EDU (0801) 783 - Reflective Fieldwork Practice Seminar III for Alternative Certification

Credits: 1.00

Students will engage in reflective practice while concurrently enrolled in fieldwork courses focusing on special education methodology and assessment. This course is the third of a four-part series of reflective practice and developmental progression seminars. Through observation and coursework, competencies and developmental growth of teacher candidates are assessed.

Repeatable: No Grade Type: Regular
Course Learning Goals: Students will be able to compile an authentic portfolio that demonstrates; additional hours in the field as it relates to effective instructional strategies and curriculum adaptations and accommodations for adolescent learners who are at-risk, struggling, or classified as well as the modification or design of appropriate assessments for the population of adolescent students who are at-risk, struggling, or classified. Reflections should be provided for each activity described.

Students will be able to provide teacher mentor feedback on competencies in the field using the 2013 Danielson Framework and thoughtfully reflect on the feedback.

Students will be able to create and maintain reflective journals prior to attending each session.

Students will be able to think and write critically about aspects of teaching that identify the strengths and weaknesses of instructional strategies and accommodations used as academic, behavioral, and social interventions for adolescents with diverse needs who may be at-risk, struggling, or classified as well as measures used to assess this diverse population of adolescents.

Students will be able to write a final reflective essay with specific examples and supporting evidence that self-assesses how their fieldwork experience can inform their teaching focusing on the ability to select evidenced-based strategies and interventions that promote the curriculum and engagement for adolescent learners with diverse needs and how one may adjust their practice through informal and formative assessments in making instructional decisions to advance the curriculum for adolescent learners who may be at-risk, struggling, or classified.

Students will be able to demonstrate appropriate professional and ethical practice in the field.

Through class participation and readings assigned in each fieldwork course, students will discuss current trends and issues that influence the profession, and discuss resources to increase knowledge and understanding of issues.

Students will reflect on their own strengths and areas for improvement and discuss ways in which teachers can enhance their practice through scholarship and professional development.

Students will discuss lessons that demonstrate advocacy for all of their students regardless of ability, culture, language, gender and economic differences. Students will discuss appropriate accommodations, adaptations, and modifications for students’ learning needs, differences or abilities. Students will analyze their own teaching behavior and identify appropriate decisions for change.

Students will discuss promoting learning environments that model safe and healthy group interactions and reinforce collaborative behavior and good character.

Students will discuss education as holistic, and the body, mind, and heart must be nurtured equally.

Students will discuss incorporating ideas of appropriate engagement strategies, self-awareness, and open, creative mindsets that encourage constant reflection on our world and new ways of making it more humane, beautiful, and sustainable.