1. Welcome! Special Education Collaborating Teacher Orientation Spring 2008 Welcome! Special Education Collaborating Teacher Orientation Spring 2008

2. Using Elluminate You can ask a question or make a comment by typing in the Chat box (left side). Raise your hand to get attention by clicking on the hand symbol. Use the mic button (if you have a built in microphone on your computer) to ask an oral question. You can ask a question or make a comment by typing in the Chat box (left side). Raise your hand to get attention by clicking on the hand symbol. Use the mic button (if you have a built in microphone on your computer) to ask an oral question.

3. Using Elluminate Use thumbs up thumbs down to show you understand. Click the little door symbol to step away. Do you have built in video? Turn it on with the camera button. Use thumbs up thumbs down to show you understand. Click the little door symbol to step away. Do you have built in video? Turn it on with the camera button.

4. Student Teaching for Mild/Moderate Candidates Two types of students in 580 MM: Traditional candidates ITEP students Two types of students in 580 MM: Traditional candidates ITEP students

5. Two Types of 580 MM Student Teachers Traditional Graduate students who have finished all their coursework independently Traditional Graduate students who have finished all their coursework independently ITEP Part of a cohorted program that includes an undergraduate degree

6. The Student Teaching Experience Traditional Only one student teaching semester A minimum of 15 weeks Gradual assumption of the classroom responsibilities Traditional Only one student teaching semester A minimum of 15 weeks Gradual assumption of the classroom responsibilities ITEP The second of two semesters of student teaching A minimum of 9 weeks Gradual assumption of the classroom responsibilities

7. Guiding Principles of Student Teaching Built around the California Standards for the Teaching Profession Emphasizes a developmental approach to teaching Values a reflective learning and teaching community Built around the California Standards for the Teaching Profession Emphasizes a developmental approach to teaching Values a reflective learning and teaching community

8. The Student Teaching Team The Student Teacher The Cooperating TeacherThe University Supervisor Other CSUN faculty & staff

9. The Roles of the Team Cooperating Teacher Provide guidance, support and reflective supervision to the Student Teacher University Supervisor Collaborate with the Cooperating Teacher to provide assistance, feedback and guidance to the student teacher The Student Teacher Fulfill all the requirements of the student teaching seminar and demonstrate competence in all the CSTPs Cooperating Teacher Provide guidance, support and reflective supervision to the Student Teacher University Supervisor Collaborate with the Cooperating Teacher to provide assistance, feedback and guidance to the student teacher The Student Teacher Fulfill all the requirements of the student teaching seminar and demonstrate competence in all the CSTPs

10. The CSTPs: California Standards for the Teaching Profession 1.Engaging and Supporting All Students in Learning 2.Creating and Maintaining an Effective Environment for Students 3.Understanding and Organizing Subject Matter for Student Learning 1.Engaging and Supporting All Students in Learning 2.Creating and Maintaining an Effective Environment for Students 3.Understanding and Organizing Subject Matter for Student Learning

11. The CSTPs: California Standards for the Teaching Profession 4.Planning Instruction and Designing Learning Experiences for all Students 5.Assessing Student Learning 6.Developing as a Professional Educator 4.Planning Instruction and Designing Learning Experiences for all Students 5.Assessing Student Learning 6.Developing as a Professional Educator

12. Student Teaching Assignments Collaboration Plan Paper based on 25 hours of observation/participation in an inclusive setting Videotape Assignment Students video themselves teaching a lesson, and reflect on their own performance Permission slips required Collaboration Plan Paper based on 25 hours of observation/participation in an inclusive setting Videotape Assignment Students video themselves teaching a lesson, and reflect on their own performance Permission slips required

13. Student Teaching Assignments Portfolio Development of a professional portfolio suitable for job interviews Documentation of Student Progress Student teachers create a system for documenting a student’s progress toward one of their IEP goals Student teachers use their system to collect and organize data on student’s progress Portfolio Development of a professional portfolio suitable for job interviews Documentation of Student Progress Student teachers create a system for documenting a student’s progress toward one of their IEP goals Student teachers use their system to collect and organize data on student’s progress

14. Student Teaching Assignments Technology Lesson Plan for Diverse Learners Student teachers develop and turn in a lesson that incorporates technology in a meaningful way, and that builds on the cultural interests of the students in the class Reflective Journal Student teachers write a weekly journal about their experiences to share with their University Supervisor Technology Lesson Plan for Diverse Learners Student teachers develop and turn in a lesson that incorporates technology in a meaningful way, and that builds on the cultural interests of the students in the class Reflective Journal Student teachers write a weekly journal about their experiences to share with their University Supervisor

15. Responsibilities: Student Teacher Weeks 1-2 (ITEP wk. 1) Observe & assist pupils w/ activities; become familiar w/ the school, classroom, rules & routine Weeks 3 - 8 (ITEP wk. 3 - 5) Assist w/ class activities both one on one and in small groups; gradually assume responsibility for planning and teaching one or two subjects/periods per day Weeks 1-2 (ITEP wk. 1) Observe & assist pupils w/ activities; become familiar w/ the school, classroom, rules & routine Weeks 3 - 8 (ITEP wk. 3 - 5) Assist w/ class activities both one on one and in small groups; gradually assume responsibility for planning and teaching one or two subjects/periods per day

16. Responsibilities: Student Teacher Weeks 9 - 13 (ITEP wk. 6 - 8) Continue to assume more responsibility for planning and teaching. Participate in testing, staff development and IEPs as much as possible Weeks 14 - 15 (ITEP wk. 9) Assume primary responsibility for all teaching and planning Weeks 9 - 13 (ITEP wk. 6 - 8) Continue to assume more responsibility for planning and teaching. Participate in testing, staff development and IEPs as much as possible Weeks 14 - 15 (ITEP wk. 9) Assume primary responsibility for all teaching and planning

17. Responsibilities: Cooperating Teacher Observe and conference with teacher candidate regularly Establish a regular meeting time Give feedback on lesson plans Complete 6 observations by the end of the semester Complete online evaluations at mid-term and final Observe and conference with teacher candidate regularly Establish a regular meeting time Give feedback on lesson plans Complete 6 observations by the end of the semester Complete online evaluations at mid-term and final

18. Responsibilities: University Supervisor Complete at least 5 observations Give ongoing support and feedback to student teacher Meet with cooperating teacher during at least two visitations Assist with evaluation forms as needed Collaborate with cooperating teacher on final evaluation of student teacher Complete at least 5 observations Give ongoing support and feedback to student teacher Meet with cooperating teacher during at least two visitations Assist with evaluation forms as needed Collaborate with cooperating teacher on final evaluation of student teacher

19. Observation Form Organized around the standards Can focus on an overall standard or particular items within a standard Provides a page for open-ended comments and/or scripting Organized around the standards Can focus on an overall standard or particular items within a standard Provides a page for open-ended comments and/or scripting

21. “What do I do if there’s a problem?”

22. You Are Not Alone! 1.Ask for support from the university supervisor 2.Make a plan for improvement 3.Set a timeline 4.Evaluate progress 1.Ask for support from the university supervisor 2.Make a plan for improvement 3.Set a timeline 4.Evaluate progress

23. Keep in Mind… It is critical that all concerns be thoroughly documented The plan to remediate the problems should be in writing, and should be revisited quickly You are not alone! We truly value your participation in our student teaching programs, and we are here to support you in any way needed It is critical that all concerns be thoroughly documented The plan to remediate the problems should be in writing, and should be revisited quickly You are not alone! We truly value your participation in our student teaching programs, and we are here to support you in any way needed

24. The Master Teacher Website www.csun.edu/masterteacher

26. What else do you want to know? Interpreting the CSTPs? Giving effective feedback? Doing on-Line evaluations? Coping with problems? Other topics??? Interpreting the CSTPs? Giving effective feedback? Doing on-Line evaluations? Coping with problems? Other topics???

27. Thank you for participating!! Concerns/Questions please contact Your University Supervisor: Eleanor Greenberg eleanor.greenberg@csun.edu Carol Shapiro carol.shapiro@csun.edu Sue Singer ssinger889@sbcglobal.net Or Sally Spencer (Teacher Education Coordinator) 818-677-6789 sspencer@csun.edusspencer@csun.edu Concerns/Questions please contact Your University Supervisor: Eleanor Greenberg eleanor.greenberg@csun.edu Carol Shapiro carol.shapiro@csun.edu Sue Singer ssinger889@sbcglobal.net Or Sally Spencer (Teacher Education Coordinator) 818-677-6789 sspencer@csun.edusspencer@csun.edu