Education Specialist Credential Program Clinical Practice Agreement for SPED 171/172/173

This agreement is to be reviewed at the first triad meeting with the Teacher Candidate (TC), Mentor Teacher (MT) and University Clinical Practice Coach (CC). This is a working document that can be adjusted as needed. The weeks shown are estimates and do not necessarily match the actual weeks of the semester. Remember that exploring and engaging with the Teaching Performance Expectations (TPEs) must remain central to TC learning and development. This agreement is to be uploaded into the Teacher Candidate’s Tk20 binder after the triad meeting.

Roles

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
1	First triad meeting. Review this agreement and the roles of Teacher Candidate, University Clinical Practice Coach [CC] and the Mentor Teacher [MT]. Observe classroom procedures, routines, and classroom management approach Learn school layout, policies, bell schedule, school and procedures Your MT and Coach are your support. Feel free to ask questions and for assistance. Set up your time log in Tk20.	Schedule and hold first triad meeting with TC and MT Review the MT guide, CC role and this agreement at the meeting
2	Complete Pre-Disposition Survey in Tk20. Share course assignments & due dates with MT Schedule a regular time to meet with the MT Schedule 6 formal lessons with the University Coach Start planning the 6 formal lesson observations with the University Coach; consider in which weeks you will record your lesson Collaborate with MT to determine the four content areas to be taught over the first half of the semester. Discuss with your Clinical Coach. Observe classroom procedures, routines, and classroom management approach Learn school layout, policies, operating procedures Plan for classroom emergencies Introduce yourself to Office Manager, Custodian, Librarian, and other support staff. Log 21 or more clinical hours in Tk20 time log.	Schedule 6 formal lessons, regular visits and check-ins with TC Check in with MT Set up weekly meetings with Teacher candidates
3	Finalize plan for the 6 formal lesson observations with the University Coach. Assume responsibility for 1-2 classroom routines each week Observe Mentor Teacher instruction and classroom management.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
3	Participate in the development of the weekly lesson plans with your MT; observe and ask how a unit is put together Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop one week of daily lessons for the first content area. Plan formal assessment of one student with MT and for the co-development of the IEP and roles at IEP meeting. Begin Parent Communication Plan. Plan and begin a data collection system on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Weekly meetings with TC
4	Teach daily lessons in the first content area Assume responsibility for another classroom routine each week Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop and teach one or more formal lessons Plan formal assessment of one student with MT and for the co-development of the IEP and roles at IEP meeting. Begin Parent Communication Plan. Plan and begin a data collection system on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TC
5	Continue teaching daily lessons in the first content area Assume responsibility for another classroom routine each week	Continue check-ins & formal/informal observations Debrief with TC after each observation

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
5	Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop a week of daily lessons a second content area Develop and teach one or more formal lessons Plan formal assessment of one student with MT and for the co-development of the IEP and roles at IEP meeting. Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Check in with MT on TC progress Weekly meetings with TCs Schedule Mid-Term Evaluation
6	Teach daily lessons in the second content area Assume responsibility for another classroom routine each week Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop a week of daily lessons for the second content area Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Continue check-ins & formal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs Prepare Mid-Term Evaluation for meeting
7	Continue teaching daily lessons in the second content area for one week Assume responsibility for another classroom routine each week Support MT with assessments, classroom activities and school events Participate in the development of IEPs	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
7	Attend IEP meetings, site meetings and professional development with MT Develop a week of daily lessons for the third content area Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Mid-Term Evaluation triad meeting; provide your input Prepare Mid-Term Evaluation for meeting
8	Teach daily lessons in a third content area for one week Assume responsibility for all classroom routines daily Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop one week of daily lessons in third content area Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information. Mid-Term Evaluation triad meeting; provide your input	Continue check-ins & formal observations Debrief with TC after each observation Weekly meetings with TCs Hold the second triad meeting in week 7 or 8
9	Continue teaching daily lessons in the third content area for one week Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop one week of daily lessons the first and second content areas together within lessons Develop and teach one or more formal lessons	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs FAST Site Visitation Project

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
9	Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.
10	Teach daily lessons that integrate the first and second content areas together within each lesson Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop another week of daily lessons integrating the first and second content areas within lessons Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs FAST Site Visitation Project
11	Continue teaching daily lessons integrating the first and second content areas together within each lesson Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop a week of daily lessons integrating the first and third content areas together within lessons Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs FAST Site Visitation Project


Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
11	Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.
12	Teach daily lessons that integrate the first and third content areas together within each lesson Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop another week of daily lessons integrating the first and third content areas together within lessons Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs Schedule last triad meeting for Final Evaluation FAST Site Visitation Project
13	Continue teaching daily lessons integrating the first and third content areas together within each lesson Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop a week of daily lessons integrating all three content areas together within lessons Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information.	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Weekly meetings with TCs Prepare Final Evaluation FAST Site Visitation Project

Week	Teacher Candidate (TC) Role in the Classroom	Clinical Coach (CC) Role
14-15	Teach daily lessons that integrate the all three content areas together within each lesson Support MT with assessments, classroom activities and school events Participate in the development of IEPs Attend IEP meetings, site meetings and professional development with MT Develop another week of daily lessons integrating the first and third content areas together within lessons Develop and teach one or more formal lessons Implement the Parent Communication Plan. Collect data on one student to share at an IEP meeting. Log 21 or more clinical hours in Tk20 time log. Complete one of six weekly reflections on teaching and learning (separate from formal lessons; 300 words). See practicum timeline for detailed information. Complete Post-Disposition Survey. Provide input for final evaluation	Continue check-ins & formal/informal observations Debrief with TC after each observation Check in with MT on TC progress Prepare Final Evaluation
16-17	Plan good-bye event for class with MT Final Evaluation triad meeting; provide your input	Continue check-ins & formal/informal observations Final Evaluation triad meeting; provide your input

Veteran Practitioner Mentor Teacher Support

Introduces and acquaints the Teacher Candidate with school and classroom management procedures including the dress code, child abuse reporting, incident reports, specialized programs, library resources, technology, state and/or district frameworks, content standards, disciplinary and emergency procedures.
Arranges for the Teacher Candidate to attend grade level and or Professional Learning Communities, Student Study Team/IEP, faculty, parent/school meetings and to participate in parent conferences, as needed to fulfill coursework requirements.
Arranges a weekly planning period with the Teacher Candidate. Discusses and plans for opportunities for Co-teaching. Gives continuous feedback to the Teacher Candidate - both written and verbal using the TPEs as a guide. Uses effective questioning strategies to help the student become skillful in self-assessment and goal setting.
Models effective teaching methods for a given school subject before asking Teacher Candidate to teach the subject.
Arranges for the Teacher Candidate to have ample teaching opportunities. Reviews all lesson plans of Teacher Candidate at least one day prior to teaching.
Gives continuous feedback to the Teacher Candidate - both written and verbal. Uses effective questioning strategies to help the student become skillful in self-assessment and goal setting.
Assigns responsibilities to the Teacher Candidate and assists the Teacher Candidate in meeting competencies.
Maintains communication with the University Coach regarding the student’s progress. Changes the class schedule when necessary to facilitate the observation of the Teacher Candidate by the University Coach.
Informs University Coach of Teacher Candidate’s absences, inappropriate dress or concerns regarding professionalism.
Agrees to complete required Midterm Evaluation and Final Evaluation online forms by a designated date, as set by the University Coach. When evaluating, the Mentor Teacher considers the candidate’s stage as a beginning teacher and gives input regarding course credit to the University Coach.
Participates in a Midterm Evaluation conference and Final Evaluation conference with the University Coach and Teacher Candidate.
Models effective teaching methods for a given school subject before asking Teacher Candidate to teach the subject.
Arranges for the Teacher Candidate to have ample teaching opportunities. Reviews all lesson plans of Teacher Candidate at least one day prior to teaching.
Gives continuous feedback to the Teacher Candidate - both written and verbal. Uses effective questioning strategies to help the student become skillful in self-assessment and goal setting.
Assigns responsibilities to the Teacher Candidate and assists the Teacher Candidate in meeting competencies.
Maintains communication with the University Coach regarding the student’s progress. Changes the class schedule when necessary to facilitate the observation of the Teacher Candidate by the University Coach.
Informs University Coach of Teacher Candidate’s absences, inappropriate dress or concerns regarding professionalism.
Agrees to complete required Midterm Evaluation and Final Evaluation online forms by a designated date, as set by the University Coach. When evaluating, the Mentor Teacher considers the candidate’s stage as a beginning teacher and gives input regarding course credit to the University Coach.
Participates in a Midterm Evaluation conference and Final Evaluation conference with the University Coach and Teacher Candidate.

TIMELINES

SPED 171/172/173 Assignments/Timelines	Wk 1	Wk 2
Initial Triad Meeting	Download Clinical Practice Agreement and make notes. Schedule and hold first triad meeting with University Coach and Mentor Teacher. Upload signed agreement into Tk20.	Download Clinical Practice Agreement and make notes. Schedule and hold first triad meeting with University Coach and Mentor Teacher. Upload signed agreement into Tk20.
Tk20 Self-Orientation, Pre-Disposition Survey & Time Log	Become familiar with Tk20 e-binder and Tk20 forms Complete Pre-Disposition Survey in Tk20 (self-rating of current knowledge and progress) Create a time log in Tk20. Directions are HERE Log 21 hours of clinical activities weekly in the time log.	Become familiar with Tk20 e-binder and Tk20 forms Complete Pre-Disposition Survey in Tk20 (self-rating of current knowledge and progress) Create a time log in Tk20. Directions are HERE Log 21 hours of clinical activities weekly in the time log.
Class Profile Form		Get to know the students. Complete Class Profile Form. Ask your Mentor Teacher for student information as needed.
Classroom Routines
Weekly Lesson Plans/Teaching

SPED 171/172/173 Assignments/Timelines	Wk 1	Wk 3	Wk 4	Wk 5	Wk 6	Wk 7	Wk 8
Lesson plan approved by University Coach and/or Mentor Teacher 36 hours before the lesson is taught.
Six Formal Lessons with Reflections	Develop and teach six formal lessons across the semester that are observed and evaluated by the Coach. Schedule lessons with Coach in advance. Use the Tk20 lesson plan template. Submit in Tk20 and email lesson plan to Coach 36 hours in advance. Write lesson reflection after each lesson is taught.	Lesson 1	Lesson 2	Lesson 3	Lesson 4	Lesson 5	Lesson 6
Formal Assessment, Development of Draft IEP and Facilitation of an IEP Team Meeting	Plan formal assessment of 1 student with Mentor Teacher. Administer assessment and collect data. Analyze results. Co-develop the draft IEP document. Plan, schedule and hold IEP Team Meeting with your Mentor Teacher and team. Co-facilitate the IEP team meeting.				X
Develop Data Collection System	Working with your Mentor Teacher, co-develop and implement a data collection system for one child over a minimum of 4 weeks. Collect and record data daily/weekly on the child’s progress. Share your data collection on the child with the IEP Team at the IEP Team Meeting.				X


SPED 171/172/173 Assignments/Timelines	Wk 1	Wk 3	Wk 4	Wk 5	Wk 6	Wk 7	Wk 8	Wk 9	Wk 10	Wk 11	Wk 12	Wk 13
Second Triad Meeting & Mid-Semester Performance Review						X
Develop Parent Communication Plan			X	X	X	X	X	X	X	X	X	X
Six Clinical Practice Reflections	Write six reflections across the semester on your teaching and learning in your classroom. Topics:: Reflection 1: Discuss the use of educational software and assistive technology with students in your classroom. Reflection 2: Discuss the challenges and successes of your Parent Communication Plan. What would you do differently next time? Reflection 3: Discuss the administration process and learning from the formal assessment you administered. Reflection 4: Discuss the challenges and successes of your data collection system. What would you do differently next time? Reflection 5: Discuss the challenges and successes of co-developing a draft IEP document and facilitating an IEP meeting. Reflection 6: Discuss your learning and progress this semester (final evaluation). What do you need to address next semester to improve your practice?	Reflection 1	Reflection 2	Reflection 3	Reflection 4	Reflection 5	Reflection 6

SPED 171/172/173 Assignments/Timelines
SPED 171/172/173 Assignments/Timelines	Wk 1	Wk 2	Wk 3	Wk 4	Wk 5	Wk 6	Wk 7	Wk 8	Wk 9	Wk 10	Wk 11	Wk 12	Wk 13	Wk 14	Wk 15	Wk 16
Third Triad Meeting, Post-Disposition Survey & End of Semester Performance Review															X	X

Signatures:

Teacher Candidate: ________________________________________________________________________________________________________________________
Mentor Teacher: ________________________________________________________________________________________________________________________
University Coach: ________________________________________________________________________________________________________________________

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