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SERP 593 Internship Manual: DHH - Jennifer...
Transcript of SERP 593 Internship Manual: DHH - Jennifer...
SERP 593
INTERNSHIP MANUAL
SPECIAL EDUCATION: DEAF/HARD OF HEARING
DEPARTMENT OF DISABILITY AND PSYCHOEDUCATIONAL
STUDIES
TABLE OF CONTENTS
PART I: PURPOSE, TIME REQUIREMENTS, READINGS 2
PART II: ACTIVITIES AND PRODUCTS 5
PART III: INTERNSHIP LOGS 14
INTERMEDIATE INTERNSHIP LOG 14
FINAL INTERNSHIP LOG 20
PART IV: COOPERATING TEACHER GUIDELINES 23
SAMPLE WEEKLY WRITTEN FEEDBACK FORM 26
PART V: CED AND CEC GUIDELINES 29
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PART I: PURPOSE, TIME REQUIREMENTS AND READINGS
Purpose:
The purpose of this internship is to prepare you to integrate and synthesize what you have learned within
your coursework so that you can be a highly qualified teacher of students who are DHH within a self-
contained or general education setting. During the internship you will refine your ability to utilize the
IEP process as a basis for determining instructional goals and objectives for students who are deaf
and/or hard of hearing, design lessons and develop techniques for teaching communication skills, study
skills and academic content, and evaluate student progress as well as your own effectiveness in planning
and providing instruction.
Objectives:
Upon completion of this internship the intern will be able to:
1. Exhibit behavior consistent with professional ethics,
2. Create a safe, equitable, positive, engaging and supportive learning environment for all students
including culturally and/or linguistically diverse students, ISCI2, S1, S4
3. Select and administer formal and informal assessments addressing communication, literacy, and
areas such as the expanded core curriculum, self-determination and advocacy, social behavior
and academic performance. ISCI 2, S2
4. Use assessment information to determine individual and group instructional objectives and to
identify any needed accommodations, ISCI 2 S2
5. Know state IEP guidelines,
6. Design and write an appropriate Individual Educational Plan (IEP) and attend or participate in an
IEP meeting,
7. Use models of instruction including Self-Determined Learning Model of Instruction (SDLMI)
and cognitive strategy instruction to meet targeted goals and objectives, ISCI 2 K3
8. Monitor and evaluate student progress toward established objectives, ISCI 2 S2
9. Monitor student use of amplification,
10. Infuse language (oral and/or signed) and literacy objectives within content area instruction,
11. Design, implement and evaluate long term instructional in any appropriate area,
12. Establish and maintain collaborative relationships with professionals and parents,
13. Evaluate the effectiveness of instruction in meeting student objectives by engaging in reflective
practice. ISCI 2 K4
Competencies addressed by the Council on Education of the Deaf (CED) and Council for
Exceptional Children (CEC) are listed in Part IV of the internship manual.
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Time Requirements:
1. Full time intern (9 units):
a. In-state (Arizona) interns. Complete approximately 430 hours by spending about 36 hours a
week over a 12- week period in this internship. The intern will assume responsibility for the
classroom or caseload for at least seven (7) weeks. This can be a collaborative effort between the
cooperating teacher and intern. The recommended schedule is four full days and one half day.
The free half-day can be used to prepare for the final portfolio presentation, to complete a
professional resume, to prepare employment applications, and to complete any other work
required by the University. Interns are expected to participate in all responsibilities assumed by
the cooperating teacher including activities such as playground monitoring, lunch duty, teacher
meetings, teacher in-services, etc.
b. Out-of-state interns. Out-of-state interns are charged in-state tuition if they register for 6 or fewer
units in a given semester. For this reason, the final internship is spread over two semesters rather
than being completed in a single semester. The intern will complete a total of approximately 500
hours by spending about 36 hours a week over a 14-week period in this internship. This
typically means that the intern devotes 36 hours a week to the internship for 7 weeks each
semester. The intern will assume full responsibility for the classroom or caseload for at least
eight (8) weeks of the internship. This can be a collaborative effort between the cooperating
teacher and intern. The recommended schedule is four full days and one half day. The free half-
day can be used to prepare for the final portfolio presentation, to complete a professional resume,
to prepare employment applications, and to complete any other work required by the University.
Our CED accreditation requires that all students complete a full time internship (minimum of 36
hrs./week over designated period of time) so it is not possible to make this into two part-time
internships. Interns are expected to participate in all responsibilities assumed by the
cooperating teacher including activities such as playground monitoring, lunch duty, teacher
meetings, teacher in-services, etc.
2. Part-time intern (6 units): Complete approximately 290 hours by spending about 24 hours a week
over a 12-week period in this internship. Specific internship hours should be determined by the
intern and cooperating teacher.
3. Part-time intern (3 units): Complete approximately 142 hours by spending about 12 hours a week
over a 12-week period in this internship. Specific internship hours should be determined by the
intern and cooperating teacher.
4. Identify a weekly time to conference with the cooperating teacher and report this to your university
supervisor. This time should be at the teacher’s convenience and allow sufficient time to ask
questions and share ideas. Most interns find they benefit from approximately an hour each week.
5. Identify a potential midterm and final evaluation meeting date and time with the cooperating teacher
and then confirm these dates with your university supervisor. These meetings will be either in
person, by phone, or through an online meeting.
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Recommended Texts/Readings:
Students should refer to materials and readings from previous coursework.
Resources on the Self Determined Learning Model of Instruction (SDLMI), posted on course site
Iowa Department of Education. (2013). The expanded core curriculum for students who are deaf or
hard of hearing. Posted on course site.
State Department of Education:
Guidelines on Eligibility for Services
IEP Guidelines
Common Core
Moss, C. M. & Brookhart, S. M. (2012). Learning targets: Helping students aim for understanding in
today’s lesson. Alexandria, VA: ASCD.
This text has helpful information for designing long-term instruction, and for learning how to
convey expected learning outcomes and the procedures to measure progress on those outcomes
to students in a meaningful manner. ASCD is a teacher organization that publishes wonderful
resources!
Wong, H. & Wong, R. T. (2009). The First Days of School. Mountain View, CA: Harry K. Wong
Publications.
Excellent for beginning teachers (especially those in a classroom). The Wongs tell you how to
establish classroom routines, how to create an attention getting signal, how to establish classroom
rules and multiple other aspects of instruction that help you teach with confidence.
If you live in Arizona and have access to Bookman’s Used Books, you’ll likely find a used copy of
this year or a prior year available there.
Link to IRIS Center providing information on various topics including learning strategies, reading,
literacy, collaboration, and assessment:
http://iris.peabody.vanderbilt.edu/resources.html
Link to language and culture resource kits at the UA College of Education World of Words, which
includes resources for literacy instruction:
http://wowlit.org/links/language-and-culture-resource-kits/
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PART II: ACTIVITIES AND PRODUCTS
ACTIVITIES The Internship Log that is included within this manual will guide you as to when to conduct the
following activities.
1. DEVELOP AND IMPLEMENT DETAILED LESSON PLANS
Lessons Plans for Your University Supervisor:
Intermediate Internship:
Submit one lesson plan to your University supervisor each week. The lesson plan should be written
in a detailed manner using a lesson plan form approved by your supervisor. Each lesson plan can
address a single lesson or once you begin long-term instruction, multiple related lessons that will be
conducted over the week. The University supervisor may request additional plans if needed.
Initial lesson plans for your University supervisor should be submitted to the appropriate Initial
Lesson Plans D2L dropbox by Thursday, 11:59 pm AZ time of the week prior to implementation.
Feedback on the plan will be provided by Monday at 11:59 pm. Initial plans are not graded.
While it is important to personally evaluate all instruction, you will do this in a formal way for each
lesson plan submitted to your supervisor. After you conduct the plan, evaluate the effectiveness of
the plan, of the instruction that you provided and of student progress toward the instructional
objective(s). In most cases, the final lesson plan will differ from the initial draft based on your
implementation of supervisor and cooperating teacher feedback. You are expected to address written
supervisor feedback within the final evaluated plan. Submit your evaluated plan to the Evaluated
Lesson Plans dropbox by Sunday, 11:59 pm AZ time the week after conducting the plan, e.g. the
plan conducted week of September 8 is submitted for evaluation by 11:59 pm Sunday, September
14. The Evaluated Lesson Plan will be graded and is worth 20 points.
Final Internship:
At the beginning of the internship, the intern and supervisor should discuss whether the initial lesson
plan schedule should be to submit plans on a weekly basis or every two weeks. By the midterm
evaluation, final interns should submit plans every two weeks. The following describes the
procedures when submitting plans on a two-week basis.
Submit one lesson plan to your University supervisor every two weeks. The lesson plan should be
written in a detailed manner using a lesson plan form approved by your supervisor. Each lesson plan
will address a two-week period of instruction. Once you begin implementing long-term instruction,
your plan should include related lessons that will be conducted over the two-week period. The
University supervisor may request additional plans if needed.
Initial lesson plans for your University supervisor should be submitted to the appropriate Initial
Lesson Plans D2L dropbox by Thursday, 11:59 pm AZ time of the week prior to implementation.
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While it is important to personally evaluate all instruction, you will do this in a formal way for each
lesson plan submitted to your supervisor. After conducting the first week of your plan, evaluate the
week’s activities by inserting comments throughout the plan to comment on the effectiveness of the
plan and any changes to the plan for the upcoming week, on the effectiveness of your
implementation and on student performance and/or progress on objectives. Submit this plan to the
Evaluated Lesson Plans Dropbox (the dropbox date that aligns with the week in which initial
instruction was conducted) by Sunday at 11:59 pm AZ time of the week following implementation.
Your instructor will review your comments and may provide feedback, but the plan will NOT be
graded after the first week of implementation.
After implementing the full two-week plan, complete any revisions to the plan itself or provide
comments about how you will address instructor feedback in your subsequent plan. Finalize your
evaluation of the effectiveness of the plan, your implementation and student progress on the
objectives addressed over the two-week period. Submit this evaluated plan to the Evaluated Lesson
Plans dropbox (the dropbox date that aligns with the second week of implementation) by 11:59 pm
on Sunday of the week following implementation. Only evaluated instructional plans that address
the full two-week period will be graded for a potential 20 points.
Lesson Plans for Your Cooperating Teacher:
Your cooperating teacher should receive a plan for every lesson that you will conduct in a given
week. The two of you should discuss the appropriate format, the level of detail required for these
plans and whether plans should reflect daily lessons or cover a week of lessons within a given area
i.e. language arts, math. Additionally, you should determine the day and time of the week by which
she/he wants to see your plans for the coming week so that you can receive feedback prior to
implementation. Requirements for written lesson plans can be modified over the semester as
competence in this area is demonstrated.
Prior to implementing a lesson plan, thoughtfully consider the feedback your cooperating teacher and
university supervisor provide and incorporate suggestions into your instruction, as possible. Remember
that as an intern, you are a guest in the classroom/program. Accountability for student learning will
continue to rest with your cooperating teacher even as you assume increasing responsibility for
instruction. Delivering instructional lessons that are poorly developed or for which you are not prepared
puts the cooperating teacher and students at risk of not meeting requirements for adequate yearly
progress.
See D2L for: guidelines for writing lesson plans, presentation on writing instructional objectives, and
grading rubric
2. DESIGN AND IMPLEMENT LONG TERM INSTRUCTION ON A SELECT SET OF
OBJECTIVES
Design and implement a series of long-term instructional lesson plans addressing a limited set of
objectives. Select objectives that address a specific IEP goal, a specific content topic, a skill within the
expanded core curriculum, a cognitive strategy, etc. “Long term” is considered to be a consistent focus
on the selected objectives for a period of 4 to 8 weeks of instruction. Long-term instruction promotes
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learning by repeatedly addressing a limited set of objectives through varying activities and settings.
D/HH students, who often lack the background knowledge with which their hearing peers enter the
classroom, benefit from repeated exposure to vocabulary and concepts related to grade-level content and
instruction that integrates academic content, communication, language and literacy helps students
progress toward meeting their IEP goals. Long-term instruction should include elements of the self-
determined learning model of instruction (SDLMI) and cognitive strategy instruction, as appropriate.
Prior to implementing long-term instruction on specific objectives, review your students’ IEPs as well as
the common core standards for your state. You will share your proposed objectives and the procedures
you will use to monitor student progress with your supervisor and cooperating teacher for feedback and
guidance prior to implementation. After you complete this series of integrated lessons, you will evaluate
the sequence of lessons, the process of instruction provided and student progress on the addressed
objectives.
You may elect to design and conduct more than a single set of long term instructional lessons but you
will submit at least one set of lessons (minimum 4 weeks duration) and the evaluation of these lessons.
This assignment is completed during both the intermediate and final internship.
See D2L for guidelines for long-term instruction, SDLMI resources, grading rubric
3. VIDEO RECORD AND EVALUATE INSTRUCTIONAL SESSIONS
Students within the final internship should video record a minimum of three instructional sessions and
evaluate these recording using the evaluation form provided on the course site. Students completing the
intermediate part-time internship should video record a minimum of two instructional sessions and
evaluate these recording using the evaluation form provided on the course site. Your supervisor may
request additional recordings. Although recording and observing yourself teaching can be intimidating,
the process is invaluable in helping you refine your skills.
A minimum of one recording must occur at least two weeks prior to the midterm evaluation. The
recording schedule should be determined in collaboration with your cooperating teacher and university
supervisor within the first few weeks of your placement and noted within your internship log. Your
university supervisor will provide feedback on each session you record. You should incorporate this
feedback into subsequent instructional sessions.
You will need to obtain parental permission for students to appear in your recordings. Determine
whether guidelines specific to your school/district exist for video recording students. Work with your
cooperating teacher and university supervisor to obtain necessary releases in advance.
See D2L for: parent permission form and guidelines for recording instructional sessions
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4. WRITE (AND BEGIN WORKING TOWARD) YOUR PROFESSIONAL GOALS
Write at least one long-term professional goal and a minimum of two short-term objectives (per goal).
Consider reviewing the competencies established by CED, CEC, and your state for ideas. The short-term
objectives you write (i.e., learning outcomes) should be observable, measurable, and possible to achieve
during the course of your internship. Consider how you will monitor and document the progress you
make over the next few months. If the goals you establish regard planning for and delivering instruction,
you may want to use your evaluation of your growth as a teacher (refer to the final bullet point under
“Products” for more information). You, your cooperating teacher, and your university supervisor will
jointly evaluate your progress during the mid-term and final evaluations.
See D2L for: guidelines for developing professional goals and grading rubric
5. MONITOR AMPLIFICATION
If you are working with students who use amplification, develop a plan to monitor the students’ use of
their assistive listening devices. This plan may include procedures to teach students how to monitor their
own amplification and should incorporate some type of data collection on student responsiveness. This
can be an excellent opportunity to implement the self-determined learning model of instruction.
Submit a draft of your plan to your cooperating teacher and supervisor for feedback. Begin
implementing your plan no later than the third week of your internship. Submit a final copy of the plan
and an evaluation of its effectiveness to the appropriate D2L dropbox.
Interns who are deaf or hard of hearing should create a plan that includes a hearing assistant to conduct
any needed listening checks. Talk with your supervisor about an alternate assignment if monitoring
amplification is not relevant or appropriate for the students with whom you are working. Possible
alternatives can include monitoring of visual access or of on-task behavior with a focus on how the
visual and acoustic properties of the physical environment impact student engagement. The Placement
and Readiness Checklists for Students who are Deaf or Hard of Hearing (PARC) may be a helpful
resource for this alternative.
See D2L for: guidelines for monitoring amplification, PARC and grading rubric
6. COMMUNICATE WITH PARENTS
Develop a plan to engage in ongoing communication with the parents/guardians of the students in your
classroom or on your caseload. The plan can include written notes, phone calls, emails, meetings or
other approaches determined by you and your cooperating teacher. Submit a draft of your plan to your
cooperating teacher and supervisor for feedback. Submit a final copy of the plan and an evaluation of its
effectiveness to the appropriate D2L dropbox. (You also may want to consider including comments and
concerns about interactions with parents in your reflective journal entries.) *An alternate assignment
should be discussed when this internship is being conducted by a practicing teacher of DHH students.
See D2L for: grading rubric
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7. CONDUCT TWO OBSERVATIONS OF HEARING STUDENTS
Observe hearing students of the same age range as those you are instructing. The purpose of these
observations is to provide you with some familiarity about the academic, social and behavioral
expectations of the age level you are instructing and the teaching strategies and materials used with these
students.
Each observation should be a minimum of one hour in length or at least one class period. Review the
assignment guidelines on the course site prior to planning your observation. You may elect to download
the observation protocol (this is different from the assignment guidelines) on D2L to record your
observations. Alternatively, you may create your own observation protocol. Regardless, you will want to
prepare in advance. Try to narrow in on what it is you hope to learn by observing hearing students and
develop a few specific questions. Think through procedures you can use to record the data you collect in
response to your questions (i.e. frequency with which students volunteer information or ask questions,
the type of questions students are asking, student engagement or on-task behavior, etc.)
The second observation can be conducted within the same setting or in a setting that differs from the
first observation. Use your second observation to address different questions, to expand on information
obtained during the first observation, etc. Uses these observations to help you set appropriate academic
and behavioral expectations for your students. If you are in an itinerant setting you can conduct these
observations within general education classrooms that your students attend.
See D2L for: guidelines for conducting observations, observational protocol, grading rubric
8. CONDUCT ONE OBSERVATION OF TEACHER INSTRUCTION
Identify a teacher whom you’d like to observe and make arrangements to observe this individual
providing instruction. This can be a teacher of students who are deaf/hard of hearing, a general
education teacher, a teacher of students for whom English is a second language or a special education
teacher. The purpose of this assignment is for you to observe the structure or procedural sequence of an
instructional activity, the manner in which content is presented, strategies used to promote student
learning and engagement and the manner in which the teacher monitors student performance. The
observation should be a minimum of one hour or at least one class period. This observation could be
conducted in conjunction with one of the observations of hearing children.
See D2L for: guidelines for conducting observation, grading rubric
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9. WRITE YOUR PHILOSOPHY OF EDUCATING D/HH STUDENTS (FINAL INTERNSHIP
ONLY)
Think back to when you started this program. Do you recall what your assumptions/beliefs were
regarding the education of students who are deaf or hard of hearing? This assignment is not an academic
exercise, but rather an opportunity to reflect and refine your philosophy of educating D/HH students.
Most prospective employers ask you to explain your teaching philosophy and parents often want to
know this information. The format in which you express your philosophy may take almost any form e.g.,
a written paper, a poem, a song, or perhaps a video. You may begin this assignment any time during
your internship, but it must be completed by the end of the semester.
See D2L for: guidelines for describing/refining your philosophy and grading rubric
10. BECOME FAMILIAR WITH THE IEP PROCESS AND ASSIST IN PREPARING AN IEP
Collaborate with your cooperating teacher to develop a student’s Individual Education Plan (IEP).
Carefully read your state’s guidelines for eligibility and IEP components and development. Determine
the student’s present levels of performance and write goals that are (a) based on the student’s areas of
need, and (b) tied to common core/state standards. Plan to work closely with your cooperating teacher as
you learn the procedures and forms the district/program uses. If this is your final internship, plan on
assuming leadership in completing these documents. The cooperating teacher and university supervisor
will evaluate your participation in the IEP process during the mid-term and final evaluations. Submit a
copy of the IEP to your university supervisor, being sure to follow confidentiality guidelines.
Plan to attend an IEP meeting for at least one student; preferably (but not necessarily) the student’s
whose IEP you wrote. Submit a reflection of this experience.
11. DESCRIBE YOUR DEVELOPMENT AS A TEACHER
Select three lesson plans (along with the self-evaluations that accompanied the plans) to showcase your
growth as a teacher. Write a brief narrative explaining how these specific plans demonstrate some aspect
of progress over the internship. You can address your improvement in any area(s) i.e. planning, writing
instructional objectives, integrating communication within instruction, using a variety of engagement
strategies, etc.
See D2L for: guidelines, grading rubric
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PRODUCT DUE DATES
The following assignments are submitted throughout the course of the semester:
Lesson plans.
Video recordings of instructional sessions. At least one session should be recorded, evaluated,
and submitted prior to the mid-term evaluation meeting.
Progress on professional goals. A written copy of your professional goals should be provided to
your cooperating teacher and supervisor within the first two week of the placement. Progress on
goals will be discussed during the mid-term and final evaluation meetings.
Observations of hearing students. At least one observation should be conducted and submitted
prior to the mid-term evaluation meeting.
Observation of teacher instruction. This observation should occur prior to the mid-term
evaluation meeting.
The following assignments are due prior to the final evaluation meeting:
Video recording instructional sessions. Depending on the number of sessions recorded,
evaluated, and submitted prior to the mid-term, one or two sessions will be due prior to the final.
One IEP (Final Internship). Remember to omit the student’s name and any other identifying
information.
Observations of hearing students. If the second observation was not conducted prior to the mid-
term evaluation it should be conducted and submitted prior the final evaluation.
At the end of the semester (or two weeks after completion of the internship) a final copy of each
assignment listed below is due:
Collection of lessons addressing long-term instruction and an evaluation. Inclusive of all
necessary components. Benchmark assignment for Final Internship.
Monitoring amplification plan (or alternate assignment). Including your evaluation of the plan.
Parent communication plan. Including your evaluation of the plan.
Progress on professional goals Submit your professional goals, the progress made toward the
short term objectives you established for the internship and goals/objectives you’d like to address
in a subsequent internship or employment situation.
Personal philosophy of educating D/HH students. (Final Internship only)
Reflective narrative of progress as a teacher. Description of progress based on three lesson
plans.
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GRADING PROCEDURES
A grade of Superior, Pass, or Fail will be assigned by the university supervisor. Internship grades are not
included with your GPA. Student interns who fail the internship will be required to repeat the internship
before graduating from the program. The final grade will be awarded on the basis of the student’s
Performance Rating on the Internship Evaluation Form as determined by the cooperating teacher and
supervisor, in combination with the points earned for assignments.
GRADE CRITERIA
SUPERIOR Overall Performance Rating assigned by both the cooperating teacher and
supervisor is Outstanding and an assignment total of 90% or higher.
PASS
Intermediate Internship: Overall Performance Rating assigned by both the
cooperating teacher and supervisor is Competent or Adequate and an
assignment total of 70-89%.
Final Internship: Overall Performance Rating assigned by both the
cooperating teacher and supervisor is Competent and an assignment total of
80-89%.
FAIL
Intermediate Internship: Overall Performance Rating assigned by both the
cooperating teacher and supervisor is less than Adequate and an assignment
total of less than 70%.
Final Internship: Overall Performance Rating assigned by both the
cooperating teacher and supervisor is Adequate or less than Adequate and an
assignment total of less than 80%.
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PRODUCT INTERMEDIATE FINAL
Eight Lesson Plans (20 points each) 160 160
Long term instructional objectives, collection of lesson plans
addressing objectives + Evaluation 80 80
Video Recorded Instructional Sessions + Evaluations (100
points each) 200 300
Professional Goals + Evaluation of Progress 25 25
Monitoring Amplification Plan + Evaluation of Plan 50 50
Parent Communication Plan + Evaluation of Plan 50 50
Observations of Hearing Students (25 each) 50 50
Observation of Teacher Instruction
25
25
Philosophy of Educating of D/HH Students
(Final Internship only) 25
Three Lesson Plans + Brief Narrative of Progress 50 50
TOTAL 690 840
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PART III: INTERNSHIP LOGS
INTERMEDIATE INTERNSHIP LOG
This log is to be used as a personal checklist and reminder for organizing the assignments for the intermediate
level internship. Items can be changed or modified to fit a schedule determined by you and your cooperating
teacher. SHARE this log with your cooperating teacher each week when the two of you meet. Review the
entire log so that you are aware of upcoming assignments and can discuss these in advance with your
cooperating teacher.
COMPLETED WEEK 1 (Enter Dates)
Determine and follow school sign-in procedure
Learn school procedures for fire drills, lockdown, ill students, classroom
visitors, access to confidential information, etc. Obtain a copy of the school
handbook.
Introduce yourself to the school staff i.e. the principal, the secretaries, the
custodian.
In collaboration with your cooperating teacher, determine your schedule for the
internship, including your weekly meeting.
Observe the children working with the teacher and interacting with one another
during free choice times to learn about the curriculum, instructional
approaches, teacher and child language, etc.
Assist the teacher in classroom/instructional activities.
Meet with cooperating teacher to identify one student for whom you will
develop a draft version of an IEP.
Review the IEP goals of each student in the classroom or on the caseload.
Write a note to parents introducing yourself and describing your
responsibilities. Discuss procedures to communicate with parents with
cooperating teacher. Cooperating teacher and supervisor should review
your note prior to sending it to parents.
Identify tentative Personal Goals/Objectives. Share these with your
cooperating teacher.
Ask cooperating teacher to assign you at least one lesson to teach next week.
You may use the teacher’s objectives and plan for this first lesson.
Submit Internship Information Form (on course site) to D2L Dropbox
Submit Introductory Parent Letter to D2L dropbox
WEEK 2 (DATES)
Assist the teacher in instructional activities.
Teach one or two lessons from cooperating teacher’s plans.
Determine your weekly meeting time with the cooperating teacher and submit
to your supervisor.
Discuss possible objectives and focus for your long-term instructional lessons.
Review guidelines for eligibility for special education and IEP components and
process on your state’s department of education website.
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Review the present level of performance of several IEPs. Talk with
cooperating teacher about how this portion of IEP developed. Observe
assessment administration if possible.
Finalize Personal Goals/Objectives and the procedures you’ll use to monitor
your progress. Submit a copy to supervisor and cooperating teacher.
Identify dates for your Mid-Term Evaluation and Final Evaluation. Confirm
these dates with your supervisor.
Determine the lesson plan format and submission schedule for your
cooperating teacher.
Discuss procedures to monitor student amplification with cooperating teacher
(if appropriate), submit draft plan to supervisor.
In preparation to write lesson plans, observe your cooperating teacher
providing instruction and create a lesson plan based on your observation. You
may ask for the objectives prior to the lesson. Review with the teacher during
your weekly meeting.
Determine the procedures to obtain any needed student permission to record
your instructional videos for self-evaluation. Submit Signed Video
permission letters as obtained to D2L site. Must have all signed letters
prior to recording.
Ask cooperating teacher to assign you at least one lesson to teach next week.
You may use the teacher’s objectives and plan. *Helpful to initially teach a
lesson that you’ve observed that includes procedures familiar to students.
WEEK 3 (DATES)
Assist the teacher in instructional activities.
Teach one or two lessons from cooperating teacher’s plans.
Review carefully the goals and objectives of several IEPs. Talk with
cooperating teacher about the relationships between present level of
performance and goals and objectives.
Review the common core standards being used in your state. Focus specifically
on those content areas in which you will be delivering instruction.
Identify objectives that you will address in your long-term instructional lessons
and share your anticipated sequence of lessons with your teacher and
supervisor.
Monitor student amplification, record data.
To prepare to teach, again observe your cooperating teacher providing
instruction and create a lesson plan based on your observation. You may ask
for the objectives prior to the lesson. Review with the teacher during your
weekly meeting.
Determine a site and date for your first observation of same age typical hearing
students. Record this into the relevant week of the log.
Ask cooperating teacher to assign you at least one lesson/day to teach next
week. You may use the teacher’s objectives but write your own plans.
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Submit lesson plans for next week to cooperating teacher for at least one
lesson/day (may use cooperating teacher’s objectives).
Submit one lesson plan for next week to supervisor for review.
WEEK 4 (DATES)
Teach one lesson a day from your own plans (may use teacher’s objectives).
Assist the teacher in instructional activities.
Record first instructional video and submit to YouTube (Private).
Review carefully the procedures to monitor student progress on objectives of
several IEPs. Talk with cooperating teacher about the relationship between the
objectives and monitoring procedures.
Monitor student amplification, record data and make any needed revisions to
plan.
Determine weeks during which you will conduct long-term instructional
lessons.
Review your personal objectives and progress. Make any needed revisions to
objectives or procedures to monitor progress.
Submit lesson plans for next week to cooperating teacher; one to two lessons a
day.
Submit lesson plan for next week to supervisor for review.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 5 (DATES)
Teach one to two lessons a day from your own plans.
Assist the teacher in instructional activities.
Submit evaluation of video 1 AND lesson plan used with this recording to
appropriate Dropbox
Work with teacher on draft of IEP, present level of performance.
Monitor student amplification, record data.
Summarize progress to date on personal objectives to prepare for mid-term
evaluation.
Remind cooperating teacher and supervisor of scheduled mid-term evaluation.
Everyone completes evaluation form in advance of meeting.
Determine a site and date for your second observation of same age typical
hearing students. Record this in the relevant week of the log.
Submit lesson plans to cooperating teacher for at least one activity a day
addressing your long-term instructional objectives.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 6 (DATES)
Teach at least one lesson a day addressing long-term instruction. Remember to
monitor student performance.
Assist the teacher in instructional activities.
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Work with teacher on draft of IEP, objectives.
Monitor student amplification, record data.
CONDUCT MID-TERM EVALUATION MEETING
Submit lesson plans to cooperating teacher for at least one activity a day
addressing your long-term instructional objectives.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 7 (DATES)
Teach at least one lesson a day addressing long-term instruction. Remember to
monitor student performance.
Assist the teacher in instructional activities.
Work with teacher on draft of IEP.
Monitor student amplification, record data.
Record video 2 of one lesson and submit to YouTube (Private).
Submit lesson plans to cooperating teacher for at least one activity a day
addressing your long-term instructional objectives and one or two additional
activities to conduct during the week.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 8 (DATES)
Teach at least one lesson a day addressing long-term instructional objectives.
Remember to monitor student performance.
Assist the teacher in instructional activities.
Work with teacher on draft of IEP.
Monitor student amplification, record data.
Submit evaluation of video 2 and lesson plan used within this recording to
appropriate Dropbox
Submit lesson plans to cooperating teacher for at least one activity a day
addressing your long-term instructional objectives and one or two additional
activities to conduct during the week.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 9 (DATES)
Teach at least one lesson a day addressing your long-term instructional
objectives and at least one additional lesson you’ve planned during the week.
Remember to monitor student performance.
Assist the teacher in instructional activities.
Work with teacher on draft of IEP.
Monitor student amplification, record data.
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Review your personal objectives and progress.
Submit report of observation of same age typical hearing students if this has
not already been completed.
Submit lesson plans to cooperating teacher for at least one activity a day from
your LTIP and one or two additional activities to conduct during the week.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 10 (DATES)
Teach at least one lesson a day addressing your long-term instructional
objectives and at least one additional lesson you’ve planned during the week.
Remember to monitor student performance.
Assist the teacher in instructional activities.
Work with teacher on draft of IEP.
Monitor student amplification, record data.
Submit lesson plans to cooperating teacher for at least one activity a day
addressing your long-term instructional objectives and one or two additional
activities to conduct during the week.
Submit lesson plan for next week that addresses long-term instructional
objectives to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 11 (DATES)
Teach at least one lesson a day addressing your long-term instructional
objectives and at least one additional lesson you’ve planned during the week.
Remember to monitor student performance.
Assist the teacher in instructional activities.
Complete work with teacher on draft of IEP.
Monitor student amplification, record data.
Send note to parents letting them know that next week is your final week and
sharing student progress on objectives you’ve addressed.
Update progress on your personal goals in preparation for final evaluation
meeting.
Remind cooperating teacher and supervisor of Final Evaluation meeting.
Submit lesson plans for at least one activity a day to cooperating teacher.
Submit one lesson plan for final week to supervisor.
Submit evaluated lesson plan from this week to supervisor for grade.
WEEK 12 (DATES)
Teach at least one lesson a day. Remember to monitor student performance.
Summarize student progress on the objectives addressed during long-term
instructional lessons.
Evaluate the effectiveness of your long-term instructional lessons.
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Write an evaluation of your parent communication plan.
Summarize data and write an evaluation of your plan to monitor amplification.
CONDUCT FINAL EVALUATION MEETING THIS WEEK OR NEXT.
Submit evaluated lesson plan from this week to supervisor for grade.
Submit all assignments to your supervisor within two weeks.
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FINAL INTERNSHIP LOG
This log is to be used as a personal checklist and reminder for organizing the assignments for the intermediate
level internship. Items can be changed or modified to fit a schedule determined by you and your cooperating
teacher. If you are completing the placement within your employment situation, revise the log to accurately
reflect your existing level of responsibility. SHARE the log with your cooperating teacher when the two of you
meet each week and frequently review upcoming assignments.
Date
Completed Week 1: Dates
Follow sign-in procedures. Learn school procedures for fire drills, lockdown, ill
students, classroom visitors, access to confidential information, etc. Introduce yourself
to the school staff. Obtain a copy of the school handbook(s).
In collaboration with your cooperating teacher, determine your schedule for the
internship, including your weekly meeting.
Determine dates for midterm and final evaluations and record in log.
Assist the teacher with instructional activities.
Review the eligibility and IEP guidelines on your state department of education
website.
Identify a student for whom you will develop an IEP and spend some time observing
the student. Review the IEP goals of each student in the classroom or on your caseload.
Write a note to parents introducing yourself and describing your responsibilities.
Discuss procedures to communicate with parents with cooperating teacher.
Cooperating teacher and supervisor should review your note prior to sending it to
parents. Submit letter to D2L dropbox.
Identify tentative Professional Goals. Share these with your cooperating teacher.
Submit a draft of your goals to supervisor.
Determine and initiate procedures to obtain any needed student permission to video
record instructional sessions.
Submit cooperating teacher form for payment.
Submit Internship Information Form to D2L dropbox.
Submit lesson plans to cooperating teacher and supervisor for next two weeks.
Week 2: Dates
Teach at least two lessons this week.
Determine the topic, strategies, content or focus for your long-term instructional
lessons.
Review guidelines for eligibility for special education and IEP components and process
on your state’s department of education website.
Review the IEP procedures used by your cooperating teacher (who writes each section
of the IEP, how present level of performance determined and by whom, etc.) and
beginning the IEP program used for students.
Begin initial work on IEP for selected student by reviewing previous assessment results,
objectives and documentation of performance within existing IEP.
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Obtain dates of any IEP meetings that you may be able to attend for this student or
others and add to log.
Develop and submit plan for monitoring amplification or alternate plan to cooperating
teacher and supervisor
Develop and submit plan for ongoing communication with parents to cooperating
teacher and supervisor.
Submit signed video permission forms to D2L dropbox as obtained. Must have signed
permission PRIOR to recording.
Submit initial evaluation of lesson conducted this week and any proposed modifications
for next week to supervisor.
Week 3: Dates
Teach at least one lesson a day this week.
Review the common core standards being used in your state. Focus specifically on
those content areas in which you will be delivering instruction.
Identify objectives that you will address in your long-term instructional lessons and
share your anticipated sequence of lessons with your teacher and supervisor.
Determine a site and date for your first observation of same age typical hearing
students. Record this into the relevant week of the log.
Implement student amplification or alternate plan.
Implement parent communication plan.
Submit lesson plans to cooperating teacher and supervisor for next two weeks.
Submit evaluated two-week lesson plan to supervisor for grade.
Week 4: Dates
Assume 50% of cooperating teacher’s instructional responsibilities. This can be in
collaboration with teacher.
Determine weeks in which long-term instruction on selected objectives will occur and
record in log.
Record first video and upload to YouTube (Private).
Work on IEP.
Continue student amplification or alternate plan.
Determine date for teacher observation and record in log.
Submit cooperating teacher feedback for weeks 1-4 to supervisor.
Submit initial evaluation of lesson conducted this week and any proposed modifications
for next week to supervisor.
Week 5: Dates
Assume 75% of cooperating teacher’s instructional responsibilities. This can be in
collaboration with teacher.
Remind cooperating teacher and supervisor of schedule mid-term evaluation. Everyone
completes evaluation form in advance of meeting.
Summarize progress to date on personal objectives to prepare for mid-term evaluation
next week.
Submit evaluation of first video AND lesson plan used with this recording to
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appropriate dropbox.
Continue student amplification or alternate plan.
Work on IEP.
Submit lesson plans to cooperating teacher and supervisor for next two weeks. These
plans should address long-term instructional objectives.
Submit evaluated two-week lesson plan to supervisor for grade.
Week 6: Dates
Assume 100% of cooperating teacher’s instructional responsibilities. This can be in
collaboration with teacher.
Determine a site and date for your second observation of same age typical hearing
students. Record this in the relevant week of the log.
CONDUCT MID-TERM EVALUATION MEETING
Record second video and upload to YouTube (Private).
Review amplification or alternate plan and make any needed revisions.
Work on IEP.
Submit initial evaluation of lesson conducted this week and any proposed modifications
for next week to supervisor.
Week 7: Dates
Submit evaluation of second video AND lesson plan used with this recording to
appropriate dropbox.
Submit cooperating teacher feedback for weeks 5 – 7.
Continue student amplification or alternate plan.
Work on IEP.
Submit lesson plans to cooperating teacher and supervisor for next two weeks. These
plans should address long-term instructional objectives.
Submit evaluated two-week lesson plan to supervisor for grade.
Week 8: Dates
Submit draft of personal philosophy.
Work on IEP.
Continue student amplification or alternate plan.
Review progress on personal goals.
Submit initial evaluation of lesson conducted this week and any proposed modifications
for next week to supervisor.
Week 9: Dates
Record third video and upload to YouTube (Private).
Work on IEP.
Continue student amplification or alternate plan.
Submit lesson plans to cooperating teacher and supervisor for next two weeks. These
plans should address long-term instructional objectives.
Submit evaluated two-week lesson plan to supervisor for grade.
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Week 10: Dates
Submit evaluation of third video AND lesson plan used with this recording to
appropriate dropbox.
Work on IEP.
Continue student amplification or alternate plan.
Make any desired revisions to personal philosophy.
Submit initial evaluation of lesson conducted this week and any proposed modifications
for next week to supervisor.
Week 11: Dates
Sent note to parents that next week will be your final week.
Complete IEP.
Remind cooperating teacher and supervisor of schedule final evaluation. Everyone
completes evaluation form in advance of meeting.
Submit cooperating teacher feedback for weeks 8 – 11.
Submit lesson plan for final week.
Submit evaluated two-week lesson plan to supervisor for grade.
Week 12: Dates
Reduce instructional responsibilities as appropriate.
Conduct FINAL EVALUATION this week or next
Submit all assignments within two weeks.
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PART IV: COOPERATING TEACHER GUIDELINES
General Information
Thank you for agreeing to serve as a cooperating for this intern. The intern working with you is a
graduate student preparing to become a teacher of students who are deaf/hard of hearing. The number of
hours that the intern will be with you and your students each week and the type of responsibilities she/he
will assume is dependent upon the number of units being completed and the level of the internship
(intermediate or final internship). This section of the Internship Manual describes the responsibilities we
ask you to assume.
Professional Practice
The intern has been instructed to follow your lead in issues of professional development and to
demonstrate personal professional behavior throughout the placement. As part of the placement, the
intern should gain experience as a working member of a multi-disciplinary team that provides
assessment, placement and monitoring of programs for students with hearing loss. The intern should
participate in a minimum of one IEP meeting. We ask that the intern be given the opportunity to assist
with, or to prepare, one IEP. Of course, it is optimal for the intern to participate in the IEP meetings for
this student, but if this is not possible, attendance at any IEP meeting will be appropriate.
Required Assignments
The activities the intern is expected to complete are listed in the Activities and Products section of the
Internship Manual as well as within the internship log. Feel free to review these assignments and offer
your feedback. Assignments can be modified if they are unsuitable for the specific internship context.
Lesson Planning
The intern is expected to write daily/weekly lesson plans. Typically interns might begin by writing daily
plans and gradually move to weekly plans. The determination of whether the intern should prepare daily
or weekly plans depends on the student, the internship context, the cooperating teacher and the
supervisor. The determination of frequency and detail of plans should be reviewed at each meeting
(initial meeting, mid-term evaluation, final evaluation). Lesson plans should be thorough and precise and
submitted to you the week preceding implementation in the format and level of specificity that you
desire. You and your intern should work out a date by which you will receive the plans for the upcoming
week. Please review the plans and give any feedback prior to the intern beginning to teach from those
plans. The university supervisor will review in detail and provide feedback on one detailed lesson plan
each week. The intern is expected to make revisions on plans and instruction based on feedback given
by the cooperating teacher and university supervisor.
You should feel free to collaborate with the intern to develop plans and instruction appropriate for your
students, to monitor student progress and to identify appropriate areas for the long-term instructional
plan.
Evaluation
You are encouraged to observe and evaluate the intern informally on a continuous basis, and to provide
ongoing feedback. We ask that you observe and provide written feedback on instruction once a week. A
suggested Feedback Form is included at the end of this document for this purpose but feel free to use
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your own form. The intern is asked to submit a copy of the written feedback that you provide to the
University supervisor so that the supervisor can get your perspective on performance.
A formal evaluation meeting is conducted at the midpoint and end of the internship. You, the intern and
the university supervisor will complete an Internship Evaluation Form prior to each evaluation meeting.
During the evaluation meeting with the university supervisor you will share your impressions of the
intern’s performance with each other. At the end of the internship, you, the intern, and the university
supervisor will again complete this form. The evaluation form examines seven areas: Professional
Behavior, Instructional Planning, Instructional Implementation, Behavior Management, Communication,
Evaluation/Record Keeping and IEP Development. You are asked to indicate the intern’s level of
functioning (novice to outstanding) and to provide written comments describing strengths and areas for
refinement. The criteria are listed on the evaluation form. Your written comments are especially
valuable in promoting professional and personal growth.
The evaluation meetings may be held in person, by conference call or through a web-based conferencing
system.
The performance level indicated on these Final Evaluations, along with the written comments, will
contribute to the intern’s grade. These Final Evaluations become part of the intern’s file.
Some of the expectations for the Cooperating Teacher are outlined below. However, there are many
other ways in which you can mentor this intern on the journey to becoming an effective teacher.
Teacher Responsibilities:
1. Communicate with the intern by establishing a regular meeting time each week to share and provide
feedback on objectives, lesson planning, individual children’s programs, IEPs, instruction and other
relevant topics.
2. Observe and provide written feedback at least once a week.
3. Provide the intern with instructions regarding responsibilities for assisting you and for providing
instruction.
4. Share your lesson plans, instructional goals, instructional strategies, techniques for teaching and
monitoring student progress, and behavior management strategies with the intern.
5. Help the intern develop procedures to communicate with parents on an ongoing basis.
6. Assist the intern in locating and examining assessment and curricular materials. Suggest topics for
the long-term instructional plan, and monitor its development and implementation.
7. Assist the intern in making arrangements to observe other teachers and support personnel or
classrooms if you think this would be beneficial.
8. Provide opportunities for planning and teaching. Please allow full-time interns to assume a level of
full responsibility for at least seven weeks of the placement. You may elect to team teach with the
intern during all of part of this time period.
9. Review the intern’s written plans prior to implementation and provide suggestions.
10. Evaluate the intern’s performance after seven weeks, and at the end of the placement.
Compensation
The Arizona Board of Regents has ruled that a cooperating teacher has the option of receiving a stipend
or a University of Arizona fee waiver (final only) for mentoring a student intern. At this time the
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honorarium for the cooperating teacher working with a part-time intern $250 and with the full time
intern is $500.
The fee waiver must be used within one year after the student-interning semester and is invalid if it is
not used within four academic terms. A letter confirming the fee waiver will be sent to the teacher’s
permanent address from the College of Education Business Office. The fee waiver does not cover late
fees, special class fees or Student Recreation Center fees.
Cooperating teachers will be required to complete a compensation form and indicate their choice of
reimbursement. Checks should be issued within four weeks after the completion of the university
academic semester. No reimbursement will be given to cooperating teachers without their social security
number and signature. Both fee waivers and stipends are reported as taxable income to the Internal
Revenue Service.
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Feedback Form for Instructional Observations
This form may be used to provide weekly written feedback of the intern providing instruction. Please
ask intern to submit a copy to the university supervisor.
Intern __________________________________Date________________
Observer ______________________________
The comments below relate to the lesson plan (when the intern writes own plan) and implementation of
the plan:
1. Objectives: Are the objectives realistic and appropriate?
2. Plan: Does the lesson plan create an appropriate and engaging means to address the objectives? Are
materials relevant and accessible during the activity?
3. Procedures/Lesson Mechanics: Does the activity proceed in a logical manner? Were any steps left
out? Did the intern make adaptations as needed?
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4. Instructional Strategies: These are some of the strategies I saw you use:
5. You show strong skills in these areas:
6. Continue refining these skills:
7. Additional comments or considerations for your next lesson:
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PART V: CED AND CEC COMPETENCIES
Council on Education of the Deaf (CED) and Council for Exceptional Children (CEC) combined
Competencies. Most interns will address the majority of these competencies during the intermediate or
final internship. A few competencies will be relevant only if relevant situations provide opportunities to
address the noted knowledge or skill.
Standard 2
Learning Environments
ISCI 2
K3 Effective management of teaching and learning
K4 Teacher attitudes and behaviors that influence behavior of individuals with
exceptionalities
S1 Create a safe, equitable, positive and supportive learning environment in
which diversities are valued.
S2 Identify realistic expectations for personal and social behavior in various
settings
S4 Design learning environments that encourage active participation in
individual and group activities
S5 Modify the learning environment to manage behaviors
S6 Use performance data and information from all stakeholders to make or
suggestions modifications in learning environments
S7 Establish and maintain rapport with individuals with and without
exceptionalities
S8 Teach self-advocacy
S9 Create an environment that encourages self-advocacy and increased
independence
S10 Use effective and varied behavior management strategies
S12 Design and manage daily routines
S13 Organize, develop, and sustain learning environments that support positive
intra-cultural and intercultural experiences
S14 Mediate controversial intercultural issues among individuals with
exceptionalities within the learning environment in ways that enhance any
culture, group, or person
S15 Structure, direct, and support the activities of para-educators, volunteers,
and tutors
S16 Use universal precautions
DHH 2
S1 Provide ongoing opportunities for interactions between individuals who are
deaf or hard of hearing with peers and role models who are deaf or hard of
hearing
S2 Provide access to incidental language experiences
S3 Prepare individuals who are deaf or hard of hearing to use interpreters.
S4 Manage assistive technology for individual who are deaf or hard of hearing
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S5 Design a classroom environment that maximizes opportunities for visual
and/or auditory learning and meets developmental and learning needs.
Standard 3: Curricular Content Knowledge
ISCI 3
K4 Technology for planning and managing the teaching and learning
environment
S1 Identify and prioritize areas of the general curriculum and accommodations
for individuals with exceptionalities
S2 Integrate affective, social, and life skills with academic curricula
DHH 3
S2 Integrate language instruction into academic areas
Standard 4: Assessment
ISCI 4
K4 National, state or provincial, and local accommodations and modifications
S1 Gather relevant background information
S2 Administer nonbiased formal and informal assessments
S5 Interpret information from formal and informal assessments
S6 Use information in making eligibility, program and placement decisions for
individuals with exceptionalities, including those from culturally and/or
linguistically diverse backgrounds
S8 Evaluate instruction and monitor progress of individuals with
exceptionalities
S9 Create and maintain records
DHH 4
S1 Administer assessment tools using the individual’s preferred mode or
language of communication
S2 Develop specialized assessment procedures that allow for alternative forms
of expression
S3 Collect and analyze spoken, signed or written communication samples
Standard 5: Instructional Planning and Strategies
ISCI 5
K3 National, state or provincial, and local curricula standards
K4 Technology for planning and managing the teaching and learning
environment.
K5 Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service
K6 Evidence-based practices validated for specific characteristics of learners
and settings
K7 Augmentative and assistive communication strategies
S1 Develop and implement comprehensive, longitudinal individualized
programs in collaboration with team members
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S2 Involve the individual and family in setting instructional goals and
monitoring progress
S3 Use functional assessments to develop intervention plans
S4 Use task analysis
S5 Sequence, implement and evaluated individualized learning objectives
S6 Integrate affective, social and life skills with academic curricula
S7 Develop and select instructional content, resources and strategies that
respond to cultural, linguistic and gender differences
S8 Incorporate and implement instructional and assistive technology into the
educational program
S9 Prepare lesson plans
S10 Prepare and organize materials to implement daily lesson plans
S11 Use instructional time effectively
S12 Make responsive adjustments to instruction based on continual observations
S14 Use strategies to facilitate integration into various settings
S15 Teach individuals to use self-assessment, problem solving and other
cognitive strategies to meet their needs
S16 Select, adapt and use instructional strategies and materials according to
characteristics of the individual with exceptionalities
S17 Use strategies to facilitate maintenance and generalization of skills across
learning environments
S18 Use procedures to increase the individual’s self-awareness, self-
management, self-control, self-reliance, and self-esteem
S19 Use strategies that promote successful transitions for individuals with
exceptionalities
S20 Use strategies to support and enhance communication skills of individuals
with exceptionalities
S21 Use communication strategies and resources to facilitate understanding of
subject matter for individuals with exceptionalities whose primary language
is not the dominant language
S22 Modify instructional practices in response to ongoing assessment data
DHH 5
S1 Apply strategies to facilitate cognitive and communicative development
S2 Implement strategies for stimulating and using residual hearing
S3 Facilitate independent communication in all contexts
S4 Implement strategies for developing spoken language in orally
communicating individuals and sign language proficiency in signing
individuals
S5 Use specialized technologies, resources and instructional strategies unique
to individuals who are deaf or hard of hearing
S6 Develop successful inclusion experiences
S8 Provide activities to promote print literacy and content area reading and
writing through instruction via spoken language and/or the signed language
indigenous to the Deaf community
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S9 Apply first and second language teaching strategies to the instruction of the
individual
S10 Provide balance among explicit instruction, guided instruction, peer learning
and reflection
Standard 6 Professional Learning & Ethical Practice
ISCI 6
S1 Practice within the CEC Code of Ethics and other standards of the
profession
S2 Uphold high standards of competence and integrity and exercise sound
judgment in the practice of the profession
S3 Act ethically in advocating for appropriate services
S4 Conduct professional activities in compliance with applicable laws and
policies
S5 Demonstrate commitment to developing the highest education and quality
of life potential of individuals with exceptionalities
S6 Demonstrate sensitivity for the culture, language, religion, gender,
disability, socioeconomic status, and sexual orientation of individuals
S7 Practice within one’s skill limits and obtain assistance as needed
S8 Use verbal, nonverbal and written language effectively
S9 Conduct self-evaluation of instruction
S10 Access information on exceptionalities
S11 Reflect on one’s practice to improve instruction and guide professional
growth
S12 Engage in professional activities that benefit individuals with
exceptionalities, their families, and one’s colleagues
S13 Demonstrate commitment to engage in evidence-based practices
S14 Articulate personal philosophy of special education
DHH 6
S1 Communicate proficiently in spoken language or the Sign Language
indigenous to the Deaf community.
S2 Increase proficiency and sustain a life-long commitment to maintaining
instructional language competence
Standard 7 Collaboration
DHH 7
K1 Services, organizations, and networks that support individuals who are deaf
or hard of hearing
ISCI 7
S1 Maintain confidential communication about individual with exceptionalities
S2 Collaborate with families and others in assessment of individuals with
exceptionalities
S3 Foster respectful and beneficial relationships between families and
professionals
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S4 Assist individuals with exceptionalities and their families in becoming
active participants in the educational team
S6 Collaborate with school personnel and community members in integrating
individuals with exceptionalities into various settings
S8 Model techniques and coach others in the use of instructional methods and
accommodations
S9 Communicate with school personnel about the characteristics and needs of
individuals with exceptionalities
S10 Communicate effectively with families of individuals with exceptionalities
from diverse backgrounds
S11 Observe, evaluate, and provide feedback to paraeducators
DHH 7
S1 Provide families with support to make informed choices regarding
communication modes, philosophies, and educational options.