SPED 611 - Fieldwork I: Mild Moderate Support Needs

1. Participate in the fieldwork placement three days or the equivalent each week of the semester. Demonstrate competency at a level of 2 on the Teaching Performance Expectations for Education Specialists Fieldwork Evaluation form.
2. Demonstrate acceptance and understanding of differences in culture, ethnicity, gender, age, religion, socio-economic status, lifestyle, orientation, language, abilities, disabilities, and aspirations of individual learners.
3. Design and implement instructional programs based upon the assumption that every child can learn.
4. Demonstrate practices that involve parents, caregivers and other individuals as collaborative partners in the development of their child/charge.
5. Demonstrate use of techniques that promote self-advocacy for individuals with disabilities and that encourage personal and social responsibility and independence.
6. Design and employ individual and group strategies, routines, interventions and instructional tools that reflect understanding and utilization of the multiple ways which students learn.
7. Select and implement appropriate instructional methods and strategies for individual students with diverse learning and language abilities.
8. Implement a variety of evidence/research-based and effective teaching (best practices) practices that achieve targeted student outcomes.
9. 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.
10. Implement existing instructional programs designed by the cooperating/master teacher, mentor or other service provider.
11. Develop and manage learning environments for diverse learners that are safe and effective and that facilitate positive self-esteem and self-advocacy.
12. Identify classroom management models and develop a personal management plan.
13. Utilize appropriate positive behavior management techniques in individual and group activities including the use of positive and negative consequences.
14. Demonstrate competence in data collection procedures, appropriate methods of presenting data, and using data to make decision including developing and modifying instruction and learning environments.
15. Demonstrate a high level of professional behavior and responsibility including timeliness, courtesy, collaboration, and adherence to school, district, classroom and administrative policies and procedures.
16. Participate in all school activities including collaborations, site based community activities and as appropriate staff development activities.
17. Participate in all aspects of the IEP process from pre-referral meetings through the development of the IEP.
18. Complete formal, criterion referenced, curriculum based assessments; interpret assessment data, plan instruction, create IEP and learning goals.
19. Monitor student learning and make changes in instruction based on progress or lack thereof.
20. Analyze teacher behavior (including their own) in terms of components of instruction and classroom management.
21. Assess learning and other behaviors and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards.
22. Collaborate with colleagues, parents the community, and other appropriate agencies to design, implement and support learning that supports all students’ abilities to meet academic standards and progress towards meeting IEP goals.
23. Develop and expand current professional knowledge of the teaching/learning process.
24. Practice the principles and specific strategies discussed in prior and concurrent classes.
25. Complete course assignments for concurrent classes including the final culminating activity/thesis/project.
26. Design implement and manage instruction that develops all students’ abilities to meet academic and curricular standards.
27. Create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards.
28. Demonstrate competence in assessing, instructing and supporting the learning, social, behavioral and ecological needs of students with mild/moderate disabilities.
29. Collaborate with site personnel and students’ families and service providers, regarding the multiple facets of the roles of the Education Specialist including professional development, IEP process, transition and other areas of need.
30. Assess learning and other behaviors and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards.
31. Collaborate with colleagues, parents the community, and other appropriate agencies to design, implement and support learning that supports all students’ abilities to meet academic standards and progress towards meeting IEP goals.
32. Develop and expand current professional knowledge of the teaching/learning process.
33. Demonstrate competence in the management of aspects the program and the multiple roles of Education Specialists within a school or service setting.
34. Receive constructive feedback from the University supervisor and the cooperating master teacher on a regular basis.
35. Demonstrate a novice teacher level of mastery of the Teaching Performance Expectations for Education Specialists.
36. Reflect on practice so as to demonstrate improvement over the course of the placement.
37. Other objectives that may be delineated by the cooperating teacher and the university supervisor framed by the dynamic variables that exist in school culture or the candidate.