Advanced Program Clinical Expectations

Clinical Expectations for TSD-E Candidates 

As a requirement of the Teacher of Students with Disabilities Endorsement (TSD-E) Program at William Paterson University, TSD-E candidates must complete a full semester clinical internship within a classroom setting supporting students with special needs.  

There are two ways a candidate may complete the clinical:

  1. The candidate is not teaching in a school full-time and is assigned a clinical setting by the Office of Field Experiences.  These TSD-E candidates must work under the guidance and direction of a certified TSD teacher one regularly schedule day for the entire semester.  The candidate should plan, teach and assess as much as possible during this time.  The candidate will have a minimum of two observed lesson by a clinical supervisor.
  2. The candidate is teaching in a classroom with students with special needs and is able to demonstrate knowledge and skills as detailed in the CEC PACE with the population within the classroom.  The candidate will have a minimum of two observed lesson by a clinical supervisor o demonstrate knowledge and skills as detailed in the CEC PACE.
  • TSD-E candidates submit lesson plans for their observed lessons using the WP lesson plan template to their clinical supervisor a minimum of two days in advance of the observation. 
  • Weekly journals are to be submitted to the clinical supervisor by the deadline shared with the candidate and the clinical course instructor.

Both the clinical supervisor and the clinical educator must submit a final report about the extent to which the teacher candidate has fulfilled clinical experience expectations. (See Assessment of Advanced Candidates in the Field)

Clinical Expectations for LDT-C Candidates 

As a requirement of the Learning Disabilities Teacher-Consultant (LDT-C) Endorsement Program at William Paterson University, LDT-C Candidates must complete a 100-hour clinical internship, 90 of which need to be completed within a school working as a LDT-C candidate. Ten hours may be completed at home writing reports.  LDT-C candidates must work under the guidance and direction of a certified LDT-C who is employed on a regular basis (part-time or full-time) by a school district.

The clinical may be completed in one of three ways (all settings / clinical applications need to be formally approved by the Office of Field Experiences):

  1. An LDT-C candidate completes the clinical in a setting arranged by the Office of Field Experiences. LDT-C candidates schedule clinical days and times with the school-based LDT-C mentor to complete 90 hours of school based LDT-C work.
  2. An LDT-C candidate, who is employed at a school as a teacher of record, completes the LDT-C clinical within their school with a school-based LDT-C as mentor with permission from the school administration. To ensure that the clinical requirements do not interfere with instructional time, candidates complete the clinical internship during their prep, lunch, and/or before and after school based on the approved scheduled submitted with their clinical application.
  3. An LDT-C candidate, who is working under an LDT-C emergency certification, completes the LDT-C clinical with a district LDT-C mentor.

 

As part of the clinical internship requirements, the candidate will be expected to participate in the referral, identification, classification, and IEP process for three or more students. An overview of the requirements for the clinical internship include:

  • 100 hours of internship
  • Supervision and mentoring by a certified LDT-C
  • Preparation of three educational evaluations
  • Preparation of a minimum of one IEP (completed in collaboration with other staff and parents)
  • Three formal observations by a certified LDT-C WP clinical supervisor.
  • Four formative assessments, three by the clinical supervisor and one by the LDT-C school-based mentor.
  • Two summative assessment completed by the clinical supervisor and the LDT-C school-based mentor.

 

LDT-C candidates are expected to participate in the following activates related to the responsibilities of an LDT-C and submit identified evidence of activities.

LDT-C Component

Activities/Evidence

Observable Activities

Referral Process

File Review with Notes

Referral Meetings

Identification Process

File and Procedural Timeline Guidelines Review with Notes

Identification Meetings

Classification Process

Assessment, File and Procedural Timeline Guidelines Review with Notes

Classification Meetings

Individualized Education Plan (IEP)Process

Review IEPs with IEP Questions, Modifications, and Feedback

IEP Meetings

Testing/Assessment of Students

Observe Students in Classroom Environment*, Selection of Assessment Instruments with Rational for Selection, Assessment Report Writing

Testing of Students

Education Evaluations (3)

 

Clinical supervisors are all NJ DOE LDT-C certified and abide by confidentiality requirements.  All materials/evidence that LDT-C candidates provide to clinical supervisors will be redacted to ensure confidentiality.

Individualized Education Plan

Clinical Activity / Time Log

The LDT-C Activity / Time Log, signed by the LDT-C mentor, will be submitted to the clinical supervisor and clinical course instructor.

LDT-C Clinical Journals

LDT-C journal entries will be submitted to the clinical supervisor and clinical course instructor.

*So as to not to interfere with teaching responsibilities, observation of students as part of the responsibilities and expectations of this LDT-C clinical, for those LDT-C candidates completing the clinical in their own school, must take place during their prep, lunch, and/or before and after school.  Clinical activities may not be part of normal and customary teaching activities in their own classroom.