Sep 28, 2022
SPED 696 - Intern Teacher Support
Course provides candidates with additional research based content and best practices to incorporate into their site-based intern teaching. Topics may include: case management, service delivery organization, legal mandates and processes, collaboration assessment, instruction and self care. Students must have an Intern Credential issued by the Commission on Teacher Credentialing and an offer of employment from a partner school district before taking this course.
Strongly Recommended Preparation: Education Specialist Program.
Repeatability: May be repeated for a maximum of 4 units total.
Possible Instructional Methods: Entirely On-ground, or Entirely Online, or Hybrid.
Grading: CR/NC grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:
- Examine his/her cultural values and attitudes as they reflect upon personal and professional decisions Pedagogical Approach (PA) Writing to Learn.
- Demonstrate competence in applying a variety of instructional strategies to build knowledge and skills and provide students’ access to core, supplemental, and transition curriculums (PA) Performances, demonstrations, presentations.
- Demonstrate knowledge of a variety of positive behavior support and classroom/small group management techniques in individual and group activities (PA) Performances, demonstrations, presentations.
- Demonstrate the ability to motivate student interest in a variety of ways, including selection of meaningful curricula, successful participation in activities and the effective use of reinforcement and feedback; progressive assignments with ongoing feedback; cross-curricular perspectives.
- Demonstrate knowledge of techniques that promote self-advocacy especially in relation to accommodations and modifications to curriculum and instruction and that encourage personal and social responsibility and independence.
- Demonstrate competence in the development and specification of appropriate instructional goals and objectives for students with mild-moderate disabilities; progressive assignments with ongoing feedback.
- Demonstrate knowledge of instructional techniques necessary for the acquisition and efficient generalization of skills across models of service delivery and environments; progressive assignments with ongoing feedback.
- Demonstrate the use of a variety of research-based and effective teaching practices that achieve targeted student outcomes; progressive assignments with ongoing feedback.
- Use student outcome data to systematically modify content, instruction and learning environments; research experiences.
- Demonstrate competence in the selection of appropriate methods for measuring student performance; progressive assignments with ongoing feedback.
- Demonstrate competence in data collection procedures, appropriate methods of presenting data, and using data to make decisions; performances, demonstrations, presentations; progressive assignments with ongoing feedback.
- Design and employ individual and group strategies, interventions and instructional tools that reflect understanding and utilization of MTSS/Universal Design multiple strategic networks; performances, demonstrations, presentations.
- Apply a variety of appropriate strategies for assessing student progress; these strategies may include critical evaluations of performances by groups and individuals, research exercises, technological record keeping, and oral interviews; collaborative projects and assignments.
- Demonstrate collaboration with classroom teachers, parents and service providers; performances, demonstrations, presentations CEAS Unit Learning Outcomes. 15. Equitable Learning Our candidates will demonstrate knowledge, skills, and dispositions aligned with professional standards to implement universal design and research-based programs to achieve equitable learning outcomes.
- Equitable Environments Our candidates will demonstrate the ability to create environments, systems, and practices in which all individuals are treated with respect, dignity, trust, and fairness.
- Working Collaboratively Our candidates will work collaboratively with students, parents, and professional colleagues to achieve equitable learning outcomes and equitable environments.
- Candidate Knowledge, Skills, and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.
- Assessments indicate that candidates meet the Teaching Performance Expectations, professional, state, and institutional standards. Commission on Teacher Credentialing Teaching Performance Expectations (TPEs) for Education Specialists: TPE 1 Engaging and Supporting All Students in Learning TPE 2 Creating and Maintaining Effective Environments for Student Learning TPE 3 Understanding and Organizing Subject Matter for Student Learning TPE 4 Planning Instruction and Designing Learning Experiences for All Students TPE 5 Assessing Student Learning TPE 6 Developing as a Professional Educator.
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