1. CD 567 (Please the SPACE BAR to proceed)
Department of Communication Disorders and Sciences STUDENT TEACHING ORIENTATION
CD 567
(Please the SPACE BAR to proceed)

2. Student Teaching Requirements for the State of California:
1. Application to the Department to do Student Teaching.
2. Certificate of Clearance to be obtained before a student enters the school as a student teacher.
3. Evidence of having taken the CBEST.
4. Updated TB record.
5. Program Plan to be developed with the aid of Dr. Hall when applying for the Preliminary SLP Credential through the CSUN Credential Office..

3. SYLLABUS FOR STUDENT TEACHING CD 567
Course TIME requirements (Credential and ASHA hours and Records)
For the Credential—a minimum of 135 hours on site.
For ASHA—Face to face therapy contact hours.
Course Text: Moore, B. J., Montgomery, J. K., (2007). Making a Difference for America's Children: Speech-Language Pathologists in Public Schools. Greenville, SC: Thinking Publications.
Course Assignments—Necessary to meet California State Credential Standards—Please see the Syllabus for details.
Term Paper involving the Class Text
Safety Policy TRAINING MODULE
Coordinated Safe and Healthy School Plan (7 Topics) Report
CTC SPECIAL PROGRAM DESIGN STANDARD 5: California State Tests Report-- General Tests:
CTC SPECIAL PROGRAM DESIGN STANDARD 5: California State Tests Report– Speech Pathology:
6. CTC SPEECH LANGUAGE PATHOLOGY STANARD 4--Least biased Testing

4. Student Teaching Performance Evaluation – to be completed online by the Master Teacher.
Student Teaching Experience Satisfaction Evaluation – to be completed online by the Student Teacher.
IT WAS A POSITIVE EXPERIENCE
I WOULD HAVE PREFERED DENTAL SURGERY
Working within the school environment: As much as possible establish Lines of Communication with school personnel including the School Administrator (eg. Prinicipal and vice Principal), the classroom teachers, related specialists (eg., psychologist, counselors etc) , the Office Staff (eg., secretarial and janitorial etc.), teaching aids, and parents.
Assuming the Master Teacher’s Caseload after the first session. This includes generating lesson plans, scheduling, retrieving and returning students to the classroom, providing therapy materials, conducting therapy, preparing for and (when permitted) attending IEP Meetings, writing reports, and cleaning up the speech room at the end of the day.

5. Conducting Group therapy:
Use materials that can apply generally to all the students even if they have different goals.
Strive to obtain a high frequency of responses per unit of time from the student.
Do not spend too much time with one student but move around the group steadily.
Don’t assume that your pupils are literate. Check before you give reading assignments.
Be sure students clearly understand why they are there and what their goals are (this may be modified in the case of primary stutterers).
Be aware that to the rest of the school population, you are the Speech Pathologist. Hence, you hold the reputation of the Master Teacher in your hands. Do your best!
Provide home assignments to help with the generalization process and to make parents aware of the speech services their child is receiving. .
Be prepared to provide Speech improvement Services to children within the classroom setting (Class delivery model).

6. Be flexible!!!! Expect change!!! Be flexible!! Go with the flow!
6. Course Survival Philosophy: Be organized and prepared but also be…
Be flexible.
Go with the flow!
Be flexible!!
Expect change!!!
Be flexible!!!!