The Reflective Practitioner: Resource Seminar – Special Education – EDST 587

CG • Section 16WK • 07/01/2018 to 12/31/2199 • Modified 02/04/2022

Course Description

Teacher candidates will apply research and theory to the cyclical process of instruction which addresses planning, teaching, and assessing. Broad concepts include using student assets to plan instruction, providing supports to reinforce learning, and analyzing assessments to direct future achievement tasks and goals. This course should be taken during the semester of supervised student teaching.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Student teaching is the culmination of all of the candidate’s course work for preparation for teaching. It is essential to provide an opportunity to communicate with university supervisors.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Apply research-based classroom management methods to solve classroom management problems.
  2. Analyze student needs based on assessments.
  3. Reflectively analyze their student teaching experience.
  4. Provide evidence of sound teaching practices.
  5. Apply diverse approaches to instruction based upon culturally responsive behavioral, cognitive, affective, social, and ecological theory and practice.
  6. Discuss religion in the schools from a biblical perspective.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 200 words and demonstrate course-related knowledge. Each thread must be supported by at least 1 citation from the required reading and/or presentation sources assigned. Discussion: Reflection requires a 3-5 minutes video in place of the written thread. In addition to the thread, the candidate is required to reply to 2 classmates’ threads. Each reply must be 100 words. (MLO: A, C, E, F)

edTPA Intention Form

The edTPA Intention form should indicate the candidate’s intention for the edTPA tasks. This decision will determine whether the candidate will register for the edTPA for Liberty University and the state where he/she lives or for Liberty University only.

edTPA Video Assignment

The edTPA Video assignment requires the candidate to watch 5 videos, locate edTPA documents needed for the assessment, and complete guided questions. (MLO: E)

Understanding the Rubric Levels

The candidate will be given materials from previous edTPA LU student submissions. The candidate must provide a rubric score based on the materials. After providing a score, the candidate will watch videos that explain the correct rubric scores and write a reflection of at least 5 sentences for each edTPA task. (MLO: A, B, C, D, E)

edTPA Context for Learning

The candidate will complete the Context for Learning portion of edTPA to demonstrate knowledge of the student teaching classroom. The submission will include an understanding of the diverse needs of the students the candidate is working with throughout the semester. (MLO: D, E)

edTPA Evidence Chart

The candidate will review edTPA scenarios and determine if the evidence chart was used correctly. The candidate will write a reflection providing evidence for the choice. (MLO: C, D)

edTPA Planning Assignment

The candidate will complete a planning template that outlines all tasks for edTPA. The candidate will discuss the plan with the Cooperating Teacher or On-Site Mentor and seek approval through a signature.  (MLO: A, B, C, E)

edTPA Task 1: Technical Review

The candidate will complete Task 1 of edTPA using the provided edTPA Handbook. This submission will include the Lesson Plans for Learning Segments, Instructional Materials, Assessments, and the Planning Commentary. (MLO: A, B, C, D, E)

edTPA Task 2: Technical Review

The candidate will complete Task 2 of edTPA using the provided edTPA Handbook. This submission will include the video clip(s) and Instructional Commentary. (MLO: A, C, D, E)

edTPA Task 3: Technical Review

The candidate will complete Task 3 of edTPA using the provided edTPA Handbook. This submission will include work samples from focus student(s), evidence of feedback, and an assessment commentary.  (MLO: A, B, C, D, E)

edTPA Final Technical Review

edTPA is a subject-specific assessment that includes versions for 27 teaching fields. A candidate enrolled in a student teaching course will be completing the edTPA for a course requirement. In addition, a candidate in states that require the edTPA for licensure must register for scoring the edTPA through Pearson. All tasks will be submitted to LiveText for a technical review. (MLO: A, B, C, D, E)

edTPA Submission to Pearson

The candidate will provide proof of submission of the edTPA portfolio to Pearson through attachment of a screenshot or email. (MLO: A, B, C, D, E)

edTPA Score Report

After the candidate receives his/her edTPA Score Report from Pearson, he/she will submit the report within the course. (MLO: D)

Retake Acknowledgement Quiz

The candidate will complete a quiz identifying whether there is a need for a retake of edTPA. (MLO: D)