Clinical Field Experience A: Planning For Instruction

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Co-teaching is a common practice in today’s schools. Most special educators will spend at least part of their careers teaching collaboratively within general education, inclusive classroom settings. Understanding the expectations of a co-teacher will help special educators meet the students’ needs and create partnerships within the school community.

Arrange the clinical field experience for this course in a K-12 inclusive setting where you will be monitored by a certified teacher mentor.

Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments.

Allocate at least 4.5 hours in the field to support this field experience.

Part 1: Teacher Interview

Meet with a certified special educator who co-teaches in an inclusive classroom at a school of your choice; ideally the school is at the grade range in which you would like to teach (e.g., elementary, middle, secondary). Co-teaching in this instance would include a special education teacher working with a general education teacher, paraeducator, instructional assistant, or related services professional/support staff.

Prior to observing the teacher, ask the following questions:

How often do you meet with your co-teacher for planning purposes and collaboration? Do you share a planning period or meet outside of school hours? What partnership arrangement did you make with your co-teacher before you began your co-teaching relationship? Did you choose the colleague you work with, or was this teaching arrangement assigned to you without your input? How did you prepare for being a co-teacher? Do you enjoy it? Why or why not? What challenges should all special educators be prepared to overcome in inclusive co-teaching classrooms? What are the benefits of a co-teaching relationship? What have your personal experiences as a co-teacher shown you related to student success? Part 2: Observation

After your conversation with the teacher, spend the remainder of your field experience hours observing and assisting the mentor teacher as he or she teaches, assesses students, and plans for future lessons. Keep notes on the co-teacher’s role in the classroom as well as the professional relationship between the two teachers.

Use any remaining field experience hours to assist the mentor in providing instruction and support to the class.

 

 

In a 250-500 word reflection, discuss the following.

Summarize your observations and conversation, citing specific things you noted. Reflect upon what you thought you might see and what you actually saw. Explain how your field experience changed your views about the role of a co-teacher in an inclusive classroom. Describe any challenges and successes you noted. Compare your observations to what research has shown about important elements of co-teaching relationships. Explain how you will use your findings related to co-teaching in the inclusive classroom in your future professional practice. Support your findings with a minimum of three scholarly resources.

APA format is required, and solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Resource Teacher Know-How

Topic 2 Participation SPD-550 Topic 2 DQ 2

Lesson Plan For English Language Learners

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Creating lesson plans that align the English Language Proficiency (ELP) Standards and content standards is a requirement of educators who have English language learners in their classrooms. Among the most important aspects of English language development are the integration of language instruction and practice across the content areas, which includes differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.

Part 1: Lesson Plan

For this assignment, create a lesson plan for integrated English language development (ELD) instruction that integrates ELLs’ cultural values and beliefs. Using the “COE Lesson Plan Template,” address the following:

  • Select the grade level, a content area standard, and at least one of the 10 Arizona English Language Proficiency (ELP) standards that supports the lesson.
  • Complete all sections of the lesson plan template, focusing specifically on aligning objectives, instruction, and assessments to the content area academic and ELP standards selected.
  •  Include both the content area academic and ELP standards within the “National/State Learning Standards” section of the template.
  • Differentiation should address ELLs’ language differences, giftedness, and special education needs.
  • attachment

    coe-lesson-plan-template.docx

Defend the importance of fostering a classroom environment free of Teacher Bias,

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ECE Leadership Innovation and Social Justice in Early Childhood Education

The Summative Part II: Social Justice Presentation final project

Introduction:

Identify the purpose of your presentation Teacher Bias in Early Childhood Education-Black Males

Social Justice: 

Defend the importance of fostering a classroom environment free of Teacher Bias, equity pedagogies, and culturally relevant teaching in early childhood settings.

Support your argument with content and examples from the research and literature you have examined in this course. Remember your audience, avoid an overreliance on direct quotes in favor of paraphrasing information from your sources

Provide a contextual example for your audience to understand ways this concept could be integrated into your organization/environment. Offer techniques teachers can use to eliminate teacher bias and stereotyping of black male students.

Connection to Professional Responsibilities:

Defend how innovative leadership, social justice, and 21st century learning are tied to professionalism in the field of Early Childhood Education.

Mission Moving Forward:

Share your personal DEI-Diversity Equity & Inclusion statement

IT IS OK TO USE THESE REFERENCES:

Lee, S., Adair, J., Payne, K., & Barry, D. (2021). Revisioning Fairness as Social Justice in Early Childhood Education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01233-x

Clark, M. (2019). Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator. Early Childhood Education Journal, 47(2), 153-162. https://doi.org/10.1007/s10643-018-0904-z

Armstrong, A. (2019, June 4). Bias starts as early as preschool but can be unlearned. Edutopia. Retrieved March 9, 2022, from https://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned

Gilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions? Yale University, Child Study Center. https://medicine.yale.edu/childstudy/zigler/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_5379_v1.pdf

Turner, C. (2016, September 28). Bias isn’t just a police problem, it’s a preschool problem. NPR. Retrieved March 9, 2022, from https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem

Supersessionism

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Supersessionism aka Supercessionism aka Replacement Theology

Listen to Rabbi Jack Zimmerman’s exposition and refutation of Supersessionism (aka Supercessionism aka Replacement Theology). Replacement Theology in 6 Minutes by Messianic Rabbi Jack Zimmerman:

a-Explain Supersessionism in your own words. (Notice that Romans 9 – 11 are key biblical chapters when considering this huge issue.)

b-Explain what Rabbi Zimmerman (and many others) claims is erroneous about Supersessionism.

c-Concisely, state your own belief about Supersessionism. Explain the reasons that buttress your belief. (You do not have to agree with either Rabbi Zimmerman or Professor Masters in order to achieve a fair grade.)