Section V
EDU 797: Student Teaching in Deaf Education
The general goal of student teaching is for the teacher candidate to learn and to experience fully the many roles the cooperating teacher normally assumes. The teacher candidate should gradually assume more and more of the cooperating teacher's responsibilities, freeing the cooperating teacher to observe the student teacher and to provide criticism and feedback.
All teacher candidates will:
- Abide by this handbook and the EDU 797 syllabus including mid-term and final evaluation due dates.
- Assess the instructional needs of students using formal and informal methods.
- Complete an educational plan for each student with long term goals and short term objectives following the state-prescribed format.
- Plan instruction in a systematic and thoughtful fashion following the principles of effective instruction.
- Use appropriate and efficient methods of monitoring pupil performance and measuring learning gains.
- Adjust instruction as needed to maximize learning gains.
- Effectively manage student behavior.
- Evaluate own performance regularly with the university supervisor and establish improvement goals.
- Fulfill all other recommendations made by the cooperating teacher and the university supervisor to develop your professional skills.
- Demonstrate professionalism in interactions with the cooperating teacher, university supervisor, and other school staff.
- Perform and complete the TWS.
Placement Policy
EDU 797, or student teaching, is viewed as the major culminating activity in the teacher preparation program. This phase of field experience presents teacher candidates with opportunities to practice in real school situations, the theory, knowledge, and skills acquired in prior academic work and practicum. This policy presents placement options for student teaching.
Placement Options:
Traditional Placements.
EDU 797 uses student teaching placements that are outside of the Washington, DC metropolitan area and require living at or near the student teaching placement. Placements are typically schools outside of a 50-mile radius from Gallaudet. Local placements can be made for students with special circumstances. Special circumstances typically include situations which would cause a major life disruption that makes it unreasonable for a student to relocate for the student teaching period. To request consideration of a special need, students are to complete the appeal form in Appendix D and explain the circumstances that prevent them from relocating for student teaching.
- The department will assign a cooperating teacher and university supervisor.
- Placement Factors for the Traditional Option. Various factors determine which programs and which teachers are used for student teaching placements. We try to utilize the best available schools and teachers to ensure, as much as possible, successful student teaching experiences. The placement is ultimately determined by the department. Other factors include, but are not limited to, cost efficiency (of providing supervision to candidates), candidate's previous experiences, available placements, candidate's preferences, and candidate's preferred levels.
- If a candidate is approved for an on-the-job internship, but is unable to secure a job, they are still eligible for a traditional placement. All candidates must inform the placement coordinator of their status by July 15 (for fall) or December 15 (for spring), so that a traditional placement can be arranged, if needed.
On-the-job.
- Candidates wishing to pursue an on-the-job student teaching experience may apply to do so. Activities and responsibilities are dictated by the school in which the candidate works and must coincide with the requirements of the student teaching experience.
- The candidate wishing to complete an on-the-job student teaching experience must complete the application in Appendix E of this handbook and meet all requirements for student teaching with no conditions.
- The candidate is still responsible for completing all required coursework and performance assessments required to receive licensure (i.e., the Teacher Work Sample).
- The candidate is responsible for locating, applying for, and securing their own position. The job must be appropriate for the candidate's intended licensure area(s), but the remaining terms of the employment contract are between the candidate and the school.
- Location of the on-the-job internship is limited to the United States (for licensure purposes). Schools supporting a bilingual philosophy are preferred.
- The school must provide an on-site mentor who will work closely with the candidate. A university supervisor will be assigned to conduct observations. The candidate must provide to the placement coordinator by July 15 (for fall) or December 15 (for spring): a formal letter from a school that offers a full time teaching job and provides the name and contact information of the mentor.
Suggested Timeline for Student Teaching (click to download PDF)
EDU 789: Practicum II & Seminar
EDU 789 is the first field experience course for candidates seeking only deaf education licensure. It is the second field experience course for candidates seeking dual licensure.
Candidates entering 789 have met the following criteria:
- Praxis I requirements
- Praxis II content requirements (Praxis II pedagogy is required later)
- Successfully completed required coursework in the department of education
- Passed a federal background check
- ASL Proficiency Interview (ASL-PI) Requirements
Candidates in this practicum course who are seeking only deaf education licensure or who are in the special program have one placement in a deaf education setting. This placement is used to complete all course-related assignments.
Candidates seeking dual licensure will have two placements; however the emphasis of the course is on deaf education. The longest placement is in a deaf education setting, and the lesson plans and TWS are connected to that placement. The general education placement is used primarily for observing and assisting the teacher.
Candidates receive a formal syllabus at the beginning of the semester and are expected to abide by the requirements set forth in it in addition to being familiar with this handbook.
EDU 787: Practicum I & Seminar
EDU 787 is the first field experience course for candidates seeking dual licensure. Candidates entering 787 have met the following criteria:
- Praxis I requirements
- Praxis II content requirements (Praxis II pedagogy is required later)
- Successfully completed their first semester of graduate studies in the department of education.
- Federal background check
- ASL Proficiency Interview (ASL-PI) requirements
Although candidates in this practicum course have two placements, the emphasis of the course is on general education. The longest placement is in a general education setting, and the lesson plans and TWS are connected to that placement. The deaf education placement is used primarily for observation and to complete the Language and Communication Exemplar.
Candidates receive a formal syllabus at the beginning of the semester and are expected to abide by the requirements set forth in it in addition to being familiar with this handbook.
EDU 694: Student Teaching in General Education
EDU 694 is the culminating field experience course for candidates seeking licensure in general education. The general goal of student teaching is for the teacher candidate to learn and to experience fully the many roles the cooperating teacher normally assumes. The teacher candidate should gradually assume more and more of the cooperating teacher's responsibilities, freeing the cooperating teacher to observe the student teacher and to provide feedback.
All teacher candidates will:
- Abide by this handbook and the course syllabus including completion of the student teaching objectives, mid-term and final evaluation due dates.
- Assess the instructional needs of students using formal and informal methods.
- Plan instruction in a systematic and thoughtful fashion following the principles of effective instruction.
- Use appropriate and efficient methods of monitoring pupil performance and measuring learning gains.
- Adjust instruction as needed to maximize learning gains.
- Effectively manage pupil behavior.
- Evaluate and reflect on own performance regularly with the university supervisor and establish improvement goals.
- Fulfill all other recommendations made by the cooperating teacher and the university supervisor to develop your professional skills.
- Demonstrate professionalism in interactions with the cooperating teacher, university supervisor, and other school staff.
- Perform and complete the TWS.
Candidates entering 694 have met the following criteria:
- Praxis I requirements
- Praxis II content requirements
- Undergraduate students: strongly recommended
- Graduate students: required
- Successfully completed their course requirements in the department of education.
- Satisfactorily completed the following performance assessments:
- Practicum TWS
- Lesson plan
- Content assessment
- Disposition assessment
- Practicum evaluations
- Passed a federal background check
EDU 493: Integrative Practicum & Seminar
EDU 493 is the introductory field experience course for undergraduate candidates seeking general education licensure. Candidates entering 493 have met the following criteria:
- Praxis I requirements
- Federal background check
- TB test
- Completed most of their coursework and are entering their senior year
Candidates in this practicum course have two placements. In both placements, candidates are expected to observe, assist, and teach at least one lesson. Each placement is also used to develop a TWS.
Candidates receive a formal syllabus at the beginning of the semester and are expected to abide by the requirements set forth in it in addition to being familiar with this handbook.
Practicum is an opportunity for candidates to:
- Gain experience in a classroom
- Apply concepts learned in classes
Practicum is also an opportunity for the department to:
- See candidates in action and provide feedback
- Evaluate candidates' readiness to teach
