Department of Special Education, School of Education

Course Description:

This practicum /student teaching supervision and seminar are intended to provide you with supported teaching experience, to expand your practical knowledge, develop your instructional skills, and increase your responsiveness to students with special learning needs.

Specific Course Objectives: Students will--

• Develop knowledge about the learners in their classrooms

• Develop knowledge about the subject matter they teach

• Acquire and/or refine skills in planning for students’ needs

• Acquire and/or refine skills in teaching

• Acquire and/or refine in assessment

• Acquire and/or refine the development of a caring learning environment

• Gain confidence in, and respect for, working with various types of learners

• Further their dedication to teaching

• Further their commitment to professionalism

 

CONCEPTUAL FRAMEWORK - Hunter College School Of Education

Within the larger sphere of New York City’s urban context, Hunter’s School of Education is guided by “four spheres of endeavor that overlap and influence each other. Ideally these spheres merge at the core and result in the empowerment of children and youth, teacher candidates, allied professionals, school community and parent partners, and Hunter College faculty. The four spheres serve to focus the diverse specializations of our many programs and provide increased coherence within this diversity.” While learning and leading in an urban context, The School of Education at Hunter College commits itself to:

• Developing knowledge skills and dispositions

• Engendering professionalism

• Building a caring learning community and culture

• Advocating for social justice

10 National Special Education Standards / Standards from the Council for Exceptional Children

Standard 1: Foundations

Standard 2: Development and Characteristics of Learners*

Standard 3: Individual Learning Differences*

Standard 4: Instructional Strategies*

Standard 5: Learning Environments and Social Interactions*

Standard 6: Language

Standard 7: instructional Planning*

Standard 8: Assessment*

Standard 9: Professional and Ethical Practice*

Standard 10: Collaboration*

*lndicates those standards on which data is collected in this course

SUPERVISORY OBSERVATIONS & CONFERENCING

Your supervisor observes you at least two times with each observation followed by a conference at your site or at Hunter.

Prior to the observation, you provide the lesson plan(s) for the day, incorporating reflections of your thinking and planning (to be submitted to your supervisor as an e-mail attachment the day before--at latest by 5:00 PM). This allows the practicum supervisor to maximize his/her preparation. The format of your plans is not of great importance; what is crucial is for the planning behind them — and that planning is visible in your teaching Therefore, write out your plans. Rather, concentrate your energy on actually planning (envisioning, preparing materials, rehearsing, and thinking through) the lesson. Most crucial is clarifying what you will teach, and working out in detail how (mentally walking through each subpart).

As part of your active processing of the whole experience, you prepare notes about how you experienced the lesson and bring them to your supervisory conference. In addition, you take notes during the conference and write those up as well (for details see written assignments part of this syllabus)

ACADEMIC HONESTY

Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgement of the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the ideas, terms statements, or knowledge of others if the source is clearly and specifically acknowledged. Students who consult such critical material and wish to include some of the insights, terms or statements encountered must provide full citations in an appropriate form. (p. 12 of the graduate catalog; p. 49 of the undergraduate catalog)

ACCESS & ACCOMMODATIONS for Students with Disabilities

We recommend that all HC students with disabilities explore the support services and register with the Office For Access & Accommodations. HC students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational access and accommodations. For information and assistance, contact the Office For Access & Accommodations in Room El 124 or call (212 772-4857 or TTY (212) 650-3230.

EXPECTATIONS for WRITTEN PROFICIENCY

Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://rwc.hunter.cuny.edu  In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in honing their writing skills. In either case, please stop by room 1000W for information and dates of workshops.

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