TASL 593 – Practicum for ASL Teaching I 1

TASL – Teaching American Sign Language, MA Program Department of ASL & Interpreting Studies College of Education and Behavioral Sciences

TASL 593-900 Practicum for ASL Teaching I

Course Information

Instructor Information: Dr. Byron Bridges byron.bridges@unco.edu

Department Contact: Dr. Barbara Garrett barbara.garrett@unco.edu Office Hours: Tuesdays, 9:00 -11:00 am (MT) via Videophone (VP) 970 373-4420, or FaceTime (byron.bridges@unco.edu) Class Times and Locations (follow the course map for specific dates/times): This class is conducted online using Canvas, January 7 – May 3, 2019. Canvas: We will be using Canvas with this class. You can access it at this address http://canvas.unco.edu. Your log in is

the same as you use for BearMail. Be sure to check both regularly, minimally 3 times per week.

Required Materials: Textbooks Whitaker, T. (2013). What great teachers do differently; 17 Things that matter most (2nd ed.). New York, NY: Routledge. ISBN-13: 978-1596671997 ISBN-10: 1596671998

Table of Contents

Course Description 2

Criteria for Passing the Course & Assignment Overview 3

TASL Student Expectations 5

ASL Host Teacher Responsibilities & Expectations 6

UNC Practicum Instructor Responsibilities 5

Status of the Student Teacher in Colorado 7

Policy on Payments to Student Teachers 8

Observation Chart 9

Pre-Conference Form 11

Mid-term Evaluation Form (Dispositions Rubric) 12

Student Teacher Concern Form 14

University Policies 16

TASL 593 – Practicum for ASL Teaching I 2

TASL 593 – Practicum for ASL Teaching I COURSE DESCRIPTION: Students will have observational learning experiences with other ASL teachers in ASL as first language or second language instruction in various educational settings.

M.A. only students will need to complete 300 observational hours

M.A.: Licensure: World Languages (Grades K-12) will need to complete 400 observation hours, at least half of which will need to be in the K-12 setting

COURSE PURPOSE: Research has shown that classroom observations along with reflective practice is crucial to learning

how to teach. Much of what teachers need to be aware of and/or learn cannot be acquired in a university classroom.

Therefore, classroom observations provides students with the opportunity to see real-life teachers in real-life teaching

situations. As such, this course aims to provide students with the opportunity to observe, participate, analyze, question,

reflect, discuss on teaching and learning in the ASL classroom. This experience also allows them to strengthen their

teaching skills and knowledge on a variety of curriculum and evaluate systems as learned in their TASL courses.

PREREQUISITES:

TASL 501 First and Second Language Acquisition in ASL

TASL 502 Teaching ASL Methods

TASL 503 ASL Assessment and Testing

TASL 504 ASL Curriculum Development and Design

Course Objectives: Upon the completion of this course, students will be able to do the following:

1. Identify and describe different teaching methodology, curriculum, and evaluations employed by at least three

different lesson plans in their respective classes.

2. Develop teaching skills with an introduction of ASL lexical items, fingerspelling, and lexicalized fingerspelling,

grammar, and Deaf culture in classes through 300 hours of ASL teaching experiences.

3. Demonstrate an ability to identify and observe a program where ASL courses are taught.

Course Objectives

Colorado Teacher Quality Standards 5.0

Colorado Content Standards (specific to each

licensure/endorsement area)

Specialized Program Association Standards

(if applicable) Assignments/Evidence/Outcomes

Identify and describe different teaching methodology, curriculum, and evaluations employed by at least three different lesson plans in their respective classes.

Assignment 2 - Weekly Readings & Reflective Assignment & Assignment 3- Lesson Plans & Assessment Methods

Develop teaching skills with an introduction of ASL lexical items, fingerspelling, and lexicalized fingerspelling, grammar, and Deaf culture in classes through 300 hours of ASL teaching experiences.

Assignment 1 - Observation Hours

Demonstrate an ability to identify and observe a program where ASL courses are taught.

Assignment 4 - Program Analysis Report

TASL 593 – Practicum for ASL Teaching I 3

Colorado State Standards and Competencies

This course complies with the ASL Teacher Standards as established by Colorado State Standards and Competencies: https://cde.state.co.us/cdeprof/worldlanguagesworksheet

Criteria for Passing the Course:

To pass TASL 593 - Practicum for ASL Teaching I. the TASL student must fulfill all of the following: A letter grade of “B” (85%) or higher is required in all TASL courses and in order to meet graduation requirements. The following is the grading scale:

A 93-100 Superior achievement of objectives

B 85-92 Average achievement of objectives

84 and below - unacceptable level of achievement of objectives and considered failing

Course Requirements: This is a brief overview of your assignments, full instructions and any rubrics are posted in the online class:

TASL 593 – Practicum for ASL Teaching I 4

Assignments Description Pts.

As.1 As. 1a) Observation Hours

TASL MA: 300 hours required

TASL MA: Licensure: World Language: 400 hours (200 must be in K-12)

Record your observation (or prep) hours on the Observation Chart as provided. (Modify the chart as needed.) Be sure to have the host ASL instructor sign the chart daily and again biweekly certifying the total number of hours every two weeks. Observation charts are due biweekly on Fridays. You are responsible for making sure that you have completed the required number of hours by the end of the semester. Observation hours are worth 50 points.

Part 1: Employment Documentation Provide documentation of current employment. Initial documentation is due within the first week of the semester. Further documentation must be provided two additional times throughout the semester. Assignment is worth 30 points (10 points per document submitted).

Part 2: Observations Record your four (4) observations on the Observation Chart. (Modify the chart as needed). Be sure to have the host ASL instructor sign the chart after the observation. You are responsible for making sure you have completed the four (4) required observations, each a minimum of two-hours, in a setting and/or class where you are not currently teaching. Complete the corresponding reflection (a minimum of two pages in length for each observation) and submit with your updated observation chart with the necessary signatures, after each observation. Assignment is worth 10 points (2.5 points per observation)

Part 3: Interviews Complete two (2) interviews of an ASLTA certified ASL instructor with a minimum of five years of experience. This ASL instructor may not be one of the educators that you observed in Part 2. Consider areas where you seek to grow as an ASL teacher and develop interview questions. Schedule an interview; this can occur in-person or through videophone. After the interview, create a detailed report of the experience, identifying possible applications of the knowledge gained from the interview related to the areas where you seek to grow. Submit your interview questions and your report on Canvas after each interview. Assignment is worth 5 points (2.5 points per interview)

Part 4: Professional Reflection Reflect on one’s own experiences as an ASL instructor through this reflection, develop:

a) a professional bio as an ASL teacher,

b) an updated curriculum vitae (CV) identifying the following headings: employment history, education, professional qualifications, skills, awards, publications, professional memberships, and interests.

Assignment is worth 5 points.

50

As. 2 Weekly Readings & Reflective Assignment

Read one or two chapters of Whitaker’s book as assigned in the Roadmap and submit a minimum of one type written page or a three-minute signed video. Reflect on best teaching practices using the examples you have observed and reference your readings using APA format. Initial reflections are due biweekly on Fridays.

Assignment 2 is worth 16 points (2 points per reflection)

16

As. 3 As. 3a) Lesson/Unit Plans & Assessment Methods

Submit four different lesson plans with assessment methods using the most appropriate lesson plan & assessment method templates as designed and/or modified from previous courses and/or borrowed from other sources.

If you are observing an ASL instructor, please write their lesson plans and their assessment methods to the best of your ability and work with the ASL instructor in completing them. (Do not ask or expect your ASL instructor to give you a copy of his or her lesson plans. The goal of this assignment is to practice writing lesson plans – not to critique the ASL instructor’s teaching or lesson plan writing).

If you are teaching part-time or as a Graduate Teaching Assistant (GTA) in an ASL classroom, please have your supervisor and/or the host ASL mentor submit feedback of your lesson plan.

Each lesson plan & assessment method is worth 5 points and they are due four times throughout the semester as assigned for a total of 20 points for Assignment 3a.

20

TASL 593 – Practicum for ASL Teaching I 5

Additional information regarding course assignments can be located in Canvas.

Forms/links are available in this handbook and the PDFs can be found in your Canvas class.

TASL Student Expectations*

1. Complete the required 300-400 hours of observation within the semester.

2. Complete the weekly readings and reflection activities, a minimum of one page in length or a three-minute signed video reflecting on best teaching practices, incorporate examples from your observations and readings.

3. Submit required lesson/unit plans and assessment methods based on the assignment description.

4. Complete the required mid-term evaluation and reflection based on requirements.

5. Complete a program analysis report prior to the end of the semester.

6. When in observation setting, conform to and comply with the host school and district’s rules, policies, and standards of professional behavior.

7. To foster recognition as working professionals, please dress according to the professional status we seek. Business-casual attire is expected in the classroom for all TASL observations. Shorts, jeans, beach sandals/flip-flops, and other such casual wear is not acceptable.

8. Participate in all of the activities expected of the host ASL teacher including arriving and leaving at appropriate times. (Contact the school and the host ASL teacher in the event of illness; missed time must be made up)

9. Support the host ASL teacher by assuming related responsibilities (i.e. welcoming students into the classroom, helping with collecting papers) in the classroom, as agreed upon by the host ASL teacher and in accordance with licensure guidelines. Assume other professional roles in the school (particularly those roles expected of professional educators).

As. 4 As. 4a) Mid-term Evaluation & Reflection

Provide the UNC Professional Disposition Qualities (PDQ) Rubric on page 12 to the host ASL teacher. This form should be printed and discussed between host ASL teacher and TASL student. Submit a copy to the UNC Practicum Instructor no later than the 8th week of the semester. Attached to the copy should be a self-reflection detailing information from the discussion, and identifying a plan of action for continued growth as a professional educator.

Assignment 4a is worth 7 points

7

As. 5 Program Analysis Report

Complete a program analysis report of the ASL Program and school you are observing using the Program Analysis Report Instructions as provided.

This assignment is worth 7 points

7

TASL 593 – Practicum for ASL Teaching I 6

ASL Host Teacher Responsibilities

Paperwork

The TASL student is REQUIRED to print and provide you with the entire handbook, and direct you to all necessary contacts and resources. Required:

1. Observation Hours Form, signed and reviewed by you and the TASL student. The TASL student will submit these signed forms to the Practicum Instructor.

2. Lesson Plans & Assessment Methods. The TASL student may collaborate with you in developing or evaluating a lesson plan with assessment methods. The TASL student is not expecting a copy of your lesson plan for this assignment. The goal of the assignment is to practice writing lesson plans – not critique the ASL instructor’s teaching or lesson plan writing. The TASL student will submit the documents to the Practicum Instructor.

3. Mid-term Evaluation form. Complete UNC Professional Disposition Qualities (PDQ) Rubric for the TASL student. Print and discuss the evaluation with the TASL student. The TASL student will submit a copy to UNC Practicum Instructor no later than the 8th week of observation. See “Professional Dispositions Rubric” on page 11.

Optional/as needed: Student teacher Concern Form- If there is a serious concern about a TASL student’s attitude, pedagogy, performance, or knowledge; please conduct a documented meeting with the TASL student. If the issue persists, please complete the Concern Form at the end of this document and contact both byron.bridges@unco.edu.

Expectations

Prepare for the TASL student by collecting a set of textbooks for the student teacher and providing him/her with helpful materials such as school bulletins, schedules, class list, school handbooks, and curriculum guides. Explain methods of keeping attendance, homeroom records, grade and report cards, cumulative folders, and other necessary records. Welcome the TASL student and familiarize him/her with the school building. Introduce the TASL student to the students, principal and other school personnel. Allow the TASL student time to visit and observe throughout the school. Provide the TASL student a work and study area or space.

Schedule regular conferences with the TASL student to discuss observations, answer the student’s questions, explain ASL student progress, and clarify thought process in developing plans (impromptu conferences should occur as needed).

Respond to the UNC practicum instructor’s email follow-ups and questions to discuss the TASL student’s observation experiences.

UNC Practicum Instructor Responsibilities

Please immediately alert TASL Program Coordinator and/or ASLIS Director about any incomplete paperwork, inadequate Work Sample Portfolios, concerns by cooperating teachers or student teacher, or any other circumstances that may potentially affect passing grade.

Retain all records below in your possession for at least one year after completion of the course.

TASL 593 – Practicum for ASL Teaching I 7

Forms/paperwork What to do with it By

Observation Hours Collect Observation Chart, verify accuracy, sign, and retain for records. Make sure the hour requirement meets the required guidelines.

Collected bi-weekly on Fridays

Weekly Readings & Reflective Assignments

Provide feedback and challenge students to higher level of thinking through discussion.

Collected weekly on Fridays

Lesson Plans & Assessment Methods

Check if Proficient level is achieved in the submitted assignments. Throughout the semester

Program Analysis Report

Check if Proficient level is achieved in the submitted assignments. Feedback by: April 30

Mid-term Evaluation Form

Collect completed UNC Professional Disposition Qualities (PDQ) rubric and discuss with student, as needed.

8th week of observation

Maintain open communication and good personal relationships with the TASL student, as well as the host ASL teacher and the principal/administrative staff (as needed).

Clarify the University’s expectations for the roles of the TASL student, the host ASL teacher, and if applicable, the principal.

Discuss the TASL student’s experience with the host ASL teacher and if applicable, the building principal prior to the end of the observation experience.

If issues arise regarding TASL student’s conduct and/or performance, please utilize the Concern Form for record keeping and communication. The form is on page 16.

Status of the Student Teacher in Colorado

TASL students may NOT be used as substitute teachers during their observation experience. They must be under the direct supervision of their host ASL teacher, another certified professional or substitute teacher. Colorado law states, as part of the "Cooperative Teacher Education Act "22-62-105. Authority and status of student teachers. (1) Any student teacher, during the time that such student is assigned to a field experience within a public school, shall be deemed to be a public employee of the school district within the meaning of the "Colorado Governmental Immunity Act", article 10 of title 24, C.R.S. The duties and responsibilities of the student teacher shall be determined by mutual agreement between the school district and the authorized representative of the college.

(2) The student teacher, during his practice teaching in a school, shall be deemed an employee of the school district for the purpose of workers' compensation and liability insurance as provided for other school employees.

TASL 593 – Practicum for ASL Teaching I 8

Policy on payments to student teachers Sometimes, cooperating school districts express a desire to employ the TASL student during the observation experience. However, student teachers are not permitted to accept payment for a teaching assignment from a district during the time designated as the "student teaching experience” unless prior written approval for extraordinary circumstances has been given by the Department Director. In these rare occasions, TASL student still need intensive mentoring and supervision, and cannot be simply used as regular substitute teachers. In addition, TASL students may not use Graduate TA hours or their current instructional hours if employed to teach for the UNC. This would be a conflict in roles, as the student would be receiving payment for a required UNC course assignment.

TASL 593 – Practicum for ASL Teaching I 9

Observation Chart

*Expand Observation Log as necessary

Name Signature Date

TASL Student:

Host ASL teacher:

UNC practicum instructor:

Observation Log

Date Time to/from Hours Brief Description of Lesson/Activity: Host ASL teacher’s Initials:

TASL 593 – Practicum for ASL Teaching I 10

Total

Name (print) Signature Date

Student teacher:

UNC Practicum Instructor:

TASL 593 – Practicum for ASL Teaching I 11

TASL 593 Pre-Conference School-Based Meeting

This document provides verification of the pre-conference school based meeting between the TASL student and the host ASL teacher(s) where roles and responsibilities for the semester were discussed and this Practicum I Syllabus was provided to the host ASL teacher.

NOTE: Students are expected to conduct a pre-conference school-based meeting with the following document at EACH school where observations will occur. All paperwork is expected to be submitted to the Practicum Instructor.

TASL Student Name: ___________________________________________________________________________________________

Host ASL Teacher Name(s): __________________________________________________________________________________

Meeting Date: ______________________________ Location: ______________________________________________

Address: ____________________________________________________________________________________________________

Notes/Questions for the Practicum Instructor:

TASL Student Signature: _______________________________________________ Date: ______________________________

Host ASL Teacher Signature: ___________________________________________ Date: _____________________________

Host ASL Teacher Signature: ___________________________________________ Date: _____________________________

TASL 593 – Practicum for ASL Teaching I 12

MIDTERM – PROFESSIONAL DISPOSITIONS QUALITIES RUBRIC

TASL Student to be evaluated: ____________ Student Observation: __X__________

School: __________________________________________________________ Grade: _____________________

Completed by: ____________________________________ Title/Role: __________________________ Date: ________________

The purpose of this document is to serve as a conversation starter between the TASL student, their host ASL instructor, and/or university supervisors in regards to expectations for professional behavior in teaching settings. It may also be used to document the TASL student’s progress throughout a professional development sequence.

TASL Student: Please rate yourself on the following form by selecting the column (Unacceptable, Approaching, or Target) that you believe best describes your qualities and/or demonstrated behaviors. Include specific evidence to support your rating.

Host ASL Teacher University/School Supervisor: Please rate the student teacher on the following form by selecting the column (Unacceptable, Approaching, or Target) that you believe best describes the teacher candidate’s qualities and/or demonstrated behaviors. Include specific evidence to support your rating. You may also include evidence that shows exemplary achievement beyond the target. If an unacceptable rating is chosen, please provide specific evidence and goals for improvement.

This form should be submitted to the UNC practicum instructor no later by the 8th week of the observation experience.

Note: The Professional Disposition Qualities (PDQ) rubric on the next page addresses the following Interstate Teacher Assessment and Support Consortium (In TASC) Standards:

Standard #1: Learner Development.

Standard #2: Learning Differences.

Standard #3: Learning Environments.

Standard #9: Professional Learning and Ethical Practice.

Standard #10: Leadership and Collaboration.

General Comments about the student teacher’s progress may be inserted here after collaborative review:

TASL 593 – Practicum for ASL Teaching I 13

NOTE - Unacceptable: Not meeting the requirements; Approaching: Generally meeting the requirements; Target: Consistently meeting the requirements

To pass a student teacher needs to be scored at approaching or above in all categories.

TASL Student Signature and Date: ______________________________________________________________________________

Evaluator Signature and Date: _________________________________________________________________________________

UNC’s Practicum Instructor’s Signature and Date: _________________________________________________________________

Rubric: PDQ Categories

Unacceptable (1) Approaching (2) Target (3) Recommendations/ Commendations

Professional Appearance

☐Inconsistently meets the school dress code

☐Generally meets the school dress code and maintains professional appearance

☐Consistently meets the school dress code and maintains professional appearance

Attendance ☐Chronic absence/excessive tardiness; or absence(s) without prior notice

☐ Generally punctual with no absences without prior notice

☐Consistently meets expectations for attendance and punctuality. Any absence is approved in advance.

Professional Responsibility

☐Cannot be consistently counted upon to meet deadlines or keep professional commitments to colleagues and students

☐Generally meets deadlines and keeps professional commitments to colleagues and students

☐Consistently meets deadlines, keeps professional commitments to colleagues and students

Ethical Behavior

☐Speaks without regard for tact and/or confidentiality; has difficulty maintaining professional boundaries

☐Generally demonstrates tactfulness and/or confidentiality; generally maintains professional boundaries

☐Consistently demonstrates tactfulness and/or confidentiality; maintains professional boundaries

Response to Feedback

☐Asks only procedural questions; shows resistance to critique and input regarding performance

☐Asks questions that are both procedural and reflective; accepts critique and input regarding performance in a generally positive manner; generally acts upon feedback when prompted

☐Asks questions that are both procedural and reflective; invites critique and input regarding performance in a positive manner and acts upon that feedback within his/her practice

Respect for Diversity

☐Demonstrates lack of respect for diversity of colleagues and students

☐ Respects diversity of colleagues and students

☐ Respects diversity of colleagues and students and models culturally responsive interactions with others

Communication Skills

☐Frequently uses inappropriate language; poor use of conventions, spelling and grammar; written work does not follow professional syntax

☐Generally speaks appropriately for the given situation and uses conventions correctly including grammar and syntax

☐Speaks appropriately as a professional role model; consistently edits work for correct conventions, construction and grammar

TASL 593 – Practicum for ASL Teaching I 14

Student Teacher Concern Form

TASL Student Teacher: __________________________________ Date:

School: ________________________________________________________________________________________

The following problematic professional and/or academic concern(s) has been expressed about the above named

teacher candidate:

______

Action Plan to resolve the identified concern/problem(s):

Date of initial discussion: _____________________

Dates of review: ___________________________

Action Plan-_________________ Resolution-____________________

Signature: Signature:

Program Coordinator Program Coordinator

Signature: Signature:

Practicum Instructor Practicum Instructor

Signature(s): Signature(s):

Mentor Teacher or Principal Mentor Teacher or Principal

Signature: Signature:

TASL Student TASL Student

A copy of this form should be given to the TASL student. The original form is placed in the TASL student file in the Office of the ASL

& Interpreting Studies Department.

If you have any questions about any of the forms or handbooks, please contact byron.bridges@unco.edu

TASL 593 – Practicum for ASL Teaching I 15

University Policies

Student Code of Conduct: You are expected to practice academic honesty in every aspect of this course. Make sure you know and understand the pillars of the UNC Honor Code: Honesty, Trust, Responsibility, Respect, and Fairness. Become familiar the Student Code of Conduct, especially the section on acts of dishonesty. Students who engage in academic misconduct are subject to grading consequences with regard to this course and/or university disciplinary procedures through the office of Student Rights and Responsibilities. If you have any questions, please refer to the Student Code of Conduct found at Student Conduct Code .

Sexual Misconduct/Title IX Statement: The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC’s Title IX Coordinator. “Disclosure” may include communication in-person, via email/phone/text message, or through in/out of class assignments. If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center (970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040). If you would like to learn more about sexual misconduct or report an incident, please visit www.unco.edu/sexual-misconduct.

Equity and Inclusion Statement: The University of Northern Colorado embraces the diversity of students, faculty, and staff,

honors the inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews. In

this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and gender identities,

cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions, immigrant statuses, military or veteran

statuses, size and/or shapes are strongly encouraged to share their rich array of perspectives and experiences. Course

content and campus discussions will heighten your awareness to each other’s individual and intersecting identities.

The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone seeking support or

with questions about equity and inclusion at the University of Northern Colorado (UNC). If you are a witness to or

experience acts of bias at UNC and would like to learn more about bias response or report a bias incident, please visit:

www.unco.edu/dean-of-students/shareaconcern/.

Accommodations Statement: Disability Resources - It is the policy and practice of the University of Northern Colorado

to create inclusive learning environments. If there are aspects of the instruction or design of this course that present

barriers to your inclusion or to an accurate assessment of your achievement (e.g. time-limited exams, inaccessible web

content, use of videos without captions), please communicate this with your professor and contact Disability Support

Services (DSS) to request accommodations: (970) 351-2289. Students can learn more about the accommodation process

at http://www.unco.edu/disability-support-services/.