Syllab us CPSE 446R: Secondary Practicum
Brigham Young University Department of Counseling Psychology and Special Education
Winter Semester 2005
Credit Hours: 1 Location and Time: On Site
Instructor: Dr. Lynn Wilder
Office Hours: Monday 9-10:30 and Thursday 11-1 and by appointment
Contact Information: Office: 422-1237, [email protected]
Teaching Assistant: Sungti Hsu [email protected] 422-2658
Office Hours: MW 2:30-4 in 350 MCKB Friday 12-2 in 350 MCKB
Required Text: None
Course Description: This course provides an opportunity for pre-service teachers to work with students with mild/moderate disabilities in secondary settings: emphases on transition and secondary academics, both junior high and high school.
Prerequisites: Successful completion of fall semester CPSE courses
Course Objectives:
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
Conceptual INTASC Assessment Framework Aims Evaluation Standards
CF 1: Embrace S1: Subject and Apply the Matter Moral Dimensions S2: Student of Teaching Learning Practicing S3: Diverse nurturing Learners pedagogy Providing S4:Instructional Core Course Outcomes access to Strategies knowledge S5: Learning Enculturating Environments for S6: democracy Communication Ensuring S7: Planning responsible Instruction stewardship of the S8: Assessment schools S9: Reflection CF2: Demonstrate and Academic Professional Excellence Development CF3: Model S10: Collaboration Collaboration, CF4: Act with Ethics, & Social Relationships Competence Knowledge-Based Objectives Continuum of placement and CF1, CF3, CF4 S1: Subject Practicum Learning services available for individuals Matter Log with disabilities at the secondary S10: level. Collaboration, Ethics, & Relationships Psychological and social- CF1, CF4 S3: Diverse Practicum Learning emotional characteristics of Learners Log individuals with disabilities as adolescents and young adults. Specialized materials and CF1, CF2 S2: Student Practicum Learning instructional approaches for Learning Log individuals with disabilities at the S3: Diverse secondary level. Learners S4:Instructional Strategies S5: Learning Environments Advantages and limitations of CF1, CF3, CF4 S2: Student Practicum Learning instructional strategies and Learning Log practices for teaching individuals S3: Diverse with disabilities at this level. Learners S4:Instructional Strategies S5: Learning Environments Strategies for integrating student CF1, CF3, CF4 S2: Student Practicum Learning initiated learning experiences into Learning Log ongoing instruction. Methods for guiding individuals in CF1, CF4 S2: Student Practicum Learning identifying and organizing critical Learning Log vocational content. Assessing for transition planning. CF2 S8: Assessment Practicum Learning Log Multicultural competence in CF1, CF4 S3: Diverse Demographics transition planning processes Learners Survey on Livetext
Skill-Based Objectives Use resources and techniques CF3 S1: Subject Practicum Learning for transitioning individuals with Matter Log disabilities into and out of school S2: Student and post-school environments. Learning S7: Planning Instruction Use research-supported methods for academic instruction of secondary age individuals with disabilities. Use research-supported methods for non-academic instruction of secondary age individuals with disabilities. Use appropriate adaptations and technology for all individuals with disabilities. Use resources and techniques for transitioning individuals with disabilities into and out of school and post-school environments.
Course Expectations: 1. Students will adhere to the BYU Honor Code. 2. Students will attend all 20 practicum hours through the course of the semester. The mentor on-site teacher needs to be informed of your absence or reason for tardiness at least ½ hour BEFORE class for it to be considered excused. Each hour missed, EXCUSED OR UNEXCUSED, will result in ONE GRADE LEVEL DROP (eg. An A = an A-). 3. Students will complete all assignments on time. All late assignments will be reduced by 10% per day it is late. Assignments are due at the beginning of class.
Course Content: This course is designed to prepare special educators to understand the challenges of adolescence and to effectively assess, teach, and make adaptations for secondary level students with disabilities in transition.
Methodologies/Teaching Strategies: Course format may include but not be limited to lecture, group discussion, panel discussion, small group work, service learning, and research participation.
Assignments: 1) Class participation: You must attend a total of 20 hours at TWO approved Secondary Practicum Sites (10 each site). One site will be in a junior high or a middle school while the other will be in a high school. (See contract sheet for acceptable sites). To fulfill a course requirement, you will have the experience of working with ethnically diverse and/or bilingual students at one of the two sites. 2) Placement site contract sheets: You will submit two contracts signed by you and your practicum supervisors, one for each of the sites you will work in this semester (see attached). These forms are to be submitted at the beginning of class on January 31, 2005. 3) Practicum Learning Log: You will answer 10 questions, one for each week of practicum experience (see attached). Each question should be at least one double-spaced, typed page of reflection. The first paragraph will describe what you did and with whom you worked including your personal reflections of the week’s experience. The second half of the learning log will answer the week’s question. This learning log is to be submitted at the beginning of each class beginning February 7, 2005. 4) Professionalism: You will be evaluated in your practicum for your professionalism by your on-site mentor teachers at each site. 5) Demographic Survey: Log onto Livetext and complete a demographic survey on your diverse practicum site.
Placement site contract sheets and preliminary visits 20 Weekly practicum Learning Log/Reflections 100 Professionalism 70 Demographic Survey 10
200 Evaluation: A 95-100% A- 90-94% B+ 87-89% B 84-86% B- 80-83% C+ 77-79% C 74-76% C- 70-73% D+ 67-69% D 63-66% D- 60-62% E below 60%
Preventing Sexual Harassment:
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422- 2847.
Students with Disabilities:
Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422-5895, D-282 ASB.
Statement on Diversity:
The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.
Secondary Practicum Contract Sheet CPSE 446R Winter 2005 Dr. Wilder/Sungti Hsu, TA (Due: 1/31/05)
Name: ______
Junior High Practicum Site: ______
Teacher: ______
Teacher Contact (e-mail or phone): ______
Day and Time Frame you will be in the classroom each week: ______(e.g.: Fridays 9-11 am)
Signature of Student: ______Date: ______
Signature of Supervisor: ______Date: ______
High School Practicum Site: ______
Teacher: ______
Teacher Contact (e-mail or phone): ______
Day and Time Frame you will be in the classroom each week: ______(e.g.: Fridays 9-11 am)
Signature of Student: ______Date: ______
Signature of Supervisor: ______Date: ______
Dates of first practicum : the week of 1/31/05 through the week of 2/28/05
Dates of second practicum: the week of 3/7/05 through the week of 4/4/05
(20 hours over 10 weeks; 2 hours per week for 10 weeks. You will work out a 2 hour time frame that works both with your schedule and the teacher’s classroom schedule. Any time you have missed must be made-up).
Comments/Questions/Concerns from the teacher or the student: Secondary Practicum Learning Log/Reflection Questions
Directions: You will answer 10 questions, one for each week of practicum experience. Each question should be at least one double-spaced, typed page of reflection. The first paragraph will describe what you did and with whom you worked including your personal reflections of the experience. The second half will answer the week’s question. This learning log is to be submitted at the beginning of each class beginning February 7, 2005 with the last one being due on April 11, 2005. Entries should be numbered and numbers should correspond to the questions listed below.
1) Share your thoughts in visiting this site and what you hope to learn here. Give a brief background on the experience and training of your supervisor.
2) Describe the students served at your site (disability categories, SES, ethnic backgrounds, etc.) and tell how the students qualified for the program they are in.
3) Choose one student and discuss with him/her their goals for the future. Describe them.
4) What did you learn from giving the assessment? Consider: setting, duration, communication, results, and future goals.
5) Identify strengths, weaknesses, and the interests of the student you assessed. What would you recommendation as realistic future employment for this student and what transition related goals will lead him/her there?
6) Describe some pro-active strategies you could implement to address social and sexual problems in the classroom.
7) What types of assistive technology are being used at your setting? What additional resources could be helpful?
8) Design appropriate leisure, recreation, and transportation activities for the students in this classroom for one month.
9) Explain something that has been a challenge for you personally with this experience. What did you do to make the situation better? Identify something that was particularly rewarding.
10) Think of the students with whom you worked. What are your expectations for the students’ futures?