COOPERATING TEACHERS - Cleveland State University



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Cleveland State University

Department of Health Sciences

Speech and Hearing Program

INFORMATION PACKET

for

Students enrolled in EST 575

(Practicum in Speech and Hearing Therapy)

and for

Cooperating Teachers in the Schools

]

MENTORING TEACHERS

Overview and Timeline of Mentoring Teacher’s Responsibilities

PURPOSE The role of the mentoring teacher is:

A. To assist the students in the development of the following skills and competencies:

1. Service delivery: flexibly in using different therapy techniques and strategies depending on the needs of the context, population, time constraints, etc., in a variety of service delivery models.

2. Time management and scheduling.

3. Planning lessons, objectives, goals, and choosing curriculum appropriate materials. Simple weekly or daily lesson plans are recommended.

4. Implementing effective behavior strategies.

5. Writing accurate and concise IEP’s and ETR’s.

6. Communicating with parents, staff and other professionals through meetings, correspondence and required paperwork.

7. Understanding implications and effects of IDEIA, NCLB and writing ETR's and IEPs.

8. Adhering to school policies and procedures.

9. Integrating and synthesizing behaviors and diagnostic information to determine a diagnosis and to adjust therapy goals to meet each child’s needs.

10. Application of theory for clinical decisions.

11. Professionalism in all aspects of clinical responsibilities, including interacting with teachers, staff and students.

B. To perform the following supervisory duties:

1. Evaluate student's performance midterm and final using the CSU Student Intern Competency Questionnaire form provided in the packet.

2. After you student is familiar with the routine and some of the student’s goals/needs/strengths, complete two observations to provide specific constructive criticism. Observations should occur before after midterm. Comments should be written on the Student Observation Form.

3. Sign/verify KASA competencies, KASA Hands-On hours sheet and the Ohio hours form.

4. Write a letter of recommendation on your school letterhead stationery. Please print at least two original copies.

5. Proactively contact the CSU supervisor about performance, attendance and any concerns regarding this placement.

6. Provide CSU with your current ASHA, SLP Ohio and ODE certification/licenses within the first four weeks of the semester.

C. To provide opportunities for students to observe each of the following services outside of your caseload so that all KASA competencies are met:

1. preschool play-based assessment and therapy

2. MH/CD caseload in High School and Middle School

3. language/literacy in Middle School

TIMELINE

1. One week prior to the start of the CSU semester (or before), the CSU student intern will contact the mentoring teacher to arrange a meeting.

2. The student intern begins practicum on the first day of the CSU semester.

3. The student intern is required to work 4 days per week. The day off each week is determined by the mentoring SLP and the demands of her/his workload. This day can be flexible only with approval from the school SLP mentor. Both the mentoring teacher and the CSU supervisor must approve any alterations in this schedule.

4. A mandatory seminar is held on campus every other Wednesday from 3:30-5:15 p.m.

5. The CSU supervisor will schedule a minimum of two visits per semester. Additional visits or phone conferences will be scheduled as needed.

6. A mid-term evaluation of the student's performance will be completed during the 7th or 8th week of the semester, by the mentoring SLP. This evaluation should indicate strengths and areas of improvement.

• Refer to the KASA Grade Descriptor when evaluating the student’s performance and competencies. Marks may be given between the blocks (i.e., 5.5, 4.5) to show emerging skills. (See Forms section)

• Superior (6) marks across all categories are not recommended at midterm because this is a learning experience where skill levels need to be improved and integrated as the semester progresses.

• The Student Intern Competency Questionnaire is used for both the mid-semester and final evaluations. Please print out the forms which are in the Forms Section

• Two copies of the form are provided for the mid-semester and final evaluations.

7. The final evaluation of the student's performance, a letter of recommendation on the school’s stationery and signed KASA and Ohio forms are due the final Wednesday of classes for the semester.

8. The student will work until the last day of instruction of the CSU semester. If the student missed more than three days during the semester, days will be made up during finals week.

9. The mentoring teacher must sign the KASA hours form, KASA Hands-On form and Ohio form on the last day of their practicum.

10. Guidelines for the student intern's responsibilities:

a. Orientation to the school's policies, schedule, caseload, evaluation protocol, etc., the first week. Assisting the student with appropriate materials is recommended for the first few weeks.

b. Demonstrate therapy techniques, how to collect data efficiently, behavior management principles, organizational skills for group therapy, and how to address different goals with one activity.

c. The student should be able to provide therapy for 1 to 10 students by the end of the first week.

d. By the 7th or 8th week of the semester, the student intern should be managing the majority of the caseload.

e. By the 9th or 10th week, the student intern should be managing the entire caseload, excluding some paperwork that would be required for the ETR's and IEP’s. Choosing materials, advancement of goals, behavior modification techniques and knowing when to move on should be monitored continually until the end of the practicum.

f. Provide an opportunity for the student to participate in and write at least 2-5 MFE/ETR’s from start to finish, including attending the parent conference. The student is expected to write at least 2-5 IEPs with minimal support from the mentoring SLP.

g. Provide opportunity for the student to observe a developmental preschool, a play-based assessment, and a MH high school classroom, etc., under the supervision of another SLP in your district. The student intern needs to develop knowledge and skills of all SLP services provided in schools.

Checklist

Directions: Following the completion of each responsibility, the mentoring teacher will sign and date in the appropriate space. (Photocopy as needed.)

|RESPONSBILITY |PROCEDURE |SIGNATURE & |

| | |DATE COMPLETED |

|Acknowledge receipt of mentoring teacher’s practicum |Delivered by student intern during the first | |

|Information Packet |meeting with mentoring teacher. | |

|Acknowledge receipt of forms from CSU College of Education|Mailed by CSU Supervisor during the first week of| |

|& Human Services (COEHS): proof of student orientation, |the semester. | |

|compensation information, and COEHS student intern | | |

|evaluation form. | | |

|Participate in first scheduled meeting with CSU |CSU Supervisor completes Student Teaching | |

|supervisor; explanation of Student Intern Competency |Observation Form; mentoring teacher and student | |

|Questionnaire. |sign. | |

|Participate in optional additional scheduled meetings with|CSU Supervisor completes Student Teaching |List all meeting dates: |

|CSU Supervisor. |Observation Form; mentoring teacher and student | |

| |sign. | |

|Complete two observation of your student intern. |One observation should occur before the midterm | |

|Record your observation(s) on the Student Teaching |and the second observation occurs after the | |

|Observation Form. The original is sent to the CSU or |midterm. Choose sessions that the student intern| |

|given to the Ms. Neff. |planned independently. Complete the Student | |

| |Teaching Observation Form. | |

|Complete Speech & Hearing Program’s (end-of-semester) |Given to student on the final Wednesday of the | |

|Student Intern Competency Questionnaire and letter of |CSU semester. | |

|recommendation. | | |

|Sign KASA and Ohio hours forms. |Presented by student on the final day of the CSU | |

| |semester. | |

Suggested Guidelines When Supervising Graduate Students in

the Public Schools: Speech-Language

1. Your student should have the number of therapy and diagnostic hours needed at the beginning of the semester. Modify the schedule, if able, especially if more diagnostic hours are needed.

2. Have the student observe you during therapy, especially for difficult cases. Explain strategies that you use to be more efficient, to determine the student’s skills, etc.

3. When the student begins therapy, observe and give feedback immediately after each session – describe good points and make suggestions. Some mentors have kept a written/typed log of each day and handed it to the student at the end of the day.

4. Schedule opportunities for the student to observe other speech pathologists and other programs (e.g., assistive technology, preschool, another elementary speech pathologist, high school, multi-handicap program, etc.).

5. Help the student develop strong assessment skills – administering standardized tests, scoring, observations, functional performance assessment, etc.

6. Discuss behavior management strategies in a variety of contexts. The student teacher must be supervised by the mentor for any student who may have behavior management issues, including autism, emotional disturbance and multi-handicapped.

7. Give the student opportunities to observe students in their classrooms in order to determine general language skills needed to be successful in different grades.

8. Explain beginning-of-the-year activities and organization; give ideas to streamline paperwork, schedule students, etc.

9. Increase the student’s familiarity/comfort level with department forms, completing Medicaid forms, developing IEPs, completing IEP reviews, completing the new MFE forms, etc.

10. Give the student opportunities to observe RTI meetings, staff meetings and IEP conferences. It is important for them to be involved in all workload responsibilities.

11. Allow the student access to materials, activity resources, etc., for copying or purchasing.

12. Exchange therapy activity ideas and develop lists of activities for common IEP language goals and objectives related to the Ohio Content Standards.

13. Discuss the laws and regulations that are pertinent to working in the public schools. Discuss “educational model” versus “clinical model” of working in the public schools.

14. Expect to be available to the student the following year, especially if he/she is employed by your school district – to give suggestions for paperwork, answer questions, etc.

Letters of Recommendation

TO: Mentoring Teachers, Student Intern Supervisors

FR: Undergraduate Affairs Council

RE: Letters of Recommendation

Letters of recommendation have ceased to carry much weight in the employment process. Part of this is due to recent federal legislation that allows students open access to their files. Those who write letters are unwilling to be frank and candid, and as a result, vague letters are written. Letters which deal in glittering generalities do not discriminate between candidates who have done an acceptable job and those who have done an outstanding job. This memo is written to suggest ways in which you may write letters of recommendation that will either ensure that an outstanding candidate be recognized by a prospective employer or not unduly harm a candidate whom you consider mediocre or worse.

Possibly the most important suggestion that one can make about letters of recommendation is to be specific. For example, when discussing effective teaching, refer to the candidate’s ability to write objectives, communicate these objectives to the class, plan alternative learning experiences, and check students for achievement of the objectives. If a prospective teacher maintains good classroom control, discuss the specific means used. The assumption is that certain methods, such as praise, reward, and “time out” are better than others, such as sarcasm, ridicule, and paddling.

To underscore this point, perhaps a few examples of what not to say may be in order. Letters which contain phrases like “works well with others,” ‘has good rapport with students,” and “creates a good learning climate” are meaningless. These phrases, though laudable, are highly subjective and give the reader no definite information on the candidate. (See Exhibit #1)

In addition to writing in specific terms about the candidate’s abilities, discuss those areas of teacher behavior that prospective employers are most concerned about. For your convenience, key areas of teacher behavior that employers appear to be most interested in are listed below.

1. Teaching methodology including planning, organizing, designing learning activities, and evaluation. Discuss any innovative lessons and the creation of teaching aids.

2. Classroom control including the means used.

3. Quality of interaction with student and others. Has the student gained the respect of students, faculty, and administrators? How was this demonstrated?

4. Personal characteristics such as cooperation, sense of humor, common sense, health, and personal appearance.

5. Conscientiousness. Discuss evidence of taking tasks seriously, being willing to put in extra time and effort, punctuality, and attendance.

6. Flexibility and willingness to consider another’s opinion. Discuss receptiveness to suggestions and criticisms. (See Exhibit #2)

Although we hope that all Cleveland State University student interns are worthy of the aforementioned praise, we know that at times, you may have a student whom you will not care to recommend. Yet, as their mentoring and supervising teacher, your evaluation will be necessary for the candidate’s file. We would like at this point to offer a few suggestions as to how to handle this situation. Again, when criticizing, be specific and refer to the particular teaching behaviors that need to be improved. For example, the candidate is ill at ease and needs more practice in speaking before large groups, or the candidate relies heavily upon the lecture method of teaching to the exclusion of all others.

Avoid making subjective judgments on personality traits such as that the student is highly emotional, unfeminine, or has a bad temper. These may be temporary conditions or they may reflect a differing view of society and education than your own. Evaluations such as these could cause irreparable harm to the candidate. In any case, the responsibility of the evaluator is to discuss personality traits only as they affect the performance of the student intern. If the student displayed personality characteristics that you considered improper, relate anecdotal instances which show how the trait affected performance in the classroom. For example, if you considered the student undependable because he or she was often late or absent, give the number of times that this occurred. If the student frequently left early for appointments, give the exact number of times this happened and the nature of the excuse that the student offered.

No doubt all of these suggestions will take more time and effort on your part to carry out, but in the long run you will be fairer and more helpful both to the candidate and to the prospective employer.

Exhibit #1

April 10, 2009

Mr. John Adams

Director of Personnel

Cleveland Public Schools

Cleveland, OH

Dear Mr. Adams:

I would like to highly recommend Sally Duncan for an elementary school teaching position. Sally did her student teaching under my supervision. Sally’s lessons were well planned and she created many visual aids to accompany them. Sally was effective in maintaining a positive learning environment and earned the respect of students, parents, and peers.

If it were within my power, I would employ Sally as a classroom teacher.

Sincerely,

Joan Edwards

Exhibit #2

April 10, 2009

Mr. John Adams

Director of Personnel

Cleveland Public Schools

Cleveland, OH

Dear Mr. Adams:

I would like to highly recommend Sarah Duncan for a school speech-language pathologist position. She completed her 16 week student teaching under my supervision in both a K-4th elementary school and a 5th -7th grade middle school in the Middleton School District. She is a person with integrity, talent and high ethical standards. Sarah has shown considerable skill and creativity in her work with a variety of speech language children with a variety of disabilities and she has done so with sensitivity and respect. Sarah has grown in her ability to work with other team members and has always carried herself in a confident professional manner. In summary, if it were within my power, I would not only employ Sally, but choose to team-teach with her also.

Sarah is constantly striving to improve and learn her craft. She has developed and implemented IEP goals for autistic and mentally handicapped students, as well as the hearing impaired and learning disabled. Sarah works hard to build rapport with her students and connect therapy goals and objectives to the curriculum.

Sarah’s diagnostic skills are excellent. She is well versed with many standardized tools but is also comfortable with informal assessments and observations. She is thorough and careful with her evaluations and has written concise, informative reports. Sarah has also learned to negotiate the extensive paperwork in the school setting in an organized, precise manner.

I have enjoyed working with Sarah Duncan and watching her grow into a very competent therapist of irreproachable character. I am sure she will be an asset to any organization she chooses to be a part of.

Sincerely,

Joan Edwards, M.A., CCC-SLP

Speech-Language Pathologist

j.edwards@

440-555-1234

Data Card – Required for Honorarium

Below is a sample of CSU’s Mentor Data Form. This form will be given to you in the middle of the semester. It is the mentoring teacher’s responsibility to mail the completed form back to CSU in order to receive the honorarium. Paychecks are cut approximately 2-4 weeks after the semester ends. All speech pathology mentors have Classroom Teacher Educator (CTE) status.

STUDENT INTERNS

Practicum in Speech & Hearing Therapy – EST 575

This course is designed to provide the student experience in delivering speech-language and hearing services within an educational setting. The course is open to graduate level students who have completed at least 80 clinical hours prior to assignment in the school setting. This course is required for licensure as a school-based speech-language pathologist. A child abuse seminar, scheduled the week before student teaching begins, is REQUIRED by the ODE for you to obtain licensure.

Course Requirements and Schedule

TIME FRAME

The teaching practicum requires that a student spend 4 days per week for a semester. Alterations to this schedule must be approved by your CSU supervisor and student teaching mentor. The placement should be preceded by an observation period in the weeks prior to the placement and is arranged by the student and the mentoring clinician or audiologist. Student teaching practicum is accompanied by a 2-hour seminar held every other Wednesday at 3:30pm on campus. Attendance is required.

STUDENT COMMITMENTS

Within the practicum setting, students are expected to follow all the rules, procedures and work hours that would apply to the school staff and to conduct themselves in a professional manner. Lesson plans, which are instrumental to learning, will be submitted to the mentoring speech-language pathologist or audiologist upon request and will follow the format she/he prescribes.

CLINICAL EXPERIENCE

Students can expect a variety of disability areas, degrees of severity and ranges in age.

DIAGNOSTIC AND SCREENING EXPERIENCE

Students will complete diagnostic and screening procedures as part of their placement experiences.

CONFERENCES, MEETINGS AND OBSERVATIONS

Conferences with other school specialists, observations of other special programs and regular education classrooms, and attendance at relevant meetings is expected.

EXPOSURE TO ADMINISTRATIVE FUNCTIONS

Experience relative to scheduling of cases, record keeping, gathering data, report writing, ordering of supplies, etc., will be included.

EST 575: COURSE OBJECTIVES

Knowledge and Skills Objectives:

1. The student will meet the education program's requirements for demonstrating satisfactory performance through on-going formative assessment of knowledge and skills by participating in a practicum that includes experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities. (KASA Standard V-A: Formative Assessment)

2. The student will demonstrate direct client/patient clinical experiences in both diagnosis and treatment with both children and adults from the range of disorders and differences across the KASA Big 9 areas as applicable to their student teaching workload responsibilities and the implications and effects of Federal laws, including, but not limited to IDEIA and NCLB. (KASA Standard III-C: Knowledge)

3. The student will complete supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes (KASA Standard IV-G: Skills Outcome):

3.1. Evaluation

a. Conduct screening and prevention procedures (including prevention activities).

b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals.

c. Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures.

d. Adapt evaluation procedures to meet client/patient needs.

e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.

f. Complete administrative and reporting functions necessary to support evaluation.

g. Refer clients/patients for appropriate services.

3.2. Intervention

a. Develop setting/client-appropriate intervention plans with measurable and achievable goals that meet the student’s needs. Collaborate with clients, families and school personnel and relevant others in the planning, intervention and evaluation processes.

b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) using evidenced based practice (EBP).

c. Select or develop and use appropriate materials and instrumentation for prevention,

assessment and intervention.

d. Observe, assess and collect accurate data for students’ performance and progress.

e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of students.

f. Complete administrative and reporting functions necessary to support intervention.

g. Identify and refer clients/families for services as appropriate.

3.3. Interaction and Personal Qualities

a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.

b. Collaborate with other professionals in case management, interventions and service delivery options.

c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.

d. Adhere to the ASHA Code of Ethics and behave professionally.

4. The student will demonstrate knowledge of processes used in research, access sources of research information, relate research to clinical practices and integrate research principles into evidence-based clinical practice. Oral and written documentation may include information obtained through class projects, clinical experiences, independent studies, and research projects. (KASA Standard III-F: Knowledge Outcomes)

Skill Objectives

A. Diagnostic Skills

1. Diagnostic Tools Students will: Choose appropriate standardized test instruments, functional and formative assessment measures, demonstrate adequate preparation, and skillful administration and interpretation of test results. (Inquiry, Contextualism)

2. Observational Skills Students will: Observe and report on conditions and behaviors affecting pupil behaviors and performance and determine needs for further interventions, testing or referral. (Inquiry, Contextualism)

3. Interpretation of Diagnostic Information Students will: Interpret test results and observations to determine the nature and extent of communicative problems and the need for specific and appropriate intervention as specified in such documents as Evaluation Team Reports (ETR’s) and Individualized Education Programs (IEP’s).

B. Planning Skills

1. Application of Knowledge Students will: Demonstrate a clear understanding of theory and research applicable to a pupil by choosing clinical procedures which are a logical outgrowth of their ability and understanding.

2. Establishing Appropriate Goals Students will: Determine appropriate types and levels of intervention and therapy and accurately predict the pace and amount of work that is needed to accomplish the goals. They will be able to define goals in terms of specific measurable behavioral objectives.

C. Utilization of Suggestions

Students will: Take an initiative in discussing and exploring suggestions relative to the pupil’s needs and work cooperatively with the mentoring teacher and the university supervisor. The student will accept constructive criticism in a mature manner.

D. Proficient Use of Materials and Equipment

Students will: Familiarize themselves with equipment and materials and use them adeptly and appropriately to enhance therapy and to achieve instructional objectives. They will develop materials as requested by the mentoring teacher.

E. Meeting Individualized Needs

Students will: Formulate individualized educational plans to meet specific needs and objectives or to develop specific skill in their pupils.

VALUES/ATTITUDES

1. Students will: Demonstrate unbiased acceptance of, and ability to provide strategies to, individuals with varying degrees of communicative disability. (Diversity, Professionalism)

2. Students will: Become aware of, and demonstrate sensitivity to, the challenges across a lifespan of individuals with such disabilities. (Contextualism, Professionalism, Partnership, Diversity)

Knowledge and Skills Acquisition (KASA)

All students applying for ASHA certification under the 2005 Standards for Certification in Speech-Language Pathology must track their acquisition of knowledge and skills. Clinical skills are obtained under three core standards: 1) evaluation, 2) intervention, and 3) interaction and personal qualities. Students must have a breadth and depth of clinical experiences across the lifespan, from culturally diverse backgrounds and various types of disorders. The “Big Nine” clinical areas needed for knowledge and skill development are: articulation, fluency, voice and resonance, language, hearing, swallowing, cognition, social aspects, and alternative modalities. The major difference between the old standards and the new KASA standards is that now, programs have to document how and when outcomes are measured and achieved and Formative assessments must include a system for tracking, feedback and corrective action (remediation loop) under the guidance of faculty and supervisors.

Midterm and final evaluations will be completed on the Student Intern Competency Questionnaire form. The descriptor for each clinical competency and the grading scale are included. Students must demonstrate a 4.0 or better grade in all KASA clinical skills to apply for certification. Remediation loops must be completed if the student is not competent in any clinical area.

Helpful Hints for Student interns

An assignment to intern provides an unusual opportunity for practical classroom experience and professional growth. Consider yourself employed by the school district. Here are a few suggestions and guidelines to help you achieve a rewarding student teaching experience.

Prior to student teaching

• Contact assigned school/mentoring teacher

• Become familiar with student intern's handbook

• Attend student intern orientation

• Know what types of hours you need for therapy and diagnostics to complete ASHA requirements before you start in the schools

Student Teaching Experience

• Student teaching hours are the same as the professional hours of staff members

• Meet every appointment promptly and every obligation fully

• Secure the telephone number of the school, teachers(s), and supervisor

• Dress in a professional manner

• Become familiar with classroom procedures and school policies including emergency policies

• Obtain a copy of school calendars and class schedules

• Become acquainted with resources, academic supplies, and other therapy materials which aid instruction

• Familiarize yourself with services available to students

• Meet and learn the names of all school personnel, not just the teachers

• Learn students' names

• Discuss lesson plan format to be used and development of original units with mentoring teacher and university supervisor

• Over plan for each day/week

• Submit lesson plans for approval several days in advance

• Discuss record keeping responsibilities with mentoring teacher

• Implement all suggestions by mentoring teacher and supervisor

• Do not administer corporal punishment. Do not hold or poke a student or invade their space in a negative manner.

• Confer with mentoring teacher about progress

• Familiarize yourself with the types of homework usually given

• Become familiar with general regulations and activities

• Become familiar with the total school curriculum and Ohio’s Language Arts Content Standards

• Discuss curriculum for inclusion classrooms with mentoring speech-language pathologist

• Notify university supervisor of planned field trips or special assemblies

• Return all borrowed materials

• Write letters of thanks to mentoring teacher, university supervisor, and all teaching staff involved in student teaching

• Complete all necessary paper work

• ASK QUESTIONS!!

Student Teaching Orientation Meeting

The mandatory orientation session is designed to provide an opportunity to meet the Cleveland State University personnel whose information will be of future assistance to you. This includes representatives from the Office of Field Services. A listing of all the student interns and their assigned university supervisor is provided. Information concerning licensure will be discussed and you will meet with your CSU supervisor. A Child Abuse seminar, required for ODE licensure, is offered in the afternoon of your orientation day. Attendance is mandatory. If you are unable to attend this seminar, refer to the resources at the end of this manual to complete the course elsewhere. You must receive a Certificate of Attendance and provide a copy of this to the Office of Field Services.

Role of the University Supervisor

The university supervisor works in unison with you, you mentoring teacher, and the university. The university supervisor is an experienced clinical educator.

Your supervisor will:

• Observe and evaluate you in a teaching situation

• Observe you a minimum of two times

• Confer with you after each visit

• Write an observation summary and provide feedback on your clinical performance

• Guide you through a self-evaluation process to identify your strengths and areas of improvement

• Conduct your required seminars

• Assist you in submitting all paperwork to the Office of Field Services for ODE certification

• Assign a satisfactory/unsatisfactory grade for student teaching in collaboration with your mentoring teacher

• Ask you to complete an exit questionnaire that gives you the opportunity to evaluate your student teaching, seminars and your university supervisor. This gives valuable feedback to the Speech and Hearing Program and the College of Education & Human Services.

Do not hesitate to ask for your supervisor’s advice about professional questions or concerns that you have. The goal of the university supervisor is to help you achieve success in student teaching.

If you have a problem

Occasionally a problem may arise during student teaching. Many problems can be solved quickly if they are handled in a timely manner. If a problem arises with the mentoring teacher or the school, call your university supervisor who will advise you on your course of action.

Student Teaching Field Experience Description (Interview/Discussion Items)

1. The Student Teaching Orientation Meeting, usually scheduled mid-semester before you begin your placement and is of utmost importance. Information concerning certification will be discussed when you will meet with your CSU student teaching supervisor. A brief seminar will be conducted during which student teaching requirements, seminar dates, visitation schedules and procedures will be discussed.

2. If you have not made arrangements to take the National Teachers' Exam/PRAXIS II (General and Specialty Area), go to Rhodes Tower 1401 and get the information as soon as possible. The State will not issue a teaching certificate without these results.

3. The request for your student teaching placement will be submitted after interviewing with your CSU supervisor. Field Services cannot however guarantee the school district will be able to honor the specific request. They generally attempt to accommodate, when possible.

4. No changes in placement requests will be honored after one week following the scheduled interviews. An early interview date only assures that you may be first to request a specific teacher or district. The district, however, makes the final placement decision.

5. You will be notified by the Office of Field Services of your placement - district, school, grade level, via email. If you change your email or contact telephone number, it is your responsibility to inform OFS of these changes. Please open and read emails from OFS. Speak to Ms. Neff about any placement concerns. Do not contact the Office of Field Services on your own. Students are not permitted to contact or make independent arrangements for student teaching assignments with school districts or school district personnel, per COEHS regulations.

6. Upon receiving official confirmation of your student teaching placement it is recommended that you call your assigned teacher to introduce yourself. At that time it is helpful to express how pleased you are to be placed there and that you are looking forward to the experience. This is an excellent way to begin establishing a positive working relationship with your mentoring teacher. They appreciate your call. It is a most uncomfortable situation to simply show up the first day of the quarter without having had a previous contact.

7. You will observe your assigned district's vacation schedule, not CSU's, during the student teaching experience.

8. You will be required to attend approximately 7-8 CSU seminars during the semester. The dates and times are determined by the supervisor. Upon receiving these dates from your supervisor be sure to submit them to your mentoring teacher so they are aware of the dates and times that you will be excused from your teaching responsibilities to attend seminars.

9. Your CSU supervisor will visit your classroom a minimum of 2 times during which they will observe you teaching. They will evaluate your instructional skills and confer with you to discuss progress. Your strengths will be stated and mid-semester goals will be chosen for areas needing improvement. The CSU supervisor is an experienced therapist and will provide assistance in helping you to become an effective speech-language pathologist. View this instructional guidance as an opportunity to grow professionally. Visitations will be scheduled according to your caseload experience.

10. You will be provided a written 6-week and final evaluation by the mentoring teacher. This final evaluation includes a narrative summary that serves as a letter of recommendation to be entered into your career services file. Therefore, you never need to request from your mentoring teacher or supervisor a letter of recommendation as it will automatically become an entry into your professional credentials file upon completion of student teaching.

11. Student teaching is graded as Satisfactory or Unsatisfactory. Letter grades are not issued for this experience. The final evaluations and written letters of recommendation are the most critical factors in pursuing a teaching position.

12. You will be expected to arrive at the school's designated time for staff and adhere to teacher dismissal time. Preparation and discussion time with your mentoring teacher may require that you arrive early and stay later in the day. These times may be agreed upon by you, the mentoring teacher, and the CSU supervisor. Ongoing discussion, communication and planning with your mentoring teacher are critically important for a successful student teaching experience.

MENTORING TEACHERS AND STUDENT INTERNS

The Initial Meeting with the Mentoring Teacher

Arrive on time and dressed in professional attire for the meeting with the mentoring teacher. It is likely that you will have an opportunity to meet the school administrator, teaching staff and students. Your professional appearance will be noted. Smile and be yourself. Do not be reluctant to ask questions. Take notes on the information provided for later review.

During the visitation the student intern should:

• Tour the building. Take note of the location of the parking facilities, restrooms, teacher lounge, office, media resource center.

• Collect information regarding teacher arrival and departure times, sign-in policies, the school calendar, fire drill and emergency procedures, and professional attire standards.

• Inquire about relevant therapy materials including any manuals and Content Standards.

• Discuss the composition of the caseload, cultural backgrounds, learning styles, and student special needs.

• Discuss data collection, evaluation of students, progress and record keeping responsibilities.

• Inquire as to the availability of workspace such as a table or desk within the assigned classroom that you could use.

• Discuss the daily therapy schedule.

• Discuss any preparation the mentoring teacher suggests prior to your first day of student teaching.

Enjoy this opportunity of meeting with your mentoring teacher. This is the beginning of an exciting professional experience. Obtaining valuable information, becoming familiar with the school environment, and getting to know your mentoring teacher are the keys to a successful beginning.

Guidelines for Student interns

1. Teacher’s Hours.

Student teaching is a full-time commitment. You are expected to be present during your mentor’s time. You follow the school district’s schedule, not CSU’s schedule.

You are required to complete the Intern Attendance Form (page 41) on a daily basis per the Office of Field Services. Your mentor should sign off on the attendance hours. This form must be turned in before your final grade is posted.

2. Attendance Policy.

In case of illness or emergency, please call the mentoring teacher at home either the night before (prior to 10:00 p.m.) or in the morning between 7:00-7:30 a.m. If there is no answer…LEAVE A MESSAGE ON THE ANSWERING MACHINE. If you do not speak to your mentoring teacher directly, you must contact the CSU supervisor at school.

YOU MUST CONTACT THE COLLEGE SUPERVISOR ABOUT UNEXCUSED ABSENCES. Contact Sue A. Neff on her cell phone (216-469-7851). You may also leave a message on her CSU voice mail (216-687-6992).

The College of Education & Human Services and the Program of Speech and Hearing have attendance policies for student interns. Only three excused absences are permitted during the semester. Each excused absence beyond three must be verified and each must be made up.

3. You are expected to:

• Dress appropriately

• Demonstrate professional conduct

• Be present and prompt for student teaching

• Interact in a positive, professional manner with students and staff members

• Be flexible

• Record your own clinical hours toward ASHA-CCC and Ohio requirements on a daily/weekly basis

• Offer assistance for projects, organization, etc.

4. You will be responsible for therapy in your mentoring teacher’s schools. You may have access to appropriate files and records to aid you in understanding each case and in planning therapy. If you need any information, please request it. Each case may not be able to be discussed in depth. You need to seek assistance and ask questions, and adhere to the Code of Ethics and confidentiality.

5. During the first week of the semester, please provide the mentoring teacher with:

• A list of your clinical hours and externship/internship experience

• A list of the diagnostic tests which you have administered and are familiar with

• Inform her/him of types of KASA hours needed

6. You will be responsible for the same duties as the mentoring teacher. These duties may include evaluation team meetings, staff meetings, IAT meetings, parent conferences, and activities other than direct therapy for students.

7. You will write at least 2-5 Multi-Factored Evaluation Team Reports (ETR’s) and 2-5 Individualized Education Programs (IEPs) for students with a speech-language disability (along with the mentoring teacher).

8. Expand your knowledge of P.L. 99-457: IDEIA (Individuals with Disabilities Education Improvement Act) and NCLB as it relates to special education as a whole…and specifically to speech and language therapy as a related service.

9. Please ask questions at any time! It is helpful to make a list of your questions, and to review the list with your mentoring teacher as time permits. He/she may not be able to give you their undivided attention at all times, but can review your questions within a reasonable time period.

10. Please sign out any and all materials that are property of the mentoring teacher or the school system.

If materials are lost or damaged, you are responsible for replacement or reimbursement prior to the release of the student teaching evaluation and signing of ASHA hours.

11. Learn and implement positive and effective behavior management techniques.*

12. Establish a positive working rapport with the students, staff and parents.*

13. Instruct lessons that are age and developmentally appropriate, high interest, motivating, and relevant to curriculum concepts.

14. Accept and implement suggestions provided by the mentoring teacher and/or the CSU supervisor.

15. As you complete your academic and clinic requirements, you are meeting the requirements for three separate credentials:

• American Speech-Language-Hearing Association: KASA: Knowledge and Skills Acquisition Certification of Clinical Competence (CCC-SLP)

• Ohio Board of Speech-Language Pathology and Audiology: Ohio License in Speech Pathology (OBSPA)

• Ohio Department of Education (ODE), Pupil Services License ode.state.oh.us

Many of the requirements for each credential are similar. There are separate requirements for each of the credentials (academic, clinical, supervised experience). Hopefully, you have done adequate planning and have been able to coordinate the requirements to use your time and experiences effectively. You may need to complete extra course work or clinical experiences if your planning/experiences are not appropriate for all three credential requirements.

It is unfortunate if you have overages or shortages in the KASA hours requirements, but the final responsibility for coordination of your training belongs to you.

The purpose of the Student Teaching experience is to complete requirements for the Ohio Department of Education Educator License. The ODE certificate is an OPTION which you choose to complete. Since you chose to pursue this option, it is expected that you will be able to complete the requirements in a positive, professional manner.

16. For your information

The mentoring teacher is an employee of the school district and is employed for the primary purpose of providing professional speech-language pathology services to students in the district.

The student intern is here to obtain a supervised training experience with the school-age population and to complete requirements for the Department of Education teaching certificate. The student intern works under the supervision/direction of the mentoring teacher. The student intern is a GUEST of the school district. Be professional and interactive with all school staff (principal, teachers, aides, secretary, psychologist, etc.).

If, for some reason, the presence of the student intern interferes with the provision of speech-language pathology services to students in the school district, the student teaching assignment may be terminated prior to the completion of the semester.

17. Clinical hours will be assigned and the student teaching evaluation/recommendation will be available when assignments are completed, course requirements are completed, and materials are returned and/or paid for. The final conference will be held during Final Exams week unless other arrangements are made in advance.

18. As a graduate student, you are expected to be able to follow complex directions and to remember verbal directions and information. It is helpful to use a NOTEBOOK, to keep notes and to make LISTS to keep track of the information.

19. You are expected to use a positive, professional approach with students and staff members. Due to current legal and supervisory requirements, please remember the following:

• Treat each and every student and staff member with respect.

• There is to be no physical contact with students.

• When working with students, the door to the office or work area should remain open, or as determined by your student intern supervisor.

• Students are to be under the supervision of an adult when in the school building and on school premises. Please accompany students to and from their classroom for therapy as needed.

• If a student makes an inappropriate or negative comment to another student, please advise said student that such comment is not appropriate and that the student should not say that again. Notify the mentoring teacher of the incident as soon as possible.

• Address students in a professional, respectful manner.

• Use of humorous or sarcastic remarks should be avoided, since there may be misinterpretation of the intent.

• If a student requests to use the restroom, allow him/her to do so, one student at a time.

• Write and file incident reports as indicated by the school district’s policies.

Based on sources by: Marilyn Vacel, Maple Heights City Schools

From the Office of Field Services Handbook

The Field Experience

Professionalism

Field experiences provide an important opportunity for students to begin the transition from student to professional teacher. Even though field experience is not a paid job, students should always strive to act as professionally as possible to impress mentor teachers and supervisors. Professionalism encompasses many areas of behavior, including professional dispositions, courtesy, attendance and punctuality, appearance, initiative, fulfillment of responsibilities, and ethical behavior. Each of these areas is described in further detail below.

Professional Dispositions

One important aspect of a student’s education is the development of professional dispositions—ways of working, thinking, and interacting with others. When a student first entered the college, in all of courses students received a List of Student Dispositions identifying three areas of dispositions that the college faculty has identified as important: Professionalism, Work Ethic, and Communication Skills. Students should monitor their own development of these professional dispositions, beginning now and continuing throughout their teaching careers using this list as a guide. Failure to demonstrate these dispositions through behaviors at any point in the program may jeopardize students’ continuation in their program. This is especially true during field experiences, since one of the most common causes for not successfully completing an internship is lack of professionalism.

Faculty and staff have monitored students’ ability to demonstrate these dispositions throughout their program and have provided them with guidance to develop further in these dispositions. Prior to the practicum, OFS reviews all student files to determine whether two or more faculty members have indicated concerns about a student’s ability to succeed in a field experience. If necessary, OFS convenes a Concern Conference to determine what information is shared with the school, mentor and/or supervisor.

In the field, interns should continue to demonstrate these dispositions to show that they are prepared to become a licensed professional teacher. During practicum, interns use the list of dispositions to reflect on their own professionalism, work ethic, and communication skills, and write a brief self-assessment about their reflections in each area, to be submitted as one of the six new portfolio artifacts completed during practicum.

Courtesy

Interns are guests in the classrooms of mentor teachers. At all times, interns must show respect and courtesy for their mentor teachers and all personnel in the field experience site. They also must abide by the rules and customs of the school. Interns should be receptive to feedback and responsive to recommendations made for improvements. Interns should resolve any conflicts with mentors or school personnel in a professional and courteous manner. If an intern feels that he/she is unable to resolve personal issues, the intern should consult with his/her supervisor.

Attendance and Punctuality

Regular attendance is required for all field experiences, according to the requirements of the experience. The following policy applies to all methods students, practicum and student teaching interns. This policy includes all field hours as well as orientations, associated seminars, and other professional activities affiliated with the internship. All students are expected to:

• Sign in and out every time they enter or leave the field placement school, using the system designated by the school;

• Practicum and student teaching interns complete the Intern Attendance Form daily, file this with the mentor teacher, and make it available each time the supervisor observes;

• Be present for the full duration of the time scheduled for each day. Student teachers are expected to arrive at the school’s designated time for staff and adhere to teacher dismissal time. Preparation and discussion with a mentor teacher may require that an intern arrive early or stay later in the day. These times may be agreed upon by the intern, the mentor teacher and the supervisor. Leaving early and/or arriving late are not permissible without advanced notification and permission. Missing over an hour on any day is considered an absence.

• Notify the mentor teacher or CTE, school secretary, and university supervisor ahead of time of any anticipated absences (e.g. religious observances or medical concerns) or as soon as possible in the case of unexpected absences.

• Receive mentor teacher’s and supervisor’s advance approval for any anticipated absences, e.g., for religious observances or medical concerns;

• If interns will be absent and they have instructional responsibilities scheduled while they will be absent, it is their responsibility to leave detailed plans and materials for the mentor teacher who will ‘cover’ for the intern.

• Attend a Concern Conference with the program coordinator and the field supervisor if the number of absences and/or tardies reaches a total of four in a semester.

Absences from a field experience, as defined below, may result in a Concern Conference, required make-up time, requirements to withdraw from an experience, or unsatisfactory grades that may require repeating an experience.

• Unexcused absences are not permitted for any reason

• Excused absences may be granted due to unforeseen circumstances only (e.g., serious illness, death in family, personal tragedy, legitimate university business). Excused absences are limited to three (3) with proper communication with university supervisor and mentor teacher or Classroom Teacher Educator (CTE). Each excused absence beyond three must be verified and each must be made-up. If these absences cannot be verified or made-up, interns may be required to withdraw from practicum or student teaching. Any intern facing such a possibility should confer with the Office of Field Services.

Appearance

Methods students and interns should present themselves as professionals in all field experience settings. Please be aware that this dress code may differ slightly from the dress code of the staff members of the school’s site. This is the interns’ chance to make an impression; these guidelines should be adhered to unless discussed with supervisor. The following guidelines provide specific details. If in doubt, interns should consult with their supervisors.

• Dress neatly in a comfortable, professional manner, in some cases surpassing the local custom

• Casual pants may be worn, with no holes, rips, or tears, and no jeans except on special days, e.g. field trip, outside activity

• Skirts should be finger-tip length (if standing straight up with hands to the side, the skirt should be at or longer than one’s fingertips)

• No shirts with inappropriate sayings, symbols/designs or pictures

• No low cut tops without an additional top underneath

• No tank tops, halter tops or tops with spaghetti straps including sundresses with these types of straps

• No midriff baring tops

• No athletic attire, including sneakers, except for Physical Education interns

• No loungewear (pajama tops or bottoms)

• Avoid tight-fitting clothing

• Proper grooming and hygiene is important

• Make-up and jewelry should be tasteful

• Visible body piercings should be removed

• Tattoos should be subtle or covered if possible

• No brightly-colored hair dye

• No flip flops

Identification

The Office of Field Services provides CSU lanyards designed to hold the CSU ID Card. Anyone affiliated with CSU (interns, supervisors, coordinators) must wear the lanyard while at the field experience site. When entering the site, all CSU interns, supervisors, and coordinators must stop in the office and sign in as a visitor. If the school’s policy is to sign out upon departure, please do not forget to do so. Some schools/districts issue their own ID cards for students to wear in addition to the CSU ID. Students should check with their mentor teacher for more information.

Cell phone use

No cell phones are to be used by interns while at the field experience site. Interns should leave the device either in a vehicle or in a bag/purse turned off or silenced. During non-instructional times (lunch, planning periods) if students need to use the cell phone, they should only do so outside of the experience site. NO exceptions.

Ethics

The Office of Field Services requires all interns to follow the professional guidelines set by the College of Education and Human Services and the Code of Ethics established by the National Education Association. These are parameters for what is considered “professional practice.” Interns must be prepared to practice these guidelines upon first contact with students and schools. Bring any questions about the meaning or interpretation of these guidelines to the university supervisor, an Office of Field Services Program Coordinator, or any College faculty member.

Computer Use

Students and interns in all field experiences must adhere to the CSU Information and Technology Resources General Policy as well as any technology policies established at the field site when using computer equipment on campus or at the field site. The application of these policies includes, but is not limited to, any of the following activities:

• Use of computer or data processing equipment;

• Access to computer systems;

• Possession of computer software or data;

• Copying or use of computer software or data;

• Use of computer accounts; or

• Use of computer-related equipment

Academic Integrity

While interns are in the field, they are entitled to all rights and bound by all responsibilities outlined in the CSU Code of Student Conduct. This includes academic integrity. OFS encourages interns to use available resources, including curriculum materials available from the mentor teacher, from the CSU curriculum library, and from the Internet. However, any work submitted for grading (e.g. lesson plans, reflections, assessments, portfolio artifacts) must be interns’ own work. If a supervisor or mentor teacher suspects an intern of plagiarizing, they should follow the procedures outlined in the Academic Misconduct Policy as described below under Codes and Policies.

Protecting Children’s Safety

Interns, like professional teachers, are responsible for protecting the safety of the children in their care. This includes being aware of and remediating any unsafe environmental situations, avoiding teaching activities that could endanger children’s safety, monitoring student behavior so that students do not pose a threat to one another, and reporting concerns about children who might be abused. All CSU interns receive training in identifying the signs of child abuse and neglect and requirements for reporting child abuse as part of their orientation. Interns may also seek similar training from the list of alternate agencies found on page 124 of this Handbook.

Child Abuse[1]

The laws of every state require teachers to report suspected cases of child abuse and neglect. This includes interns with instructional responsibility in the classroom. The National Child Abuse Prevention and Treatment Act of 1974 defines child abuse as physical or mental injury, sexual abuse or exploitation, negligent treatment, or maltreatment of a child under the age of eighteen or the age under the child protection law of the state in question, by a person who is responsible for the child’s welfare, under circumstances which indicate that the child's health or welfare is harmed or threatened thereby. Every state grants teachers who make such reports immunity from civil and criminal suits. In most states teachers can be fined or imprisoned if they do not make the report, and in some states they can be sued for negligence.

Table 8 lists physical and behavioral indicators of abuse and neglect. The table lists common indicators, but it is not exhaustive, nor are the categories mutually exclusive. Physical abuse and sexual abuse, for instance, can also produce some of the indicators shown under emotional abuse. These indicators only suggest the possibility of abuse or neglect; they do not prove anything improper has occurred.

Table 8: Indicators of Child Abuse and Neglect[2]

|Physical Indicators |Behavioral Indicators |

|Physical Abuse and Neglect |

|Bruises, Welts, Cuts, fractures, or burns |Complaints about harsh treatment |

|Pain |Poor school attendance |

|Unattended medical or dental problems |Chronic fatigue, listlessness, drowsiness |

|Lagging physical development |Sudden behavioral changes |

|Hunger |Fear of going home |

|Poor hygiene |Running away from home |

|Emotional Abuse and Neglect |

|Speech disorders |Habit disorders (biting, sucking, rocking) |

| |Conduct disorders (destructive or antisocial behavior) |

| |Neurotic traits (obsession, compulsion, inhibited play) |

| |Lagging mental and emotional development |

| |Suicide attempts |

|Sexual Abuse |

|Stained or bloody underclothes |Unusual or sophisticated sexual knowledge or behavior |

|Difficulty walking or sitting |Withdrawal |

|Pain, itching, bruises, or bleeding in genital or anal area |Frequent fantasies |

|Sexually transmitted diseases |Very childish or very adult behavior |

|Pregnancy | |

If an intern observes several of these indicators over a period of time, he/she should think seriously about why the indicators are present. As in other areas of the law, the reasonable person standard applies: Under similar circumstances, would a reasonable person suspect abuse or neglect? If the answer is yes, interns should report their concern to their mentor teacher. Remember, the law will protect the student if he or she acts in good faith.

Cuyahoga County Child Abuse Hotline: 216-696-KIDS (5437)

Corporal punishment

The Cleveland State University College of Education and Human Services does not condone corporal punishment of students under any circumstances, even if it is in accordance with school policy. Interns are not permitted to engage in corporal punishment of students during their internship.

Drug use

Drug use is taken very seriously by the College of Education and Human Services. A drug abuse offense, as defined in section 2925.01 of the Ohio Revised Code, that is not a minor misdemeanor, is a valid reason for the state of Ohio to refuse to issue a teaching license. If a mentor or supervisor suspects an intern of drug use or abuse, they should report their suspicions immediately to the Office of Field Services. The Office of Field Services will work directly with school administrators to determine what actions should be taken, including removal from a match or from the licensure program.

If an intern suspects a student of drug use/abuse, the following actions should be taken:

• Report concern to mentor teacher and assist mentor teacher in following the relevant school policy

• Report concern to the supervisor and the Office of Field Services

• Exercise discretion

Policies &Procedures

Work Stoppages in the School

Circumstances in recent years underscore the necessity of reiterating the Cleveland State University College of Education and Human Services policy regarding strikes and work stoppages. The long-standing policy, worked out in cooperation with other area universities and colleges and in consultation with school officials, is as follows:

• Student teaching interns, practicum interns and field experience interns should not be used as substitutes for mentor teachers or other teachers absent as a result of a work stoppage.

• In the case of a work stoppage called by a teachers’ organization, interns should not report for duty or be in or near the building of their assignment.

• In the case of study days, boycotts, strikes by non-certified employees, unauthorized work stoppages or other circumstances where regular teachers follow various courses of action, interns should follow the lead of their mentor teachers, unless to do so would be a violation of conscience.

There are several reasons for such policies. First, interns carry little, if any, liability insurance. Second, the legal status of interns is an uncertain matter. Third, work stoppages are generally periods of considerable stress and conflict around various issues. For interns to remain on the job in such circumstances would place the intern in a difficult position. We realize that withdrawing interns may cause considerable inconvenience for the mentor teacher. However, given the risks of the situation, withdrawal appears to be the best policy for both interns and mentor teachers.

Withdrawal from and Repeating Practicum/Student Teaching

Withdrawal from practicum or student teaching is a rare occurrence. However, in the event that an intern experiences difficulties in completing an internship successfully, withdrawal through the ninth week of the term may be preferable to receiving a grade of "C" in practicum or a grade of "U" in student teaching. Any intern facing such a possibility should confer with the Office of Field Services, the university supervisor, and the mentor teacher. Interns assigned to a Classroom Teacher Educator (CTE) should confer with the Office of Field Services and the CTE. Interns are not moved from one school match to another during the term, except in unusual circumstances in which evidence indicates that a problem experienced by the intern is in no way the fault of the intern.

After the ninth week of the term, withdrawals are not generally granted except for personal reasons on an individual case-by-case basis. Interns must petition for permission to withdraw for any reason after the ninth week. In cases where interns have not completed an internship successfully, a grade of “C” in practicum and a grade of “U” in student teaching can be expected. If a grade of “C" or "U" is received in practicum or student teaching, respectively, interns may seek to repeat practicum or student teaching in a subsequent term by petition only. If approved, practicum and student teaching may only be repeated once. As well, interns encountering difficulties in an experience are rarely moved between mentor teachers, and may only make such a shift within practicum or student teaching one time.

Incompletes in Practicum or Student Teaching Experiences

Incompletes are generally not offered for interns completing practicum or student teaching experiences. Any intern requiring additional experience in order to demonstrate the proficiency required to pass practicum or student teaching has two options: 1) repeat and register for the complete experience; 2) register for a minimum 1 credit independent study and complete additional weeks of an experience. Final determination of which option an intern completes will be the decision of the Office of Field Services.

Substituting

Interns do not have the protection from liability that the mentor teacher has. Interns may not serve as a substitute teacher and may not take children off the school grounds unless accompanied by a licensed teacher as part of a school-sanctioned event. Interns who have earned a substitute license in the district where they are completing their student teaching may, with the prior approval of their mentor and supervisor, substitute only for their mentor teacher(s) for a maximum of five days.

Immunizations

Proof of a negative TB test is required prior to the start of your practicum and student teaching. There will be no exceptions with regard to the TB test and background check. Students may go to their own doctor or they may contact the CSU’s Health Services department at 216.687.3649. If students go to their own doctor, they should make sure the doctor administers the Mantoux TB test and that they get a signed statement of results. If they go to CSU’s Health Services Department, they should obtain forms in the ESSC, Rhodes Tower 1401. The test is administered Mondays, Tuesdays and Wednesdays by appointment. TB results are valid for one year and must be current within one month of the end of an internship.

Some licensure areas require a series of three Hepatitis B shots. Interns who need this series are urged to begin these shots as soon as possible since the first two shots must be at least a month apart, and the third shot is taken approximately 6 months after the first shot. In order to satisfy this requirement, interns must have completed at least their first two shots prior to the beginning of their internship.

Bureau of Criminal Investigation (BCI) Check

Every intern must submit fingerprints to the Bureau of Criminal Investigation (BCI) for a background check. Those who have not resided in Ohio for five (5) continuous years prior to their internship must also have a Federal Bureau of Investigation (FBI) background check. There are several ways to obtain and submit fingerprints, outlined below.

• CSU: Students may have fingerprints electronically scanned in the Education Student Services Center, Rhodes Tower 1401 (687-4625}. Students must first pay $35 fee at Cashier’s office, bring the receipt and state-issued identification to the Education Student Services Center. Allow 1-2 weeks for electronic fingerprinting and background check.

ACCOUNT # 0060-0010-0512-40-Lab_Fees.

• Outside source: National Background Check, Inc. electronically scans your fingerprints and obtains results within two (2) business days. Students may call 1.877.932.2435 to set up an appointment or check their website at .

• Police: Fingerprinting can be obtained from CSU’s Police Department or your local police department (charges vary). If the standard ink card method is used, students should allow approximately six (6) weeks for processing.

BCI results are valid for one year. Those who have an existing BCI check may submit evidence of this, provided it is current within one month of the end of an internship.

If your BCI or FBI background check indicates prior criminal activity or behavior as defined in section 3319.31 of the Ohio Revised Code (or as listed on the Statement of Nonconviction for Early Childhood licensure students), the student will be notified by letter of this fact, and any matches that may have been made will be cancelled immediately.

Health Insurance

The College of Education and Human Services strongly advises all interns to be sure that they are properly insured against illness and injury during the program year. Interns may take advantage of the health insurance that is offered through the university or they can contact the National Education Association.

The student insurance plans available through CSU supplements the services available at Health Services by providing coverage for more costly illnesses and injuries requiring hospital treatment. Coverage remains in force year-round provided application has been made, eligibility requirements have been met and the premium paid for each year. For more information about these student insurance plans, visit Health Services on campus or call 216.687.3649. Student insurance plans are also available online at student- or at .

Concern Conferences

There are occasions when the Speech and Hearing Program faculty may feel that an intern has a problem meeting the minimum expectations of a university student and/or a future teacher. When this occurs, there are many ways to communicate this concern to an intern: e.g., the faculty member might communicate orally or in written comments on an assignment or on an evaluation form. Another way of communicating concern is through a “Concern Conference” with the intern. This is a formal procedure in which a program coordinator, the intern’s supervisor, one or more faculty members and the intern communicate with each other about a perceived problem, collaboratively develop ways in which the problem can or should be addressed, and document these in a Concern Conference form. Mentor teachers and site coordinators may also be involved in concern conferences. You will find a copy of a Concern Conference form below. Concern conferences may be preceded by an observation of the intern’s teaching by a representative from the Office of Field Services. (See Forms section)

Electronic Equipment

The Office of Field Services and the Program of Speech and Hearing would like to mind interns and student teachers that Cell Phones, Text Messaging or Instant Messaging devices, Music devices (i.e, radios, IPOD’s or MP3 players) and personal computer use for non-professional reasons are not appropriate in the field.

Additional Resources

1 Office of Field Services

Contact Information

Visit: Rhodes Tower 1344

Call: (216) 687-4616

Email: ofsassistant@csuohio.edu

Web:

Education Student Services Center (ESSC)

This is the advising office for the College of Education and Human Services. The ESSC provides students with information about and help with acceptance into College programs. The office will conduct an INTAKE INTERVIEW to:

1. Assess the student’s qualification for acceptance into a College program;

2. Help the student decide on a program;

3. Analyze the student’s transcripts to determine status regarding program requirements;

4. Help the student understand all program and College requirements.

This office will also:

1. Assign a faculty advisor to the student

2. Track the student’s progress through the College Student Data Base

3. Process the graduation application and teacher licensure application when submitted

4. Provide a timeframe for return of the actual license document from the State Department of Education

5. Provide both BCI and FBI Fingerprinting Services. (They must be paid for at the Cashier’s Office and shown the receipt to ESSC for services). Please contact the office for days/times when fingerprinting is done and the fees for each service.

6. Process the student’s state teaching license application

7. Provide information about Praxis II Examination requirements, dates, costs, and procedures

8. Answer questions regarding completion of the Teacher Preparation Program

*Students should be sure to have current copies of their Programs of Study on file in the office, especially if they’ve been given transfer credit(s) from another college/university or waivers.

Advising Office Hours

|Day |Time |Place |

|Monday-Thursday |8:00 a.m. – 6:00 p.m. |RT 1401 |

|Friday |8:00 a.m. – 5:00 p.m. |RT 1401 |

|Saturday |10:00 a.m. – 1:00 p.m. |MC 110 |

|(1st & 3rd of every month) | | |

Contact Information

Visit: Rhodes Tower, Room 1401

Call: (216) 687-4625

Email: coe.advising@csuohio.edu

Web:

Career Services and Placement Center

The Career Services Center provides interns with the following information:

• Procedures for registering with Career Services

• Available information and services

• Spring Job Fair

• Assistance with resume development

• Practice interviewing sessions

• Posting available in state/out of state teaching positions

• Passes to Teacher Recruitment Fairs

Office Hours

Monday - Friday

8:00a.m. - 5:00p.m.

Contact Information

Visit: Rhodes Tower West, Room 280

Call: (216) 687-2233; (888) CSUOHIO (toll free)

Email: careers@csuohio.edu

Web:

The Writing Center

[pic]

Writing is an important skill for all students, teachers and professionals of every kind. Students at Cleveland State University find that classes in every discipline use writing to help them explore, create and communicate ideas. Student writing can take many forms, from lab reports to research papers, group projects to journal entries. The Writing Center is here to help with any writing students do.

At the Writing Center we recognize that writing is an individual process that goes through many stages. Through tutoring and workshops the Center can help students:

• talk about their projects

• generate and focus ideas

• draft and revise papers

• improve their writing style

• understand different forms of writing

• handle technical details of grammar, documentation and formatting

• become a more confident, comfortable writer

• answer any other questions about writing

The Writing Center is available to all members of the university community, from first-year students to full professors. In addition to tutoring services, they also maintain a library of reference books, handbooks and other resources helpful to writers. Contact Dr. Mary Murray, the Director, for more information.

Contact Information

Visit: Rhodes Tower 124 (in library)

Call: (216) 687-6981

Email: m.murray@csuohio.edu

Web:

Curriculum Library

The Curriculum Library is found on the third floor of the Main Library. There are numerous resources for interns to use for lesson planning and implementation such as, but not limited to: curriculum resource guides, thematic units, juvenile literature collection, instructional media and manipulatives, reference guides and reading material.

Please contact Kathy Dobda or Diane Kolosionek at the numbers listed below for more information. Kathy Dobda maintains the Curriculum Library, and Diane Kolosionek serves as the Education Librarian and Liaison to the College of Education and Human Services.

Contact Information

Visit: Rhodes Tower 3rd Floor, Library

Call: Kathy Dobda at (216) 875-9738 or Diane Kolosionek at (216) 802-3358

Email: Kathy Dobda (k.dobda@csuohio.edu) or

Diane Kolosionek (d.kolosionek44@csuohio.edu)

Web:

Judicial Affairs

If interns or supervisors need to file a complaint involving a violation of the Student Conduct Code, information is available in the Office of Judicial Affairs. The complaint usually results in a formal charge which describes the incident or action and states the violation as it relates to the Code. This is the first stage of the judicial process. Students can get a copy of the Student Code by going to the Department of Student Life, MC 106 and asking for Valerie Hinton Hannah, Judicial Affairs Officer.

Contact Information

Visit: Main Classroom Building, Room 106

Call: (216) 687-2048

Email: studentlife@csuohio.edu

Web:

Office of Disability Services

The Office of Disability Services is charged with determining who is an eligible person with a disability and coordinating the accommodation needs of individuals with disabilities who participate in our programs. The office serves hundreds of students with a variety of disabilities, including learning disabilities, chronic health issues, attention deficit disorders, psychological conditions, visual impairments, mobility impairments, and hearing impairments.

Anyone who is requesting accommodations due to a disability is required to make that request through the Office of Disability Services. Once a person has been identified to this office, the office engages in an interactive process with that person to determine what accommodations, if any, are needed to ensure their equal access and participation in our community.

All accommodations are individualized—there is not a standard list of what one “gets” if one has a specific disability. Many different disabilities have similar accommodations to address the needs imposed by the disability. Additionally, two people with the same disability may have very different needs depending upon the impact of the disability on each individual.

The office website provides basic information about its services and how they are offered. Please feel free to contact Disability Services if more information is needed, or to set up an appointment. Their staff is:

Kate Yurick, M.Ed., C.R.C.

Assistant Director, Office of Disability Services

r.c.yurick@csuohio.edu

Jerry Gillinov, M.Ed.

Counseling Specialist

g.gillinov@csuohio.edu

Jeffrey Dell

Assistive Technology Specialist

j.dell@csuohio.edu

Contact Information

Visit: Main Classroom Building, Room 147

Call: (216) 687-2015

Email: studentlife@csuohio.edu

Web:

*CSU COEHS’s Student Teaching Handbook

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[1] From J.W. Newman, America’s Teachers, 3rd ed. (New York: Longman, 1998), pp. 144-48

[2] SOURCES: Dennis L. Cates, Marc A. Markell, and Sherrie Bettenhausen, “At Risk for Abuse: A Teacher's Guide for Recognizing and Reporting Child Neglect and Abuse,” Preventing School Failure (Winter 1995): 7, Louis Fischer, David Schimmel, and Cynthia Kelly, Teachers and the Law, 4th ad. (White Plains, NY: Longman Publishers USA, 1995), pp. 105-106.

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STUDENT TEACHING MANUAL

for

Student Teaching Interns

and

School SLP Mentors

EST 575:

Practicum in Speech & Hearing Therapy

FALL Semester 2009

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