Office of Clinical Experiences & Candidate Services

Department of Special Education

Special Education Teacher Candidate Handbook

A Guide for

• Mentor Teachers
• Teacher Candidates
• University Supervisors

The Department of Special Education’s Teacher Candidate Handbook is designed to assist mentor teachers, teacher candidates, and university supervisors. This handbook contains information specific to the Special Education Program – all EGP/MGP Majors are required to download additional handbooks from their respective programs.

The Teaching Experience

The student teaching experience provides a laboratory for the testing of ideas—a place where the student may encounter real problems, an opportunity for personal growth, and a feeling of reality. All these factors tend to make the student teaching experience one of the most interesting and helpful phases of the professional preparation of prospective teachers.

The Department of Special Education would like to thank the faculty and staff of the participating schools for being such an important part in the development of a new generation of professional educators. We would also like to wish our teacher candidates well in this critical step of their professional education.

Dr. Dawn R. Patterson
Student Teaching Supervision Coordinator

Bachelor of Science in Education/ Post Baccalaureate Certification Special Education

Degree Program Leading to Pennsylvania Certification: Special Education (PK-8, 7-12, PreK-12)

Our Mission Statement

As the Special Education faculty, we provide relevant and comprehensive education for those who desire to support the educational, emotional, and physical needs of students with disabilities, from birth to twenty-one years of age, in the public schools of Pennsylvania.

We are committed to preparing graduates of the program who can provide diverse student populations with the knowledge, skills, and values essential for effective participation in society.

We believe high standards of scholarship, ethics, and awareness of the changes occurring in the field are essential for both faculty and students to remain at the forefront of sound educational practice. We demonstrate this through instruction, learning, research,
collaboration with other professionals in the College of Education and Social Work and community school districts, and through service to the community.

The Special Education department stands out in the southeastern Pennsylvania region because of numerous and early opportunities for practicum experiences afforded its students; its small, professionally diverse faculty; a high rate of employment opportunities; a heightened sense of collegiality and volunteerism among its students; and finally, national (Council for the Accreditation of Educator Preparation), regional (Middle states Association of Colleges and Secondary Schools), and state (Pennsylvania Department of
Education) accreditation.

WCU Conceptual Framework for Teacher Education

Mission

The College of Education and Social Work (CESW) prepares highly skilled and ethical professionals to become fair-minded critical thinkers and change agents who act with integrity in the pursuit of knowledge and strive for excellence within their professions. The CESW fosters a culture of reflection, evidenced-based practices, intellectual discourse, and respect for human diversity. CESW empowers students to make a significant impact on the world to improve individual and family lives and strengthening educational, health or community systems.

Vision

The West Chester University College of Education and Social Work embraces a transformative vision of learning as a life-long endeavor. We will be a leader in preparing professionals who advance social justice and address the contemporary challenges of a global society.

EDA416 or EDA417 (6 credit hours)

Directions for Activities to be completed during Special Education Placement

General Description

For dual/double special education majors, the special education portion of the student teaching experience consists of one half-semester in a special education placement to be completed either during the first half of semester as EDA 416 or second half as EDA 417. For special education Prek-12 stand-alone majors, the student teaching experience consists of two different special education teaching experiences; in EDA416 and EDA417. During the special education placement, the student will work under the direction of a mentor teacher and a university supervisor. By the end of the placement, the student will have undertaken teaching and all other activities related to a special education teacher’s work in addition to completing a series of assignments. Students will attend mandatory orientation on campus and also participate in weekly seminar sessions at a time and location to be announced. Special education Prek-12 stand-alone majors will work with their university supervisor to coordinate completion of assignments and seminar.

Requirements

You are required to maintain the utmost confidentiality at all times. It is anticipated that your first few days/first week will be a gradual introduction into classroom routines and activities - the pace at which you become actively involved will depend on your ability to adapt to the new demands i.e., some placements may require that you observe for a few days to familiarize with the routines and/or student needs whereas others may requirement that you begin engaging immediately. Consult with your mentor teacher and supervisor for guidance.

The guiding principle within each placement is that instruction should be designed, materials created, documents (i.e., IEPs) drafted, and activities planned such that they meet the needs of the students in your assigned classroom. If performance data suggest that learning has occurred as a result of a lesson, it is likely you have done a good job in planning. If not, revisions are needed – this is an example of effective, data-based, reflective teaching.

All written requirements are to be submitted in a timely fashion, as designated by the university supervisor. The following assignments, as described below, will be submitted for grading via TK20:

• Six lesson plans [submitted as part of the Danielson and SLO]
• IEP, RR, NOREP and SLO

Therefore, all student teachers are required to have a TK20 account for submission of all assignments.

1. Observations. The first visit (TRIAD meeting usually occurs within the first two weeks of semester) – this is usually an informal meeting during which the WCU supervisor, teacher candidate and mentor teacher hold a brief meeting to review expectations and discuss the key assignments so that everyone understands their roles and responsibilities during the Special Education Teacher Candidate Handbook – Fall/Spring 2022-23 7 7.5-week placement. This initial meeting will also present opportunity for university supervisor to answer any questions the teacher candidate or mentor teacher may have. All student teachers will be observed formally a minimum of three times by the university supervisor. Another TRIAD meeting will take place at the end of placement during which the triad will discuss the experience and to gather additional information/evidence for the Danielson rubric. It is important to note that all visits [formal or informal] will contribute to the university supervisor’s perceptions of the student teacher’s abilities as a professional special educator. It is important to note that the mentor teacher or the university supervisor may determine the need for additional formal observations (if needed).
2. Lesson Plans. Written lesson plans are required for all lessons taught. Each lesson plan must include clearly defined learning outcomes/instructional objectives, selection of differentiated activities for direct instruction, guided and independent practice, list of materials and plan for student evaluation that is appropriate in assessing the skills being taught. Lessons may vary anywhere from fifteen to forty-five minutes or more in presentation depending on the type of placement, diverse student needs, topic and/or group size. The content may range from daily lessons (math, reading etc.) to special lessons (art, projects, holidays, etc.). If you are student teaching in a Life Skills Support, Multiple Disabilities Support, or Autism Support placement, your lesson plans may be in the form of instructional plans using systematic instruction (such as System of Least Prompts), task analysis, and functional content. The format and style of your daily lesson plans will be dictated by the needs of your students and the nature of the instructional methods you are using. It is important to note that each lesson plan submitted for grading is formatted following the WCU lesson plan template and also graded using the lesson plan rubric.

   Students will be required to submit lesson plans to mentor teacher and supervisor for review and feedback at least 2 days prior to the actual teaching - refer to university supervisor and mentor teacher for additional guidance. Of the lesson plans prepared over the course of your 7.5 weeks special education placement, a total of six lesson plans will be submitted to university supervisor for the purpose of grading.

   • 1 lesson plan, that is not part of the SLO will be submitted into the Unit Plan/Lesson Plan tab
   • 3 lesson plans or the equivalent of 5 hours of instruction (minimum) will be submitted as part of the SLO Assignment into tab with the same label
   • The remaining lesson plans will be submitted as your university supervisor indicates
3. RR, IEP and NOREP
   Select a student who needs a new or revised IEP - your mentor teacher should guide you in selecting a student. You may need to obtain parental permission to work with this student. It’s important that you:
   
   • Read all available background information concerning the student, observe the student in different settings and interview the student and the teachers that work with the student.
   • Complete formal assessments.
     • Write a Reevaluation Report, IEP and NOREP - demonstrate your ability to Special Education Teacher Candidate Handbook – Fall/Spring 2022-23 8 write professionally and objectively. Utilize all informal and formal information obtained to create the Reevaluation Report (RR) – it is important that you change all identifying information such as the student name, school and district names to ensure confidentiality. Remember that the IEP indicates yearly academic outcomes, social and behavioral expectations, and transition goals (if applicable). The IEP should be a living, working document – follow state and federal guidelines for completion. Also, use the official RR, IEP and NOREP templates available on D2L.
   • Ideally, you should use the same student for all key assignments (RR, IEP, NOREP) including the SLO
4. Reflective Journal Prompts - Danielson Domain 4
   It is the responsibility of the candidate to provide evidence of meeting the expectations of Domain Four and components (4a, 4b, 4c, 4d, 4e, and 4f) before the completion of your special education student teaching placement. This evidence is submitted to TK20 in the Domain 4 tab of your binder. Evidence will be in the form of a written reflection as you review the expectations listed below and outlined in the Danielson Framework. It is encouraged that you upload artifacts (if applicable) to support your reflective narrative. University supervisors will rate each item below using the criteria outlined in the Danielson Framework Domain 4 only.
   1. Reflecting on Teaching
      Teachers reflect on their practice through a self-analysis, examine student informal and formal outcome data, and conversations with others (parents, students, colleagues). To complete this task, you should consider your experience during student teaching on having a positive impact on student learning, developing a positive relationship with colleagues, parents, etc.
      Use the following prompts as a guide as you write your narrative:
      • What were some challenges in developing positive relationships with students, families, and colleagues? How did you overcome those challenges? What will you do differently to improve in this area?
      • What would you do differently when planning learning experiences (lesson plans, interventions, etc.) to support student learning outcomes?
   2. Maintaining Accurate Records
      An essential responsibility of educators is keeping accurate records of both instructional (student records) and non-instructional events (lunch forms, permission slips, etc.). During student teaching, consider ways you were able to maintain records and write a reflective narrative (upload artifacts if appropriate) as evidence.
      Use the following prompts as a guide as you write your narrative:
      • Describe a process (steps) used to record students’ progress toward the learning target (SLO may be helpful to consider when responding to this prompt).
      • What process did you use to communicate to students about their progress (e.g., during any assessment administered or homework grades)? How did you maintain confidentiality?
      • Describe a process used to maintain accurate records of non-instructional activities.
   3. Communicating with Families
      Educators have the responsibility to provide opportunities for families to understand their child’s academic progress. Effective communication is one way to establish a positive relationship with families.
      Use the following prompts as a guide as you write your narrative:
      • Describe some of the challenges or perceived challenges in working with families to support the growth and development of their child. What strategies would be essential to overcome those challenges?
      • What have you done to communicate to families about the progress of their child? What did you have to consider before communicating with families? What were some challenges?
      • What responsibility do you have to ensure you develop and maintain a positive professional relationship with families?
   4. Participating in the Professional Community
      It is critical that teachers work collaboratively to plan, share, and address issues to not only improve teaching and learning but to develop your ability to be an active participate within the professional community. In this section, you should consider in what ways you have developed your ability to participate as part of the professional community. This may include working with your mentor (mentor) teacher or university supervisor to plan lessons; problem solve issues or concerns, etc. Eventually, this should include participating in activities beyond your classroom such as volunteering on committees or other organizations/school events.
      Use the following prompts as a guide as you write your narrative:
      • What evidence supports your ability to participate in activities beyond your classroom? Describe those experiences and how it relates to your ability to participate as part of the professional community.
      • Describe your role in your school as a professional learning community.
      • What opportunities do you have to share classroom research and successes with your colleagues?
      • If you were a permanent part of the school, how would you be able to contribute to the mission and vision? In essence, how do you see yourself contributing to the school (outside of your teaching responsibilities)?
   5. Growing and Developing Professionally
      Lifelong learning is essential to remain current to new and innovative approaches to improve your practice. This may include attending or presenting at conferences, networking with colleagues (joint planning sessions, study groups), participating in professional organizations, or reading articles or books that will support your effectiveness in a classroom.
      Use the following prompts as a guide as you write your narrative:
      • After reflecting on your student teaching experience, what are your strengths and areas in need of further development?
      • What will you do to address those areas of concern? This may include identifying resources (books, articles) you plan to read with an explanation of why you selected those resources.
      • What professional organizations are you an active member and how has your participation supported your development?
      • What do you believe to be the characteristics of an exemplary teacher?
   6. Showing Professionalism 
      Educators demonstrate professionalism in service and to the profession. Professionalism can be displayed in your interactions with students, colleagues and others. Specifically, your ability to be honest, respectful, and trustworthy. Maintaining professionalism is critical in difficult situations that may include interaction with others or conflicting policies, beliefs, and values.
      Use the following prompts as a guide as you write your narrative:
      • What are your personal goals to maintain your professionalism?
      • What examples of professionalism did you observe in your student teaching experience and what did you learn from that experience?
5. Student Learning Objective [SLO] The SLOs is an intensive learning plan that include a variety of informal and formal assessment to support target learning objective(s). Although one of the major goals of a SLO is to document student learning over a period of time, you will be evaluated on the process as outlined in the SLO Process Rubric. Also, you will be evaluated on your ability to develop and implement an evidenced-based plan of instruction that should, if implemented with fidelity, impact student learning. The following is the minimum expectation for completing the SLO during the modified time frame of your special education student teaching placement – this proposed timeline will enable you complete the various components of the SLO:
   • Candidates completing the SLO assignment in a special education classroom will work with 1 student – this must be approved by the university supervisor and mentor teacher (MT).
   • Complete and submit the SLO template (Appendix B: SLO Template) – Upload to Tk20.
   • Develop and implement an instructional plan that consists of 3-5 consecutive lessons [minimum 5 hours of instruction] to address using the SLO – Upload to Tk20.
   • SLO Rubric - Appendix A: Student Learning Objectives (SLO) Process Rubric
   • Lesson Plan Template - Appendix C: Lesson Plan Template

Choose a specific area from the IEP for remediation (this can be academic or behavioral). Using the SLO template, you will complete all sections beginning with the

Classroom Context

1. Analysis of Student Performance
   • In this section, you will revisit information from the re-evaluation report and the IEP, identifying the student’s area of need that aligns to the area of remediation. Include dates of assessments and completion of paperwork. For example, you may begin broadly by indicating that the student has a disability, based on IQ and/or specific achievement assessments, related services assessments, etc., to then include any specific classroom-based assessments and/or teaching reporting.
2. Identification of Instructional Need & Instructional Population
   • In this section, you will indicate how this information compares to grade-aligned peers. Additionally, you will provide information related where the student receives their educational services, based on the continuum of services and the location (general or special education classroom) of the instruction. In this section you will also address if the setting is co-taught, push-in, or pull-out, as well as whole or small group, or one-to-one instruction.
3. Goal Statement
   • In this section, you will provide the specific IEP goal(s) and objective(s) (if applicable) that will be remediated in the SLO.
4. Essential Question
   • In this section, you will identify the essential questions related to the need for the instruction and completion of the SLO. For example, (a) Will this instruction increase the students abilities/knowledge to align closer to grade-aligned peers?, (b) Is (fill in the blank) the most appropriate procedure to use for the student to make advancements in (instructional area)?, (c) How can the use of differentiated/individualized/adapted instruction provide meaningful instruction?
   • In your final reflection, you will address each of the essential questions provided here.
5. PA Standards
   • In this section, you will use grade-aligned eligible or alternate eligible content standards in your lesson plans. These are the same standards that are in your lesson plans.
6. ISTE Standards
   • You may use Educator and/or Learner standards. At least one lesson must include meaningful use of technology.
7. Academic Language
   • This is the content terminology that is addressed in your lesson plans. You will subdivide as Lesson Plan 1, Lesson Plan 2, etc. Most of the terminology listed in this section will be specifically taught.

Pre and Post Assessment Plans

1. Pre & Post Assessment Plan Description
   • In this section, identify the assessment used. You will describe why the identified assessment was selected. You will attach a copy of the assessment(s) to the SLO assignment.
   • You may develop and administer curriculum-based assessment(s[CBA]). Pre-assessments should incorporate varied measures that assess the students’ existing knowledge base/skill levels focusing specifically on the skill (identified in the IEP) that needs to be remediated. Remember CBA is frequent brief measurements administered before, during and after instructional its implementation (refer to supervisor for additional clarification).
2. Validity and Reliability
   • In this section, you will describe how the assessment tool is both valid and reliable. If you are using a published assessment, you will find this information in the assessment manual. If you have created the pre and post assessments for the SLO, discuss these items in detail.
3. Assessment Window
   • When will the pre assessment and post assessment be delivered
4. Baseline
   • In this section, you will describe the student’s current abilities based on the data gathered. Return to the IEP to determine the rate of progress to date and discuss reasonable growth within these 5 hours of instruction. Explicitly describe the conditions under which the assessment was given. This will help ensure reliability of the assessment at post assessment.
   • Instruction should be designed based on a comparative profile of pre-assessment data from varied measures.

Achievement Goal

1. Achievement Goal Type
   • For this assignment you will select Individualized Growth Target
2. Identify actual performance
   • In this section, you will create a graph or graphs to visually represent progress. Include pre-assessment and post-assessment data –select digital graphic representation(s) that will display the data meaningfully, making sure that it is properly labeled.
3. Achievement Goal
   • In this section, you will include the objectives that are in the lesson plans. Identify them as Lesson 1, Lesson 2, etc. Develop your objectives carefully, keeping in mind, the student’s rate of progress as discussed earlier

Instructional Plan Outline

1. Provide an outline with brief description of the instructional procedures and strategies used.
   • In this section, explain why you believe that this is the best course of action.
   • Develop lesson plans incorporating instructional activities that are adapted to address individual student needs. All adapted activities should be professionally developed - at least one instructional activity should incorporate use of technology. Include motivational strategies if necessary and appropriate. Do not copy directly from a workbook/textbook – activities should be hands-on. Minimum 3 lesson plans equivalent to 5 hours of instruction
2. Instructional Window Dates

Reflection

1. Identify number of students who met the achievement goal.
   • In this section, you will identify the number of students who met the goal identified.
2. Identify this value as a percentage
3. Candidate self-rating
   • Check the appropriate box
4. Reflective Narrative
   • In this section, you will critically analyze the instruction provided. Be specific while considering student engagement, progress, and ability to demonstrate conceptualization of information.
   • Reflect on impact of the different activities on student learning/behavior. Your reflection should address the following:
     • What worked/what you would change
     • What did you learn from the process
     • Logical next steps for instruction

Formal Evaluation of Student Teaching

All teacher candidates will be evaluated using the:

• West Chester University’s Danielson Framework (FE) rubric - the Danielson evaluation is completed by the Student Teacher Candidate, University Supervisor, and Mentor (Mentor) Teacher

For more information view the evaluation forms via the Educator Preparation Programs assessment website.

Special Education Student Teaching

Additional forms of evaluation to assess your performance during your special education placement will include:

• Observation - Formal Lesson
  A sample form is included - each time your university supervisor observes (minimally 3 times), they will complete an observation form.
• IEP/Reevaluation Report/NOREP/SLO
  The rubrics illustrate the on-line scoring method used for each of these products.
• Lesson Plan Rubric

Required Certification Tests

All teacher certification candidates must take and pass the PECT tests required by their program prior to the last day of their student teaching semester in order to graduate or be considered program completers.

Special Education [PK-8 Certification]

• PK-8 (Module 1)
• PK-8 (Module 2)

Special Education [Prek-12] Double Major

• Praxis 5534

Special Education [Prek-12] Stand Alone

• Praxis 5534
• Praxis 5511

Extending Special Education Certification Bands
(for students in the PK-8 program)

Special education dual majors can extend their grade bands through coursework or testing. More information can be found on the Special Ed. Extending Grade Bands Chart.

Student Teacher Class Schedule

Observation Form

Special Education-Individualized Education Program (IEP) Rubric

Special Education-ReEvaluation Report (RR) Rubric

NOREP Rubric

Lesson Plan Rubric

Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Pennsylvania Department of Education – Danielson Framework (PDE 430)

TO AID IN GRADING THE FOLLOWING GUIDELINES ARE SUGGESTED:

WCU Conceptual Framework - Guidelines for Observations

The following guidelines may be used as a basis for a post observation conference, discussions regarding the teacher candidate’s development, and for evaluation conferences.

Content and Pedagogical Specialist

• Is knowledgeable about content and teaching strategies.
• Integrates instruction across the curriculum.
• Designs student tasks that focus on content knowledge needed to demonstrate mastery.
• Uses technology effectively to enhance instruction.

Assessment and Instructional Designer

• Writes clear, measurable objectives for lesson plans.
• Teaches to the objective.
• Instructional management = effective classroom management.
• Develops student mastery through instructional design of lessons.
• Ensures that students know instructional objectives and receive feedback on their progress toward these objectives.
• Uses proven research-based practices.
• Organizes students, time, space, and materials so that content instruction and student learning can take place.
• Gives appropriate wait-time given for student responses.
• Directions for student assignments are precise and clear.
• Directions for multi-step assignments are written and verbal.
• Teaches for accomplishment, using structured assignments with specific objectives.
• Includes: anticipatory set, stating the objective, providing appropriate input (content), modeling, checking for understanding, guided practice, closure, and independent practice in lesson design
• Provides non-evaluative feedback that gives students a clear sense of progress.
• Designs carefully planned questions, which facilitate comprehension, retention, and transfer.
• Designs lower-level and higher-level questions that demonstrate application of Bloom's Taxonomy.
• Teaches students to draw conclusions, develop arguments, and construct explanations for others.
• Uses graphic organizers to promote retention of learning.
• Uses formative assessment, including pre-assessment to inform teaching decisions and to improve student learning.
• Designs student tasks that focus on content knowledge needed to demonstrate mastery, and on the process skills and work habits students need to be successful.

Diversity Advocate and Classroom Community Builder

• Establishes effective control via procedures and routines.
• Provides well-ordered learning environment and high academic expectations.
• Listens carefully and completely to student’s w/o interruption and allows students to respond to the perspective of others.
• Knows (and addresses) all students by their name.
• Demonstrates that the most important factor governing student learning is classroom management (instructional management
• Develops a classroom climate that is task oriented, relaxed, and positive.
• Wastes little time, little confusion, or disruption.
• Promotes time on task through classroom organization.
• Addresses student behavior problems appropriately and efficiently.
• Focuses on student learning.
• Involves students actively in learning through interactions with information, materials, and each other in a variety of groupings.
• Treats all students with respect and dignity.
• Communicates clear expectations, which include criteria for success.
• Circulates around the classroom teaching from various locations, uses proximity and non-verbal communication to influence behavior.
• Recognizes that attention spans are short.
• Differentiates instruction so that learning experiences are productive for all students.
• Embraces the belief that all students have the right and the ability to learn.
• Exhibits enthusiasm for the subject matter taught.
• Provides context and connects it to meaningful experiences.
• Differentiates instruction so that learning experiences are productive for all students.

School and Community Professional

• Dresses appropriately as a professional educator to model success.
• Demonstrates the following professional attributes: Attitude, Dependability, Responsibility, Initiative, Cooperation, and Judgment

Self-Directed Practitioner

• Evaluates own performance.
• Offers suggestions for self-improvement.
• Accepts and responds to suggestions.

 

WEST CHESTER UNIVERSITY TESTING REQUIREMENTS

Universal Precautions

1. Purpose: To ensure proper handling and disposal of blood and other body fluids, and/or contaminated material.
2. Objectives: To prevent spread of infection by all school staff and students from direct contact with blood/body fluids and/or contaminated material. Appropriate barrier precautions (latex gloves) should routinely be used by all school staff to prevent exposure when contact with blood/body fluids is anticipated.
3. Routine Specifications:
   1. Gloves: Use when anticipating contact with blood/body fluids, mucus membrane, or non-intact skin. Gloves should be worn when handling items or surfaces soiled with blood/body fluids. Gloves should be changed after contact with contaminated materials.
   2. Hand washing: Should be carried out immediately after gloves are removed. Hands and other skin surfaces should be washed immediately and thoroughly if contaminated with blood/body fluids.
4. Helpful Hints for Staff:
   1. Wear Band-Aids over any cuts on your hands.
   2. Keep lots of tissues in your room (use this as a barrier for a bloody nose until gloves are put on).
   3. Keep a change of appropriate clothes available in the event that clothes contact contaminated material.