Special Education (Dual) PA Instructional I Certification Coursework, Clinical Supervision and Mentoring Program Overview

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1 Special Education (Dual) PA Instructional I Certification Coursework, Clinical Supervision and Mentoring Program Overview Overview: Intern teachers in the PennGSE Teach for America Urban Teacher Special (Dual) Certification program work to earn their General and Special Education Instructional I PA Teaching Certifications over the course of two years. This dual certification program runs parallel to the Teach for America commitment. The Commonwealth of Pennsylvania requires that teachers hold a General Education certification prior to becoming eligible to earn a Special Education certification. In our program, which has been uniquely designed to meet the needs of Teach for America teachers, students work to earn these two certifications simultaneously. In order to enter the program students must meet PDE s minimum criteria for intern teachers including holding a bachelor s degree with a minimum GPA of 3.0 and passing any required State examinations. They must also receive a teaching placement through the Teach for America Greater Philadelphia program. All requirements of the PennGSE Urban Teacher Dual Certification Education program for both the General Education and Special Education certification must be met prior to graduation in order to be eligible for recommendation to the Commonwealth of PA for dual certification 1. Coursework: The dual certification program requires intern teachers to successfully complete 10 CUs (10 course units, equivalent to 30 credits). No credit will be given in a course in which the student has received a failing grade. A final overall GPA of 3.0 is required to be eligible for recommendation to the Commonwealth for certification. Each special education specific course has corresponding PDE competencies that are evaluated within the purview of the course, specifically in relation to course activities as well as fieldwork. Each course is specific to Special Education topics and requires 48 hours of fieldwork directly related to skill application (total: 240 hours). 1 PennGSE reserves the right not to recommend students for certification who have failed to meet the all necessary criteria for certification as outlined in the PennGSE and PennGSE/TFA Student Handbooks, who have not demonstrated Good Moral Character (as explained in the PDE teacher certification review - 24 P.S. 1209, 22 Pa. Code ), or who have violated the University s Code of Conduct policies. 1

2 Fieldwork & Placement: The student teaching experience for our special education candidates is unique to most other teacher education programs in Pennsylvania. Our candidates are full time teachers in either PreK-8 settings or Gr settings, beginning in August or September after their pre-student teaching stage with the Teach for America summer Institute. For all candidates receiving a dual certification in special education, the University ensures that at least one of the candidate s classes serves students with special needs, with a minimum of five children meeting eligibility criteria for placement in special education across a range of categories of disabilities 2. This classroom-based, applied, direct work with students with disabilities is supervised by the Penn Mentor. Note: This experience is in addition to the 240 hours required to be eligible for the General Education certification in a content area. Required fieldwork competencies that must be assessed in placement (condensed from PDE Special Education Competency list for K-8 and 7-12 certification): Plan and implement lessons that build upon one another and connect to students learning goals and growing knowledge and skills as well as assessments. This can occur as lead teacher or co-teacher, if intern teacher is lead teaching for at least 50% of the instructional time. Lessons must be created by the intern teacher. Implementing pre-written or scripted lessons, or those created by a co-teacher, will not count towards this field experience requirement. Develop and maintain Individualized Family Service Plans, Individualized Education Plans, and Section 504 Plans in conjunction with all team members based on assessment data and the needs of the student. Establish and maintain progress-monitoring practices within the content area aligned with the identified needs of each student to adjust instruction and provide rigor in the area of literacy for all students with disabilities. Identify and implement instructional adaptations based on evidence-based practices (demonstrated to be effective with students with disabilities) to provide curriculum content in a variety of ways without compromising curriculum intent. Identify and implement methods for ensuring individual academic success in one-to-one, small-group, and large-group (whole class) settings. 2 Currently, there is no existing list to outline which specific students with disabilities intern teachers must serve during their fieldwork experiences. The student population with which they work, however, must represent a range of categories. The purpose of the fieldwork experience is to ensure intern teachers are developing the full range of skills necessary for successfully meeting the needs of students across various categories of disability. These experiences are intended to ensure that upon receipt of the Instructional I certification, teachers are as prepared as possible to meet the need of all learners. Therefore, working in a classroom where students are identified under a single category (for example, students identified with behavioral/emotional disabilities or with SLDs), will not fulfill the requirements of the fieldwork experience. 2

3 Identify, administer, interpret and plan instruction based on each of the following assessment components in a standards aligned system: authentic, screening, diagnostic, formative, benchmark, summative. Identify and implement differentiated instructional strategies through the use of matching appropriate strategies to student characteristics, integrating student initiated learning opportunities and experiences into ongoing instruction, e.g., universally designed approaches. Create an optimal learning environment by utilizing, evaluating, modifying and adapting the classroom setting, curricula, teaching strategies, materials, and equipment. Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. Mentoring: Each special education candidate is assigned a mentor from PennGSE who observes the candidate twice a month throughout the year. The Penn mentor bridges the coursework and practical classroom experience. Observations of instructional delivery provides mentors with opportunities to engage their candidates in conversations about how to include more effective techniques to engage students as well as challenge them academically. Each observation is followed by a debrief conversation that aims candidates toward finding concrete next steps to incorporate into their practice. These next steps are always co-constructed in order to develop our candidates conduct as a reflective professional. Assessment: Formative assessment of the fieldwork competencies takes place 3-4 times per semester by each mentor. These fieldwork competences (addressed in a matrix in each course syllabus) are assessed by the Penn Mentor both formatively and summatively: formatively, using the PDE 430 form, adapted for each course in line with specific competencies, titled Penn Mentor Standards Course Evaluation tool (included) and summatively, with the final PDE 430 form. All competencies must be supervised, observed and assessed within the two-year window of the program in order for the intern teacher to be eligible for recommendation to the Commonwealth of PA for teaching certification in the area of special education. In the winter and again in late Spring of Year 1, mentors complete a formal assessment of how the candidates perform in each of the competencies across domains. In order for the mentors to be able to fairly assess candidates in these domains, they conduct a formal observation as well as review lesson, unit, classroom management, and investment plans for each of their candidates. After each formative assessment, Penn Mentors share feedback with each candidate, and then the assessment information is shared via communication between the Penn Mentors and the Course Instructors, for each student. 3

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5 Fieldwork Log Course: Date: Student Name: Penn Mentor: Signature of student Signature of Penn Mentor Special Education PDE Standard/Course (to be added by each instructor/course) (add more lines as needed) Rating Sources of Evidence (Check all that apply and include dates, types/titles, and number apple Classroom Observations apple Visual Technology apple Informal Observations/Visits apple Resources/Materials/Technology/Space apple Student Teacher/Candidate Interviews apple Other Category Criteria for Rating Exemplary 3Points Superior 2 Points Satisfactory 1 Point Unsatisfactory 0 Points sometimes rarely or and never and indicators of indicators of Justification for Evaluation: (space expands for comments) 5

6 V.A.S.T. Penn GSE/TFA Vocational, Academic, Social, Transition Life Skill, Independent, Functional Experience Students in the University of Pennsylvania's Graduate School of Education (GSE) in the Teach For America (TFA) program will participate in the VAST LIFE program in the spring semester following formal instruction in the fall for the course, Educating Students with Disabilities II. Participation in the VAST LIFE program will be a supervised, formally evaluated fieldwork experience of 40 hours working with, planning for and educating students with low incidence disabilities in the areas of domestic, transition, social, functional, community, and leisure skills. The fieldwork experiences will take place on 5 Saturdays in the spring semester of their final year in the program. Each TFA student will be responsible for planning [5] eight-hour experiences based on competences required by the Pennsylvania Department of Education to be a certified and highly qualified special education teacher in the Commonwealth. The TFA students will receive a grade of pass/fail at the conclusion of the fall term for Educating Students with Disabilities II. Following successful completion of the fieldwork component in the spring, the TFA students will receive a formal grade for the yearlong course. The VAST LIFE participants will be students who are age 14 to 19 and who qualify to take the PASA in the state of Pennsylvania. Please note the following will take place in order to plan, prepare and implement the various lessons during a Saturday experience with the VAST LIFE participants: Prior to the first Saturday experience, all TFA students will be given case studies of each VAST LIFE participant. This will allow TFA students to research and understand the diverse array of characteristics related to each disability category. The knowledge gained during their research of various disabilities will be implemented throughout the five experiences. Every lesson within a Saturday experience is formally planned and evaluated by the professor to include theories of universal design and researched based educational practice. The aforementioned will be assessed in relation to teaching curriculum related to the Pennsylvania Alternative Standards. Every Saturday experience involves lessons on functional reading and math, social skills, skills related to transition, life skills, collaboration with parents of the VAST LIFE participants, and data collection to be used throughout the five Saturdays and provided to parents of the VAST LIFE participants. Each Saturday experience will involve formal assessment by the professor on the competencies below. After each Saturday session, each TFA student will receive the rubric in Appendix A assessed for each of the competencies listed below: 6

7 Rubric for VAST LIFE Fieldwork evaluation Please check the evaluation discerned for the fieldwork experience in the VAST LIFE Program Competency I. B. 4. Demonstrate the ability to positively interact with economically, culturally and linguistically diverse families. I.B. 10. Directly use evidencedbased practices for teaching students from diverse backgrounds. I.C. 1. Align general education curriculum, compensatory and special education in providing high quality standards-based instruction/intervention that is matched to students academic, social emotional and behavioral needs. 1. C. 2. Demonstrate high-quality instruction for all students, through scientific research and evidencebased practice to produce high rates of learning for all students. 1. C. 4. Provide interventions for struggling learners provided at increasing levels of intensity and matched to individual student need. 7

8 1. C. 6. Monitor students learning rates and levels of and use that information in ongoing problem solving and decisionmaking. I. C. 7. Determine which students need additional help regarding the intensity and likely duration of interventions, based on each student s response to instruction across multiple tiers of intervention. I. C. 9. Demonstrate evidence-based practices for use in both the special and regular education settings in the school. II. A. 1. Identify the etiologies and medical aspects of various diagnoses affecting individuals with disabilities in order to contribute to effective program planning. II. A. 3. Identify the psychological and social-emotional characteristics of individuals with disabilities. II. A. 2. Demonstrate knowledge and understanding of the characteristics of each of the disability categories and develop effective instructional plans for students. 8

9 II. A. 4. Plan evidence-based learning and educational experiences to demonstrate knowledge of common etiologies and the impact of sensory disabilities on learning and the educational experience. II. A. 5. Interpret the impact of sensory impairments, physical and health disabilities, and cognitive disabilities on individuals, families, and society. II. B. 2. Apply characteristics associated with specific areas of disability and their impact on learning. II. B. 4. Determine evidence-based interventions that meet students needs, based on formative assessment, developmental and educational information. II. B. 5. Identify and differentiate learner differences within each disability category based on a student s level of functioning rather than classification. II. B. 6. Identify and implement a level of appropriate support based on individual differences and identify providers or methods of providing necessary supports. 9

10 II. C. 1. a. Demonstrate an understanding and ability to plan for: Type, identification, prevalence, effective, evidence-based instructional practice and adaptations. II. C. 1. c. Social - Initiate, maintain and manage positive social relationships with a range of people in a range of contexts. II. C. 1. c. ii. Apply principles in social competence, social withdrawal, social role formation and maintenance, pro social behaviors and aggression as they effect learning. III. F. Implement procedures for assessing and reporting both appropriate and problematic social behaviors of students with disabilities. III. G. Use targeted formal and informal assessment tools (including vocational) as appropriate for students with disabilities. III. H. Select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. 10

11 III. I. Evaluate reliable methods of response from individuals who lack typical communication and abilities. III. J. Monitor intra-group behavior changes across subjects and activities. III. P. Interpret assessment data and communicate effectively to parents and other stakeholders. IV. A Provide instructional strategies to all students. IV. A. 2. Use strategies from multiple instructional approaches for individuals with disabilities. IV. A. 3. Identify and use specialized resources in order to implement specially designed instruction for individuals with disabilities. IV. A. 4. Use evidence-based methods for academic and non- 11

12 academic instruction of individuals with disabilities. IV. A. 5. Use appropriate adaptations and technology for all individuals with disabilities. IV. A. 6. Recommend and use evidence-based practices validated for specific characteristics of learners and settings. IV. A. 9. Demonstrate the use of opportunities to integrate learning into daily routines and activities. IV. A. 15. Use appropriate methods to teach mathematics for individuals with disabilities. IV. A Implement methods for increasing accuracy and proficiency in basic mathematic and literacy skill development for students with disabilities. IV.B. 4. Design a learning environment that is respectful of students with disabilities. 12

13 IV. B. 5. Foster positive, inclusive, learning settings in cognitive, behavior, and language, physical, and social domains. IV. B. 13. Identify and explicitly teach social skills needed for all educational settings. IV. B. 17. Adapt physical environments to provide optimal learning opportunities for students with disabilities. IV. B. 19. Provide instruction in community-based settings to students with disabilities. IV. B. 20. Use and maintain assistive technologies that support student participation. IV. B. 21. Plan instruction in a variety of educational settings. 13

14 IV. C. 4. Teach communication and social interaction alternatives for non-speaking individuals. IV. C. 7. Plan instruction on the use of alternative and augmentative communication systems. IV. E. 1. Integrate academic instruction and behavior management for students with disabilities. IV. E. 4. Develop career, vocational, and transition programs and plans for students with disabilities. IV. E. 9. Plan and implement age and ability appropriate instruction for students with disabilities. IV. E. 10. Select, design, and use technology, materials and resources required to educate students whose disabilities interfere with communication. 14

15 IV. E. 12. Design and implement instructional programs that address independent living and career education for individuals. IV. E. 14. Design, implement, and evaluate instructional programs that enhance social participation across educational environments. V. B. 9. Use research-supported methods for academic and nonacademic instruction for students with disabilities. V. B. 10. Develop and implement universally designed instruction. V. B. 11. Demonstrate an understanding of the range and the appropriate use of assistive technology (i.e., no tech, low tech, high tech). V. C. Document how PA s statewide standards, modified standards and alternative standards and assessment anchors are used in (b). Lesson planning; (c) Instructional development and implementation d) Evaluation; and 15

16 (e) Formative and summative assessment. V. B. 11. Demonstrate an understanding of the range and appropriate use of assistive technology. VIII. C. Develop and implement a transition plan that integrates functional, academic and vocational data aligned to identified post school outcomes. VIII. D. Collaborate with the student and family to identify and plan postschool outcomes (vocational, social, and employment needs) based on student s functional, academic and vocational needs. VIII. F. Administer and interpret formal and informal career and vocational assessment approaches in order to determine a student s interests and preferences related to post school goals and educational experiences. VIII. G. Utilize a variety of experiential outcomes and instructional options specific to the community for each post school outcome area. VIII. J. Describe activities to develop self-determination and selfadvocacy competencies. 16

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