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EDSP 636 A-F Spring 2009
Mr. Johan Makel Dr. Philip PattersonMrs. Connie PetitMrs. Marisa RisslingMrs. Caryl Vogel
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Agenda Handouts
Information Sheet - update Syllabus and Handbooks Communication Components of the Intern Program Intern Coaches Observations Being an Intern Portfolios Concerns Group Meetings
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Information Sheet Print legibly Please complete and turn in at the end of the
seminar. Try to provide as much information as possible. You may use the backside to add additional
information. This will be used to contact you, your intern
coach, and your immediate supervisor.
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Communication
Group e-mails from Dr. Patterson Communicating with university
supervisors: Mr. Makel: [email protected] Dr. Patterson: [email protected] Mrs. Connie Petit: [email protected] Mrs. Rissling: [email protected] Mrs. Vogel: [email protected]
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Supplies and Materials
Paperless Courses Syllabus Appendix Project Formats
Intern Handbook www.csub.edu/~ppatterson
LiveText www.livetext.com
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What is an intern? A teacher employee of an approved school district (e.g.
districts in the Antelope Valley) A teacher candidate of CSUB (admitted to the university
and to the special education department) Someone who holds an intern credential
Passed CSET Passed CBEST Has met the U.S. Constitution requirement Has a BA or BS degree from an accredited university Has 140 hours of preservice
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Features of being an intern Intern Coach University Support Provider Intern Seminars Three-way Meetings Two Year Credential
Second year counts as first year towards tenure
No Student Teaching Learning on the job!
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The Process The candidate applies for an Intern Credential,
application to the university and application to the special education department. The intern credential is good for 2 years Candidate expected to complete requirements for the
preliminary credential (at least) within those 2 years If the candidate does not complete the requirements
within 2 years, they may be able to request an extension (not guaranteed)
The Clock is Ticking
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Extensions
The CCTC is now heavily scrutinizing applications for extensions of intern credentials. You must submit:
A new application A narrative providing a compelling reason
(illness, death, etc.) for your request A letter from the University Coordinator
supporting the request.
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Reasons that are not compelling
Lack of funds for tuition Too much work to complete at school Didn’t take a needed class Didn’t understand
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Internship = Support for non-credentialed teacher
candidates
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All interns should have an “Intern” Program Advisement Form
(not a “draft”)
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Double Check to make sure you are working toward the appropriate credential:
- Mild/Moderate - Moderate/Severe
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Avoid consulting with peers regarding program matters.
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FYIThe candidate takes an intern seminar course each quarter for 6 quarters (3 if the candidate possesses a multiple or single subject credential).• University supervisor assigned each quarter• Intern Coach assigned by district each year• Portfolio requirement via LiveText must be met• Journal entries each quarter• Seminar assignments/projects each quarter• Seminar meetings (5 per quarter)• Contact log with general educators (NA for those
holding a California general education credential)
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Don’t Over do it!
There’s something to be said about being a reflective practitioner
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Troublesome Issues
Verification of TB test Waiver for EDEL 240/EDSE 241 (for
those not possessing a general education credential)
Waiver for EDSP 502 Verification of MMR immunization.
Need to be turned in within the first quarter.
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Enroll in classes in a timely manner.
The week before class is not timely Registration for Fall 2009 is from May
11th to September 3rd
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Registration Block
If you receive a letter from StephaniePrielipp, Julia Bavier, or Dr. Van Reusenconcerning missing items from your application file, you must submit thoseitems or you will be blocked from registration in the following quarter.
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Reminder
You can double-up one time on intern seminars if it helps you complete the program in a timely fashion. However, do not double-up when taking EDSP 636A or F.
Reminder: EDSP 636F is done during your last quarter.
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Coach The district gives ultimate
approval/confirmation for the coach Minimally, they should attend a Coach Orientation Annually, depending upon the district, they may
complete: Intern Peer Coach Commitment Form Peer Coach Assignment Form
Coaches complete collaboration Time Logs – candidate should try to get copies
Coaches need to participate in 3 three-way meetings Note: CSUB does not handle assignments or
reimbursements of coaches.
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Intern Coaches Should: Possess a clear or professional level
California special education credential Be knowledgeable of State and School
District Special Education policies and procedures
Possess the ability to work with others Seek help before a crisis Work for the same school district as
the intern
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Coaches Need to Document their Contact Time with the Intern
Sample Contacts: Formal 1-to-1 meetings Informal meetings Telephone conversations Observations Attending meetings, workshops,
conferences, and inservices together* E-mails not counted as contact time.
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Responsibilities Attempt to conduct at least 2 formal/documented
observations per quarter Document multiple communications (e.g., formal and
informal meetings, telephone conversations) with the intern per quarter.
Provide constructive criticism to the intern Maintain a friendly, professional, and supportive
relationship with the intern Be prepared to work as a team member in supporting
the intern candidate
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Three-Way Meetings There are to be at least three (3) three-way
meetings between the intern, the intern coach, and the university supervisor:- EDSP 636A- EDSP 636 C- EDSP 636F
It is the candidates responsibility to make sure that three-way meetings happen.
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Intern Coach vs. BTSA Coach(No double-dipping)
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Problem Interns Lack classroom management Don’t complete required paperwork (e.g.
IEPs, attendance, etc.) Have an absence of collaborative skills
with colleagues and administrators Don’t show up to required meetings Fail to follow through on suggestions Don’t anticipate problems (e.g., with
administrators)
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The following is information pertinent to observations by
university supervisors, coaches, and administrators.
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Observations by University Supervisor
Will be at least 45 minutes in length. Observations are preferably scheduled but can be
unannounced. Should involve whole and/or small group instruction
(not “Packet-teaching, not simply monitoring). The candidate must develop a thorough individual
lesson plan for scheduled observations (note CSUB lesson plan form)
Demonstrate basic components of a lesson: introduction, in-put, checking for understanding, closure, etc.
Demonstrate classroom management.
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Carefully Review the Lesson Plan Format for Scheduled Observations
Introduction/Anticipatory Set Paraeducator Responsibilities Adaptions for English Language
Learners Closure
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Weekly Schedule
At the next seminar, turn in a weekly schedule of classroom activities (e.g., time, day, subject, etc.)
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Observation Tips Maintain an organized environment Dress professionally Maintain weekly lesson plans Avoid changing your schedule Avoid creating student anxiety Have multiple activities Avoid free-time Know “political correctness”
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Observation Variables
Environment Instruction Classroom Management
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Observable Standards for the Teaching Profession
Engaging Students Classroom Environment Lesson Content Planning Student Assessment Professional Educator Fulfilling Responsibilities
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RIF vs. Non-Re-elect
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Teacher Files on Students
Most recent IEP Parent Communication
Telephone Log Notes/letters/memos Common school communication (e.g.
letters, newsletters, etc.)
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Teacher Files on Students (Cont.) Assessment Data
Test Protocols Teacher-made tests Behavioral data and anecdotal records Checklists Grades Attendance information
Student Work Samples Medical/Health Information
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Weekly Lesson Plans
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IEPs Follow your district protocols Visit: www.calstat.org/iep/ Teachers who work within the
Antelope Valley SELPA might want to visit: http://www.cedrsystems.org/content.aspx?ID=63
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Reminders
Maintain your logs for general education contact hours
Keep a copy of logs for contact hours with your Intern Coach
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Being PC (Politically Correct)
Avoid complaining Do attend meetings (school site and district level) Work cooperatively with others Use school computers appropriately Avoid touching students Know that classroom management is critical
Keep students occupied Follow the chain of command Communicate with parents in a professional manner Follow-up on advice/recommendations
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PC (Continued)
Do keep up on paperwork If you are put on an
“Improvement Plan,” you must tell your university supervisor.
March 15th is the recognized day for being re-hired. If you receive a notice of non-re-elect to hire, tell your university supervisor.
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General Precautions (Airkle, 1999)
Do not leave your classroom unattended
Perform your duties Post your classroom rules and
regulations in a conspicuous place Post fire/earthquake information in a
conspicuous place Provide appropriate instruction
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General Precautions (Continued)
Keep proper records Keep private information private Follow school discipline codes – don’t
create your own. Maintain your classroom Avoid “touchy” situations
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Back to the Ivory Tower
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Syllabus A syllabus, appendix, and this PowerPoint will
be e-mailed to you. Maintain a copy of them for your records. For those doing hard-copy and LiveText portfolios, place copies in your notebook.
Please review- Journal requirements- Grade determination- Grading - Appendix- Seminar Project Formats
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Strong Recommendation Keep all coursework documents, at least until
you receive your professional level credential in-hand
Monitor your on-line transcripts for accuracy RD = Report Delayed I = Incomplete (only good for one quarter) W = Withdraw
It is the student’s responsibility to complete the paperwork for a W or I grade.
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Incomplete Grades
Given for compelling reasons (e.g., serious illness, death in the family).
Given at the instructor’s discretion Advanced notification needed Student’s responsibility to complete Repeated incompletes problematic
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Journal Entries Five entries per quarter. General entries
should be self-reflective in nature and approximately ½ page in length.
Two (2) of the 5 entries should be critical incidences. The incidences should describe in detail and event or series of events that hold importance to you in your work setting. The critical incidences should be at least 1 page in length.
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EDSP 636 Projects
A= On-line Inservice participation & Lesson Plan
B = On-line Behavioral Tutorial C = Paraprofessional Collaboration D = Thematic Unit E= Organization and Management F = Collaboration &
Self-Evaluation/Inservice Project
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Reminders Keep all journal entries together. Have your journal ready for evaluation
when your university supervisor comes to observe you.
Bringing your journal to seminars. Definitely, bring your hard copy portfolio
and journal to your last quarterly seminar meeting (by appointment).
Late work will receive reduced credit
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Journal entries must be self-reflective
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LiveText
Failing to post assignments on LiveText may result in a course grade of “Fail.”
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Reminders If you are going to be absent from a seminar, notify
the University Supervisor in advance to make-up your absence. Failure to do so will result in a lowered grade.
If you have a conflicting course at the same time as the seminar, discuss the situation with the University Supervisor. Ordinarily, the intern must attend a portion of the Intern Seminar and then go on to the other class.
Chronic absences (e.g., more than one) may result in instructors mandating additional assignments.
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Individual Induction Plan
Develop 1 goal plan per quarter Indicate:
Goal # (e.g., 1, 2, 3, etc.) Relationship to CSTP Standard Goal – broad statement of learning or
skill acquisition Goal Activities – At least 3 activities you
will participate in to develop new learning or skill
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Induction Plan (Cont.)
Indicate (Cont.): Application – How will you implement the
new learning or skill development. Performance Evaluation – What evidence
will you have to show acquisition and application of the new learning or skill (e.g., lesson plan, IEP, behavior data sheets, BIP, conference documents, consultation logs, etc.)
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EvidenceYou will need to provide evidence that youhave worked towards completing your inductiongoals. Examples of evidence include:
• Transcripts• Agendas• Logs• Sample Articles• Observation write-ups• Certificates of attendance
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Concerns Read the Intern Handbook. It is available on-line at:
http://www.csub.edu/SpecialEd/intern_prgm.htx and www.csub.edu/~ppatterson
Know that there are multiple intern “paths” Look at the Appendix of your syllabus. Be familiar
with upcoming assignments. Maintain required paperwork.
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Enrolling in EDSP 636
Not enrolling in EDSP 636 could result in your intern credential being “pulled.”It is imperative that you enroll in coursework each quarter. Monitor when your intern credential ends. Plan
ahead.
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Traditional Intern vs. “Fast-Track or Option II Intern”
The fast-track option is not for everyone
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Fast-Track Option for Palmdale School District Interns
Note that your District requests involvement in the determination of Fast-Track status. Mary Rees is the contact person.
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Seminars All EDSP 636A candidates are assigned to
Mrs. Vogel. EDSP 636 B-E intern candidates are
assigned to Mr. Mekel, Mrs. Petit, and Mrs. Rissling.
EDSP 636F intern candidates are assigned to Dr. Patterson
Intern candidates will meet with their university supervisors on specific dates and times (note syllabus).
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Attendance If there is a course conflict with the
seminar, come to the seminar and leave early for the other class. Communicate with your supervisor about this situation.
If you miss a seminar you can make up for it by attending another seminar on another date or by making an appointment with Dr. Patterson or Mrs. Petit.
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GWAR requirement for MA candidates
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Student ID Numbers Social Security Numbers will not be used by
the University for identification purposes. Students have been assigned new ID
numbers. Those numbers are on the letter of acceptance you received from the university.
See the front desk about getting a picture ID card.
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Check your course schedule to make sure you are properly
enrolled.
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You will need to pass RICA (if not possessing a California multiple or
single subject credential) and apply for a special education
credential when you have completed your required
coursework.
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RICA
The university offers at least one RICA prep course each quarter. Information will be e-mailed to you regarding upcoming dates.
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At this point in time, your future preliminary or professional level credential will be for K – 12.
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English Learner Authorization In the Spring of 2007, the CTC made it mandatory that English Learner Authorization be built into all new credentials. In order to have EL authorization built into your upcoming preliminary or professional level credential you must:
1. Have a CLAD certificate or2. Have taken EDBI 475, 476, and 478 or3. Pass the CTEL test or4. Hold a credential that already has EL authorization built-
in or
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Check your Runner E-Mail Accounts
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Grades
You must maintain a 3.0 GPA while in the program
You must not receive a course grade lower than a “C.” Courses with grades lower than a “C” must be repeated.
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Check the on-line schedule for room assignments the first
week of class.
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Changing Jobs with an Intern Credential
A school/school district must have an intern agreement with CSUB
Not all schools/school districts will qualify (e.g. some charter schools)
School/School districts must be within CSUB’s geographic catchment area (i.e., Antelope Valley and Kern County)
Must apply with the university/CTC for a reassignment
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Apply for your credential
Because the CTC is considering additional changes to the special education credential Structure (e.g., Level II), it is imperative that after completing the course requirements specified on your program plan, you apply for a credential in a timely manner.
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Upcoming Program Changes Teacher Performance Expectations (TPEs) New State Standards for Special Education New Authorizations (e.g., APE, Autism,
Communication, etc.) Level II program limited to 18 quarter units Changes need to take place between
January 2010 and January 1, 2011.
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Summer School
Due to budget constraints, there will be limited offerings (e.g., EDBI 475, 476).
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Questions and or Concerns?
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