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This manual was prepared specifically for cooperating teachers who are responsible for supervising secondary school field experiences of education students from Franklin College (Indiana). Sections in the booklet deal with each field experience from the sophomore year through the senior year, including lab experiences, internships, and student teaching. Each segment is discussed in terms of: (1) prior experience a student will have at the beginning of the field experience; (2) observations and reports expected of the student; (3) preferred type of participation by the student; (4) time frame for assuming responsibilities; (5) ways the student can assist the cooperating teacher; and (6) reports required of the cooperating teacher. Sample student evaluation forms are included. The legal status of pre-professional teachers and the policy for placement of student teachers are briefly discussed. An appendix includes a comprehensive list of suggested activities and laboratoy experiences for students in internships. (JD)

The handbook approved by the faculty of Franklin College in 1975 presents a description of the basic organization of the college specifically detailing the administrative organization and the faculty organization including their respective responsibilities. Personnel policies and procedures for the faculty are discussed including appointment, promotion and tenure, retirement, teaching load, academic functions, and social responsibility. Curricular and academic policies are also outlined. (JMF)

This module is designed to familiarize students preparing to be special education teachers with the physical needs of the exceptional student. Information is given on how to structure an adaptive physical education program designed to meet those needs, including development of an individualized education program (IEP). The module covers such topics as: (1) general knowledge of the types of handicapped students found in a special education classroom, and the types of programs legally required for these students; (2) the general components of an adapted physical education program; (3) appropriate assessment and evaluation measures to use in planning an adapted physical education program; (4) specific activities in planning an adapted physical education program; and (5) appropriate lesson plans for a group of special education students in an adapted physical education class. Specific handicapping conditions discussed are mental learning handicaps, emotional disabilities, physical handicaps, and sensory handicaps. Skills to be learned in the adapted physical education class include locomotor skills (skipping, sliding, leaping), manipulation skills (throwing, striking, kicking), and stability skills (balancing, bending, twisting). A pre-test, sample IEP, and a 27-item bibliography are included. (CB)