||DHH682A - Student Teaching
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Twelve weeks or 60 days of full-day supervised teaching with Deaf and Hard of Hearing students. Candidates are supervised by a teacher with a clear Deaf and Hard of Hearing credential and by University Supervisor with at least three years of pre-K to 12 classroom experience. The course is graded satisfactory (S) or unsatisfactory (U).
|Course Learning Outcomes:
- Integrate and apply the knowledge and skills described within the 13 Teacher Performance Expectations (TPE's): TPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Learning during Instruction (based on student's IEP) TPE 3: Interpretations and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning About Students TPE 9: Instructional Planning TPE 10: Instructional Planning [time] TPE 11: Social Environment TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth Graded Participation
|Specified Program Learning Outcomes:
- Analyze the characteristics of students who are deaf or hard of hearing and exhibit additional disabilities that are associated with hearing loss and identify behaviors that require specialized instruction and/or adaptation and/or modifications in instruction.
- apply collaboration skills working with the multi-disciplinary educational team, including families and other stakeholders, to interpret assessment tools and implementing developmentally appropriate dual language (i.e. expressive and receptive), cognitive, and social goals for children from birth to age five.
- Apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
- Apply techniques that develop age appropriate language and cognitive skills, using both visual (signed) and/or auditory (spoken) input for students who are deaf or hard of hearing including those who are deaf-blind with additional disabilities.
- Collaborate effectively with a multi-disciplinary educational team to provide assessments, planning, and implementation strategies for children birth to age 5 that are deaf or hard of hearing, deaf-blind and/or with additional disabilities.
- Communicate using a variety of strategies in signed and spoken language to interact directly and effectively with students who are deaf or hard of hearing, deaf-blind and/or with additional disabilities.
- Identify the etiologies, learning characteristics, language and cognitive development related to hearing loss.
- implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner.
- Utilize academic discourse competency and language proficiency in both ASL and English, and apply interpretation and translation skills between ASL and written English while teaching.
The Candidate will be assigned to an educational setting for students who are Deaf and Hard of Hearing for a minimum of 6 hrs daily with a site supervisor who has a Clear Deaf and Hard of Hearing Credential. The Candidate will complete 12 weeks of student teaching in this placement. It is expected that shortly after the first week in the setting the candidate will begin teaching groups of students. By the end of the second month, candidates should be teaching full time in the setting.
A National University Supervisor will be assigned to observe and evaluate the candidate. The NU Supervisor and the Supervising Teacher will complete a minimum of 6 observations (twice each month) and a formative and summative assessment during the three months of student teaching.
Candidates must score a level 3 or higher on each element of the summative (final) assessment in order to successfully pass the student teaching experience.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures