Simmons University · Web viewA Supervising Practitioner is an on-site person who holds the same license as that sought by the Practicum Student and who works closely with the Practicum

Simmons CollegeDepartment of Education

Programs in Special Education

Practicum Manual2015-2016

Information contained in this document may be altered to reflect changes in regulations or requirements from DESE or Simmons College

300 The FenwayBoston, Massachusetts 02115

Telephone: 617.521.2570Fax: 617.521.3174

Practicum Manual 2015-2016

Contact InformationPrograms in Special Education

Department Chair: Janie Ward, Ed.D Program in Special Education Director Simmons College at Landmark SchoolsAdvisor On-campus Moderate and Severe

Disabilities

Judah Axet: 617.521.2144e: [email protected]

Program Director, Simmons College at NECC

Faculty Director of Off Site Programs

Chris Evanst: 508.481.1015 x3033e: [email protected]

Program Coordinator/ Practicum Coordinator On campus Moderate and Severe

DisabilitiesAdvisor Add-On Licensure Program

Jane Hardint: 617.521.2556e: [email protected]

Education Department Coordinator Patrick Cunniffet : 617.521.2577e: [email protected]

Off Campus Program Manager Nancy Ortegat: 617-521-2626e: [email protected]

Licensing Specialist Suzanne Kowalewskit: 617-521-2560e: [email protected]

Administrative Assistant II Laura Chandlert: 617.521.2570e: [email protected]


mailto:[email protected]







Table of Contents

Areas of Study 4Licensure Areas 4Pre-Practicum Experience 4Massachusetts Tests for Educator Licensure (MTEL) 6Practicum Experience 7The Practicum 7Site Approval 9Attendance 9Practicum Student 10Supervising Practitioner 12Simmons College Supervisor 13Seminar Instructors 15Practicum Log/Documentation of Teaching Time 15Seminar 15Audiotape/ Video Recording Evaluation 16Home-Based Service Delivery 16Placement Termination 17Collaboration between Simmons College and Participating Communities 17Protocols 18Pre-Service Performance Assessment 18Portfolio Requirements 20Scheduling Observations 20The Practicum Rubric 20

Appendices Index 25


Programs in Special Education Areas of Study

This manual serves to outline the Massachusetts and Simmons College program and

practicum requirements for initial licensure for:

Teacher of Students with Moderate Disabilities (Levels: PreK-8 or 5-12)

Teacher of Students with Severe Disabilities (Levels: All)

Add-On Licensure Certificate `Program (Moderate Disabilities)

o The add-on program is for individuals who currently hold at least an initial

licensure in a core academic subject area (elementary or secondary) and are

enrolled in the Simmons College Add- On Licensure program.

All of the licensure requirements for these programs align with the Massachusetts

Department of Elementary and Secondary Education, Regulations for Education Licensure and

Preparation Program Approval 603 CMR 7.00.

Pre -Practicum Experience

Pre-practicum experiences are early field-based experiences with diverse student

learners, integrated into courses or seminars that address either the Professional Standards for

Teachers as set forth in 603 CMR 7.08 or the Professional Standards for Administrators as set

forth in 603 CMR 7.00. For candidates serving as an apprenticeship or employed as educator of

record, these experiences may occur simultaneously with the practicum or practicum

equivalent. (603 CMR 7.02)

Additional pre-practicum experience requirements are, in most cases, completed as part

of assignments aligned with required courses in the programs. During the pre-practicum

experiences the intern must document a minimum 75 hours of field-based experiences in a Practicum Manual 2015-2016

variety of educational settings. Pre-practicum experiences must cover the range of time for the

full school year inclusive of opening and closing.

Candidates for licensure must document their experiences using the Pre-Practicum

Experience Log. The pre-practicum experience log is not required for individuals enrolled in the

Add-On Licensure Program.

The following pre-practicum hour expectations are embedded into the courses through

a variety of course-related requirements. The number of hours dedicated to a field-based pre-

practicum experience will depend upon assignments for the designated course.

Course Pre-Practicum hours as part of this course: In some

cases you may be taking these courses after your

practicum so you would not be able to count any

hours as ‘pre practicum”

RDG 406 1 – 3 hours

RDG 410 5 – 8 hours

SPND 436 4 – 8 hours


SPND 442 5 - 8 hours

SPND 443/444/445 1 - 3 hours

SPND 446 10 - 15 hours



In addition to the above courses, each student in the full year moderate and severe programs

will take TESL 417 and SPND 415 (Research)

Each intern must document a minimum of 75 hours of pre-practicum work that can be

aligned directly with course work in the graduate program at Simmons College. For example, if

during and as a result of taking the assessment course you were able to participate in, observe,

or interview another educator with regard to content learned in the that course you could

count that toward the pre-practicum hours. If you attended an IEP meeting and were able to


observe and engage in concepts that you learned after taking the SPND 443 (SPND 444/445)

Special Education Law course, you could count those hours toward your pre-practicum hours.

In addition, any direct requirements that were over and above the requirements

embedded within a course, you can count those hours as well. For example during the SPND

446 Learners with Special Needs course you were required to do fieldwork (this likely occurred

during other courses as well), those fieldwork hours can be counted toward the pre-practicum

hours.

You cannot count hours spent on assignments for courses, but you can count the

opportunities that you had to consult with, observe, assist and/or interview other educators

around content learned in the various courses that you have taken.

The only limitation on the pre-practicum hours is that they must be documented within

the framework of your time enrolled in the Simmons College program and the activities entered

into the pre-practicum log must somehow align with a course/content taken during that time.

If you cannot remember or do not have documentation regarding specific dates for

when the activity occurred for the Pre-Practicum Log, you may enter a month/year rather than

a specific date. Do your best to identify specific dates whenever possible.

Massachusetts Tests for Educator Licensure (MTEL)

Prior to the practicum experience students must take and pass the required MTEL

exams for the license sought, and scores must be submitted to the Education Department at

Simmons College. The following MTEL examinations are required for licensure:

License MTELs Required

Teacher of Students with Moderate Disabilities

(Pre K – 8)

Communication and Literacy Skills Tests

General Curriculum Tests

(a) – Multi-Subject Test

(b) – Math Subtest

Foundations of Reading Test

Teacher of Students with Moderate Disabilities Communication and Literacy Skills Tests


(5 - 12)


(a) – Multi-Subject Test

(b) - Math Subtest

OR

Subject Area Test (recommended for Middle and HS

level special educators)

Foundations of Reading Test

Teacher of Students with Severe Disabilities

Levels - All

Communication and Literacy Skills Tests


(c) – Multi-Subject Test

(d) – Math Subtest

To determine the required tests or other tests go to: http://www.doe.mass.edu/mtel/testrequire.html

Practicum Experience

The Practicum

There can be no more powerful preparation for teaching than total emersion in the

classroom under the guidance and support of a supervising practitioner and the Simmons

College supervisor. As part of the approved program, Simmons College practicum exceeds the

standards of the Department of Elementary and Secondary Education, and is generally a full

academic year, or two-semester experience. To that end, Simmons College expects that the

preponderance of that time is spent in direct contact each day with learners for the license

sought. The practicum must be completed within Massachusetts and in a school that addresses

the state approved curriculum frameworks/common core.Practicum Manual 2015-2016

http://www.doe.mass.edu/mtel/testrequire.html

The practicum is a field-based experience within an approved program in the role and at

the level of the license sought, during which a candidate's performance is supervised jointly by

the sponsoring organization (Simmons College) and the Supervising Practitioner and evaluated

in a Performance Assessment for Initial License. See 603 CMR 7.04 (4) for practicum hours. The

duration of any equivalent to a practicum shall be no fewer hours than provided for the

practicum in 603 CMR 7.04 (4).

During the practicum a candidate’s performance is supervised jointly by a Simmons

College Simmons College Supervisor and the Supervising Practitioner, and evaluated using the

State mandated Pre-Service Performance Assessment (PPA) for Initial Licensure. The duration

of the practicum is established by the Massachusetts Department of Elementary and Secondary

Education in 603 CMR 7.04. At Simmons College, the practicum experience far exceeds the

minimum number of hours required by the Massachusetts Department of Elementary and

Secondary Education.

Requirements for the licensure are as follows:

Initial License DESE Requirement Simmons Requirement

Teacher of Students w/ Moderate Disabilities

(PreK-8)

300 hrs. * Full Time, Two Semesters

Teacher of Students w/ Moderate Disabilities

(5 – 12)

300 hrs. * Full Time, Two Semesters

Teacher of Students w/ Severe Disabilities (PreK-

12)

300 hrs.* Full Time, Two Semesters

Add- On Licensure Program 150 hrs.* Full or Part Time,

One Semester

* A minimum of 75 hours must be completed in an inclusion setting.

A student who successfully completes the practicum experience and all Massachusetts

Department of Elementary and Secondary Education and Simmons College Program

prerequisites and requirements will be eligible for endorsement for Initial licensure. (Add-on

licensure students are not endorsed by Simmons College, but receive a letter of completion for

submission to the DESE.)Practicum Manual 2015-2016

Inclusion Hours - Participation in an inclusive general education setting is required by

Massachusetts Licensure Regulations for the Teacher of Students with Moderate Disabilities

and the Teacher of Students with Severe Disabilities. A minimum of 75 hours of the practicum

experience must be conducted in an inclusive setting, with the remaining required hours

completed in an inclusive or substantially separate setting. (See Massachusetts Regulations for

Educator Licensure – 603 CMR 7.04 (4) (i) and (j)) The inclusive general education classroom is

one that concurrently serves both students with and without disabilities (with and without

Individualized Education Programs) in core academic subjects. In some cases, reverse inclusion

may count toward SOME but not all of the logged inclusion hours. Inclusion is defined as a

classroom that serves both students with and without disabilities and the teacher candidate

(practicum student) should receive supervision from both a special educator and a general

educator during the practicum. Reverse inclusion does not generally include the role of both a

special and general educator, therefore most of the logged inclusion hours should be

completed in a typical inclusion setting and not a reverse inclusion setting. Any questions

regarding this should be resolved between the practicum student, Simmons supervisor and the

supervising practitioner. The inclusive classroom is one that serves both students with and

without disabilities (on and off IEPs), and that addresses instruction in core academic subjects.

Note: While in the inclusion setting, the intern must address the individual and group (small

or full class) needs of all the students (with and without disabilities) who are assigned to the

classroom and receive feedback from both a special educator and general educator during

the experience. The expectation of this inclusion experience is that the intern is actively

involved in the instruction and support of instruction that is occurring in the classroom.

For Practicum Students whose practicum placement is in a special education school or

whose responsibilities are primarily in a substantially separate setting, arrangements must be

made with the administrators at the practicum site for completion of the required inclusion

hours. In situations such as these, inclusion hours should be distributed across the breadth of

the practicum experience, yet MAY in some cases, be completed in a compressed amount of

time (i.e. a two-week period at the inclusion site), or via on-going participation in inclusion as

scheduled between the Practicum Student and the primary practicum placement site.

Establishing time for release to the inclusion site is the responsibility of the Practicum Student. Practicum Manual 2015-2016

The Simmons College Supervisor or program advisor may be able to provide contacts for

inclusion settings as necessary.

Full Responsibility - Interns are required to document a minimum of 100 hours taking

full responsibility for teaching students with special needs. Full responsibility is defined in the

following way: The intern plans and teaches a lesson, taking full responsibility for instruction

and classroom management. The supervising practitioner may be in the room, but does not

intervene in the lesson. Lessons may be conducted as part of one-on-one, small group as well

as whole class. Full responsibility extends to supervisory activities as well such as: overseeing

transitions to other activities or classes, recess, other teaching and learning activities where the

intern is fully in chare and responsible for the class, curriculum, and individual students.

Site Approval

Written documentation via a formal written request for consideration must be

submitted to the appropriate Program Coordinator/Director prior to start of any practicum

experience (Practicum Form). A Practicum Student must use an approved, appropriate site for

his/her practicum experience. Practicum Students need to have access to the teaching,

specialist or administrative experiences that align with the licensure sought.

Verification of the practicum site will be conducted by Simmons College. This will

include verification of inclusion hours, access to students relative to the license sought, and an

understanding of the skills, competency, and agreement of an individual to serve in the role of

supervising practitioner.

Attendance

The practicum experience is conducted in a single setting and requires significant

commitment. The Practicum Student is expected to be punctual and in attendance every day

adhering to the academic calendar established by the practicum site school. In addition, the

Practicum Student must maintain a Practicum Experience Log to document the minimum

requisite hours mandated for Massachusetts licensure. The Simmons practicum experience far

exceeds the minimum number of hours required by the Massachusetts Department of

Elementary and Secondary Education.Practicum Manual 2015-2016

Simmons College recognizes that the practicum school site, by contract with their

employees, may have established requirements and allowances for absences from the work site

(i.e. personal, professional and/or sick day requirements). However, if a Practicum Student is

absent from the practicum site school for more days than those allowed by the employer, this

may be perceived as a failure on the part of the Practicum Student to complete the practicum

requirements and standards.

Practicum Student

The Practicum Student is one who has taken and passed the required Massachusetts

Tests for Educator Licensure (MTEL), prior to the start of the practicum experience. No student

will be allowed to begin the practicum without full documentation of passing scores on the

requisite MTEL exams.

The Practicum Student may be able to use their current work situation as the location

for the practicum experience (see Site Approval). Prior to the start of the practicum the

student is required to establish their on-site Supervising Practitioner and needs to obtain the

necessary supporting documentation from the Supervising Practitioner. In addition, prior to the

start of the practicum experience the student will be assigned a Simmons College Supervisor

who will guide and support the student through the requirements of the practicum.

It is assumed by Simmons College that the Practicum Student is an employee or

volunteer in “good standing.” It is the responsibility of the local school system to confirm the

Practicum Student’s references and documentation and to conduct a C.O.R.I. review, when

required.

Responsibilities of the Practicum Student include:

Establish approval of the practicum site with the Program Coordinator/Director;

Confirm an on-site Supervising Practitioner and collect the necessary documentation

of that person (prior to the start of the Practicum);

Schedule the required observations with the Simmons College Supervisor;

Conduct follow-up meetings and debriefing sessions with the Supervising

Practitioner;


Assist in coordinating and attend the required three-way conferences between the

Practicum Student, Supervising Practitioner and Simmons College Supervisor;

Take and maintain notes of discussions, goals and outcomes of 3-way meetings

(journal or electronic format);

Maintain and complete all required practicum forms as directed by the Simmons

College Supervisor;

Attend all seminar sessions;

Complete all required seminar assignments;

Keep the Supervising Practitioner and Simmons College Supervisor up-to-date on

his/her teaching or administrative competency progress on a regular basis.

Share information regarding the responsibilities of the Supervising Practitioner, as

noted in this Practicum Manual with the Supervising Practitioner.

Interns are encouraged to follow the protocols of the site school. In addition,

Simmons College interns are not to share personal email addresses or cell phone

numbers with learners at the site school. Professional distance and decorum is

expected when interacting with learners, families and other professionals.

Completing the following forms is the responsibility of the Practicum Student:

Pre-Practicum Experience Log;

An on-line ELAR profile with the Massachusetts DESE;

Practicum Form;

Practicum Experience Log – Cover Sheet;

Practicum Experience Log;

Lesson Plan (for candidates for Teacher of Students with Moderate or Severe Disabilities

and Reading Specialist);

Media Consent Form - when necessary (for candidates for Teacher of Students with

Moderate or Severe Disabilities and Reading Specialist);

Audio/Video Recording Evaluation Form (for candidates for Teacher of Students with

Moderate or Severe Disabilities and Reading Specialist);

Pre-Service Performance Assessment Form, including License Specific Evaluation

Questions. All standards on the Massachusetts Department of Elementary and Practicum Manual 2015-2016

Secondary Education Pre-Service Performance Assessment (PPA) forms must be

satisfactorily completed and documented in order to be eligible for endorsement for the

licensure sought.

At the suggestion of the supervisor, the practicum student is encouraged to experience the

full range of teaching responsibilities by teaching large group, small group, one-on-one, and/or

co-teaching as the site and practicum experience allows. When these teaching opportunities

arise, the intern is expected have a complete lesson plan and to take into account and plan for

individual students’ special education needs, including planning for roles of other educators and

any other support staff or related service providers as necessary.

Supervising PractitionerThe intern is required to share this part of the Practicum Manual with the Supervising

Practitioner.

The design of this practicum experience sets the expectation that current practitioners

have a major role in preparing and mentoring our future teachers or administrators. Therefore,

this practicum experience puts significant responsibility for teacher, reading specialist or

administrator training in the hands of veteran educators.

A Supervising Practitioner is an on-site person who holds the same license as that

sought by the Practicum Student and who works closely with the Practicum Student on a

regular basis. (see Waiver Requirements below) The Supervising Practitioner must be familiar

with the requirements and expectations of the program. In addition, he/she must be

committed to spending the extra time this program requires and be willing to assist the

Practicum Student in assuming increasing responsibilities across the Practicum Experience. To

serve as Supervising Practitioner the educator must have at least three full years of experience

and have a rating of proficient or better, under whose immediate supervision the candidate for

licensure practices during a practicum. For the educator of record, a comparably qualified

educator may function as the Supervising Practitioner during the practicum equivalent.

Responsibilities of the Supervising Practitioner include:


Provide to Simmons College a copy of Massachusetts licensure (Social Security Number

redacted) and current résumé;

Observe the Practicum Student a minimum of two times per semester accompanied by

written feedback;

o Documentation of the audio/video lesson may count as one of the

observations/feedback

Create opportunities for the practicum student to experience requirements and

responsibilities of the license sought (e.g. participation in IEP meetings, observing or

participation in assessments, writing progress reports, and inclusion experiences etc.);

Provide oral and written feedback for the lessons observed

o A minimum of two written feedback summaries per semester is requested.

Meet to offer feedback and consultation as frequently as possible with the Practicum

Student (ideally once per week);

Participate with the Simmons College Supervisor and the Practicum Student in at least 3

three-way conferences during the practicum. (Simmons College Programs in Special

Education value the three-way conferences and therefore may schedule more than the

State-mandated three meetings);

Be available on a reasonable basis to answer the Practicum Student’s questions;

Conduct frequent planning, as well as debrief with the Practicum Student regarding

teaching experiences;

Complete, review and sign all required sections of the Pre-Service Performance

Assessment;

Collaborate with the Simmons College Supervisor in determining final PPA ratings for

the practicum experience;

Provide summary narrative or optional letter of recommendation at the completion of

the practicum;

Supervising Practitioners who hold Professional License may receive Professional

Development Points (PDPs) from Simmons College for serving in this role.

Waiver - When a Supervising Practitioner does not have the required license or minimum

three years of experience for this obligation, a thorough review of experience and Practicum Manual 2015-2016

comparable license is required and a waiver statement is added to the Practicum Student’s

file. (See Sample Waiver Letter) When a waiver is necessary, a copy of the practitioner’s

license and résumé must be submitted to Simmons College.

Simmons College Supervisor

The Simmons College Supervisor is a trained and veteran educator who is assigned to

observe and support the Practicum Student during the prescribed practicum experience. The

Simmons College Supervisor is familiar with the requirements and expectations of the program,

and through his/her interpretation of those expectations, implements the state and college

requirements for the practicum.

Prior to the start of the practicum, each Practicum Student is assigned a Simmons

College Supervisor who will observe and conference with the Practicum Student throughout the

experience. These observations and conferences are designed as an opportunity to allow for

the provision of oral and written feedback regarding the Practicum Student’s professional

growth, review the licensure requirements outlined by the Massachusetts Department of

Elementary and Secondary Education, and evaluate the Practicum Student’s progress.

Responsibilities of the Simmons College Supervisor include:

Attend an early seminar session in which the practicum begins;

Collect and verify the necessary documentation of the license and background skills of

the Supervising Practitioner;

Document the need for a Waiver Letter, when necessary;

Conduct the prescribed number of visits during each semester to observe and

conference with the Practicum Student;

Complete and maintain all copies of the appropriate Observation Form;

Participate with the Supervising Practitioner and the Practicum Student in at least 3

three-way conferences during the practicum. (Simmons College Programs in Special

Education value the three-way conferences and therefore may schedule more than the

State-mandated three meetings);

Be available for special visits and meetings should the need arise;


Attend monthly meetings with the other Simmons College Supervisors and Seminar

Instructors;

Complete, review and sign all required sections of the Pre-Service Performance

Assessment with short, narrative comments relating to the Practicum Student’s

experiences;

Collaborate with the Supervising Practitioner in determining final grade for the

practicum experience;

Provide summary narrative or optional letter of recommendation;

Gather all materials for practicum student’s licensure endorsement file.

The Simmons College Supervisor is responsible for maintaining the following forms in each

Practicum Student’s file:

Pre-Practicum Experience Log

Site Visit Reports (when not part of pre-practicum experience)

Wavier Letter and Résumé (when necessary)

Practicum Form

ELAR Profile

Audio/Video Recording Summaries (Candidates for Severe, Moderate and Reading Specialist

only);

Copies of Observation Forms (and accompanying Lesson Plans for Candidates for Severe,

Moderate and Reading Specialist only)

Copies of Observation Summaries completed by Supervising Practitioner;

Practicum Log Cover Sheet

Practicum Experience Log

Massachusetts Department of Elementary and Secondary Education Pre-service

Performance Assessment

Narrative Evaluation or optional Letter of Recommendation.

To avoid the perception of a conflict of interest, in systems where a Practicum Student is

receiving supervision, the Simmons College Supervisor may not provide professional

consultation or advisement for individual learners, families or school districts regarding

particular learners or specific case arbitration.Practicum Manual 2015-2016

Seminar Instructors

Seminar Instructors play a critical role in the process of the seminar experience.

Seminar is viewed as a vehicle for discussion of the theoretical and practical elements of the

licensure area. During the seminar, students have the opportunity to address topics that will

facilitate their movement into the profession.

Responsibilities of the Seminar Instructors include:

Instruction;

Facilitating discussion of the theoretical aspects of the license with practical applications

and issues, including ongoing and frequent discussion of the Pre-Service Performance

Assessment Form, professional portfolio preparation and other topics as selected by the

instructor;

Maintain frequent contact with the Simmons College Supervisor;

Approve the Professional Development topics of individual students;

Attend monthly meetings with the other Simmons College Supervisors and Seminar

Instructors.

Practicum Log/Documentation of Teaching Time

Throughout the experience the Practicum Student must maintain a log of the practicum

hours for the license sought, as defined and required in 603 CMR 7.00. The practicum at

Simmons College exceeds the minimum hour requirement established by the DESE. Simmons

College requires that the Practicum Student distribute the logged hours evenly across the

whole of the practicum experience, and is encouraged to log more than the minimum hours

required. Practicum students may log time when in direct contact with students and when

providing instruction or supervision that relate directly to information found on a student’s IEP.

This may include direct instructional time (inclusion and sub-separate settings) as well as

supervision of activity times and MCAS supervision, but the practicum students cannot log time Practicum Manual 2015-2016

spent in preparation, in attendance at IEP meetings or any activity when not in direct contact

with students.

In addition to teaching time the intern must document time spent with full

responsibility for instruction as well as engagement with English Language Learners (see forms

in Appendix)

Seminar

In addition to the practicum experience, the Simmons College Practicum Student is

required to attend the accompanying seminar. Assignments for the seminar are directly and

indirectly linked to the licensure standards required by the Massachusetts Department of

Elementary and Secondary Education.

Class attendance and participation in discussions and activities are critical components

of the seminar.

The Practicum Student is encouraged to discuss the seminar syllabus and requirements

with the Supervising Practitioner and the Simmons College Supervisor. The Practicum Student

may request input or guidance from these individuals, but the assignments are not the

responsibility of the Supervising Practitioner or the Simmons College Supervisor. All products

for the seminar will be evaluated by the Simmons College Seminar Instructor.

Audio and Video Recording Evaluation

At least one time during each semester of the practicum experience the Simmons College

Practicum Student will be required to record his or her instruction of a prepared lesson that is

accompanied by a full lesson plan. These recordings serve as a tool to promote self-evaluation

and will be reviewed only by the Practicum Student and the Supervising Practitioner. It is

imperative that learner confidentiality be respected. The Practicum Student is required to

verify media consent for each child who is recorded during the lesson. The Practicum Student

will be responsible for:

Using a prepared lesson plan (Simmons format)

Verifying or obtaining consent forms;Practicum Manual 2015-2016

Providing a recording device;

Arranging for the use of a recording device;

Completing and submitting the Video/Audio Record Form;

Reviewing the recording with the Supervising Practitioner and writing a critique of his/her

teaching performance, signed by the intern and the Supervising Practitioner;

Erasing the recording after the assignment has been completed.

Add-on licensure interns – Must conduct at least one video recording evaluation.

The full-year intern may select to audio record in the first semester and video record in the

second semester.

Home-Based Service Delivery

A Practicum Student may not conduct home visits or implement home-based service

delivery plans as part of the practicum experience.

The goal to establish strong, affirmative parent/teacher relationships is valued by the

Programs in Special Education, and positive communication is essential. Home-based service

delivery may be an expectation of employment by a school district however; the Practicum

Student may not use any additional responsibilities or requests by parents or families of

learners attending the school including private tutoring or childcare toward completion of any

practicum requirements. The Practicum Student is also discouraged from socializing with

families outside the school setting.

Placement Termination

If a school system deems it necessary to terminate a Practicum Student’s employment

and/or eliminate a practicum experience, Simmons College may perceive this situation as a

failure on the part of the Practicum Student to successfully complete the practicum

requirements and standards. Given such a circumstance, Simmons licensure endorsement and

both practicum and seminar credits may be denied.

If the Practicum Student wishes to remain in the licensure program, he/she must

petition the Simmons College Department Education in writing and request consideration for a

second placement. The request must include an explanation of the issues of the first placement Practicum Manual 2015-2016

and may, at the request of the Program Coordinator/Director, be accompanied by supporting

documentation from the Simmons College Supervisor, the Supervising Practitioner and the

appropriate administrator. In addition, the Practicum Student must secure a second placement

on his/her own which will require the approval of the Program Director.

(*Please note that the College policies that govern course add/drop timelines will be

respected and followed).

To be eligible to continue into the 2nd semester of practicum, students must obtain a B

or better during the first semester practicum and seminar (or a grade of S – Satisfactory when

that grading system is used).

Collaboration between Simmons College & Participating Communities

The Department of Education at Simmons College enters into a collaborative

partnership with host school districts and guarantees, to the best of its ability, that practicum

students will participate in full-day, full-time commitments to the host school. Through the

practicum experience, Simmons College seeks to maintain close partnerships with the

participating schools.

The practicum experience is an ideal model to promote and nurture professional

development partnerships. We encourage schools’ participation and welcome

recommendations to continue fostering positive collaborations and liaisons.

Simmons College expects candidates to successfully complete all responsibilities for the

license sought and commit to working with the district through the end of the district’s school

year. Simmons College endorses practicum students for licensure after the end of district’s

school year and not at the time of degree conferral or program completion.

Protocols:

It is imperative that the Simmons intern follows any established site-based protocols for

informing, inviting, announcing or verifying the presence of the Simmons College Supervisor at

the practicum site. Different sites will have different expectations, and the intern is expected to

follow in-house protocols (if any) with regard to notification to administrative or other teachers

of the scheduled or unscheduled presence of a Simmons College Supervisor on site. These Practicum Manual 2015-2016

could include prior notification requirements, standard check-in policies and procedures or the-

like.

Pre-Service Performance Assessment (PPA):

The Pre-Service Performance Assessment (PPA) is the central guiding document

regarding endorsement for the licensure sought. The PPA is a state mandated document

completed by the intern and evaluated, rated and signed by the supervisor and supervising

practitioner. Tangible evidence for each of the five standards and indicators as well as the

license-specific questions is gathered and maintained by the intern. (Note: The tangible

evidence does NOT have to be kept in one location [i.e. portfolio] by the intern but the

identification of the evidence is in reference to something that could be made readily

available for the supervisor or supervising practitioner to view.) Through consultation and

recommendations, and in conjunction with the supervisor and supervising practitioner, the

intern references tangible pieces of evidence from the teaching experience done in

conjunction with, or course work done concurrently with the practicum, for each of the

standards and indicators. (For PPA purposes teaching experience includes courses with the title

of field based experience and/or practicum.)

In general, one piece of evidence must be identified for each indicator, and no piece of

evidence can be used more than two times in the entire PPA document. The intent of the PPA

is to maximize the diversity of evidence used and referenced across the breadth of the

practicum experience. It is likely that in many cases the Pre-Service Performance Assessment

may serve as the basis for the development of the Professional Portfolio prepared by each

practicum student. For each indicator the intern must address how the indicator was

addressed, when the indicator was addressed and what evidence is used to support the

indicator and where the evidence is located and can be found. In general the when indicator

should be accompanied by a specific date or dates, but in some cases the evidence may be

something that occurs frequently and therefore could be indicated as “ongoing” or “throughout

the practicum experience”.

Example of a PPA Entry for Standard A (1):


How: A lesson plan was written that aligned with the grade-level standards from

the curriculum frameworks or Common Core standards

When: October 19, 20xx

What: The lesson plan addressed the topic of factors leading to the outbreak of

the Civil War and also embedded ELA standard for Key Ideas and Details

Where: The evidence for this indicator is located on my computer in the file

titled PPA, 20xx

For licensure endorsement a practicum student must receive a rating of 2 or 3 for all

standards; a final rating of 1 with any standard will be viewed as failure to meet standards for

licensure endorsement. Individual opportunities to meet the standard may be established on a

case-by-case basis.

Completion of the PPA requirements (for Moderate or Severe)

Fall:

Standard A – 5 of the 9 indicators

Standard B – 8 of the 17 indicators

Standard C – 2 of the 4 indicators

Standard D – 2 of the 5 indicators

Standard E – 4 of the 7 indicators

Spring:

Standard A – 4 of the 9 indicators

Standard B – 9 of the 17 indicators

Plus license specific standards

Standard C – 2 of the 4 indicators

Standard D – 3 of the 5 indicators

Standard E – 3 of the 7 indicators

Add-on licensure interns complete the entire PPA during the one semester practicum.

Practicum Requirements (moderate and severe)

During each of the semesters the practicum student must complete the following:

Fall

1. One-half of required logged hoursPracticum Manual 2015-2016

2. Required number of observations and accompanying lesson plans

3. Audio or Video Summary

4. Pre-Practicum Experience Log (or Site Visits Summary)

Spring

1. Remaining half of required logged hours (for Add-On Licensure participants,

all logged hours are completed during the spring semester)

2. Required number of observations and accompanying lesson plans

3. Video Summary

Portfolio Requirements (moderate and severe)

A capstone project of the Simmons College experience in special education is the

creation of a professional portfolio. The portfolio represents the breadth of experiences in the

programs in special education and is the intern’s opportunity to showcase the theoretical and

practical knowledge gained across the entire program. Interns may develop the portfolio as a

job-seeking tool or as a professional reflection tool. Beginning in the 2011-2012 academic year

all portfolios must be created in either e-portfolio or other electronic format. Standards for

preparation and evaluating the portfolio will be established by the seminar instructors.

Add-on licensure students do not complete a full portfolio for the certificate program,

but are encouraged to amend and edit an existing portfolio to reflect the newly acquired skills

and license in special education. Add-on licensure students do complete all PPA requirements

as well as a final summary paper.

Scheduling Observations

In order to complete all required practicum observations in a timely manner, the first

observation should occur within two weeks of the initial seminar. In addition, the first three-

way meeting between the intern, supervisor and supervising practitioner should also occur in

September or early October at the latest. To stay on target for completion of observations, all

or most of the required observations for the fall semester should be completed by mid-

December and the spring observations completed by mid-April. Three-way meetings between


the intern, supervisor and supervising practitioner should be planned throughout the year with

a minimum of four meetings occurring across the practicum year, or two per semester.

The Practicum Rubric

The practicum rubric is provided as a tool for the intern to self-evaluate her/his progress across

the practicum experience. In addition, the rubric may be used as a vehicle for discussion by the

supervisor and/or supervising practitioner and in some cases may be used as a point of

reference in determining grades for the practicum experience.

Guidelines for Evaluating the Practicum Practicum Rubric (adapted from: www.hopton.ca/Practicum%20Rubric_ED2_2006.pdf)

Responsibility Does not meet the Standard

At Risk Meets the Standard

Exceeds the Standard

Lesson Planning Incomplete/Disorganized, Plans are uninspired, Provides little variety in teaching/learning strategies selected

Incomplete, expectations unclear, Plans reflect little originality or creativity

Complete and Organized, Includes some original elements in plans, Varies strategies in most lessons

Plans are logically organized, identifies imaginative and creative teaching approaches

Learning Materials Materials are disorganized and not readily accessible to students, Fails to locate relevant learning resources

Materials are somewhat organized, Has difficulty choosing relevant learning resources

Chooses age appropriate & relevant resources, Materials reflect attention to students’ interests and differences

Chooses a variety of innovative resources, materials are organized to promote students’ responsibility

Implementing Lesson Fails to use effective introductions to lessons, Students remain passive and uninvolved, Lessons drag

Designs weak introductions, Students moderately involved, Pacing is too

Uses a limited range of strategies to engage learners, Promotes good

Introduces lessons using a range of strategies that meet student needs, Lesson


fast or too slow student involvement, Pacing and timing are acceptable

ends with opportunity to extend learning, Uses initiative to adjust pacing and time appropriately




Teaching Strategies Fails to differentiate instruction

Beginning to use instructional time purposefully, Learning to differentiate instruction

Uses instructional time purposefully most of the time, Differentiates instruction to meet students’ needs

Strategies promote student ownership of learning, Differentiates instruction to meet all student’s needs

Student Interactions/Development

Demonstrates difficulty in maintaining positive interactions with students, Demonstrates limited rapport with students

Beginning to maintain positive interactions with students, Demonstrates effective rapport with students

Maintains positive interactions with students most of the time, Demonstrates effective rapport with students most of the time

Maintains positive interactions with students consistently, Demonstrates effective rapport with students in a variety of settings consistently

Oral Communication Communicates with inappropriate level of vocabulary, Speech is very hesitant or rapid; monotonous or harsh, Directions are unclear and inaccurate

Demonstrates some difficulty in communication with errors in form and structure, Speech is often too hesitant or rapid, Directions are occasionally

Communicates well with adequate levels of vocabulary, Speech is pleasant and natural, Directions are clear and accurate

Communicates effectively, Uses animated voice that is well-modulated and projects well, Directions are consistently clear and accurate


clearClassroom Management Fails to maintain

routines, Students off-task, Demonstrates difficulty in setting behavior standards, Fails to involve students in learning, Demonstrates inability to anticipate problems

Maintains somewhat negative tones in classroom, Some students are on task, Sets inconsistent behavior standards, Anticipate some problems

Maintains positive tone in classroom, Most students are on task, Maintains consistent behavior standards, Anticipates problems and plans to avoid situations

Maintains high class morale with clearly defined roles, All students are on task and focused, Uses appropriate consequences for behavior consistently, Acts proactively to manage behavior and anticipate problems.




Student Learning Demonstrates difficulty addressing student needs, Fails to encourage student participation

Beginning to consider student needs, Provides limited student participation

Considers student needs most of the time, Provides for regular student participation

Considers student needs consistently, Provides for consistent meaningful student participation

Quantifiable Assessment Demonstrates problems in aligning assessment strategies to expectations, Demonstrates difficulty in identifying appropriate evaluation criteria

Relies on limited range of quantifiable assessment strategies, Learning to identify evaluation criteria

Utilizes comprehensive range of quantifiable assessment strategies, Aligns assessment with expectations

Collects formative, quantifiable assessment data on an ongoing basis, Aligns assessment with expectations consistently

Collaboration, Professionalism

Demonstrates marked difficulty in relating to others, Rarely collaborates,

Demonstrates difficulty in relating to others,

Relates to others, Collaborates with others

Relates extremely well to others, Takes initiative


Demonstrates difficulty in meeting deadlines

Sometimes collaborates with others, Meets most deadlines

regularly, Meets all deadlines

to work collaboratively with others, Meets all deadlines confidently

Attendance Has missed an excessive number of practicum days

Attends most practicum days, Inconsistently informs supervisor or SP

Has missed few practicum days Contacts supervisor and SP regarding missed days

Has missed very few practicum days, is consistently punctual, contacts supervisor and SP regarding absences




Personal Qualities Lacks confidence or is overly confident

Sometimes lacks confidence or is overly confident

Acts as a pleasant, dependable and conscientious member of staff most of the time

Consistently demonstrates cooperation, enthusiasm and initiative

Continuous Improvement Demonstrates difficulty in indentifying best practice, Demonstrates difficulty in assessing personal progress

Learning to identify best practice with support, Learning to assess personal strengths with support

Identifies best practice independently, Sets personal goals independently

Aligns personal growth goals with knowledge of best practice, Sets and meets personal and professional goals consistently

Reflective Practice Demonstrates difficulty in accepting constructive feedback

Learning to accept constructive feedback

Accepts constructive feedback willingly and

Uses and implements constructive feedback to


implements it most of the time

improve practice

Programs in Special Education Appendices Index

Form Page

Pre-Practicum Experience Log 26

Practicum Form 27

Materials Checklist 28

Observation Form for Teachers 29

Practicum Experience Log Cover Sheet 30

Practicum Log/Documentation of Teaching Time 31

Documentation of Full Responsibility 32

Documentation of Engagement with English Language Learners 33

Lesson Plan Format 34

Media Consent Form 35

Video/Audio Recording Form 36


Three-Way Conference Record Form 37

Professional Development Points Form 38

Sample Waiver Letter 39

Practicum Verification Letter 40

The Commonwealth of Massachusetts Pre-service Performance Assessment for Teachers 42

License Specific Questions (Moderate) 47

License Specific Questions (Severe) 48

Possible Evidence for Pre-service Performance Assessment for Teachers 51

Pre-Practicum Experience LogSimmons College

Department of Special Education

Name__________________________ Licensure Area _______________________________

Date

Activity(Assist, Observe,Interview, Other)

Location – SchoolTown

Name of Teacher, Specialist,Program Director or Administrator

GradeLevel(where applicable)

StartTime

EndTime

For Course(Title and Number)

Instructor


Page ___ of ____ Total Pre-Practicum hours this page ____________

Department of Special EducationPracticum

Complete this form and return to the Department of Special Education Name:__________________________________________________________________Street Address: __________________________________________________________Town_______________________________ Zip Code___________________________Phone: (day) _______________ (evening)_________________(cell)________________Email address [email protected] email address __________________________@__________________________Licensure sought (check one)

□ Moderate (Pre K – 8) □ Moderate (5 - 12) □ Severe (Pre K – 12)Practicum Experience Site

(check one)□ I anticipate using my place of employment for my practicum experience.□ I anticipate needing assistance in finding a practicum experience site. (include résumé)

□ I have a car and would prefer a practicum site within _______miles from home



□ I am limited to sites available by public transportation Complete this section only if you anticipate using your place of employment for your practicum

experience.School__________________________________________________________________Street Address____________________________________________________________Town _____________________________________ Zip Code _____________________School Website __________________________________________________________Director of Special Education __________________ Principal _____________________Director Phone___________________________ Principal Phone ___________________

School: □Public School □Private SchoolType of Classroom:□ Inclusion □ Substantially Separate □ Resource Room □ Private SchoolGrade Level______________________ Number of Learners in Classroom____________Number of Learners in Classroom with IEPs____________________________________

Supervising Practitioner (school-based mentor)Name________________________________ Position____________________________Phone Number ________________________ Email _____________________________Area(s) of Licensure________________________________ Level ________________1. Professional Status (3 years in field/level) YES NO (circle the correct response)2. This person has served as SP before for Simmons College: YES NO (circle the correct

response)

MTEL □verification of all required MTEL scores attached

For office use only:____ Copy of practicum form provided to: ____ Supervisor _____Suzanne Kowalewski

Materials for Practicum/Seminar

Materials for Seminar – Provided to Seminar Instructor Completed?

Professional PortfolioOther assignments as identified by the seminar instructor

Materials for Practicum – Provided to Simmons College Supervisor (Licensure File)


Pre-Practicum Experience LogSite Visit Reports (when not part of pre-practicum)Practicum FormELAR Profile (from DESE website)Documentation of Full ResponsibilityDocumentation of engagement with English Language LearnersAudio/Video Summary (fall)Audio/Video Summary (spring)Lesson Plans (fall)Lesson Plans (spring)Observation Feedback Forms by Supervisor (fall)Observation Feedback Forms by Supervisor (spring)Observation Feedback Forms by Supervising Practitioner (fall)Observation Feedback Forms by Supervising Practitioner (spring)Documentation of Teaching Time and Log cover sheet (fall)Documentation of Teaching Time and Log cover sheet (spring)PPA Cover Sheet (spring)PPA and License-specific questions (spring)Waiver documentation (when necessary)Narrative Summary or Optional Letter of Recommendation from Simmons College Supervisor (spring)Narrative Summary or Optional Letter of Recommendation from Supervising Practitioner (spring)

OBSERVATION FORM – Date____________ Intern:__________________________________________Length of Observation:_____(minutes) School: _______________________ Subject: ______________________________Setting: 1:1 Small Group (Student/Teacher Ratio ____ to ____) Whole Class (Student/Teacher Ratio ____ to ____) Observation: 1 2 3 4 5 6 7 8 9 10 11 12 Others?__________

Plans Curriculum and Instruction - □Typed Lesson Plan, □ Curriculum Frameworks Identified, □ Page Number Identified, □Publication Date Identified, □ At least 2 IEP objectives/benchmarks identified, □Agenda posted □ Lesson Linked to Sequential Unit of Study, □Accommodations/Modifications indentified and individualized

Rating _____

Delivers Effective Instruction - □Agenda referenced, □Uses activator to begin lesson, □Uses whole group instruction, □Uses small group instruction, □Uses individualized instruction □ Uses teacher-directed strategies, □ Uses direct instruction, □ Uses practice/modeling strategies, □Uses less teacher-directed approaches such as discussion, problem-solving or cooperative


learning, □ Employs a variety of reading methodologies, □Provides a variety of writing methodologies, □Uses instructional technology appropriately, □ Uses summarizer to close the lesson, □Assigns homework or practice, □ Provides regular and frequent feedback/cues, □ Provides varied opportunities for students to achieve competence.

Rating _____

Communication and Clarity – Appropriate use of: volume, tone, expression, response praise , □ Demonstrates engaged listening skills, □ Provides clear instruction, □Objectives made clear to students, □ Function of lesson, skill or activity identified to students.

Rating _____

Manages Classroom Climate and Operation - □ Establishes environment/physical arrangement conducive to learning, Articulates expectations for: □ behavior, □ respect, □ safety, □ Uses teachable moments effectively

Rating _____

Time and Transition Mgt. – □ Manages classroom routines and procedures without loss of instructional time, □ Follows or adapts routines and procedures as necessary, □Demonstrates logical and orderly transitions, □ Budgets time efficiently (in teaching and with meetings)

Rating _____

Promotes Equity – □ Encourages effort of all students, □ Promotes achievement of all students, □ Makes instructional adjustments □Links instruction to underlying American civic culture ideals, □ Provides meaningful access to age-appropriate curriculum for all students.

Rating _____

Assessment - □Purpose and criteria for success linked, □ Assessment of this lesson is quantifiable or able to be documented, □Assessment results in a product, □Measureable assessment linked to lesson outcomes/IEP objectives, □ Measures student achievement with formal and/or informal assessments

Rating _____

Professionalism - □Demonstrates professional interactions with others, □Accepts and/or responds to verbal and written feedback constructively, □ Meets deadlines, □Schedules and follows through with observations and meetings

Rating _____Comments and/or Suggestions:

Completed by: _____________________________________________________________ (signature)

Rating Scale: 3 Advanced - Demonstrates the aptitude and ability of a skilled and exemplary teacher2+ Expert – Demonstrates the skills of a teacher who is ready to enter the profession2 Proficient – Demonstrates emerging skills of an apprentice teacher – is showing promise in the field of education 1+ Beginning – Demonstrates skills and abilities of a novice teacher, needs improvement and continued work in this area 1 Unsatisfactory – Does not meet the standards


Simmons CollegePrograms in Special Education

Practicum Experience LogCover Sheet (Fall and Spring)

Intern Name:_______________________________________________Practicum Setting:___________________________________________

I verify that the attached Practicum experience logs are accurate and indicate the required number of hours and experiences as required in Massachusetts Department of Elementary and Secondary Education Regulations for Education Licensure, 603 CMR 7.00

____________________________________ __________________Practicum Student Signature Date

____________________________________ __________________Simmons College Supervisor Signature Date

____________________________________ __________________Supervising Practitioner Date


DOCUMENTATION OF TEACHING TIMETeaching time, recorded for the purposes of documentation for the Pre-Service Performance

Assessment process may consist of the following: direct instructional and/or supervisory activities with students on IEPs:

Direct Instruction - individual instruction to one learner; teaching small group and/or whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the intern;

Supervising Activities – Implementing IEP driven instruction during supervisory activities such as: supervising lunch, recess, study hall, independent seatwork, and/or classroom transitions

Interns should document their teaching time on a weekly basis on the form below. Field _____________________ Level__________________________

Week of: Subjects taught or activities supervised

Amount of time in inclusion

Amount of time in sub-separate

Total Hours SP and/or Supervisor Initials

Total HoursUse additional pages as needed.The total number of logged hours must be equal to or exceed the number of hours required for the license sought.Student signature:___________________________________________________________

Students please keep a copy for your records

35Simmons College | Manual | 2015-2016

DOCUMENTATION OF 100 HOURS OF FULL RESPONSIBILITYFull responsibility is defined in the following way:The intern plans and teaches a lesson taking full responsibility for instruction and classroom

management. The supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be one-on-one, small group, or whole class format. Full responsibility extends to supervisory activities as well such as overseeing transitions, recess, or other activities where the intern is fully in charge and responsible for the students, class and instruction.

Time Date Description of Activity

Total Hours this Page

Intern Signature ________________________________________________________________________Supervising Practitioner Signature _________________________________________________________(Multiple copies of this page may be necessary)


DOCUMENTATION OF ENGAGEMENT WITH ENGLISH LANGUAGE LEARNERS

An English Language Learner (ELL) is a student whose first language in not English. World-class Instruction and Design and Assessment (WIDA) defines English language learners as “linguistically and culturally diverse students who have been identified as having levels of English language proficiency that require language support to achieve grade-level content in English (http://www.wida.us/standards/eld.aspx). In addition, an ELL can be described as a student whose English language environment needs to be sheltered in order for him/her to be successful academically. Sheltered English Instruction may be defined by information at: http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml.

Engagement with English Language Learns can be describe as, but not limited to the following activities: Creating instructional materials that support students with diverse cultural and linguistic backgrounds; using appropriately designed visual and contextual aides when communicating with ELLS; using effective strategies and techniques for making content accessible to ELLs; differentiating instruction to accommodate learners who are at various levels of English language proficiency and literacy; collaborating with families to create strategies for supporting student learning both at home and at school.

Interns must document a minimum of 15 hours of engagement with ELLs as part of the pre-practicum or practicum experience

Time Date Description of Activity

Total Hours this Page

Intern Signature ________________________________________________________________________Supervising Practitioner Signature __________________________________________________________


http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml

http://www.wida.us/standards/eld.aspx


Lesson Plan Format(Moderate, Severe)

Practicum Student: Date: Subject/Skills _____________Grade Level: Number of Learner(s): Time of Lesson (Period)____________________________ Length of Lesson _______________Curriculum Frameworks (use only Common Core) that would be taught to same age non-disabled peers)Grade Level __________: Subject _________________Strand: _______________________________Standard: ______________________________Page Number___________ Publication Date _______

1. Purpose/Objective/Functiona. Identify the purpose of the lessonb. Identify how this lesson is linked to a sequential unit of study

2. Pre-requisite skills/knowledgea. Identify any pre-requisite skills or abilities necessary for this lessonb. Identify how formal and informal assessments have informed decisions in determining what and how to

teach to individual students3. Schedule and Pacing

a. Outline and sequence the lesson in the proposed order that it will be taught (an agenda) b. Include the approximate pacing of each step

4. Materialsa. List materials used in the lesson

5. IEP Goals/Objectives/Benchmarks - (minimum 2 per lesson plan)a. Record the IEP goals/objectives/benchmarks, verbatim, to be addressed within the lesson b. In addition, rewrite objectives goals/objectives/benchmarks as observable and measureable (when

necessary)c. Identify how these IEP objectives or benchmarks inform instruction, selection of materials or selection of

approaches6. Specially – Designed Instruction

a. Identify specially designed instruction (content, methodology, and/or performance criteria) necessary to help individual students learn the academic content

b. Identify any assistive technology that will be used to help individual students learn and access the academic content

c. Identify any behavioral intervention strategies to help individual students learn and access the academic content.

7. Accommodations/Adaptationsa. Identify accommodations necessary to help individual students better access the curriculum

8. Possible Problems and Solutionsa. Brainstorm possible problems with the lesson/learnersb. For each possible problem, write a theoretical solution in advance of the lesson

9. Lesson Closurea. Identify the process and procedure for closure of the lesson

10. Assessment a. Identify assessment tool, process or procedureb. Specify anticipated achievements in qualitative or quantitative termsc. Assessment linked to the purpose of the lesson

11. Extension of the Lessona. Identify how the lesson will be extended through activities such as: Homework, Assignments, Follow-up

activities, Future lesson, etc.



Media Consent Form(to be used in the absence of a site-based consent form)

I have been informed that sound recordings and/or videotape footage of my child may be used as part of a training module for teachers serving learners with disabilities. I understand that my child’s name will not be used or any other information that may identify my child. I understand that the videotape will be used for instructional purposes only, and the Department and the student will not release the videotape to the public. The tape will be erased by the student at the conclusion of the assignment.

Name of Learner:

Signature of Parent/Guardian: Date:

(Student, if over 18)

School Name:

Street Address:

Town: State:_________________ Zip:

School Telephone:

Name of Supervising Practitioner:

Signature of Supervising Practitioner: Date:


Video/Audio Recording FormAttach this form to your typed self-reflection document along with the formal lesson plan.

Date of Recording:______________ Topic of Lesson:___________________________Length of the Recording: ______________________

Examples of concepts to reflect upon for the recording summary:

Curriculum Frameworks Addressed How you began the lesson in an engaging manner An agenda was posted and referred to, and the steps that were to occur in the lesson were explicitly

identified How male and female students were called upon equally Strategies that were used to engage reluctant learners Specialized instruction that was employed to help achieve the goals of the lesson for learners on IEPs Strategies that were employed to improve behavior of the class. Strategies that were employed to

maintain the flow of instruction Teaching skills relative to the license sought What part(s) of the lesson might you do in a different (same) manner? What do you feel went especially well? On what do you base that? When you reviewed the recording, what surprised you most about your instruction/teaching style, or

presentation?

We verify that all necessary consent was obtained for students prior to the recording of this lesson.

_________________________________________________________________Intern signature Supervising Practitioner signature

I have reviewed the recording and offer the following comments, suggestions:

Supervising Practitioner - signature


Simmons CollegeSPECIAL EDUCATION PRACTICUM

Three-Way Conference Record Form

The following signatures verify that the Mass. Department of Education Standards for teacher licensure have been reviewed during each three-way meeting by the supervising practitioner, the Simmons College supervisor, and the practicum student.

Intern’s Name:___________________________ Site:___________________________

Supervisor:____________________ Supervising Practitioner:___________________

Signature Signature1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.



Request for Professional Development Points Form

Name of Supervising Practitioner/Administrator:

Home Address:

Town: State: Zip:

Phone:

School Name:

Address:

Town: State: Zip:

Phone:

Social Security #:

Massachusetts Department of Elementary and Secondary Education Licensure #:

Field and Area:

Name of Practicum Student:

Dates of Practicum Experience:

This form must be returned by May 30, 2014with a self-addressed, stamped envelope to:

Simmons CollegeDepartment of Education

300 The FenwayBoston, MA 02115

Attn: Suzanne Kowalewski

Please note: Under the current regulations for licensure, Supervising Practitioners or Supervising Administrators holding Professional License may receive 15 PDPs per year.


Sample Waiver LetterWaiver of Supervising Practitioner Licensure Requirement

Academic Year: 20xx – 20xx

For student file:

<name of supervising practitioner>is currently serving as the Supervising Practitioner for <name of student>. <Student name> is seeking licensure in the area of <identify license sought here>.

We have reviewed the credentials of the supervising practitioner, and although he/she does not have the same license as that being sought by <student name>, the breadth of experience as well as the license(s) in <identify license and level of SP here>, serve to make the supervising practitioner qualified to provide the direction and guidance that will be needed during the practicum year.

Respectfully submitted,

Simmons College Supervisor

Judah Axe or Jane Hardin, or Chris EvansProgram Coordinator/Director


Practicum Verification – Simmons CollegePracticum Student/Intern: ________________________________________________Licensure Program: (check one)

□ Teacher of Students with Moderate Disabilities, Pre K – 8□ Teacher of Students with Moderate Disabilities, 5 – 12□ Teacher of Students with Severe Disabilities, Levels: All

To Whom It May Concern:The above named student has identified your school as the location for her/his practicum

responsibilities for the coming school year. The practicum experience is held in high regard at Simmons College and is the hallmark of the program that we offer. It is our belief that there can be no more powerful preparation for teaching than total emersion in the classroom under the guidance and support of a supervising practitioner and the Simmons College supervisor. As part of the approved program, Simmons College practicum exceeds the standards of the Department of Elementary and Secondary Education, and is generally a full academic year, or two-semester experience. To that end, Simmons College expects that the preponderance of that time is spent in direct contact each day with learners for the license sought.

The purpose of this letter is to help us in verifying that this practicum site will allow this student to have access to learners with [□ Moderate Disabilities, □ Severe Disabilities] (check one), as well as opportunities for this student to complete the state mandated inclusion time of at least 75 hours during the practicum year. When a student works in a substantially separate classroom or day program serving only students with special needs the inclusion hours may need to be done away from the practicum school. In those instances the practicum student needs to make the necessary arrangements to fulfill the inclusion hour requirements.

Please check the appropriate boxes below, sign this letter and return it in the stamped envelope so that we may proceed with assigning a supervisor for this student.

Students with special needs: (check one)□ The practicum student will have access to students with special needs appropriate to the license sought at this practicum site □ The practicum student will not have access to students with special needs appropriate to the license sought at this practicum siteInclusion: (check one)□ The practicum student will have access to students with and without IEPs and can complete the minimum 75 inclusion hours on site□ The practicum student will need to complete the minimum 75 inclusion hours away from this site and will be supported in this requirement.Name of Supervising Practitioner:______________________________________________________□ The person identified to serve as the supervising practitioner understands the role and responsibility and can provide the support necessary for the practicum experience.__________________________________________ _______________________________________Signature Role/Title_____________Date


Pre-Service Performance Assessment for Teachers


The Commonwealth of MassachusettsDepartment of Education

350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3000

Pre-Service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08.

Part I –To be completed by the applicant.Practicum:__X___________Practicum Equivalent: ___________

1. Legal Name: (print)________________________________________________________________2. SSN: ______________________________

3. Address: _____________________________________________________________________________________________________________

4. Sponsoring Organization: Simmons College _____ Program & Level: __________________________

5. Practicum/Equivalent Course Number: SPND 438 (Pre K – 8), SPND 439 (5 – 12), SPND 468 (Severe) Credit Hours: ________ Course Title: Practicum in Special Education _____________________________________________________________________________

6. Practicum/Equivalent Site: ______________________________________________________7: Grade Levels of Students: _______________

8. Total number of practicum hours: 300+ Number of hours assumed full responsibility in the role: 300+

9. Other Massachusetts licenses held if any: __________________________________________________________________________________

10. Have any components of the approved program been waived (see Regulations 7.03(1)(b)): Yes _______________No______x____________

Part II – To be completed by the Program Supervisor

Name: (print)__________________________________________________________________Position/Title__ _

The Applicant completed a practicum/equivalent designed by the Sponsoring organization as partial preparation for the following license:

Applicant’s License Field: ___________________________________________________________Grade Level: __________________________

Part III – To be completed by the Supervising Practitioner

Name: (print)_____________________________________________________________________Position: _______________________________

School System: ___________________________________________________License: Initial (# yrs. experience): ______or Professional: _____

Massachusetts License #: ______________________________________________________Field(s): ____________________________________

Part IV – Initial 1, 2, and 3.

1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant.

Date: ________Applicant: _________________ Program Supervisor: __________________ Supervising Practitioner: __________________


2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed.

Date: ________Applicant: __________________ Program Supervisor: _________________ Supervising Practitioner: __________________

3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments.

Date: ________Applicant: __________________ Program Supervisor: _________________ Supervising Practitioner: __________________

Part V Candidate has successfully completed the Pre-Service Performance Assessment (Sections: 7.03(2)(a)(4) & 7.04(2)(b)(4)(b)) Yes: _____No: _____

Program Supervisor (sign): ____________________________________________________________________ Date: _____________________

Supervising Practitioner (sign): _________________________________________________________________ Date: _____________________

Mediator (if necessary: see 7.04(4))(sign): _________________________________________________________ Date: ____________________


Pre-Service Performance Assessment for Practicum or Practicum EquivalentProfessional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-Service Performance Assessment Guidelines: the rating scale is described on page 4; evaluation questions relating to the standards are pages 5 - 12, and license-specific questions per standard B2c are pages 13-44.

Standard A - Plans Curriculum and InstructionIndicators Evidence

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.(Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

7. Incorporates appropriate technology and media in lesson planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Rating: Explanation of Rating for Standard A - Plans Curriculum and Instruction

Upon review of evidence based on the above standards, the student exceeds, meets or does not meet the standard.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.Candidate’s Name: _________________________________________License: ____________________Program Supervisor (initial): _____________________Date: _________________Supervising Practitioner (initial): __________________Date: _________________



Standard B – Delivers Effective InstructionIndicators Evidence

1. Communicates high standards and expectations when beginning the lesson.a) Makes learning objectives clear to students.b) Communicates clearly in writing, speaking, and through the

use of appropriately designed visual and contextual aidsc) Uses engaging ways to begin a new unit of study or lesson.d) Builds on students’ prior knowledge and experience.2. Communicates high standards and expectations whencarrying out the lesson.a) Uses a balanced approach to teaching skills and concepts of

elementary reading and writing.b) Employs a variety of content-based and content-oriented

teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

c) Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in Guidelines, pp. 13-44)

d) Employs a variety of reading and writing strategies for addressing learning objectives.

e) Uses questioning to stimulate thinking and encourages all students to respond.

f) Uses instructional technology appropriately.g) Uses effective strategies and techniques for making content

accessible to English language learners.h) Demonstrates knowledge of the difference between social

and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson.a) Assigns homework or practice that furthers student learning

and checks it.b) Provides regular and frequent feedback to students on their

progress.c) Provides many and varied opportunities for students to

achieve competence.4. Communicates high standards and expectations when evaluating student learning.a) Accurately measures student achievement of, and progress

toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

1a1b1c1d

2a2b

2c (License-specific questions done on separate page)

2d2e2f2g2h

3a3b3c3d

4a4b

Rating: Explanation of Rating for Standard B – Delivers Effective Instruction





Standard C – Manages Classroom Climate and OperationIndicators Evidence

1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

2. Creates a physical environment appropriate to a range of learning activities.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

4. Manages classroom routines and procedures without loss of significant instructional time.

1.

2.

3.

4.

Rating: Explanation of Rating for Standard C – Manages Classroom Climate and Operation


Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Standard D – Promotes EquityIndicators Evidence

1. Encourages all students to believe that effort is a key to achievement.

2. Works to promote achievement by all students without exception.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

1.

2.

3.

4.

6. 5.

Rating: Explanation of Rating for Standard D – Promotes Equity





Standard E – Meets Professional ResponsibilitiesIndicators Evidence

1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

1.

2,

3.

4.

5.

6.

7.

Rating: Explanation of Rating for Standard E – Meets Professional Responsibilities


Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.Candidate’s Name: _____________________________________________________License: ________Program Supervisor (initial): ___________Date: ___________________Supervising Practitioner (initial): ___________Date: _______________



License Specific Questions (Moderate)Indicators Evidence

Standard (b)2cDemonstrates adequate knowledge of and approach to

the academic content of lessons.1. Does the candidate satisfactorily demonstrate an

understanding of how the individual student’s moderate disability(ies) affects progress in learning the academic content in the general curriculum program that their non-disabled peers learn?

2. Does the candidate appropriately use the information in the IEP of students with moderate disabilities to modify the academic content, methodology/delivery of instruction, and performance criteria (specially designed instruction) used in the general curriculum program that their non-disabled peers learn?

3. Does the candidate implement the specially designed instruction as required in the IEP to help the students learn the academic content in the general curriculum program that their non-disabled peers learn?

4. Does the candidate show a familiarity with the measurable annual goals and objectives/benchmarks in the student’s IEPs?

5. Does the candidate demonstrate the ability to help the students with moderate disabilities learn the deficit skills detailed in the measurable annual goals and objectives/benchmarks in the student’s IEPs?

6. Does the candidate’s use of the assistive technology required in the student’s IEP help the student learn the academic content in the general curriculum program that non-disabled peers learn?

7. Does the candidate’s use of behavioral intervention strategies that are identified in the student’s IEP help the student learn the academic content in the general curriculum program that non-disabled peers learn?

8. Does the candidate appropriately interpret the results of formal and informal assessments of students with moderate disabilities?

9. Does the candidate demonstrate familiarity with state and federal law in special education while working with the supervising practitioner, students’ families, and agency representatives?

1.

2.

3.

4.

5.

6.

7. 7.

8.

9.

Rating: Explanation of Rating for License Specific Questions





License Specific Questions (Severe)Indicators Evidence

Standard (b)2cDemonstrates adequate knowledge of and approach to

the academic content of lessons.1. Does the candidate satisfactorily demonstrate an

understanding of how the individual student’s severe disability(ies) affects progress in learning the academic content in the general curriculum program that their non-disabled peers learn?

2. Does the candidate appropriately use the information in the IEP of students with severe disabilities to modify the academic content, methodology/delivery of instruction, and performance criteria (specially designed instruction) used in the general curriculum program?

3. Does the candidate implement the specially designed instruction as required in the IEP to help the students learn the academic content in the general curriculum program that non-disabled peers learn?

4. Does the candidate show familiarity with the measurable annual goals and objectives/benchmarks in the IEP of students with severe disabilities and help these students achieve them?

5. Does the candidate satisfactorily apply knowledge of the major dimensions of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the teaching of students with severe disabilities?

6. Does the candidate’s use of the augmentative communication, orthotic devices, medical technologies, and assistive technologies required in the students’ IEP help the students learn the academic content in the general curriculum program that their non-disabled peers learn?

7. Does the candidate’s use of the behavioral intervention strategies that are identified in the students’ IEP help the students make effective progress in the school?

8. Does the candidate’s use of behavioral intervention strategies required in the IEPs help maintain students with severe disabilities in the least restrictive learning environment?

9. Does the candidate make the modifications to the classroom required in the students’ IEPs?

10. Does the candidate’s modifications to the classroom help the students learn the academic content in the general curriculum program?

11. Does the candidate appropriately interpret the results of formal and informal assessments of students with severe disabilities?

12. Does the candidate demonstrate familiarity with state and federal law in special education while working with the supervising practitioner, students’ families, and agency representatives?

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2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.



Severe (continued)Rating: Explanation of Rating for License Specific Questions





Summary Decision for Pre-Service Performance Assessment

Teacher candidate’s Pre-Service Performance Assessment in the practicum or practicum equivalent meets the Professional Standards for Teachers: Yes ________ or No ________.Candidate (sign): _______________________________________________________License: ________________

Program Supervisor (sign): _______________________________________________________Date: __________

Supervising Practitioner (sign): ____________________________________________________Date: __________

Standard Rating (from pp. 2-5)(a) Plans Curriculum(b) Delivers Effective Instruction(c) Manages Classroom Climate(d) Promotes Equity(e) Meets Professional Responsibilities

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Comments (integrated assessment of performance):

All standards identified in the Massachusetts Pre-Service

Performance Assessment, including standards specific to the license, have been

carefully reviewed. After the presentation and discussion of the candidate's

documentation at the final three-way meeting, the evidence was judiciously

rated by the Simmons College Supervisor and the student’s Supervising

Practitioner. Following the criteria and guidelines established by Simmons

College and the MA Department of Elementary and Secondary Education, the

candidate has satisfied the expectations of the standards and has met the

competency requirements for initial licensure.

(See attached narrative or letter for candidate-specific information)

The sponsoring organization should maintain this assessment record as part of its candidate’s permanent file. Copies do not have to be sent to the Department of

Elementary and Secondary Education.


Possible Evidencefor

Pre-Service Performance

Assessment for Teacher Candidates

Additional Guidelines available at: http://www.doe.mass.edu/edprep/ppa/guidelines.pdf


http://www.doe.mass.edu/edprep/ppa/guidelines.pdf

Considerations and Possible Evidencefor Pre-Service Performance Assessment

Simmons College

This prompt and evidence form is designed to guide the intern with selection of evidence for the Pre-Service Performance Assessment. In addition, the scoring element is designed to guide the supervisor and supervising practitioner with a running record of the evaluation of evidence supplied by the intern. Possible evidence for any of the standards may include assignments from various courses within the Simmons College program which are completed concurrently with the practicum experience

(a) Plans Curriculum and Instruction1. Draws on content standards of the relevant curriculum frameworks to plan sequential

units of study, individual lessons, and learning activities to make learning cumulative and advance students’ level of content knowledge.

Consider: Documentation shows evidence of planned lessons that are part of a sequential unit of

study Structure of the lesson is clear Specific standards of the frameworks are noted with page number and date of publication Rationale for why curriculum standards and units of study were selected and taught

Possible evidence: Unit plan Lesson plan Rationale statement Identification of specific strands and/or standards embedded in lessons Lesson plans used in inclusive settings Outcomes of lessons identified that extend concepts of the lesson

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

Consider: Documentation of what assessments have been used and how their results guided planning Pedagogy includes a rationale grounded in research and common sense Candidate selected teaching strategies that are appropriate for the content, grade level, and

range of students being taught Learning activities are described and provide suitable challenges for all students Explanation of how knowledge of human development and learning guided planning

Possible evidence: List of formal/informal assessments used or referenced for planning purposes Research article (read or written) regarding assessment Rationale statement on a lesson plan for why a particular strategy or approach was used Accommodations or modifications embedded in the lesson plan from an IEP Functional Behavior Analysis or Behavioral Intervention Plan


Progress Report Example Educational Report or Observation

3. Identifies appropriate reading materials, other resources, and writing activities from promoting further learning by the full range of students within the classroom.

Consider: Documentation describes the reading and other resources being planned Explanation of how students will be challenged with reading or writing Explanation of different writing activities selected for different groups of students

Possible evidence: Reading list Writing activities used Teacher-created materials Journal writing activities Social stories used or created for students Use of Picture Exchange Communication System (PECS)

4. Identifies prerequisite skills, concepts, and vocabulary needed for learning activities.

Consider: Documentation of skills, concepts and vocabulary necessary for the topic being taught or

learned

Possible evidence: Lesson plan with prerequisites identified Unit plan with prerequisites identified Progress report sample Baseline data referenced for lesson planning purposes Scaffolding activities planned

5. Plans lessons with clear objectives and relevant measurable outcomes

Consider: Documentation shows the objectives for each planned lesson Documentation describes expected measurable outcomes Explanation of how measurable outcomes will be measured Homework, learning activities and assessments reflect the objectives described Suitable objectives for all students are identified.

Possible evidence: Lesson plan with observable purpose Unit plan with observable purpose Assessment techniques Worksheets Lesson Plan linked to IEP goals/objectives Baseline data sheet used as point of reference


Quantitative or qualitative assessment of lesson purpose

6. Draws on resources from colleagues, families, and the community to enhance learning.

Consider: Resources identified that could be provided by colleagues, student families, and/or the

community Explanation of how resources will be used Rationale for why resources will be used

Possible evidence: Email correspondence Letter of invitation to parent or guest speaker List of resources with accompanying person Phone log summary or follow up email correspondence Workshop materials Minutes/agenda from collaborative planning meetings

7. Incorporates appropriate technology and media in lesson planning.

Consider: Technology or media identified that will be used during the lesson or unit Rationale for why technology or media will be used to active the objectives of the lesson or

unit Technology or media appropriate for the content of the intended grade level

Possible evidence: Lesson plan with technology identified Unit plan with technology identified Technology list Worksheets created or posted electronically for student use Assistive technology from IEP embedded into lesson plan Power point notes Printout of online descriptions of technology used Planned use of Smartboard™ or hand-held technologies

8. Uses information in IEPs to plan strategies for integrating students with disabilities into general education classrooms.

Consider: Information from IEPs identified Strategies or materials identified to be used to promote learning by students with

disabilities Rationale for why strategies or materials are expected to be effective

Possible evidence: Lesson plan with IEP information identified Unit plan with IEP information identified


List of accommodations/modifications from IEP Rationale statement for LRE from IEP IEP summary document Behavior Plan Reflection on inclusion IEP 5 (Service Delivery Grid) Co-teaching lesson plan

(b) Delivers Effective Instruction

1. Communicates high standards and expectation when beginning the lesson:

a. Makes learning objectives clear to the student.

Consider: Learning objectives are communicated to the student(s) Transitions from the beginning of the lesson to the body of the lesson are smooth and clear

Possible evidence: Written feedback from supervisor or practitioner Audio/Video Summary Agenda posted and referenced in lesson List of topics to be covered – provided to students

b. Communicates clearly in writing and speaking

Possible Evidence: Writing samples, emails, letters Written feedback from supervisor or practitioner Videotape summary and review Sample IEP Progress Report Educational Report Seminar assignments Educational Philosophy

c. Uses engaging ways to begin a new unit of study or lesson.

Consider: Uses opening activities Identifies purposes of the lesson Stimulates prior knowledge to frame the lesson or to motivate students

Possible evidence: Activator used in lesson Agenda posted and referenced Materials, worksheets for spiraling back


Class syllabus with prerequisites identified Lesson Plan with introduction identified Written feedback from supervisor/supervising practitioner

d. Builds on students’ prior knowledge and experience.

Possible evidence: Class syllabus with prerequisites identified Written feedback from supervisor or practitioner IEP Current Performance Level Lesson plan with prerequisite skills Discrete trial lesson plan Reference to previously learned material Scaffolding Class survey, questionnaire, KWL

2. Communicates high standards and expectation when carrying out the lesson:

a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Consider: Phonemic awareness, phonics, vocabulary skills are taught and practiced Comprehension skills are taught separately and/or in conjunction with phonemic

awareness, phonics or vocabulary skills Materials are provided for vocabulary and/or comprehension practice Decodable texts are used for practicing phonics lessons Reading materials are suitably challenging for students Provision made to develop automaticity and fluency

Possible evidence: Variety of texts or reading materials Worksheets Comprehension checks Written feedback from supervisor or practitioner Pre-post tests Example of student work Progress Report Modified dictionary or vocabulary worksheet Opportunities for student to practice oral reading Activities created with corresponding words/picture symbols Text to speech software

b. Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed strategies such as direct instruction, practice, Socratic dialogue,


to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects.

Consider: Uses two or more teaching techniques that address the range of student skills Teaching techniques are appropriate for the objectives of the lesson and for different

groups of students

Possible evidence: Written feedback from supervisor or practitioner Reflective journal Videotape evaluation Plan for cooperative groupings Implementation of co-teaching lesson plan

c. Demonstrates adequate knowledge of and approach to the academic content of lessons.

SEE LICENSE-SPECIFIC PROMPTS AND EVIDENCE

d. Employs a variety of reading and writing strategies for addressing the learning objectives.

Consider: Reading and writing activities are included in the body of the lesson and in homework or

lesson extension Students are asked to describe, explain and/or justify their ideas

Possible evidence: Written feedback from supervisor or practitioner Use of graphic organizers Worksheets Homework assignments Videotape reflection Identification of selected texts or reading materials Use of guided notes during instruction “How to” guidelines with assignments Application of higher ordered thinking – Bloom’s Taxonomy

e. Uses questioning to stimulate thinking and encourages all students to respond.

Consider: Uses probing question to help all students understand concepts Addresses questions to all students to encourage participation


Possible evidence: Written feedback from supervisor or practitioner Reflective journal Videotape evaluation Use of cue hierarchy Student participation data chart Evidence of variety of questioning/teaching techniques Multi-modal Instruction

f. Uses technology appropriately.

Consider: Demonstrate use of technology Demonstration of smooth transition to and from technology use All students have access to the technology All students are provided sufficient instruction in the use of technology Technology is used as a tool to develop and reinforce knowledge and skills

Possible evidence: Written feedback from supervisor or practitioner Reflective journal Videotape evaluation List of technologies used Identification of technology adaptations used Use of adaptive devices Power point, Smartboard use

g. Employs appropriate sheltered English or subject matter strategies for English language learners.

Consider: Lesson plans, where appropriate, include benchmarks for English language proficiency Grade level material is adapted and explained to make it comprehensible to learners Vocabulary is emphasized to give students regular practice in applying content and English

language knowledge Proper usage of English modeled by the candidate

Possible evidence: Written feedback from supervisor or practitioner Reflective journal Videotape evaluation Use of supplemental materials to assist ELL Use of clear, direct, simple English to communicate content to students Use of specific scaffolding strategies Use of picture symbols

3. Communicates high standards and expectation when extending and completing the lesson:


a. Assigns homework or practice that furthers student learning and checks it.

Consider: Evidence of homework assignments or practice that further the learning of students Examples of assignments and rationale for why they were used Student homework provided Evaluation of homework

Possible evidence: Written feedback from supervisor or practitioner Use of individual student work folders Journaling activity for a student Accommodations/modifications of student outcomes Use of rubrics Student self-evaluation forms Worksheets, homework assignments, homework books Rubrics, checklists, criteria sheets Sample feedback form MCAS portfolio entry

b. Provides regular and frequent feedback to students on their progress.

Consider: Summarization of what students have been expected to learn at the end of the lesson

Possible evidence: Written feedback from supervisor or practitioner Implementation of Behavior Intervention Plan Homework rubric Sample Progress Report Data sheet/data summary Behavior reinforcement summarizer Summary of individual conferences with students

c. Provides many and varied opportunities for students to achieve competence.

Consider: Students guided to adequate and useful conclusion of the lesson Provision of examples of how student work is evaluated Demonstration of how evaluation is communicated to students

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Feedback forms for students MCAS portfolio entry


Progress report Plan for generalization of skills to other setting Use of lesson closer/summarizer

4. Communicates high standards and expectation when evaluating student learning:

a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

Consider: Provision of examples of tests written by the candidate Formal tests provided by the district, are identified Student response papers are provided Identification of how alternate forms of assessment have been used

Possible evidence: Written feedback from supervisor or practitioner Assessment report Rubric for assignments or projects Self-evaluation rubric Use of a writing prompt Daily logs home to parents (communication books) Tests, worksheets, rubrics written by the candidate List of formal assessments used by the district Examples of student work List of alternate forms of assessments used Examples of student work using alternate assessment Data sheets Progress report Sample IEP

b. Translates evaluations of student work into records that accurately convey the level of achievement of students for parent or guardians, and school personnel.

Consider: Report cards or grades given for student learning are provided

Possible evidence: Written feedback from supervisor or practitioner Rationale statement Sample report card or grade sheets Examples of communication with parents, guardians or school personnel Progress Report Examples of parent contacts MCAS sample Graphs or data summaries


Use of weighted grading system Graph of student behavior

(c) Manages Classroom Climate Operation1. Creates an environment that is conducive to learning.

Consider: Establishes a positive atmosphere where students are encouraged to participate Demonstration of good rapport with students Demonstration of patience with students

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Pictures of the classroom, schedules, etc. Class chart to record students’ progress Identification of how classroom is arranged to stimulate learning

2. Creates a physical environment appropriate to the range of learning activities.

Consider: Creation of physical environment that is conducive to the needs of all learners

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Photos Use of various desk formations/computer stations Use of bulletin board/work stations Use of hands-on computer-based activities

3. Maintains appropriate standards of behavior, mutual respect, and safety.

Consider: Communicates rules and procedures for classroom behavior Demonstration of alertness to student behavior Demonstration of prompt and consistent interruption of inappropriate behaviors Demonstration of treating all students with respect Demonstration of respect that is returned from students

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation List of classroom rules Behavior checklist Behavioral Support Plan Contracts used with students


4. Manages classroom routines and procedures without loss of significant instructional time.

Consider: Uses appropriate time periods for checking homework Ready access of materials needed for activities Successful and timely distribution of materials to students Demonstration of organization when transitioning between activities

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Agenda posted and used Use of activator or summarizer K-W-L Lesson plan List of materials used Log Hours Schedules

(d) Promotes Equity1. Encourages all students to believe that effort is a key to achievement

Consider: Demonstration of equal attention to all learners in the classroom or teaching situation

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Positive reinforcement Reward system reinforcers Token system Awards/rewards systems

2. Works to promote achievement by all students without exception

Consider: Provision of opportunities for students to receive extra help outside of the classroom Provision of more challenging work on a systematic basis

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Practicum log Plan book After school plan book Lesson Plan Schedules for students


Word banks Cueing and prompt systems Behavior management system

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

Consider: Demonstration of adjustments for student work Demonstration of additional knowledge/skill instruction for student who may require it

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Journal reflection entry Modifications in the IEP Prerequisite skills identified Email/phone conversations with parents Professional development workshop

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community.

Consider: Explanation of adjustments made and why Demonstration of how all students are viewed as unique individuals and as Americans or

potential Americans Avoidance of identifying certain students as “representative” of a particular race, ethnic or

gender group Demonstration of assisting students in viewing themselves as American citizens

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Special writing assignments Classroom jobs and responsibilities Classroom civic responsibilities Lesson plans/activities Behavior Intervention Plan Scripted Expectations for students (i.e. Pledge of Allegiance) School anti-discrimination policy Anti-bullying law and requirements

(e) Meets Professional Responsibilities1. Understands his or her legal and moral responsibilities.


Consider: Demonstration of professional manner (punctuality, confidentiality) Carrying out all job-related responsibilities

Possible evidence: Written feedback from supervisor or practitioner Job description with response statements Appointment calendar Performance Review Paper that demonstrates knowledge CORI requirements Anti-bullying law FERPA requirements IDEA requirements

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

Consider: Demonstration of enthusiasm in interactions with students

Possible evidence: Written feedback from supervisor or practitioner Videotape evaluation Journal reflection Portfolio Philosophy Statement Letter of Recommendation

3. Maintains interested in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

Consider: Demonstration of professional development opportunities provided by the school or district

Possible evidence: Agenda from presentations attended Copies of materials distributed at presentations/lectures/workshops Journal reflection of workshop Field Site Evaluation Power Point Presentation Professional Memberships List of Articles read

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.


Consider: Demonstration of collaboration with supervising practitioner and other colleagues

Possible evidence: Co-planned lesson or unit plans Meeting notes Journal reflections Log of meeting dates/topics IEP Progress Report Staff Meeting Agenda IEP Attendance Sheet Faculty in-service meetings

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

Consider: Demonstration of participation in conferences with parents

Possible evidence: Meeting notes Examples of letters/communications with parents (emails) Written feedback from supervisor or supervising practitioner Back-to-school night Communication log

6. Reflects critically upon his or her teaching experience and identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

Consider: Demonstration of reflective practice

Possible evidence: Written feedback from supervisor or practitioner Videotape write-up Philosophy statement Professional Development Plan Portfolio Self-evaluation report

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Consider: Demonstration of appropriate use of the Internet


Possible evidence: Classroom plan for Internet use School policy for Internet use Guidelines for Internet use Student Rules

License-Specific StandardsTeacher of Students with Moderate Disabilities (PreK – 8; 5 – 12)


1. Demonstration of an understanding of how the individual student’s moderate disability(ies) affects progress in learning the academic content in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Current Performance Level from IEP Lesson Plan with accommodations and modifications identified Lesson Plan linked to grade level Curriculum Frameworks Student Strengths and Key Evaluation Results from IEP How the Disability Affects Progress from PLEP A or PLEP B Guided notes sheets Specially-designed worksheets/graphic organizers Use of multi-modal instruction

2. Appropriate use of the information in the IEP of students with moderate disabilities to modify the academic content, methodology/delivery of instruction, and performance criteria (specially designed instruction) used in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Specially Designed Instruction from PLEP A or PLEP B Lesson Plan with accommodations identified Lesson Plan with IEP objectives embedded Lesson Plan linked to grade level Curriculum Frameworks How the Disability Affects Progress from PLEP A or PLEP B Use of curriculum maps

3. Implementation of specially designed instruction as required in the IEP to help the students learn the academic content in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Specially Designed Instruction from PLEP A or PLEP B Lesson Plan with accommodations and modifications identified Lesson Plan with IEP objectives embedded Lesson Plan linked to grade level Curriculum Frameworks


Guided notes Study guides

4. Demonstration of familiarity with the measurable annual goals and objectives/benchmarks in the student’s IEP.

Possible Evidence: Examples of goals/objectives written by the intern Lesson Plan with accommodations and modifications identified Lesson Plan with IEP objectives embedded

5. Demonstration of the ability to help students with moderate disabilities learn the deficit skills detailed in the measurable annual goals and objectives/benchmarks in the student’s IEPs.

Possible Evidence: Examples of goals/objectives written by the intern Lesson Plan with accommodations and modifications identified Lesson Plan with IEP objectives embedded Progress Report Current Performance Level from IEP 4, written by the intern Use of number line Graphic organizers Use of Bloom’s Taxonomy, Gardener’s Multiple Intelligences Study strategies

6. Demonstration of use of assistive technology required in the student’s IEP to help the student learn the academic content in the general curriculum program that non-disabled peers learn.

Possible Evidence: Technology integration plan Lesson plan with technology embedded Video tape evaluation of lesson where technology was used Lesson Plan linked to grade level Curriculum Frameworks Calculator use, talking calculator Computer generated program use Use of Smartboard

7. Demonstration of use of behavioral intervention strategies that are identified in the student’s IEP to help the student learn the academic content in the general curriculum program that non-disabled peers learn.

Possible Evidence: Behavioral Intervention Plan, Functional Behavioral Assessment Lesson Plan linked to grade level Curriculum Frameworks


Lesson Plan with behavioral intervention strategies embedded Video tape evaluation of lesson where behavioral strategies were used ABA use Time-out Use of prompts, redirection, praise

8. Demonstration of use ability to interpret the results of formal and informal assessments of students with moderate disabilities

Possible Evidence: Educational Summary Report Assessment Report How the Disability Affects Progress from PLEP A or PLEP B Student Strengths and Key Evaluation Results from IEP 1 Student information sheet IEP-at-at-glance Assessments used or conducted

9. Demonstration of familiarity with state and federal law in special education while working with the supervising practitioner, students’ families, and agency representatives.

Possible Evidence: IEP that aligns with state and federal law Journal reflections Written feedback from supervising practitioner Adherence to regulatory timelines Workshops attended Demonstration of application of 51-A, FERPA, IDEA

License-Specific StandardsTeacher of Students with Severe Disabilities (All Levels)


1. Demonstration of an understanding of how the individual student’s severe disability(ies) affects progress in learning the academic content in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Current Performance Level from IEP Lesson Plan with accommodations and modifications identified Lesson Plan linked to grade level Curriculum Frameworks How the Disability Affects Progress from PLEP A or PLEP B MCAS Alt. Examples Use of words/picture symbols Computer based reading program


2. Appropriate use of the information in the IEP of students with severe disabilities to modify the academic content, methodology/delivery of instruction, and performance criteria (specially designed instruction) used in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Specially Designed Instruction from PLEP A or PLEP B Lesson Plan with modifications identified Lesson Plan with IEP objectives embedded Lesson Plan linked to grade level Curriculum Frameworks Examples of data collection on students

3. Implementation of specially designed instruction as required in the IEP to help the students learn the academic content in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Specially Designed Instruction from PLEP A or PLEP B of IEP Lesson Plan with accommodations and modifications identified Lesson Plan with IEP objectives embedded Lesson Plan linked to grade level Curriculum Frameworks Examples of scaffolding, differentiated instruction

4. Demonstration of familiarity with the measurable annual goals and objectives/benchmarks in the student’s IEP.

Possible Evidence: Examples of goals/objectives written by the intern Lesson Plan with accommodations and modifications identified Lesson Plan with IEP objectives embedded Progress Report Written Feedback from Supervisor or Supervising Practitioner

5. Demonstration of ability to satisfactorily apply knowledge of the major dimensions of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the teaching of students with severe disabilities.

Possible Evidence: Examples of symbol and text identification for students Rubric used for reading Lesson Plan with reading instruction embedded Lesson Plan for reading instruction Sight word list Picture Exchange System


6. Demonstration of use of augmentative communication, orthotic devices, medical technologies, and assistive technologies required in the students’ IEP to help the students learn the academic content in the general curriculum program that their non-disabled peers learn.

Possible Evidence: Assistive technology, orthotic, communication or medical integration plan Lesson plan with assistive technology, orthotic devices, communication devices or

medical technologies embedded Video tape evaluation of lesson where the plan was used Lesson Plan linked to grade level Curriculum Frameworks Mayer-Johnsons symbols Manual communication Use of slant board Computer-generated devices Use of apps Use of switches

7. Demonstration of use of behavioral intervention strategies that are identified in the student’s IEP to help the student learn the academic content in the general curriculum program that non-disabled peers learn.

Possible Evidence: Behavioral Intervention Plan, Functional Behavioral Assessment Positive Behavioral Supports Lesson Plan with behavioral intervention strategies embedded Video tape evaluation of lesson where behavioral strategies were used Data graphs

8. Demonstration of use of behavioral intervention strategies required in the IEPs to help maintain students with severe disabilities in the least restrictive environment.

Possible Evidence: Non-participation justification statement from IEP Behavioral Intervention Plan, Functional Behavioral Assessment Lesson Plan with behavioral intervention strategies embedded Video tape evaluation of lesson where behavioral strategies were used Written Feedback from Supervisor or Supervising Practitioner Behavioral Goal in IEP Anti-bullying requirements in IEP Co-teaching lesson plan

9. Demonstration of use of modifications to the classroom required in the students’ IEPs.

Possible Evidence: Non-participation justification statement from IEP


Specially Designed Instruction from PLEP A or PLEP B Videotape self-evaluation report Written feedback from supervisor or supervising practitioner Progress Report Lesson Plan with modifications embedded

10. Demonstration of use of modifications to the classroom to help the students learn the academic content in the general curriculum program.

Possible Evidence: Non-participation justification statement from IEP Specially Designed Instruction from PLEP A or PLEP B of student IEP Lesson plan with grade-level curriculum frameworks Videotape self-evaluation report Written feedback from supervisor or supervising practitioner Progress Report Service Delivery Grid from IEP (Section C)

11. Demonstration of use ability to interpret the results of formal and informal assessments of students with severe disabilities

Possible Evidence: Educational Summary Report Assessment Report How the Disability Affects Progress from PLEP A or PLEP B of student’s IEP Student Strengths and Key Evaluation Results from IEP 1 Progress Report Data collection on student

12. Demonstration of familiarity with state and federal law in special education while working with the supervising practitioner, students’ families, and agency representatives.

Possible Evidence: IEP that aligns with state and federal law Journal reflections Written feedback from supervising practitioner Progress Report Adherence to regulatory timelines Demonstration of application of 51-A, FERPA, IDEA requirements Workshops attended


Documents

Simmons University · Web viewA Supervising Practitioner is an on-site person who holds the same license as that sought by the Practicum Student and who works closely with the Practicum