IL 2527: Level 1 Observation Practicum Syllabus
Instructor:
George J. Zimmerman, PhD
[email protected]
(412) 624-7247
Office hours and conference calls are available by appointment.
Course Description:
IL 2527: Level I Observation Practicum
Part 1 - First Semester
Complete pre-practicum reflection paper and up to 4 observations with matching reflection papers
Part 2 - Second Semester
Complete remaining 6 observations with matching reflection papers and post-practicum reflection paper
The Level I Observation Practicum focus is to provide you with multiple opportunities to access a variety
of professionals - to observe their teaching style and practice.
Whether you have prior teaching experience or not, there is a lot to gain and reflect upon by observing others
teach. The overall practicum requirements have been split over two 1-credit terms in order to provide a defined
timeframe for practicum completion.
You are to contact local intermediate units, school districts, specialized schools, and adult agencies to make
arrangements for your ten observations. When scheduling, look to diversify your experiences with multiple
contacts - that is, don’t use the same teacher or school location for the majority of your observations – seek
others to expand your experiences and perspective. Also, you cannot observe a TVI who is on emergency
certification. Details regarding the type and amount of documentation are provided in the proceeding sections. It
will be your responsibility to contact instructors and arrange your observations individually. Over the next three
semesters (spring, summer, and fall), you are to observe the teaching styles, lesson objectives, student
outcomes, and student/client interactions from 10 different teachers and instructors. All observations must be
completed prior to enrolling in the Level II Student Teaching Practicum or the Level III O&M Internship, so plan
your time accordingly.
As you observe each lesson, attention is to be given to the instruction provided by the professional you are
observing. You are to make note of the lesson objective(s), lesson delivery, and lesson wrap up (including
performance documentation). During this process, you are to connect the observed lesson to identify which area
of the Expanded Core Curriculum (ECC) is being addressed and how this lesson connects to previous instruction
and overall IEP goal attainment. In your reflection paper, you are to retell the lesson’s attributes by focusing on
the instructional content used by the observed professional. Please keep in mind – you are watching an
authentic lesson from an experienced teacher. Each teacher has an individualized style that may not match your
style or not approach their teaching within the same framework and context as presented in your certification
program. This experience is intended to provide you the opportunity to gain insights into how others approach
their teaching and to be reflective on the scope of the disability specific instruction provided.
Course Objectives:
Students will:
1. Observe direct instruction provided by teachers of students with visually impairments (TVIs) and orientation and
mobility (O&M) specialists.
2. Expand your knowledge of various service delivery models in both educational and rehabilitation settings.
3. Develop a reflection portfolio based on these experiences.
Course Requirements:
The Level I Practicum requires:
1. A pre-practicum reflection paper
2. 10 observations with multiple teachers and instructors serving a variety of students/clients in various settings
Observe 10 different teachers/instructors (contact the university supervisor if you have limited options for
professionals to observe.
Track student type (submit Observation Tracking Exam) to ensure you have observed at least two students per
category over the duration of all the lessons observed
3. 10 reflection papers
4. A post-practicum reflection paper
5. Submission of your Observation Tracking Form with signatures from observed professionals to Dr. Zimmerman
at the end of the 10 observations.
Each observation is to include a pre-lesson interview with the professional with whom you are about to observe.
You are to observe a 60-minute lesson with each professional. The total time per observation (interview,
observation, travel, and write-up) should average 3-hours to reach the 30 hours (minimum) for the practicum.
The length of time you actually spend at each site will vary depending on the nature of the setting and the
availability of the teacher/instructor observing, so you do have some lee-way to accumulate your total hours. You
have two registered terms to complete all the observations and to submit the required reflection papers.
Observations are to be completed based on the following schedule:

1st Semester
Pre-practicum reflection paper and four observations, completed and submitted by the end of the semester
Summer Semester (if needed)
Continue completing observations and developing reflection papers as opportunities become available to you –
particularly plan to fulfill an early intervention home visit while completing the EI home visit assignment in IL
2532: Early Intervention for Children with Visual Impairments course.

2nd Semester
Remaining six observations and post-practicum reflection paper to be completed and submitted by the end of the
semester.
If you wish to complete MORE than these required observations each semester, you may do so. It is simply
required that you submit, in the least, the 4 required observations and reflection papers for the first semester; to
then fulfill the remaining observations over the summer (if needed) and second semester.
REFLECTION PAPERS:
Each reflection paper is due within seven days of the observation. Although there is not a set page-length
requirement, a thorough observation write-up that addresses as many of the bulleted areas listed for the two
lessons observed should, in the minimum, be at least four pages. Papers are to be submitted as an attachment
to the corresponding numbered reflection paper assignment links. You are to incorporate your university
supervisor’s comments to evolve the quality of your next observation experiences and write-ups. Please contact
Lynn with any questions on practicum requirements or scheduling difficulties.
Observation Reflection Papers (10 total)
Four are due by end of the first semester (to average one per month)
Remaining six are due by end of the second semester.
Your observation reflection papers include several distinctive sections to be addressed, per lesson observed.
The following components provide the guidelines and requirements for the pre-lesson interview, the lesson
observation (to provide structure for your note taking during the observation), and finally the criteria to develop
the reflection section.




Component 1: Pre-lesson Interview
Prior to your lesson observation, conduct a brief interview with the professional you are about to observe. The
interview is to help target your understanding of the lesson’s objective and how this relates to previous
instruction and future goal attainment. Questions to ask should include but are not limited to the following:
What is the learning objective you will be working on today?
How did you select this objective – what is the connection to IEP goal and/or previous lessons?
How did you decide what to work on today?
How does this lesson meet this student’s needs?

How does this lesson meet state standards? Meet goals of the ECC?
Component 2: Lesson Observation
Use the Lesson Observation Form to take notes during each lesson. The three columns follow the ABC
(antecedent, behavior, consequence) format to cyclically identify the action initiated/taken by the teacher then
the student response. In your notes, be sure to indicate what type of prompt (verbal, hand-under-hand, handover-hand, etc.) was used as well as what the teacher did specifically to encourage the student to respond/stay
engaged and/or on task. The third column is space for you to jot down questions that you might have regarding a
particular aspect of the instruction provided as well as decisions the teacher made during the lesson progression
(ie: why did you play a memory matching game after the lesson on the CCTV?). Remember, the focus for the
observation is on the instruction – understanding the lesson design, set-up, implementation, and wrap-up. Attend
to what, how, and why the content that is being taught. As time allows, be sure to ask your follow-up post lesson
questions generated during the observation.
1.
2.
3.
4.
Component 3: Reflection Paper
Your reflection paper should include the details from the lessons observed. Your writing should reflect that of
assessment documentation to be objective (stating observed facts) and remain neutral (avoiding statements like
“suffer from” or “afflicted with”). You will have the opportunity to speculate on the lesson in your reflection
section.
Summary of Pre-lesson Interview
Demographic Information:
The date and length of the observed lessons
Name of instructor and location of observation (agency/school)
Minimum client/student background information such as: age, grade, classroom, type of school (if applicable),
vision diagnosis/onset, pertinent medical conditions, prior training (rehab, O&M, TVI)
Please DO NOT use the client/student’s real name to protect client confidentiality.
Summary of the Lesson Observed
Lesson environment – setting for instruction
Lesson implementation – summarize notes taken from the Lesson Observation Form to specifically describe the
observed ‘teaching’ that took place. In this narrative, state how well the student performed and discussed the
progress monitoring/data tracking systems that the teacher modeled or discussed. Include details regarding post
lesson discussion you may have had with the teacher on student performance.
Reflection on Teaching Practice
An aspect of reflective practice asks one to specifically identify what went well in the lesson and what one may
consider doing differently to improve quality of instruction, which in turn, improves student outcomes. It is in this
self-analysis that one can evolve materials, presentation sequence, and the type and amount of prompts
provided to systematically implement the practice of diagnostic teaching. Since you are not the “teacher” in this
dynamic, it will be important to understand the why piece to have insights into the decisions made in real time by
the instructor. Asking unassuming questions for clarification will allow you to frame your thinking about the
instruction provided within the pedagogical context presented in coursework. This should be a direct connection
for you between practice and theory.
Things that I want you to pay attention to is the QUALITY of the instruction being provided and avoid comments
such as, ‘the lesson was good because the teacher finished all the planned activities’. Although completing
intended work is a critical aspect for teachers to implement effective lessons, this comment does not give
insights into the quality of the instruction provided and/or the effectiveness of the student learning. Your reflection
statements need to qualify what made the lesson ‘good’, to bridge the arbitrary to the specific (objective,
observable, and even measurable). So, in the above example if you thought that the lesson was ‘good’ then you
would need to explain what was good about it, such as:
Overall, this was a good lesson because in the first activity, the teacher wanted the student to improve his
reading rate and the student read 5 words more today than last week during a timed reading. In the second
activity, the student was introduced to three new contractions and over the course of drill and practice, the
student consistently identified two of the three contractions in new words.
I hope the example above illustrates how you are to explain generic phrases or statements to be more concrete
about what you observed and how you discuss it with me (and yourself!) in this reflection. Additionally, I want you
to speculate on how the lessons observed will contribute to student learning and independence. Frame this
aspect to you reflection statements within the categories of the ECC to demonstrate your understanding of the
instructional relevance.
It is expected that students will check their Pitt email accounts and post questions regularly during the week.
Likewise, the instructor will check email and the discussion board and will notify you if he will be out of town or
not available.
Availability of Instructor: The instructor will hold “office-hours” on Wednesday evenings from
8:30 to 10:00 PM. If at all possible, he will respond to e-mails received during those times within one hour. The
instructor can be reached by email or cell phone (412-760-2481. At all other times, he will respond to e-mails and
discussion board questions within 48 hours.
Textbooks: The following are both the required and recommended texts for the course. Some of the texts will
also be used in future coursework. Textbooks can be obtained by calling the University of Pittsburgh’s The Book
Center at (412) 648-1450. To request your text books to be shipped UPS, you will need to supply them with the
course number (IL 2545) and the CRN number (19892). Your books and the shipping fee will be charged to the
credit card number you provide. The Book Center is open Monday through Friday from 8:30 am – 5:00 pm July
through August. Hours are extended to 8:00 pm all other terms.
Required:
• Holbrook, C. and Koenig, A. (Eds.). (2000). Foundations of education volume I: History of
theory of teaching children and youths with visual impairments. New York, NY: American Foundation for the
Blind.
• Holbrook, C. and Koenig, A. (Eds.) (2000). Foundations of education volume II: Instructional
strategies for teaching children and youths with visual impairments. New York, NY: American Foundation for the
Blind.
• Koenig, A. and Holbrook, C. (1995). Learning media assessment: A resource guide for
teachers. Austin, TX: Texas School for the Blind and Visually Impaired.
• Lueck, A. H. (Ed.) (2004). Functional vision: A practitioner’s guide to evaluation and
intervention. New York: American Foundation for the Blind.
• Milian, M. & Erin, J., editors. (2001). Diversity and visual impairment. New York, NY: AFB.
• Ponchillia, P. & Ponchillia, S. (1996). Foundations of rehabilitation teaching with persons who are blind or
visually impaired. New York, NY: AFB.
Recommended:
• Levack, N., Stone, G. and Bishop, V. (1994) Low vision: A resource guide with adaptations for students with
visual impairments. Austin, TX: Texas School for the Blind and Visually
Impaired.
• Smith, M. and Levack, N. (1996) Teaching students with visual and multiple impairments, A
resource guide. Austin, TX: Texas School for the Blind and Visually Impaired.
Posted Course Material: Many of the posted handouts and documents are in PDF (Portable
Document Format). You should download Adobe Acrobat for free from the following site if you
do not already have it: http://www.adobe.com/products/acrobat/morethanreader.html
Also, PowerPoint presentations are embedded throughout the unit material and online at the
various sites. If you do not have PowerPoint on your computer, you can download a viewer for
free by clicking on the following:
http://office.microsoft.com/downloads/default.aspx?Product=PowerPoint&Version=95%7C97
%7C98%7C2000%7C2002&Type=Converter%7CViewer
If you have questions, contact the Pitt Help Desk at (412) 624-4357.
Face-to-Face Workshop: As you are aware, one face-to-face workshop at Pitt is required per course. The
workshop for the Education of Children with Visual Impairments II is scheduled on:
Saturday, April 11, from 8:30 am – 4:00 pm Sunday, April 12, from 8:30 am – 2:30 pm. As the
workshop nears, the classroom location and details will be discussed. The workshop is a course requirement.
Not attending will result in a G-grade for the course (incomplete) until a workshop is attended (during the next
course offering). Plan ahead and save the date! I am looking forward to an exciting hands-on experience to
practice your instructional delivery skills as well as host the opportunity for you to get to know your on-line peers
better.
Disability Policy: If you have a disability for which you are or may be requesting an accommodation, you are
encouraged to contact both your instructor and Disability Resources and Services (DRS), 216 William Pitt Union,
412-648-7890 (412-282-7355 for TTY), as early as possible in the term. DRS will verify your disability and
determine reasonable accommodations for this course. A comprehensive description of the services of the DRS
office can be obtained at www.drs.pitt.edu.
Academic Integrity: Academic integrity is essential to the success of all students in higher education. Please
refer to the University’s code of student obligations: http://www.provost.pitt.edu/info/aistudcode1.html. As a
faculty, we take this issue very seriously and will tolerate no violations. Please notify your course instructor if you
have questions related to this issue.
Confidentiality: You are responsible to maintain the confidentiality of all the students you work with in field
placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for
courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for
students’, teachers’ and schools’ names. In public, it is your responsibility to keep written assignments and any
other materials bearing the names of students, teachers or staff secure from the view of others.
Departmental Grievance Policy - DIL Student Grievance Procedures: The purpose of grievance procedures is
to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights
and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at:
http://www.bc.pitt.edu/policies/policy/02/02-03-02.html When a student in DIL believes that a faculty member has
not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity
Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to
resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through
conversations with the chair/associate chair of the department; (2) if needed, next talking to the associate dean
of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity
officer.
The more specific procedure for student grievances within DIL is as follows:
1. The student should talk to the faculty member to attempt to resolve the matter.
2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if
the issue concerns a class) or his or her advisor.
3. If the matter remains unresolved, the student should talk to the associate chair of DIL
(currently Dr. Patricia Crawford).
4. If needed, the student should next talk to the SOE associate dean of students. If the matter still remains
unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity
Administrative Officer.
Assignments are due by midnight of the assigned day and all due dates are posted in the course
assignment chart. There is a one-week delay for most assignments, with a SUNDAY deadline of the following
week - to give you time to ask questions and complete the work. Refer to the Assignment Chart that lists all
readings, assignments, and due dates. Go to the actual course units to find assignment/project requirements.
All assignments posted through the Assignment link MUST have your name and assignment title in the HEADER
of the paper (this is in addition to the comment box and header used in the Assignment attachment folder). Any
assignment that needs to be mailed must be postmarked no later than the due date. Late assignments will be
lowered by 10% for each day it is late. Each assignment will include a grading rubric to meet the specific aspects
and requirements of the assignment.
Unit Tests: The three tests will include content from the Units indicated in the assignment chart. The exams will
assess using multiple choice, matching, true/false, and short answer. They are to be taken on your honor without
books, notes or other resources. Questions will be generated from posted study guides and will reflect all content
presented through the course readings, posted unit material, and discussion board postings. During the assigned
week, the test will be available (Monday – Sunday) so you can take it at your convenience. Each exam will be a
90-minute timed test. Once you open the test and begin, the computer clock begins and will not let you close to
start over. This means that any unmarked or incomplete answers will be marked wrong. Plan accordingly and be
prepared to complete the test in its entirety.
Final Course Participation points: In addition to the points earned for participating in each week’s discussion
board, an additional 10 points for your overall active participation in the course will be awarded. The total amount
of points will be determined based on your overall activity. This includes:
1. The level of interaction you have with your peers in DB and the question and comments forum.
2. The thoughtfulness of the questions you pose and the responses you give.
3. Demonstration that you are actively learning the material in each unit and are not just trying to get the
assignments done. The assignments in this course are meant to help you gauge your understanding of the
material and to challenge you to think about and apply what you are learning. If you are not keeping up with the
material, application becomes difficult!
The total points will be calculated for the final grade as follows:
Grades:
A = 100 – 94% = 382 – 359 points
A- = 93 – 90% = 358 – 344 points
B+ = 89 – 87% = 343 – 332 points
B = 86 – 83% = 331 – 317 points
B- = 82 – 80% = 316 – 305 points