SPC ED 504: Emphasis I Practicum
    e-mail Kelley Peters
    e-mail Julia Scherba de Valenzuela
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      Syllabus

    Spring, 2004, Tuesdays, 7:00-9:30 p.m. (3 credit hours), EDUC 212
     
    Instructors: Kelley Peters, Ph.D. Julia Scherba de Valenzuela, Ph.D.
    Office: Hokona Hall, room 268 Hokona Hall, room 254
    E-mail: kpeters@unm.edu  devalenz@unm.edu
    Phone: 277-7967 277-1406
    Office Hours: Mondays 3-6 on a drop-in basis (no appointment needed) or call for an appointment. Tuesdays from 4-6:30 on a drop-in basis (no appointment needed). Appointments are also available Mondays and Thursdays from 7:15-8:30.

    The following information is included in this syllabus:
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  • Course Overview
  • Readings
  • Course Design
  • Specific Course Requirements
  • Evaluation Procedures & Grading System
  • Policies
  • Class Schedule
  • Mission Statements:
    • Instructors' vision and mission
    • College of Education mission
    • COE conceptual framework
  • In-Class Assignments:
    • Classroom or caseload Backward Design Plan
    • First set of lesson plans
    • Second set of lesson plans
    • Final set of lesson plans
  • Grading Criteria:
    • Classroom or caseload Backward Design Plan
    • First set of lesson plans
    • Second set of lesson plans
    • Final set of lesson plans
    • observation grading rubric
    • observation forms (pdf)
  • Assignment Cover Pages:
    • Classroom or caseload Backward Design Plan (pdf)
    • First set of lesson plans (pdf)
    • Second set of lesson plans (pdf)
    • Final set of lesson plans (pdf)
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    Course Overview 
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    Course Description:
    This course is designed to provide support for practicing special educators, who are currently teaching on a substandard or intern license (waiver). The weekly seminar and the field supervision are integrated to assist participants in achieving the Professional Competencies of the Special Education Emphasis in Mental Retardation and Severe Disabilities.
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    Rationale:
    The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. This course supports the College of Education framework by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.
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    Course Objectives:
    This course is designed to assist participants in meeting the following learning objectives:
     
    1. Understand the Backward Design process.
    2. Apply the Backward Design process in their specific teaching setting.
    3. Understand how the Professional Competencies of the Special Education Emphasis in Mental Retardation and Severe Disabilities apply to the Backward Design process.
    4. Consistently demonstrate the performance indicators of the Professional Competencies within the Backward Design process.
    5. Know teaching and learning strategies appropriate for your populations of students.
    6. Use teaching and learning strategies appropriate for your populations of students.
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    Professional Competencies for Practicum Participants:
    (click here for the expanded version of these professional competencies in MS Word and pdf formats)
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    1. Individualized Education Program Plans and Legal Responsibilities: Teachers apply applicable legal requirements to the IEP/IFSP process.
    2. Lesson Planning: Teachers develop and implement appropriate lesson plans.
    3. Documentation and Communication: Teachers communicate accurately and provide effective documentation to support student learning.
    4. Scheduling: Teachers coordinate effectively with related service providers.
    5. Individualization and Least Restrictive Environment (LRE): Teachers individualize instruction effectively for each of their students and provide opportunities for all of their students to engage with general education peers in multiple and sustained contexts.
    6. Curriculum and Pedagogy: Teachers provide age-appropriate instruction, which is referenced to the general education curriculum and functional objectives, and individualized to each student’s needs, abilities, and interests.
    7. Classroom-based Assessment: Teachers incorporate a variety of classroom-based evaluation measures and techniques into a system of ongoing assessment for each student. Measures and techniques useful for program planning and evaluation of instruction are included.
    8. Classroom Management: Teachers provide an engaging and positive classroom climate, including the use of positive behavioral supports, which fosters the learning of all students.
    9. Collegiality and Collaboration: Teachers demonstrate the professional attitudes and dispositions necessary to work effectively in a school environment with colleagues, students with disabilities, and their families.
    10. Ethics and Professionalism: Staff members demonstrate the professional attitudes and dispositions necessary to provide effective and appropriate instruction to students with mental retardation and severe disabilities.
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    Readings
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    Required Books:
    Burke, K. (1999). How to assess authentic learning. Arlington Heights, Ill.: Merrill .
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    Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
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    Wiggins, G., & McTighe, J. (1998). Understanding by design. Upper Saddle River, NJ: Prentice-Hall.

    Required Readings:
    (on electronic reserve at Zimmerman library)
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    Goethals, M. S., & Howard, R. A. (2000). Student teaching: A process approach for reflective teaching. Upper Saddle River, NJ: Merrill.
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    Ryan, C. D. (1994). Authentic assessment. Westminster, CA: Teacher Created Materials.
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    Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, BA: Association for Supervision and Curriculum Development.
     

      Note: Other readings (required and recommended) may be placed on electronic reserves over the course of the semester. If you have any articles that you think your colleagues would be interested in, please let us know and we will put a copy on reserve for the rest of the class.
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    Course Design
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    This course is designed so that students will interact actively with the course material -- whole group discussion and small group activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having thoroughly read all of the assigned readings. Active construction of student knowledge is fundamental to this course, therefore, many instructional strategies will be presented in this course via modeling, rather than through lecture or direct instruction. These instructional strategies will include:
     
    • cooperative learning
    • activity-based instruction
    • scaffolding
    • use of multiple intelligences
    • Bloom’s taxonomy
    • quick writes
    • K-W-L
    • each-one-teach-one
    • graphic organizers· visual aids
    • guided notes
    • universal design
    • integration of technology
    • explicit behavioral expectations
    • consistent opportunities for student feedback
    • student-directed learning· opportunities for self-assessment
    • explicit grading criteria
    • performance-based assessment
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    Specific Course Requirements
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    Descriptions of and criteria for grading each assignment will be handed out in class. Grades will be determined by student performance in both:
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      1. formal course assignments and
      2. observations of performance in the field.


    1. Formal Course Assignments:

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      Assignment: Points Possible:
      1) Classroom or caseload Backward Design plan 20 points
      2) First set of lesson plans 10 points
      3) Second set of lesson plans 10 points
      4) Final set of lesson plans 10 points


    2. Field Requirement:
    Practicum participants will be required to teach (either as the sole teacher, co- or team teacher, or student teacher under the guidance of a mentor) at least half time for the entire 16 weeks of the semester (excepting regularly scheduled school holidays).
     
     

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    Evaluation Procedures & Grading System
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    Formal Course Assignments:
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    Please go to the top of this page for links to the assignment descriptions and grading criteria.

    A cover page for each assignment is included for each assignment, which includes a self-assessment in the form of a check list. All criteria must be met and the cover sheet must be completed for the assignment to be accepted.
     

      NOTE:   Any assignment which is not written in a manner that is comprehensible to the instructor, which does not meet the stated minimum criteria for the assignment, and/or which contains profanity or is presented in an otherwise unprofessional manner will not be accepted. A student may be allowed to revise her/his  assignment at the discretion of the instructor.
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    Teaching observations:
    Each practicum participant will be observed approximately every other week while teaching. Each participant will be assigned to both a primary and secondary supervisor and will receive formal, evaluative observations from at least both of these individuals. It may be possible that other practicum supervisors also provide evaluative feedback, as well as one or more of the practicum instructors (Drs. Peters and Scherba de Valenzuela).

    Feedback will be provided on the observation forms included at the end of this syllabus. A copy will be given to you, your supervisor will retain a copy, and the practicum instructors will retain the original (top) copy.

    You are responsible for coordinating observations with your assigned supervisors. If you are unable to successfully negotiate mutually acceptable times for observations with your supervisors or if your supervisors do not conduct observation and provide written feedback as per the expectations above, it is your responsibility to inform the practicum instructors of the situation.

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    Grading Rubric for Field Observations

    Unacceptable: No evidence for specified indicators and/or unacceptable quality.
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    Novice: Some evidence for some of the specified performance indicators appropriate to setting is apparent.Quality is very inconsistent.
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    Apprentice I: Some evidence for most of the specified performance indicators appropriate to setting is apparent.Quality is inconsistently adequate.
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    Apprentice II: Clear evidence for most or all of the specified performance indicators appropriate to setting is apparent.Quality is consistently adequate.
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    Practitioner: Clear evidence for all of the specified performance indicators appropriate to setting is readily apparent.Quality is consistently excellent.
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    Expert: All of the specified indicators appropriate to setting are observable and implemented consistently with outstanding quality.Teaching practices are at the level of an outstanding educator, who serves as a model within his/her learning community.

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    Field Performance Expectations:
    • Performance rated at the Unacceptable level is of significant concern and should be targeted for immediate improvement.
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    • Performance at the Novice level is expected for educators at the beginning of their teaching career for a brief period of time. Performance which does not surpass the novice level within the first month or two of the semester should be considered areas of needed improvement and support. Teachers who continue to demonstrate competencies at the novice level should be considered for an intensive evaluation process.
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    • Competencies at or above the Apprentice I level are acceptable for educators in their first year or two of teaching.
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    • Teachers should consistently be meeting standards at or above the Apprentice II level by the end of the second year of teaching.
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    • Competencies rated at or above the Practitioner level would be expected for educators with several years of experience following licensure.
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    • Competencies rated at the Expert level would meet criteria for exceeding standards. Most teachers will not reach this level of professionalism in their career for most indicators.
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    Field Observation Grade:
    Given the above, we have developed the following point distribution for field observations. We will average your observation ratings for the best two of your last three observations in the semester, considering all 10 professional competencies. That average will be scored as follows:
     
    • average rating of 3 or higher =  49 points
    • average rating between 2.5 and 3 =  47 points
    • average rating below 2.5 =  45 points
    • average rating of 2 =  43 points
    • average rating between 1.5 and 2 =  41 points
    • average rating below 1.5 =  39 points
    • average rating of 1 =  37 points
      NOTE: A rating of ‘Unacceptable’ (0) on any professional competency during either of the last two observations of the semester will result in a failing grade in the course.
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    Final Grades
    The total points possible for all of the above requirements are 99 (50 points possible for formal course assignments and 49 points possible for teaching observations). One final point will be added to a student's grade, at the instructors’ discretion, for any assignment that goes significantly above and beyond the work of other students. This allows the instructors to assign a grade of 'A+' only in the case of students who fulfill the stated requirements for all assignments, attend all class sessions (or make up those missed) AND perform clearly superior work on at least one assignment.

    Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:

       
      A+ = 100 B+ = 88-89 C+ = 78-79  D+ = 68-69 F = below 60
      A = 94-99 B = 84-87 C = 74-77 D = 64-67
      A- = 90-93  B- = 80-83 C- = 70-73 D- = 60-63
    Please note that, according to UNM regulations, graduate students may not be assigned a grade of C-, D+, D, or D-. Therefore, graduate students who do not accumulate a minimum of 74 points by the end of the semester will be assigned an F.
    Incompletes are strongly discouraged and are only given when the conditions of the university are met and after a conference with the instructor at the initiation of the student. Incompletes and withdraws from the course will be allowed only in accordance with UNM policies. Please see the UNM catalog for a description of these policies.

    Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Student Support Services Center (277-3506), Mesa Vista Hall, Room 2021.
     

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    Policies
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    1.) Academic Dishonesty:
    It is the responsibility of students to avoid practices that may be considered acts of academic dishonesty. UNM’s policy, as found in the UNM Pathfinder (2001-02), p. 58, is as follows:
     
      Any student judged to have engaged in academic dishonesty in course work may
      receive a reduced or failing grade for the work in question and/or the course.
      Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others . . .


    What does this mean for this course?
    In terms of written work, this means that you have the responsibility to make it very clear in all written work what portion of the work you wrote and what was written by other people. For example, it is perfectly acceptable, and even encouraged, that you use materials and ideas provided by others, such as lesson planning web sites, workshop leaders, mentor teachers, or curriculum guides. However, you need to indicate (such as in a footnote) where you got the information that you are adapting for the assignment. In the long-term, this will be VERY helpful to you, as you may not remember the source of your ideas and you might need or want to go back to that source for additional copies or more ideas.

    Additionally, the work that you turn in for this class must be specifically written for the assignments in this course, this semester -- you may not turn in work (either in whole or part) that you have used for a grade in another course.

    So, you must make the original source of your ideas explicit. If you have any concerns or questions about how to appropriately indicate what is your own work and what is derived from the work of others, please see either of us during office hours, or if that time is not convenient, call or email us to set an appointment time.

    Failure to accurately reference original sources falls under the category of academic dishonesty and will result in the following:
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    • The first time a problem of this sort appears in an assignment, we will assume that it is unintentional and will ask you to re-write the assignment. Points may be deducted from your assignment at our discretion. You will be required to meet with one of the course instructors to learn how to avoid this problem in future assignments.
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    • The second time this problem is noted in an assignment, you will be assigned 0 points for that assignment.
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    • If the problem appears for the third time, you will be assigned a failing grade in the course.
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    2.) Late Paper Policy:
    All assignments are due by 7:00 p.m. on the date indicated on this syllabus. Papers turned in after 7:00 will be considered late. Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or major family emergency. You need to notify both instructors as soon as possible about this emergency, so that we can arrange a mutually agreed upon time for completion of the assignment.

    If you will not be in class the date an assignment is due, please arrange for someone to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in-person to Jo Sanchez in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do NOT put late assignments under our office doors, unless you want them accepted as turned in on the day we find them, which may or may not be the same day as you turned them in. Since we are not at the university every day, this could cost you points.
     

      IMPORTANT! You may NOT e-mail your assignments to us as an attachment, as all assignments must include a signed cover sheet.
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    3.) Re-Writes:
    In order to be fair to all students, re-writes will not be allowed, except under extraordinary circumstances beyond the student's control. However, students are STRONGLY encouraged to talk with, e-mail questions to, and/or submit drafts to one or both instructors at least 2 weeks ahead of time, so that revisions can be made, if necessary, by the assigned due date. You are also encouraged to bring drafts of your work to drop-in or scheduled office hours, in advance of the date the assignment is due, so that we can provide you with feedback on the spot.
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    4.) Class Attendance:
    Class attendance is mandatory - Students who miss three class sessions will be dropped from the course, regardless of the reason. No excuse or documentation is necessary for missed classes. Missed class sessions can be made up with the following, turned in no later than three weeks after the missed class:
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    • a photocopy of a colleague's notes from the missed class,

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    • a copy the overheads (available on the course web site),

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    • a typed response to the reading questions (available on the course web site), and

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    • a typed summary of all assigned readings for the class missed.
      Five points will be deducted for every absence that is not made up.


    Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 30 minutes late to class. Arriving more than an hour late or leaving more than an hour early will be considered a class absence and will need to be made up, as indicated above.

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    5.) Class Participation:
    Class participation that is conducive to the learning of all course participants is expected. Behaviors that are considered to be conducive to learning (of the student and others) include:
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    • arriving to class on time and well-prepared,
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    • paying attention to instructors and/or other students when they are speaking,
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    • turning off the ringer of your cellular phone and not taking calls within the classroom (please step out in the hall to speak if you must answer an emergency call),

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    • use of appropriate and non-offensive language during class and in written class assignments,

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    • demonstrating cooperation with and respect for the instructor and peers during class discussions,

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    • actively participating, on-topic, during small group activities, and

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    • showing consideration for other students' need for alternative teaching strategies.


    We expect students to demonstrate consistently positive class participation. Failure to fulfill these expectations will result in the student being dropped from the course.
     

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    Class Schedule
    Daily Schedule:
    7:00 - 7:30  Professional Development Snapshots (individual practicum participants presenting)
    7:30 - 8:15 Instructor Presentation
    8:15 - 9:00  Related Small Group Activity
    9:00 - 9:25  Burning Questions
    9:25 - 9:30  Minute Paper
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    Professional Development Snapshots:
    Every student will be expected to present at least once during the course of the semester on a topic of relevance to their professional development goals. These presentations are expected to be brief (approximately 7 minutes) and teacher friendly. The presentations can relate to resources (people, places, or things) or strategies that you have identified which are helpful to you in your practice. You are expected to provide concrete information about this resource or strategy, such as in a handout or overhead, to your colleagues. A sign up sheet will be available during the first two weeks of class.
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    Instructor Presentation:
    Each week, one of the course instructors or supervisors will present information about a topic. Depending on the topic, the presentation may take a lecture, direct instruction, or interactive presentation format.
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    Small Group Activities:
    Students will be assigned to cooperative learning groups by the beginning of the second week of class. Following the instructor presentation, there will typically be a small group activity, aimed at generalization of the provided content. Students will get into their assigned cooperative learning groups for this activity.
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    Burning Questions:
    Following the small group activities, one of the course instructors will lead a whole group discussion around an issue or question posed in writing during a previous class by one of the practicum participants. Forms will be available every week on which students can ask a question or raise an issue for possible selection as a “Burning Question.”
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    Minute Paper:
    Each week, you will be provided the opportunity to reflect back to the course instructors on the following questions:
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      1. What was the most important concept you learned in class today?
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      2. What was the muddiest point of this class?


    Index cards will be available at the front of the room. Please put your answer to each question on a separate card and do not include your name. Please leave your minute paper cards at the front of the room as you leave.

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    Weekly Schedule:
    (additional readings and resources may be assigned as the course progresses)

    January 20, 2004 (#1)
    Topic: introduction to practicum and professional competencies
    Read: no reading due on the 1st class

    January 27, 2004 (#2)
    Topic: Backward Planning and the reflective teaching cycle
    Read: Wiggins & McTighe, chapters 1 and 2

    February 3, 2004 (#3)
    Topic: Bloom’s taxonomy and choosing teaching strategies strategically
    Read:  Wiggins & McTighe, chapters 3, 4, and 10

    February 10, 2004 (#4)
    Topic: lesson planning
    Read:  Tomlinson , chapter 8, AND Goethals & Howard, chapter 2
    Due: Classroom or caseload Backward Design Plan

    February 17, 2004 (#5)
    Topic:  aligning content with standards
    Read: Burke, chapter 1 AND Marzano, Pickering & Pollock, chapter 8

    February 24, 2004 (#6)
    Topic: classroom-based assessment
    Read: Wiggins & McTighe, chapters 5 and 6 AND Burke, chapters 5 and 6

    March 2, 2004 (#7)
    Topic: data collection
    Read:  Ryan, (1) overview of authentic assessment, (2) performance assessment, (3) rubrics, AND (4) observation-based assessment
    Due:  First set of lesson plans

    March 9, 2004 (#8)
    Topic: direct instruction (including generalization)
    Read: Marzano, Pickering & Pollock, chapter 8

    March 16, 2004 (#9)
    No Class -- UNM Spring Break

    March 23, 2004 (#10)
    Topic: instructional strategies
    Read: Marzano, Pickering & Pollock, chapters 3 and 10

    March 30, 2004 (#11)
    Topic: multisensory teaching
    Read:  Burke, chapter 3

    April 6, 2004 (#12)
    Topic: cooperative learning
    Read: Marzano, Pickering and Pollock, chapter 7
    Due: Second set of lesson plans

    April 13, 2004 (#13)
    Topic: prompting, cueing, fading, chaining
    Read: to be announced

    April 20, 2004 (#14)
    Topic: graphic organizers
    Read:  Burke, chapter 10 AND Marzano, Pickering & Pollock, chapter 6

    April 27, 2004 (#15)
    Topic: Universal Design
    Read:  to be announced

    May 4, 2004 (#16)
    Topic: Professional Portfolios
    Read:  Burke, chapter 4
    Due: Final set of lesson plans
     
     
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    Last updated: January 7, 2004