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ESL/ BILINGUAL Practicum Handbook

UPDATED AUGUST 2016

School of Education Office of Clinical Experiences

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Clinical Experiences University of Wisconsin-Platteville

1 University Plaza, 125 Doudna Hall Platteville, WI 53818-3099

Phone: 608-342-1271 FAX: 608-342-1002

Email: clinicalexp@uwplatt.edu

Edina Haslauer ESL Program Advisor

Phone: 608-342-1116 Email: haslauee@uwplatt.edu

Support Staff Jessica Leibfried

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FOREWORD

This ESL/BILINGUAL Practicum Handbook has been prepared to guide you through your final phase in obtaining ESL/Bilingual education certification. We want you to be successful. In order for this to happen, you will need to work collaboratively with everyone involved in this experience, especially the Site Supervisor and University Supervisor assigned to you. Pay particular attention to the various roles people play and the responsibilities each of these individuals has in mentoring you. Included in this handbook are forms that are used to document your experience. If you have any questions, please do not hesitate to call.

Thank you for choosing UW-Platteville for your continued professional development. We appreciate the confidence you have placed in us to ensure that you have the necessary knowledge, skills, and dispositions to be successfully endorsed as ESL/Bilingual teachers effectively serving students with disabilities in the State of Wisconsin.

Best of luck in your future endeavors!

Karen Stinson Director of School of Education University of Wisconsin-Platteville

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TABLE OF CONTENTS

Foreword………………………………………………………………………… ..............3

Table of Contents .................................................................................................................4

Practicum Requirements ......................................................................................................5

Insurance Coverage ..............................................................................................................6

Procedures for Certification .................................................................................................6

Career Center .......................................................................................................................7

Practicum Roles and Responsibilities ..................................................................................8

Initial Observation Report by University Supervisor ..........................................................9

Record of Visits to Practicum Students .............................................................................10

Pre-/Post-Practicum Student Reflection ............................................................................11

Weekly Log…………………………………………………………………………… ....15

Pre-Observation Plan…………………………………………………………………. ....16

Post-Observation Reflection ..............................................................................................17

Observation Report by University Supervisor ..................................................................18

Final Evaluation by Site Supervisor ..................................................................................19

Final Evaluation by University Supervisor ........................................................................22

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Practicum Requirements

To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas. Grades will be issued by the Cooperating Teacher/Site Supervisor and University Supervisor.

Practicum students serving a school district on an emergency license as an ESL/Bilingual teacher 3 Graduate Credits = 1 Quarter 6 Graduate Credits = 1 Semester *Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor *Carry out duties assigned to you as an employee of your school district

Practicum students serving a school district as a general education teacher or ESL/ BILINGUAL paraprofessional

3 Graduate Credits = 1 Quarter – 200 hours 6 Graduate Credits = 1 Semester – 400 hours *Complete Practicum experience under the direction of a highly-qualified licensed teacher and a University Supervisor *Carry out duties assigned to you as an employee of your school district *Arrange to complete the following tasks:

1. Log 200/400 hours working within a bilingual setting performing tasks typically assigned to an ESL/Bilingual teacher.

2. To promote reflective practice, practicum students will write journals in which they record important practical classroom/teacher/learner experiences and relate them to theories, methods, and/or cultures informing their classroom practice and/or teacher/learner behaviors. This is an activity in which students are engaged throughout the semester.

Practicum students not currently employed full-time in a school setting 3 Graduate Credits = 1 Quarter – 200 hours 6 Graduate Credits = 1 Semester – 400 hours * Complete Practicum experience under the direction of a highly-qualified licensed teacher and a University Supervisor *Carry out duties assigned to you as a guest of your school district *Arrange to complete the following tasks:

1. Log 200/400 hours working within a bilingual setting performing tasks typically assigned to an ESL/bilingual teacher. Plan on seven weeks of consecutive instruction and service to the district.

2. To promote reflective practice, practicum students will write journals in which they record important practical classroom/teacher/learner experiences and relate them to theories, methods, and/or cultures informing their classroom practice and/or teacher/learner behaviors. This is an activity in which students are engaged throughout the semester.

Bilingual Requirement

Student must be proficient in two languages AND have a practicum that includes teaching experience in more than one language.

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Students wanting licensure at both the elementary and secondary levels The ESL/Bilingual endorsement will match the grade levels of your regular teaching license(s).

Insurance Coverage

All student teachers are provided professional liability insurance by the State of Wisconsin by the provisions of SS 165.35 (6) and 895.41 (1) of Chapter 81, Laws of Wisconsin 1975. This coverage protects the student teacher against claims from third parties for personal injury or property damage caused by negligent acts.

Procedures for Certification

Each teacher who intends to teach in Wisconsin should make application for new licensure certification near the completion of their Practicum. The application form may be obtained online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should write to the State Superintendent of Public Instruction in that state and ask for the procedures for obtaining a teaching certificate in that state. It should be kept in mind that having a copy of a Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in another state. The completed application and money should be submitted to the following: Certification Officer, School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The Certification Officer will verify that all requirements have been met, including the submission of your final practicum grade, and forward the application packet onto the Department of Public Instruction.

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Career Center

The University provides a Career Center for the convenience of alumni who seek help in securing a teaching position. This office provides assistance with resumes, cover letters, interview techniques, job search strategies and information about a large number of vacancies in Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can refer to their website for education majors at http://www.uwplatt.edu/careercenter/teacher/index.html. Teachers should update credentials by the beginning of their final semester of course work on campus. Even those who may not be seeking employment immediately should establish a credential file with “open” recommendations since persons who can make the greatest contribution to this file may be available now but may not be so at a later date, and recommendations would of necessity be more vague and of less value in presenting a prospective teacher to a prospective employer. In order for the Career Center to function to the best advantage of all concerned, it is important that they be notified as soon as a teaching position has been accepted. Reference Checklist:

• Include the names, emails, business phone # and possibly cell # if approved by your references. These are individuals that you will use as references that you would like the employer to talk with, at some time, during the hiring process.

• The individuals you list as references DO NOT have to be the same individuals that you

have received letters of recommendation (or letters of reference) from for your portfolio or self-credential file.

• What format should you use when listing your references? When listing your references,

you have two options to choose from:

1. Your references can be part of your resume. List them directly following the last section of text on your resume.

2. You can also list your references on a separate page. HOWEVER, remember to

include your name and contact information at the top of your page (you should use the same heading you used on your resume). Follow this information with the heading “REFERENCES”, and then list the contact information. An example of a reference page is available at: www.uwplatt.edu/careercenter/resources/index.html

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PRACTICUM ROLES AND RESPONSIBILITIES

Role

Responsibilities

ESL/BILINGUAL Coordinator

1. Verifies that student has completed all coursework and earned a qualifying Praxis II score in preparation for practicum experience

2. Maintains student’s file to verify completion of program 3. Coordinates completion of licensure portfolio

Clinical Experiences Coordinator

1. Administers and coordinates all practicum experiences 2. Works with administrators of cooperating schools in assigning practicum

students to the site supervisors 3. Assigns University Supervisors to work with Site Supervisors and practicum

students 4. Monitors practicum evaluations to ensure they are appropriately conducted and

recorded 5. Acts as fiscal agent for the practicum program 6. Serves as liaison between the student, Education Office of Special Programs,

various departments of the University and cooperating schools University Supervisor

1. Attends orientation to Practicum Supervision with Clinical Experiences Office. 2. Observes student 3 times per quarter for students taking the practicum for 3

credits/6 times per semester for students taking the practicum for 6 credits 3. Completes the observation paperwork, discusses contents with the student, and

submits paperwork to the Clinical Experiences Coordinator. 4. Completes final evaluation and has final responsibility for assigning student a

grade for practicum. The letter grade should be a consensus from following people: University Supervisor, Site Supervisor and/or Licensed Cooperating Teacher

Site Supervisor

Or Cooperating

Teacher

1. Supports student on working toward his/her goals. 2. Observes student and completes a final evaluation if a Licensed Cooperating

Teacher is not assigned to the practicum. 3. Collaborates with University Supervisor in assigning a final grade for the

student if a Licensed Cooperating Teacher is not assigned to the practicum. Highly-Qualified

Licensed ESL/Bilingual

Teacher

1. Assists student completing practicum as a general education teacher or unemployed individual

2. Must be a fully-licensed ESL teacher willing to allow student to complete practicum under his/her direction

3. Completes a final evaluation and collaborates with University Supervisor on a Final Evaluation

Student 1. Completes Pre- and Post-Practicum Self-Assessment 2. Keeps a Journal of practicum activity, observations, and reflections throughout

the practicum experience. 3. For each visit by University Supervisor, completes Pre-Observation Plan and

Post-Observation Reflection 4. Update Portfolio submitted during TCHG 7610 and present to ESL Program

Advisor. 5. Completes additional activities as assigned by University personnel.

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INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR

University Supervisor_____________________ Date__________________________ Practicum Student ________________________ School________________________ Number of Practicum Credits________________ Time Spent: With Practicum Student____________________ With Site-Supervisor______________________

ORIENTATION VISIT

_____ 1. Explain all forms

_____ 2. Outline University expectations of student

_____ 3. Explain the roles of student, University Supervisor and Site Supervisor

_____ 4. Facilitate the development of an observation plan Comments: ____________________________________ ___________________________________

Site Supervisor Signature Practicum Student Signature _____________________________________ ____________________________________ University Supervisor Date

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RECORD OF VISITS TO PRACTICUM STUDENTS

Semester _______________, ______

University Supervisor ___________________________________

TIME (Hrs.)

Practicum Student Date W/Practicum Student

W/Site Supervisor

Observation of. Teaching

TIME (Hrs.)

Practicum Student Date W/Practicum Student

W/Site Supervisor

Observation of Teaching

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Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor

Give Copy to University Supervisor

PRE-AND POST-PRACTICUM SELF-ASSESSMENT OF ESL/BILINGUAL PRACTICUM COMPETENCIES

____________________________ ____________________ Practicum Student Date ____________________________ ____________________ Grade(s) ESL/Bilingual

Key:

D = Distinguished

P = Proficient

B = Basic

U = Unsatisfactory (Incomplete)

NO = Not Observed

Performs as a competent, ESL/Bilingual candidate

Performs as a successful beginning ESL/ Bilingual candidate

Performs with minimal competency; regular supervision required

Requires more education/practice SEE RUBRIC

Please check each of the following competencies in the space that best represents your judgment of your professional performance. D P B U NO Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of the discipline she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

What I’m feeling comfortable with:

Goals:

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Standard 2: Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

What I’m feeling comfortable with: Goals:

Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

What I’m feeling comfortable with: Goals:

Standard 4: Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving and performance skills.

What I’m feeling comfortable with:

Goals:

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Standard 5: Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation.

What I’m feeling comfortable with: Goals:

Standard 6: Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, active engagement in learning and self motivation.

What I’m feeling comfortable with: Goals:

Standard 7: Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

What I’m feeling comfortable with: Goals:

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Standard 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

What I’m feeling comfortable with: Goals:

Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

What I’m feeling comfortable with: Goals:

Standard 10: Collaboration: The teacher fosters relations with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

What I’m feeling comfortable with: Goals:

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Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor Give to University Supervisor at End of Practicum

WEEKLY LOG DATE Activity ESL/Bilingual

Connection Reflection

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Attach assessment and supporting documents you will use with this lesson PRE-OBSERVATION PLAN

Fill out one week in advance of observation and submit to University Supervisor

Student ________________________University Supervisor _____________________Date___________ Task _______________________________________________________________________________ Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial Collaboration, Parent Meeting, Other – Be specific.

Goal(s) _______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Two or Three Content Guideline Connections

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Objective – What do I hope to accomplish?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Plan to achieve objective

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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POST-OBSERVATION REFLECTION

Fill out immediately after observation and prior to conversation with University Supervisor.

Did I accomplish my objective? Why or why not? What went well? What didn’t go well and why? What might I do differently in the future? What effect has this experience had on me?

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OBSERVATION REPORT BY UNIVERSITY SUPERVISOR Visit 1 2 3 Date ____________________________

Student ____________________________ University Supervisor ____________________________ Time spent with Practicum Student_______ Time spent with Site-Supervisor ESL/Bilingual Teacher _________ Time spent observing lesson_________________

COMPONENTS OF PROFESSIONAL PRACTICE Check 2 or 3 observation area(s) during observation and narrate on the back and in additional pages

evidence of competency in each area observed.

Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of the discipline she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils Standard 2: Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Standard 4: Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving and performance skills. Standard 5: Environment: The Teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation Standard 6: Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, active engagement in learning and self motivation.

Standard 7: Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils the community and curriculum goals.

Standard 8: Assessment: The Teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Standard 10: Collaboration: The teacher fosters relations with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

_______________________________________ _______________________________________ University Supervisor Practicum Student

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GRADUATE PRACTICUM EVALUATION (By Site Supervisor/Cooperating Teacher)

(This form should be part of your licensure portfolio.)

Student: Semester: Year:

Program: Grades taught:

Hours

completed:

Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory (Incomplete) NO=Not Observed

Performs as a competent, experienced practicum

student

Performs as a successful, beginning practicum

student

Performs with minimal competency; regular supervision required

Requires more education/practice

SEE RUBRIC

Please check each of the following competencies in the space that best represents your judgment of the practicum student’s performance in relation to the Wisconsin teaching standards. D P B U NO

Standard 1.Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

Standard 2.Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Standard 3.Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Standard 4.Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.

____Midterm ____Final

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Practicum Student’s Initials (Student has read evaluation)

Standard 5.Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6.Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7.Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

Standard 8.Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Standard 9. Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.

Standard 10.Collaboration: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness, and in an ethical manner.

OVERALL COMPETENCE: (Circle one) A B INCOMPLETE

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EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted! (Please use space below for additional observations of performance or to clarify the competency ratings. Limit comments to space provided.)

___________________________________ ___________________________________ Student Signature Site Supervisor/Cooperating Teacher Signature

___________________________________ ___________________________________ University Supervisor Signature Date **** A signed copy of this form must be included in the practicum student’s portfolio.

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GRADUATE PRACTICUM EVALUATION (By University Supervisor)

Student: Semester: Year:

Program: Grades taught:

Hours

completed:

Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory (Incomplete) NO=Not Observed

Performs as a competent, experienced practicum

student

Performs as a successful, beginning practicum

student

Performs with minimal competency; regular supervision required

Requires more education/practice

SEE RUBRIC

Please check each of the following competencies in the space that best represents your judgment of the practicum student’s performance in relation to the Wisconsin teaching standards. D P B U NO

Standard 1.Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

Standard 2.Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Standard 3.Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Standard 4.Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.

____Midterm ____Final

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Practicum Student’s Initials (Student has read evaluation)

Standard 5.Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6.Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7.Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

Standard 8.Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Standard 9. Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.

Standard 10.Collaboration: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness, and in an ethical manner.

OVERALL COMPETENCE: (Circle one) A B INCOMPLETE

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EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted! (Please use space below for additional observations of performance or to clarify the competency ratings. Limit comments to space provided.)

___________________________________ ___________________________________ Student Signature Site Supervisor/Cooperating Teacher Signature

___________________________________ ___________________________________ University Supervisor Signature Date **** A signed copy of this form must be included in the practicum student’s portfolio.