Mini-Placement

All MAT students compete a "mini-placement" from May to June. This is an opportunity to explore a different teaching context. There are two options for this placement:

  • Option 1: continue teaching in a subject area but at a different grade level, schol and/or context.
  • Option 2: pursue an additional certification in teaching students with Moderate Disabilities, by spending the mini-placement working with a Special Educator at a school that supports that work.

Whether or not interns pursue the additional certification, they will receive preparation in teaching students who have Moderate Disabilities. This is a core tennent of the Brandeis Education Program's mission to "Teach ALL Learners." In fall and spring, Undergraduate and MAT Interns get fundamental background in special education in order to meet the standards for licensure. In addition, all MATs, whether or not they pursure the additional certification, continue their study of special education in their second summer by completing ED 260 "Special Education."

Take the mini-placement survey


Moderate Disabilities Mini-Placement

Interns who choose option 2, a Moderate Disabilities Certification mini-placement, must also register for ED265G "Moderate Disabilities Practicum Preparation"  a non-credit bearing course associated with the mini-placement.

They would likely be assigned to another school and mentor for the mini-placement and would be expected to be at their mini-placement five days a week, for the full school day, including after-school meetings for the duration of the placement in May - June. They would need to complete a minimum of 150 hours in designated facets of special education under the supervision of a special education mentor. In addition, interns would need to attend addidional course sessions on Moderate Disabilities during the mini-placement.

Interns would need to record and submit to Brandeis the Requirements and Responsibilities Checklist with dates and number of hours for completion of requirements. They would also need to complete all assignments associated with the mini-placement and electronically collect, store, and submit any other required observation or other documentation. Interns would need to complete and submit assignments thoughtfully and on time to the instructor. In addition, interns also need to complete the Log of Practicum hours and submit this form to Manuel Tuan.

Interns would need to pass the MTEL: Reading (90) to be eligible for the additional certification in Moderate Disabilites. This is a requirement from DESE that can be completed after the conclusion of the mini-placement.

The Education Program does not guarantee that DESE would approve the application for certification. Interns would be responsible to communicate with, follow up, and respond to DESE about their application after it is submitted.


Regular Mini-Placement

Interns who choose option 1, would likely be assigned to another school and mentor for the mini-placement, at a different grade level and/or context, but would NOT be placed with a special education mentor.

Interns would still receive training in special education throughout the academic year, and also in the summer in the ED260 "Special Education" course and would be expected to be at their mini-placement five days a week,for the full school day,including after-school meetings for the duration of the placement, May - June.

Interns would need to complete all assignments associated with the mini-placement thoughtfully and on time, and would need to electronically collect, store, and submit any other required observation or other documentation. Theywould need to record and submit to Brandeis the Requirements and Responsibilities Checklist with dates and number of hours for completion of requirements.

Interns would need to take the initiative for maximizing my role in and benefit from the mini-placement. However, role at the mini-placement would likely resemble the pre-practicum experience (fall semester) than a full-practicum experience (winter). That is, during the mini-placement, interns would likely be expected to do more observing, assisting, and mirroring than taking responsibility for teaching.

Interns would need to take responsibility for making the most of this mini-placement and for structuring my experience in ways that maximize learning and benefit. There would be less structure and oversight from a mentor, field instructor, and Brandeis than during the practicum and pre-practicum.