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N a t i o n a l U n i v e r s i t y

TM

The Uni versity of Values

Field Experience

Special Education

A p r i l 2 0 0 8

Educational Specialist Program

Mild/Moderate Disabilities

Moderate/Severe Disabilities

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Table of Contents

i. Identification Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Course Information1. Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. Placement Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3. Professional Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . 9

4. Advisement Verification . . . . . . . . . . . . . . . . . . . . . . 13

5. Library Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . 14

6. Assignment Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Meeting One Units #1 and #2

Unit #1

1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

6. Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

7. Self-Regulation through Reflective Practice . . . . . 24

Unit #2

8. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

9. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

10. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

11. IDEA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

14. Observation Form (SDC for M/M) . . . . . . . . . . 33-34

15. Interview Form (k-6, Special Ed Teacher). . . . . 35-36

16. Interview Form (RSP) . . . . . . . . . . . . . . . . . . . . 37-38

12. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

13. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Meeting Two Units #3 and #4

Unit #3

1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

5. Codes of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45

6. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

7. Medication Dilemma. . . . . . . . . . . . . . . . . . . . . . . . . 46

8. Observation Form (SDC for M/S) . . . . . . . . . . . . 47-48

9. Interview Form (7-12, Special Ed Teacher). . . . . 49-50

Unit #4

10. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

11. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

12. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

13. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

14. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

15. Interview Form (Speech Therapist) . . . . . . . . . . 55-56

16. Interview Form (School Psychologist) . . . . . . . 57-58

Meeting Three Units #5 and #6

Unit #5

1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

6. Case Study Charlie. . . . . . . . . . . . . . . . . . . . . . . . . 63

7. Observation Form (Vocational Program). . . . . . . 65-66

8. Observation Form (Playground/Recreation) . . . . 67-68

Unit #6

9. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

10. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

11. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

12. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

13. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

14. Interview Form (Parent). . . . . . . . . . . . . . . . . . . 73-74

15. Chart (Specific Disabilities). . . . . . . . . . . . . . . . 75-76

Meeting Four Units #7 and #8

Unit #7

1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

6. Composition (Becoming Culturally Responsible)

7. Discussion Response (Technology in Special Ed)

Unit #8

6. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

7. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

8. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

9. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

10. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8511. Coursework Summary . . . . . . . . . . . . . . . . . . . . 86-93

13. Philosophy of Education (Draft)

Verification of Course Completion . . . . . . . . . . . . . 94-95

EXC602A Field Experience: Special Education |

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NATIONAL UNIVERSITY

SCHOOL OF EDUCATION

SPECIAL EDUCATION PROGRAM

EXC602A

Field Experience: Special Education

Student: __________________________________

ID#: _____________________________________

E-mail: ______________________ Telephone ___________

Name of Instructor:_________________________________

Date Submitted: _____________

Student

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National UniversitySchool of Education

Department of Special Education

Handbook for EXC602AField Experience: Special Education

Course Syllabus

Revised December 2007

Required Text

Obiakor, Festus E. (2007).

Multicultural Special

Education, Culturally

Responsive Teaching.

Accardo, Pasquale J. andWhitman, Barbara Y. (2006).

Dictionary of Developmental

Disabilities Terminology.

Prerequisites

Candidates must be enrolled in

a program that leads to a

Preliminary Level 1 Education

Specialist Credential and/or aMasters degree in the field of

special education.

Course Description

EXC602A is an eight-week

course. The campus-based

course is presented in four 90

minute meetings. Three quarter-

units are earned upon

completion. The course is

graded satisfactory (S) or

unsatisfactory (U).

This course is a special

education field experience

course that introduces the

candidate to all types of

exceptionalities and service

delivery options. Candidates are

shown the importance of

becoming a reflectivepractitioner and a culturally

responsive teacher. There is an

emphasis on the role of the

special education teacher and

the role of the parents in the

education of special needs

students.

Course Objective

This is a field-based course that

will introduce the candidates to

the following:

All types of exceptionalities

and service delivery options

Becoming a reflective

practitioner and a culturally

responsive teacher.

The role of the parents of a

special needs students.

Learning Outcomes

At the conclusion of this course,

candidates will be able to:

Describe the basic skills

needed to be a reflective

practitioner and its

importance in educating

students with special needs.

Describe the basic skills

needed to be a culturally



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responsive teacher.

Demonstrate the skills needed to observe and

interview practicing, fully credentialed,

professionals in the field of special education.

Describe and discuss the education programs

and service delivery options available to allspecial education students.

Describe the consumer and professional

organizations, publications, and journals

relevant to the field.

Describe and discuss the major provisions of

the Individuals with Disabilities Education

Act (IDEA).

Describe and discuss legal, ethical, and

professional responsibilities of the special

education teacher.

Describe and discuss some basic strategiesthat special education teachers use to meet the

needs of students from various cultures.

Describe and discuss basic behavior

commonalties and differences of students

with disabilities.

Describe the basic current issues and trends in

the field of special education.

Describe what is required in the Level 1

Educational Specialists Portfolio.

Develop a draft of their personal philosophy

of education

Course Requirements

General Requirements

Candidates are expected to conduct themselves

in a responsible manner that reflects ethics,

honor, and good citizenship. They are also

expected to abide by the regulations of the

University. It is the candidates responsibility tomaintain academic honesty and integrity, and to

manifest their commitment to the mission of the

University through their conduct and behavior.

Online candidates are bound to the same

policies, rules, and regulations of the University.

(See National University catalog, Policies and

Procedures)

The Commission on Teacher Credentialing is

charged by law with evaluation of the moral

character and fitness of all persons who wish to

teach or perform certified services in the public

schools. Every person who is an applicant for,

or who now holds, any credential, certificate,permit, or license authorizing service in

California public schools is answerable to the

CTC and the Committee of Credentials for his

or her fitness related conduct. California Laws

and Rules Pertaining to the Discipline of

Professional Certificated Personnelis available

on the CTC website at www.ctc.ca.gov.

Candidates are expected to attend all four of the

required class meetings when enrolled in a

campus-based class. Online candidates areexpected to actively participate in all

discussions and activities as scheduled.

Candidates who submit work or take part in

activities after the due date are subject to loss of

points and possible grade reduction.

Specific Academic Requirements

1. Candidates are expected to conduct field

observations in the following four settings:

A Special Day Class (SDC) for students with

mild/moderate disabilities. The teacher of the

class must hold a clear special education

credential.

An SDC for students with moderate/severe

disabilities. The teacher of the class must hold

a clear special education credential.

A vocational program, career education class,

or student work site.

A playground, lunchroom, or recreationactivity.

Upon completion of the observations, the

candidate will complete and submit the specific

form provided for each field observation.

2. Candidates are expected to interview the

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following five practicing professionals with

clear credentials and one parent of a student

currently in special education:

An SDC teacher who is currently teaching at

the k-6 level An SDC teacher who is currently teaching at

the 7-12 level

A Resource Specialist (RSP) who is currently

working in a public school

A Speech and Language specialist.

A School Psychologist who is currently

working in a public school

A parent of a current special education student

Upon completion of the interviews the

candidate will complete and submit the

specific form for each interview.

3. Candidates will complete the Observation

Chart for Specific Disabilities. The chart is

provided as part of the course materials. It

requires candidates to describe all disabilities

that are eligible for special education services in

California. The information needed to complete

the chart can be gathered while completing the

coursework required for the class

Candidates will complete the EXC602A

Coursework Summary that is provided in the

Coursework materials. This summary will be

completed based on the knowledge gained while

completing the required coursework.

Candidates will participate in the discussion of

four specific topics. Online candidates should

post approximately 150-250 words. The post

should include the candidates ideas on the topic

as well as the candidates response to otherpostings. Campus-based candidates must

participate in class at the same level. Candidate

responses should extend the ideas of others and

go beyond simple agreement or disagreement.

Campus-based candidates should be prepared to

submit a response in writing.

Candidates will complete a composition titled

Becoming a Culturally Sensitive Practitioner

that addresses the step to becoming a culturally

sensitive teacher. The composition should be

based on the candidates thoughts as well as

knowledge gained from the required interviews,observations, and reading assignment. It should

be 2-4 pages in length, in APA style and should

be written thoughtfully and subjectively in first

person. Three references are required; one of

which can be a course text.

Candidates will develop a draft describing his or

her personal philosophy of education. The draft

will be 1-2 pages in length, written in the first

person and continually revised throughout the

duration of the course. A final copy of thephilosophy will be included in the Level I

Professional Portfolio that is submitted at the

end of the program in EXC603A. No references

are required.

Candidates will complete a vocabulary activity

for each unit in the course. The activity will

introduce candidates to the most common terms

used in special education.

Specific Advisement Requirements

All candidates enrolled in EXC602A must

complete the requirements for both academic

and credential advisement before a grade can be

posted for the class.

To complete the academic advisement the

candidate, both online and campus-based, must

schedule an appointment for advisement with

the lead faculty member at their home campus.Online candidates who are not in California or

Nevada are required to call the lead faculty

member at the Fresno Center for advisement.

To complete the credentials advisement, the

candidate must complete a credentials packet

provided by the credential analyst. Online



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candidates may request a packet from the online

advisor. (Barbie Hansen, [email protected], 858-

642-8396)

Specific Requirements for Online Classes

Candidates must have an e-mail address.

Candidates must take the online tutorial.

Candidates must have easy access to a

computer.

Candidates must fully realize that online

classes require as much, if not more time, as a

campus based class.

Candidates must agree to contact the help

desk, not the instructor, for technology

problems.

Grading

Candidates completing EXC602A receive a

grade of satisfactory (S) or unsatisfactory (U).

To receive a grade of satisfactory (S) candidates

must complete all assignments and earn a

minimum of 85 of the 100 points available.

Points Available for Each Assignment

Coursework summary. (25 points)

Interviews of professionals with clear special

education credentials. (18 points total, 3

points per interview)

Observations in special education classrooms

taught by a professional with a clear special

education credential. (12 points, 3 points per

observation)

Discussions (15 points, 5 points per

discussion) Observation chart for specific disabilities (10

points)

Draft of a philosophy of education (5 points)

Composition on becoming a Culturally

Sensitive Practitioner (15 points).

In addition to the graded assignments listed

above all candidates enrolled in EXC602A must

complete the library orientation at:

http://www.nu.edu/library , keyword ilibrary, faculty

advisement requirement, and a credential packet

prior to receiving a grade.

In specific situations the following is used:

I INCOMPLETE

A grade given at the discretion of the

instructor when a candidate who has

completed at least two-thirds of the course

class sessions and is unable to complete the

requirements of the course because of

uncontrollable and unforeseen

circumstances. The candidate must conveythese circumstances (preferably in writing)

to the instructor prior to the final day of the

course. If an instructor decides that an

Incomplete is warranted, the instructor

must convey the conditions for removal of

the Incomplete to the candidate in writing.

A copy must also be placed on file with the

Office of the Registrar until the

Incomplete is removed or the time limit

for removal has passed. An Incomplete is

not assigned when the only way the

candidate could make up the work would be

to attend a major portion of the class when

next offered.

An I that is not removed within the

stipulated time becomes a U. No grade

points are assigned. The U is calculated

in the grade point average.

W WITHDRAWAL

Signifies that a candidate enrolled in

EXC602A has withdrawn from a course

before beginning the third meeting of an

on campus class and before the sixth week

of an online class. Candidates who wish to

withdraw must notify their admissions



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advisor to discuss withdrawing from a class.

Instructors are not authorized to issue a

W grade.

Plagiarism

Plagiarism is the presentation of someone elses

ideas or work as ones own. Candidates must

give credit for any information that is not either

the result of original research or common

knowledge. If a candidate borrows ideas or

information from another author, he or she must

acknowledge the author in the body of the text

and on the reference page. Candidates found

plagiarizing are subject to the penalties outlined

in the Policies and Procedures section of the

University Catalog, which may include a failinggrade for the work in question or for the entire

course. The following is one of many websites

that provide helpful information concerning

plagiarism for both candidates and faculty:

http://www.indiana.edu/~wts/pamphlets/plagiari

sm.shtml

Ethics

Ethical behavior in the classroom is required of

every candidate. The course will identify

ethical policies and practices relevant to course

topics.

Technology

Candidates are expected to be competent in

using current technology appropriate for this

discipline. Such technology may include word

processing, spreadsheet, and presentation

software. Use of the internet and e-mail mayalso be required.

Diversity

Learning to work with and valuing diversity is

essential in every class. Candidates are expected

to exhibit an appreciation for multicultural and

gender diversity in the classroom.

Civility

As a diverse community of learners, candidates

must strive to work together in a setting ofcivility, tolerance, and respect for each other and

for the instructor. Rules of classroom behavior

(which apply to online as well as onsite courses)

include but are not limited to the following:

Conflicting opinions among members of a

class are to be respected and responded to in a

professional manner.

Side conversations or other distracting

behaviors are not to be engaged in during

lectures, class discussions or presentations. There are to be no offensive comments,

language, or gestures.

Candidates with Disabilities

Candidates seeking special accommodations due

to a disability must submit an application with

supporting documentation, as explained under

this subject heading in the General Catalog.

Instructors are required to provide such

accommodations if they receive written

notification from the University.

Writing Across the Curriculum

Candidates are expected to demonstrate writing

skills in describing, analyzing and evaluating

ideas and experiences. Written reports and

research papers must follow specific standards

regarding citations of an authors work within

the text and references at the end of the paper.Candidates are encouraged to use the services of

the Universitys Writing Center when preparing

materials.

The following website provides information on

APA, MLA, and other writing and citation styles

that may be required for term papers and the



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like:

http://www.nu.edu/LIBRARY/ReferenceTools/c

itations.html

Library Electronic Resources

The National University Library System

(NULS) purchases access to several databases

of full text articles from scholarly journals. Go

to http://www.nu.edu/library and click on

Electronic Resources.

Resources

Anderson, L. & Krathwohl, D. (2001), A

Taxonomy for Learning, Teaching and

Assessing, New York, NY: Addison WesleyLongman, Inc

Baca, L. (2003), The Bilingual Special

Education Interface, Compact Disk, The

Monarch Center, University of Illinois, Chicago

and the Bueno Center, University of Colorado,

Boulder

Caine, R. & Caine, G. (1991), Making

Connections, Menlo Park, CA: Innovative

Learning Publications an imprint of the

Addison-Wesley Publishing Company

Coelho, E. (2001), Learning together in the

multicultural classroom, Portsmouth, NH:

Heinemann

Coots, J. & Stout, K. (2007), Critical

Reflections About Students with Special Needs,

Boston, MA: Pearson Allyn and Bacon

Costa, A. & Garmston R. (2002), Cognitive

Coaching, Norwood, MA: Christopher-Gordon

Publishers, Inc

Council for Exceptional Children (2005),

Universal Design for learning: A guide for

teachers and educational professionals,

Arlington VA: Council for Exceptional Children

Gay, G., Culturally Responsive Teaching.

Compact Disk, The monarch Center, University

of Illinois, Chicago IL, The Laser Project,

University of South Florida and the Nationalassociation for Multicultural Education

Goethals, M., Howard, R. & Sanders, M.

(2004), Student Teaching, A process approach to

reflective practice, Second Edition, Upper

Saddle River, New Jersey: Pearson Education,

Inc.

Hoover, J. & Patton J. (1997), Curriculum

Adaptations for Students with Learning and

Behavior Problems, Austin, TX: Pro-Ed Inc.

Lyles, D. (2000) Winning Ways, New York, NY :

The Berkeley Publishing Group

National University School of Education,

Supervised Teaching Handbook for Interns and

Student Teachers, (2007), San Diego, CA:

National University

Nieto, S. (2005), Affirming Diversity, creating

multicultural learning communities, Compact

Disk, The Monarch Center, University of

Illinois, Chicago, The Laser Project, University

of South Florida, The National Association for

Multicultural Education

Rutherford, P. (2002), Instruction for All

Students, Alexandria, VA: Just Ask Publications,

Attitudes, Skills & Knowledge (ASK), Inc

Sousa, D. (2007), How the Special Needs BrainLearns. Second Edition, Thousand Oaks, CA:

Corwin Press

Villa, R., Thousand, J & Nevin, A. (2004), A

guide to Co-Teaching , practical tips for

facilitating Student Learning, Thousand Oaks,

CA: Corwin Press

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CandidatePlacement Policies

1. Preliminary Level 1: EducationalSpecialist(Mild/Moderate and

Moderate/Severe)

a. Student Teachers:

Candidates must student teach for a total of 45

teaching days. The 45-day requirement is

divided into one 25-day teaching experience

(EXC685A or EXC690A), and one 20-day

teaching experience (EXC685B or EXC690B).In most cases all 45 days will be completed in

the same classroom with one supervising

teacher.

Candidates who are currently working under

contract in a public school may continue in their

current special education position with the

permission of their district administrator if the

placement matches the credential they are

pursuing.

b. Interns:Candidates who are interns must be employed

by a district holding an active intern agreement

with National University. A total of 45 days of

supervised teaching is required to complete an

internship. The 45-day period is divided into two

parts: Part I is one 25-day teaching experience,

and Part II is the final 20-day teaching

experience.

c. Candidates Working in Nonpublic

Schools:Candidates, both interns and student teachers,

who are currently contracted in a non-public

school that has been approved for educating the

disabled by the California State Department of

Education, may complete the entire 45 days of

special education supervised teaching in their

classroom, if they satisfactorily complete one of

the following four options:

(1) The candidate has had the equivalent of six

months of experience as a teacher, or as an

instructional aide in a public school. In these

instances, the public school requirement will

be waived. (The candidate should beprepared to show proof of experience).

(2) The candidate completes all observations and

interviews required by field experience

classes in public school. This will include the

following:

EXC602A (4 interviews and 5 observations)

EXC602B (3 interviews and 2 observations)

EXC620 (1 observation)

EXC630 (1 assessment and 1 case study)EXC644A (2 observations, 1 assessment and

1 case study)

EXC660/665A (2 observations and 2

interviews)

Candidates, both student teachers and intern,

who select option #2 to satisfy the public school

requirement are fully responsible for collecting

the required interviews, observations,

assessments and case studies and presenting

them to their University Supervisor for approval

(3) The candidate spends 10 consecutive days in

a public school special education class

during their vacation from their contracted

position. The candidate, with the approval of

the university supervisor, will find a public

school and teacher that will provide

opportunities for them to participate in a

public school program.

(4) Over a 20-day period, the candidate will

teach a minimum day (four hours) in their

contracted non-public school position. The

candidate will spend the remainder of each

school day, including after school meetings

and after school tutoring programs, in a

public school special education program. The

placement is arranged by the candidate and

approved by the university supervisor.

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In addition to completing one of the four

options listed above, all candidates, both

interns and student teachers, must be

prepared to discuss the following procedures

used in a public school where they worked or

observed:

Student Study referral processInclusion of Special Education students

Co-teaching that involves Special Education

and general education

IEP process

General Education involvement in Special

Education programs

School Climate regarding Special Education

d. General Placement Procedures:

(1) All candidates, both interns and student

teachers, seeking a Mild/ModerateCredential must complete supervised

teaching in a special education setting that is

designated for students with mild to

moderate disabilities or for deaf students.

The University Supervisor has the discretion

to assign the candidate to any instructional

setting that requires a special education

teacher. Examples of such assignments are

resource specialist program, inclusion

instructor, team teaching and co-teaching.

The Coordinator of Special Education Field

Experience or Education of the Deaf lead

faculty must approve any special

considerations.


teachers, seeking a Moderate/Severe

Credential must complete supervised

teaching in a special education setting that is

designated for students with moderate to

severe disabilities or for deaf students. The

University Supervisor has the discretion to

assign the candidate to any instructionalsetting that requires a special education

teacher. Examples of such an assignment are

community-based placements, vocational

training centers, inclusions instructor, team

teaching and co-teaching. The Coordinator of

Special Education Field Experience or

Education of the Deaf lead faculty must

approve any special considerations.

(3) Any candidate, intern or student teacher,

placed in an assignment that requires the

candidate to teach a significant amount of the

time in a one-on-one situation must be

prepared to teach in a group situation. Thespecifics for this requirement will be

determined by the University Supervisor and

the school where the candidate is placed.


teachers, seeking both a Mild/Moderate and

Moderate/Severe Credential are required to

complete 45 days of supervised teaching in

both areas. Interns should be prepared to

complete additional supervised teaching

experiences as a student teacher.

Candidates, both interns and student teachers,

seeking more than one credential must complete 45

days of supervised teaching in each area.

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1. Classroom management plan

The classroom management

plan required for EXC620 will

fulfill this requirement

2. A complete Individualized

Education Program (IEP).The IEP required for EXC630

will fulfill this requirement.

3. A one-month unit of

instruction

The unit of instruction

required for EXC660 and

EXC665 will fulfill this

requirement.

4. Three lesson plans used whilestudent teaching along with a

copy of the University

Supervisors classroom

observation and two samples

of student work for each lesson

that supports the effectiveness

of the lesson.

The remaining six artifacts may be

selected by the candidate.

Each CSTP must be illustrated by

two artifacts. Artifacts may be

selected from the required list or

may be the candidates choice. Aone page reflection for each CSTP

must be included that justified how

the two artifacts selected support

the specific CSTP.

The Professional Portfolio should

be presented in a three ring binder

that contains a title page, a section

for the professional documents and

one section for each of the CSTP.

All work written by the candidatemust be typed.

Completing a professional

portfolio may be one of a career

teachers most challenging yet

rewarding experiences. The

information in the following

sections is designed to increase

your understanding of Professional

Portfolios in several ways: The

purpose; benefits; organization and

contents; artifacts; educational

philosophical statement; reflective

summary; stages of development;

assessment; artifacts suggestions;resources.

What is a PROFESSIONALPORTFOLIO?

A portfolio is a document designed

by each teacher candidate to

demonstrate their competency as a

professional educator.

What is the PURPOSE of

developing a ProfessionalPortfolio?

The purpose of developing a

Professional Portfolio is to enable

candidates to portray evidence of

their competency and to

demonstrate their progress towards

becoming a professional educator.

Professional Portfolio:

Special EducationCredential Candidates

Preliminary Level I Education Specialist Credential

The purpose of the Professional Portfolio is to provide a document, prepared by each credential candidate, which

describes their competency as a professional educator. At the end of the credential program, Mild/Moderate and

Moderate/Severe credential candidates will complete their portfolio during EXC603A. The instructors will

evaluate the portfolios and provide feedback to the candidates.

The portfolio contains two parts. Part one contains the candidates professional documents, e.g. candidatesresume, philosophy on education, etc. Part two consists of twelve artifacts from coursework or student teaching

that support the candidates understanding and competency in applying each of the six standards listed in the

California Standards for the Teaching Profession (CSTP). Of the twelve artifacts, the following six are required:

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The Portfolio includes the candidates educational

philosophy. Artifacts are chosen to portray the

candidates knowledge and abilities. The Portfolio

also provides outside evaluators with a factual

document that includes concise, selective

information from a variety of sources and

experiences. Portfolios model the behavior thatcandidates will expect of their own students.

What are the BENEFITS of a ProfessionalPortfolio?

The Professional Portfolio benefits candidates. The

Portfolio process encourages them to keep evidence

of the quality of their teaching and learning

throughout their teaching career.

What is the ORGANIZATION of a

Professional Portfolio?

The following suggestions are provided to assist in

the organizing of material for the student teaching

section of the Professional Portfolio:

1. The portfolio has two parts: Professional

Documents and a selection of documents and

reflections supporting each of the six California

Standards for the Teaching Profession.

2. Professional Documents. Collections include a

philosophy of education statement, rsum,

letters of recommendation, certificates, honors,awards, transcripts, test scores (CBEST,

PRAXIS, CSET), etc.

3. Standards. Two artifacts chosen from either

coursework and/or student teaching should be

organized into the six standards. Artifact

suggestions are found at the end of this section.

A one page Reflective Summary is written to

preface each of the six standards.

What are the CONTENTS of a Professional

Portfolio?There are many ways to construct a Portfolio.

Candidates may include any artifacts that they feel

demonstrate their progress. Artifacts are chosen with

a specific purpose in mind, and might be lessons

and/or units that they have planned, products created

for a lesson taught, or other evidence supporting the

Standards for the Teaching Professional. Portfolios

also have a reflective component. Candidates write a

brief Reflective Summary for each Standard.

In summary, a Portfolio contains:

Title Page

Table of Contents

Professional Documents Coursework and Student Teaching Artifacts

Reflective Summaries

What does an ARTIFACT look like?

A good way to think of artifacts is to imagine

preparing a bulletin board of your professional

experiences. Include photos from your classroom,

field trips or extra curricular activities; evidence of

involvement at professional development activities;

samples of bulletin boards, special projects, lesson

plans, artwork, lesson videotape, etc. Suggestionsare found at the end of this section.

Artifacts usually fall into two categories: Process

and Product. The process artifacts are items such as

planning pages, i.e., something to show your work in

progress. The product artifacts tend to be the

outcome, i.e., a unit plan.

What is an EDUCATIONAL PHILOSOPHICALSTATEMENT?

An educational philosophical statement summarizesthe candidates values and beliefs. This component

of the Professional Portfolio is important yet

challenging to write.

In EXC602A and/or EXC602B, candidates begin

writing their philosophical statement by sharing

personal insights and views of the education process.

Knowing that the development of a philosophical

statement is an ongoing process that is continually

revisited and revised, candidates in student teaching

review their original philosophical statement and

these questions:

Why do I want to become a teacher?

What will I stand for as a teacher? What is my

philosophy, my beliefs?

What have I learned about myself? What are my

values?

What do I believe about curriculum, learning,



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instruction, classroom activities, discipline,

homework, evaluation and assessment?

What do I want my legacy as a teacher to be?

(Palmer, 1998)

Place the revised philosophical statement in the

Portfolio.

What is a REFLECTIVE SUMMARY?

A Reflective Summary is a key component to the

Professional Portfolio. Learning improves through

reflection; examining how learning takes place leads

to personal discovery where theory takes on

practical meaning.

Reflective writing prompts candidates to think more

deeply on their growth and development. This form

of reflective writing describes thoughts, feelings,teaching insights and questions decisions, and

student reactions. Candidates choose artifacts and

think and write about what they are doing and the

effect it has on student behavior and achievement. A

Reflective Summary describes the artifacts, their

value, and why they were chosen or why the

candidates believe that a specific artifact is required.

A one page Reflective Summary prefaces each

standard. It is a summary of the learning that was

experienced in each standard. When writing the

reflection, the candidate concludes with an analysis

and summary of personal learning (self-evaluation)

and projects how the learning may apply to future

teaching.

What are some SUGGESTIONS forARTIFACTS?

An artifact is intended to provide evidence of a

candidates knowledge and ability in each of the six

CSTP Domains. For each Standard, artifact

suggestions are provided in the following charts.

Each standard identifies understandings, skills, and

abilities that teacher candidates should know and be

able to do in their work as teachers.

Standard and Artifact Suggestions

Standard I: Engaging and SupportingStudents in Learning

1. Sample lesson plan showing a variety of

instructional strategies for diverse learners.

2. Sample lesson plan showing integration of

instructional technology.

3. Sample lesson plan that promote choice,

problem solving and critical thinking.

4. Unit [theme] plan with samples of student work.

5. Plans that show sensitivity to cultural and

language issues.

6. Items that represent successful outcomes from

effective planning.

7. Bibliography / webliography of primary and

supplementary resource materials.

8. Evidence of developed classroom disciplineplan.

9. Summary of readings / interviews showing

understanding of a special needs students.

10. Planning for ELL and special needs showing

differentiated strategies, technology, assessment.

Standard II: Creating and MaintainingEffective Environments for StudentLearning

1. Sample schedule for paraeducators.

2. Classroom rules, procedures, lists, memos,discussions, seating charts, etc. with explanation

of how developed, rationale, and consequences.

3. Notes, comments, and reflections on classroom

observations that identify and clarify how class

time is used.

4. Items that indicate how classroom time is used.

5. Sample of a substitute teachers packet.

6. Class schedules indicating times and ways to

promote social development and self-esteem.

7. Evidence of a variety of instructional strategies

for diverse learners.

8. Collection of emergency activities.

Standard III: Understanding and OrganizingSubject Matter Knowledge for Student

1. Lesson plans incorporating specific state content

standards integrated into the lesson objective.

2. Lesson plans relating learning to real-life

applications.

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3. Lesson plans showing differentiated instruction

based on K-12 standards and modified for

individual needs.

4. Evidence of infusion of multicultural content

into instruction.

5. Evidence of adaptation of instruction to students

of diverse backgrounds and/or varied learningneeds.

6. Evidence of students thinking and problem

solving skills.

7. Evidence of the use of technology to enhance

instruction.

8. Description of resources available that reflect

diverse perspectives

9. Evidence of integration of subject matter across

the curriculum.

10. Samples of student work from a variety of

levels, styles.11. Video of large/small group instruction using a

variety of instructional strategies.

Standard IV: Planning Instruction andDesigning Learning Experiences for allStudents

1. Description of system for monitoring IEP

goals/objectives.

2. Evidence of technology integrated into

instruction.

3. Samples of IEPs.4. Teacher narrative regarding decisions about

modifying instruction to meet diverse needs.

5. Photographs and/or student profiles that reflect

an understanding of their unique learning needs.

6. Summary of plan for coordinating services with

General Education, and other faculty.

7. Samples of student plans, portfolios and/or

folders used for organizing their work.

8. Items that highlight diversity among students.

9. Narratives describing how the teacher deals with

students individually and collectively.

10. Sample of professional report for an IEPmeeting.

Standard V: Assessing Student Learning

1. Evidence of teacher-made assessments and

analysis of results.

2. Sample observation reports.

3. Evidence of data collection for assessing IEP

objectives.

4. Evidence of alternative assessments with details

regarding their purpose.

5. Designs for student portfolios.

6. Artifacts that represent making student-centered

decisions about instructional plans.

7. Summary of how data is collected for specificstudent.

8. Evidence of student projects and rubrics for their

evaluation.

9. Video showing teacher interaction, observation,

and feedback to students.

10. Video of teacher giving directions clearly stating

expectations and outcomes.

11. List of assessment tools trained to use and

sample protocols.

12. Evidence of specific oral and written feedback to

students.

Standard VI: Developing as a ProfessionalEducator

1. Summaries of classroom and school visits and

observations from EXC602A & B.

2. Sample professional development project.

3. Updated Philosophical statement.

4. Annotated bibliography / webliography of recent

journal articles and videos related to teaching

and professional growth.

5. Reflections of significant / meaningful journal

articles and videos or from participation in

workshops/staff development.

6. Reflection of conversations with teachers to

update expertise in teaching strategies.

7. Evidence of membership in a Professional

Organization.

8. Materials from networks and/or Professional

Organizations.

9. Information about innovations and technology

used in teaching subject area and / or specific

disabilities.

10. Examples of conferences, meetings, with parentsand community members.

11. Description of community work, work with

service providers and with parents.

12. Items from personal activities that contribute to

balance between professional and personal life.

13. Original and adapted versions of the same lesson

plan.

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PRELIMINARY LEVEL I: EDUCATION SPECIALISTMILD/MODERATE AND MODERATE/SEVERE

Advisement Verification for EXC602A

Candidates Name: ______________________________________________________________

ID#: _________________________________________________________________________

Phone(s): _____________________________________________________________________

E-mail: _______________________________________________________________________

EXC602A Instructor: ____________________________________________________________

Formal Meeting Date for EXC602A: _______________________________________________

Academic Advisement

_______________________________ received academic advisement on the following

date:______________.

Signature of Lead Faculty:________________________________________________________

Credential Advisement

_______________________________ submitted a complete credential packet on the following

date:______________.

Signature of Credential Analyst: ___________________________________________________

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Library Orientation Conducted by Student

Students will receive directions from their instructor.



Assignment Chart for EXC602A Assignment Possible Points Points Earned

Interview with a Resource Specialist 3

Interview with a Special Education Teacher (k-6) 3

Observation of a Special Day Class (Mild/Moderate) 3

Observation of a Special Day Class (Moderate/Severe) 3

Interview with a Special Education Teacher (7-12) 3

Discussion: Unit #1 5

Interview with a School Psychologist 3

Interview with a Speech and Language Specialist 3

Observation of a Playground 3

Observation of Vocational Training 3

Discussion: Unit #5 5Interview with a Parent of a Special Needs Student 3

Observation Chart for Specific Disabilities 10

Culturally Responsive Essay 15

Discussion: Unit #7 5

Coursework Summary 25

Personal Philosophy of Education (Initial Draft) 5

TOTAL POINTS 100

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The vocabulary building portion

of the class will introduce you

to important terms used in

special education.

You will have four discussion

assignments in this course; three

of which will be graded. The

initial discussion will not be

graded and will allow online

candidates to become familiar

with the discussion board. In the

discussion assignment, you will

introduce yourself to your

classmates and your instructor.

The lecture contains instruction

on conducting the required

interviews and observations, an

overview of the Level I

Educational Specialist Portfolio,a series of power point slides

discussing the benefits of being

a Reflective Practitioner, and

instruction pertaining to

becoming a Culturally

Responsive Educator.

The reading assignment in the

text covers an introduction to

multicultural special education,

bilingualism, and litigation and

legislation pertaining to special

education. It also includes

several pages in the Supervised

Teaching Handbook for Interns

and Student Teachers that

provide information on

candidate placement policies.

You should study these policies

in order to understand your

options for placement. The

purpose and description of

Professional Portfolios is also

part of the reading assignment

including the six standards and

artifact suggestions for each.

Finally, an excellent paper,which appeared in the

Academic Exchange Quarterly,

is provided in the course

documents. It describes the

experience of a new teacher in a

rural school in Mississippi and

it will give you some valuable

insight into personal reflection.

You should begin to schedule

your appointments with

professionals.

Learning Outcomes

1. The candidate will learn the first

steps needed to become a

Reflective Practitioner.

2. The candidate will learn the first

steps needed to become a

Culturally Responsive Educator.

3. The candidate will learn the

procedures for conducting

4. The candidate will learn what is

required for the Level 1

Educational Specialist Portfolio.

5. The candidate will learn the

options for supervised teaching

placements.

Meeting #1, Units #1 & #2

EXC602A FIELD EXPERIENCE:

SPECIAL EDUCATION1.0 Introduction to Unit #1

During this week you will be introduced to the procedures for conducting interviews and observations.

You will study the importance of being a Reflective Practitioner and study the importance of being a

Culturally Responsive Educator. In addition, you will be shown the requirements for the Level I

Educational Specialist Portfolio.



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____ An educator who thoughtfully and regularly examines

his/her teaching practice, philosophy and experience and

uses this information to make improvements

___ A document designed by each teacher candidate to

demonstrate their competency as a professional educator. The

document keeps evidence of the quality of the candidates

teaching and learning throughout their teaching career.

___ Individuals with Disabilities Education Act

___ Knowledge of cultural differences and the corresponding

usage of verbal and nonverbal behavior that optimizes

interactions with people from a different cultural background

___ The worlds largest professional organization concerned

with exceptional (in any respect) children, i.e. those who

have learning disabilities, physical impairments or special

gifts

___ Education designed to meet the individual needs of the

children with disabilities.

Activities Unit #1

1.1.1 Vocabulary Building

Knowing and understanding key terms and vocabulary used in a profession will increase your ability to

successfully communicate with other members of that profession. Every unit in EXC602A will start with

a short matching activity that will include terms and vocabulary that is associated with the assignment

for that week. To complete the activity refers to the Dictionary of Developmental Disabilities

Terminology, which is one of your texts for the course. In addition, you may also refer to the assigned

reading for the week.

Terms: Match the terms with the definitions.

1. Cultural Sensitivity

2. Reflective Practitioner

3. Professional Portfolio

4. Special Education

5. IDEA

6. CEC



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1.1.2 Observations

There are no observations in this unit

1.1.3 InterviewsThere are no interviews in this unit

1.1.4 Discussion

The discussion portion of the unit will be used to

introduce yourself to the rest of the class

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1.2 LECTURE Unit #1

In this course you are required to visit a variety of special education settings and to make observations of

the students and instructors. You will also be required to interview several different professional

educators who have chosen special education as a career and a parent of a special education student. All

professionals that you interview must have a clear special education credential and should be currently

in the field of special education; this should be verified prior to your interview or observation. If you are

not currently working in the public schools and you have no knowledge of who to call for these

visitations, the following are offered as brief guidelines:

1. Start with the telephone

directory of the community

in which you live.

Telephone the Central

Administration of your

home school district and ask

for the telephone number of

either the Special Education

Director or the Director of

Human Resources. Askthem for suggestions of

classes where you could

observe or teachers you

could interview.

2. If your local district has no

special education program,

try a neighboring district.

3. Visit your County Office of

Education. The Special

Education Director shouldhave a list of the Special

Education Local Plan Areas

in the county and a list of

the approved non-public

schools.

4. Call your instructor of

EXC602A for ideas.

When visiting schools and

vocational settings and when

conducting interviews, there are

certain rules of behavior and

ethical standards that apply. You

are representing the National

University as well as yourself;

consequently the following

rules apply:

1. Always sign in with the

School Office. Never walk

around a school unless

someone knows that you are

on campus.

2. Dress appropriately and

professionally for classroom

visitations. You may be back

to apply for a teaching

position at this locationsome day. Remember that

you are representing

National University. Leave a

good impression of both

yourself and the university.

3. In this course you will be

asked to interview several

types of individuals, e.g.

teachers, support personnel

and parents. They will

reveal information to you

that is private. You will

never share that information

with another person,

including your family

members. This is calledconfidentiality. It is the

most important of the

ethical standards that a

special education

professional must uphold.

4. For each interview and

observation you will be

required to complete a form

Prepare for your interview

or observation by

memorizing the salient

points of the form you will

be completing. You may

find, when interviewing or

observing that some

individuals become

uncomfortable when they



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see that you are taking notes. If this happens,

cease note taking and ask the required

questions. Write up your notes after you

leave. Do this as quickly as possible before

you forget what was said.

There are certain characteristics of a successfulclassroom that you should be looking for in your

observations. The following framework will

help you focus your classroom observations:

A Framework for Observing in

Classrooms

Learning Climate organized to provide a

positive environmentLook for:

A classroom structured to support warmth,

concerns and expectations conveyed to

students by the teacher

A physical space organized to promote

cohesion and interaction among students

Activities competition, independence or

competition.

Classroom Management organized to

anticipate and respond to student behavior to

provide an efficient environment for learning

Look for:

A classroom organization matched to

instructional goals

A set of pre-established and communicated

classroom rules

A set of developed and communicated

instructional routines

A system of appropriate incentives and

consequences Techniques for low profile classroom

control

Lesson Clarity speaking directly; presenting

instruction at the students current level of

understanding

Look for:

A method of informing learners of expected

skills and understandings

A set of advance organizers showing students

past and future learning

Reviewing and summarizing Using examples, illustrations and

demonstrations that expand and clarify

lessons

Instructional Variety various instructional

methods which address the learning styles of the

students

Look for:

Use of attention-getting devices

A variation of eye contact, voice and gestures

A use of alternative learning modes (seeing,listening, doing)

A mix of rewards and reinforcers to sustain

student interest and engagement

Task Orientation managing classroom

activities efficiently, handling misbehavior with

a minimum of disruptions, reducing

instructional time spent on clerical duties, and

maximizing time devoted to content instruction

Look for:

Lesson plans reflective of texts, curriculum

guides, state frameworks

Rules and procedures that anticipate and

reduce misbehavior

Student Engagement in the Learning Process

providing activities that allow students to

think about, act on, and practice what they

learned

Look for:

Activities to practice new skill,understanding, etc.

Feedback and correctives

Individualized and self-directed learning

activities

Meaningful verbal praise

Checking and monitoring of classroom

assignments during seatwork

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Student Success presenting material that

allows students to be moderately to highly

successful at completing assigned work

Look for:

Unit and lesson organization reflective of

prior learning Timely feedback and corrections

Gradual transition to new content

Performance Outcomes and Higher Level

Thinking planning, teaching and learning

activities that promote higher thought processes,

such as critical thinking, reasoning and problem

solving

Look for:

Collaborative and group activities

Demonstration of mental models andstrategies for learning

Student projects and demonstrations

Oral performances by students

Independent practice

Performance-based assessment

The only portfolio requirement for completing

EXC602A is a draft of yourPhilosophy of

Education, which will be due the seventh week

of this class. The guidelines for writing your

philosophy are as follows:

Write your philosophy in first person.

Do not site references. Your opinions,

feelings, and thoughts are what are want.

The philosophy should be one or two pages

long.

Read pages 43 through 49 in the Supervised

Teaching Handbook for Interns and Student

Teachers, May 2007. This will introduce you tothe content of the portfolio. There are two parts

to the document. The first part contains your

professional documents that are described in the

Handbook. The second part consists of twelve

artifacts, some of which you will accumulate

during this course. You will be required to

submit your portfolio at the end of EXC603A,

which is the end of the Level I program.

Reading the information now and becoming

familiar with the information required, will give

you an opportunity to save artifacts as you

progress through the program and incorporate

them into the final document.

Reflection is a powerful tool to use in improving

your teaching. Throughout your level I program

you will learn more about the value of reflection

and the reflective strategies that successful

teachers use with their students. Your instructor

may show a brief power point on reflection or

you can read the copies of the slides in your

folder.

The article Self-Regulation through ReflectivePractice which can be found in the course

document section of this class provides an

excellent example of the value of reflection,

especially to a new teacher. After viewing the

power point slides and reading the article keep

some of the key ideas in mind as you complete

your assigned interviews, observations and

reading assignments.

The reading assignment covers the foundations

of multicultural special education and includes a

chapter on litigation and legislation. Each

chapter includes a section on A Culturally

Responsive Educator. Pay particular attention

to these sections and use the traits enumerated to

reflect on the chapter contents. Later in the

course you will develop and write a short plan

describing how you will become a culturally

responsive educator.



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1.3 Reading List Unit #1

Multicultural Special Education Culturally

Responsive Teaching, chapters 1 3

Dictionary of Developmental Disabilities

Terminology, as needed for vocabulary activity.

Supervised Teaching Handbook for Interns and

Student Teachers, May 2007, pp. 11&12, pp. 43

- 49 (available on the National University

website)

Holmes, K, Self-Regulation through

Reflective Practice, Academic Exchange

Quarterly, winter 2005, ISSN 1096-1453 Vol. 9,Issue 4, (In the course documents)

1.4 Assignments Unit #1

1. The interviews and observations are

extremely important elements of the course

content. You should start scheduling the

interviews and observations today. They are

required for this course. Review the course

content and attempt to schedule the specific

professionals for the week that the specific

topic will be covered in the lecture e.g. a

special education teacher (k-6) and an RSP

for Unit #2, etc. Always keep your instructor

informed regarding scheduling constraints

and problems. All of your interviews and

observations should be scheduled by the

second week of class.

2. Complete the Vocabulary Building

assignment in 1.1.1. This is not a graded

activity. Your instructor can provide the

answers to the activity.

3. Complete the reading assignment. Reflect on

the traits of a Culturally Responsive

Educator listed at the end of each chapter.Save your reflections. They will be useful

when completing your writing assignment

for unit 7.

4. Schedule your mandatory advisement this

week!



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Why Become a

Reflective

Practitioner?

when students and teachers make use of

reflection as a tool for learning and

assessment, they are creating an opening

that allows them to enter into students

work, making sense of their endeavors and

accomplishments, and learning how they

judge their success

R. Zessoules & H. Gardner



Many of you, as you begin your teaching

career in special education, may feel

somewhat at a loss when confronted with the

real world of the classroom. You will be

challenged every day to prepare approaches

and methods to enable you to reach your

students. There will be times when your

preplanned approach doesnt work as well as

you wished and situations will arise that you

will cause you to react spontaneously. Your

ability to reflect on these results and gain

insight into your students and the classroom

environment will enable you to grow and

mature as a professional.

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The transition from theory to practice is never a

straight line. Often the creation of a positive

learning environment takes place in a series of

steps. Reflection is the means by which a new

teacher in special education improves his or herapproach to overcoming the challenges which

directly affect teaching and learning.

Some of the questions asked to achieve

introspection into the teaching results are shown

in this slide.You will note that they involve not

only the teachers self-evaluation but thestudents attitude toward the approach or plan

selected and, equally important, how they will

benefit.

A Reflective Practitioner

Asks...

How am I doing?

Did the plan prove to be

successful?

What would be more successful?

How do I/the students fell about

this plan?

How will this help the students?

Reflection

When and Where

Driving to schoolDirectly after a lesson

While exercising

During your prep period

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Academic Exchange Quarterly Winter 2005 ISSN 1096-

1453 Volume 9, Issue 4

SELF-REGULATION THROUGH

REFLECTIVE PRACTICE.

Kerry P. Holmes, Ed.D. University of Mississippi

Kerry Holmes, a former classroom teacher, is an assistant professor

of education.

Abstract

Teaching today is much harder than it used to be is a commonly

heard refrain. Unfortunately the hardships faced by many of todays

first year teachers have caused too many of them to leave their

chosen field of education. This article describes how reflection can

be used to face and overcome challenges directly affecting teaching

and learning.

Introduction

Every year in August and September eager and idealistic new

teachers arrive at schools ready to make a positive difference in

their students lives. The transition from theory to practice, for

many, is swift and brutal (Ornstein 2003). During their time in

schools of education, most new teachers had plenty of support from

university supervisors and their peers. They go into teaching

expecting the same level of support and are shocked when they

realize they are totally on their own (Ornstein, 2003).

Without moral and practical help, new teachers must look to

themselves to determine how to cope with incidents in order to

create a positive learning environment for their students. This is

how I found myself when I was the new teacher. Hole & McEntee

(2001, p. 27) developed the following protocol for individual

reflection that closely parallels the reflective processes I used and

have described in this article:

* Collect stories. Keep a diary, log, or informal notes on stories of

incidents as they occur.

* What happened? From your notes, expand on a story that requires

further thought.

* Why did it happen? Provide background information surrounding

the story; look for causes and effects.

* What might it mean? Determine whether the incident is worthy of

action. Explore multiple solutions and answers.

* What are the implications for practice? Reflect on the incident incontext; determine how you would monitor and adjust your

practice.

Hole and McEntees protocol enables teachers to move toward self-

regulated behaviors necessary for teaching and learning. Self-

regulation is a metacognitive activity requiring teachers and

students to reflect on their thinking. It is an active process where

participants set goals, take action, deliberately monitor their actions,

and make necessary adjustments to meet articulated goals (Pape,

Zimmerman, & Pajares, 2002). Self-regulation of teaching practices

is coming into its own due to the inclusion of reflective practice in

the National Council for Accreditation of Teacher Education

(NCATE NCATE - National Council for Accreditation of Teacher

Education) Standards and the National Board for Professional

Teaching Standards (NBPTS NBPTS - National Board for

Professional Teaching Standards). Attention to reflection has far-

reaching consequences as more than 40,000 teachers in our nations

schools are currently Board Certified (NBPTS, 2005) and 620

colleges of education have met NCATE standards (NCATE, 2004).

Teaching students to think critically about their learning is an

indispensable skill required by good teachers. Just as students

benefit by reflecting on their learning, teachers benefit by reflecting

on their teaching practices. Teachers must learn to identify and set

specific goals for themselves, the same expectations they hold for

their students. John Dewey said, ... thinking enables us to direct

our activities with foresight and to plan according to ends-in-view,

or purpose of which we are aware. It enables us to act in deliberate

and intentional fashion ... (1933, p. 17). Self-regulation is at the

heart of deliberate and intentional practice. Schon (1987) coined the

term reflection-in-action to describe the experience-based

platform that supports teachers and guides their practice. Through

reflection-in-action, good teachers are empowered to elevateteaching to an art form where teachers masterfully connect theory

and practice. Reflection-in-action facilitates the intentional actions

teachers take everyday in response to stimuli from their students.

The following account from a first grade classroom illustrates the

importance of reflection.

Surviving the First Days of Teaching

I was the new teacher in a rural school in Mississippi. Half of my

class had been retained before they even reached first grade. My

first weeks of teaching made me feel as though I had been thrown

into a very deep lake. Almost instantly, I felt physically and

emotionally unfit for the challenge of teaching. My prior experience

and beliefs were being harshly tested. I was plagued by the idea that

if I fail in my job, or do a mediocre job of teaching, my children fail

with me. Above all, my students must not suffer. I left school each

day feeling beaten down from the mental and physical exertion of

teaching. My meticulous plans often lay fallow as I struggled to

create classroom harmony. Not fulfilling my high expectations for

the day was in itself cause for intense dismay and frustration.

The Days Pass

Each day I tried to arm myself with life-saving equipment. I

planned my lessons, gathered all the necessary materials, and set up

everything necessary to teach so each lesson could progress

seamlessly. However, the children had their own needs, the need to

move, poke, play, retaliate for real and imagined offenses, talk, and

a big one, use the bathroom. It appeared that the highlight of their

day was to get to the bathroom. All that water, paper, and quasi-

freedom was a major attraction that drew them away from my

lessons. When the last bus left at 3:15, I savored the quite solitude

before getting ready for the next day. The process of my life as a

teacher began a predictable cycle. As the days alternated between

exhaustion and relief, I knew I had to do something. I still had about

160 days to teach, and this treading water, that was quickly

becoming routine, was not close to my goal of creating a

community of self-confident, self-motivated learners.

The Genesis of Reflection

Though I did not consciously set out to do it, I sought refuge in

reflection. My mind was overwhelmed by the cacophony of the

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sights and sounds of the classroom. My ears rang with the often-

shrill voices of the children. My name had been repeated so often it

became an echo within my head, Ms. Holmes, Ms. Holmes, Ms.

Holmes, Ms. Holmes, Ms. Holmes. Initially reflection came to me

uninvited and unbidden. Thoughts of my children invaded my mind

while I was driving home, shopping for dinner, or trying to relax.

Events in my life did not trigger these thoughts; they were simply

there. I knew I needed to establish a time when I could gather all thethoughts that had been roaming through my head. Early morning,

between the hours of 5:30 and 6:30, became my time for more

focused reflection. I reflected on the content of the lessons I was

teaching as well as classroom management practices; both directly

contributed to the childrens behavior. I made it a practice to review

carefully my plans for the day. This review took the form of writing

detailed notes about how and what I would teach. To organize and

record ideas and insights from my reflections, I used yellow sticky-

notes that I attached to the squares on the weekly lesson sheets. My

yellow-sticky note messages contained ways to set up for the

lesson, how-to information on conducting the lessons, names of

students who needed extra attention, and any other information

pertinent to the days lessons. One memo I frequently wrote to

myself was, Be positive. This one I stuck to the very top of myplans. I learned early on that when I became negative, it was much

harder to recoup the day and provide quality instruction and student

interaction. During these early morning hours I thought about my

children, their backgrounds, their needs and what I as a professional

educator could do for them. I knew that simply getting through the

day was not enough. As I studied and reflected over my plans, I

looked for ways to improve my lessons. I sought ideas from books

and articles, and mentally reviewed how these would support my

lesson. Books provided the ideas; reflection provided the wisdom

for implementation.

My morning ruminations continued every day through the last day

of school. Each morning I gained new insights and thoughts of new

ideas to try. I devoted much of my reflective time to seeking ways I

could help the students control their impulsive behavior. Several of

the children in my class had a short, but notorious behavioral

history. More than two thirds of my children had been retained from

the previous year leaving me with an age spread from six to nine

years. Reflecting led me to develop one over-arching principle of

behavior management that held true throughout the year, positive

reinforcement. My students always responded to praise. When I

phrased my command to an individual student in a positive way, I

like the way LaToya is sitting. The entire class responded. When I

phrased my command to an individual student in a negative way,

Dont get out of your seat, LaToya! only one child responded.

Theory Tested by Experience

The realization that by positively recognizing one group of children,

the desired behavior was immediately copied by the others led me

to develop a simple, non-disruptive way to promote good behavior.

I simply wrote the name of each group on the board (one of the

children thought of naming the groups after days of the week).

When Mondays group behaved appropriately the group earned a

star by its name; the group that earned the most stars had special

privileges such as lining up first for recess and being first to choose

center activities. With so much at stake, students would often urge

others to behave. One of my highly competitive boys, Joseph,

wanted his group to get the most stars. He didnt worry about using

a positive tone. His shrill piercing voice could whip the others into

shape with just one or two urgent commands, Hurry up, get your

books out! or Dont talk! Though this in itself could be

disruptive, I was always happy to shift some of my responsibility to

the students.

The use of a positive approach to discipline is supported by research

on classroom management and discipline. Harlan and Rowland

(1991, 35) state that praise and positive reinforcement are powerfu

and effective for promoting acceptable student behavior. EvertstonEmmer, & Worsham (2006) report that establishing positive

relationships with students is one of the most significant factors

leading to student success. Brophy and Good suggest ways to use

positive language when directing students behavior. By expressing

expectations in a positive way, we establish and model an

atmosphere of respect. Use your own ideas. is a positive

statement of behavioral expectations that leaves the students self

respect intact. Dont plagiarize sends the same message to the

student, but with additional baggage of accusation and disrespect

for the students integrity (1991, 208). Students crave attention. If

we silently take good behavior for granted, and respond with a

passion to bad behavior, students will engage in bad behavior as the

only sure way to get attention. For many students, negative attention

is preferable than no attention at all.

Split Personality of the Classroom

During the school day I had noted a dramatic difference between the

tone of the class in the morning and the tone of the class after lunch.

During the morning my children were easier to keep on task and

were more interested in learning. After lunch they were a boisterous

lot regardless of the activity. I tried to think what caused this daily

behavioral transformation; something had to be causing this

schizophrenic-like personality of my class. Was behavior affected

by eating, an inability to settle down after a break, or were we all

growing weary of trying so hard? How did my lessons differ from

morning to afternoon?

Through Childrens Eyes

The morning lessons were more structured than those in the

afternoon. In the afternoon my children spent part of their time

rotating among math, art, and language arts centers. Many of the

children complained saying, We want to do work. It appeared that

not only did my children have a difficult time handling the freedom

that came with center work, but they did not value the work they

were doing if it did not include pencil and paper activities.

Information about the childrens feelings came in fragments. These

bits and pieces of information were not always welcome. I wanted

to dismiss their complaints by saying, You are working! It was

only through careful reflection that I saw the classroom through my

childrens eyes. They wanted the more familiar paper and pencil

work so they could monitor their own progress. The use of

manipulatives did not give my students the individual specific

feedback they needed. I had to revise my lesson plans to include

goal-oriented activities within the centers. I built in self-assessment

so the children could see progress while engaged in hands-on

activities.

I observed and listened to my children to gather information for

improving my teaching. By charting my childrens behavior during

different activities at different times of the day, I concluded that my

behavior had changed in the afternoon. I was more inclined to speak

to the children more cryptically, Sit down! Be quiet! My carefully

cultivated positive approach diminished as the day wore on.

Positive strokes had to be repeated, often more than my patience

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would allow. When I felt my patience was at an end causing me to

lapse into the feel-good tendencies of lashing out at offending

students, I reminded myself to be positive by glancing at my yellow

sticky-note at the top of my plans: Be positive!

Meeting the Students Needs

To satisfy many of the childrens needs to use pencil and paper, I

ran off a huge assortment of math facts papers. The papers varied inlength and difficulty to meet the needs of the high and low

achieving math students. Initially I distributed one math paper to

each student so I could match the level of the paper to the child.

When the children finished, they were allowed to go to a math

center or choose any of the math papers to work individually or

with a partner. I promised to grade every paper they turned in; for

some children I graded up to six fact-laden math sheets each night.

Many children turned their papers over and wrote and solved their

own problems. Though harder to read, I graded these too. For the

children who turned in papers with many incorrectly worked

problems, I marked the problems that were correct, and wrote the

number they had correctly solved at the top of their paper.

One popular activity that did not require pencil and paper to besatisfying to my children was a math game I found during my pre-

dawn kitchen table sessions, Trading Up. The game consists of a

single die and a pile of realistic play money. After shaking the die,

the student takes the number of cents indicated on the die. If the

child shakes a four, he/she takes four cents. The children have to

trade up for nickels and dimes each time they collect five pennies or

two nickels; they are to have more than four pennies or one nickel

in their possession at one time. The goal of the game is to see who

can collect the most dimes. Perhaps due to the visual and instant

feedback, this became the most popular center. I realized that my

children were seeking recognition and validation of the fact they

could succeed in school. Because so many of my children had

already failed first grade they became anxious if they could not see

their own progress. They needed structure and concrete goals. Once

I developed an understanding of some of the causes behind my

childrens behavior I could adjust my lessons and classroom

management style to meet their needs. Through it all I learned there

are no easy fixes. Afternoons were still more difficult to manage

than mornings, but changes, based on a childs eye view of the

classroom, helped considerably.

Conclusion: A New Awareness Spawned by Reflective Practice

How could learning occur with a teacher who had been fighting for

day-to-day survival? The innate curiosity and spirit of the children

must top the lis