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STUDENT TEACHER HANDBOOK

VISUAL IMPAIRMENT PROGRAM

BIRTH – 5 ENDORSEMENT

2013-2014

Register for SP ED 6400 and SP ED 6700

Multi-University Consortium

Teacher Preparation Program in Sensory Impairments

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CONTENTS

I. GENERAL INFORMATION

Student Teaching Policies 6 Roles and Responsibilities of the Student Teacher 7

Roles and Responsibilities of the Cooperating Teacher 8

Roles and Responsibilities of the University Supervisor 9

Getting Off to a Good Start 10 Student Teaching Grading Policies 11 Suggested Student Teaching Schedule 12

II. SYLLABUS

Course Objectives and Requirements 13

Course Portfolio Assignments 15

Examples of Lesson Plan Formats 40

Instructional Strategies and Guidelines 48

Student Teacher Observation Form 38

Weekly Self-Critique Forms (by Student Teacher) 49

Weekly Evaluation Forms (by Cooperating Teacher) 50

Comprehensive Evaluation of Teaching Competencies 60 III. POST-STUDENT TEACHING INFORMATION

Teacher Certification Forms and Procedures 71 Setting Up the Placement File 71 Student Teaching Contract 72

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Dear Student Teacher,

Welcome to student teaching! Please go over the materials contained in this packet before you begin your student teaching practicum. This experience finalizes your teacher training program and will give you an opportunity to integrate the skills you have learned while taking classes from the Multi-University Consortium. Student teaching is a unique opportunity to "try your wings," by experimenting with a variety of teaching approaches and strategies for use with students with visual impairments.

Your University Supervisor is ____________________________________

Your Cooperating Teacher(s) is/are ________________________________ ________________________________ Name of School(s) _______________________________Phone____________ _______________________________Phone____________

Your hours are ____________________________________________________ You will begin your student teaching placement on ________________________

and continue through _____________________________________________

Sincerely,

Chris Bischke Chris Bischke Program Advisor Prior to beginning student teaching the following items MUST be completed: 1. Federal Background clearance on file with the University of Utah 2. Praxis II scores on file with the departmental advisor 3. Meeting with departmental and program advisor to confirm all course work is completed (student must provide official transcripts)

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Department of Special Education Student Teaching Handbook

In the field of Sensory Impairments, Visual Impairments

Student teaching is seen as the culminating practicum experience; therefore, appropriate license course work requirements must be completed prior to student teaching. Course work completion must be verified by your department and program advisor. A minimum of one semester prior to registering for student teaching the following items must be completed: _____ Meet with a university advisor to confirm that all general course requirements

have been completed. _____ Obtain an OFFICIAL TRANSCRIPT from the Registrar’s Office. (If you have

completed course work at other universities that will apply toward your license, be sure to obtain an OFFICIAL TRANSCRIPT from those universities as well.)

_____ Schedule a meeting with the department advisor after obtaining your official

transcripts to: 1. Confirm that all core coursework has been completed, and, 2. Confirm that the grade requirements are met. Remember that you cannot

have an incomplete grade or a grade below C- in your license program course work.

3. Confirm that your background check on file with the university will not expire prior to the completion of your student teaching.

_____ Meet with the program advisor to:

1. Confirm that all program specific coursework has been completed (or will be completed prior to registering for student teaching, and, 2. Identify a timeline for student teaching.

_____ Register for graduation.

Prior to beginning your student teaching, you must: _____ Pass the Praxis II. _____ Schedule an appointment with the appropriate clinical supervisor to set up your

student teaching placement and to sign the contract agreement. (Refer to the following page entitled “Student Teaching Policies for Teachers of Students with Visual Impairments”).

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In addition to tuition, there is a $125.00 fee for each student teaching course. This amount will be included in your tuition bill the semester that you register for student teaching.

If you need additional information about student teaching, see the department advisor or the program advisor in your license area:

Mild/Moderate Pat Matthews/Nicole Suchey Severe Kathy Hill Early Childhood Catherine Nelson Hearing Impaired Cheryl Winston Visually Impaired Chris Bischke

You will be notified by your supervisor of your student teaching placement.

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Student Teaching Policies for Teachers of Students

with Visual Impairments

1. You must have a cleared background check on file through your university prior to student teaching.

2. Attendance

Student Teaching is mandatory. Absences are NOT permitted during the student teaching practicum except for personal illness or a death in the immediate family. Should such conditions merit your absence, the cooperating teacher and university supervisor should be notified immediately, since adjustments within the classroom will need to be made. If absences accrue beyond two days, the student teacher will be required to make up the time missed during the practicum. Attend all student teacher seminars.

3. Problems and/or Grievances Should problems or grievances develop during the student teaching

experience, the cooperating teacher and university supervisor should be made aware of the situation as soon as possible. Student teachers are encouraged to discuss any professional problems at any time with their university supervisor.

4. Compliance with District and School Policies

Student teachers are required to adhere to district and school policies in the district/school where they have been assigned to student teach.

5. Maintain a Professional Demeanor It is critical for the student teacher to act and dress professionally.

Be prompt each day, arriving early enough to feel organized before students come into class. You are a guest of the school/district. Please be courteous and appreciative. You also represent all of us, and we want to be welcomed in the future.

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ROLES AND RESPONSIBILITES OF THE STUDENT TEACHER

The student teacher functions in several roles during the student teaching practicum. First, he/she is a student acquiring the knowledge and skills necessary for working with individuals with visual impairments. Second, he/she is a teacher involved in the planning and teaching activities of the students.

In these varied roles, there are many areas for which the student teacher will assume responsibility. The student teacher will:

1. Plan for instruction: Plan activities for children appropriate to their age and ability

level and consistent with the curriculum and student goals developed by the program.

2. Diagnose individual needs: Identify, analyze, and plan activities to meet those needs. Participate in assessment and evaluation where possible.

3. Be consistent: Establish and communicate your expectations of the students. Provide consistent delivery and be congruent in your verbal and nonverbal communications with students.

4. Involvement in professional activities: Participate in all activities expected of the classroom teacher, such as PTA meetings, faculty meetings, committees, IEP meetings, etc.

5. Participate in school activities: Involve yourself in classroom routine activities, e.g., recess, lunch duty, bus duty, bulletin boards, correcting papers, material adaptations, individual/small group work, as assigned by the cooperating teacher.

6. Obtain information regarding students' diagnoses, learning objectives and goals.

7. Follow the directions of the Cooperating Teacher and request frequent oral and/or written feedback.

8. Maintain professional and ethical standards: Confidentiality and other educational rights of the students and their families will be respected at all times.

9. Pass all Rubrics and other activities as assigned.

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ROLES AND RESPONSIBILITIES OF THE COOPERATINGTEACHER

1. Serve as professional model for the student teacher. Take every possibility to

demonstrate effective practices for your student teacher. Describe what you are doing and why.

2. Guide and direct the student teacher's experiences in the classroom/caseload on a daily basis.

3. Be flexible and adaptable.

4. Introduce the student teacher to the school staff and acquaint him/her with the necessary school information, e.g., schedules, procedures, attendance, dress, etc.

5. Provide a smooth transition for the student teacher as he/she assumes increasing responsibilities for the teaching and management of the educational setting.

6. Involve the student teacher in additional experiences related to school activities.

7. Give guidance to the student teacher when necessary in completing the practicum.

8. Provide ongoing observations and evaluations of the student teacher's performance. This should be done informally and by completing the student teacher evaluation forms. Weekly written evaluations should be made available to the student teacher. The Comprehensive Evaluation should be completed in collaboration with the university supervisor and the student teacher. **If at any time you ever have doubts about the student teacher's ability to pass, consult with the university supervisor immediately.

9. Any concerns regarding the student teacher's overall ability should be communicated to the university supervisor promptly.

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ROLES AND RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

The University Supervisor serves to coordinate and direct the activities of the student teacher and the cooperating teacher:

l. Placement of the student teacher into appropriate educational settings (itinerant and center-based). 2. Provide ongoing observations of the student teacher's performance. Provide specific oral and written feedback to the student teacher regarding his/her instructional, management, organizational and professional behavior. 3. Maintain ongoing communication with the student teacher, cooperating teacher, and the university. 4. Conduct seminars and other professional meetings for the student teacher. 5. Assist the student teacher in planning appropriate experiences for the students. 6. Acquaint the student teacher with the practicum experience, along with the accompanying responsibilities and obligations as a student teacher. 7. Be a resource available to the student teacher, cooperating teacher, and assist in resolving problem areas.

8. Provide training and support to the cooperating teacher.

9. Confer with the cooperating teacher regarding the student teacher's progress.

10. Consult with the student teacher regarding the development of his/her portfolio. 11. Examine, critique and evaluate the student teacher's portfolio.

12. Write a final evaluation letter on the student's classroom performance. 13. Assign a grade.

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Getting Off To a Good Start as a Student Teacher Prepare in Advance:

Arrange a pre-visit to meet the principal and cooperating teacher. An effort should be made by the student teacher to get to know the physical layout as well as the policies of the school.

Learn about the community and the people who live there. Become acquainted with the state course of study, curriculum guides, textbooks,

and materials that are being used for the specific subject(s), grade(s) to which you have been assigned.

Attend the orientation/goal setting meeting that is held prior to the student teaching semester.

Become thoroughly acquainted with the Student Teaching Handbook. Learn from the Cooperating Teacher:

As a student teacher you are similar to an apprentice within the school setting. Please recognize and respect the feedback and suggestions of the cooperating teacher and the school administration.

Be cognizant that the cooperating teacher is in legal control of the classroom and is legally responsible for it.

Schedule time for frequent conferences with the cooperating teacher. Establish a willingness to assume teaching responsibilities. Establish a procedure for reviewing lesson plans with the cooperating teacher. Participate in non-classroom activities in which the cooperating teacher has

some responsibility. Focus on Teaching the Students:

The major concern for student teachers should be pupil achievement rather than making a favorable impression on the cooperating teacher or university supervisor.

Focus on Continual Improvement: Continually reflect/evaluate each teaching experience--determining what

went well, what needs to be improved. To assist you in reflecting upon your teaching skills, you are to complete weekly self evaluations and submit them to your cooperating teacher and university supervisor. Additionally, you are to complete all activities associated with the performance rubrics.

Focus on Student Teaching: Student teachers are cautioned not to overload themselves with additional

university courses, or other responsibilities such as work during your student teaching experience. The amount of work student teachers undertake during their student teaching experience has a direct relationship on their effectiveness as teachers. Teaching is a responsibility which must come FIRST!

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STUDENT TEACHING GRADING POLICIES For students enrolled through the University of Utah and Utah State University, the student teaching practicum receives a CREDIT/NO CREDIT grade at its conclusion. The University Supervisor will consult with the Cooperating Teacher and the Student Teacher before submitting the final grade. CREDIT: To receive CREDIT (CR), the student teacher must maintain a satisfactory performance (at least a C average or above overall) on portfolio assignments and a Pass on assigned rubrics. All assignments that receive a C- or below, must be corrected and resubmitted until satisfactory criteria is met. In addition, the student teacher must have at least satisfactory performance average (3's or higher) on the areas in the Comprehensive Evaluation. NO CREDIT: A student teacher will receive NO CREDIT (NCR), or will not pass the course (receiving a failing grade) when:

a. The cooperating teacher and the university supervisor agree that the student teacher has not met the student teaching competencies at the acceptable minimum performance level (receives less than a satisfactory average across each area or receives one or more unsatisfactory mark (1’s) on any single item at the final Comprehensive Evaluation), and/or the student teaching assignments have not been completed satisfactorily (receives less than a C) by the last day of student teaching. b. The cooperating teacher and the university supervisor agree that personal behaviors of the student teacher do not meet the professional standards established and interferes with his/her teaching and/or professionalism. c. If the student teacher receives NCR or fails student teaching, additional student teaching hours will be required. Satisfactory performance must be obtained during these additional hours.

INCOMPLETE: An INCOMPLETE is given only when 80% of the assignments have been satisfactorily completed and illness or events beyond the student's control prevents him/her from completing the work by the end of the student teaching quarter. In such instances, the student should contact the university supervisor immediately to negotiate a work completion date.

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PROPOSED SCHEDULE EARLY CHILDHOOD/VISUAL IMPAIRMENT

The following is a suggested schedule for the student teaching practicum. It may be adjusted as necessary depending upon the skills of the student teacher. Week 1: The first week involves many observational activities in the

classroom/home/EI/ and assisting the teacher/interventionist. Week 2: Continue to observe the students and the teacher. Begin

teaching one subject or home visit previously agreed upon. Continue to assist in the classroom activities and home visits.

Week 4, 5: Increase your teaching time to two subjects or areas of the

day or 2-3 home visits. Continue observations, recording notes as needed, and assisting the teacher in any way possible.

Week 6,7,8,9: The student teacher should be responsible for teaching one

half of the day or ½ of the home visit caseload. Week 10,11,12: The student teacher should be responsible for approximately

three/fourths of the day or ¾ of the home visit caseload. Week 13,14,15: The student teacher should be responsible for teaching

activities during the entire day or the entire home visit caseload.

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II. SYLLABUS

Course Content, Objectives and Requirements

Student Teaching Rubric

Course Portfolio Assignments

Student Teacher Observation Form

Examples of Lesson Plan Formats

Instructional Strategies and Guidelines

Weekly Self-Critique Forms (by Student Teacher)

Comprehensive Evaluation of Teaching Competencies

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University of Utah Department of Special Education

Student Teaching: Visual Impairments Early Intervention and Preschool (Birth - 5)

SP ED 5700/6700 Course Syllabus 6 Credit Hours

Fall 2015

Instructor(s): Chris Bischke, Ph.D. Office: SAEC 2269 Phone: (801) 585-3925 Office (801) 589-2449 Cell Office Hours: by appointment E-mail: chris.bischke@utah.edu

Multi-University Consortium Teacher Preparation

Program in Sensory Impairments

Purpose: To provide a comprehensive experience in early intervention and preschools settings of young children who are blind or visually impaired. The experience is designed to be a practicum in all areas of special education: visual impairments teaching.

Course Content: The student teacher will complete a one Semester full-time teaching practicum (400 hours minimum). Course Objectives: At the conclusion of the student teaching practicum, the student will be able to:

1. Implement a variety of teaching/intervention strategies for children/families with children with visual impairments as well as those with additional disabilities;

2. Demonstrate the ability to evaluate the visual and overall functioning skills of students with visual impairment, and plan activities to integrate visual, auditory, tactual skills throughout the curriculum, including the expanded core curriculum;

3. Demonstrate the ability to integrate appropriate instruction/intervention and skills across developmental domains or preschool curriculum instruction.

4. Demonstrate skills in adapting regular curriculum materials for use by students with visual impairment, as well as demonstrate competence in the use of specialized equipment and devices designed for such students;

5. Determine the appropriate learning media for use by students with visual impairment;

6. Demonstrate competency in braille and the use of age appropriate assistive technology;

7. Plan, write and execute detailed instructional plans;

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8. Demonstrate the ability to collaborate with other professionals and families; 9. Self-evaluate, self-reflect and utilize suggestions by the cooperating teacher and

university supervisor as demonstrated in improved teaching effectiveness. 10. Demonstrate sufficient experience and expertise in teaching students with visual

impairment to be qualified for employment. Course Requirements

1. The student teacher will participate in every activity required of the cooperating teacher, including meetings, school duties, etc.

2. The student teacher will have two roles: First he/she is a student gaining knowledge and experience required to become an effective teacher; second, he/she is a teacher involved in all of the planning and teaching activities of the children.

3. The student teacher will complete the necessary written assignments given by the university supervisor.

4. The student teacher will be evaluated on a continual basis during the student teaching practicum by the cooperating teacher and the university supervisor. You may be videotaped at least once during the practicum.

5. The student teacher will act as a professional in every way, respecting confidentiality of the students and the cooperating teacher.

6. The student teacher will provide the University Supervisor with a time log weekly or at the end of the placement to confirm the completion of the required number of hours.

Portfolio Assignments

Evaluation and grading of student teaching is based upon successful completion of all assignments, portfolios, and passing the Comprehensive Evaluation. Effective portfolios include brief illustrations of your skills as an educational planner, instructor, decision maker, and classroom manager. The portfolio should reflect what you have learned about teaching in your preparation program. The portfolio will include assignment samples and associated rubrics in each area and evaluations by your cooperating teacher and supervisor. Other lines of evidence should include a current VITA, professional statement, current transcript, letters of recommendation, and other professional documents demonstrating areas of expertise and activity. Your portfolio must include illustrations of all the competencies described below unless otherwise negotiated by your university supervisor and your cooperating teacher. I. Observation

During the first week of your student teaching practicum, you will be observing the classroom/caseload. Your will not only be making observations of the teacher, but of the classroom, the students, and all of the areas taught. Please complete the STUDENT TEACHER OBSERVATION FORM in detail. Include in your Portfolio. **Due date: By the 2nd week of student teaching**

II. Assessment

A. Select a student for an in-depth assessment by evaluating: (1) Functional Vision (One for a child Birth – 3; One for a child 3 – 5); (2) Developmental Skills Assessment (Oregon Project or Visual Development Sequence for a child Birth - 3); and (3) Learning Media Assessment (for a child 3 - 5) or a CVI assessment (for a child 3 - 5). B. Evaluation Criteria: (l) Choose the appropriate assessment tools, remove names of students from all documents submitted to your portfolio. (2) Assessment results are to be summarized in writing using the approved report format: write such reports in jargon-free, easily understood terms, and edit them for grammatical and punctuation errors. Reports should be typed. The assessment report describes student performance and recommendations for instructional strategies in social, self-help, academic, leisure and vocational areas of the student's life. This Report should be placed in your Portfolio. **Due date: one week following the assessments**

III. Implementation of Instructional Strategies A. Instructional Plans: You will need to plan, develop, and implement a minimum of five complete instructional plans (additional instructional plans may be requested by the cooperating teacher(s)). There should be evidence of

subject overlapping, critical thinking, problem-solving, and decision making skills in the overall plan. In addition, the plan should reflect the students' IEP/IFSP goals, and embed visual skills, braille skills, as well as other "vision specific" activities. **Due date: End of student teaching.** Place in your Portfolio the following: Instructional Plans, how students were evaluated, examples of materials developed for teaching the unit, graphic representations of bulletin boards, etc., student teacher Self-Critique of each individual instructional plant and evaluations by the cooperating teacher and the university supervisor.

IV. IEP/IFSP Development

A. Design and develop at least one IEP/IFSP. This should be developed with other colleagues and team members who provide services to the targeted student. The child you select should be the same child you assessed earlier. If possible, attend at least one IEP/IFSP meeting. **Due date: 5th week* B. The IEP/IFSP format should include:

a. Goals/Outcomes and objectives identified in a team meeting, and based upon the assessments conducted earlier. b. Goals/Outcomes and objectives should be written in a functional format, identifying the setting, materials and resources. c. Procedures for evaluation and accompanying criteria.

The completed IEP/IFSP document, with a written description stating the reason for including the particular goals/outcomes and objectives and their appropriateness to the student should be placed into the Portfolio. Written description of the IEP/IFSP meeting, if opportunity to attend was present could also be included. **Due date: End of student teaching**

V. Professional Competence

A. Documents showing professional competence or (evidence of professionalism) include: (a) resume, (b) transcript, (c) lines of evidence demonstrating competency in CEC Professional Standards (d) certifications, (e) certificates of workshops and seminars attended, (f) letters of recommendation, licensures, etc. Include all that apply in the Portfolio. B. Satisfactory or higher ratings from the cooperating teacher and university supervisor across all areas. Include all evaluations such as the Comprehensive Evaluation from University Supervisor and Cooperating Teacher in your Portfolio. Students receiving one or more unsatisfactory (1) mark on any item on the final Comprehensive Evaluation will fail student teaching. **Due date: End of student teaching**

VI. Behavior Management

A. A behavior change plan that includes: a) behavior to be changed (written as an objective with justification for

selection of that target behavior); b) procedures to be used to change behavior; c) data collection procedures; and d) generalization and maintenance procedures.

B. Ethical procedures involving the use of certain behavioral techniques and procedures must be documented. Use of any techniques that are not considered positive reinforcement must have the prior approval of the cooperating teacher. In addition, all procedures must conform with Utah State Office of Education's policy book entitled Selection of Least Restrictive Behavioral Interventions for use with Students with Disabilities. Include this behavior plan in your Portfolio. **Due date: End of Student Teaching**

STUDENT TEACHER OBSERVATION FORM During the first week of your student teaching experience, you will be observing in the classroom/caseload. You will observe the various activities, routines and schedules throughout the school day, both in the classroom and during recess, lunch, physical education, and bus duty. You may also be involved in some of the activities as directed by the cooperating teacher, so that you begin to establish a working relationship with the students. Please include your perceptions to the following areas: l. The Daily Schedule: What is being taught at various times of the day? What is the format of the home visit? (Itinerant Service: what skills are individual students taught on a daily or weekly basis?) 2. Discuss the behavioral expectations and management techniques used in the classroom/home. 3. How are the students' visual skills enhanced, encouraged and directed throughout the daily routine? What special equipment is being used? 4. Describe the physical layout of the classroom, work space or home. How are materials organized? Can students find materials independently? Please describe. 5. How is braille/prebraille being taught to those who use/may use this medium? How is braille/prebraille or other reading media interwoven across the curriculum? 6. How are social skills taught throughout the daily schedule? How are daily living skills embedded in the curriculum? How are the other expanded core curriculum skills taught/enhanced? 7. How are students encouraged to problem-solve, think critically and demonstrate independent skills throughout the day?

8. Provide a brief description of each student in the classroom, or on the itinerant/EI caseload. Please observe confidentiality by coding the students rather than using real names. Each description should focus on the learning styles of the students as you have observed them.

Criteria for Instructional Plan (IEP: ages 3 - 21)

Teacher: Lesson/Subject: Student: Grade: Age: Short Term Behavioral Objective(s): Objectives Related To IEP: State Core Curriculum Objective: National Expanded Core Curriculum for VI Objective: Materials (Attach as appropriate): Collaboration with cooperating teacher: Anticipatory Set: Explanation of Lesson Objective to Students: Methodology (Include supports, prompts, modifications, adaptations, accommodations…): Review of Past Material/Skills: Input: (Direct Instruction, Lecture, Reading, Video, Discovery Time, Etc.) Modeling/Examples: Checks for Understanding: Guided Practice: Opportunities for Choice-Making, Critical Thinking and Independence: Independent Practice: Closure Activity: Generalization and Maintenance:

Evaluation: Student Learning (Based on Assessment Results) Teacher Performance Strengths/Weaknesses Future Instructional Planning Considerations Note: When several objectives are being addressed steps may be repeated.

Examinations, while an important part of student evaluation, are not generally in and of themselves instructional lessons. If a period is spent totally spent in examination a fully developed lesson plan is not necessary for that period.

Criteria for Instructional Plan (IFSP: ages Birth - 3)

Teacher: Area of Focus: Student: Age: IFSP Outcome(s): Objectives Related To IFSP: State Core Curriculum Objective/Developmental Domain/Next Steps from Assessments: National Expanded Core Curriculum for VI Objective: Materials (Attach as appropriate): Collaboration with family and other service providers: Anticipatory Set: Explanation of Lesson Objective to Students: Methodology (Include supports, prompts, modifications, adaptations, accommodations as appropriate …): Review of Past Skill(s):

Strategy or activity to achieve the outcome (Who will do what and when will they do it?)

Criteria (How will we know if we are making progress?)

Frequency (of sessions)

Timeframe (start date and anticipated end date)

Responsible Agency/Group

Include the following as appropriate:

Input: (Direct Instruction, Discovery Time, Etc.)

Modeling/Examples: Checks for Understanding: Guided Practice: Opportunities for Choice-Making, Critical Thinking and Independence: Independent Practice: Closure Activity:

Generalization and Maintenance: Evaluation: Student Learning (Based on Assessment Results) Teacher Performance Strengths/Weaknesses Future Instructional Planning Considerations Note: When several objectives are being addressed steps may be repeated.

Instructional Plan Rubric

Components to be evaluated

Proficient Points

Behavioral Objective(s)/IFSP Outcome(s)

Based on academic, social/emotional &/or communication needs identified using comprehensive data. Direct relationship to IEP/IFSP goals and/or learning standards. Exact statement written in behavioral terms which includes all components of an objective (learner, measurable target behavior, conditions, criteria)

/2

Reference to the IEP/IFSP

Specifically identifies the IEP/IFSP goal/objectives that correlate to the lesson objective. Embeds IEP/IFSP goals throughout the instruction.

/.5

Reference to the State Core Curriculum/ Developmental Domain(s) and National Expanded Core for VI

Specifically identifies the Core objectives/Developmental Domain(s) that correlate to the lesson objective. Provides appropriate instruction related to the Core objectives. /.5

Assessment Procedures

Meaningful data collection using tables/graphs as appropriate to clearly communicate results as related to identified IEP/IFSP goal/learning standard. Allows for measurement of multiple learners and/or objectives.

/1

Collaborative Process Independently initiates discourse with team members, instructional planning reflects a synthesis of team feedback & learners' needs /.5

Anticipatory Set Diversifies approaches to gain students’ interest & directs students to lesson focus; plans for learner diversity; high correlation to instructional activities

/1

Statement of Purpose Explicitly states or concisely paraphrases the lesson objective, referencing prior learning & establishing academic & social expectations. Establishes meaning for students.

/.5

Learning Environment (Group Considerations)

Independently analyzes & provides for an environment that is optimal for meeting needs of all learners and enhancing student learning

/.5

Assistive and Instructional Technology/ Materials/ Resources

Equipment and materials utilized are described and professionally presented and utilized. Independently designs &/or accesses multiple and varied sources that respond to diverse learner needs. Consideration for the need for instructional and assistive technology evident.

/1

Methodology Chooses research-based instructional method appropriate to the objective and learners. Details a sequential instructional approach; refers to learner diversity; highly correlated to objectives, plans alternate approaches to respond to needs

/5

Components to be evaluated

Proficient Points

Accommodations/ Adaptations (Individual Student Consideration)

Analyzes individual needs & details explicitly the alternative approaches; considers type & level of support for individual needs of each learner and brings in new strategies.

/.5

LESSON PLANNING HELPS

The following areas need to be addressed in every lesson plan: I. Objective A. What are you going to teach? B. Why are you teaching this? 1. Where is the student functioning? 2. Does this fit in the scope and sequence of the state core curriculum? Of the National Expanded Core Curriculum for students with visual impairments? C. What will the mode of instruction be? What modifications/adaptations might you make for your student(s) with visual impairments? D. How will the student demonstrate learning? E. How will you collect data on the student’s learning? II. Prerequisites A. What prior knowledge is necessary- what concepts should you check prior to beginning the lesson? Remember children with visual impairments may have limited experiences and need direct teaching of concepts. B. What prerequisite skills should the student have? III. Procedure A. How will the lesson be introduced? B. What instructions will be needed? Will you provide braille instructions? Audio taped instructions? 1. What language will you use? 2. How will the student demonstrate understanding? C. What type of physical setting will the student in? 1. Where will the students be during this lesson? Are lighting conditions optimal for a student with low vision? Are braille materials accessible for braille students? 2. What seating arrangement will there be? Is the student with visual impairments seated to avoid glare? Is the student isolated or included as part of the class? D. What will you say? 1. What information will you give? 2. What questions will you ask? E. How do you want the students to respond? Is the student to respond orally or with written responses? Will modified answer sheets be required? Are you teaching the student how to respond in a variety of ways to ensure inclusion and access across the curriculum? 1. What do you want the students to say? 2. What do you want the student to do? F. What materials do you need for this lesson?

G. What is the sequence for this lesson? H. How will you conclude this lesson? IV. Evaluation

A. How will you determine if the objectives were met? You MUST use data sheets and use methods to demonstrate student progress.

B. If your objectives were not met, what do you need to change? V. Follow-up A. How can you effect carry-over into other activities? B. Where will you go next?

INSTRUCTIONAL STRATEGIES AND GUIDELINES

The following are some basic questions to ask yourself as you prepare your instructional strategies for your lesson or activity: l. What activity will be taught? How did you decide on this particular activity? (IEP goal/activity: if so, which one?) 2. Why is this activity important to be taught? Is this a functional skill for the student, a common routine found throughout the daily, weekly schedule, an important skill for the student's future life, etc.)? 3. How will you determine the types of materials to be used in the activity, e.g, age-appropriateness, common items found in the student's environment, etc.)? 4. How will you arrange the physical environment in which the activity will take place, i.e., lighting, decreasing glare, aesthetic qualities, etc.)? 5. How will you teach this activity so that skills are generalized across several settings, across other staff, peers, one-one-one, etc.)? 6. What communication opportunities will be integrated within the activity for the student(s) to respond, initiate, request, etc.? 7. How will the student be encouraged to initiate, problem-solve and make decisions at various points throughout the activity? What other independent skills are integrated within the activity? 8. What natural cues will be utilized throughout the activity for student response (e.g., use of visual, auditory, and tactile skills when needed by the student)? 9. How is anticipation built-in throughout the activity and the transitions between activities? How is this communicated to the student? 10. How is the activity reinforcing and motivating to the student(s)? How do you know? 11. What choice-making opportunities are presented to the students throughout the activity? 12. How will progress be verified (e.g., weekly probes within natural settings, frequency, duration, etc.)?

WEEKLY TEACHING ANALYSIS (To be completed weekly by student teacher)

(Due the each Monday) Student Teacher: _____________________________________________ Evaluation for the Week of:____________________________________ l. What activities were you involved in this week? 2. How well did you accomplish what you had planned? What data collection methods did you use to support this conclusion? 3. What materials did you select, adapt or prepare for your instructional activities? 4. Were there other materials you wish you had to assist you with this instruction? Did you include braille? If not, why not? 5. Describe (explain in detail) the activities that you felt good about this week. 6. Describe (explain in detail) an activity that you did not feel good about. What would you change to make this activity productive in the future? 7. How did you embed problem-solving, critical thinking, choice-making, and independent skills in the activities? Give examples.

8. What new ideas were generated this week?

STUDENT TEACHER WEEKLY EVALUATION (To be completed by Cooperating Teacher or University Supervisor)

Student Teacher:___________________________Date____________Qr../Year______ Cooperating Teacher or University Supervisor: ________________________________ Educational Site/Type of Setting:____________________________________________ 1. What was the lesson you critiqued? 2. Were you given the instructional plan to check over before it was presented? __Yes __No 3. Were the objectives/outcomes appropriate and linked to the IEP/IFSP?

__ Yes __ No 4. Did the student teacher use appropriate data collection methods? __Yes __No 5. Were materials adapted for the students? Was braille included? __ Yes __ No Comments: 6. Was the lesson activity appropriate for reinforcing the objective/outcome? __ Yes __ No Comments: 7. Were the materials used, readily available and appropriate? __ Yes __ No Comments: 8. Were the students responsive to the student teacher and the activity? __ Yes __ No Comments: 9. Did the student teacher have control of the class/student? __ Yes __ No 10. Did the student teacher embed problem solving, choice-making, critical thinking and independent skills into the activity? (Circle if Yes) Comments: 11. Additional comments:

Student Teacher: ________________________________ Date: ______________

University Supervisor: _________________________________

b. Collaborative Assessment Log

What’s Working: Challenges/Concerns:

Student Teacher’s Next Steps: Cooperating Teacher’s Next Steps:

TEMPLATE FOR A FUNCTIONAL VISION REPORT (Reminder: A current eye report must be in the student’s file)

Functional Vision Report

Student name: Date of birth: School: Age: Dates completed: Evaluator: Part One: Background Information 1. Summary of Ophthalmology Report:

(an ophthalmology/eye doctors report must be in the students file or a functional vision assessment cannot be completed) (vision history) (briefly clarify visual conditions in parentheses).

2. Summary of Previous Functional Vision Assessments:

(Other vision educator’s report (if significant); parent advisor, itinerant teacher, etc.)

3. Summary of other Medical Reports:

(medical history – if significant) (include information about health that affects progress such as cp, asthma, chronic ear infections, seizures, medications taken, ot/pt needs, special health needs, etc.)

4. Reason for Referral: (why are you completing a functional vision assessment on the student) 5. Current Educational Services:

(where is the student currently receiving educational services, where has the student received services, current grade level, is the student on grade level, etc.)

Part Two: Observed Functional Vision (summarize your assessments and observations on all of the following items. If an item is truly not applicable to the student note “n/a” and briefly state why. Be sure to assess and provide information on all of the items identified under each main area.): 1. Visual Abilities Appearance of Eyes and Presence of Corrective Lenses:

(e.g., cloudy, infection, size difference, involuntary movement, turning in/out of eye, …)

Acuities: (informal, include OD, OS & OU)

Near: (include size of object; distance from object; with/without

correction?) Distance: (include size of object; distance from object; with/without

correction?) Preferred Viewing Distance: Informal Observation: 2. Visual Reflexes Pupillary Response:

(Normal: both eyes constrict and remain constricted until light is removed [even if one eye is covered])

Defensive Blink: (Normal: object moving toward eye causes an involuntary

blink/closing of the eye. Use caution of avoid touching the face or causing air movement.)

Doll’s Eye Response: (Normal: eyes move in the direction of the head. Not normal: eyes move in the direction opposite to a head turn. Reflex seen in newborns – 3 months.).

3. Visual Responsiveness and Perception (Reception: physiological potential of visual system to take in sensory information. Perception: reaction to sensory information)

Light Perception: (Normal: Student reacts to the presence of a direct light source. If the student consistently responds visually to objects there is no need to test the student’s reception and perception of light, form, and movement.)

Light Projection: (Normal: orient in the direction of a light source.)

Shadow and Form: (Normal: student responds to individuals walking past and blocking out the light; student can perceive shadows.

Detection of Motion: (Normal: student turns toward object that moves without sound.)

4. Muscle/Visual Balance (Normal: student eyes are aligned in appearance; eyes should move in the same way and the same time, in the same direction. Not normal: esotropia/exotropia. Signs, indicators or appearance of nystagmus: describe observed eye movements – how much? How fast? When? All the time? Hirshbert test: light reflected in eyes should be reflected symmetrically in each eye-center of cornea.)

5. Eye Preference (Normal: Student uses both eyes equally in most cases) (Strategies: have student cover one eye; student will typically cover the nonpreferred eye; review doctors report: eye with better visual

acuity typically preferred eye.) 6. Oculomotor Behaviors Fixation:

(Normal: move eyes toward an object and maintain fixation – follow target if moving. Fixation develops before tracking and other skills.) (Convergence – Hold fixation on an oncoming object. Divergence – hold fixation on a retreating object.)

Tracing: (Normal: visually follow a stationary line.)

Tracking: (Normal: following a moving target. Test of all 6 extraocular muscles – trace the letter H in the air. If the student can follow the hand movement with his/her eyes, all six extraocular muscles are being used.)

Shift of Gaze: (Normal: release fixation on one object to look at another; move eyes in all directions. Ex. Chalkboard to book.)

Scanning: (Normal: using both head and eye movements to search for and find an object.)

Eccentric Head (viewing) Position/Eccentric Body (viewing) Position; Blindisms:

“stims” (light gazing, eye poking, head rolling, finger flicking, rocking, etc.)

7. Field of Vision (Normal: 160 to 180 degrees from one side to another; 120 degrees from top to bottom. Test monocular and binocular.)

8. Color Vision (Informal and formal: preferences for certain color(s); matches/sorts

by color. Ishihara test, Farnsworth test, other?) 9. Depth Perception (under/over reach; problems on stairs; problems with curbs; other) Figure-ground Perception:

(Normal: discern objects from background. Can student find objects on busy backgrounds?)

10. Contrast Sensitivity (Normal: ability to see differences in the brightness of objects against a background.)

11. Current Print Functioning (Normal: ability to read print within the student’s environments. Document print size, viewing distance, position of material [e.g., held on slant], moves materials or eyes to read.)

12. Visual Motor Coordination Visual Fine Motor Coordination: (visually directed reaching, stacking….) Visual Gross Motor Coordination:

(navigation, kicking a ball, ….) Visual-cognitive Skills:

(Visual imitation of movement; Identification, matching, sorting, and classification of objects/picture; Visual sequencing)

Visual Perception Skills: (Normal: visual closure abilities [identify objects missing something], part-whole relationships, pattern recognition, figure-ground discrimination and spatial orientation.

13. Lighting responses/preferences (lighting needs/types; problems with glare; problems with shadows) 14. Distractability/attending behaviors (attends to what?; length of attention span; type of distractions?) 15. Summary of classroom/school observations and interviews (Describe the various settings and the conditions under which you

observed the child [number of students, lighting, setup, visual clutter, use of technology, etc.]).

(Describe significant relevant behaviors you observed (e.g. When writing in his journal, (e.g. Tom’s handwriting legible but slow, with large, unevenly spaced letters which were often below the lines of bold line paper)).

Incorporate any relevant information obtained in the interviews and the source. (Who did you interview – include a minimum of 3 interviews [e.g., student, classroom teacher, TVI, parents].)

Part Three: Summary and Recommendations Summary: (Summary of the assessment including student strengths and weaknesses

of functional vision, future concerns; is the student age appropriate or below; grade appropriate or below; educational effect of vision loss) Recommendations:

(Provide recommendations for all student weaknesses/needs; degree and type of vision support needed to succeed; special materials needed; low vision aids needed (as noted in Low Vision evaluation); size of pictures/print needed (if appropriate); minutes per day/week currently given; More/less advised?; Degree of student independence?; Need one-to-one? Small groups?; Self-advocacy skills?; Self-help skills levels; Prevocational/vocational skills; Referrals?) Recommended placement/setting: (Include documentation of why the placement/setting is recommended) Additional transition needs, if any Part Four: Signature and Date

Functional Vision Assessment Report Rubric

Components Proficient Pass/Fail

Background Information Reason for referral Medical information Educational services and program

Information is supported by documented sources;

Includes specific, relevant information;

Medical information is easily understood

Observations and Interviews

Descriptions of settings Observations Interviews

Observations include 3 settings;

Description of settings are specific and relevant to visual impairment

Description of the student’s visual behavior is specific and includes size, distance, environmental conditions;

Information from interviews is objective, relevant to vision performance, and sources cited.

Information is summarized.

Individual Vision Assessment Assessment of visual abilities through formal and informal assessment instruments

Description of physical setting of assessment is described, limitations identified, and impact on student's performance

Includes assessment of all areas and description of assessment instruments/student response

Use of assessment instruments and techniques are appropriate to age and cognitive level of student

Description of results are objective and detailed and complete

Includes detailed assessment of classroom materials used by student and technology needs;

Includes work sample and completed informal vision checklist.

Summary Concise summary Conclusions

All major strengths and weaknesses are addressed, appropriate, and supported by data

Components Proficient Pass/Fail

Recommendations Accommodations Special materials and equipment Compensatory skill development Referrals Recommendation for services and eligibility

All recommendations are supported by data, appropriate, feasible, and practical;

All areas of weaknesses are addressed

Recommended compensatory skill development addresses weaknesses and are appropriate

All accommodations and special materials and/or equipment age appropriate, specific, address an identified weakness, and are age appropriate

All referrals are includes and are specific and appropriate

Includes recommendation for eligibility and services.

Professional Writing Skills & Professional Presentation of all Documents

Professional language, free of bias, subjective reflections.

Free of repetitive syntax or grammatical or spelling errors.

Clearly communicates using precise language.

Professional appearance of product.

TEMPLATE FOR LEARNING MEDIA ASSESSMENT

Learning Media Assessment

Student: DOB: Current Grade/Placement: Teacher: Evaluator: Dates of Assessment: Reason for Referral: Student Profile/Background: Medical Information: A. Information from most recent eye exam or clinical low vision evaluation: Doctor: Date: Etiology: Prognosis: Secondary eye conditions: Reported Visual Acuity:

Distance Without Correction With Correction

Right Eye (OD)

Left Eye (OS)

Both Eyes (OU)

Near Without Correction With Correction

Right Eye (OD)

Left Eye (OS)

Both Eyes (OU)

Visual Field: Recommended uses of low vision aids: Recommended lighting conditions: B. Information from most recent Functional Vision Assessment (FVA) Teacher (TVI): Date: Areas of Strength: Areas of Concern: Color Perception: Recommendations from FVA:

Summary of Observations:

(Observe in a minimum of 3 settings)

Summary of Interviews: (Interview a minimum of 3 individuals (e.g., student, teachers, parents …))

Sensory Channel Assessment (Observe student and complete Form 2 “Use of Sensory Channels” (Koenig & Holbrook, 1993). (Observe in 3 settings. Complete 3 copies of Form 2 with a minimum of 15 behaviors observed per setting. Include as appendices.) Dates of Observation (s): Primary and secondary sensory channel when involved in:

a. Learning a New Task primary: secondary: b. A Familiar Task Primary: Secondary: c. A Non-academic Activity Primary: Secondary: d. A High Interest Activity Primary: Secondary: e. A Low Interest Activity

Primary: Secondary: Reading Efficiency/Pre-reading Skills

1. Conduct a reading assessment using a minimum of 3 braille, regular print and/or large print, or magnified print (i.e. CCTV) passages. (After reviewing the student’s eye report, reviewing the FVA, and observing the student in 3 different settings, prepare three different reading passages. Have the student read the passage while timing and noting any errors. Prepare a few questions related to the passages to assess comprehension. Include reading passages in appendices.)

2. Present reading rates, accuracy, and comprehension for each medium assessed. 3. Discuss student’s reading behaviors demonstrated during the assessment

including reading distance, posture, and use of visual efficiency. (Did the student bring material close to eyes? Rub eyes often? Scrub the page while reading braille? …)

Needed Modifications

Is the student able to accomplish academic tasks in the current medium/media with success?

Are the time requirements to complete academic tasks reasonable in comparison to peers without visual impairments?

Does the student read at a sufficient rate and with adequate comprehension in order to complete academic tasks with success?

Handwriting/Scribbling Skills Can the student read his/her own handwriting? Is handwriting a viable and effective mode of written communication? Auditory Channel

(Provide what information you gained from talking with the student and teacher in addition to what you observed while completing the assessments.)

Has the student’s auditory skills been assessed (auditory awareness, discrimination, localization, etc.)? Summarize results or observations.

Has the student’s listening skills been assessed (comprehension, sequencing or retelling of stories)? If yes, summarize results or observations.

Does the student have auditory processing problems? Describe observations. Assistive Technology

What assistive technology does the student currently use?

Describe student’s current skills using technology.

Summary: Recommendations: (Include specifics on what and suggestions on how.)

Learning Media Assessment Report Rubric

Component Proficient Pass/Fail

Background Information

Demographic Information Reason for referral Student Profile/ Student Background Medical information Information from current FVA

Name, DOB, age, gender, school and teacher are included

Information is supported by documented sources;

Includes specific, relevant information (i.e., current level of performance, likes/ dislikes, strengths/ weaknesses, family dynamics, health, history, programming);

Medical information is easily understood

Observations and Interviews/ Sensory Channel Assessment Descriptions of settings Observations in 3 settings including a minimum of one academic and one extended core curriculum Interviews (minimum of 3)

Observations include 3 settings

Description of settings are specific and relevant to visual impairment

Description of the student’s visual behavior is properly recorded on form #2 and includes environmental conditions (minimum of 15 observed behaviors per setting;

Information from interviews is objective, relevant to vision performance, and sources cited.

Information is summarized.

Primary and secondary sensory channels identified.

Assessment of Reading Mediums Determine which mediums are appropriate to assess (i.e., regular print, LP, CCTV, Braille, Auditory) Reading Level Reading Rate Error Record Comprehension Visual Behaviors Handwriting skills Auditory skills Assistive Technology

Track (conventional or Functional literacy) chosen matches student profile;

Utilized correct forms needed in selected track;

Prepared reading passages using similar size and level in 3 mediums;

Provided a supportive statement of why the 3 mediums were selected;

Calculated reading rate;

Recorded reading errors;

Obtained a reading comprehension score for each passage;

Includes discussion of observed visual behaviors for each medium;

Provided passages, forms and record sheets in appendix.

Modifications identified.

Handwriting skills observed and documented.

Auditory channel skills observed and documented.

Summary of assistive technology used by student and current skill level.

Summary Concise summary and

All major strengths and weaknesses are addressed, appropriate, and supported by data

Component Proficient Pass/Fail

conclusions

Recommendations Accommodations Primary and Secondary Reading Mediums suggested Need for Low Vision aids or AT

All recommendations are supported by data, appropriate, feasible, and practical

All areas of weaknesses are addressed in relation to primary and secondary reading mediums

Recommended reading mediums

All accommodations and recommendations for AT training are appropriate

Professional Writing Skills & Professional Presentation of all Documents

Professional language, free of bias, subjective reflections.

Free of repetitive syntax or grammatical or spelling errors.

Clearly communicates using precise language.

Professional appearance of product.

CRITERIA FOR DEVELOPMENTAL ASSESSMENT AND REPORT

Assessment Rubric

Components to

be evaluated Proficient Pass/Fail

Accommodations and Modifications for Individual Learner Checklist

Complete the Eight Skills Inventories

Skills Inventories (Cognitive, Vision, Language, Compensatory, Social, Self-help, Fine motor & Gross Motor) are complete and supplements or clarifies the IFSP/IEP information to indicate individual child need. A copy of the completed skills inventories and observation/interview notes must be attached for assignment credit.

Written Summary for IFSP/IEP Team

General Profile

Brief student profile includes pertinent information on age, present levels, primary disabilities, language considerations, (needs related to augmentative communication or English Language Learners) and cultural background.

Current/future placement and service delivery described, and brief rationale for plan included.

Summary of Assessment data

Identifies current strengths, needs and next steps for each of the skill/developmental areas (e.g., Cognitive, Visual …).

Informs instruction and includes reasonable, useful suggestions for continued skill development specific to the student and with consideration for the setting and communication skills.

Professional Writing Skills & Professional Presentation of all Documents

Professional language, free of bias, subjective reflections, and threats to student confidentiality

Free of repetitive syntax or grammatical or spelling errors.

Clearly communicates using precise language.

Professional appearance of product.

CRITERIA FOR ADDITIONAL ASSESSMENTS AND REPORT

Assessment Rubric

Components to be evaluated

Proficient Pass/Fail

Accommodations and Modifications for Individual Learner Checklist

Complete three Formalized Assessments

Complete formalized assessments (as identified in course syllabus) to supplement or clarify the IEP information to indicate individual child need.

Written Summary for IFSP/IEP Team

General Profile

Brief student profile includes pertinent information on age, present levels, primary disabilities, language considerations, (needs related to augmentative communication or English Language Learners) and cultural background.

Current/future placement and service delivery described, and brief rationale for plan included.

Summary of Assessment data

Informs instruction and includes reasonable, useful suggestions (next steps) for continued skill development specific to the student and with consideration for the setting and communication skills.

Professional Writing Skills & Professional Presentation of all Documents

Professional language, free of bias, subjective reflections, and threats to student confidentiality

Free of repetitive syntax or grammatical or spelling errors.

Clearly communicates using precise language.

Professional appearance of product.

Criteria for Individualized Education Program (3 – 21)

The following items must be included on the Individualized Educational Program (IEP) for credit:

1. Student information including: a. Name b. Date of Birth c. Date of IEP d. Grade e. School f. Classification (Primary and Secondary, if applicable)

2. Present Levels of Academic Achievement and Functional Performance (PLAAFP). 3. Summary of assessments/results. 4. IEP team response to the special factors (e.g., behavioral strategies, braille instruction). 5. Two measureable annual goals (including condition, learner, target behavior and criteria). 6. Two short-term objectives/benchmarks for each measurable annual goal (including condition, learner, target behavior and criteria). 7. Identification of methods to measure the student’s progress. 8. Identification of how parents will be informed on the student’s progress. 9. Services that will be provided by you as the TVI and the amount of service that will be provided (i.e., number of days per week/month and minutes per day). 10. Classroom modifications and accommodations. 11. Student participation in statewide and district-wide assessments. 12. Student accommodations for assessments. 13. Statement of participation in regular classes. 13. Transition plan, if appropriate.

TEAC/CAEP Rubrics

Special Education Program – Direct Observation Form VI Program

Expectations Yes No N/A

1. Did the teacher candidate define lesson objective(s)?

Provided a written statement in behavioral terms which includes all components of an objective (learner, measurable target behavior, conditions, and criteria).

Written statement has a direct relationship to IEP/IFSP goals, state core curriculum, National Expanded Core Curriculum for VI and/or learning standards.

2. Did the teacher candidate establish behavioral expectations?

Reviewed “classroom” or instructional rules.

3. Did the teacher candidate provide (a) clear instructions/prompting; (b) modeling; (c) guided practice; (d) appropriate pacing; and (e) appropriate level/type of language.

Provided appropriate and engaging Anticipatory set.

Provided appropriate statement of purpose.

Provided opportunities for independent practice.

Provided closure activity.

Provided opportunities for generalization.

4. Did the teacher candidate use appropriate strategies to check for understanding?

5. Did the teacher candidate provide appropriate error correction for academic and social behavior?

Encouraged self-correction prior to teacher correction.

6. Did the teacher candidate provide appropriate positive consequences for academic and social behavior?

Provided varied feedback.

7. Did the teacher candidate utilize appropriate data collection procedures?

Data was collected during or immediately after instructional session.

Data collection graph/document was available for review.

Analyzes student needs and modifies current/future instruction.

Special Education Program – IEP Evaluation VI Program

Expectations Yes No N/A

1. Teacher candidate has developed an appropriate Present Level of Academic Achievement and Functional Performance (PLAAFP) statement based on evidence.

Includes VI assessment data.

2. Teacher candidate has developed measureable annual goals.

Includes two complete (learner, measurable target behavior, conditions, and criteria) measurable annual goals related to PLAAFPS and student assessment data.

3. Teacher candidate has developed measureable short-term objectives that progress toward the annual goal.

Includes two complete (learner, measurable target behavior, conditions, and criteria) objectives for each measureable annual goal.

4. Teacher candidate has identified supplementary aids, services and other IEP requirements.

5. Teacher candidate has planned for general education or community participation and needed accommodations.

6. Teacher candidate has identified accommodations for district/statewide assessments.

7. Teacher candidate developed appropriate transition services/plans as required.

Special Education Program – Instructional Plan VI Program

Expectations Yes No N/A

1. Teacher candidate identifies assessment data, IEP goals, or Core Curriculum standard on which plan is based.

Written statement has a direct relationship to IEP/IFSP goals, state core curriculum, National Expanded Core Curriculum for VI and/or learning standards.

2. Teacher candidate identifies measureable goals/objectives for the instructional plan.

Provided a written statement in behavioral terms which includes all components of an objective (learner, measurable target behavior, conditions, and criteria).

3. Teacher candidate develops an appropriate instructional plan based on evidenced-based practices.

Provided written documentation of: o Collaboration with the cooperating/classroom teacher. o Required materials. o Appropriate and engaging Anticipatory set. o Appropriate statement of purpose. o Instructional input/Review of past material. o Modeling/Examples. o Guided practice. o Checking for understanding. o Opportunities for choice-making/critical thinking. o Opportunities for independent practice. o Closure activity.

o Opportunities for generalization.

4. Teacher candidate identifies methods for effectively collecting student performance data for ongoing instructional decision-making.

Includes copy of data collection document.

5. Teacher candidate utilizes student performance data for ongoing instructional decision-making.

Special Education Program - Behavior Intervention Plan VI Program

Expectations Yes No N/A

1. Teacher candidate operationally defined the problem behavior in observable and measureable terms.

2. Teacher candidate identified setting events (if applicable) antecedents and consequences that maintain the problem behavior.

3. Teacher candidate identified the function(s) of problem behavior.

4. Teacher candidate developed an intervention plan based on function of problem behavior.

5. Teacher candidate identified data collection system for monitoring student progress on the intervention plan

Vision Impairment Rubric for Student Teaching

*Students must have a cleared background check on file with the Department of Special Education prior to beginning student teaching.

Standards Met Required element Evaluation yes/no date

1. Student Teaching

a. Student demonstrates a knowledge of appropriate specialized teaching skills for teachers of students with visual impairments through:

– successful development of instructional plans that include, daily living skills, organization and study skills, handwriting/signature skills, listening skills, keyboarding skills, technology skills

– successful development and use of tactile graphics – successful development and use of technologies – maintenance of student records and student information

sheet – development of inclusive setting approaches including

participation in bulletin board or hallway exhibit for children with visual impairments

– complying resources for students and families including information on video about children with visual impairments, on-line resources, parent and consumer groups, and continuum on services

b. Kindergarten- 12th grade student teachers will demonstrate professional skills by:

– creating and presenting a short inservice for families, professionals, or peers

– attending and evaluating school team meetings c. Early Childhood student teachers will demonstrate professional skills by:

– preparing and presenting a short family inservice – – attending and evaluating early intervention meetings at a

local or state level

2. Evaluation a. Student must complete all requirements as specified in the student teacher Handbook, Visual Impairment Program b. Student must complete the following candidate assessment check points:

Weekly Self Evaluations

Review student files and have all teaching activities reflect current information about each student

Assess all students with functional vision assessments, learning media assessments, developmental assessments, academic assessments, and other assessments as appropriate

Develop and implement an IEP/IFSP for each student that is based on assessment data

Develop and implement Instructional Plans to assure data driven curriculum decisions

Link all teaching activities to the Utah State Core Curriculum for students of comparable grade(s) and the expanded core curriculum

Develop, post, and follow a daily schedule

Follow a curriculum as outlined by cooperating teacher, university supervisors, and approved lesson plans

Collaborate with cooperating teacher, general education teachers, USDB administration, and other appropriate professionals

Communicate with families, etc.

Create and maintain an organized educational environment that supports student’s visual needs and supports student independence.

Successful completion of assigned rubrics and other activities

Provide data, lesson plans, and other materials as requested to USDB administration

Student must include cooperating teacher directives in teaching methods and student outcomes including mid-semester evaluation

Student teacher candidate must receive a rating of >3 overall in each area on the Comprehensive Evaluation of Teaching Competencies: Area of Visual Impairments Student Teaching Practicum. Students who receive one or more Unsatisfactory mark (1) on any item will not pass student teaching.

Percent of Required Elements Meeting Evaluation Standards (5/5 X 100)

Overall Assessment Pass / Fail

Appendix A

Blank Forms

SET Data and Profile Form

Teacher Evaluation # ______________________ Observer Date Time to

1. Learning Outcomes T Obj/Outcomes communicated clearly; Checks for

understanding; responds to feedback E Obj/Outcomes communicated clearly: Checks for

understanding A Obj/Outcomes communicated clearly C Obj/Outcomes communicated but are not measurable. H Conducts activities without communicating

obj/outcomes

INCIDATORS: .statements of learning obj/outcomes .clear, consistent statements .questions to check understanding .can be measured .responds to feed

2. Utilization of Instruction Material T Uses instructional materials which relate to obj/outcomes E Obj/Outcomes communicated clearly: Checks for

understanding A Obj/Outcomes communicated clearly C Obj/Outcomes communicated but are not measurable H Conducts activities without communicating

obj/outcomes INCIDATORS: .instructional program; clarity and condition of materials .age appropriate .monitors correct use of materials .creative use of materials

3. Instructional Techniques T Uses instructional techniques which relate to obj/outcomes;

monitors effectiveness; modifies techniques as necessary. E Uses instructional techniques which relate to obj/outcomes;

monitors effectiveness A Uses instructional techniques which relate to the learning

obj/outcomes C Uses instructional techniques which relate generally to H Conducts activities without communicating obj/outcomes.

INCIDATORS: .evidence of pre-planning, Task Analysis .use of techniques such as review, modeling, direct instruction, demonstration, peer teaching, role play, guided practice and independent practice .advance organizers .organization of/and systematic presentation .elicits/modifies based on feedback

4. Academic Learning Time T Provides frequent opportunities for all students to be

involved/engaged in group/individual activities E Provides frequent opportunities for most students to be

involved/engaged in group/individual activities. A Provides opportunities for most students to be

involved/engaged in groups. C Provides opportunities for some students to be

involved/engaged in groups H Provides little or no opportunities for students involvement.

INCIDATORS: .question – response (Q – R) .teacher reaction to students not participating .type/appropriateness of seatwork assignments .frequency of distractions .control over distractions

5. Positive Reinforcement of Response T Consistently provide immediate and specific positive

responses E Consistently provide specific positive responses A Provides some specific positive responses C Provides some positive responses H Provides little or no positive responses

INCIDATORS: .frequency (how often) .latency (how soon after) .specificity .social praise 3:1

6. Correction T Provides Immediate and constructive correction; all

student errors are corrected E Provides constructive correction; makes sure most

student errors are corrected. A Provides correction; makes sure most student errors are

corrected C Provides some constructive correction H Provides little or no correction

INCIDATORS: .clear and immediate corrections .model correct response .reinforce correct response .consistent

.shaping procedures

7. Classroom Discipline T Clearly and planfully communicates expectations for student behavior; consistently follow

through with positive and negative consequences. E Clearly communicates expectations for student behavior;

consequences A Communicates expectations for student behavior; follow

through with positive and negative consequences C Inconsistently provides consequences for most students H Seldom provides consequences for student behavior, or

provides only negative consequences.

INDICATORS: .evidence of discipline plan/set of procedures .verbal references to behavioral expectations .proximity control, contracting .delivery of positive reinforcers (praise, smiles, tokens

points, tickets, etc.) .Delivery of negative consequences (verbalizations,

loss of privilege detention, removal from class etc.)

8. Instructional Style T Maintains a high level of personal and student

enthusiasm; demonstrates a positive attitude toward students/subject matter.

E Maintains a high level of personal enthusiasm; demonstrates a positive attitude toward students/subject matter

A Demonstrates personal enthusiasm; and a positive attitude toward students/subject matter.

C Occasionally demonstrates enthusiasm toward students/ subject matter

H Demonstrates little or no enthusiasm toward students/subject matter

INDICATORS .pleasant demeanor .pace f presentation .voice tone .facial expressions .positive interaction with student

9. Instructional Efficiency T Consistently controls the pace of all instruction based on

student feedback E Consistently controls the pace of most instruction based

on student feedback A Controls the pace of some instruction based on student

feedback C Seldom controls the pace of instruction based on student

feedback H Controls the pace of instruction independent of student

feedback

INCIDATORS: .pace of instruction .duration of presentation/activities .frequency of interruptions/distractions .types of transitions .duration of transitions .maintains interest and involvement

10. Monitoring Progress T Uses continuous direct measurement procedures to

monitor each student’s progress toward obj/outcomes at least daily; makes adjustments in program based on data

E Uses continuous direct measurement procedures to monitor each student’s progress toward obj/outcomes 1-4x per week; makes adjustments in program based on data

A Uses direct measurement procedures to monitor each student’s progress toward obj/outcomes periodically; makes some adjustments in program based on data

C Makes general evaluation of student progress at end of instruction

H Makes few or no attempts to monitor student progress

INCIDATORS: .frequent collection of data .recording/charting of data .correlation of data to obj/outcomes .adjust program based on data

11. Communication T Continuously works to improve already positive,

constructive communication with parents and school staff E Maintains positive, constructive communication with

parents and school staff A Maintains adequate communication with parents and

school staff C Causes some communication problems with parents and

school staff H Causes many communication problems with parents and

school staff INCIDATORS: .specific incidents of constructive relationships With parents and staff .specific incidents of attempts to improve relationships

12. Teamwork

T Accomplishes job responsibilities; encourages and facilitates the work of faculty/staff

E Accomplishes job responsibilities; encourages the work of faculty/staff

A Accomplishes job responsibilities; allows others to perform their responsibilities.

C Accomplishes job responsibilities only with close supervision H has difficulty accomplishing job responsibilities even with

close supervision INCIDATORS: .job responsibilities complete .assistance given to other faculty/staff .shares strategies .brainstorms/problem solves together

13. Organizational Commitment

14. Professional Development T Reads at least 2 professional journals regularly; attends

T Accomplishes the goals and policies of the school district; works to develop needed goals and modifies those which are inefficient

E Accomplishes the goals and policies of the school district; works to make changes when appropriate

A Accomplishes the goals and policies of the school district. C Attempts to accomplish the goals and policies of the school

district H Makes little or no effort to accomplish the goals and

policies of the school district

INDICATORS: .goals and policies accomplished .efforts to modify goals and policies

IV.

professional development activities at least 2x/per year E Read 1 professional journal regularly; attends professional

development activities at least 2x/per year A Attends professional development activities at least 2x/per

year C Talks about the need for professional development. Does

not attend activities. H Does not engage in professional development.

INDICATORS: .journals read (2) .activities attended (2x/per year) .practice effected by reading/attending .ember of CEC

Scales for Effective Teaching

Teaching Profile

Teacher Date Evaluation #________________

Scales Scales # 5 4 3 2 1

1. Learning Outcomes

T

E

A

C

H

2. Utilization of Instructional Materials

T

E

A

C

H

3. Instructional Techniques

T

E

A

C

H

4. Academic Learning Time

T

E

A

C

H

5. Positive Reinforcement of Response

T

E

A

C

H

6. Correction

T

E

A

C

H

7. Classroom Discipline

T

E

A

C

H

8. Instructional Style

T

E

A

C

H

9. Instructional Efficiency

T

E

A

C

H

10. Monitoring Progress

T

E

A

C

H

11. Communication

T

E

A

C

H

12. Teamwork

T

E

A

C

H

13. Organizational Commitment

T

E

A

C

H

14. Professional Development

T

E

A

C

H

Figure 4

GOAL SETTING FORM

Target Scale

(1)

Target Rating

(2)

Target

Behavioral

Statement

(3)

Activities for

Improvement

(4)

Observation

Date

(5)

Signature Signature

Position Position

Date Date

SET @ THE Change Agency, 1985

Student Teacher: ______________________________ Date: ____________________

Student Teaching Supervisor: ___________________________

Preschool Collaborative Assessment Log (with University Supervisor)

What’s Working: Challenges/Concerns:

Student Teacher’s Next Steps: Cooperating Teacher’s Next Steps:

Teacher _________________________________ Evaluation # _______________________

Observer_________________________________ Date_________ Time_______ to _______

1. Learning Outcomes

2. Utilization of Instructional Material

3. Instructional Techniques

4. Academic Learning Time

5. Positive Reinforcement of Response

6. Correction

7. Classroom Discipline

8. Instructional Style

9. Instructional Efficiency

10. Monitoring Progress

11. Communication

12. Teamwork

COMPREHENSIVE EVALUATION OF TEACHING COMPETENCIES: AREA OF VISUAL IMPAIRMENTS

STUDENT TEACHING PRACTICUM Student Teacher: _________________________________Date:_________________ Evaluator(s) ___________________________________________________________ Please evaluate the student teacher in relation to the following criteria: Use this scale for ratings (underlined ratings reflect UofU TEAC requirements): l - Unsatisfactory 2 - Marginally Satisfactory 3 - Satisfactory 4 - Above Average 5 - Outstanding NA - Not applicable or no opportunity to observe I. PERSONAL QUALIFICATIONS (Please circle one) Comments: l. Works cooperatively with other teachers 1 2 3 4 5 NA and staff 2. Is dependable and reliable 1 2 3 4 5 NA 3. Shows initiative by performing necessary 1 2 3 4 5 NA tasks without being asked 4. Shows enthusiasm and demonstrates 1 2 3 4 5 NA energy in completing tasks 5. Has adequate communication skills 1 2 3 4 5 NA 6. Demonstrates assertiveness in 1 2 3 4 5 NA appropriate circumstances II. PROFESSIONAL COMPETENCIES (Please circle one) Comments: 1. Complies with standards and ethics 1 2 3 4 5 NA established by the profession (E 24) 2. Handles information about students, 1 2 3 4 5 NA families colleagues, supervisors ethically (E 26) 3. Accepts constructive criticism & 1 2 3 4 5 NA

demonstrates follow through 4. Respects the work and uniqueness of 1 2 3 4 5 NA all individuals (e.g., cultural, ability, value systems, etc.) (E 27) 5. Accepts other teachers’ styles/personalities 1 2 3 4 5 NA 6. Demonstrates appropriate verbal behavior 1 2 3 4 5 NA (i.e., tone, volume of voice, clarity of language, level of vocabulary) 7. Systematically evaluates and critiques 1 2 3 4 5 NA own teaching performance (E 28) 8. Reflects on teaching practice and the 1 2 3 4 5 NA impact on school and community (E 29) 9. Develops and maintains positive 1 2 3 4 5 NA relationships with students (D 18) 10. Demonstrates knowledge and Under- 1 2 3 4 5 NA standing in the field of visual impairments 11. Demonstrates professional competence 1 2 3 4 5 NA and presence(including: appearance, hygiene, language) (E 25) III. COLLABORATION COMPETENCIES (Please circle one) Comments: 1. Builds professional and collaborative 1 2 3 4 5 NA relationships with colleagues to share insights and coordinate activities. (E 30) 2. Develops and effectively participates 1 2 3 4 5 NA within collaborative teams which includes students and family members (E31) 3. Demonstrates problem-solving skills 1 2 3 4 5 NA 4. Communicates best practices in the field of 1 2 3 4 5 NA visual impairments

5. Maintains ongoing sharing of information 1 2 3 4 5 NA with families 6. Effectively communicates diagnostic and 1 2 3 4 5 NA programming information (i.e., functional visual skills, needs for related services, etc.) 7. Resolves conflict constructively 1 2 3 4 5 NA IV. ASSESSMENT AND EVALUATION COMPETENCIES (Please circle one) Comments: 1. Selects and administers a variety of 1 2 3 4 5 NA appropriate formal and informal assessment instruments/procedures and observational methods (C 13) 2. Selects and administers assessments 1 2 3 4 5 NA are appropriate to cultural and language differences (C 14) 3. Selects appropriate evaluation 1 2 3 4 5 NA strategies that align with goals of lessons and directly measure the student’s mastery of the content (A 5) 4. Collects and summarizes, integrates, 1 2 3 4 5 NA and interprets assessment data for identification, placement, instruction and evaluation (C 15) 5. Demonstrates collaboration on development 1 2 3 4 5 NA of IFSP/IEP goals and objectives to meet state and federal guidelines 6. Demonstrates ability to design and/or 1 2 3 4 5 NA maintain ongoing evaluations and progress monitoring (C 16) 7. Demonstrates ability to adapt, 1 2 3 4 5 NA integrate and modify student programs (B 9 & C 17)

V. INSTRUCTIONAL STRATEGIES/TEACHING EFFECTIVENESS (Please circle one) Comments: 1. Is familiar with students’ background 1 2 3 4 5 NA knowledge and experience and uses this information to plan lessons (A 1) 2. Selects instruction that is appropriate for 1 2 3 4 5 NA cultural and language differences (A 2) 3. Is able to motivate students effectively 1 2 3 4 5 NA 4. Demonstrates the ability to implement 1 2 3 4 5 NA appropriate and varied methods, materials, and resources aligned with goals of lessons including selecting, adapting, and materials for students with visual impairments (B 8) 5. Presents materials in an appropriate level 1 2 3 4 5 NA of difficulty for students 6. Demonstrates ability to write and 1 2 3 4 5 NA Implement lesson/unit plans based upon IFSP/IEP goals and objectives and the Utah State Core Curriculum thatare appropriate for Students with visual impairments (A 13) 7. Plans and implements activities for 1 2 3 4 5 NA teaching learning media skills, braille and communication skills (B 9) 8. Selects appropriate materials and 1 2 3 4 5 NA activities to meet the unique learning styles of the students (B 7) 9. Demonstrates ability to create/select/adapt 1 2 3 4 5 NA appropriate materials for student to access non-tactual information 10. Designs learning activities which 1 2 3 4 5 NA enhance students' problem-solving, critical thinking skills, and independence skills

11. Integrates life-skills and social 1 2 3 4 5 NA competencies within academic curriculum 12. Designs functional learning activities that 1 2 3 4 5 NA promote generalization 13. Teaches students independence skills 1 2 3 4 5 NA in using specially designed devices and technologies for the visually impaired population (e.g., abacus, CCTV, computer adaptations, etc.) 14. Adapts and enhances the learning 1 2 3 4 5 NA environment to reduce glare, heighten contrast, etc., for optimal learning conditions VI. LESSON IMPLEMENTATION COMPETENCIES (Please circle one) Comments: 1. Demonstrates connection between past, 1 2 3 4 5 NA current, and future content to be learned (A 4) 2. Begins an activity/lesson appropriately 1 2 3 4 5 NA 3. Gives clear instructions at student’s 1 2 3 4 5 NA level of understanding 4. Monitors students’ understanding 1 2 3 4 5 NA of content, provides feedback, and adjusts learning activities as the situation demands (B 10) 5. Uses appropriate pacing throughout 1 2 3 4 5 NA activities including effective time use (B 11) 6. Handles transition periods 1 2 3 4 5 NA effectively (moving from task to task) 7. Uses appropriate procedures to involve 1 2 3 4 5 NA students verbally and nonverbally 8. Provides effective large group, small 1 2 3 4 5 NA group and one to one instruction (B 6)

9. Reflects in writing using weekly log 1 2 3 4 5 NA the extent to which learning goals were met (B 12)

VII. CLASSROOM MANAGEMENT SKILLS (Please circle one) Comments: 1. Obtains and maintains students’ 1 2 3 4 5 NA attention during lessons 2. Implements and manages individualized 1 2 3 4 5 NA learning centers, units or programs for a small group 3. Designs and maintains an appropriate 1 2 3 4 5 NA and functional physical classroom environment meeting the unique needs of children with VI 4. Established and maintains consistent 1 2 3 4 5 NA standards of classroom behavior (D 19) 5. Takes preventive action to ensure students 1 2 3 4 5 NA maintain appropriate behavior 6. Uses effective techniques for the 1 2 3 4 5 NA maintenance of a safe learning environment (D 20) 7. Selects and uses appropriate record- 1 2 3 4 5 NA Keeping systems for teaching organizations and accountability (D 21) 8. Uses positive encouragement in guiding 1 2 3 4 5 NA appropriate behavior (D 22) 9. If necessary, develops and implements a 1 2 3 4 5 NA more individualized plan for individual or groups of students in order to maintain desired behavior (D 23) ADDITIONAL COMMENTS SECTION: Please use this section to make comments regarding the competencies of the student teacher. Include your perceptions of the student teacher's strengths as well as areas of concern, and specific improvements evidenced over the quarter. You may use additional pages if necessary.

This evaluation was cooperatively completed by the following individuals: ______________________________ ________________________________ Student Teacher Date University Supervisor Date ______________________________ ________________________________ Cooperating Teacher Date Cooperating Teacher Date ______________________________ ________________________________ Cooperating Teacher Date Cooperating Teacher Date

Note: NO CREDIT: A student teacher will receive NO CREDIT (NCR), or will not pass the course (receiving a failing grade) when:

a. The cooperating teacher and the university supervisor agree that the student teacher has not met the student teaching competencies at the acceptable minimum performance level (receives less than a satisfactory average across each area or receives one or more unsatisfactory mark (1’s) on any single item at the final Comprehensive Evaluation), and/or the student teaching assignments have not been completed satisfactorily (receives less than a C-) by the last day of student teaching. (Student Teaching Manual, p. 10)

End-of-Program Report Student Teaching Evaluation Department of Special Education

The University of Utah

Teacher Site Teacher

Candidate: __________________________ Educator(s): ____________________________

School: _____________________________ Content/ Grade Level: ___________________

University Number of

Supervisor: __________________________ Lessons Observed: ______________________

Date: _________________________________

Please rate each area below using for the following descriptions and 5 point rating scale:

Organizing Content Knowledge for Student Learning

The student teacher:

Y N 1. Is familiar with students’ background knowledge and experience and

uses this information to plan lessons.

Y N 2. Selects instruction that is appropriate for cultural and language

differences.

Y N 3. Designs lesson plans that are appropriate for students.

Y N 4. Demonstrates connection between past, current, and future content to

be learned.

Y N 5. Selects appropriate evaluation strategies that align with goals of

lessons and directly measure the student’s mastery of the content.

Teaching for Student Learning

The student teacher:

Y N 6. Provides effective large group, small group and one to one instruction.

Y N 7. Uses appropriate teaching strategies for the content taught.

Y N 8. Implements appropriate and varied methods, materials, and resources

aligned with goals of lessons.

Y N 9. Provides differentiated instructions and curriculum, adaptations, and

modifications necessary to promote student learning.

Y N 10. Monitors students’ understanding of content, provides feedback, and

adjusts learning activities as the situation demands.

Y N 11. Uses instructional time effectively.

Y N 12. Reflects on the extent to which learning goals were met.

Assessment

The student teacher:

Y N 13. Selects and administers a variety of appropriate formal and informal

assessment instruments/procedures and observational methods.

Y N 14. Selects and administers assessments that are appropriate to cultural

and language differences.

Y N 15. Summarizes, integrates, and interprets assessment data for

identification, placement, instruction and evaluation.

Y N 16. Designs and/or maintains an on-going record-keeping system for

monitoring and evaluating student progress.

Y N 17. Utilizes information gained from on-going evaluation systems to

modify student instruction.

Creating an Environment for Student Learning/Classroom Management

The student teacher:

Y N 18. Establishes and maintains positive rapport with students.

Y N 19. Establishes and maintains consistent standards of classroom behavior.

Y N 20. Establishes and maintains a physical environment that is safe and

conducive to learning.

Y N 21. Selects and uses appropriate record-keeping systems for teaching

organizations and accountability.

Y N 22. Uses positive encouragement in guiding appropriate behavior.

Y N 23. If necessary, develops and implements a more individualized plan for

individual or groups of students in order to maintain desired behavior.

Teaching Professionalism

The student teacher:

Y N 24. Complies with standards and ethics established by the profession.

Y N 25. Demonstrates professional presence (e.g. appearance, hygiene,

language).

Y N 26. Handles information about students, peers, colleagues and supervisory

ethically and confidentially.

Y N 27. Respects all individuals (e.g. culture, ability, value systems).

Y N 28. Systematically evaluates and critiques own teaching performance and

accepts constructive criticism and make modifications as appropriate.

Y N 29. Reflects on teaching practice and the impact on school and

community.

Y N 30. Builds professional and collaborative relationships with colleagues to

share insights and coordinate activities.

Y N 31. Develops collaborative partnerships with students and families.

III. POST-STUDENT TEACHING INFORMATION

TEACHER CERTIFICATION PROCEDURES

SETTING UP THE PLACEMENT FILE

MENTORSHIP APPLICATION

APPLICATION FOR CERTIFICATION After all certification coursework has been completed, students desiring certification in Utah should submit a completed certification application* to the university in which they are enrolled. A certification application can be obtained from the following departments:

University of Utah

Department of Special Education 221 MBH University of Utah Salt Lake City, UT 84112

QUESTIONS: Patty Davis, 801-581-4764

Utah State University

Certification Department of Special Education and Rehabilitation Utah State University Logan, UT 84322-2865

QUESTIONS: Dr. Judith Holt, 435-797-7157

PLACEMENT FILE The placement or career center at each university has been organized for the purpose of helping to place graduates in professional positions. Each student teacher should complete a placement file during their student teaching experience.

Teaching Contract Student: Student Teaching Period: Beginning: Ending: Location(s):

Center-based:

Itinerant:

Cooperating Teacher(s): University Supervisor: Dates of Student Teaching: Student will complete:

One full Semester of Student Teaching (400 hours minimum following the calendar in effect at the student teaching site(s) unless specifically noted above) and all activities as described in the Student Teaching Manual and as required by the University Supervisors, Including but not limited to the following:

Weekly Self Evaluations

Review student files and have all teaching activities reflect current information about each student

Assess all students with functional vision assessments, learning media assessments, developmental assessments, academic assessments, and other assessments as appropriate

Develop and implement an IEP/IFSP for each student that is based on assessment data

Develop and implement Instructional Plans to assure data driven curriculum decisions

Link all teaching activities to the Utah State Core Curriculum for students of comparable grade(s) and the expanded core curriculum

Develop, post, and follow a daily schedule

Follow a curriculum as outlined by cooperating teacher, university supervisors, and approved lesson plans

Collaborate with cooperating teacher, general education teachers, USDB administration,

and other appropriate professionals

Communicate with families, etc.

Create and maintain an organized educational environment that supports student’s visual needs and supports student independence.

Successful completion of assigned rubrics and other activities

Provide data, lesson plans, and other materials as requested to USDB administration Cooperating Teacher is to Complete:

Model effective teaching practices for students with visual impairments

Complete weekly evaluations

Support student to meet above goals

Communicate concerns in a timely manner to university supervisors

Participate in final comprehensive evaluation University Supervisor is to Complete:

Monitoring of student teacher’s performance during placement(s)

Support the student teacher and cooperating teacher

Submit the grade earned by the student teacher _________________________________________ Student Date __________________________________________ Cooperating Teacher Date __________________________________________ Cooperating Teacher Date __________________________________________ University Supervisor Date __________________________________________ USDB Administrator Date