Fieldwork Handbook INITIAL LICENSE

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Early Childhood Teacher, PreK-2

Elementary Teacher, 1-6

**Special Education*, PreK-8, 5-12**

*Leading to Teacher of Students with Moderate Disabilities License

Fieldwork Handbook

INITIAL LICENSE

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PEOPLE TO KNOW

Education Department: Locklin Hall, 3

rd

Floor

Dr. Eileen Cyr, Chair [email protected] 748-3312

Dr. Mary Allen, Associate Professor [email protected] 748-3356

Dr. Robert Barkman, Professor [email protected] 748-3734

Prof. Jennifer Johnston, Assistant Professor [email protected] 748-3655

Prof. Jennifer Stratton, Assistant Professor [email protected] 748-3296

Dr. Emmanuel Vincent, Assistant Professor [email protected] 748-3663

Dr. Daniel Zukergood, Associate Professor [email protected] 748-3354

Ms. Shelly Gosselin, Administrative Assistant [email protected] 748-3295

Educator Preparation Office: Administration Building, 2

nd

Floor

Dr. Linda Davis-Delano, Director [email protected] 748-3155

Ms. Eneida Gonzalez, Assistant Director [email protected] 748-3155

Ms. Brenda deLiefde, Administrative Assistant [email protected] 748-3155

Supervising Practitioner(s) ________________________________________________ School (s) _______________________________________________________________ Phone # _________________________________________________________________ Email ___________________________________________________________________ College Supervisor ______________________________________ Phone # ______________________________________________ Email________________________________________________

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Early Childhood, Elementary, Special Education Fieldwork Handbook

Welcome to the updated version of the Elementary/Early Childhood/Special Education Fieldwork Handbook. The handbook serves as a guide for navigating the requirements of the practicum experience at Springfield College. The handbook is intended to provide much of the information needed to insure that the student teaching experience goes smoothly for the

practicum student, the supervising teacher, the college supervisor and Springfield College. The handbook is always a work in progress. Since 1996, teachers in the public schools have had input in revising the Fieldwork Handbook. During the 2001-2002 school year, supervising teachers participated in the development of performance assessments that reflect new state requirements. These instruments were field-tested during the 2002-2003 school year and have been used ever since. During the 2007-2008 school year, supervising teachers provided additional suggestions for change. The current version of Performance Assessment Rubric reflects those changes. In 2011, the faculty with input from teachers developed the guidelines and checklists for the dual elementary and special education undergraduate program. We

continue to count on your feedback as we redesign assessments to better reflect the diversity and needs of the children in today’s classrooms.

For the final evaluation of all student teachers we are mandated to use the MA DESE Preservice Performance Assessment Guidelines and Form. See Sections I and III for more details.

On behalf of all the members of the Education Department and the faculty of Arts and Sciences at Springfield College, I would like to thank you for sharing your classroom, your students, and your expertise with our undergraduate and graduate students.

Sincerely,

Dr. Mary C. Allen

Coordinator of Pre-Practicum and

Supervision for the Early Childhood and Elementary Programs Dr. Emmanuel Vincent

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Introduction

The teacher preparation programs at Springfield College are based on the idea of a spiraling curriculum: one that introduces skills and concepts early in the program, builds upon the ideas through courses and fieldwork, and then culminates in a final full-semester, supervised practicum during the senior year or final semester of graduate work. Students are required to participate in fieldwork experiences throughout their course of study. Undergraduates interact with school children every year during their four years. Graduate students have field experiences built into two of their three semesters.

This handbook contains all of the practicum requirements for the following Springfield College teacher preparation programs:

Early Childhood: Teacher of Students with and without Disabilities, PreK-2, Initial, Baccalaureate and Post-Baccalaureate

Elementary, 1-6, Initial, Baccalaureate and Post-Baccalaureate

Teacher of Students with Moderate Disabilities, PreK-8 & 5-12, Initial, Post-Baccalaureate Teacher of Students with Moderate Disabilities, PreK-8, Initial, Baccalaureate

[Note: Throughout this handbook these programs will be referred to as Early Childhood, Elementary and Special Education.]

Section I of this handbook contains descriptions of the practicum experiences and the syllabus for the practicum seminar. It also includes the performance objectives and assessments for the practicum experiences.

Section II describes information pertinent to the supervising teacher, the college supervisor, and the student teacher. The requirements that the student are expected to fulfill are fully explained in order to encourage an equitable and fruitful relationship between the student, the supervising teacher, and the college supervisor.

Section III includes samples of the schedules and forms used by the student, supervising teacher, and college supervisor, including a guide to the completion of the Practicum Observation Form, and the guidelines and rubric to be used when completing the Preservice Performance

Assessment.

Section IV is full of miscellaneous resources that will be helpful during the practicum

experience, including checklists for both the supervising teacher and the college supervisor of things to cover with the student teachers.

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OBJECTIVES FOR TEACHER PREPARATION PROGRAMS

The objectives of the teacher preparation programs at Springfield College are in keeping with Professional Standards for Teachers, the Subject Matter Knowledge Requirements for Teachers, and the Massachusetts Curriculum Frameworks. Our goal is to prepare teachers to create

dynamic classrooms in which learning, teaching and assessment reflect best practices.

PROFESSIONAL STANDARDS FOR ALL TEACHERS

 Plans Curriculum and Instruction.  Delivers Effective Instruction.

 Manages Classroom Climate and Operation.  Promotes Equity.

 Meets Professional Responsibilities.

SUBJECT MATTER KNOWLEDGE REQUIREMENTS FOR TEACHERS

Students in Springfield College early childhood, elementary and special education programs must meet the subject matter knowledge requirements found in the MA Regulations for Educator Licensure, 603 CMR 7.06 (5) Early Childhood: Teacher of Students With and Without

Disabilities, (7) Elementary, & (25) Teacher of Students with Moderate Disabilities.

Important Note: Read the following carefully if you earned a “Conditional-Pass” on the General Curriculum mathematics subtest:

A result of Conditional-Pass indicates that a score of at least 227-239 between March 7, 2009 and June 30, 2012 meets the qualifying score requirement, however, conditions apply as

approved by the Board of Elementary and Secondary Education. Test-takers who scored in the 227-239 range will be required to retake the General Curriculum mathematics subtest and earn a score of 240 or higher in order to advance the license to the next stage or to renew an Initial License. For more information, please refer to the MA DESE web site at

www.doe.mass.edu/educators

If you received a Conditional-Pass on this subtest, we STRONGLY RECOMMEND you take this portion of the test again while you are still at Springfield College and can take advantage of the support we are offering our students. Please contact the Educator Preparation Office with any questions or concerns you may have regarding a Conditional-Pass.

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MASSACHUSETTS CURRICULUM FRAMEWORKS

As students at Springfield College design and implement lessons in the classrooms, they are guided by the Massachusetts Curriculum Frameworks. Students are required to have access to all frameworks that pertain to the license sought and are introduced to the frameworks in all curricular classes

Curriculum Frameworks are:

 Guides for; creating detailed curriculum, classroom assessment, selecting instructional materials, and restructuring schools to support learning.

 Presentation of critical issues that underline learning, teaching and assessment.  Support for teachers to try innovations and investigations that lead to high quality

learning experiences for all students. Content Standards consist of:

 Core Concepts - “Big Ideas”

 Strands - Broad areas of knowledge

 Learning Standards - Specific content for each grade level cluster

 Examples of Student learning

Note: The MA Curriculum Frameworks can be found online at the following link: http://www.doe.mass.edu/frameworks/order.html

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Description of Pre-Practicum

(The following descriptions apply to students in the undergraduate program only. The pre-practicum experience for graduate students is embedded in EDUC 627: Construction, Management, and Assessment of Literacy Programs and EDUC 673: Accommodations and Modifications of Curriculum for Students with Special Needs.)

Fieldwork and Pre-Practicum – Field experience begins early for students pursuing

elementary, early childhood and special education licensure through the Springfield College Education Department. Through a variety of field experiences built into courses from the first year to the fourth year, students have the opportunity to work with students in a variety of classroom and school settings. These field-based experiences are integrated into courses that address the professional standards for teachers.

During their first year on campus, students enroll in Best Practices for Learning and Teaching

Science (SCIE 144). The course introduces students to effective instruction through the world of

science. During the laboratory portion of the course, students visit local schools to observe science instruction and work directly with primary school age children through a partnership with the Springfield Public Schools. As students build their own knowledge of scientific principles through readings and discussions, they have the opportunity to apply the ideas of effective instruction and the principles of learning discussed in class to their field experiences. During their sophomore year, students enroll in a Child and Adolescent Development course (PSYC 250) and participate in the Partner’s Program. This program pairs college students with young children in the Springfield College Child Development Center or local public schools. Springfield College students spend approximately 4 hours/week throughout the semester getting to know their partner and then reflect upon their experiences through journals and class

discussions.

During their sophomore or junior year, students enroll in Pre-practicum: Elementary, Special

Education, Early Childhood (EDUC 238). This pre-practicum is designed to initiate second or

third year students into the teaching profession through supervised fieldwork in a suburban early childhood or elementary/special education inclusion classroom. Students spend forty-five hours in a classroom under the guidance of an experienced classroom teacher. During the

pre-practicum, students observe and record children’s behavior including children with disabilities, assist individuals, conduct small group lessons and prepare at least two model lessons for evaluation by the college supervisor.

Junior year, students are immersed in the teaching learning process through a pre-practicum experience integrated into the course entitled Methods of Teaching Reading and Language

Arts in Early Childhood and Elementary Classrooms (EDUC 327). This theory to practice

course requires students to spend 3 mornings/week for ten weeks in local schools observing and applying their knowledge of effective literacy instruction in the classroom. This pre-practicum is supervised and student performance is assessed using the MA Professional Standards for

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Section I

Syllabi

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Description of Practicum Experiences

Every effort is made to provide students fieldwork experience in both urban and suburban schools. In these placements the student must take on clear instructional responsibilities of the teaching role for at least half of this time and full responsibilities for a minimum of one full week. Students keep a written record of the clock hours logged by activity (e.g., observation, conferences with parents, assigned duties, and instructional responsibilities). Students are

required to demonstrate competence in all Professional Standards for Teachers and in the Subject Matter Knowledge Requirements for the license they are seeking. At the undergraduate level, the practicum experiences are taken concurrently with EDUC 463, a seminar for student teachers. At the graduate level seminars are embedded in the practicum courses.

Elementary Practicum EDUC 468/668

Students are placed in an elementary fieldwork classroom for five days per week for ten to fifteen weeks. Students complete a minimum of 300 clock hours in an inclusive general education setting.

Early Childhood Practica EDUC 466/667

Practicum Early Childhood/ PreK-K

This culminating experience gives the students the opportunity to plan, organize and manage an early childhood classroom for eight weeks. Students complete a minimum of 150 hours at the PreK (preschool) through K level. (Either EDUC 466/667 or 467/669 must be in a setting which includes children with special needs for part of the school day.)

EDUC 467/669

Practicum Early Childhood/ Primary Level Grades 1-2

This culminating experience gives the students the opportunity to plan, organize and manage an early childhood classroom for eight weeks. Students complete a minimum of 200 hours at the 1st or 2nd grade level. (Either EDUC 466/667 or 467/669 must be in a setting which includes children with special needs for part of the school day.)

Special Education Practicum EDUC 461/662

Teacher of Students with Moderate Disabilities Practicum/ PreK-8, 5-12

This experience gives students the opportunity to plan, organize, and manage a special needs classroom. Students complete a minimum of 150 clock hours in a separate or substantially separate setting for students with moderate disabilities. [Note: A prerequisite of the PreK-8 program is successful completion of a 300 clock hour practicum in an inclusive general education setting or to do it concurrently with the elementary practicum.]

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Performance Objectives and Assessments for Early Childhood, Elementary

and Teacher of Students with Moderate Disabilities Practica

EDUC 468/668, 466/667, 467/669, 461/662

Competency in the Professional Standards for All Teachers and the Subject Matter Knowledge Requirements for each of these licenses is demonstrated through some of the assessments below as well as by achieving a passing score of on the MTEL General Curriculum or Early Childhood subject test and the Foundations of Reading test. [Note: When students do the elementary and moderate disabilities practicum in the same semester they do all of the following for the

elementary practicum and also fulfill the responsibilities detailed in the special education checklist.]

I. Plans Curriculum and Instruction Assessments/Forms of Evidence

1. Develop two projects (one mini, one major) over the course of the semester that reflect interdisciplinary knowledge of the Curriculum Frameworks and the Subject Matter Knowledge. The project/units should frame the curriculum around the essential questions described in the Curriculum Frameworks.

2. Take on increasing responsibilities during the practicum in order to assume full responsibilities for two full weeks of teaching.

3. Educational Evaluation Case Study Write-up and Presentation.

4. Collect examples of different kinds of assessments you are using to measure students' learning and discuss them with your supervising teacher and your college supervisor.

1. A teacher is up to date regarding curriculum content.

*** Demonstrates a working knowledge of the core curriculum of the teacher's assignment. *** Frames curriculum around essential questions in the discipline that provide opportunities for

reasoning, logic, analysis and synthesis when planning units, lessons, and assessments. *** Keeps current in the field and applies knowledge to the instructional program. *** Contributes to ongoing evaluation of the curriculum.

2. The teacher plans instruction effectively.

*** Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations and standards for student work.

*** Sets short-term and long-term goals for curricular units which derive from unifying themes of fundamental importance to students' present or future lives.

*** Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs.

*** Reviews IEPs and uses information as appropriate when planning.

*** Uses materials and resources, including technologies, that are appropriately matched to curricular goals and to students' needs and learning styles.

*** Frames curriculum around students' own prior knowledge and experience and identifies

prerequisite skills, concepts, and vocabulary that are important for students to know in order to be successful at a task.

*** Seeks out and collaborates with school-based specialists, resource personnel, including

technology specialists and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a

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*** Plans engaging ways to introduce each unit of study.

*** Plans frequent instructional opportunities where students are interacting with ideas, materials, teachers and one another.

*** Designs curriculum experiences in which students take increasing responsibility for their own learning.

*** Integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools within the discipline.

3. The teacher plans the assessment of learning effectively. *** Determines specific and challenging standards for student learning.

*** Develops and uses authentic assessment which describes a student's learning process as well as his/her learning achievements.

*** Incorporates time for individual and interactive reflection including response journals, debriefings and group discussions.

4. The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate.

*** Regularly uses a variety of formal and informal authentic assessments of students' achievement and progress for instructional revisions and decision-making.

*** Implements evaluation procedures which appropriately assess the objectives taught.

*** Communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records and other artifacts.

*** Prepares and maintains accurate and efficient record-keeping systems of the quality and quantity of student work.

*** Uses individual and group data appropriately; maintains confidentiality concerning individual student data and achievement.

*** Designs and modifies curriculum, instructional practices and general education classroom environments for students with moderate disabilities.

II. Delivers Effective Instruction

Assessments/Forms of Evidence

1. Develop two projects (one mini, one major) over the course of the semester that reflect interdisciplinary knowledge of the Curriculum Frameworks and the Subject Matter Knowledge. The project/units should frame the curriculum around the essential questions described in the Curriculum Frameworks.

2. Videotape at least one of your lessons. Using the videotape, write about the ways you demonstrated the four effective instruction strategies: a. Making learning goals clear to children, b. Use of appropriate instructional strategies, c. Use of appropriate questioning techniques, and d. Evaluation and use of innovative approaches.

3. Make an audiotape of one of your lessons and analyze it for examples of questions using Bloom's taxonomy. Use the audiotape to show how you address gender and equity issues. Do a one page write-up of your assessment.

4. Three successful formal observations by college supervisor should document your effective instruction.

5. Documentation of week of taking on full responsibility: lesson plans, unit plans, assessments, week planograph, etc.

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*** Identifies confusions and misconceptions as indicated by student responses and regular

assessment strategies. Remediates, reteaches, or extends teaching to meet individual and/or group need.

*** Communicates clearly in writing and speaking, using precise language.

*** Understands and shows students the relevance of the subject to life-long learning. 2. The teacher uses appropriate instructional techniques.

*** Uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio-visual presentations, lecture, discussions and inquiry, practice and application; and the teaching of others.

*** Provides options for students to demonstrate standard and mastery of new material, including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios. *** Uses a variety of appropriate materials in order to reinforce and extend skills, accommodate

learning styles and match instructional objectives.

*** Causes students to become cognitively active in summarizing important learnings and integrating them with prior knowledge.

*** Demonstrates adequate knowledge of academic content of lessons and a working knowledge of current research on optimum means for learning a particular discipline.

3. The teacher uses appropriate questioning techniques.

*** Uses a variety of questioning techniques, including those which encourage and guide critical and independent thinking and development of ideas.

*** Presents information recognizing multiple points of view; encourages students to assess the accuracy of information presented.

4. The teacher evaluates, tries innovative approaches and refines instructional strategies, including the use of technologies, to increase student learning and confidence to learn.

*** Regularly tries innovative approaches to improve classroom instruction.

***Continually evaluates, tries innovative approaches and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence about learning. *** Assesses instructional strategies in authentic ways by comparing intended and actual learning

outcomes.

5. The teacher communicates learning goals and high standards and expectations to students.

*** Regularly communicates objectives or learning outcomes to the students.

*** Regularly provides feedback to students on their progress on goals and objectives.

*** Communicates standards, expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents.

*** Responds to students' answers and work so as to keep students open, thinking and willing to take risks and to persevere with challenging tasks.

*** Models the skill, attitudes, values and processes central to the subject being taught.

6. The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum.

*** Uses prompt feedback and student goal setting in order to increase student motivation and ownership of learning.

*** Develops and supports students' awareness of themselves as learners and their ability to overcome self-doubts associated with learning and take risks.

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*** Nurtures students' eagerness to do challenging work and provides incentive, interest, and support for students to take responsibility to complete such tasks successfully.

*** Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction.

*** Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values student work, study and inquiry.

*** Regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions.

*** Identifies students who are not meeting expectations and develops a plan that designates the teacher's and the student's responsibilities regarding learning.

*** Demonstrates attitudes of fairness, courtesy and respect that encourage students' active participation and commitment to learning.

*** Builds positive relationships with students and parents to enhance students' abilities to learn effectively.

*** Recognizes and responds appropriately when an individual student is having social and/or emotional difficulties which interfere with learning or participation in class.

III. Effective Management of Classroom Environment Assessments/Forms of Evidence

1. Three successful formal observations by college supervisor should document effective management. College supervisor should document how you handle transition times, classroom routines, and moving in and out of activities and in and out of the classroom. How do you transition children who are finished before the others or those who join the class late?

2. Educational Evaluation Case Study Write-up and Presentation.

3. Complete the checklists "During the First Weeks" and initialize as each topic is covered. 4. Take on complete responsibility for managing the classroom for two full weeks.

5. Use the videotape to document the strategies you used to manage the classroom. 6. Run "Morning Meetings" in your responsive classroom.

1. The teacher creates an environment that is positive for student learning and involvement.

*** Implements instructional opportunities where students are interacting with ideas, materials, teachers and one another.

*** Implements curriculum experiences in which students take increasing responsibility for their own learning.

*** Demonstrates an openness to student challenges about information and ideas. *** Uses classroom time and space to promote optimal learning.

*** Understands principles and patterns of child growth and development and uses this knowledge in working with students.

*** Establishes classroom procedures that maintain a high level of students' time-on-task and that ensure smooth transitions from one activity to another.

2. The teacher maintains appropriate standards of behavior, mutual respect and safety.

*** Maintains systematic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations.

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*** Maintains appropriate professional boundaries with students. *** Serves as a positive role model for students.

IV. Promotion of Equity and Appreciation of Diversity Assessments/Forms of Evidence

1. Attend/participate in a parent conference.

2. Make home visits with the supervising teacher if appropriate.

3. Do a case study of a student and support your write-up with a portfolio showing examples of the student's work (3 pages for write-up). Use (S)TAT if appropriate. 4. Supervising teacher's final report.

5. Make a videotape of one of your lessons and analyze it for examples of questions using Bloom's taxonomy. Use the videotape to show how you address gender and equity issues. Do a one-page write-up of your assessment.

1. The teacher strives to ensure equitable opportunities for student learning.

*** Provides opportunities to include all students in the full range of academic programs and activities and extra-curricular activities.

*** Addresses the need of diverse student populations by applying and adapting constitutional and statutory laws, state regulations and Board policies and guidelines.

2. The teacher demonstrates appreciation for and sensitivity to the diversity among individuals.

*** Demonstrates sensitivity to differences in abilities, modes of contribution and social and cultural backgrounds.

*** Develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body.

*** Functions effectively in a multi-lingual, multi-cultural and economically diverse society. V. Fulfillment of Professional Responsibilities

Assessments/Forms of Evidence

1. Ongoing daily journal using "Guide to Journal Writing" with suggested and required entries.

2. Weekly conferences recorded and logged with supervising teacher for at least one hour a week, before or after school.

3. Create a portfolio of your teaching experience and share it with the supervising teacher and the college supervisor.

4. Participate in three three-way conferences with the college supervisor and supervising teacher after each formal observation.

5. Participate in all professional development meetings, after/before school meetings, lunch/bus duty etc. as the supervising teacher and school principal advise.

1. A teacher is constructive and cooperative in interactions with parents and receptive to their contributions.

*** Keeps parents informed of students' progress and works with them, in culturally appropriate ways, to aid in the total development of the student.

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2. The teacher is aware of laws and regulations, works collaboratively, and shares responsibility for accomplishing the goals and priorities of his/her

grade/team/department, building and school district. *** Demonstrates knowledge of federal and state laws. *** Maintains professional boundaries with colleagues.

*** Works constructively with others to identify school problems and suggest possible solutions. *** Works collaboratively with other staff in planning and implementing interdisciplinary curriculum,

instruction and other school programs and shares expertise and new ideas with colleagues. *** Participates in student or school activities.

*** Cooperates with other teachers about students' overall work load. *** Has knowledge of services provided by other agencies.

3. The teacher is a reflective and continuous learner.

*** Reflects about and acts on what students need to know and be able to do and about what the teacher can do to foster learning.

*** Uses available resources to analyze, expand and refine professional knowledge and skills; resources can include professional organizations, academic course work, school-based staff, administrative and community resources and other colleagues.

*** Participates in activities that demonstrate a commitment to the teaching profession. *** Seeks out information in order to grow and improve as a professional.

*** Is receptive to suggestions for growth and improvement.

See the Miscellaneous Resources section of this handbook for additional evidence ideas for the Preservice Performance Assessment (PPA).

For further details related to Practicum Expectations, see the Practicum Seminar Syllabus and Guidelines for PPA.

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Springfield College

EDUC 463 Practicum Seminar Sample Course Syllabus I. Course Description

This course taken concurrently with a Student Teaching Practicum is designed to help students become reflective teachers by providing a forum for collaborative, critical inquiry based on their student teaching experience. The course offers opportunities and frameworks for thinking about and analyzing classroom situations, the teaching-learning process, classroom management, legal and ethical obligations, current issues in education, and professional goals and development.

II. Required Readings

2006 Job Search Handbook for Educators, 40th ed., American Association for Employment in

Education, Inc., Columbus, OH, www.aaee.org.

Appropriate edition of Springfield College Fieldwork Handbook

Assigned readings are listed in the course schedule. Additional readings and handouts will be distributed in class as appropriate.

III. Intended Learning Outcomes for Students

1. The student will engage in reflective thinking, writing, and conversations about his/her teaching practice. (class discussions, portfolio, case study, portfolio presentation, case study presentation, video lesson presentation)

2. The student will assess his/her role, behavior and performance in the classroom and school environment. (class discussions, portfolio, portfolio presentation, video lesson presentation) 3. The student will develop strategies for managing the classroom climate and operation that are

conducive to learning and appropriate to a range of learning activities (class discussions, written philosophy)

4. The student will construct knowledge of pedagogy and develop skills that will enhance his/her professional development including preparation, implementation, and evaluation of Individualized Education Programs (IEPs). (class presentations, unit development, case study, portfolio)

5. The student will participate in building a professional community by collaborating with colleagues to continuously improve instruction, assessment and student achievement. (class discussions, discussion leader, unit development, portfolio presentation, case study

presentation)

6. The student will develop the ability to articulate how and why he/she practices certain pedagogical techniques (portfolio presentation, mock interview, class discussions, video lesson presentation)

7. The student will demonstrate knowledge of basic theories of cognitive, social, physical, language, and emotional development in children and adolescents and how the theories apply to effective planning, instruction, and interaction in the school and classroom. (class

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8. The student teacher will understand his or her legal and moral responsibilities. (class discussion)

9. The student will maintain interest in current research and developments in the field of education. (class discussion, portfolio, portfolio presentation)

10. The student will develop a professional portfolio that reflects his/her teaching skills and philosophy. (portfolio)

IV. Course Assumptions

 Attendance: The course is designed to maximize learning through a sequence of reading assignments, discussion, and classroom simulations in tandem with the practicum

experience. As such, your attendance is imperative. If you are absent, you are

responsible for calling the course instructor and practicum supervisor in advance, turning in all assignments, and securing any handouts. Your attendance and subsequent

participation in class is taken into account in determining your class grade.

 Special Needs: If you have a documented physical, learning, or psychological disability on record with the Director of Student Support Services, you may be eligible for

reasonable accommodations to succeed in this course. It is your responsibility to request such accommodations in advance and to provide appropriate documentation to the Director of student Support services. Please let me know of your request as soon as possible, so that I can work with you and the director to arrange for reasonable accommodations.

 Academic Honesty and Integrity: This course will uphold the Springfield College’s policy on academic honesty and integrity as delineated in the College’s Undergraduate

Catalog. Students who engage in cheating or plagiarism place themselves in academic

jeopardy.

 Confidentiality Policy: As is stated in the Education Department handbook, “Fieldwork is a learning experience in which current teaching practices are both analyzed and digested. All discussions pertaining to classroom observations and teaching practices are

confidential… Fieldwork sites are clinical settings with binding confidentiality rules, including protection of anonymity of students and school personnel. Strict compliance with this policy is required of all students at all times.” You are not to name or identify any individual during any discussion in class.

V. Major Course Assignments

 Portfolio—Development of a professional portfolio will serve as documentation of your experiences as a practicum student. The portfolio is to accomplish two objectives and that is: (1) to serve as an employment portfolio; and (2) to serve as evidence of your having met the professional standards as expected by the Massachusetts State Department of Elementary and Secondary Education. Additional information as to the format for the portfolio will be discussed in class.

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leader will aid and guide students in their reflection of successes, failures, ideas for improvement, and other related topics. A schedule of discussion leaders will be developed in class.

 Education News—For one of the classes, you will come prepared to lead a 20-minute discussion on a current issue dealing with a critical educational topic. The student will be prepared to hand out materials as appropriate.

 Case Study Write-up—While in practicum, you will need to select a child as the subject of a case study. It is expected that the student’s educational history, current academic functioning, peer relationships, and classroom behaviors, will be summarized. Other information specific to family history and relationships with teachers may also be presented. The case study will also present your recommendations for any instructional and behavioral interventions as appropriate. Additional information as to the format for the case study will be discussed in class

 Case Study Presentation—You will be responsible to present the child who was the subject of your case study at a simulated meeting of your fellow teachers (IEP meeting; students assistance team meeting, etc.) As part of the presentation, you will be expected to respond to questions about the child as well as provide your recommendations as to the child’s educational program.

 Video Lesson Presentation—Working in small groups, you will present approximately a ten-minute segment from a lesson you have videotaped of your teaching. As part of the presentation, you will be expected to discuss your objective in, and your assessment of, the lesson video segment. Members of your group will be expected to provide

constructive criticism of your performance.  Grading:

Assignment Due Date Weight

Class Participation 10

Written Response Assignments TBA 10

(resume, philosophy of education statement)

Discussion Leader TBA 15

Education News TBA 5

(Classroom reflections/Education News)

Written Case Study TBA 10

Case Study Presentation TBA 10

Lesson Video Presentation TBA 10

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VI. Course Schedule

Week 1 Introduction to Seminar Course Procedures/ The Portfolio/The Case Study

Assignments: Begin observations of students and teachers using anecdotal

records and lesson observation form; Complete first week checklist; Begin assembling student teaching notebook (lesson plans, handouts, notes, assessments/observations)

Read: Gates, R. (1999) Questions Every Teacher Should Answer, Classroom

Leadership, 1-3

Week 2 Discussion Leader:

First Impressions of Teaching Placements

Building Positive Relationships in Your School and Classroom The Politics of Change

Read: Moffat, C.W. and Moffat, T.L. (2003) Chapter 8-Political awareness for

the successful professional educator. Handbook for the Beginning

Teacher: An Educator’s Companion. Boston: Allyn and Bacon.

Kersten, T.A. (2005) Unions/teacher associations: What beginning teachers need to know. 2006 Job Search Handbook for Educators, 40th

ed., pp 39-40.

Week 3 Discussion Leader:

Education News:

Classroom Organization

Assignment: Identify child for case study. Begin gathering information about

child for your case study.

Read: Moffat, C.W. and Moffat, T.L. (2003) Chapter 7—Grading and

measurement techniques for teacher effectiveness. Pages 71-78

Handbook for the Beginning Teacher: An Educator’s Companion.

Boston: Allyn and Bacon.

Due: Completed Classroom Observation Form Week 4 Discussion Leader:

Education News:

Student Diversity and Expectations in the Classroom Resume Review

Assignment: Revise resume to bring to next class to share with peers (add

current placement(s) information; provide a copy to the instructor

Read: Kocur-Macintyre, L. (2005) Top 10 tips for getting your dream teaching

job. 2006 Job Search Handbook for Educators, 40th

ed., pp 3-4.

Gallagher, J. (2005) Developing your teaching resume. 2006 Job Search

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Week 5 Discussion Leader: Education News: No Child Left Behind

Read: Kronser, J. (2005) What you need to know about “No Child Left Behind.”

2006 Job Search Handbook for Educators, 40th ed., pp. 11.

Kim, J. and Sunderman, G.L. (2003) The No Child Left Behind Act of 2001: Implementation Challenges for Federal and State Policy Makers.

AACTE Policy Perspectives, 3(5), 1-6.

Due: Resume Week 6 Discussion Leader:

Education News:

Discipline in Perspective/Classroom Management

Read: Taylor, J.A. & Baker, Jr., R.A. (2002) Discipline and the Special

Education Student. Educational Leadership, January, 2002.

Week 7 Discussion Leader: Education News:

Special Education Issues for the Classroom Teacher/504 Legal Issues for Teachers

Guest Speaker: Maureen Burke

Read: Yell, M. L. (1997) Teacher Liability for Student Injury and Misconduct.

Beyond Behavior, 8, 4-9.

Developing a Philosophy of Education

Due: Case Study

Read: Philosophy of Teaching statements—“Let the Brainstorming Begin!”

Source: TiPPS (Teacher Portfolio Preparation Series) http://www.lll.hawaii.edu/sltcc/tipps/pottipps.pdf

Midpoint Reminder--Seminar with Dr. Linda Davis-Delano; 9:00 a.m.-3:00 p.m. Week 9 (attendance is mandatory for everyone)

Week 10 Discussion Leader: Education News:

Developing Positive Teacher/Parent Relationships

Case Study Presentations (3)

Due: Philosophy of education statement

Read: Schwebel, D.C., Schwebel, B.L., & Schwebel, C.R. (2002) Chapter 6,

Building a good relationship with your school’s parents, principal, faculty, and staff. The Student Teacher’s Handbook, 4th

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Progress check/Formative evaluation; Evidence Binder and Presentation Portfolio (Bring both to class.)

Case Study Presentations (3) Week 12 Discussion Leader:

Education News:

Preparing for the Job Interview

Guest Speaker: Margaret Downing, Assistant Director, Career Services Interview Simulations

Read: Shelton, J. (2005) Power in the details: Tips for successful interviews.

2006 Job Search Handbook for Educators, 40th ed., pp.32-33.

Overton-Healy, J. (2005) The telephone interview: Your new job is calling. 2006 Job Search Handbook for Educators, 40th ed., p.33. ---(2005) Interview questions to answer and ask. 2006 Job Search

Handbook for Educators, 40th ed., p. 34.

Case Study Presentations (3) Week 13 Discussion Leader:

Education News:

Case Study Presentations (3)

Lesson Video Presentations (3 groups each seeing 1 video) Week 14 Discussion Leader:

Education News:

Lesson Video Presentations (3 groups each seeing 3 videos)

Week 15 Presentation of Portfolios/Interviews

Celebration Dinner

Final Reminder—Final Seminar with Dr. Linda Davis-Delano; 9:00 a.m.-3:00 p.m. (attendance is mandatory for everyone)

Note: Given the nature of a seminar associated with a practicum experience, this syllabus may change or be amended during the semester to meet the needs of the students and the class.

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Section II

Practicum

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SUPERVISORS’ RESPONSIBILITIES

Supervising Practitioner

The supervising practitioner is the most significant person in the professional life of the

practicum student. The practitioner serves as a role model and mentor for the student and helps the student to navigate and benefit from the inevitable trials and tribulations associated with the teacher role. Because of the intensity and primacy of the relationship between the practicum student and the supervising practitioner, both are urged to create and maintain channels of open and honest communication with each other and with the college supervisor.

The responsibilities of the supervising practitioner include the following:

1. Assist the student in “learning the ropes” at the school. Such things as names of school administrators, layout of the facility, general policies and procedures, etc., are second nature to the practitioner, but mysteries to the student.

2. See the detailed checklist of things to cover in the last section of this handbook.

3. Review the list of “Common Weaknesses” at the end of this section and help the student improve in these areas.

4. Develop a schedule for the student. The schedule should allow the student to observe and assist in classes early in the practicum experience and to gradually assume more of the responsibilities associated with the role of the teacher, including teaching entire lessons, units and eventually taking on all of the responsibilities of a full-time teacher.

5. Provide continuous feedback and evaluation to the student as to his/her progress during the practicum. Comments may be made in written and oral form. The practitioner is asked to review the student’s lesson and unit plans and to discuss with the student the design and implementation of these plans. It is most desirable for the practitioner to complete the

Practicum Observation Form once a week as a means of providing concrete written feedback to the student on his/her performance.

6. Consult regularly with the college supervisor about the performance and progress of the practicum student. In the event he/she is not making satisfactory progress and/or there are major concerns/issues, collaborate with the college supervisor to fill out the Springfield College “Intervention Form.” A copy of this form is included in this handbook.

7. Sign the practicum report (page 1 of the Preservice Performance Assessment) on each visit by the college supervisor. On the last visit, indicate whether the student meets all of the

Massachusetts licensure standards. A copy of the practicum report is included in this handbook.

8. Complete both Midterm Evaluation Forms for the midterm conference (use observations, the evidence found on the student’s draft Preservice Performance Assessment (PPA), the PPA rubric and the DESE Guidelines for Completing the PPA found in this handbook, as a basis

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observation forms to the student, one copy to the college supervisor, and keep one copy for his/her own records. The contents of the observations, midterm and draft PPA should be discussed with the student and the supervisor at the 3-way midterm conference.

9. For the final evaluation, review all of the evidence listed by the student on the Preservice Performance Assessment (PPA). Check the student’s evidence binder for supporting documents. Collaborate with the college supervisor to verify, add and/or subtract evidence from the PPA. Review the ratings and all written comments on the PPA. Suggest additions and/or changes to the college supervisor. Sign the PPA and the Practicum Report in all places. The contents of the PPA should be discussed with the student and the supervisor at the final 3-way conference. A copy of the PPA will be kept in the student’s file.

[Note: Samples of all forms can be found in this handbook.]

10. Assist the college supervisor in determining a grade for the practicum student’s ability to teach (60% of final grade). [Note: The college supervisor grades all written work (40% of final grade) and is responsible for determining the final practicum grade.]

11. In cases where the supervising practitioner and the college supervisor are unable to agree whether the practicum student meets the five Massachusetts licensure standards, the Director of Educator Preparation & Licensure will serve as mediator to resolve these differences.

College Supervisor

The college supervisor also serves as a mentor to the practicum student. The following is a list of the college supervisor’s responsibilities. [Note: See last section of this handbook for additional resources including a “College Supervisor Checklist – Things to Cover with Student Teachers”.] 1. Go to the practicum site for a brief visit early on in the first week or so. During the first visit

introduce yourself to the building principal, then meet with the supervising practitioner, present him/her with your home and office telephone numbers and email address, review his/her role in working with one of our students, provide an overview of the practicum

evaluation system, and answer any questions he/she may have. [Note: When visiting a school, a professional appearance is a must.]

2. Visit the student at each practicum site a minimum of three times. It is recommended that the college supervisor observe two classes and stay for one free period. During each visit the college supervisor should complete at least one Practicum Observation Form and discuss what was observed, with the student and the supervising practitioner at the same time. It is best to have 3-way meetings so everyone hears the same thing.

3. Consult regularly with the supervising practitioner by phone or email about the performance and progress of the practicum student. The supervisor should review the contents of all observation reports and discuss with the practitioner as appropriate.

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4. Notify the Director of Educator Preparation if there are any problems, concerns, or issues with the site, the student teacher or the supervising practitioner. Use the Intervention Warning form if necessary. A copy of this form is included in this handbook.

5. Review journals daily. Provide feedback on a regular basis, every day if possible. The feedback does not need to be extensive.

6. Review lessons, lesson reflections, unit plans and other written handouts, tests, etc. It is recommended that students attach the first few lesson plans that they write to their journal entries so college supervisors can review on a timely basis. All written materials must be filed in the student teacher’s evidence binder and stored electronically.

7. Answer questions about all written assignments. Remind the student teacher to get videotaped. Help with the presentation portfolio.

8. Assess all written work (e.g., journals, unit plan, evidence binder, portfolio), provide timely feedback, discuss the quality of the work and determine a grade.

9. Meet with the student alone or as a member of a small group to discuss the practicum

experience. These meetings may occur as part of the regularly scheduled practicum meetings and seminars held on campus or in conjunction with site visits.

10. Review the list of “Common Weaknesses” that follows, and help the student improve in these areas.

11. Complete the Midterm Evaluation Form for the midterm conference (use observations, the evidence found on the student’s draft Preservice Performance Assessment (PPA), the PPA rubric and the DESE Guidelines for Completing the PPA found in this handbook, as a basis for the midterm evaluation). The college supervisor should provide one copy of the midterm and all observation forms to the student, one copy to the supervising practitioner, and keep one copy for his/her own records. The contents of the observations, midterm and draft PPA should be discussed with the student and the practitioner at the 3-way midterm conference. 12. At midterm time, fill out an Intervention Warning form if there is any chance the student

teacher may not be able to meet all state professional standards for teachers and is at risk of not being recommended for licensure.

13. For the final evaluation, be responsible for completing the Preservice Performance

Assessment (PPA). Review all of the evidence listed by the student on the PPA. Check the student’s evidence binder for supporting documents. Consult with the supervising

practitioner to verify, add and/or subtract evidence from the PPA. Work with the supervising practitioner to fill in a rating, write comments for each standard and complete the “Summary Comments.” Submit a copy of the final PPA to the supervising practitioner prior to final 3-way conference (send via email if possible). The contents of the PPA should be discussed with the student and the supervisor at the final 3-way conference. The college supervisor is

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Educator Preparation Office at the end of each practicum experience. [Please double check to make sure the PPA is signed in all places.] A copy of the PPA will be kept in the student’s file. [Note: Samples of all forms can be found in this handbook.]

14. Sign page one of the Preservice Performance Assessment, the Practicum Report, on each official visit. For more information review “Things to Remember - Practicum

Report/Preservice Performance Assessment” included in this handbook. On the last visit, indicate whether the student meets each of the Massachusetts teacher licensure standards by completing and signing each page of the PPA and signing off on the practicum report. The college supervisor is responsible for submitting the signed PPA (which includes the

practicum report) to the Educator Preparation Office at the end of each practicum experience.

[Please double check to make sure page one of the PPA, the practicum report, is signed in all places and that all pages of the PPA are signed.]

15. After consultation with the supervising practitioner, determine the appropriate letter grade for daily teaching/instructional performance (60% of final grade). Then determine the grade for all written assignments (40 %) and calculate the final practicum grade. Submit the final grade to the appropriate person in the Education Department.

16. Submit mileage and toll receipts to the Office of Educator Preparation & Licensure at the end of each month. Record all information on the correct travel expense reimbursement forms.

COMMON WEAKNESSES:

1. Poor planning, e.g., lack of detail in lesson plans, lesson plans not reviewed with supervising practitioner in advance.

2. Failure to keep a proper evidence binder. 3. Lack of awareness of the entire classroom.

4. Weak assessment of student learning, often no plan for evaluation/assessment. 5. If relying on “observation” to assess student learning, often no criteria have been

delineated to guide this subjective evaluation.

6. Lack of specific feedback (Why was it a “good try?”).

7. Little or no adjustment made for differences, e.g., in ability, age, experience, language. 8. Lack of sensitivity to diversity/social justice issues, e.g., racism, religious oppression,

and heterosexism.

9. Unaware that it is inappropriate to have different expectations for boys and girls. 10. Unable to adjust lessons from one class to the next; has trouble being a REFLECTIVE

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PRACTICUM STUDENT REQUIREMENTS

The position of the practicum student is a particularly sensitive one, as the student is expected to fulfill the role of college student and the role of teacher. The student is, therefore, urged to read and review all material in this handbook in order to ensure adherence to college policies and procedures, fulfillment of state requirements for teacher licensure, knowledge of expectations held for the student by the college and its agents, and awareness of how the degree to which the student meets these expectations will be determined. Some of the items in the handbook are also specifically intended to encourage the student to become familiar with the policies and

procedures at the practicum site, particularly those of the supervising practitioner. [Note: See the last section of this handbook for additional resources.]

I. Teaching Requirements

A. By the close of the student teaching experience, the student teacher will have demonstrated competence in the planning and delivery of instruction, assessment of students, classroom management and professionalism. More specifically, the student teacher must provide evidence for each of the professional standards required by the state. (See “Preservice Performance Assessment Form.”)

B. The student teacher will plan lessons and units which are appropriate to the interests, needs, and experience of the pupils and to the goals of the school curriculum. Plans should provide for maximum participation, use of available materials/equipment, and utilization of instructional personnel/resources.

C. Attention should be given to the development of specific objectives which reinforce the goals of the unit, build on prior knowledge, address different learning styles and meet the needs of diverse learners.

D. A written plan will be developed for each different lesson to be taught by the student teacher and for each unit of instruction for which the student teacher has major

responsibility. The student teacher is expected to submit these plans to the supervising practitioner for comment prior to implementation.

E. The student teacher will develop plans by using a variety of resources and in a manner that demonstrates dynamic interest and involvement. The student teacher will evaluate each lesson as it transpires and will make adjustments to objectives and teaching methods as appropriate.

F. The student teacher will evaluate his/her performance and the performance of the pupils during and after the lesson. Written comments regarding the lesson, and suggestions for improvement or changes for subsequent lessons, are to be made by the student teacher on the Lesson Plan Form in the reflection column (if one exists, otherwise on a separate sheet of paper). Verbal and written comments should be solicited from the supervising practitioner.

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G. During the lesson, the student teacher will ensure that learners receive timely, correct, and frequent knowledge of results and specific feedback.

H. In cases in which the student teacher is responsible for selection/creation and

administration of tests/assessments, the student teacher will select/create assessments that are valid and reliable, will ensure that the testing environment permits accurate results, and will grade tests fairly and promptly.

I. The student teacher will perform educational management functions efficiently and effectively. Such functions as recording attendance, forming and moving small groups, setting up and moving materials/equipment, will be done with a minimum of time and error.

J. In cases in which supervision of pupils is involved, such as the bus, lunch room, and recess supervision, the student teacher will adhere strictly to department and school policies.

K. Additionally, in instances in which disciplinary action against pupils is warranted, the student teacher will adhere to department and school policies and to commonly accepted professional practice. The student teacher will attempt to avoid discipline problems by careful planning and execution of lessons, by consistency in policy enforcement, and by judicious use of motivation and reinforcement techniques.

L. Crisis prevention and procedures

1. Always exercise care when driving to and from your fieldwork site. In the event of an accident, follow all standard procedures for reporting the accident and getting help for injured parties. As soon as possible, call your supervising practitioner, college

supervisor and the Office of Educator Preparation & Licensure, to notify them of the accident.

2. Follow all of the practices and procedures learned in your classes regarding, classroom management, violence prevention and safety issues.

3. Teach developmentally appropriate lessons and make curricular content relevant to the experience of students from diverse racial, socioeconomic, linguistic and cultural backgrounds. Deal with all students equitably and responsibly.

4. Conduct yourself in a professional manner. Maintain a professional relationship with your students at all times.

5. Discuss all concerns and safety issues with your supervising practitioner and/or college supervisor. For example, one of your students may be difficult to control. You are concerned that he/she will get injured. Discuss this individual with your

supervising practitioner and/or college supervisor to develop strategies for dealing with this student in order to prevent a mishap from occurring.

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II. Written Work

Complete descriptions of written assignments for practicum may be found in a succeeding portion of this section of the handbook. Written work includes:

Teaching Schedule, Time Record Daily Journal

Evidence Binder

Educational Evaluation Case Study Lesson Plans with Notes/Reflections Unit Plans, All handouts and assessments Videotape

Presentation Portfolio

Draft Preservice Performance Assessment (PPA) completed prior to midterm Complete Midterm Evaluation Form

Final PPA with all evidence properly cited

Refer to the detailed calendar with specific deadlines that you will receive the first day of your practicum.

III. Professional Responsibilities A. Attendance and Punctuality

1. Except in cases of serious illness and approved excused absence, the student teacher will attend every school activity for which he/she is professionally obligated. This includes professional development workshops and other teacher meetings.

2. The student teacher will personally contact the supervising practitioner, the Director of Educator Preparation & Licensure, and the college supervisor to obtain permission in advance for absences.

3. The single exception to this is a one-day illness, for which permission obviously cannot be obtained, but for which four phone calls giving immediate notice must be made.

School #:

Supervising practitioner home #: College supervisor home #:

office #: Office of Educator Preparation & Licensure: (413) 748-3155

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4. The student teacher will be punctual for all professional obligations and will be in attendance throughout the function. This includes such items as daily arrival at school on or before the time specified for regular teaching personnel, departure from school at or after said time, prompt arrival at and full participation in student teaching and school meetings, and prompt and complete attendance at extra-curricular functions, etc.

5. Permission must be granted by the supervising practitioner for late arrival/early dismissal and the college supervisor and Office of Educator Preparation & Licensure must be notified.

B. Appearance

The student teacher will dress professionally at all times. The student teacher will also adhere to any additional requirements set by the supervising practitioner or by a school administrator. It is the obligation of the student teacher to obtain this information.

GRADING CRITERIA

Your letter grade will be determined by your college supervisor in consultation with your supervising practitioner. You will be graded on your performance in the following categories: [Note: The grading criteria for the Special Education practicum will be modified as appropriate.] Teaching/Instructional Performance (PPA) 60%

Written Work 40%

a. Lesson Plans and Notes 10%

b. Daily Journal 10%

c. Video 10%

d. Unit Plan 10%

Total: 100%

Please note that the grade on your PPA only reflects your teaching grade (60% of final grade). Your final grade will appear on your transcript.

Students are expected to meet all professional responsibilities of attendance, punctuality,

appearance and professional relationships. Failure to fulfill these traditionally expected standards will have a negative impact on your grade. Graduate Students: Failure to attend all seminar

sessions will result in a reduction of your practicum grade up to but not to exceed one full letter grade (e.g., A → B).

[Note to College Supervisors: Submit the final grade(s) to the appropriate person in the Education Department.]

Fieldwork Handbook INITIAL LICENSE

Early Childhood Teacher, PreK-2

Elementary Teacher, 1-6

Special Education*, PreK-8, 5-12

*Leading to Teacher of Students with Moderate Disabilities License

Fieldwork Handbook

INITIAL LICENSE

PEOPLE TO KNOW

Education Department: Locklin Hall, 3

Floor

Educator Preparation Office: Administration Building, 2

Floor

Early Childhood, Elementary, Special Education Fieldwork Handbook

Table of Contents

Introduction

Description of Pre-Practicum

Section I

Syllabi

Description of Practicum Experiences

Performance Objectives and Assessments for Early Childhood, Elementary

and Teacher of Students with Moderate Disabilities Practica

EDUC 468/668, 466/667, 467/669, 461/662

Section II

Practicum

**Special Education*, PreK-8, 5-12**