1
Developed by
Nancy Brown
and
Kyle Higgins, Ph.D.
Department of Special Education
University of Nevada, Las Vegas
4505 Maryland Parkway, Box 453014
Las Vegas, Nevada 89154-3014
Phone (702) 895-3205 Fax (702) 895-0984
2
EDSP 487
Pre-Student Teaching in Special Education
INTRODUCTION
The purpose of Pre-Student Teaching is to introduce the student to the profession of teaching in a supportive and
professional manner. In Pre-Student Teaching the student has the opportunity to experience teaching and the
responsibilities that it entails under the direct guidance of the Cooperating Teacher and the University Supervisor. The
support and constructive feedback provided the Pre-Student Teacher by these professional mentors are invaluable to this
experience. The enthusiasm, interest, and energy of the Pre-Student Teacher make a critical contribution to this process.
Pre-Student Teaching is designed to begin the life-long professional development and growth of a teacher -- to this end
it is designed to be a proactive process.
Terms
Pre-Student Teacher: A student who is majoring in Special Education at the University of Nevada, Las Vegas,
and who has completed a minimum of 21 hours of coursework in Special Education including EDU 203, EDSP
441 (ESP 421), EDSP 481 (ESP 456), EDSP 423 (ESP 468), EDSP 462 (ESP 472), EDSP 453 (ESP 477), EDSP
415 (ESP 464), EDRL 471 (ICG 462), EDRL 437 (ICG 455), EDSP 464 (ESP 478), and EPY 303.
In addition, the student is enrolled in EDSP 466 (ESP 487 Group Methods for Students with Disabilities) while
pre-student teaching and attends EDSP 488 Pre-student teaching Seminar.
Cooperating Teacher: An instructor in the Clark County School District with a minimum of two to three years
experience in Special or General Education.
University Supervisor: An instructor at UNLV with experience in student teaching supervision; this individual
monitors, observes and provides feedback to the Pre-Student Teacher.
Coordinator of Pre-Student Teaching: Faculty in the College of Education responsible for overall coordination of
Pre-Student Teaching.
Implementation
The student spends twelve (12) weeks in a Special Education classroom at an approved placement and three (3)
weeks in a General Education Classroom.
The experience requires a daily two-hour block of time in the classroom over the course of the semester. The
two-hour block of time is to be consistent (e.g., during the same time period each day). This time block involves
quality instruction time for students. It should not overlap with breaks or lunches. If possible, the time should be
in the morning. Any tardiness or absences are reported the same day to the University Supervisor and must be
made up at the end of the experience.
The student is not a paraprofessional, but an individual in the process of professional preparation under the
guidance of a recognized professional educator. Because of the importance of quality professional preparation
and insurance regulations, the student cannot be left unsupervised at any time.
3
Observation and Evaluation
Observations of the Pre-Student Teacher are made by the Cooperating Teacher and the University Supervisor. It is
recommended that the Cooperating Teacher complete three formal observations prior to the mid-term and three
more formal observations prior to the final using the University Field Experience Observation forms. These forms
are designed to provide constructive feedback to the student. The Cooperating Teacher should also observe the Pre-
Student teacher weekly providing feedback using the Weekly Supervised Teaching Report on the weeks formal
observations are not being completed.
The University Supervisor will complete two formal observations prior to mid-term and two formal observations
prior to the final. After a formal observation, the University Supervisor meets with the Pre-Student Teacher and the
Cooperating Teacher to review the observations and discuss the progress of the Pre-Student Teacher. Copies of the
observations are distributed to the student and the Coordinator of Field Experiences. Both the Cooperating Teacher and
the University Supervisor will each complete a mid-term and a final evaluation assigning a letter grade that the Pre-
Student Teacher has earned.
Midterm and Final Report The midterm and final report are each filled out by the Cooperating Teacher and
the University Supervisor. These two assessments are used in determining the final grade for pre-student teaching.
Weekly Progress Report The Weekly Progress Report is completed on a weekly basis by the Cooperating
Teacher and reviewed by the University Supervisor each visit. This report is shared with the Pre-Student Teacher and
evaluates the week-by-week progress of the Pre-Student Teacher. This report is also filled out by the General Education
teacher during the General Education Phase of the semester.
Student Teacher's Weekly Progress Summary The Student Teacher's Weekly Progress Summary is
completed by the Pre-Student Teacher on a weekly basis as a form of self-evaluation. These should be shared with and
signed by the Cooperating Teacher and the University Supervisor.
Final Grade The final grade in Pre-Student teaching is determined by the University Supervisor in conjunction
with the Cooperating Teacher. The final grade takes into consideration the Weekly Progress Reports and the Field
Experience Observation forms and the midterm and final reports completed by the Cooperating Teacher and the
University Supervisor. Attendance at the pre-student teaching site is considered when the final grade is calculated.
Advancement to Student Teaching. Students must earn a B or higher in EDSP 487, Pre-Student
Teaching, EDSP 488 Pre-Student Teaching Seminar and EDSP 466, Group Teaching Methods to be advanced to
Student Teaching.
Responsibilities of Cooperating Teacher
1. To be present in the classroom during the time the Pre-Student Teacher is in attendance. Due to insurance
regulations, the Pre-Student Teacher is not to be left unsupervised in the classroom.
2. To provide support and guidance for the Pre-Student Teacher at all times. This involves daily feedback and
weekly written observations.
3. To act as a model for the Pre-Student Teacher.
4
4. Complete three formal observations prior to the mid-term and three more formal observations prior to the
final using the University Field Experience Observation forms.
5. Observe the Pre-Student teacher weekly providing feedback using the Weekly Supervised Teaching Report
on the weeks formal observations are not being completed.
6. Conduct weekly conferences in which the student teacher’s performance is reviewed and evaluated. These
meetings are designed to facilitate the professional growth and development of the Pre-Student Teacher.
7. Complete the written, mid-term evaluation. Discuss the evaluation with the Pre-Student teacher and the
University supervisor and provide the Pre-Student Teacher with a copy of the evaluation.
8. To include the Pre-Student Teacher in MDT and IEP meetings, if possible.
9. Obtain a General Education placement for the Pre-Student Teacher. This placement occurs during the last
three weeks that the Pre-Student Teacher is at the school. The Supervising Teacher should make sure that
the General Education teacher knows the responsibilities and role of the Pre-Student Teacher and that the
Pre-Student Teacher is not to be left alone in the classroom.
10. Complete final evaluation. Have ready for final meeting with University Supervisor.
Requirements and Responsibilities of Pre-Student Teacher
1. Contact host school to arrange an interview with the Principal, Vice Principal, or administrator responsible
for pre-student teaching assignments. At that interview, the Pre-Student Teacher will be introduced to the
assigned Cooperating Teacher and will be advised of administration expectations.
2. BE PUNCTUAL at all times. Always be in the classroom during the assigned school day hours. Remember,
any time missed must be made up at the end of the semester.
3. Know the dress code of the host school. Always be appropriately dressed and well-groomed during the
semester.
4. Develop a professional attitude in and out of the classroom.
5. Be enthusiastic and display a sense of humor.
6. Practice spontaneity. This enables you to immediately react to different classroom situations.
7. Develop a tone of voice that is controlled and modulated.
8. Practice variation in the pitch of your voice.
9. Make sure that your speech is clear and distinct.
10. Be alert to all classroom activities, (e.g., moods of students, possible behavior problems developing, etc.).
11. Support the Cooperating Teacher's philosophy, structure, and disciplinary system at all times during your
assignment.
5
12. Schedule weekly meetings with your Cooperating Teacher OUTSIDE of the assigned classroom hours. Use
these meetings for ongoing progress evaluations, procedure clarification, etc.
13. Discuss specific disciplinary procedures and handling of disruptive behavior with the Cooperating Teacher
before you assume responsibility for supervising any student.
14. Be open to suggestions from your Cooperating Teacher, University Supervisor, Building Principal, etc.
Remember, this is a time to grow and develop professionally.
15. Become familiar with Special Education terminology appropriate to your setting.
16. Develop confidence in your teaching skills/abilities, but remain open minded to other methods/techniques.
17. Be sure all necessary paperwork/requirements are completed on schedule (lesson plans, reports, etc.).
18. Submit weekly reports and lesson plans to your Cooperating Teacher for approval the Thursday before a
lesson is to be taught.
19. Begin a Pre-Student Teaching notebook at the beginning of the semester. All assignments are to be kept in
this notebook. The notebook is to be organized, with tabs, in the following manner:
a. Weekly Reports
b. Lesson Plans
c. Observation Reports
d. IEP Form
e. School Policies
f. Ideas collected
g. Miscellaneous Information
20. School policies and procedures are to be collected and included in the notebook.
21. Weekly Reports must be signed on time by the Cooperating Teacher. These are included in the notebook.
22. Lesson plans must be approved and initialed by the Cooperating Teacher the Thursday before they are to be
implemented. All lesson plans must follow the lesson plan format handed out in EDSP 487. A copy of the
lesson plan is included in this handbook. These must be included in the notebook.
23. Keep a list of all school related functions in which you participate and include them in your notebook.
24. Pre-Student teachers must videotape or audio tape themselves teaching at least two15 minute lessons. After
taping the lesson, the student teacher will evaluate his or her teaching by viewing the tape and completing the
Self-Evaluation Form. These tapes will be brought to the Pre-Student Teaching Seminar on a specific date
mutually agreed upon by the pre-student teacher, cooperating teacher, and university supervisor. Prior to
videotaping, the pre-student teacher must first acquire permission from the school principal. If the principal
approves the videotaping, then written parent permission must be obtained (See sample permission form in
Appendix C). If parent permission is not obtained for a particular student, he or she may not participate in the
taped lesson.
25. Include the Weekly Progress Report in your notebook.
26. Complete the Pre-Student Teacher's Weekly Summary form on a weekly basis. These forms must be signed
weekly by the Cooperating Teacher. Keep these forms on hand to discuss with the University Supervisor.
After this discussion, the University Supervisor will sign the form. Keep these forms in your notebook.
6
27. Include copies of all evaluation forms (e.g., Field Experience Observation Form and Weekly Supervised
Teaching Report in your notebook.
28. Respect and maintain the confidentiality of any student information or data (e.g., no discussion of a student
in the teacher's lounge, maintain the anonymity of the student in any papers or class discussions, etc.
29. Attend scheduled EDSP 488 seminars.
Responsibilities of University Supervisor
1. Please remember that you represent UNLV and your positive participation as a supervisor enables us to
continue making placements in CCSD.
2. Get to know the cooperating teacher and Pre-Student teacher. As soon as possible, make contact with the
cooperating teacher.
3. Provide a phone number or email that may be used if they need to reach you
4. At the initial meeting, discuss the expectations for the cooperating teacher and for the Pre-Student
teacher:
a. Establish a timeline for when items are due
b. Explain that Pre-Student teachers must write daily lesson plans and do their reflective summaries
c. Establish a time for your first observation.
5. Observe Pre-Student Teacher a minimum of 5 times throughout the semester. Complete two formal
observations prior to mid-term and two formal observations prior to the final.
6. Meet with Cooperating Teacher on a regular basis with the Pre-Student teacher to provide constructive
feedback and to discuss the professional progress of the Pre-Student Teacher.
7. Provide copies of all evaluations to the Pre-Student Teacher and the Coordinator of Field Experiences
8. Communicate with the Coordinator of Field Experiences on a regular basis to discuss the professional
progress of the Pre-Student Teacher.
9. Complete mid-term and final evaluations for Pre-Student Teacher.
7
GOALS AND OBJECTIVES:
SPECIAL EDUCATION PHASE
8
EDSP 487
Weekly Goals and Objectives: Special Education Phase
Week One
The Student Will:
Be introduced to and become acquainted with the school faculty and staff.
Begin to establish rapport with pupils.
Collect and become familiar with school policies, procedures, budgets, scheduling, parent handbooks,
requirements for graduation, district IEP forms, etc.
Become familiar with classroom materials (e.g., tests, textbooks, workbooks, worksheets, teaching manuals,
teacher designed materials etc.).
Observe the teaching techniques/methods of the Supervising Teacher.
Become familiar with classroom rules, consequences and rewards. Look for informal behavior management
strategies (e.g., certain look, a hand on shoulder, etc.).
Assist in correcting papers.
Begin Pre-Student Teaching notebook by collecting materials from the checklist.
Week Two
The Student Will:
Continue implementing goals and objectives for Week One.
Know pupils by name.
Assist pupils with independent seat-work.
Become familiar with procedures required for the preparation and writing of lesson plans. See form included in
appendices.
When giving directions make them clear and concise. Speak professionally when addressing pupils and faculty.
University Supervisor signs off on Weeks One and Two.
9
Week Three
The Student Will:
Continue implementing established goals and objectives identified from the first two weeks.
Supervised Lesson 1: Supervise and be responsible for one group lesson using the Cooperating Teacher's plans
and materials. Make sure that the rules/social behaviors for the group adhere to, or compliment the rules
established by the Cooperating Teacher.
Week Four
The Student Will:
Continue to implement established goals and objectives of the classroom.
Supervised Lessons 2, 3, 4: Using the Cooperating Teacher's plans and materials, supervise and be responsible
for three group lessons.
Become familiar with procedures for the preparation and writing of IEPs.
University Supervisor signs off on Weeks Three and Four.
Week Five
The Student Will:
Lesson Plans 1, 2, 3: For lessons 1, 2, and 3, the student writes his/her own lesson plans. The student prepares
three daily lesson plans for a group of students and provides materials necessary for their implementation. The
lesson plans and materials must be approved by the Cooperating Teacher the Thursday before they are to be
implemented. The lesson plan format included in this handbook is to be used. The lesson should last for an entire
period.
Continue looking at IEPs and questioning the Cooperating Teacher as to the procedures for the preparation and writing
of IEPs.
Week Six
The Student Will:
Lesson Plans 4, 5, 6: For lessons 4, 5, and 6, the student writes his/her own lesson plans. The student prepares
three daily lesson plans for a group of students and provides materials necessary for their implementation. The
lesson plans and materials must be approved by the Cooperating Teacher the Thursday before they are to be
implemented. The lesson plan format included in this handbook is to be used. The lesson should last for an entire
period.
Midterm evaluation due from Cooperating Teacher and University Supervisor.
University Supervisor signs off on Weeks Five and Six.
10
Week Seven
The Student Will:
Lesson Plans 7, 8, 9: For lessons 7, 8, and 9, the student writes his/her own lesson plans. The student prepares
three daily lesson plans for a group of students and provides materials necessary for their implementation. The
lesson plans and materials must be approved by the Cooperating Teacher the Thursday before they are to be
implemented. The lesson plan format included in this handbook is to be used. The lesson should last for an entire
period.
Week Eight
The Student Will:
Lesson Plans 10, 11, 12, 13, 14: The student plans and writes his/her own lesson plan for one of the two periods
s/he is in the classroom. The lesson plans and materials must be approved by the Cooperating Teacher the
Thursday before they are to be implemented. The lesson plan format included in this handbook is to be used. The
lesson should last for an entire period.
Continue to assist with independent seat-work, correcting papers, and other classroom duties assigned by the
Cooperating Teacher.
University Supervisor signs off on Weeks Seven and Eight.
Week Nine
The Student Will:
Lesson Plans 15, 16, 17, 18, 19: The student plans and writes his/her own lesson plan for one of the two periods
s/he is in the classroom. The lesson plans and materials must be approved by the Cooperating Teacher the
Thursday before they are to be implemented. The lesson plan format included in this handbook is to be used. The
lesson should last for an entire period.
Continue with independent seat work and other duties assigned by the Cooperating Teacher.
With the help of the Cooperating Teacher, identify and meet the General Education Teacher for the General
Education Phase.
11
Week Ten
The Student Will:
Lesson Plans 20, 21, 22, 23, 24: The student plans and writes his/her own lesson plan for the two periods s/he is
in the classroom. The lesson plans and materials must be approved by the Cooperating Teacher the Thursday
before they are to be implemented. The lesson plan format included in this handbook is to be used. The lesson
should last for an entire period.
Continue with other assigned classroom responsibilities.
University Supervisor signs off on Weeks Nine and Ten.
Week Eleven
The Student Will:
Lesson Plans 25, 26, 27, 28, 29: The student plans and writes his/her own lesson plan for the two periods s/he is
in the classroom. The lesson plans and materials must be approved by the Cooperating Teacher the Thursday
before they are to be implemented. The lesson plan format included in this handbook is to be used. The lesson
should last for an entire period.
Continue with assigned classroom responsibilities
.
Week Twelve
The Student Will:
Lesson Plans 30, 31, 32, 33, 34: The student plans and writes his/her own lesson plan for the two periods s/he is
in the classroom. The lesson plans and materials must be approved by the Cooperating Teacher the Thursday
before they are to be implemented. The lesson plan format included in this handbook is to be used. The lesson
should last for an entire period.
Continue with assigned classroom responsibilities.
Final Evaluation of Special Education phase will be completed by the Pre-Student Teacher and the Cooperating
Teacher.
University Supervisor signs off on Weeks Eleven and Twelve.
12
GOALS AND OBJECTIVES:
GENERAL EDUCATION PHASE
13
EDSP 487
Weekly Goals and Objectives: General Education Phase
Week One
The Student Will:
Establish rapport with the classroom teacher and pupils.
View and familiarize him/herself with classroom management, materials, arrangement, etc.
Observe the teaching techniques/methods of the Cooperating Teacher.
Become familiar with procedures required for the preparation and writing of lesson plans in the General
Education classroom.
Assist in classroom responsibilities (e.g., checking papers, helping with independent seat work, learning names of
students, etc.).
Week Two
The Student Will:
Continue implementing goals and objectives designated for Week One.
Supervised Lessons 1, 2, 3: Using the Cooperating Teacher's plans and materials, supervise and be responsible
for three group lessons. These should last for an entire period.
Week Three
The Student Will:
Continue implementing the goals and objectives designated for Week One.
Lesson Plans 1, 2, 3: For lessons 1, 2, and 3, the student writes his/her own lesson plans. The student prepares
three daily lesson plans for a group of students and provides materials necessary for their implementation. The
lesson plans and materials must be approved by the General Education Cooperating Teacher the Friday before
they are to be implemented. The lesson should last for an entire period.
Evaluation of General Education phase due from teacher and student.
University Supervisor will sign off on Weeks One, Two, and Three.
The Pre-Student Teaching notebook is due this week. It is to be turned in at the last Pre-Student Teaching
Seminar.
14
APPENDIX A
Weekly Supervised Teaching Report
15
College of Education
Department of Special
Education
Weekly Supervised Teaching Report
Supervising/Cooperating Teacher School Subject
Brief description of student's performance (e.g. planning, classroom management, instructional techniques, pupil skill
development, etc.):
Things to Think
About/Suggestions:
UNLV Student Observer Date
Time
Observation/Confere
nce (Circle Type)
Comments:
Keepers:
16
Observer's Signature Student's Signature
16
APPENDIX B
Field Experience Observation Form
17
Date: _____________
College of Education
Field Experience Performance Evaluation
Practicum I
Elementary Secondary Special Education Sports Education Leadership
Practicum II/
Pre-Student
Teaching
Elementary Secondary Special Education Early Childhood Sports Education
Leadership
Student Teaching
Elementary Secondary Special Education Early Childhood Sports Education
Leadership
Student: ______________________________CooperatingTeacher:_____________________________________
School:_______________________________ Grade: _____ Room#: ___________
UNLV Supervisor: _____________________________ Semester______________ Observatio#___________
Subject: _______________________ Lesson Topic ______________________________________
Check all that apply: Integrated Lesson: ______ Midterm Grade______ Final Grade______
Planning and Preparation UNLV Rating Comments and
Recommendations
Goals/Objectives Written
Based on Prior Knowledge
Materials/Equipment
Differentiated Instruction
Procedures and Activities
Assessment Component
Learning Environment
Classroom Expectations
Efficient Activities and Routines
Classroom Management/Monitors Student
Behavior
Builds Positive Self Concept
Proactive Discipline
Interactions with Students
Cultural Diversity
Instruction
Introduces Lesson and States Objectives
Content Knowledge
Directions and Explanations
Procedures and Activities
Use of Materials/Equipment
Student Involvement
Effective Pacing
Smooth Transitions
Ongoing Assessment
Accommodates Individual Needs
Evaluation of Lesson
Professional Dispositions
Professional Appearance
Punctuality/Attendance
Self-Initiative/Independence
Reliability/Dependability
Collegiality
Receptive to Feedback
Ability to Reflect on Performance
Interpersonal Skills
18
Tact/Judgment
Written Expression
Oral Expression
________________________ ____________________ ______________________
___________________
Evaluator signature Print name Student signature Print
name
UNLV CCSD Confidential
Rating Scale: 3 Target = 3
2 Acceptable = 2
1 Unacceptable = 1
NE Not Evident = NA
APPENDIX C
Lesson Plan Format
19
Lesson Components
Description
Identification of the Class
(Population of Students, Grade,
Number of Students)
Population of Students:
Grade:
Number of Students:
Nevada State Standards/CCSD
Power Standards
(Write out relevant parts of the
standard applicable to your lesson.)
IEP Goal(s)
Resources:
Nevada State Standards: http://www.doe.nv.gov/standards.html
Elementary Power Standards: http://schools.ccsd.net/beatty/tabs/standardsPower.htm
Rationale for Instruction
(Topic—what is the specific concept
or skill you are teaching today?;
Rationale—why are you teaching this
and how does it connect to what you
taught before and will teach in the
future?)
Topic:
Rationale:
Daily Objectives
(State in operational, measurable
terms; objectives should be directly
linked to evaluation procedures; If you
are working with a small group or one-
on-one, individual goals may be
appropriate; 1-3 goals per lesson).
Write 4-part objectives:
(1) who, (2) will do what/the behavior,
(3) under what conditions, and (4) to
what degree or criterion.
Number each objective. In the Evaluation section, clearly define how you will measure student
performance of the corresponding objective.
Example: 1. Given 10 single digit addition problems, the students will correctly solve the problems with
90% accuracy. (See the next section for corresponding evaluation.)
20
Evaluation/Monitoring
(Description of how you will evaluate
student achievement of lesson
objectives; Attach any quizzes,
questions used for assessment, or
worksheets; “Observation”—needs to
include a checklist of specific
behaviors observed.)
For each numbered objective, create a corresponding plan for evaluation.
Example: 1. During independent work, students will be given a 10-problem worksheet (attached to this
lesson plan). Worksheets will be graded to check for 90% accuracy.
Instructional Sequence
(The Instructional Sequence
should pass the “substitute
teacher test.” That is, anyone
should be able to pick up this
lesson and teach it. Examples
and exact language should be
included.)
Overarching Instructional
Sequence
Advance Organizer/Anticipatory Set
Demonstration/Modeling
Guided Practice
Independent Practice
Closure
Embedded Instructional Questions
At a minimum of 3 points within your
lesson, provide thinking questions or
opportunities for problem solving.
Prior to prompting these questions, be
sure to have built sufficient prior
knowledge or skill that will allow
students the opportunity to apply the
new knowledge or skill. Clearly
highlight these questions within your
lesson (bold font or yellow
highlighter).
Teacher Does
(Identify all of the things the teacher will do or say
during the lesson)
Students Do
(Identify the activities, actions, and expected
responses of students)
21
Instructional Sequence continued
(The instructional sequence may take
3-5 pages to write out)
Teacher Does
(Identify all of the things the teacher will do or say
during the lesson)
Students Do
(Identify the activities, actions, and expected
responses of students)
22
Assistive Technology
(Identify specific technology that will
be used in the lesson. Technology
can include the use of UDL
technologies that support the learning
of all students or technology used by
one or a few students)
Materials/Equipment/Preparation
(list materials, attach any
worksheets or assessment
forms)
Working with Families
(Identify the way(s) in which you will
make connections with families
through this lesson. For example, are
you working on a specific IEP skills
that can be communicated to families,
is there homework assistance or
checklist that can go home to support
the learning, or is there information
about student progress such as CBM
data that can be documented for
family information.)
Diversity
(Identify specific ways that you have
addressed the diversity of your
students within this lesson. For
example, have you provided culturally
relevant materials or examples, have
you taken into account diversity of
background knowledge in the
development of questions, or provided
opportunities for student voice.)
23
Self-evaluation
List and describe instructional
modifications or adaptations made
for student differences
(evidence-based practices, lesson
pacing, selected content or materials,
grouping, alternative modes for
participation or evaluation, model of
instruction, specific strategy
instruction, etc.)
List effective instructional design
principles employed
(design considerations such as
connecting to student background,
explicit strategies, generic strategy
instruction, pacing, scaffolding of
background knowledge or re-
teaching/strengthening skills)
24
APPENDIX D
Weekly Progress Report: Special Education Phase
25
Weekly Progress Report
EDSP 487: PRE-STUDENT TEACHING IN SPECIAL EDUCATION
SPECIAL EDUCATION PHASE
Pre-Student Teacher Cooperating Teacher
School Starting Date
Days/Hours Evaluation Rating
3 - Excellent
2 - Satisfactory
1 - Additional experience suggested at this time
NA - Not applicable
Cooperating
Teacher
UNLV
Supervisor
WEEK 1: OBSERVATION/FAMILIARIZATION
Observe teacher (methodologies, planning, etc.)
Introduction to faculty/staff
*Collect school policies, procedures
Interact with students appropriately
Observe pupils’ level of performance
Assist teacher as directed
Shows enthusiasm, warmth, interest
Becomes familiar with classroom rules
Absences
Other
comments
WEEK 2: INITIATIVE PHASE
Continue week one objectives
Knows pupils by name
Assists teacher in preparation, correcting, etc.
Able to identify general pupil strengths/weaknesses
Communicates in clear, appropriate manner
Begins to take initiative (group work, offering assistance)
Absences
Other
comments
WEEK 3: SMALL GROUP DAILY LESSON
Cooperating
Teacher
UNLV
Supervisor
26
Continues objectives from previous weeks
Student responsible for one group lesson
(using teacher’s plans)
Sets/maintains both academic and behavioral expectations
for pupils while in groups
Effectiveness of group lesson
Presentation of group lesson
Student seeks suggestions, constructive feedback on
lesson
Absences
Other
comments
WEEK 4: STUDENT PLANS FOR THREE SMALL GROUP LESSONS
Continues objectives from previous week
Student responsible for 3 group lessons
(using teacher’s plans)
Sets/maintains academic and behavioral goals for group
Effectiveness of group lessons
Presentation of group lessons
Student demonstrates regard for self-image of pupils at all
times
Student seeks suggestions, constructive feedback on
lesson
Absences
Other
comments
WEEK 5: STUDENT PLANS FOR THREE GROUP ACTIVITIES
Lesson plans approved by master teacher Friday prior to
implementation
Group lesson appropriate, effective
Materials are appropriate, effective
Lesson plans include appropriate objectives, methods,
materials and evaluations
Student has appropriate “back up” materials available
Collect form for IEP
Student seeks suggestions, constructive feedback from
teacher on lesson
Absences
Other
comments
WEEK 6: STUDENT PLANS FOR THREE GROUP ACTIVITIES
Lesson plans approved in advance
Group lesson appropriate, effective
27
Materials are appropriate, effective
Lesson plans complete
Student has appropriate “back up” materials available
Student continues to consider pupils’ self-image
Student seeks constructive feedback from teacher
Absences
Other
comments
WEEK 7: STUDENT PLANS FOR THREE GROUP ACTIVITIES
Lesson plans approved in advance
Group lesson appropriate, effective
Materials are appropriate, effective
Lesson plans complete
Student has “back up” materials
Student considers pupils’ self-image
Student seeks constructive feedback from teacher
Collect form for IEP
Absences
Other
comments
Cooperating
Teacher
UNLV
Supervisor
WEEK 8: STUDENT IN CHARGE FOR ONE PERIOD PER DAY
Using his/her own plans, materials, student assumes
responsibility for class for one hour daily
Student displays confidence, flexibility, capability
Lesson plans approved in advance for the week
Lessons appropriate, effective
Materials appropriate, effective
Student has appropriate “back up” materials available
Student sets/maintains appropriate behaviors for student
Student considers pupils’ self image
Student encourages, reinforces whenever appropriate
Student continues to assist teacher as directed
Student seeks constructive feedback from teacher
Absences
Other
comments
WEEK 9: STUDENT IN CHARGE FOR ONE PERIOD PER DAY
Student assumes responsibility of class for one hour
Displays confidence, flexibility, capability
Lesson plans approved in advance for the week
28
Lessons appropriate, effective
Materials appropriate, effective
Student has appropriate “back up” materials available
Student demonstrates classroom management skills
Student uses appropriate reinforcement, encouragement
Student considers pupils’ self image
Absences
Other
comments
WEEK 10: STUDENT IN CHARGE FOR TWO PERIODS PER DAY
Student assumes responsibility of class for two hours
Displays confidence, flexibility, capability
Lesson plans approved in advance
Lessons/materials appropriate, effective
Student has “back up” materials
Student demonstrates classroom management skills
Student uses appropriate reinforcement, encouragement
Student shows regard for their pupils’ self image
Student seeks feedback from teacher
Absences
Other
comments
Cooperating
Teacher
UNLV
Supervisor
WEEK 11: STUDENT IN CHARGE FOR TWO PERIODS PER DAY
Student plans, prepares, takes over class for two hours
Complete lesson plans approved in advance
Displays confidence, flexibility, capability
Lessons/materials appropriate, effective
Student has “back up” materials
Student demonstrates classroom management skills
Student uses appropriate reinforcement, encouragement
Student considers pupils’ self image
Student seeks feedback from teacher
Student displays enthusiasm and warmth
Absences
Other
comments
WEEK 12: STUDENT IN CHARGE FOR TWO PERIODS PER DAY
NOTEBOOK DUE
Student plans, prepares, takes over class for two hours
Complete lesson plans approved in advance
29
Displays confidence, flexibility, capability
Lessons/materials appropriate, effective
Student has “back up” materials
Student demonstrates classroom management skills
Student uses appropriate reinforcement, encouragement
Student considers pupils’ self image
Student seeks feedback from teacher
Student displays enthusiasm and warmth
Student demonstrates ability to evaluate pupil progress to
date
Absences
Other
comments
Please note any absences or lost time and reason
Comments
Cooperating Teacher’s Signature Date
30
APPENDIX E
Weekly Progress Report: General Education Phase
Weekly Progress Report
EDSP 487: PRE-STUDENT TEACHING IN SPECIAL EDUCATION
GENERAL EDUCATION PHASE
31
Pre-Student Teacher Cooperating Teacher
School Starting Date
Days/Hours Evaluation Rating
3 - Excellent
2 - Satisfactory
1 - Additional experience suggested at
this time
NA - Not applicable
Cooperating
Teacher
UNLV
Supervisor
WEEK 1: OBSERVATION/FAMILIARIZATION
Observe classroom routine, procedures, etc.
Establish rapport with cooperating teacher, aide
Establish rapport with students
Observe classroom management techniques
Observe teaching techniques used
Become familiar with lesson plan preparation
Assist supervising teacher as directed
Displays enthusiasm, warmth, interest
WEEK 2: GROUP ACTIVITY
Continue week one objectives
Knows pupils by name
Assists supervising teacher in preparation, correcting, etc.
Communicates in clear, appropriate manner
Takes initiative
Implements effective behavior management techniques
Demonstrates regard for pupils’ self-image
Displays enthusiasm, warmth, interest
Implements 3 group activities (supervising teacher’s
plans)
Lesson plans approved (for next week)
Seeks constructive feedback from cooperating teacher
Sets/maintains academic and behavioral expectations
WEEK 3: ORIGINAL LESSONS
Continues objectives from previous weeks
Implements 3 group activities following own lesson plans
Sets/maintains both behavioral expectations
Demonstrates regard for pupils’ self-image
Encourages, reinforces pupils whenever appropriate
32
Student seeks feedback from cooperating teacher
Please note any absences or lost time and reason
Comments
Cooperating Teacher’s Signature Date
33
APPENDIX F
Pre-Student Teacher’s Weekly Progress Summary
34
PRE-STUDENT TEACHER'S WEEKLY PROGRESS SUMMARY
Department of Special Education
College of Education
University of Nevada, Las Vegas
Las Vegas, Nevada 89154-3014
895-3205
Pre-Student Teacher Date Week #
Supervising Teacher School
1. General, overall description of past week's participation in instruction and summary of
responsibilities
2. Extra-class duties (bus duty, school functions, clubs, etc.) Professional meetings attended (include any
in-services)
3. Observation(s) made by pre-student teacher regarding students, teaching, or cooperating teacher
methods.
4. Problems or challenges encountered with behavior management
5. Problems or challenges encountered with academics
35
6. Accommodations/Modifications or strategies used
7. Evaluation of the week from your perspective
8. Conference with Cooperating Teacher (3 goals or issues agreed upon to work on during the next week)
1)
2)
3)
9. Check if applicable
lesson plans approved for following week
assignments up to date
absences
observed by
Principal Supervisor Advisor Other
Signature of Student Teacher
Signature of Cooperating Teacher
Signature of University Supervisor
36
APPENDIX G
Pre-Student Teacher Self-Evaluation Form
Self-Evaluation of Videotaped Lesson
Lesson Content Date of Lesson
37
Things l liked about the lesson:
1.
2.
3.
Things I might change in a similar future situation:
1.
2.
3.
Effective teacher behaviors to increase
1.
2.
3.
Ineffective teacher behaviors to decrease
1.
2.
3.
Effective teacher behaviors to maintain
1.
2.
3.
What did you learn from this experience?
Sample Letter for Video Taping Permission
38
Date 199
Dear Parent or Guardian,
In a continuous effort to improve my teaching skills, I would like to videotape myself teaching a lesson in your child's classroom.
This is one of the requirements for my student teaching experience provided parent permission is obtained. Although the focus of the
tape will be on my teaching behaviors, pupils in the class will unavoidably be shown on the tape. For this reason, we are asking your
consent to film your child as s/he interacts with me during the lesson being taught.
The video taping will be conducted under the supervision of (cooperating teacher's name). The disruption to normal classroom
instruction will be minimal. The classroom activities will progress as scheduled. The filming will require a maximum of one to two hours.
The taped lesson will give me an opportunity to view myself teaching and will help me identify ways that I can improve my skills.
UNLV Department of Special Education faculty may also view the tape and show it to other teacher trainees for the purpose of
illustrating effective teaching strategies. If you have any questions about any aspect of this activity, please call me at or the
Cooperating Teacher.
Sincerely,
(your name)
Student Teacher
Yes, I give permission to videotape my child.
No, I do not give permission to videotape my child.
Parent Signature
