School of Education & Human Sciences Early Childhood Unified Practicum Student Teaching Handbook

Teacher Candidates in the ECU program will complete 2 practicum/semesters of field experiences. You will apply the knowledge and skills that you learn in program courses and other activities to your practice in the field.

Course instructors, university supervisors, and clinical supervisors will complete informal and formal observations and evaluations of your acquisition and mastery of all program standards. In addition, university supervisors and course instructors will debrief with you about your strengths and areas for improvement and offer suggestions for how to improve your skillsets. Monthly seminar sessions will be used to de-brief, problem solve and strategize to support your development and demonstration of all program competencies. 

The University of Kansas’s graduate Early Childhood Unified birth through kindergarten (unified refers to the unification of general early education and early childhood special education knowledge and skills with a single early childhood preparation/credential) program prepares early educators as leaders requiring that all candidates understand the complexities of diversity in today’s educational system and its diversity.

• Prepares professionals to meet the learning and developmental needs of all infant, toddler, preschool and kindergarten-age children, including those at-risk for and with disabilities and their families.
• Addresses interdisciplinary approaches that integrate developmentally appropriate early education and early childhood special education strategies into holistic and functional activities for young children and their families in their natural environments.
• Emphasizes collaborative and team-based processes that empower families and program staff to work together to support the development of all young children.

The Early Childhood Unified (ECU) Master's Program content knowledge and performance goals are aligned with the Kansas Professional Education Standards for the ECU birth through kindergarten (age 6) content area and the professional education standards.

Designed to accommodate the busy schedules of our teacher candidates, most courses are offered at both Lawrence and Edward’s campuses (Overland Park, KS) with opportunities to virtually connect across campus locations. Practicum experiences are completed during the Spring and Summer of the second year of the program and may be completed in the teacher candidate’s current work setting if appropriate. The two practicum experiences should be completed in separate semesters. Teacher candidates may not complete both practicums in the same site/program unless special permission from faculty is received.

Practicum experiences in the Early Childhood Unified Program are offered as applied courses that support the supervised practice of professional skills in high quality programs serving infant, toddler, preschool and kindergarten-aged children with and without disabilities and their families. These courses are intended for persons currently working toward the Kansas State Department of Education teaching license in Early Childhood Unified (Birth through kindergarten) as well as persons interested in expanding their skills in teaching infants, toddlers and young children with and without disabilities.

All practicum courses address the Kansas Professional Teaching Standards and the Kansas Early Childhood Unified (Birth- Kindergarten) Teaching Standards and reflect the Council for Exceptional Children- Division of Early childhood (CEC-DEC), the National Association for the Education of Young Children (NAEYC) and the Association of Teacher Educators (ATE) joint positions on effective practices for the preparation of early childhood personnel.

For additional information about ECU field experiences contact: 
Andrea Nelson at andrea.nelson@ku.edu

Academic Requirements | Application Process | Practicum Hours | Practicum Dates | Worksites and Distance Placements

Academic Requirements

ECU teacher candidates must meet the following academic requirements before applying for their ECU Practicum. Pre- requisites for the ECU (Birth-K) include admittance to the Early Childhood Unified Master’s teacher education program and successful completion of SPED 755-Inclusive Strategies and Intervention for Preschoolers and SPED 734- Inclusive Strategies and Intervention for Infants and Toddlers.

Application Process

Teacher candidates will apply for a practicum setting in the spring semester of the first year of the program. While teacher candidates are asked to indicate various factors that may affect their specific projects, the ECU faculty and the ECU Fieldwork coordinator make the selection of the actual sites and the onsite mentor/clinical supervisor. The ECU Master’s program has a number of approved practicum sites that offer a range of excellent experiences for our teacher candidates. Access to personal transportation is highly recommended since many sites are in neighboring communities and require car travel. For those teacher candidates with no access to transportation, every attempt will be made to assign them to sites that may be reached via public transportation. Teacher candidates may apply to complete their practicum in their work site. However, both practicums may not be completed in the same sites/programs.

1. Practicum Information Session:
   1. Fieldwork Coordinator present information regarding graduate practicum
   2. This will occur in Spring of first year of program enrollment (Jan-Feb)
   3. Students will complete the practicum information form.
      1. Worksite requests will occur on this information form.
2. Worksite Request Review:
   1. The ECU Faculty Review Committee will review the teacher candidate's worksite request to determine eligibility for practicum. The practicum site(s) may be contacted to verify availability, site-specific requirements, and potential opportunities for the student's learning and growth.
   2. Factors considered may include:
      1. Special education services provided on site
      2. Representative student population following KSDE licensure requirements
      3. Site meets KSDE or DHHS licensing requirements
      4. Site includes personnel to fulfill KSDE requirements for Clinical Supervisor
3. Decision and Communication:
   1. The Fieldwork Coordinator will communicate the placement recommendation for each student by email.
   2. If a worksite is requested, the student will be notified of the ECU Faculty Review Committee’s decision via email.
4. SOEHS Practicum Application Form:
   1. Once the student receives their Spring practicum placement information, they will be able to complete the SOEHS practicum placement form. The link to this form will be found on the Canvas site.
5. Follow-Up and Support:
   1. Throughout the practicum placement process, the fieldwork coordinator will provide ongoing support and guidance to the student, addressing any concerns or questions that may arise.

Important Note: Teacher candidates should NOT contact a teacher, district, school, or program to inquire about or arrange placement opportunities.

Required Documents: After submitting the SOEHS Practicum Application, the teacher candidate must complete the following required documents and submit to Jill McKay @ jillmckay@ku.edu.

• Health Certification and Negative TB test
• Professional Liability Insurance
• Background check
• Emergency Notification Form
• Introduction Letter
• Resume

Check ECU Canvas site for due dates. Required documents must be submitted for EACH practicum, even if paperwork has already been submitted for previous practicum.

Practicum Hours

Teacher candidates are expected to keep the same duty hours as teachers they are working with; teacher candidates must complete at least 280 hours of practicum experience total.

• Spring Hours in sites: 20 hours per week over 14 weeks
  • Teacher candidates’ first day of spring practicum will be the same day that teachers in that site return to work after their holiday break.
• Summer Hours in Sites: 40 hours per week over 8 weeks

Practicum Dates

Teacher candidates will follow the site’s academic, holiday, and spring break calendar (not KU’s). The teacher candidate will determine their specific schedule to match the hours of their Clinical Supervisor. The teacher candidate will be expected to follow their Clinical Supervisor’s schedule; arriving and departing when they do, attending meetings outside practicum hours, evening events, parent teacher conferences, IEP meetings, professional development, in-service, and staff/team planning meetings.

Worksites and Distance Placements

Teacher candidates may request to complete their practicum in their worksite. Worksite applications will be reviewed by the ECU faculty for approval. Teacher candidates may not complete both practicums in the same site/program unless special permission from faculty is received. Teacher candidates already working in schools (e.g., as a paraprofessional, as a general education teacher) must arrange with their supervisors to participate in required practicum experiences. Teacher candidates completing their practicum in their worksite are also responsible for finding a qualified colleague or administrator to serve as their clinical supervisor.

The Distance Practicum Petition and Procedures are used when a teacher candidate is petitioning to complete a practicum experience in a site that is located 60+ miles outside of the Kansas City Metro and Lawrence, KS area. If a teacher candidate is requesting a Distance Practicum and already works in an appropriate setting, please contact the Fieldwork Coordinator. Unlike traditional practicum applications locally, teacher candidates are responsible for locating an appropriate site to complete their practicum outside of the 60-mile local radius. Practicum teacher candidates should attempt to locate at least 2 possible appropriate sites in the distance location.

Appropriate sites include:

• Applicable age group for specific practicum (Infant/Toddler or Pre – K)
• If Spring Semester – 14 weeks, min 20 hours per week
• If Summer Semester – 8 weeks, min 40 hours per week
• Opportunities for teacher candidate to be an active participant in the teaching process and role of the teacher.
• On-site Clinical Supervisor
• Access to child/family information (IFSPs and IEPs and other appropriate records)
• Consent to complete observations remotely via live web-conferencing and/or videos of the practicum teacher candidate’s teaching

The teacher candidate will contact the administrator of the program/school/site and set up a meeting to discuss the potential practicum and clarify that the site is an appropriate option based on the bulleted list above.

In this section of the practicum handbook, the roles, responsibilities, and qualifications of practicum personnel are defined.

University Supervisor | Clinical Supervisor | The Teacher Candidate

University Supervisor

The University Supervisor will work closely with the teacher candidate, providing guidance, resources, and support to ensure that practicum experience is designed and implemented to meet the course expectations and requirements. Through training, guidance, and experiences, the University Supervisor develops the requisite skills and knowledge to support the teacher candidate’s knowledge, skills, and dispositions. The University Supervisor may be a KU faculty or staff member, or a doctoral teacher candidate at KU. The University Supervisor is expected to show commitment to mentoring a teacher candidate by demonstrating the following:

• Keep everyone informed. Use the triangular method of communication.
• Provide feedback to the teacher candidate on their strengths and utilize solutions-oriented problem-solving strategies to address any challenges. Both the supervisor and the teacher candidate should approach their conversations with a “growth mindset,” focusing on learning and improvement.
• Communicate practicum expectations, including assignments and observations, to the teacher candidate in a timely and clear manner
• Provide on-going, honest, and constructive feedback regarding the teacher candidate’s professional growth to the teacher candidate.
• Schedule observations and de-briefing activities with the teacher candidate.
• Promptly address any concerns through honest and open dialogue with the teacher candidate. If issues arise regarding the practicum site, contact the fieldwork coordinator immediately.
• Complete STAR Formative observations regularly throughout the practicum.
  • Spring 14 week practicum – 4 observations
  • Summer 8 week practicum - 3 observations
• At the end of the practicum experience, complete the STAR Summative assessing the teacher candidate’s performance. Share this evaluation with the teacher candidate near or at the end of the placement.
• Provide written feedback to the teacher candidate for both assignments and observations

Clinical Supervisor

The Clinical Supervisor plays one of the most important roles in the final stages of teacher preparation. Not only does the Clinical Supervisor help provide direct clinical experiences by inviting the teacher candidate into their classroom, but they also serve as a teacher and mentor. With the Clinical Supervisors guidance, the teacher candidate will take on the responsibilities of a certified teacher and further develop their teaching knowledge and skill.

The Clinical Supervisor plays a fundamental role in the practicum teaching experience. Clinical Supervisors are positive role models for teacher candidates and therefore demonstrate the teaching profession in a positive light, reflecting high quality teaching practices. Clinical Supervisors are expected to show commitment to mentoring a teacher candidate by:

• Mentor, support and advocate for the teacher candidate - be their cheerleader.
• Work collaboratively with the teacher candidate.
• Ensure the teacher candidate has maximum exposure to planning and delivery of instruction in inclusive academic, extracurricular, and non-academic activities.
• Communicate school and classroom policies and procedures, the curriculum, daily schedules, texts, and resources to the teacher candidate.
• Provide the teacher candidate with a class list, copies of texts, curriculum guides, assessment tools, and any other resources important in daily instruction.
• Permit the teacher candidate to review student IEPs, assessments, progress monitoring data, and other documents needed to provide the teacher candidate’s specially designed instruction. If the site requires consent to review children’s educational files and share information with the teacher candidate and University Supervisor, the Field Experience Coordinators can provide the necessary consent forms.
• Provide on-going, honest, and constructive feedback regarding the teacher candidate’s professional growth to both the teacher candidate and the University supervisor.
• Participate in an initial meeting within the first or second week of the semester with the teacher candidate and University Supervisor to discuss teaching expectations, share university policies and answer any questions. This meeting will be scheduled by the teacher candidate.
• Schedule weekly conferences to review lessons and discuss instruction. Efforts should be made to participate in post-observation conferences with the University Supervisor and teacher candidate.
• Address concerns immediately through honest, open dialogue with the teacher candidate. Notify the fieldwork coordinator if concerns are not resolved.
• Complete STAR Formative observations regularly throughout the practicum.
  • Spring 14 week practicum – 3 observations
  • Summer 8 week practicum - 2 observations
• At the end of the practicum experience, complete the STAR Summative assessing the teacher candidate’s performance.
• Provide letters of reference as requested.

The Teacher Candidate

All teacher candidates will be expected to complete practicum experiences to the best of their ability. These are outlined first, followed by additional responsibilities for teacher candidates who are working with a Clinical Supervisor.

Responsibilities of the Teacher candidate

• Establish on-going communication with the Clinical Supervisor, including a scheduled weekly planning conference.
• Establish on-going communication with the University Supervisor. Address problems or concerns immediately through discussion with the University Supervisor and the Clinical Supervisor.
• Assume increasing responsibility for all aspects of classroom teaching, including planning and implementing instruction, classroom organization and assessment of teacher candidate progress, if applicable.
• Follow the calendar and daily schedule of the practicum site.
• Notify the school and the University in the event of an absence. Lengthy absence may result in an extended placement to meet required hours. In the Fall/Spring semesters, 3 excused absences are allowed, with the exceptions of the Education Career Fair and KU Education Interview Day. In the summer semester, 2 excused absences are allowed.
• Participate in school related activities with the Clinical Supervisor including faculty meetings, professional development opportunities, IEP meetings, parent-teacher conferences and interdisciplinary team meetings.
• Develop an open and receptive attitude towards suggestions and critiques. Constructive feedback from the Clinical Supervisor and the University supervisor is essential for the teacher candidate’s professional growth and helps develop the candidate into a reflective practitioner.
• Attend practicum seminar sessions and complete assignments on practicum teaching course syllabus.
• Be proactive! Take the initiative in becoming involved in the classroom. Ask for opportunities to assist. Seek out productive activities to become involved in.

As a representative of the profession, KU, and yourself, teacher candidates must always act as professionals when on program or school premises. This includes use of professional language, dress, and behavior. Minimally, teacher candidates must adhere to the school’s dress code; teacher candidates should obtain a copy of this prior to their arrival at the school. If you are unsure, ask the University Supervisor or the Clinical Supervisor about professional clothing. Professional conduct also includes use of school-appropriate language (written and verbal) at all times. Teacher candidates also demonstrate professionalism by arriving on time for their practicum experiences, seminars, and coaching visits. Teacher candidates should also refrain from all personal cell phone use when on campus. Request information about the school’s behavior expectations for teacher candidates, and any handbooks given to staff and faculty about school policies and procedures. These should be reviewed prior to your arrival at the school. Finally, the Kansas Educator Code of Conduct should be followed at all times. If you have any questions about professionalism, speak to the University Supervisor as soon as possible.

While unlikely, it is possible that you may become injured during practicum. If this occurs, immediately report your injury to the Clinical Supervisor, if applicable, or administrator. Follow all school/program rules for treating and reporting on-the-job injuries. As soon as possible, your injury should be reported to the University Supervisor.

It is important that the Clinical and University Supervisors provide frequent feedback to the teacher candidate. Feedback is shared through two formal methods including a) observations and written/verbal feedback of the teacher candidate, and b) formative and summative evaluations. Both observations and evaluations will impact the teacher candidate’s overall grade.

For the spring 16-week semester, the University Supervisor will complete 4 Star Formative Observation and Clinical Supervisor will complete 3 Star Formative Observations. In the 8-week summer semester, the University Supervisor will complete 3 Star Formative Observation and Clinical Supervisors will each complete 2 Star Formative observations. Teacher candidates must provide copies of lesson materials (see the course syllabus) to the University Supervisor at least 3 days before the scheduled observation. After each observation, candidates and supervisors meet to discuss the observation.

Some observations may be in person and others may be done by posting and discussing videos of your teaching. We will use GoReact for these online videos. Specific information for each video you will upload is located in your course syllabus and on Canvas LMS. After posting your teaching video, you will discuss feedback with the University Supervisor.

Formative and summative evaluations are completed to measure the teacher candidate’s progress throughout the practicum experience. Following each evaluation, a follow-up conference will be held between the teacher candidate and the supervisor that completed the evaluation. During this conference, the teacher candidate’s progress, areas of strength and areas of growth will be discussed.

During the teacher candidate’s preschool/kindergarten practicum experience, the teacher candidate will complete the KU Educator’s Performance Assessment (EPA). The EPA is designed to provide each teacher candidate with an opportunity to demonstrate their teaching competencies for example, how they use contextual factors of young children and their families within the teaching experience setting to design and implement supports and interventions.

Teacher candidates completing the EPA will be enrolled in a Canvas course that contains a guide, template and other resources to assist with the completion of this assessment. The ECU program will also hold training sessions to review the requirements and expectations for completing the EPA.

Factors Considered for Final Grade: Grades for SPED 739 are based on the following factors, along with continual collaboration with the Clinical Supervisor, University Supervisor and ECU faculty and staff who throughout the semester discuss each student’s experience and their progress and together will determine each student’s final grade:

• Professionalism (i.e., attendance, actively participating in your site, interactions with children, families, staff and other professionals, becoming part of the team, collaboration and problem-solving skills, attitude, initiative, following policies set forth in your site, etc.) Attendance and participation in Seminars and feedback meetings with US/CS are critical.
• Teaching requirements and expectations are satisfactorily completed and met demonstrating competency of a confident, beginning teacher in teacher’s prep, planning, implementation, data and follow up reflection of activities and lead teaching;
• Collaboration with Others Adults is a critical skill as a teacher. A teacher sets the tone in their setting by building relationships and developing honest, open communications with the staff, team, school, parents and supervisors. Working towards common goals to achieve a supportive and positive learning environment for the children & families.
• The Teacher Candidate’s growth and initiative Self-reflection and motivation to accept constructive feedback from Supervisors to change and polish their skills (written work and implementation with adults/children/ families) as a teacher and a lifelong learner;
• Satisfactory observation notes from Clinical Supervisor and University Supervisor, with the student being reflective and thoughtful about their personal teaching successes, challenges, strengths, areas of growth, goals and next steps for gaining in their skills as a confident beginning teacher;
• Evaluations completed by the Clinical Supervisor and University Supervisor demonstrating a level of competency as a beginning teacher.
• University Supervisor and Clinical Supervisors’ frequent communications discussing each student and their progress within their site, preparation & scheduling, interactions with children, staff, families, leading & management skills, progress monitoring & reporting, all roles of the Clinical Supervisor, professionalism, ability to be a team member within site; includes weekly & bi-weekly meetings with each student (face-to-face or Zoom)
• Class Meetings/Seminars students are required to attend and participate in each class meeting.
• Projects/Assignments are submitted on time and satisfactorily completed demonstrating competency of a beginning teacher. Feedback from US will be provided during Weekly meetings & Seminars; it is the student’s responsibility to review, reflect and act upon by embedding their feedback into current and future assignments; and
• Meetings with ECU faculty, staff and University Supervisors, along with frequent communications with the Clinical Supervisor, occur throughout the semester to discuss each teaching experience and to collaborate on each student’s experience and their progress.

Teacher candidates will participate in all scheduled practicum seminar meetings each semester. The seminar meeting is a time to discuss the practicum experience and problem solve together. Your active engagement is required throughout the seminar meeting.

Kansas Educator Code of Conduct

Professional educators shall work in the best interest of their teacher candidates and honor their responsibilities to their students, school, district, community, state and profession as evidenced by:

Responsibilities to Teacher candidate:

• Refrain from disclosing confidential or damaging information that affects the teacher candidate
• Make reasonable effort to protect the teacher candidate from conditions detrimental to learning,
• health or safety.
• Maintain professional relationships with teacher candidates both inside and outside the classroom
• Refrain from soliciting, encouraging, participating or initiating inappropriate written,
• verbal, electronic, physical, sexual, or romantic relationship with students

Responsibilities to District:

• Adhere to conditions of contractual obligations with professional practice
• Fulfill reporting requirements honestly and accurately
• Appropriately use funds, personnel, property, and equipment committed to his or her charge
• Refrain from falsifying any documents related to the employment process
• Conduct school district business through established procedures

Responsibilities to Profession:

• Demonstrate conduct that follows generally recognized professional standards
• Fulfill all of the terms and obligations detailed in the contract
• Maintain appropriate licensure for professional practice and employment
• Provide accurate information to state department
• Abide by all federal, state, and local laws and employing school board policies

Kansas Professional Education Standards