SPED 617 - Student Teaching: Extensive Support Needs

1. Demonstrate competency at a Rubric Level 3.5 (minimum) to 4 on the Teaching Performance Expectations for Education Specialists Student Teaching Evaluation form.
2. Demonstrate professional behavior and responsibility including adherence to all administrative regulations and school/district protocols, as well as courtesy, timeliness, appropriate dress, attendance at faculty meetings, and other expectations of the site.
3. Demonstrate comprehensive knowledge of  legal and evidence-based factors, including the most pertinent court cases, which have shaped current instructional practice for students with severe disabilities.
4. Employ team work competencies (with: related services personnel, parents/ guardians, general education teachers, students and administration, etc.) in developing instructional programs for a caseload of students with moderate-severe disabilities.
5. Identify classroom problems and seek and document resources and/or strategies for their resolution.
6. Design plans for the resolution of daily issues (logistical, behavioral, etc.) relevant to instruction and student inclusion, and will address any issues arising where cultural, linguistic, ethnic, or gender differences may be confused with manifestations of a disability.
7. Develop and implement a schedule which incorporates instruction based on students’ lEP goals, instruction in general education classrooms, school, and community environments, and which includes all staff assignments, student groupings, and staff breaks.
8. Develop and implement a plan for instructing and coaching at least one paraprofessional in students’ instructional programs (in a general education context).
9. Take responsibility  and execute all activities effectively for the full student caseload and programs of the Master Teacher for at least two weeks; including scheduling, staff assignments, parent contacts, consultation with related services personnel, communications with all relevant school personnel, and implementation/supervision of all instructional programming.
10. Participate in scheduled IEP meetings, and the ability to evaluate the appropriateness of IEP goals and objectives.
11. Demonstrate knowledge of and respond to parents’ curricular and cultural concerns as well as strategies to facilitate the collaboration of parents/guardians in the educational process of their sons/daughters.
12. Design and implement functional, individualized instructional programs in critical areas for all students with severe disabilities (including those who are English Learners) assigned to the master teacher.
13. Modify/adapt general education curricula to meet the needs of the individual students and will plan and  implement differentiated curriculum and instruction.
14. Design and implement effective positive behavioral support plans including: functional analysis, positive intervention strategies, teaching replacement behaviors, environmental modifications, and lifestyle enhancements.
15. Demonstrate positive “public relations” and collaborative skills with all school and community site/agency personnel.
16. Demonstrate understanding of the importance of managing program operations and knowledge of specific personnel supervision and management techniques.
17. Develop a plan for your continued professional development and learning (‘Bridging Document’) including specific goals and strategies to meet those goals  (This will become part of your Clear Specialist Induction Plan.).