Official Course Description: MCCCD Approval: 06/24/08
EEP288AA 20084-99999	LAB	4 Credit(s)	5 Period(s)
Student Teaching Lab - Early Childhood: Special Education
Supervised student teacher practicum. Emphasis on the provision of instruction to learners with special needs (K- 3). Covers lesson plan development, classroom procedures, classroom management, and educator professionalism. Includes learner preparation, engagement, and outcome awareness for students with special needs. Prerequisites: Baccalaureate Degree and formal admission to a state approved post-baccalaureate teacher preparation program and (EDU220, EDU251, EEP240, EEP242, EEP244, EEP246, and EEP276) and permission of Department or Division.

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MCCCD Official Course Competencies:
EEP288AA   20084-99999	Student Teaching Lab - Early Childhood: Special Education

1.	Specify varied and sequenced learner (with special needs) outcomes and objectives in prepared teacher and learner centered lesson plans. (I)
2.	Demonstrate lesson plan construction that accounts for learner diversity and the differing abilities and learning styles of the intended audience. (II)
3.	Prepare lesson plans that include or address multimedia and technology integration. (III)
4.	Design lesson plans that specify multiple procedures for assessing learner progress on and attitude toward the topic presented and for eliciting learner feedback. (IV)
5.	Employ strategies to engage learners (with special needs) and encourage participation. (V)
6.	Specify explicit descriptions of the purpose and importance of educational units. (VI)
7.	Demonstrate a variety of teaching methods for learner with special needs during the provision of classroom instruction. (VII)
8.	Utilize learner responses and questions to promote learner knowledge acquisition and application. (VIII)
9.	Relate and revise directions and explanations specific to unit objectives. (IX)
10.	Demonstrate the provision of instruction to individuals, small groups, and large groups. (X)
11.	Relate all applicable subject area information to students (with special needs). (XI)
12.	Select relevant materials for the promotion of student learning (with special needs). (XII)
13.	Demonstrate warmth and communicate enthusiasm. (XIII)
14.	Employ interpersonal engagement strategies to demonstrate approachability. (XIV)
15.	Provide feedback that encourages learner knowledge acquisition. (XV)
16.	Manage classroom behavior and the learning environment to minimize disruption. (XVI)
17.	Demonstrate professional, collaborative, and ethical interpersonal interactions with colleagues and students. (XVII)
18.	Demonstrate a timely and positive presence in all professional undertakings. (XVIII)
19.	Integrate professional growth activities into an approach to providing education. (XIX)
20.	Utilize expressive skills to produce clearly written and articulate communication. (XX)

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MCCCD Official Course Outline:
EEP288AA   20084-99999	Student Teaching Lab - Early Childhood: Special Education

I. Outcomes and Objectives A. Specificity B. Sequence C. Variety D. Relation to Material Presented E. Teacher and Learner Centering II. Learner Diversity A. Learning Rates B. Learner Styles 1. Visual 2. Auditory 3. Tactile/Kinesthetic C. Remedial Provisions III. Integration A. Content B. Materials C. Multimedia Usage D. Technology Usage IV. Progress Assessment A. Learning Objective Considerations B. Assessment 1. Type 2. Number 3. Variety C. Student Attitude Assessment D. Feedback Elicitation E. Record Keeping Procedures V. Learner Engagement A. Existing Knowledge B. Linkages of Information C. Interest Stimulation D. Outcome Personalization E. Participation Encouragement VI. Unit Purpose and Importance A. Topic Relationships B. Context Provision C. Topic Relation Encouragement VII. Method Variation VIII. Learner Questions and Responses A. Response Elicitation B. Student Response Incorporation IX. Directions and Explanations A. Specificity and Clarity B. Restatement C. Identification of Comprehension D. Clarification Strategies 1. Circumlocution 2. Inquiry Encouragement X. Audience Awareness A. Individual B. Small Groups C. Large Groups XI. Subject Knowledge A. Accuracy B. Current C. Learning Levels XII. Materials Selection A. Relevancy B. Objective Specificity C. Level Appropriateness XIII. Enthusiasm Communication A. Eye Contact B. Voice Inflection C. Classroom Positioning D. Gesture Usage XIV. Approachability A. Learner Interests and Opinions B. Humor C. Physical Proximity D. Name Usage XV. Learner Feedback Sensitivity A. Reinforcement B. Encouragement C. Contribution Acceptance D. Courteousness XVI. Behavioral Disruptions A. Expectation Management B. Verbal Feedback C. Non-Verbal Feedback D. Prevention E. Techniques F. Behavior Reinforcement G. Learning Environment Considerations H. Behavioral Disruption Management 1. Cause Isolation 2. Quick and Appropriate Response 3. Offense/Consequence Calibration 4. Consequence Appropriateness XVII. Professional Demeanor A. Standards Maintenance B. Policy and Procedure Awareness C. Appearance D. Commitment to Others E. Cooperation XVIII. Dependability and Mannerism A. Timeliness B. Assignment Completion C. Need Identification D. Positive Approach Characteristics XIX. Professional Growth A. Self-Evaluation B. Continued Learning C. Accepting Criticism XX. Oral and Written Expression A. Clarity B. Appropriateness C. Accuracy

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