Clinical field experience c: community demographic


 

Allocate at least 4 hours in the field to support this field experience.

Communication among all stakeholders is essential in the development of young children. When educators know and understand the stakeholders’ perspectives, they can best serve the students and their families.

For this assignment, you will be interviewing one teacher, one family member/guardian, and the director from your field experience child care center. Use the questions on the “Community Demographic Template” to conduct interviews that examine the roles of schools, families, and communities in the education of young children.

Use any remaining field experience hours observing the center and how families are involved.

After you have completed all three interviews, reflect, in 150-200 words, upon the contribution each person you interviewed makes to the education of young children. How will you incorporate this knowledge into your future teaching?

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.



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Clinical field experience c: identifying student challenges


Identifying academic challenges in the English language arts classroom is vital in addressing students’ specific needs to help them continue to flourish. By observing students learning and then reflecting upon individual struggles, teachers are better equipped to adjust their instruction to encourage positive academic growth.

In collaboration with your mentor, identify a student or small group of students who would benefit from differentiation or intervention during an upcoming ELA lesson or activity.

Observe the student/s during an ELA lesson. Identify the areas of reading, writing, listening, or speaking where the student/s seem to struggle.

Following your observation, discuss your conclusions with your mentor teacher. Discuss learning goals you would set for the student/s and share strategies, accommodations, resources, and materials you feel would benefit the student/s.

In 250-500 words, summarize and reflect upon your experiences, including the following:

Describe the areas in which you observed the student/s struggle.

What were the learning goals the mentor agreed were appropriate for the student/s?

What differentiation strategies, accommodations, resources, and materials did you share with the mentor teacher? Did the mentor agree that these were appropriate? Explain.

How will you apply what you have learned to personal professional practices related to identifying student challenges?



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clinical field experience a: the high school english language arts | education


 

Most special educators are required to differentiate reading and writing instruction for students across different skill levels, often in the same classroom. Being experienced with a variety of differentiation strategies will make such instructional planning easier, and students are more likely to be successful. In a middle school or high school setting, it is particularly important that age and developmental level are addressed; students’ interests are often more aligned to their age and same-age peers, rather than their academic level.

Allocate 3 hours in the field to support this field experience.

Observe, interview, and collaborate with the mentor teacher, who currently teaches English language arts in a high school (Grades 9-12) inclusive, resource, or self-contained setting, during at least two different ELA lessons.

During your observations, make note of the following:

  • Reading and writing strategies
  • Strategies specific to adolescent students
  • How instruction is differentiated to meet individual student needs
  • Instructional methods
  • Student groupings during instruction
  • Informal assessments that are used
  • Reading materials and genresIn 250-500 words, summarize and reflect upon your interview, observations, and instructional support. Discuss which methods and strategies best met the needs of the students. Explain how you will use your findings in your future professional practice.
  • Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.



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Clinical field experience a: shaping school culture interview and


 

Arrange your field experience for this course in a PK-12 school setting in which you will observe and collaborate with a certified school principal. Prior to your field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your principal mentor detailing the requirements for all field experiences for this course, and what is being requested of your mentor. This document should include the scheduling required to complete all assignments.

It is important for school leadership to plan and implement strategies for promoting and communicating the school mission and vision. The purpose of this field experience is to gain insight into the effect of a school’s vision and mission on the school’s culture and be able to apply this insight to future roles.

Allocate at least 2 hours in the field to support this field experience.

In this field experience, identify the school’s vision and mission. Interview two school staff members to determine how each supports the school’s vision and mission in shaping school culture. In addition, ask what strategies each interviewee utilizes to promote the school’s vision and mission with other stakeholder groups such as district representatives, fellow teachers, students, parents, and community members.

Use any remaining field experience hours to observe or assist the principal mentor.

Compose a 250-500 word summary of your interviews. Incorporate PSEL Standard 1 and describe how you will apply what you have learned to your future professional practice.



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Clinical experience comparison essay | mte 511 | University of Phoenix


 

Write a 750- to 900-word comparison of your observations of students in the two educational settings that you completed in this course. Identify differences as well as similarities.

Consider how the physical, cognitive, and social-emotional theories are implemented in each setting.

Address the following:

  • Describe each clinical experience setting. Include location, educational level, time of day, what the students were participating in at the time of observation, and the experience of the educator.
  • Consider the physical development of each observation. How were they the same? How were they different? What physical developmental theories did you observe?
  • Consider the cognitive development of each observation. How were they the same? How were they different? What cognitive theories did you observe?
  • Consider the social and emotional development of each setting. How were they the same? How were they different? What social and emotional theories did you observe?
  • Overall, did you notice anything surprising about the observations?
  • What insight did you gain from these observations?
  • How could you apply what you observed to your own educational setting?



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Clinical field experience b: data collection and assessment


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ECEartha Coard

GCU Student

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Topic 4: Connecting Content and Standards

Sep 23, 2021 – Sep 29, 2021Max Points:155

Objectives:

  1. Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for students with disabilities. [CEC 4.2, ICSI.4.K1, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.5.S19, IGC.4.K1; InTASC (6(g), 6(j), 6(k), 6(l), 6(o), 6(t)]
  2. Plan instruction for students with disabilities that uses appropriate strategies and assistive technologies, and enhances language development and communication skills. [CEC 5.2, 5.3, 5.4, ICSI.5.K2, ICSI.5.K3, ICSI.5.S6, ICSI.5.S7, ICSI.5.S8, ICSI.5.S9, ICSI.5.S10, ICSI.5.S15, ICSI.5.S16, ICSI.5.S19, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S4, IGC.5.S7, IGC.5.S9, IGC.5.S12, IGC.5.S13, IGC.5.S14, IGC.5.S21, IGC.5.S23, IGC.5.S24, IGC.5.S25; InTASC 2(a), 2(g), 2(h), 5(h), 7(b), 7(k), 8(a), 8(h), 8(k), 8(l), 8(n), 8(o)]
  3. Plan formative and summative assessments for students with disabilities that are aligned to learning goals and objectives and use appropriate strategies and assistive technologies, based on individual student needs. [CEC 4.1, 4.4, 5.3 ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.5.S21, IGC.4.S2, IGC.4.S3, IGC.5.K11; InTASC 6(a), 6(h), 6(i), 6(j), 6(k), 6(p), 6(r)]
  4. Describe ways to provide students with disabilities feedback on formative assessments and help prepare them for summative assessments. [CEC 4.4, ICSI.4.S5, ICSI.4.S7, IGC.5.S12 ; InTASC 6(d), 6(f), 6(l), 6(m), 6(n)]
  5. Reflect on professional practices related to assessing students, formally and informally, to meet the needs of students with disabilities. [CEC 4.1, 4.2, 6.1, 6.4, ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S5, ICSI.4.S7, ICSI.4.S8, ICSI.4.S9, ICSI.6.K1, ICSI.6.K13, ICSI.6.K14, ICSI.6.S1, ICSI.6.S5, ICSI.6.S8, ICSI.6.S11, ICSI.6.S13; InTASC 6(j), 6(q), 6(t), 9(l), 9(o)]

Assessments

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Topic 4 DQ 1

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 25, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.

Topic 4 DQ 2

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 27, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?

Clinical Field Experience B: Data Collection and Assessment

SUBMIT ASSIGNMENTlopes-writeRequires LopesWriteStart DateSep 23, 2021 12:00 AMDue DateSep 29, 2021 11:59 PMPoints50RubricView RubricStatusUpcomingAssessment Description

Data collection is an essential aspect of the special education field. Assessment can come in all forms, from formative, informal, summative, formal, standardized, and anecdotal assessments. Special educators need to use this data when making educational and IEP decisions. Being data literate and understanding how to use data appropriately will help increase the efficacy of the special educator and student results.

Allocate at least 4.5 hours in the field to support this field experience.

Observe a certified special educator in the setting of your choice (inclusion, resource, self-contained, etc.), consistent with your choice from Clinical Field Experience A.

Observe the delivery of two or more lessons and take notes on the types of assessments the teacher uses, how data is gathered, and how the data he or she gathers is used. Consider all types of assessments, even those that are very informal such as signals for understanding, questioning techniques, and group and independent work.

After you observe and take notes, meet with the certified special educator to ask the following questions:

  • What type of data did you plan to collect during the lessons?
  • How do you collect data? How do you store it?
  • What do you use this data for?
  • When do you revisit the data?
  • When and how do you share data with students? Teachers? Parents? Other service providers?
  • How often do you assess students in a typical lesson?
  • Which types of data do you find most useful? Why?

Use any remaining field experience hours to collaborate with the teacher in providing instruction and support to the class.

Reflect upon your observations, interview, and collaboration in a 250-500 word summary. How does the teacher’s use of data correlate with your recent research on data collection and use? Be sure to explain how you will use your findings in your future professional practice.

Support your findings with feedback from your mentor and at least one scholarly resource.



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Clinical field experience b: behavior plan review


 

The manner in which a teacher responds to a student’s challenging behavior can result in positive and negative outcomes. Often students have been conditioned that by engaging in certain behaviors their needs or wants will be met, thus making the challenging behavior an adaptive behavior. Teachers need to be aware of how they respond to challenging behavior to avoid inadvertently reinforcing the challenging behavior. However, by teaching and positively reinforcing replacement behaviors, students will learn to engage in more appropriate behaviors to get what they want and need.

 

Coordinate with a certified special education teacher to work with a student or small group of students who have behavior plans in place. Teach an activity of your mentor teacher’s choice to the students and observe the following:

  1. Setting: What is the setting like surrounding where the students are participating in the activity?
  2. Interventions/Plans: What are the interventions, replacement behaviors, and/or goals in place for the students?
  3. Crisis Plan in place by mentor/district: Refer to Topic 6 assignment. What plans are in place to ensure students’ safety?
  4. Activity: What is the activity you are facilitating? How does it support the behavior needs of the students? If it does not fully support the student behavior needs, how could it be adapted?
  5. General behavior during activity: How did the students engage with the activity, you (as the teacher), and any other students?
  6. Misbehavior or disruptive behavior: Did the students display any misbehavior or disruptive behavior? Why do you think they did or did not behave appropriately? Or, if they behaved appropriately, what do you feel contributed to them following the expectations without misbehavior?

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 1

In 250‐500 words, summarize and reflect upon the above observation points in your clinical field experience. 

Part 2

In an additional 250‐500 words, explain how you will use what you have learned from the clinical field experiences in this course in your future professional practices relating to behavior management and addressing any crisis situations observed or discussed with mentor. Cite the Ethical Principles and Professional Practice Standards in your response.

APA format is not required, but solid academic writing is expected.



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