Language & Curriculum Practicum

Language & Curriculum Practicum

The Language and Curriculum practicum has been designed to last for ten weeks, with two, full days, of classroom work per week. Given that this will be the KSU student's first Deaf Ed. field experience, students are expected to approximate, rather than "master" the strategies that they will need to be a successful teacher of d/hh students. With this in mind, it is requested that the practicum student be permitted to gather information concerning and participate in, the following activities:

Note: please feel free to substitute or modify any activity to better fit your own classroom/school setting.

Classroom Layout & Schedule (Teacher and Students)
Classroom Behavior Management System
Communication System used by Teachers and Students
Instructional Strategies, Activities, Materials, Evaluation Protocols
Individual & Group Instruction
Student Records (e.g., IEPs, Test Scores, Audiograms, etc.)
Faculty Meetings, Parent/Teacher Conferences, IEP Meetings, etc.
Lesson & Unit Plan Format & Examples
Professional Resources & Issues
Patterns of Social, Linguistic & Academic Behaviors Demonstrated by deaf/hard-of-hearing students
Mainstreaming Settings & Support Systems - Teacher & Student
Working with Support Personnel (e.g., Aid, Interpreter, Speech Pathologist, Audiologist, etc.)
Creating Bulletin Boards and Unit/Lesson Materials
Monitoring & Trouble Shooting Personnel and Group Amplification Systems
Assisting in the Administration of Informal or Formal Tests
Gaining a sense of how schools run and the strategies that teachers can/should use to be most effective within school settings
Sense of how teachers cont. they're professional development and issues, information and skills that teachers of the d/hh need to establish
Understanding of the issues that must be taken into consideration and strategies that must be used to effectively work with parents and other teachers of d/hh students
Understanding of the paper work and other non-instructional work that teachers must complete
Other: ________________________________________________

As a small measure of "Thanks" for all of the information and opportunities that you will be sharing with the language and curriculum practicum student(s), they, in turn, will be very happy to serve as "information gophers" for you. That is, they willing and able to search the University and the Internet to find information and resources that will help you to be even more effective. In addition, if you are interested, the practicum student(s) will also be very happy to assist you in understanding and using such Internet technologies as e-mail, listservs, Web browsers, Web Search Engines and Web Sites/Pages.

Thank you again for your mentorship for one of my students. Please do not hesitate to contact me if I can ever return the professional courtesy.

Harold Johnson (hjhonson@kentvm.kent.edu 672-2294 [voice] 2396 [tty] 2512 [fax])

Language & Curriculum Practicum Evaluation of Class Instruction

Mentoring Teacher: _______________________________________ Date:________

1 = Student exceeds expectations for a 1st practicum experience.
2 = Student meets expectations for a 1st practicum experience.
3 = Student is below expectations for a 1st practicum experience.
N = No opportunity to observe this.

Note: The mentoring teacher is to complete the following form, then share it with the student. The student should then sign the form and return it to their University Supervisor.

_____ Written lesson plans provided one week in advance
_____ Precise goals and objectives for lesson
_____ Appropriate teaching procedures to accomplish specified goals
_____ Secured learner participation in class
_____ Showed flexibility to learners' needs and ideas
_____ Supplied proper physical materials for planned lesson(s)
_____ Transmitted personal knowledge of subject matter into meaningful experiences for learners
_____ Explained subject materials and ideas at ability levels of each individual learner (i.e., communicates

effectively with learners
_____ Used a variety of teaching strategies
_____ Used appropriate behavior management techniques
_____ Devised or selected appropriate evaluation materials/procedures
_____ Demonstrated an openness and acceptance of constructive feedback

Comments: ________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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[please use the reverse side for more space]

Student: ___________________________________________ _________
University Supervisor: ___________________________________________ _________

Language & Curriculum Practicum Evaluation Form - #1 (5 Wk Point)

Mentoring Teacher: ___________________________________________ Date:_________

Note: The mentoring teacher is to complete the following form, then share it with the student. The student should then sign the form and return it to their University Supervisor.

_____ Appears confident and knowledgeable
_____ Presents a professional appearance/demonstrates professional behavior
_____ Appears enthusiastic about teaching
_____ Appears open to feedback and suggestions
_____ Conveys warmth/acceptance of students
_____ Follows specific school rules/policies
_____ Conveys personal enthusiasm through gestures, vocal delivery, mobility, etc.
_____ Demonstrates a command of standard grammar in spoken and written English and the ability to

express him/herself fluently
_____ The student communicates effectively with learners
_____ Demonstrates an awareness of current events and educational issues
_____ Demonstrates the willingness to assume duties in and out of the classroom

[please use the reverse side for more space]

Student: ___________________________________________ _________
University Supervisor: ___________________________________________ _________

Language & Curriculum Practicum Evaluation Form #2 (10 Wk Point)

Mentoring Teacher: ___________________________________________ Date:_________

Note: The mentoring teacher is to complete the following form, then share it with the student. The student should then sign the form and return it to their University Supervisor.

_____ The student knows how to plan instruction
_____ The student seeks information about the needs and progress of individual students for use in

instructional planning
_____ The student understands through discussion with the cooperating teacher the policies and procedures

for securing special help for students in a given school site
_____ The student employs appropriate instructional approaches, materials and media to accomplish

educational goals
_____ The student takes into consideration individual differences in culturally, racially and socioeconomically

diverse settings among learners s/he instructs
_____ The student analyzes and uses reflective judgement to evaluate h/her performance of teaching skills
_____ The student transmits enthusiasm for learning through his/her teaching
_____ The student communicates effectively with learners
_____ The student fosters positive self-concepts
_____ The student involves learners in the lessons
_____The student facilitates positive classroom interaction
_____ The student assumes a professional role
_____ The student demonstrates a firm grasp of the subject matter
_____ The student can be characterized as an "educated person"
_____ The student has a broad of professional knowledge
_____ The student participates in professional self-development

Comments: ________________________________________________________________________

[Please use the reverse side for more space]

Student: ___________________________________________ _________
University Supervisor: ___________________________________________ _________

Uploaded By: Debbie Slyh/Kent State University/Deaf Education Program