriate rules and procedures for activities in the classroom. Complete a behavioral observation, collect baseline data on a pupil in their classroom, recommend and implement appropriate instructional interventions. (Standard 15, 23, 24) (TPE 2, 3, 5)
Obtain a psychoeducational assessment of an identified student and specify learning objectives with appropriate instructional objectives (Standard 17, 22, 23) (TPE 2,4).
Write IEPs with instructional objectives derived from the psychoeducational assessment and present them to the appropriate professional review team. (Standard 17, 22) (TPE 2)
Provide at least 2 lesson plans that address the goals and objectives written on a specific, student’s IEP. A detailed evaluation of the effectiveness of the lessons in required. (Standard 17, 22, 23) (TPE 1, 2, 3, 4)
Document numerous ways that parents are involved in their classroom. Include examples of memos, letters, flyers, telephone logs, etc. (Standard 16) (TPE 6)
Candidate will participate in faculty meetings, activities and professional organizations. Include a faculty meeting agendas, in-service flyers, conference brochures, etc. Document collaboration with general education and other support providers. Include information packets, emails, letters, etc. (Standard 10, 16) (TPE 6)
Write a personal self-assessment of strengths and weaknesses, with recommendations for improvements and future professional development. (Standard 10, 16) (TPE 6)
Additional areas to be addressed, as determined by the University Coach and Mentor Teacher. These areas will be discussed and provided to the candidate in writing.

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

*Consult with your University Coach for scheduling observations

Recommended Week-by-Week Course Schedule
Week	Activity
Week 1	● Triad/Meet with University Coach and Mentor Teacher
Week 2	● Begin weekly reflections ● Set up time log and become familiar with school, classroom & Tk20
Week 3	● Informal observation (University Coach) ● Weekly reflections completed ● Time Log current
Week 4-7	● Formal Observations 1-3 (University Coach) ● Weekly reflections completed ● Time Log current
Week 8-9	● Midterm Triad Meeting (3^rd observation) ● Document attendance at all required meetings, professional ● development, staff meetings, school events and seminars ● Time Log approved by University Coach in consultation with Mentor Teacher
Week 9-11	● Formal Observations 4-5 (University Coach)
Week 13-16	● Formal Observations 5-6 (University Coach) ● Weekly reflections completed ● Time Log current
Week 14-15	● Final Evaluation Assessment/Goal Setting Triad Meeting ● Documentation of attendance at all required meetings, professional development, staff meetings, school events and seminars ● Weekly reflections completed
Last Day of Instruction	● University Coach – clear red flags; ensure that all assignments and observations are completed in Tk20 ● Time Logs verified

CREDIT FOR SPED 160F

Candidates must receive a grade of ‘A’ or ‘B’ to pass SPED 160F. If a grade of ‘C’ or lower is earned, the Teacher Candidate will need to repeat the course.

Clinical Practice Rubrics

UNIVERSITY COACH FORMAL LESSON OBSERVATION NOTES

Credential Candidate Name
Type of Candidate
☐ Student teacher☐ Intern ☐ Residency
Observation #
Date of Observation:
Total time in observation:
Scripted Notes

Form fields for university coach formal lesson observation notes

Evidence of Strengths (as aligned to TPEs observed)
Actionable Feedback for Growth (as aligned to TPEs)
University Coach Signature
Grade

Form fields for evidence of strengths, actionable feedback, university coach signature, and grade

CANDIDATE MID-SEMESTER AND FINAL EVALUATIONS

Complete this form during the Mid Semester and Final triad meetings. This form is to be filled out at the triad meeting with all parties present.
Date and Time*
Clinical Coach Comments: Teacher Candidate Strengths*
Clinical Coach Comments: Feedback for Growth*
Mentor Teacher Comments: Teacher Candidate Strengths*
Mentor Teacher Comments: Feedback for Growth*

Candidate mid-semester and final evaluation form

Professional Competencies*
Competencies Disagree Agree Strongly Agree
Teaching Candidate takes initiative. * ☐ ☐ ☐
Teaching Candidate demonstrates professionalism, including the responsible use of social media and other digital platforms and tools (TPE 6.6). * ☐ ☐ ☐
Teaching Candidate accepts criticism and suggestions. * ☐ ☐ ☐
Teaching Candidate is punctual and prepared. * ☐ ☐ ☐
Teaching Candidate respects the attitudes and opinions of others. * ☐ ☐ ☐
Teaching Candidate demonstrates caring, support, acceptance, and fairness toward all students, families, and colleagues (TPE 6.2). * ☐ ☐ ☐
Teaching Candidate demonstrates effective classroom management strategies (TPE 2, 6.5)* ☐ ☐ ☐
Teaching Candidate engages and supports all student in learning (TPE 1, 4). * ☐ ☐ ☐
Teaching candidate demonstrates proficiency in subject matter, consistent with the California State Standards in the content area(s) of their credential(s) (TPE 3). * ☐ ☐ ☐
Coach: Please enter date you verified time log.*_________________
Section to be completed by Coach
Positive Environment
Item 1: Caring Community
2.1 Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers
Unobserved; Not yet evident Attempting: Aware, may not be effective Exploring: Attempting, minimally attempting, limited effectiveness Emerging: Consistently attempting, limited effectiveness Developing: Consistently attempting, somewhat effective
☐ ☐ ☐ ☐ ☐
Item 2: Inclusive Learning Environment
2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.
2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.
Unobserved; Not yet evident Attempting: Aware, may not be effective Exploring: Attempting, minimally effective Emerging: Consistently attempting, limited effectiveness Developing: Consistently attempting, somewhat effective
☐ ☐ ☐ ☐ ☐

Professional competencies and positive environment rubric fields

Positive environment rubric fields for high expectations and positive behavior expectations

Reflection, assessment, self-assessment, and funds of knowledge rubric fields

Instructional design and implementation rubric fields for student motivation, varied strategies, research-based instruction, and content accessibility

Rigorous and appropriate content rubric fields for critical and creative thinking, subject matter knowledge, content accessibility, and interdisciplinary integration

Reflection in Action

Item 14: Monitoring Student Learning & Adjusting Instruction
1.8 Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

Monitoring student learning and adjusting instruction rubric fields

Teacher Candidate Goals*
Teacher Candidate Signature:
Date:
University Coach's Signature
By entering my name in this field I acknowledge that I am providing my electronic signature*
Grade:

Teacher candidate goals, signature, electronic signature, and grade fields

Resources

Special Education Teacher Code of Ethics

Preamble – Statement of Purpose
The code of Ethics of the National Association of Special Education Teachers (NASET) established principles and guidelines to enhance practice and inspire professional excellence. Members of NASET must recognize a responsibility to students with special needs, their parents, the community, to other professionals, and to themselves.

NASET adheres to the idea that a commonly held set of principles can aid in the individual exercise of professional judgment. The Code of Ethics speaks to the core values of the profession. The following Six Principles adopted by the National Association of Special Education Teachers are not laws, but standards of ethical behavior and conduct.

Principle 1: Special education teachers nurture the academic, psychological, physical, and social potential of students with special needs.
• 1-A. Special education teachers promote growth in all students through the integration of academic, psychological, physical, and social learning.
• 1-B. Special education teachers respect the inherent dignity and worth of the students with whom they work.
• 1-C. Special education teachers help students with special needs to value their own identity, learn more about their disabilities, and help them reflect on their own learning and connect it to their life experience.

Principle 2: Special education teacher apply their professional knowledge to create a professional and supportive environment for students with special needs.
• 2-A. Special education teachers apply their professional knowledge to promote student success.
• 2-B. Special education teachers develop and implement programs based upon a strong understanding of human development and learning theory.
• 2-C. Special education teachers advocate for necessary resources for students to achieve their highest level of success.
• 2-D. Special education teachers strive to ensure access to needed information, services, and resources for students with special needs

Principle 3: Special education teachers commit to their own learning in order to develop their professional development.
• 3-A. Special education teachers recognize that professional knowledge and development are the foundations of their practice.

• 3-B. Special education teachers know their subject matter and respect the reciprocal nature of learning between themselves and the students with whom they work.
• 3-C. Special education teachers engage in a variety of individual and collaborative learning experiences essential to develop professionally, drawing on and contributing to various forms of educational research to improve their own practice.
• 3-D. Special education teachers practice within their areas of competence and develop and enhance their professional expertise.
• 3-E. Special education teachers pursue knowledge of new developments and maintain competence in their respective fields through education, training, or supervised experience.

Principle 4: Special education teachers respect, support, and collaborate with colleagues and other professionals in the interest of students with special needs with whom they work.
• 4-A. Special education teachers encourage and support their colleagues to build and maintain high standards.
• 4-B. Special education teachers respect fellow professionals and work to maintain a collegiality with the individuals in their respective professions.
• 4-C. Special education teachers shall not maliciously injure the professional reputation or practice of colleagues.
• 4-D. Special education teachers shall not make false or malicious statements regarding a colleague’s competence, performance, or professional capabilities.

Principle 5: Special education teachers collaborate with parents and guardians of students with special needs and community, building trust and respecting confidentiality.
• 5-A. Special education teachers cooperate with community agencies in using resources and building comprehensive services in support of students with special needs.
• 5-B. Special education teachers partner with parents and guardians of students with special needs and other members of the community to enhance programs for children with special needs.
• 5-C. Special education teachers understand how cultural diversity, family dynamics, gender, and community shape the lives of the individuals with whom they collaborate.
• 5-D. Special education teachers understand that relationships between and among people are an important vehicle for change.
• 5-E. Special education teachers respect the private nature of the special knowledge they have about their students and their families and use that knowledge only in the students’ best interests.

Principle 6: Special education teachers advance the intellectual and ethical foundation of the learning community.
• 6-A. Special education teachers recognize the obligations of the trust placed in them.

• 6-B. Special education teachers are confidantes, Mentors and advocates for growth and development.
• 6-C. Special education teachers recognize that they are role models for children, youth, adults and the public.
• 6-D. Special education teachers are continually aware of the mission, values, ethical principles, and ethical standards of the profession, and practice in a manner consistent with them.
• 6-E. Special education teachers always seek to maintain the highest level of professionalism, integrity, and competence when working with children, youth, adults, parents and guardians, professionals and all other members of society.

Adapted from: National Association of Special Education Teachers Code of Ethics (https://www.naset.org/index.php?id=2444) Accessed 1 July 2019.

Special Education Standards for Professional Practice from the Council for Exceptional Children

TEACHING AND ASSESSMENT

Special Education Professionals:
1.1. Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities
1.2. Identify and use evidence-based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals with exceptionalities.
1.3. Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results.
14. Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
1.5. Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other resources appropriate to their professional roles.
1.6. Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured, and do not discriminate against individuals with exceptional or culturally diverse learning needs.
1.7. Only use behavior change practices that are evidence-based, appropriate to their preparation, and which respect the culture, dignity, and basic human rights of individuals with exceptionalities.
1.8. Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and behavior change procedures, except when the policies require their participation in corporal punishment.
1.9. Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials.

1.10. Do not engage in the corporal punishment of individuals with exceptionalities.

1.11. Report instances of unprofessional or unethical practice to the appropriate supervisor.
1.12. Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate education.

PROFESSIONAL CREDENTIALS AND EMPLOYMENT

Special Education Professionals:
2.1. Represent themselves in an accurate, ethical, and legal manner with regard to their own knowledge and expertise when seeking employment.
2.2. Ensure that persons who practice or represent themselves as special education teachers, administrators, and providers of related services are qualified by professional credential.
2.3. Practice within their professional knowledge and skills and seek appropriate external support and consultation whenever needed.
2.4. Provide notice consistent with local education agency policies and contracts when intending to leave employment.
2.5. Adhere to the contracts and terms of appointment, or provide the appropriate supervisor notice of professionally untenable conditions and intent to terminate such employment, if necessary.
2.6. Advocate for appropriate and supportive teaching and learning conditions.
2.7. Advocate for sufficient personnel resources so that unavailability of substitute teachers or support personnel, including assistants, does not result in denial of special education services.
2.8. Seek professional assistance in instances where personal problems interfere with job performance.
2.9. Ensure that public statements made by professionals as individuals are not construed to represent official policy statements of an agency.
2.10. Objectively document and report inadequacies in resources to their supervisors and/or administrators and suggest appropriate corrective action(s).
2.11. Respond objectively and non-discriminatively when evaluating applicants for employment including grievance procedures.
2.12. Resolve professional problems within the workplace using established procedures.
2.13. Seek clear written communication of their duties and responsibilities, including those that are prescribed as conditions of employment.
2.14. Expect that responsibilities will be communicated to and respected by colleagues, and work to ensure this understanding and respect.
2.15. Promote educational quality and actively participate in the planning, policy development, management, and evaluation of special education programs and the general education program.
2.16. Expect adequate supervision of and support for special education professionals and programs provided by qualified special education professionals.
2.17. Expect clear lines of responsibility and accountability in the administration and supervision of special education professionals

PROFESSIONAL DEVELOPMENT

Special Education Professionals:
3.1. Maintain a personalized professional development plan designed to advance their knowledge and skills, including cultural competence, systematically in order to maintain a high level of competence.
3.2. Maintain current knowledge of procedures, policies, and laws relevant to practice.
3.3. Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.
3.4. Advocate that the employing agency provide adequate resources for effective school-wide professional development as well as individual professional development plans.
3.5. Participate in systematic supervised field experiences for candidates in preparation programs.
3.6. Participate as Mentors to other special educators, as appropriate.

PROFESSIONAL COLLEAGUES

Special Education Professionals:
4.1. Recognize and respect the skill and expertise of professional colleagues from other disciplines as well as from colleagues in their own disciplines.

4.2. Strive to develop positive and respectful attitudes among professional colleagues and the public toward persons with exceptional learning needs.
4.3. Collaborate with colleagues from other agencies to improve services and outcomes for individuals with exceptionalities.
4.4. Collaborate with both general and special education professional colleagues as well as other personnel serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.
4.5. Intervene professionally when a colleague’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.
4.6. Do not engage in conflicts of interest.

PARAEDUCATORS

Special Education Professionals:
5.1. Assure that special education paraeducators have appropriate training for the tasks they are assigned.
5.2. Assign only tasks for which paraeducators have been appropriately prepared.
5.3. Provide ongoing information to paraeducators regarding their performance of assigned tasks.
5.4. Provide timely, supportive, and collegial communications to paraeducators regarding tasks and expectations.
5.5. Intervene professionally when a paraeducator’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.

PARENTS AND FAMILIES

Special Education Professionals:
6.1. Use culturally appropriate communication with parents and families that is respectful and accurately understood.
6.2. Actively seek and use the knowledge of parents and individuals with exceptionalities when planning, conducting, and evaluating special education services and empower them as partners in the educational process.

6.3. Maintain communications among parents and professionals with appropriate respect for privacy, confidentiality, and cultural diversity.
6.4. Promote opportunities for parent education using accurate, culturally appropriate information and professional methods.
6.5. Inform parents of relevant educational rights and safeguards.
6.6. Recognize and practice in ways that demonstrate respect for the cultural diversity within the school and community.
6.7. Respect professional relationships with students and parents, neither seeking any personal advantage, nor engaging in inappropriate relationships.

RESEARCH

Special Education Professionals:
7.1. Do not knowingly use research in ways that mislead others.
7.2. Actively support and engage in research intended to improve the learning outcomes of persons with exceptional learning needs.
7.3. Protect the rights and welfare of participants in research.
7.4. Interpret and publish research results with accuracy.
7.5. Monitor unintended consequences of research projects involving individuals with exceptionalities, and discontinue activities which may cause harm in excess of approved levels.
7.6. Advocate for sufficient resources to support long term research agendas to improve the practice of special education and the learning outcomes of individuals with exceptionalities.

CASE MANAGEMENT

Special Education Professionals:
8.1. Maintain accurate student records and assure that appropriate confidentiality standards are in place and enforced.

8.2. Follow appropriate procedural safeguards and assist the school in providing due process.
8.3. Provide accurate student and program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices.
8.4. Maintain confidentiality of information except when information is released under specific conditions of written consent that meet confidentiality requirements.
8.5. Engage in appropriate planning for the transition sequences of individuals with exceptionalities.

NON-EDUCATIONAL SUPPORT

Special Education Professionals:
9.1. Perform assigned specific non-educational support tasks, such as administering medication, only in accordance with local policies and when written instructions are on file, legal/policy information is provided, and the professional liability for assuming the task is disclosed.
9.2. Advocate that special education professionals not be expected to accept non-educational support tasks routinely.

The Special EDge newsletter

The Special EDge is a free publication of the California Department of Education’s Special Education Division. It is designed to inform and support parents, educators, and other service providers on special education topics, focusing on research-based practices, legislation, technical support, and current resources in California. To subscribe via email to The EDge newsletter, send a "blank" message to join-edge-newsletter@mlist.cde.ca.gov and you will be notified when a new issue has been published.

Prioritized Skills

Fresno State has identified fourteen prioritized skills in which candidates are expected to develop competency over the course of the program. These prioritized skills are in line with the California Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) and incorporate our program frameworks of inquiry, Universal Design for Learning (UDL), culturally sustaining pedagogy (CSP), and developmentally appropriate practices (DAP). Principles of inquiry, UDL, CSP, and DAP are embedded within and across the 14 prioritized skills as well as literacies development and pedagogical content knowledge (PCK). The TPEs specifically address the application of DAP, literacies development, and pedagogical content knowledge (PCK) through integrated standards.

DEVELOPMENTALLY APPROPRIATE PRACTICES

“Beginning teachers understand that students' development varies across and within age ranges; is influenced by social, cultural, linguistic, and other contexts; and that these factors influence each other in complex ways. Beginning teachers understand that students' learning and development are also influenced by the interaction between their prior experiences; ethnic, cultural, and linguistic backgrounds; maturational status; and the range of environmental and cultural experiences that they bring to the classroom. Beginning teachers approach classroom practice with the belief that all students can learn, and they recognize that the social and academic environment within their classroom has tremendous impact on learning.”

ENGLISH LANGUAGE DEVELOPMENT

“Beginning teachers know and can apply pedagogical theories, principles, and instructional strategies for comprehensive instruction of students whose first language is English, English learners, and Standard English learners. They know and can apply theories, principles, and instructional strategies for English language development leading to academic literacy in English in relation to the subject-specific content area. Beginning teachers are familiar with the philosophy, design, goals, and characteristics of programs for English language development. They implement an instructional program that facilitates integrated English language development, including all domains (reading, writing, listening, and speaking).”

SUBJECT-SPECIFIC PEDAGOGICAL SKILLS

“Beginning teachers in all disciplines demonstrate knowledge of and the ability to teach content aligned with the California State Standards and the English Language Development Standards. The interdisciplinary nature of these standards requires beginning teachers to demonstrate both the capacity and a disposition to collaborate with their colleagues to assure that all students are provided curriculum and instruction that effectively merges literacy within each content area. Moreover, beginning teachers embrace the concept that English Language and literacy development is a shared responsibility of all content area educators.”
From Commission on Teacher Credentialing. (2016). California Teaching Performance Expectations (version June 2016). Sacramento, CA: Author.

FRESNO STATE’S 14 PRIORITIZED SKILLS

Candidates will be able to:
1. Foster a caring community within the classroom where all students are respected.
2. Develop inclusive learning environments that are culturally, physically, mentally, intellectually, and emotionally healthy for all students.
3. Maintain high expectations with appropriate support for all learners.
4. Establish and maintain positive behavior expectations and non-punitive supports.
5. Facilitate student reflection, assessment, and self-assessment.
6. Leverage students’ funds of knowledge to support learning.
7. Connect subject matter to real-life contexts and provide active learning experiences.
8. Use a variety of developmentally and ability appropriate strategies including MTSS and UDL.
9. Employ research-based instruction that provides a supportive learning environment for all students.
10. Promote critical and creative thinking through inquiry.
11. Demonstrate a knowledge of subject matter, including relevant standards and frameworks.
12. Adapt subject matter curriculum to ensure content accessibility for all students.
13. Design and implement integrated interdisciplinary learning opportunities for all students.
14. Monitor student learning and adjust instruction in-action.

Conflict Resolution Guide

Conflict is a natural part of life...in the workplace, too! Take ownership for the interpersonal challenges you encounter by taking responsibility for doing something about it, if you feel it's advisable. Develop the personal confidence (through practice) to ask the individual to address the issue WITH you. Try this recommended procedure when issues arise with colleagues, faculty, students, parents, and Mentor Teachers (allowing for developmental and cultural differences, of course).

ON YOUR OWN

Identify the specific issue(s) troubling you.
Specifically identify your associated feelings (formulate “I” statements in your mind).
Decide if this is an issue worth addressing (pick your battles). Think about the relationship. If it is to continue, your sensitive handling of the puzzle-solving process can have the effect of making the relationship work more easily in the future.
Think about appropriate time and place for discussion.
Take a minute to relax. Envision yourself communicating effectively and listening well. Envision the issue being successfully resolved.

TAKING ACTION

Contact the individual you wish to speak to. “Are you in the middle of something? I'd like to arrange a time to visit with you about a concern I have. When would be the best time for you?"
Once the appointment is made, distract yourself with other things.
As the day approaches, go back to A, B, C, and E.
Come to the appointment on time, appropriately dressed. Wait to begin your issue-related conversation until sitting with the individual in a private place. If the individual is not sensitive to your need for privacy, ask for what you need. "Is there somewhere we can find to talk privately?"
Present your perspective with an “I” statement. ATTACK THE PROBLEM, NOT THE PERSON. "I felt when . I'd like to . I'm willing to ."
Ask for his/her perspective. "How do you feel?" or "What do you think?"
As he/she presents his/her point of view, breathe, listen actively, and then paraphrase what was heard. "So it sounds like you feel about and you’d prefer and you'd like me to . Is that right? "
Be aware of your emotions as well as the other person’s.

AFTER THE INTERACTION

On a later occasion, thank the individual for his/her time and willingness and let him/her know about the positive shift in your feelings resulting from the communication. "I just wanted to say thanks for our conversation the other day. I'm feeling so much better about .”
In a productive puzzle-solving process, "homework" often emerges ...especially if each person is willing to do something. Do your homework and show the individual that you have done so.
For difficult situations (you've tried with the individual at least 3X with unsatisfactory results), consider a neutral third party, skilled in facilitation. NEVER seek a third party as a first step.

Fresno State Kremen School of Education and Human Development cover logo and title page

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Leadership for Diverse Communities Education Specialist Credential Program Clinical Practice Handbook

Table of Contents

Role Expectations & Stakeholder Qualifications

Program Contacts

Kremen School of Education & Human Development

VISION STATEMENT

MISSION STATEMENT

CANDIDATE PROFESSIONAL DISPOSITIONS

NON-DISCRIMINATION POLICY

SERVICES FOR STUDENTS WITH DISABILITIES

Education Specialist Credential Program Overview

INQUIRY

CULTURALLY SUSTAINING PRACTICES

DEVELOPMENTALLY APPROPRIATE PRACTICES

HIGH LEVERAGE PRACTICES IN SPECIAL EDUCATION

UNIVERSAL DESIGN FOR LEARNING

UNDERSTANDING BY DESIGN: BACKWARDS DESIGN AND LESSON PLANNING

Program Overview

EDUCATION SPECIALIST (SPECIAL EDUCATION) TEACHING CREDENTIAL

DUAL CREDENTIAL (SPECIAL EDUCATION + MULTIPLE SUBJECT)

MASTER OF ARTS IN SPECIAL EDUCATION AND AN EDUCATION SPECIALIST CREDENTIAL

STREAMLINED EDUCATION SPECIALIST CREDENTIAL PATHWAY FOR TEACHERS WHO HOLD A VALID CALIFORNIA MULTIPLE SUBJECT OR SINGLE SUBJECT CREDENTIAL

BILINGUAL AUTHORIZATION PERMIT (BAP)

Clinical Practice

OVERVIEW

CLINICAL PRACTICE EXPERIENCES BY PHASES

Formal Observations & Meetings

TEACHER PERFORMANCE ASSESSMENT

Tk20

Clinical Practice Program Policies

GENERAL PLACEMENT POLICIES

PROFESSIONALISM

ATTENDANCE

SUBSTITUTE TEACHING

EXTENUATING CIRCUMSTANCES

EMPLOYMENT

OUTSIDE COMMITMENTS

GRADING

Candidate Support, Remediation and Program Dismissal

TIER 1 CANDIDATE SUPPORT

TIER 2 CANDIDATE SUPPORT

TIER 3 CANDIDATE SUPPORT: INDIVIDUAL PLAN OF ASSISTANCE

REASSIGNMENT/DISMISSAL FROM CLINICAL PLACEMENT

REPEATING A CLINICAL PRACTICE COURSE

DISMISSAL FROM THE CREDENTIAL PROGRAM

STUDENT DISPUTE RESOLUTION PROCESS

Syllabus for EHD 178/110D: Field Study B

PREREQUISITES

COURSE DESCRIPTION

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

PRIMARY LEARNING OUTCOMES

Examinations and Major Assignments

ASSIGNMENT AND EXAMINATION SCHEDULE

Site Visitation Project (SVP)

FAST OVERVIEW

SITE VISITATION PROJECT OVERVIEW

CREDIT FOR EHD 178

Syllabus for SPED 171: Initial Practicum in Mild/Moderate Disabilities

PREREQUISITES

COURSE DESCRIPTION

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

PROGRAM STANDARDS

PRIMARY LEARNING OUTCOMES

Major Assignments

CO-TEACHING REQUIREMENTS

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

CREDIT FOR SPED 171

Syllabus for SPED 172: Initial Practicum in Moderate/Severe Disabilities

PREREQUISITES

COURSE DESCRIPTION

REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS:

PROGRAM STANDARDS

PRIMARY LEARNING OUTCOMES

Major Assignments

CO-TEACHING REQUIREMENTS

RECOMMENDED WEEK-BY-WEEK COURSE SCHEDULE

CREDIT FOR SPED 172

Syllabus for SPED 175: Final Practicum in Mild/Moderate Disabilities

PREREQUISITES

COURSE DESCRIPTION