Special Education Mandatory Meeting for Clinical Practice: Fall 2010 & Spring 2011 Contract/Student Teaching, SPED 575/576 A & B SPED 585/586 A & B
Primary Purposes for this Overview of Clinical Practice: Introduction to Personnel involved in Process Provide a Site/District handbook for your Master Teacher (Student Teaching-Track A) or your Administrator (Contract Teaching-Track B) as well as your own Plan Packet. Highlight basic information from the Plan Packet concerning expectations and procedures. Explain the role of the University Mentor in this Course. Clarify the process of applying for Preliminary and beginning Professional Clear credentials. Answer specific questions that may occur to you during this overview presentation.
Dean, for the School of Education Dr. Helen E. Williams
APU and SOE Vision Statement, Mission Statement and Learner Goals The Vision Statement Developed by former President Dr. Richard Felix The Four Cornerstones of Christ, Scholarship, Community, and Service. The Conceptual Framework Developed by the School of Education Supports the Four Cornerstones A focus on preparing students for professional service
The School of Education’s Three Learner Goals Three Learner Goals – from The Conceptual Framework Ethical professionals who are able to understand and articulate the integration of a Christian worldview with their discipline in their communities of practice. 2. Responsive professionals who practice reflective critical thinking in their engagements with diverse communities of learners. 3. Informed scholarly professionals who are dedicated to collaborative and lifelong learning.
Department Chair for Special Education Dr. Nilsa Thorsos
Moderate to Severe Program Director Litzy Ruiz, MA
Administrative Assistants Erika Rios 626-815-5373 [email_address] Ron Bejar 626-815-5430 [email_address] Whitney Walter 626-387-5791 [email_address]
Primary Purposes of Clinical Practice (Student Teaching/Contract Teaching): To practice and refine your content knowledge, skills, dispositions, and professional knowledge in the school setting. To maximize your knowledge and skills of the teaching and learning process. To maximize your knowledge and skills of the teaching and learning process with the goal of securing your first, and/or desired, teaching position .
Site Coordinators The Coordinator for Clinical Practice, as a program element, is Dr. Yvette Latunde, SPED Coordinator for the Los Angeles Center. Each Regional Center has at least one Special Education (SPED) Coordinator assigned to it. The SPED Coordinators are the final reviewer for all Clinical Practice assignments, evaluations, & portfolios. The SPED Coordinators are also the first to handle any concerns about mentors, or the program in general. They pass on the “Credit/No credit” grades to the Instructor of Record for inputting based on Evaluations, Portfolio completeness, and Dispositions. The SPED Coordinators are directly connected to the Program Directors and Department Chair. The SPED Coordinators, in collaboration with the Program Director, handle any assistance/remediation plans for the Clinical Practice courses.
AZUSA Dr. Ben Nworie Dr. Ramon Barreras A- M N-Z [email_address] [email_address] 626-815-5056 626-815-5360 by Candidate’s Last Name
HIGH DESERT & INLAND Greg Richardson , MA Dr. Nancy Contrucci [email_address] [email_address] 877-247-3462 626-857-2270
Los Angeles & Clinical Practice Coordinator Dr. Yvette Latunde [email_address] 213-252-0962
MURRIETA & ORANGE Dr. Blanch Cook [email_address] 626-815-2182 Assistant, Maria Buffington 951-304-3400 Jan Forsse, MA j [email_address] 949-945-8354
SAN DIEGO & VENTURA Dr. Stephen Cochrane Dr. Craig Bartholio [email_address] [email_address] 858-414-0634 805-988-1267
Introduction “ Beginning Level Teaching Competency” “ BLTC” by the end of the supervised semester Student teaching is to be kept “flexible” to meet individual teacher-candidate’s needs Contract teaching must meet district/site requirements Clinical Practice candidates are expected to work full time (i.e., from the beginning to end of the working school day) in their respective placements for 18 continuous weeks .
The University Mentor Serves as resource and support to the student teacher/contract teacher, facilitating success Serves as a liaison between the university and the school site Responsible for determining demonstration of “Beginning Level Teacher Competency”
Preparing for the University Mentor’s Visits All candidates must prepare an APU Clinical Practice “Portfolio” , based on the Plan Packet you have received, for your university mentor and site coordinator to review, parts of which must be uploaded to Task Stream: Copies of the varied daily schedules Seating chart(s), as needed or required Past observation forms completed by Mentor “ Block” lesson plans photocopied from Teacher Plan Book Detailed APU lesson plans prepared for each observation by University Mentor, Master Teacher, or Administrator Reflective, dialog journal with several weekly entries Any written feedback from the master teacher and/or site administrator
Clinical Practice Contract/Student Teaching in the Special Education, Mild/Moderate Program covers an 18-week period of time . Because this credential mandates that candidates meet an extensive list of competencies, the process requires an initial agreement to a PLAN – detailing specifics on how the competencies will be met. Many of the assignments must be uploaded to TaskStream. A University Mentor will be assigned to complete four 8 visits during the 18-week assignment, 4 per 9 week term. Evaluation forms will be completed by the Site Supervisor/ Master Teacher and the University Mentor .
Student Teaching-Track A (SPED 576 A & B) Student teaching is the single most important part of your teacher preparation. Student teaching is your professional time to grow, and to refine your skills. Student teaching requires your utmost commitment to the profession - in dress, behavior, and work ethic - going above and beyond the level shown by the employed teaching staff. Because - Student teaching may directly lead to your first teaching position!
Master Teacher’s Qualifications APU’s Special Education Department works with nearly 175 participating school districts to select master teachers who are: Willing to serve as a Master Teacher Able to serve as a Master Teacher Considered by the school district to be suitable to serve as a Master Teacher
Master Teacher’s Responsibilities to the Assigned Student Teacher Provide an appropriate work environment Integrate Student Teacher into the school and classroom environment Allow Student Teacher to progressively take over the instructional program Plan cooperatively with Student Teacher Provide constructive feedback (formative assessment) Provide a summative assessment (i.e., Student Teacher Evaluation) at the end of each 9-week term (Mentor also provides evaluations as well.)
Office of Student Services Special Education Records Coordinator Cheryl Ward 626-815-5353 [email_address]
Contract (Intern) Teaching- Track B (SPED 575 A & B) Contract teacher completing Clinical Practice is the “teacher of record” No Master Teacher assigned Summative evaluation completed by the site administrator and university mentor Summative evaluation based upon “Beginning Level Teaching Competency” Final “credit” grade determined by the APU mentor/Site Coordinator and submitted to the Clinical Practice Coordinator
Role of the School Administrator Assists in the selection of Master Teachers Helps facilitate the success of the student teacher/contract teacher in the school setting Collaborates with the university mentor and master teacher (Track A) as needed Provides feedback to APU on its teacher preparation program
Evaluation Process Entire Clinical Practice Team involved. Candidates are evaluated by both the Site Administrator (Track B) or Master Teacher (Track A) and University Mentor (Both tracks) Evaluations are based upon demonstration of “Beginning Level Teacher Competency”
Evaluation Concerns Open communication between all parties is essential to maximize the beginner’s teaching success It is best to collaboratively develop an Assistance/Remediation Plan by week 10, if needed A Remediation plan can include, but not be limited to, an extension of the student teaching responsibilities beyond the end of the 18-week assignment. This plan is in collaboration with the Program Director, Site Coordinator, School Administrator, University Mentor, and Candidate requiring its own signed agreement.
Evaluation of University Mentor An evaluation of University Mentoring Services is required of our candidates, with the form mailed directly to the candidate’s home. (Based on address in University’s system) Return of the evaluation form to Jeremy Brown is part of the “check-off process” to determine eligibility to file for the Preliminary Credential
Assessment Project Manager (Evaluations & TPAs) Cynthia Thomas 626-387-5709 [email_address] Chris Babundo 626-815-5099 [email_address] Intern Grant Office Program Manager (Payments & RICA Workshops) Records Coordinator (Step Up to Writing Workshops) Elizabeth Olson [email_address]
The Path to Professional Teaching – Clinical Practice This is YOUR opportunity to SHINE! Be professional in dress and demeanor. Be professional in attendance and attitude. Be professional in your willingness to learn and grow. Be professional in your willingness to participate in all aspects of this assignment, and go beyond if you can! And, look for opportunities to showcase your unique talents and skills! The Special Education Department wishes you every success in your Clinical Practice experience!
How to Apply for your Preliminary Credential All classes have been completed satisfactorily (passing grades showing) Your ePortfolio and/ TPA task 1 have been submitted and evaluated. You possess a current CPR card (Infant, Child, & Adult) All required test scores (CBEST, CSET, and RICA) have been submitted- CBEST & CSET are required for Clinical Practice Clearance THEN, you may request the official credential application forms from your Credential Analyst – in preparation for on-line application
Credential Analysts Ann Plumb Betty Elliott Wendy Ramsey Lynne Loop Ann Plumb Betty Elliott Wendy Ramsey Lynne Stapenhill Audrey Strivings D-H A-C S-Z I-M N-R ( According to candidate’s last name)
Administrative Assistant to Credential Analysts Kelli Starman 626-815-5346 firstname.lastname@example.org