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ESSI101/ESSI405IntroductiontoExceptionalLearners

FieldExperienceHANDBOOK

Weprepareteacherleadersforachangingworld.

August2017

1 ESSI101/ESSI405FieldExperience

ESSI101/ESSI405:IntroductiontoExceptionalLearnersFieldExperienceHandbook

TableofContents

INTRODUCTION....................................................................................................................................2COURSEGOALS....................................................................................................................................2INTASCPRINCIPLESANDCOURSEALIGNMENT.....................................................................................3REQUIREMENTSOFTHECOURSE..........................................................................................................7GRADING..............................................................................................................................................8PLACEMENT.........................................................................................................................................8RESPONSIBILITIESOFTHEESSI101/ESSI405INSTRUCTOR....................................................................8RESPONSIBILITIESOFTHECOOPERATING/MENTORTEACHER..............................................................9RESPONSIBILITIESOFTHETEACHERCANDIDATE...................................................................................9ASSIGNMENTOVERVIEW...................................................................................................................10ASSIGNMENTCHECKLIST....................................................................................................................12TIMELOGSHEET.................................................................................................................................13TARGETEDACTIVITIESFORCLASSROOM&MENTORINTERACTIONS..................................................14ACTIVITY1:ENVIRONMENTALCHARACTERISTICSASSIGNMENT.........................................................15ACTIVITY2:BEHAVIORALCHARACTERISTICSASSIGNMENT.................................................................17ACTIVITY3:ECOLOGICALASSESSMENTS.............................................................................................18ACTIVITY4:AUTISMPERSPECTIVES....................................................................................................19ACTIVITY5:DISCUSSION/INTERVIEW&OBSERVATIONSUMMARIES..................................................21COOPERATINGTEACHERFEEDBACK....................................................................................................24SELF-ASSESSMENTOFDISPOSITIONALPROFESSIONALQUALITIESINTHETEACHEREDUCATIONPROGRAMCANDIDATE.......................................................................................................................25STUDENTEVALUATIONOFFIELDEXPERIENCE....................................................................................27


IntroductionTheintentofthisspecialeducationclinicalexperienceistodeveloppre-serviceteacher’sfirst-handknowledgeofthecharacteristicsoflearnerswithmildtomoderatedisabilitiesandtomakeintentionalconnectionsbetweentheoryandpracticeinnon-categoricalschoolsystemsthatrelyoncharacteristicsofthelearnertomakeinstructionaldecisions.

CourseGoalsThiscourseincludesaminimumof10hoursofclinicalexperiencepromotingtheintegrationofcoursecontentandtheorywithfieldexperience.Participantswillunderstandtheimportanceofrecognizingbothcategoricalandobservablecharacteristicsoflearnerswithexceptionalitiesandwillmakeconnectionsbetweenthesecharacteristicsanddecisionsmadeaboutinstructionandinteractions.AttheendoftheexperiencetheteachercandidatewilldemonstrateknowledgeandskillsrelatedtotheCECInitialContentStandards1,2,and3:Know:

• Issuesindefinitionandidentificationofindividualswithexceptionallearningneeds,includingthosefromculturallyandlinguisticallydiversebackgrounds

• Continuumofplacementandservicesavailableforindividualswithexceptionallearningneeds

• Educationalimplicationsofcharacteristicsofvariousexceptionalities• Similaritiesanddifferencesofindividualswithandwithoutexceptionallearningneeds• Psychologicalandsocial-emotionalcharacteristicsofindividualswithexceptional

learningneeds• Commonetiologiesandtheimpactofsensoryexceptionallearningneedsonlearning

andexperienceBeableto:

• Relatelevelsofsupporttotheneedsoftheindividual• Identifyrealisticexpectationsforpersonalandsocialbehaviorinvarioussettings• Identifysupportsneededforintegrationintovariousprogramplacements• Useperformancedataandinformationfromallstakeholderstomakeorsuggest

modificationsinlearningenvironments• Identifyandprioritizeareasofthegeneralcurriculumandaccommodationsfor

individualswithexceptionallearningneeds• Developandimplementcomprehensive,longitudinalindividualizedprogramsin

collaborationwithteammembers• Sequence,implement,andevaluateindividualizedlearningobjectives


Understand:• Labelsprovidefoundationalortheoreticalbackgroundregardingexceptionallearners,butdonotpresentathoroughcaseofwhothelearnerisandhowheorsheachievesacademicallyandsocially.

• Characteristicsofthelearnerincludestrengths,preferences,interests,andneedsandthesecharacteristicsserveasthefoundationofservicesandinstructionindividualizedtothelearnerwithadisability.

• Teachersareresponsibleformaximizingtheachievementofallstudents.• Studentslearnatdifferentratesandindifferentways.• Flexiblelearningenvironmentsthatincludesexploration,discovery,andexpressionacrosscontentareasenhancesstudentlearning

• Effectiveinstructionisthoughtful,purposeful,andintentional.

InTASCPrinciplesandCourseAlignment

BuenaVistaUniversity’sTeacherEducationProgramisbasedontheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)Principles,andthepractitionercandidatedevelopingasareflectivepractitioner.SpecialeducationcoursesarefurthergroundedintheCouncilforExceptionalChildren(CEC)professionalstandards.Thedevelopmentofthestudentteacherisbasedonthesefoundationalareas.TheseriesofprinciplesdevelopedbyInTASCandCECserveasaresourcefordialogueandestablishingexpectationsforbeginningteachers.TheESSIFieldExperienceassignmentisparticulartoInTASCPrinciples1,2,4,7,9and10.ItisalignedtoCECstandards1,2,and3.

Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentInTASCStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.InTASCStandard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.InTASCStandard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.CECStandard#2:DevelopmentandCharacteristicsofLearners.Specialeducatorsknowanddemonstraterespectfortheirstudentsfirstasuniquehumanbeings.Specialeducators


understandthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutexceptionallearningneeds.Moreover,specialeducatorsunderstandhowexceptionalconditionscaninteractwiththedomainsofhumandevelopmentandtheyusethisknowledgetorespondtothevaryingabilitiesandbehaviorsofindividualswithexceptionallearningneeds.Specialeducatorsunderstandhowtheexperiencesofindividualswithexceptionallearningneedscanimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,andliveasfulfilledcontributingmembersofthecommunity.CECStandard#3:IndividualLearningDifferences.Specialeducatorsunderstandtheeffectsthatanexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.Specialeducatorsunderstandthatthebeliefs,traditions,andvaluesacrossandwithinculturescanaffectrelationshipsamongandbetweenstudents,theirfamilies,andtheschoolcommunity.Moreover,specialeducatorsareactiveandresourcefulinseekingtounderstandhowprimarylanguage,culture,andfamilialbackgroundsinteractwiththeindividual’sexceptionalconditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,interests,andcareeroptions.Theunderstandingoftheselearningdifferencesandtheirpossibleinteractionsprovidesthefoundationuponwhichspecialeducatorsindividualizeinstructiontoprovidemeaningfulandchallenginglearningforindividualswithexceptionallearningneeds.ContentInTASCStandard#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.InTASCStandard#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.CECStandard#6:Language.Specialeducatorsunderstandtypicalandatypicallanguagedevelopmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’sexperiencewithanduseoflanguage.Specialeducatorsuseindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskillstoindividualswithexceptionallearningneeds.Specialeducatorsarefamiliarwithaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunicationofindividualswithexceptionalneeds.Specialeducatorsmatchtheircommunicationmethodstoanindividual’slanguageproficiencyandculturalandlinguisticdifferences.SpecialeducatorsprovideeffectivelanguagemodelsandtheyusecommunicationstrategiesandresourcestofacilitateunderstandingofsubjectmatterforindividualswithexceptionallearningneedswhoseprimarylanguageisnotEnglish.CECStandard#7:InstructionalPlanning.Individualizeddecision-makingandinstructionisatthe


centerofspecialeducationpractice.Specialeducatorsdeveloplong-rangeindividualizedinstructionalplansanchoredinbothgeneralandspecialeducationcurricula.Inaddition,specialeducatorssystematicallytranslatetheseindividualizedplansintocarefullyselectedshorter-rangegoalsandobjectivestakingintoconsiderationanindividual’sabilitiesandneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors.Individualizedinstructionalplansemphasizeexplicitmodelingandefficientguidedpracticetoassureacquisitionandfluencythroughmaintenanceandgeneralization.Understandingofthesefactorsaswellastheimplicationsofanindividual’sexceptionalcondition,guidesthespecialeducator’sselection,adaptation,andcreationofmaterials,andtheuseofpowerfulinstructionalvariables.Instructionalplansaremodifiedbasedonongoinganalysisoftheindividual’slearningprogress.Moreover,specialeducatorsfacilitatethisinstructionalplanninginacollaborativecontextincludingtheindividualswithexceptionalities,families,professionalcolleagues,andpersonnelfromotheragenciesasappropriate.Specialeducatorsalsodevelopavarietyofindividualizedtransitionplans,suchastransitionsfrompreschooltoelementaryschoolandfromsecondarysettingstoavarietyofpostsecondaryworkandlearningcontexts.Specialeducatorsarecomfortableusingappropriatetechnologiestosupportinstructionalplanningandindividualizedinstruction.InstructionalPracticeInTASCStandard#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.InTASCStandard#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.InTASCStandard#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.CECStandard#4:InstructionalStrategies.Specialeducatorspossessarepertoireofevidence-basedinstructionalstrategiestoindividualizeinstructionforindividualswithExceptionallearningneeds.Specialeducatorsselect,adapt,andusetheseinstructionalstrategiestopromotepositivelearningresultsingeneralandspecialcurriculaandtomodifylearningenvironmentsappropriatelyforindividualswithexceptionallearningneeds.Theyenhancethelearningofcriticalthinking,problem-solving,andperformanceskillsofindividualswithexceptionallearningneeds,andincreasetheirself-awareness,self-management,self-control,self-reliance,andself-esteem.Moreover,specialeducatorsemphasizethedevelopment,maintenance,andgeneralizationofknowledgeandskillsacrossenvironments,settings,andthelifespan.


CECStandard#5:LearningEnvironmentsandSocialInteractions.Specialeducatorsactivelycreatelearningenvironmentsforindividualswithexceptionallearningneedsthatfosterculturalunderstanding,safetyandemotionalwell-being,positivesocialinteractions,andactiveengagementofindividualswithexceptionallearningneeds.Inaddition,specialeducatorsfosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughttoliveharmoniouslyandproductivelyinaculturallydiverseworld.Specialeducatorsshapeenvironmentstoencouragetheindependence,self-motivation,self-direction,personalempowerment,andself-advocacyofindividualswithexceptionallearningneeds.Specialeducatorshelptheirgeneraleducationcolleaguesintegrateindividualswithexceptionallearningneedsingeneraleducationenvironmentsandengagetheminmeaningfullearningactivitiesandinteractions.Specialeducatorsusedirectmotivationalandinstructionalinterventionswithindividualswithexceptionallearningneedstoteachthemtorespondeffectivelytocurrentexpectations.Whennecessary,specialeducatorscansafelyintervenewithindividualswithexceptionallearningneedsincrisis.Specialeducatorscoordinatealltheseeffortsandprovideguidanceanddirectiontopara-educatorsandothers,suchasclassroomvolunteersandtutors.CECStandard#8:Assessment.Assessmentisintegraltothedecision-makingandteachingofspecialeducatorsandspecialeducatorsusemultipletypesofassessmentinformationforavarietyofeducationaldecisions.Specialeducatorsusetheresultsofassessmentstohelpidentifyexceptionallearningneedsandtodevelopandimplementindividualizedinstructionalprograms,aswellastoadjustinstructioninresponsetoongoinglearningprogress.Specialeducatorsunderstandthelegalpoliciesandethicalprinciplesofmeasurementandassessmentrelatedtoreferral,eligibility,programplanning,instruction,andplacementforindividualswithexceptionallearningneeds,includingthosefromculturallyandlinguisticallydiversebackgrounds.Specialeducatorsunderstandmeasurementtheoryandpracticesforaddressingissuesofvalidity,reliability,norms,bias,andinterpretationofassessmentresults.Inaddition,specialeducatorsunderstandtheappropriateuseandlimitationsofvarioustypesofassessments.Specialeducatorscollaboratewithfamiliesandothercolleaguestoassurenonbiased,meaningfulassessmentsanddecision-making.Specialeducatorsconductformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesignlearningexperiencesthatsupportthegrowthanddevelopmentofindividualswithexceptionallearningneeds.Specialeducatorsuseassessmentinformationtoidentifysupportsandadaptationsrequiredforindividualswithexceptionallearningneedstoaccessthegeneralcurriculumandtoparticipateinschool,system,andstatewideassessmentprograms.Specialeducatorsregularlymonitortheprogressofindividualswithexceptionallearningneedsingeneralandspecialcurricula.Specialeducatorsuseappropriatetechnologiestosupporttheirassessments.ProfessionalResponsibilityInTASCStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.


InTASCStandard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.CECStandard#1:Foundations.Specialeducatorsunderstandthefieldasanevolvingandchangingdisciplinebasedonphilosophies,evidence-basedprinciplesandtheories,relevantlawsandpolicies,diverseandhistoricalpointsofview,andhumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationandtreatmentofindividualswithexceptionalneedsinbothschoolandsociety.Specialeducatorsunderstandhowtheseinfluenceprofessionalpractice,includingassessment,instructionalplanning,implementation,andprogramevaluation.Specialeducatorsunderstandhowissuesofhumandiversitycanimpactfamilies,cultures,andschools,andhowthesecomplexhumanissuescaninteractwithissuesinthedeliveryofspecialeducationservices.Theyunderstandtherelationshipsoforganizationsofspecialeducationtotheorganizationsandfunctionsofschools,schoolsystems,andotheragencies.Specialeducatorsusethisknowledgeasagrounduponwhichtoconstructtheirownpersonalunderstandingsandphilosophiesofspecialeducation.CECStandard#9:ProfessionalandEthicalPractice.Specialeducatorsareguidedbytheprofession’sethicalandprofessionalpracticestandards.Specialeducatorspracticeinmultiplerolesandcomplexsituationsacrosswideageanddevelopmentalranges.Theirpracticerequiresongoingattentiontolegalmattersalongwithseriousprofessionalandethicalconsiderations.Specialeducatorsengageinprofessionalactivitiesandparticipateinlearningcommunitiesthatbenefitindividualswithexceptionallearningneeds,theirfamilies,colleagues,andtheirownprofessionalgrowth.Specialeducatorsviewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheirpractice.Specialeducatorsareawareofhowtheirownandothers’attitudes,behaviors,andwaysofcommunicatingcaninfluencetheirpractice.Specialeducatorsunderstandthatcultureandlanguagecaninteractwithexceptionalities,andaresensitivetothemanyaspectsofdiversityofindividualswithexceptionallearningneedsandtheirfamilies.Specialeducatorsactivelyplanandengageinactivitiesthatfostertheirprofessionalgrowthandkeepthemcurrentwithevidence-basedbestpractices.Specialeducatorsknowtheirownlimitsofpracticeandpracticewithinthem.

RequirementsoftheCourseAllspecialeducationteachercandidatesmustcompletethecharacteristicsfieldexperienceatthetimetheytaketheirESSI101orEDCO301exceptionallearnerscourse.FortheESSI101course,thefieldexperienceisembeddedwithinthecourse.FortheEDCO301course,thefieldexperienceisaseparatecourseregistrationwhichisESSI405.Thisexperienceincludescompletionoftenhoursofobservation/interactioninasettingwithstudentsreceivingspecialeducationinstructionand/orservices.


Minimally,ateachercandidatemustprepareandpresentoneIEPandteacherreferencetoolandengageinappropriatereflectionoftheexperience.Inaddition,theteachercandidatewillcompletetheTimeLogincludedinthisdocumentforthe10-hourexperience.Theteachercandidateisnottospendthetimeinclericalactivitiesbutratherincollaborationandobservationofstudentswithexceptionalitiesandtheirteachersandserviceproviders.

GradingThegradingprocedurefortheFieldExperiencecomponentfollowsaPass/Failsystem.

• InordertoearnaPass,teachercandidatesmustcompletethefollowing:1. SubmitallrequiredClassroomAssignments.2. Fulfillthetimerequirementsofaminimumof10hoursintheclassroom.3. SubmittheTimeLogsignedbyboththestudentandcooperatingteachertoverify

thataminimumof10hoursofobservingintheclassroomwasfulfilled.4. Receiveafavorableevaluationfromthecooperatingteacher(s)usingthe

CooperatingTeacherFeedbackform.5. CompleteStudentEvaluationofFieldExperience.

• IfateachercandidatefailstomeetanyrequirementsoftheFieldExperience,the

teachercandidatewillfailthecourse.

Placement

TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriatecooperatingteachersinconsultationwithindividualschoolprincipalsordesignatedofficials.Teachercandidatesarenottoplacethemselvesinanyclassroomsetting.

ResponsibilitiesoftheESSI101/ESSI405Instructor

TheInstructorassumesthefollowingresponsibilities:• Fullypreparetheteachercandidatestocompletethefieldexperienceassignments• ProvideguidanceinIEPpreparation.• Facilitatediscussionsofteacher-candidateexperiences• Debriefwiththeteachercandidateregardingtheteachingexperience.• Directtheteachercandidatetocompleteallnecessarypaperworkasnotedinthe

Gradingsectionabove.• Evaluatealldocumentationmaterialsrelevanttothecompletionofthisfieldexperience:

o SignedTimeLog.ThisformwillbesubmittedwithinCanvas


o CooperatingTeacherFeedback.ThisformwillbesubmittedwithinCanvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.

ResponsibilitiesoftheCooperating/MentorTeacher

Cooperatingteachershavebeenselectedfromapoolofindividualsrecommendedbyindividualschoolprincipalsordesignatedofficialsfortheirexemplaryteachingpracticesandwillingnesstoworkwithpre-serviceteachers.Inagreeingtoworkwithteachercandidatesduringmathfieldexperience,theyhavethefollowingresponsibilities:

• ReadthroughtheESSI101/ESSI405FieldExperienceHandbookandbeawareofthegoalsofthisfieldexperience

• Provideaclassroomforobservationandcollaborationopportunities.• Verifythattheteachercandidatecompletedthe10-hourrequirementbysigningthe

TimeLogSheetandreturnittotheBVUStudent.TheBVUstudentwillberesponsibleforsubmittingthefeedbackformtoCanvasandtotheBVUoffice.

• Providefeedbackoftheteachercandidate’sperformancetotheuniversityandteachercandidatebycompletingandreturningtheCooperatingTeacherFeedbackForm.NOTE:Thisfeedbackisformativeandneedstobefranksothattheteachercandidatebecomesawareoftheareasthatneedattention.PleasereturnthisformtotheBVUstudent.TheBVUstudentwillberesponsibleforsubmittingthefeedbackformtoCanvasandtotheBVUoffice.

• NotifyBVUSeminarFacilitatorofanyconcernsregardingtheteachercandidate'sperformanceduringthefieldexperience.

• Becausethisfieldexperienceisdesignedsothatstudentscangainpracticalknowledgeoflearningandmotivationthroughobservingteachersinclassroomsandage-appropriatesettings,clericaltaskssuchascorrectingpapers,runningcopies,ormakingbulletinboardsarenottobeincluded.Althoughthisisanobservationexperience,BVUstudentsmayinteractwithstudentsifapprovedbythecooperatingteacher.

ResponsibilitiesoftheTeacherCandidate

Teachercandidatesenrolledinthiscoursehavethefollowingresponsibilities:

• Beactivelyengagedinobservationandpractice.• PrepareandpresentoneIEPandteacherreferencetoolwiththesupportofthe

cooperatingteacher.• Engageinself-assessmentandreflectionofstudentcharacteristicsandtheIEP

developmentprocess.• Shareobservationsandexperiencesinclass.• Completethe10-hourobservationrequirement.• CompleteStudentEvaluationofFieldExperience.


• Presentoneselfasaprofessionalinconductandappearanceatthecooperatingschool.• SubmitthesignedTimeLogofhourswithinCanvasattheconclusionoftheexperience.• SubmitthesignedCooperatingTeacherFeedbackformattheconclusionofthe

experience.• CompleteStudentEvaluationofFieldExperiencewithinCanvas.

GeneralExpectationsofFieldExperienceTeachercandidatesinEducationalSettings

1. Eachtimeateachercandidateattendsaschool,theheorsheistolook,dress,behave,andspeakinaprofessionalmanner.Allclothingshouldbeneat,clean,andprofessional.Grammarusedshouldbecorrectwithaminimumofslang.Allteachercandidatebehaviorshouldreflectresponsibilityandmaturity.

2. Theadministrationandteachersofschoolsinwhichteachercandidateswillbeobservingtakethisprojectandteachercandidates'commitmentseriously.Punctuality,cooperation,assistance,maturity,enthusiasm,responsibility,andinitiativefromallteachercandidatesareexpectedasthenorm.

3. Tardinessandabsenteeismarenotacceptable.Ifextenuatingcircumstancespreventteachercandidatesfromattendingtheclassroom,theyaretophonetheirteacherandSeminarFacilitatororEducationCoordinator/Advisorassoonaspossibleandpriortotheabsence.Exceptincaseofemergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenateachercandidateisunabletobepresentintheclassroomattheagreedupontime.

4. FailuretoadheretothesegeneralexpectationscouldresultinareferralofstudenttotheTeacherEducationCommitteeforahearingpertheGoodConductPolicy.

AssignmentOverview

Duringthisfieldexperience,teachercandidatesmustcompletethefollowingassignments.

1. ClassroomVisitAssignments.AllteachercandidatesmustcompletetheClassroomVisitLogforeachclassroomvisitusingtheinstructionsandpromptsfoundinthishandbook.

2. 10HourTimeLogSheet.Allteachercandidatesarerequiredtokeepanaccuratelogofthedatesandtimesvisitedduringtheexperience.Uponcompletionoftheobservationexperience,thecooperatingteachermustsignanddatetheform.ThecompletedandsignedformistobesubmittedbythestudentwithinCanvasandtotheBVUoffice.

3. CooperatingTeacherFeedback.Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUteachercandidate’sperformanceduringthemathfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.ThecompletedandsignedformistobesubmittedbythestudentwithinCanvasandtotheBVUoffice.

4. Self-AssessmentofProfessionalDispositions.Allteachercandidatesaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflectonyourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsor


concernswithyourcooperatingteacher,ESSI101/ESSI405Instructor,yourStudentProfessionalExperiencesCoordinator,orEducationCoordinator/Advisor.

5. DemonstrationofAppreciation.AllBVUteachercandidatesareencouragedtowritethankyounotestoeachcooperatingteacherattheendoftheexperience.

6. StudentEvaluationofFieldExperience.AllteachercandidateswillcompletetheStudentEvaluationofFieldExperienceformonlinewithintheCanvascourse.

AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiences

CoordinatororEducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisESSI101/ESSI405fieldexperience.


ESSI101/ESSI405FieldExperienceAssignmentChecklist

ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)MeetyourCooperatingTeacher ______Activity1:EnvironmentalCharacteristicsAssignment ______Activity2:BehavioralCharacteristicsAssignment ______Activity3:EcologicalAssessments ______Activity4:AutismPerspectives ______Activity5:OtherLearnerCharacteristicsAssignment ______10-HourTimeLogSheetCompleted ______ submittedwithinCanvasandtoBVUofficeCooperatingTeacherFeedback ______ submittedwithinCanvasandtoBVUoffice AppreciationtoCooperatingTeacher ______StudentEvaluationofFieldExperience ______


ESSI101/ESSI405FieldExperience

TimeLogSheet

BVUCandidate:________________________________Date:__________________________

CooperatingTeacher:_______________________School:____________________________

Grade/Subject:_________________________________________________________________

ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Teachercandidatestakingthiscoursearerequiredtoworkwiththeircooperatingteachersaminimumof10contacthours.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebytheteachercandidateduringthisperiod.Pleasenotebelowanytardinessand/orabsencesoftheteachercandidateduringthisplacement.Signaturesbelowverifythattheabove-mentionedBuenaVistaUniversityteachercandidatehassuccessfullyfulfilledhis/herrequirementswithnomajorconcerns.Student’sSignature:____________________________________________________________CooperatingTeacher’sSignature:__________________________________________________

Date BeginningTime EndingTime Hours RunningTotal

FieldExperiencehourscompletedforthisplacementmaynotcounttowardsanotherfieldexperience.

ThisformistobesubmittedbytheBVUstudenttoCanvasandtotheBVUoffice.


ESSI101/ESSI405FieldExperienceTargetedActivitiesforClassroom&MentorInteractions

Beforeyouvisit:Beforeyougoforvisit1,emailyourteacherwithsomegeneralbackgroundaboutyourself.Sharethatthepurposeisthisclassistobetterunderstandthecharacteristicsofexceptionallearnersandhowtheyinteractwithinacademicenvironments.Yourobservationsandinterviewswillbecenteredoneffortstobetterunderstandthisaspectofworkingwithstudentswithmildtomoderatedisabilities.Activitieswillinclude:1stVisit:MeetingyourteacherThefirsttimeyoumeettheteacher,takesometimetolearnabouttheirphilosophyoneducationandspecialeducation.Learnabouttheirexperiencesandwhatanaveragedayislike.Askabouttheirviewsonlabelsandcharacteristics.Itisalsoagoodideatoaskabouthowtheymanagedailyprofessionalresponsibilitiesandpersonalreflectionsandconcerns.Howdotheyviewtheideaofmanagingthedemandsandtimeconstraintsrequiredoftheirjob,aswellastheemotionalandpersonalaspectsofmeetingtheneedsoftheirstudents?Howdotheymanagetransitionbetweenmanagingstudentsinaself-containedsettingvs.transitioningbackto,oralreadyparticipatingingeneraleducationclasses?


Activity1:EnvironmentalCharacteristicsAssignmentDescribethephysicalandinterpersonalenvironment.Writea1-2pagesummaryofyourgeneralobservationsofhowtheclassroomandpeoplewithinitfunction.

• Brieflydescribetheclassroomenvironmento Numberofstudentso Generalarrangement(desks,tables,chairs)o Basicteachermovemento Visualpatternsoftheorganizationoftheroom(materialsonwalls,clusteringof

furnitureormaterialswithintheroom).Basically,whenyousitdown,whatareyoureyesdrawntoasyoulookaroundtheroom.Ifyoupauseonanitemoranarea,notewhyyoupaused,orwhatyouobserved.

• Identify1-2studentswhoareactivelyengagedinlearning/classroomactivitieso Describetheircharacteristicsthatmakethemactivelyengagedo Behaviorso Bodylanguageo Verballanguageo Teacherreactions

• Identify1-2studentswhoareNOTactivelyengagedinlearning(passive,inattentive,ordisruptive)

o Describetheircharacteristicsthatmakethemactivelyengagedo Behaviorso Bodylanguageo Verballanguageo Teacherreactions

Activity1GradingRubric

Task Advanced Proficient UnsatisfactoryDescriptionofClassroomEnvironments

Theclassroomisthoroughlydescribedusingacademiclanguageandprovidesonlyobservableinformation.Thereaderisabletoenvisiontheenvironmentfully.Noassumptionsorinterpretationsareusedtoinfluencethereader’sperceptionoftheenvironment.

Theclassroomisthoroughlydescribedinobservableterms.Thereaderisabletoenvisiontheenvironmentfully.Someassumptionsorinterpretationsarepresentedinordertoexplainthepre-serviceteacher’sperceptions.

Thedescriptionlacksspecificityorservestojudgecompositionoftheclassroomenvironmentratherthantodescribe.

DescriptionofActivelyEngagedStudents

Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludingcleardescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Descriptionsdonotpresentpersonalinterpretationsofobservations.

Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludinggeneraldescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Somepersonalinterpretationsofobservationsmaybeevident.

Thedescriptionofstudentcharacteristicslacksspecificity,areabsent,orshowbias.

DescriptionofDisengagedStudents

Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludingcleardescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththe

Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludinggeneraldescriptionsofbehaviorsinresponsetoinstruction

Thedescriptionofstudentcharacteristicslacksspecificity,areabsent,orshowbias.


teacherandpeers,bodylanguageandverballanguage.Descriptionsdonotpresentpersonalinterpretationsofobservations.

andinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Somepersonalinterpretationsofobservationsmaybeevident.

Comparisonofstudentbehaviors

Thepreserviceteacherpresentsacompareandcontrastofobservablecharacteristicsofengagedanddisengagedstudentsandincludesathoroughanalysisofpotentialimpactsontheindividualsandothers.Theanalysismayincludepersonalinterpretationbutdoesnotpresentbiasorjudgement.

Thepreserviceteacherpresentsacompareandcontrastofobservablecharacteristicsofstudentsandincludesabroadanalysisofpotentialimpactsontheindividualsandothers.Theanalysismayincludepersonalinterpretationbutdoesnotpresentbiasorjudgement.

Thecomparisonisabsent,inaccurate,orpresentsbias


Activity2:BehavioralCharacteristicsAssignmentSelect2studentsfromtheclassroomwhoexhibitexternalizingandinternalizingbehaviors.Theycanbethesamestudentsyouobservedinyourfirstvisit.

• Youaregoingtomorecarefullygatherqualitativeandquantitativedataonthesetwostudents.• Youwillwritea1-2pagesummaryofyourobservationsandhowtheyimpactyourknowledge

ofthecharacteristicsoflearnerswithinternalizingorexternalizingcharacteristics.Explainhowknowingthiswillimpactyourteaching.

1. Quantitativedata

a. Recordthenumberoftimeseachstudentrespondstoteacherprompts(frequency-tally)

b. Recordthenumberoftimeseachstudentexhibitattentionseekingbehaviors(frequency-tally)

c. Recordtheamountoftimeeachstudentisontaskfora30-minuteperiodoftime(duration)

2. Qualitativedataa. Notestudentpostureandattentivenessb. Recordobservationsofhowthestudentinteractswithothersc. Recordhowoftenandwhattypesofinteractionsoccurwiththeteacher

Activity2GradingRubricTask Advanced Proficient UnsatisfactoryQuantitativeDatapresentation

Quantitativedataispresentedinanorganizedtableanddescribedthoroughlybeforeorafterthetable.Academiclanguageisusedtodescribedata.

Quantitativedataispresentedinanorganizedtableordescribedthoroughly.Academiclanguageisevident.

Quantitativedataislimitedormixedwithinterpretationorobservationalnotes.

QualitativeDatapresentation

Qualitativenotesaredescriptiveandobservableinformationaboutinteractionandbehaviorwithoutpersonalinterpretation.

Qualitativenotesaredescriptiveandobservableinformationaboutinteractionandbehaviorwithminimalpersonalinterpretation.

Qualitativedataincludesbiasedinterpretationorisabsent.

PersonalReflection Theresponseshowsapplicationofpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingauthenticthoughtandnotgeneralizingopinionsofthemedia,class,orotherresources

Theresponsepresentsgeneralpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingsomepersonalthoughtsandgeneralizessomeopinionsofthemedia,class,orotherresources

Introspectionisnotevidentorreflectsstrict,limitedviewspresentsinmedia,class,orotherresourceswithoutjustification.


Activity3:EcologicalAssessments

StudentswithADHDandotherattentionaldifficultiesoftenstrugglewiththenumberofvisualandauditorydistractionsinaclassroom.Thesedistractionscangounnoticedbymoststudentsandteacherswhoseexecutivefunctioningandabilitytofocusarenotimpacted.Forthisassignment,youwillcreateadiagramoftheclassroomandidentifyfocus-centeredzonesanddistractionzonesintheroom.Focus-centeredzonesareareasthatintentionallydrawthestudents’attentiontowardtheminordertoprovidesometypeofeducationalbenefit.Distractionzonesareareasthatunintentionallydrawthestudent’sattentionawayfrominstruction.Itmayincludedesiredactivityareas,windows,posters,etc.It’simportanttonotethatteachermovementduringalessoncanbebothfocus-centeredanddistracting.Youwillnotethecharacteristicsofeachoftheseareasandwhytheywereidentified.Basedonthisyouwillcreatea1-2pagedocumentandmakerecommendationformodificationstotheclassroomenvironment,studentseating,andteachermovementinordertoreducedistractionsandpromoteattentiontoimportantmaterialsandinstruction.Youmayusepicturesandbulletedinformationforthispresentationorsimplywriteasummaryofyourfindings.

Activity3GradingRubricTask Advanced Proficient Unsatisfactory

ClassroomDiagram Thediagramisneatlydrawnandclearlyidentifyzonesintendedtodrawastudent’sattentionforanacademicorfunctionalfocus,anddistractionzonesthatunintentionallydrawastudent’sattentionin.

Thediagramisneatlydrawnandidentifiedzonescanbedistinguishesasintentionalfocusorunintentionaldistractionzones.

Thediagramismissingordoesnotdefinezones.

Reflectionandrecommendationsbasedonobservations

Thestudentreflectsonwhyhe/sheidentifiedzonesasafocusordistractionzoneandclearlydescribesitscharacteristics.Recommendationscenteraroundcapitalizingonfocuszonesandminimizingdistractions.

Thestudentreflectsonwhyhe/sheidentifiedzonesasafocusordistractionzone.Recommendationsincludebuildingfocuszonesandremovingdistractionswithbasicstrategies/approaches.

Reflectionsareabsentorinaccurate.Zonesarenotcorrectlyidentified.


Activity4:AutismPerspectives

Inthisvisit,youwillnotbeobservingstudentsortheclassroom.Youwillbeinterviewingyourmentorteacheraboutperceptionsofautism.Youwillneedtoschedulethisvisitatatimewheretherearenostudentspresent.Thisinterviewhasthreeparts.Youwillhaveageneraldiscussion,viewaTedTalk,thenhaveanotherdiscussion.Youmaybreakthisupanywayyouseefit,justensurethatyourfirstconversationhappenspriortoviewingthevideo.Usethefollowingdiscussionguidetoleadyourconversations.Youarenotconfinedtothespecificlanguageorsequencewithineachsection.Feelfreeaddtoormodifyquestions.Allowtheconversationtodictatetheflowofyourinterview.Discussionone(beforethevideo)

1) Howwouldyoudefineautismspectrumdisorders?2) Howcommonaretheyinschoolstoday?3) Whatexperiencehaveyouhadworkingwithstudentswithautismspectrumdisorders?4) Whattraininghaveyouhadforworkingwithstudentswithautismspectrumdisorders?5) Howdostudentswithautismthinkthesameordifferentlyfromtheirpeerswithout

disabilities?WATCHVIDEO(frameyourviewingaroundthesequestions–youmaywanttoprintthemforyourselfandyourmentor-teacher)Videocanbefoundat:https://www.ted.com/speakers/temple_grandinThinkabout:

1) WhatobservationscanyoumakeabouthowTemplecommunicates?a. Useofhumorandsarcasmintentionallyorunintentionallyb. Generalflowofherthoughtsandcommunicatedthemc. Makingconnectionsbetweenideas

2) HowdoesTempledefineautism?3) Howdoesshedescribeperceptionsofthesurroundingworld?4) Whatarethedifferenttypesofthinkers?5) Howaretheirlearningandlivingneedsmet?

Discussiontwo(afterthevideo)

1) WasTempleGrandin’stalkeasyordifficulttofollow?Whatobservationsdidyoumakeaboutherpresentationandcommunicationstyles?

2) Afterviewingthevideo,thinkaboutthelastquestionagain:Howdostudentswithautismthinkthesameordifferentlyfromtheirpeerswithoutdisabilities?

3) Doyouseeevidenceofthesetypesofthinkingamongstudentswithautisminyourschool?4) Whataboutstudentswithotherdisabilities?5) Whataboutstudentswithoutdisabilities?6) Willyouchangeyourteaching,interactionsorwaysofthinkingaboutstudentswithautism

spectrumdisabilitiesbasedonTempleGrandin’sTEDtalk?Whyorwhynot?


Activity4GradingRubric

Distinguished Proficient Satisfactory Unsatisfactory

ThoroughResponse

Thewrittenresponseclearlyandconciselyaddressesthepromptin2-3paragraphs.Allaspectsofthepromptareincludedandthoroughlyaddresses.

Thewrittenresponseaddressesthepromptin1-4paragraphs.Allaspectsofthepromptareincluded,butsomemayonlybegenerallyaddressed.

Thewrittenresponseaddressesthepromptin1-4paragraphs.Allaspectsofthepromptareincluded,butsomemayonlybevagueordifficulttorecognize.

Thewrittenresponseismissingkeypointsorramblesaroundthesubjectwithoutclearlyaddressingtopics.

PersonalReflection

Theresponseshowsapplicationofpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingauthenticthoughtandnotgeneralizingopinionsofthemedia,class,orotherresources

Theresponsepresentsgeneralpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingsomepersonalthoughtsandgeneralizessomeopinionsofthemedia,class,orotherresources

Theresponsepresentsbasicpersonalthoughtsandopinions,andconsiderationofthetopic.Applicationtofutureprofessionalsettingsisassumed.Personalthoughtsreflectopinionsofthemedia,class,orotherresources

Introspectionisnotevidentorreflectsstrict,limitedviewspresentsinmedia,class,orotherresourceswithoutjustification.

ApplicationofContent

Thestudentclearlysupportsstatementswithspecificreferencetothevideoandtheirconversationaswellasclasscontent.Referencesareusedsothereadercanclearlyidentifysourcesthathelpedtoformulateideas.

Thestudentmakesgeneralreferencetoatleast2differentsourcesinreadings,discussions,and/orclassroomactivitiesthathelpedtoformtheirbeliefsbutdonotexplaintheconnection.Referencesareusedsothereadercanclearlyidentifysourcesthathelpedtoformulateideas.

Thestudentvaguelyreferstotopicscoveredinthecourse,butdoesnotprovidespecificevidenceofthesource.

Thestudent’sresponsestatesonlypersonalideaswithnoreferencetocoursecontent.


Activity5:Discussion/Interview&ObservationSummariesConsidertherolesofmotivationinhelpingstudentswithavarietyofdisabilitiesexperiencesuccessinschool.Usetheguidelinesbelowtoframeyourconversationwithyourcooperatingteacher.Encouragetheconversationtogobeyondtheseitems.Theyshouldserveasastartingpointandaccompanypersonalapplicationfromthetextandclassdiscussionsaswell.1.Discussevidenceofextrinsicandintrinsicmotivationwithyourteachermentor.Extrinsicmotivationoccurswhenthestudentismotivatedbyfactorsintheenvironment,suchastangibles,interactionwithothers,preferredactivities,etc.Internalmotivationoccurswhenthestudentrecognizespersonalbenefit,senseofaccomplishment,accomplishingasteptowardalong-termgoal,etc.

• Whichonedostudentsseemtoshowmore?• Howdoesitvaryfromstudenttostudentoracrossdisabilities?• Whatdotheywantfromtheirteacher?• Whichonedoestheteacherencourageinclassandhow?

2.ExploreLocusofcontrolLocusofcontrolisalsoconsideredintermsofexternalorinternal.Studentsexhibitingexternallocusofcontrolindicatethatthathavelittletonocontroloverlearningandsocial/behavioraloutcomes.Theyattributesuccessandfailuretotheactionsofothers:

• “Ifailedthetestbecausetheteachermadeittoohard”• “Iacedthetestbecausetheteachergaveusthequestionsinthestudyguide”• “Theydon’twanttobemyfriendbecausetheyaremean”• “Theyaremadatmebecausetheywantthetoy,butit’sminerightnow.”

Studentswhohaveandinternallocusofcontroltakeownershipiftheirroleinsuccessesorfailures.

• “IfailedthetestbecauseIdidn’tstudyenough.”• “IacedthetestbecauseIstudiedtheteacher’sguidecarefully.”• “I’vemadesomenewfriendsbecauseI’mgettingbetteratsharingandtakingturns.”• “IsometimesmakemyfriendsmadwhenIdon’twanttoshare.”

Considerthereasonsthatstudentstruggleinclassandtheirownself-awarenessofperformance/behaviorsandjustificationofthem.

• Whenstudentsinclassstruggle,whatreasonsdotheygive?• Howcanself-reflectionandself-awarenessencourageaninternallocusofcontrol?What

practicesdoestheteacherusetoencourage/discouragelocusofcontrolrelatedbehaviors?


3.Identifypracticesthatleadtospiralsofsuccessorfailure.

• Howdoweknowwhenastudentisexperiencingoneortheother?• Isthereapossibilityforafalsesenseofsecurity?• Howdowepreventover-empathy?Howdoweturnaroundlearnedhelplessness?Whatsteps

canwetaketocorrectastudentinafailurespiral?

highexpectationsappropriatetaskappropriate support

IbelieveinmyselfOthersbelieveinme

Iexperience successandamvalidated

Iamconfident

lowexpectationstoodifficulttasklackoforoversupport

IdoubtmyselfOthersdoubtme

Iexperience failureorperformtotheirunderexpectations

Iamlessconfident

Spiral of Success

Spiral of Failure


Activity5GradingRubricTask Advanced Proficient Satisfactory

Motivation Thepreserviceteacher’sresponseclearlydefinesintrinsicandextrinsicmotivationfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtomotivation.Ananalysisofcharacteristicsthatcontributetointrinsicorextrinsicmotivationispresentedalongwithdiscussionofhowtopromoteashifttointrinsicmotivation.

Thepreserviceteacher’sresponsedefinesintrinsicandextrinsicmotivationfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtomotivation.Abriefdiscussionofhowtopromoteashifttointrinsicmotivationispresented.

Typesofmotivationareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.

LocusofControl

Thepreserviceteacher’sresponseclearlydefinesinternalandexternallocusofcontrolfollowedbyexamplesanddiscussionofstudentcharacteristicsrelatedtoeach.Ananalysisofcharacteristicsthatcontributelocusofcontrolispresentedalongwithdiscussionofhowtopromoteashifttoaninternallocusofcontrol.

Thepreserviceteacher’sresponsedefinesinternalandexternallocusofcontrolfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtoeach.Abriefdiscussionofhowtopromoteashifttoaninternallocusofcontrolispresented.

Typesoflocusofcontrolareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.

LearningSpirals

Thepreserviceteacher’sresponseclearlydefinessuccessandfailurespiralsfollowedbyadiscussionofcommonfactorsleadingtoeach.Ananalysisofcharacteristicsthatcontributetosuccessorfailureispresentedalongwithdiscussionofhowtocreatesuccessspiralsforstudentswithdisabilities.

Thepreserviceteacher’sresponsesuccessandfailurespiralsfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtoeach.Abriefdiscussionofhowtocreatesuccessspiralsispresented.

Typesoflearningspiralsareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.


ESSI101/ESSI405FieldExperienceCooperatingTeacherFeedback

BVUCandidate:__________________________________Date:_______________________

CooperatingTeacher:_______________________School:____________________________

Grade/Subject:_________________________________________________________________

Totalnumberofhoursstudentspentobserving:______________________

PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast10hoursinobservation,interactionand/orteaching.

Thecandidatecompletedinterviews.

Thecandidatewasactivelyengagedasaclassroomobserver.

Thecandidateraisedquestionsaboutcharacteristics,thedecision-makingprocess,teachingmethodsandpractice.

Thecandidatewaspunctualinattendance.

Thecandidatedemonstratedprofessionalisminconductandappearance.

Generalcomments:CooperatingTeacher’sSignature: Date:

PleasereturnthisformtotheBVUstudent.TheBVUstudentwillsubmitacopywithinCanvasandacopytotheBVUoffice.


Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate

Thisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot

ObservedSeriousConcerns NeedsImprovement Emerging Acceptable

NA 0 1 2 3 Behaviordisplayedis

contrarytoexpectationsforthisdisposition.

Behaviorisdisplayedoccasionally.

Behaviorsisdisplayedfrequently

Behaviorisdisplayedfrequentlyandconsistently

Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’wellbeing–cognitive,emotional,andphysical–therebyenhancingopportunitiesformeetingthelearningneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcaringdispositions:1.1 Empathy:identifieswithandseethingsfromtheperspectiveofothers. NA 0 1 2 31.2 Compassion:sympathizes,oftenwithadesiretounderstandandhelpimproveconditionsofstudents’lives.

NA 0 1 2 3

1.3 Rapport:developsappropriaterelationshipswithpeersandotherstakeholders. NA 0 1 2 31.4 Respect:showsappropriateregardfortheneeds,ideas,andexperiencesof

others.

NA 0 1 2 3

1.5 Passion:demonstratesexcitement,enthusiasmandoptimismforthepeople,content,andcontextoftheteaching/learningprocess.

NA 0 1 2 3

1.6 CulturalCompetence:appreciatesandcapitalizesupondiversity;isawareofandactstoreduceone’sownbiases;employsculturallysensitivepedagogy.

NA 0 1 2 3

Comments:

Communicative:Candidateswiththissetofdispositionsaresensitivetoandskillfulinthevariousaspectsofhumanactivity.Theyhaveeffectiveinterpersonalrelationshipskillsandattitudesthatfostercollaborativeenterprisesusefulinenhancingtheteaching-learningprocess.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcommunicativedispositions:2.1 Presence:haskeenwith-it-nessandengagementinhumaninteractionsand

other’sneeds.NA 0 1 2 3

2.2 Responsiveness:attendstoothers’needs;theabilityandinclinationtoactasbestmeetstheneeds,subtleaswellasobvious,ofothersandtheircircumstances.

NA 0 1 2 3

2.3 Attentiveness:concentratesonothers’communication;takesothers’communicationintoaccount.

NA 0 1 2 3

2.4 Authenticity:fostersandenhancestheteachingandlearningprocesswhileexercisingjudgmentaboutpersonalandprofessionalboundaries;displaygenuineness

NA 0 1 2 3

2.5 Collaborativeness:involvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.

NA 0 1 2 3

2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.

NA 0 1 2 3

Comments:


Creative:Candidateswiththissetofdispositionsdisplaythecapacitytoenvisionandcraftthingsinnovelandmeaningfulwaystomeettheneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcreativedispositions:3.1 Flexibility:adapts,adjusts,andmodifiespracticestomeettheneedsofstudents

andpeers;thinksonone’sfeet;iscomfortablewithchange.NA 0 1 2 3

3.2 Inventiveness:usestheneedsandinterestsofstudentstoapproachcurricularandstrategicdecisions;visualizesandimplementsnovelideasandpractices.

NA 0 1 2 3

3.3 Resourcefulness:usesresourcesineffectiveways;adaptspracticestounforeseenchallenges.

NA 0 1 2 3

3.4 Resilience:enduresstressandmaintainsstabilityinthefaceofdisruptionand/orchaos;recoverspoiseorspiritthatenablesmovingforwardinaneffectivemanner.

NA 0 1 2 3

Comments:

Critical:Candidateswiththissetofdispositionshavetheabilitytoexamineclosely,tocritique,andtoaskquestions.Theydonotacceptthestatusquoatfacevaluebutemployhigherlevelthinkingskillstoevaluate,analyze,andsynthesize.Self-evaluationandreflectioncharacterizecandidateswiththissetofdispositions.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcriticaldispositions:4.1 Reflectiveness:takestimeconsistentlytoevaluateeffectivenessofinstruction

andbehaviorintermsofthelargergoalsofeducation;nurturesreflectivityinstudentsandpeers;reflectsonowngrowthandaccountability.

NA 0 1 2 3

4.2 Initiative:exhibitsawillingnesstopursuesolutionstoproblemsorquestions;gathersrelevantdataandpersistentlyseekstoimprovesituationsorareasofneed.

NA 0 1 2 3

4.3 Open-mindedness:exhibitsanabilitytolookatdifferentsidesofanissue;recognizesthepossibilityoferrorinone’sownbeliefsandpractices;doesnotdisplayoractuponprejudicesagainstpeopleorideas.

NA 0 1 2 3

4.4 Efficacy:nurtureshighexpectations,demonstratesself-directionandconfidence,andempowersstudentsandpeers.

NA 0 1 2 3

4.5 Humility:placestheneedsofthelearnerand/orlearningtaskaboveone’sownego;reflectsonowngrowthandaccountability.

NA 0 1 2 3

Comments:

Contextual:Additionalqualitiesdefinedbyandconsistentwithyourinstitutionalmission/conceptualframework.5.1ReflectivePractitioner:reflectsasalearner,instructor,andprofessional. NA 0 1 2 35.2InnovativeandImaginative:findsoriginalandcreativeapproachestocurriculum,

instruction,assessment,andproblemsolving.NA 0 1 2 3

5.3GlobalSociety:developsskillsforbecominginformedandengagedcitizen. NA 0 1 2 3Comments:

ProfessionalRequirements:Thesearequalitiesandpracticesthatteachercandidatesmustexhibitinordertoberecommendedforlicensure,someofwhichareexplicitintheIowaCodeofEthicsandCodeofResponsibilities.Thecandidateswilldisplayallofthefollowingqualitiesand/orbehaviorsthatcharacterizethissetofprofessionalrequirements.6.1 Professionalism:endeavorstomeetthestandardsexpectedofateachersuchas

appropriatenessofdress,grooming,demeanor,punctuality,tact,discretion,courtesy,etc.

NA 0 1 2 3

6.2 PersonalandProfessionalEthicsandIntegrity:adheresstronglytohighmoralprinciplesandethicalstandardsasexpressedintheIowaCode;evidencesintegrity.

NA 0 1 2 3

6.3 WorkEthic/Responsibility:attendstoschoolpolicyforteacherattendance;completesteachingrelatedtasksinathoroughandefficientmanner.

NA 0 1 2 3

6.4 Confidentiality:complieswithfederal,state,andschoolpoliciesrelatingtoconfidentiality.

NA 0 1 2 3

Comments:


ESSI101/ESSI405FieldExperienceStudentEvaluationofFieldExperience

Thefollowingsurveywillbecompletedonlineviaalinkwithinthestudent’sCanvasCourse.

Pleaseratethisfieldexperienceoneachoftheelementsbelowusingthedescriptorsshownforasyourguide.Pleasebethoughtfulandcandidasyourecordyourresponses.Youareinvitedtoaddcommentsasappropriate.DescriptorsandScoringLegend

4=metorexceededexpectations---almostallofthetime---definitely3=metmostexpectations---mostofthetime---yes2=metsomeexpectations---someofthetime--probably1=metveryfewexpectations---infrequently---no

DIVERSITY Iobservedthefollowingdiversityintheclassroom:(Xtheboxundereachyouobserved) Gender Ethnicity Cultural Racial Socio-economic

status(SES) Cognitive Behavioral Physical

DURINGTHEFIELDEXPERIENCE 4 3 2 1

1. Isawhowmycooperatingteacherdifferentiatedtomeetthediverseneedsofallofthestudents.

2. Iwasable/allowedtocompletetherequiredactivitiesofthisfieldexperience.

3. Iwasabletomakeconnectionsbetweenmycourseworkandthisfieldexperience.

4. Iengagedindiscussionandreflectiononclinicalpractice.

5. Ireceivedmeaningfulfeedbackfrommycooperatingteacher.

6. Ihaveagreaterawarenessofwhatitmeanstobeaclassroomsteacherbecauseofthisexperience.

COMMENTS:

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