SPED 695 - Special Education Internship

1. Demonstrate competency at a level 3-4 on the Teaching Performance Expectations for Education Specialists Fieldwork Evaluation form. Over the course of the internship. Intern scores should increase over the course of the internship. Improvement plans are required for candidates who earn a 2 on the Teaching Performance Expectations for Education Specialists Fieldwork Evaluation form. Progressive assignments with ongoing feedback; problem based learning; collaborative projects and assignment; performances demonstrations, and presentations, peer mentoring.
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. Progressive assignments with ongoing feedback; collaborative projects and assignment; performances demonstrations, and presentations, field based learning.
3. Design and implement instructional programs based upon the assumption that every child can learn. Writing to learn, diverse, building cross curricular perspectives, global perspectives, field based learning.
4. Demonstrate practices that involve parents, caregivers and other individuals as collaborative partners in the development of their child/charge. Collaborative projects and assignment, field based learning, diverse and global perspectives.
5. Demonstrate use of techniques that promote self-advocacy for individuals with disabilities and that encourage personal and social responsibility and independence. Diverse and global perspectives, collaborative projects and assignments, research experiences.
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.  Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, research experiences.
7. Select and implement appropriate instructional methods and strategies for individual students with diverse learning and language abilities. Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, research experiences.
8. Implement a variety of evidence/research-based and effective teaching (best practices) practices that achieve targeted student outcomes. Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, research experiences, collaboration.
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. Building cross-curricular perspectives, diverse and global perspectives, problem-based learning performances, demonstrations and presentations, research experiences.
10. Implement existing instructional programs designed by the cooperating/master teacher, mentor or other service provider. Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, research experiences, collaboration.
11. Develop and manage learning environments for diverse learners that are safe and effective and that facilitate positive self-esteem and self-advocacy. Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, research experiences, collaboration.
12. Identify classroom management models and develop a personal management plan. Research experiences, progressive assignments with ongoing feedback, diverse and global perspectives.
13. Utilize appropriate positive behavior management techniques in individual and group activities including the use of positive and negative consequences. Research experiences, progressive assignments with ongoing feedback, diverse and global perspectives.
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. Problem based learning, performances, demonstrations and presentations, research experiences.
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. Collaborative projects and assignments, diverse and global perspectives, peer mentoring.
16. Participate in all school activities including collaborations, site based community activities and as appropriate staff development activities. Collaborative projects and assignments, service learning, community based learning, diverse and global perspectives.
17. Participate in all aspects of the IEP process from pre-referral meetings through the development of the IEP. Collaborative projects and assignments, performances, demonstrations and presentations.
18. Complete formal, criterion referenced, curriculum based assessments; interpret assessment data, plan instruction, create IEP and learning goals Writing -to -learn, Progressive assignments with ongoing feedback, problem-based learning, shared intellectual experiences.
19. Monitor student learning and make changes in instruction based on progress or lack thereof. Collaborative projects and assignments, problem-based learning.
20. Analyze their behavior in terms of components of instruction and classroom management. Collaborative projects and assignments, problem-based learning.
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. Collaborative projects and assignments, problem-based learning, writing -to -learn.
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. Collaborative projects and assignments, building cross-curricular perspectives, performances, demonstrations and presentations, problem-based learning.
23. Develop and expand current professional knowledge of the teaching/learning process. 
24. Research experiences, peer mentoring, shared intellectual experiences, Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives.
25. Practice the principles and specific strategies discussed in prior and concurrent classes. Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives.
26. Complete course assignments for concurrent classes including the final culminating activity/thesis/project Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, capstone projects.
27. Design implement and manage instruction that develops all students’ abilities to meet academic and curricular standards. Collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives.
28. Create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards. Collaborative projects and assignments, building cross-curricular perspectives, diverse and global perspectives, performances, demonstrations and presentations.
29. Demonstrate competence in assessing, instructing and supporting the learning, social, behavioral and ecological needs of students with mild/moderate disabilities. Writing -to -learn, progressive assignments with ongoing feedback, diverse and global perspectives, performances, demonstrations and presentations.
30. 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.
31. 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.
32. 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 Collaborative projects and assignments, Progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, field based learning, shared intellectual experiences.
33. Develop and expand current professional knowledge of the teaching/learning process. Writing - to- Learn, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, research experiences.
34. Demonstrate competence in the management of aspects the program and the multiple roles of Education Specialists within a school or service setting Writing - to- Learn, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, research experiences, service learning, community based learning, field based learning, peer mentoring, shared intellectual experiences, research experiences, community based learning.
35. Receive constructive feedback from the University supervisor and the cooperating master teacher on a regular basis Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, peer mentoring, shared intellectual experiences.
36. Demonstrate a novice teacher level of mastery of the Teaching Performance Expectations for Education Specialists Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives.
37. Reflect on practice so as to demonstrate improvement over the course of the placement Writing - to- Learn, progressive assignments with ongoing feedback, field based learning, peer mentoring, shared intellectual experiences, research experiences, service learning, community based learning.
38. Demonstrate the competencies of an education Specialist Writing - to- Learn, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, research experiences, service learning, community based learning, field based learning, peer mentoring, shared intellectual experiences research experiences, service learning, community based learning.
39. Complete the Bridging Document at the end of the internship Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, peer mentoring, research experiences.