EDU 920 - Field Experience

 

Recommended(s): EDU 213 - Introduction to Education
Prerequisites/Corequisites: None

Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: None

Common Course Assessment(s): There are many assessments used throughout this course to meet the requirements for students to be eligible for Paraeducator Generalist certification through the Iowa Board of Educational Examiners (B.O.E.E.). These include discussions, quizzes, and the following projects: Journals for each of the learning outcomes and their objectives, completed Supervising Teacher Evaluation and Time Log indicating completion of the 30 required hours of field experience will all be included in a final Portfolio Project.

Student Learning Outcomes and Objectives:

1. Foundations
   1. Recognize the different developmental stages of  students.
   2. Believe every student can learn.
   3. Demonstrate knowledge of the common core, including competence in reading, writing and math.
   4. Function in a manner that demonstrates a  positive regard for the distinction between roles and  responsibilities of Paraeducators and other  professionals, including respecting the teacher as supervisor and seeing the teacher as ultimately responsible for the education and behavior of the students.
2. Learning Environment
   1. Follow the prescribed health, safety, and emergency school and classroom policy and procedures.
   2. Organize materials to support teaching and learning.
   3. Facilitate the integration of students with diverse  needs in various settings.
   4. Assist with special health services, under the supervision of a licensed health care provider.
   5. Promote a safe and positive learning environment.
   6. Function in various instructional settings (e.g., large group, small group, tutoring).
3. Content and Instruction
   1. Assist with learning activities and opportunities to accomplish instructional objectives.
   2. Support high expectations that are shared, clearly defined and appropriate.
   3. Monitor progress and document and report objective observations that inform instructional decisions.
   4. Effectively use verbal and nonverbal forms of communication with students.
   5. Assist with the implementation and use of instructional and assistive technology.
4. Emotional and Behavioral
   1. Assist in modeling and teaching specific appropriate behaviors, social skills, and procedures that facilitate safety and learning in various environments.
   2. Assist in the implementation of individualized behavior management plans.
   3. Document and report objective observations on student behaviors.
   4. Assist in modifying the learning environment to manage behavior and social skills.
   5. Recognize that there is a cause or reason for misbehavior and assist in determining the cause or reason.
   6. Recognize, address, and report bullying.
   7. Recognize and report atypical emotional behavior.
5. Professional Responsibilities
   1. Demonstrate a commitment to work as an effective team member.
   2. Foster a professional and caring relationship with each student’s family.
   3. Develop and maintain positive and professional relationships with students
6. Ethical and Professional Practice
   1. Follow ethical practices for confidential information.
   2. Participate in ongoing professional development.
   3. Accept and apply constructive feedback.
   4. Abide by the Iowa code of ethics and professional practice rules of the board of educational examiners and rules of the Iowa department of education.
   5. Demonstrate the ability to separate personal issues from one’s responsibilities in the workplace.
   6. Maintain a high level of competency and integrity.
   7. Share information regarding students’ performance, behavior, or program with students’ parents or guardians only as directed by the supervising teacher or educator.
   8. Be aware of personal biases and beliefs and refrain from discriminatory practices based on a student’s disability, race, creed, color, religion, age, sex, sexual orientation, gender identity, disability, marital status, or national origin.
   9. Demonstrate ethical behavior when supporting students with graded activities, quizzes, and tests.
   10. Abide by Iowa law regarding the use of restraint and seclusion.
   11. Recognize that the paraeducator may not be given primary responsibility for the education of an individual student(s).
   12. Recognize that instructional decisions are made by the individualized education program (IEP) team for students with disabilities and that any changes to instruction, accommodations, supports, and services cannot be made outside the IEP team.