ESN657D v1

The purpose of this handbook is to provide information for candidates, support providers, and supervisors concerning clinical practice for the National University Special Education Intern Credential Program, its policies, requirements, processes, and
procedures.

Reviewing the GoReact Rubric will help you identify expectations as you complete your observations for this course.

California Commission on Teacher Credentialing. (2016). California teaching performance expectations (TPEs). California Commission on Teacher Credentialing. https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/tpe-1-6-placemat.pdf?sfvrsn=d9715cb1_2
This resource provides the California Teaching Performance Expectations (TPEs)

California Commission on Teacher Credentialing. (2015). California teaching performance expectations commission on teacher credentialing (TPEs) adopted June 2016. https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf

This document includes Teaching Performance Expectations (TPEs) within the six California Standards for the Teaching Profession (CSTP). Each TPE includes a narrative that provides the context and intent of the TPE and a set of elements that identify key aspects of teaching performance, along with a narrative providing context for subject-specific pedagogy. The numbering and order of the six TPEs do not indicate relative importance or value; all TPEs are considered equally important and valuable. In addition, the numbering and order of the elements within each TPE do not indicate relative importance or value.

Engageny. (n.d.). Danielson's framework for teaching rubric videos. Engageny. https://www.engageny.org/content/danielsons-framework-teaching-rubric-videos

Kennedy, M.J., Cook, B., Brownell, M.T., & Holdheide, L. (2020). Special Video: Clarifying the Relationship Between HLPs and EBPs. High-Leverage Practices for Students with Disabilities. https://highleveragepractices.org/clarifying-relationship-between-hlps-and-ebps

High-Leverage Practices for Students with Disabilities. (n.d.). Unedited clips of teachers implementing HLPs. High-Leverage Practices for Students with Disabilities. https://highleveragepractices.org/unedited-clips-teachers-implementing-hlps

Posey, A. (n.d.). Universal design for learning (UDL): A teacher's guide. Understood. https://www.understood.org/en/articles/understanding-universal-design-for-learning

Engageny. (n.d.). Danielson's framework for teaching rubric videos. Engageny. https://www.engageny.org/content/danielsons-framework-teaching-rubric-videos

Kennedy, M.J., Cook, B., Brownell, M.T., & Holdheide, L. (2020). Special Video: Clarifying the Relationship Between HLPs and EBPs. High-Leverage Practices for Students with Disabilities. https://highleveragepractices.org/clarifying-relationship-between-hlps-and-ebps

High-Leverage Practices for Students with Disabilities. (n.d.). Unedited clips of teachers implementing HLPs. High-Leverage Practices for Students with Disabilities. https://highleveragepractices.org/unedited-clips-teachers-implementing-hlps

Posey, A. (n.d.). Universal design for learning (UDL): A teacher's guide. Understood. https://www.understood.org/en/articles/understanding-universal-design-for-learning