UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion"

Transcription

1 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent of the plan or its integral components, review by the college dean, graduate dean (for graduate items) and/or the provost may be required prior to college curricular submission. All Plans with NCATE designation, or plans seeking NCATE designation, must include an NCATE Accreditation Memo of Approval from the NAU NCATE administrator prior to college curricular submission. UCC proposals must include an updated 8-term plan. UGC proposals must include an updated program of study. 1. College: Education 2. Academic Unit: Educational Specialties 3. Academic Plan Name: Special Education-Early Childhood; M.Ed. (SPECCTMED) 4. Emphasis: 5. Plan proposal: Plan Change Plan Deletion New Emphasis Emphasis Change Emphasis Deletion 6. Current student learning outcomes of the plan. If structured as plan/emphasis, include for both core and emphasis. Council for Exceptional Children (CEC) Standards for All Beginning Special Education Teachers 1. CEC Standard 1: Foundations 2. CEC Standard 2: Development and Characteristics of Learners 3. CEC Standard 3: Individual Learning Differences 4. CEC Standard 4: Instructional Strategies 5. CEC Standard 5: Learning Environments and Social Show the proposed changes in this column (if applicable). Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes). Council for Exceptional Children (CEC) Standards for All Beginning Special Education Teachers 1. CEC Standard 1: Foundations 2. CEC Standard 2: Development and Characteristics of Learners 3. CEC Standard 3: Individual Learning Differences 4. CEC Standard 4: Instructional Strategies 5. CEC Standard 5: Learning Environments and Social

2 Interactions 6. CEC Standard 6: Language 7. CEC Standard 7: Instructional Planning 8. CEC Standard 8: Assessment. 9. CEC Standard 9: Professional and Ethical Practice 10. CEC Standard 10: Collaboration Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan. which the teacher s planning: 1. Focuses instruction on Arizona s academic standards 2. Focuses instruction on the school s and district s academic standards 3. Aligns curriculum with the student assessments 4. Addresses any physical, mental, social, cultural, and community differences among learners 5. Addresses prior knowledge of individual and group performance 6. Indicates short and long term curriculum goals 7. Includes appropriate use of a variety of methods, materials, and resources 8. Includes learning experiences that are developmentally appropriate for learners 9. Includes learning experiences that address a variety of cognitive levels 10. Includes learning experiences that are appropriate for curriculum goals 11. Includes learning experiences that are based upon principles of effective instruction 12. Includes learning experiences that accurately represent content 13. Incorporates appropriate assessment of student progress Standard 2: The teacher creates and maintains a learning climate that supports the development of students abilities to meet Arizona s academic standards. 1. Establishes and maintains standards of mutual respect 2. Displays effective classroom management 3. Encourages the student to demonstrate self-discipline and responsibility to self and others 4. Respects the individual differences among learners 5. Facilitates people working productively and cooperatively with each other 6. Provides a motivating learning environment 7. Promotes appropriate classroom participation 8. Listens thoughtfully and responsively 9. Organizes materials, equipment, and other resources appropriately 10. Applies to daily practice the ethics of the profession Standard 3: The teacher implements and manages instruction that develops students abilities to meet Arizona s academic standards Interactions 6. CEC Standard 6: Language 7. CEC Standard 7: Instructional Planning 8. CEC Standard 8: Assessment. 9. CEC Standard 9: Professional and Ethical Practice 10. CEC Standard 10: Collaboration Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan. which the teacher s planning: 1. Focuses instruction on Arizona s academic standards 2. Focuses instruction on the school s and district s academic standards 3. Aligns curriculum with the student assessments 4. Addresses any physical, mental, social, cultural, and community differences among learners 5. Addresses prior knowledge of individual and group performance 6. Indicates short and long term curriculum goals 7. Includes appropriate use of a variety of methods, materials, and resources 8. Includes learning experiences that are developmentally appropriate for learners 9. Includes learning experiences that address a variety of cognitive levels 10. Includes learning experiences that are appropriate for curriculum goals 11. Includes learning experiences that are based upon principles of effective instruction 12. Includes learning experiences that accurately represent content 13. Incorporates appropriate assessment of student progress Standard 2: The teacher creates and maintains a learning climate that supports the development of students abilities to meet Arizona s academic standards. 1. Establishes and maintains standards of mutual respect 2. Displays effective classroom management 3. Encourages the student to demonstrate self-discipline and responsibility to self and others 4. Respects the individual differences among learners 5. Facilitates people working productively and cooperatively with each other 6. Provides a motivating learning environment 7. Promotes appropriate classroom participation 8. Listens thoughtfully and responsively 9. Organizes materials, equipment, and other resources appropriately 10. Applies to daily practice the ethics of the profession Standard 3: The teacher implements and manages instruction that develops students abilities to meet Arizona s academic standards

3 1. Appropriately implements a teacher-designed lesson plan 2. Communicates to students specific standards and high expectations for learning 3. Links learning with students prior knowledge, experiences, and backgrounds 4. Models the skills, concepts, attributes, or thinking processes to be learned 5. Demonstrates effective written and oral communication 6. Uses appropriate language to communicate with learners clearly and accurately 7. Uses strategies that are appropriate to students developmental levels 8. Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity 9. Encourages critical thinking 10. Connects lesson content to real life situations when appropriate 11. Uses technology and a variety of instructional resources appropriately 12. Uses a variety of effective teaching strategies to engage students actively in learning 13. Maximizes the amount of class time students are engaged in learning which results in a high level of success for students 14. Provides opportunities for students to use and practice what is learned 15. Adjusts instruction based on feedback from students Standard 4: The teacher assesses learning and communicates results to students, parents and other professionals with respect to students abilities to meet Arizona s academic standards. 1. Promotes student self-assessment 2. Uses a variety of appropriate formal and informal assessments aligned with instruction 3. Maintains records of student work and performance and uses them to guide instructional decisions 4. Offers students and parents appropriate feedback on progress toward learning expectations 5. Maintains privacy of student records and performance Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students abilities to meet Arizona s academic standards and transition from school to work or post-secondary education 1. Works with parents to enhance student learning at home and school 2. Collaborates with other professionals and agencies to improve the overall learning environment for students 3. Accesses community resources and services to foster student learning 4. Demonstrates productive leadership and team 1. Appropriately implements a teacher-designed lesson plan 2. Communicates to students specific standards and high expectations for learning 3. Links learning with students prior knowledge, experiences, and backgrounds 4. Models the skills, concepts, attributes, or thinking processes to be learned 5. Demonstrates effective written and oral communication 6. Uses appropriate language to communicate with learners clearly and accurately 7. Uses strategies that are appropriate to students developmental levels 8. Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity 9. Encourages critical thinking 10. Connects lesson content to real life situations when appropriate 11. Uses technology and a variety of instructional resources appropriately 12. Uses a variety of effective teaching strategies to engage students actively in learning 13. Maximizes the amount of class time students are engaged in learning which results in a high level of success for students 14. Provides opportunities for students to use and practice what is learned 15. Adjusts instruction based on feedback from students Standard 4: The teacher assesses learning and communicates results to students, parents and other professionals with respect to students abilities to meet Arizona s academic standards. 1. Promotes student self-assessment 2. Uses a variety of appropriate formal and informal assessments aligned with instruction 3. Maintains records of student work and performance and uses them to guide instructional decisions 4. Offers students and parents appropriate feedback on progress toward learning expectations 5. Maintains privacy of student records and performance Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students abilities to meet Arizona s academic standards and transition from school to work or post-secondary education 1. Works with parents to enhance student learning at home and school 2. Collaborates with other professionals and agencies to improve the overall learning environment for students 3. Accesses community resources and services to foster student learning 4. Demonstrates productive leadership and team

4 membership skills that facilitate the development of mutually beneficial goals 5. Collaborates with colleagues to achieve school and district goals Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan 1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning 2. Designs and continually adapts a professional development plan for improving instruction and student learning 3. Engages in activities that implement the professional development plan 4. Uses employer s documentation of his or her performance to develop a professional development plan 5. Pursues professional activities to support development as a learner and a teacher Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards The subject knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. Skills and concepts related to the subject area a. At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts. b. At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach. 2. Major facts and assumptions that are central to the discipline 3. Debates and the processes of inquiry that are central to the discipline 4. Integration of disciplinary knowledge with other subject areas 5. Connections between knowledge of the subject area and real life situations at the level of the students being taught Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher membership skills that facilitate the development of mutually beneficial goals 5. Collaborates with colleagues to achieve school and district goals Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan 1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning 2. Designs and continually adapts a professional development plan for improving instruction and student learning 3. Engages in activities that implement the professional development plan 4. Uses employer s documentation of his or her performance to develop a professional development plan 5. Pursues professional activities to support development as a learner and a teacher Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards The subject knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. Skills and concepts related to the subject area a. At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts. b. At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach. 2. Major facts and assumptions that are central to the discipline 3. Debates and the processes of inquiry that are central to the discipline 4. Integration of disciplinary knowledge with other subject areas 5. Connections between knowledge of the subject area and real life situations at the level of the students being taught Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher

5 is seeking certification at the secondary level 2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas 3. Principles and techniques associated with various instructional strategies 4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 5. Methods for recognizing and accommodating exceptional children 6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning 7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 9. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development 10. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring 11. Services and resources to meet the needs of exceptional children and how to access the services and resources 12. Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system 13. Laws and ethics related to student, parent, and teacher rights and responsibilities Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs which the special education teacher: 1. Demonstrates knowledge of disabilities and their educational implications 2. Demonstrates knowledge of state and federal special education laws, rules, and regulations 3. Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning 4. Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability 5. Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques 6. Utilizes paraeducators and paratherapists effectively through training and supervision is seeking certification at the secondary level 2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas 3. Principles and techniques associated with various instructional strategies 4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 5. Methods for recognizing and accommodating exceptional children 6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning 7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 9. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development 10. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring 11. Services and resources to meet the needs of exceptional children and how to access the services and resources 12. Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system 13. Laws and ethics related to student, parent, and teacher rights and responsibilities Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs which the special education teacher: 1. Demonstrates knowledge of disabilities and their educational implications 2. Demonstrates knowledge of state and federal special education laws, rules, and regulations 3. Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning 4. Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability 5. Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques 6. Utilizes paraeducators and paratherapists effectively through training and supervision CEC Standards and Sub-standards

6 Standard 1: CEC Initial Preparation - Learner Development and Individual Differences 1.0: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. 1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. 1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities Standard 2: CEC Initial Preparation Learning Environments 2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis. Standard 3: CEC Initial Preparation Curricular Content Knowledge 3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. Standard 4: CEC Initial Preparation- Assessment

7 4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. Standard 5: CEC Initial Preparation Instructional Planning and Strategies 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. 5.1 Beginning special education professionals consider an individual s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. 5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. Standard 6: CEC Initial Preparation Professional Learning and Ethical Practice 6.0 Beginning special education professionals use foundational knowledge of the field and their

8 professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers Standard 7: CEC Initial Preparation Collaboration 7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. 7.1 Beginning special education professionals use the theory and elements of effective collaboration. 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

9 7. Current catalog plan overview and requirements in this column. Cut and paste the Overview and Details tabs, in their entirety, from the current on-line academic catalog: (http://catalog.nau.edu/catalog/) Show the proposed changes in this column. Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. Special Education-Early Childhood Special Education with Certification; M.Ed. In addition to University Requirements: Complete individual plan requirements. Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s): ESE 516, ESE 536, ESE 556, ESE 655, ESE 596. Special Education-Early Childhood Special Education with Certification; M.Ed. In addition to University Requirements: Complete individual plan requirements. Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s): ESE 516, ESE 536, ESE 556, ESE 557, ESE , ESE 596. Minimum Units for Completion 33 Admission requirements over Additional Admission Requirements and above admission to NAU are required. Fieldwork Experience/Internship Optional Prepares student for Arizona Arizona Certification/Endorsement Certification and/or Endorsement. Student Teaching/Supervised Teaching Student Teaching/Supervised Teaching is required. Some online/blended coursework Required Progression Plan Link Not Available Minimum Units for Completion Admission requirements over Additional Admission Requirements and above admission to NAU are required. Fieldwork Experience/Internship Optional Required Prepares student for Arizona Arizona Certification/Endorsement Certification and/or Endorsement. Student Teaching/Supervised Teaching Student Teaching/Supervised Teaching is required. Some online/blended coursework Required Progression Plan Link Not Available Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required (www.nau.edu/graduateapply) for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required (www.nau.edu/graduateapply) for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution

10 accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. Individual program admission requirements include: 1 letter of recommendation Prerequisites (completed prior to enrolling in the program) ENG 101 and 102 or ENG 105 (or equivalent) with a minimum grade of B. Math (College Algebra) with a minimum grade of C. Laboratory Science with a minimum grade of C IVP Fingerprint clearance card Privacy forms Teaching certificate (if the applicant has one) Master's Requirements Take the following 33 units: ESE 516, ESE 536, ESE 556, (ESE 585 or DIS 519), ESE 657 (15 units) ESE Early Childhood (3 units) ECI 620 (3 units) ESE 698 (3 units) ESE 596 (9 units) Please Note: Candidates must also pass the Arizona Educator Proficiency Assessment (professional knowledge and Special Education focus area), and meet State requirements on Federal and State Constitutional knowledge for Arizona Teacher Certification. Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. Individual program admission requirements include: 1 letter of recommendation Prerequisites (completed prior to enrolling in the program) ENG 101 and 102 or ENG 105 (or equivalent) with a minimum grade of B. Math (College Algebra) with a minimum grade of C. Laboratory Science with a minimum grade of C 9 units of relevant graduate coursework including survey of special education, structured English immersion leading to ADE SEI endorsement, and educational technology; candidates without coursework will be conditionally admitted IVP Fingerprint clearance card Privacy forms Teaching certificate (if the applicant has one) Master's Requirements Take the following units: Block A (6-15 units): ECI 531, ECI 620, ECI 627, ECI 642, ECI 643 The courses in this block are required for those candidates entering the program without a teaching degree but who would be eligible for certification in Early

11 Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. Childhood Special Education. For candidates with a teaching degree, transcripts may be reviewed to determine if appropriate transfer credit can be given for previously taken coursework per transfer credit policy. Block B (31 units): ESE 516, ESE 536, ESE 556, ESE 557, (ESE 585 or DIS 519), ESE 657 (15 18 units) (ESE Early Childhood or ESE 596) (3 6 units) ECI 620 (3 units) ESE 698 (3 units) ESE 596 (4 units) DIS 526 (3 units) Please Note: Candidates must also pass the Arizona Educator Proficiency Assessment (professional knowledge and Special Education focus area), and meet State requirements on Federal and State Constitutional knowledge for Arizona Teacher Certification. For the Structured English Immersion (SEI) endorsement, candidates who have full SEI endorsement at admission must provide proof of the full endorsement. If proof of the full SEI endorsement is not presented at admission, the candidate is required to take the BME courses (i.e., BME 500 and BME 631) as part of their program of study. Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. 8. Justification for proposal:

12 The Arizona Department of Education (ADE) approved new requirements for teacher certification in Early Childhood Special Education that will be implemented on January 1, Because the degree has an Institutional Recommendation from ADE, it has to be in alignment to the new requirements. A complete review of existing course outcomes was conducted and modifications were made to the degree accordingly. Titles and course descriptions for some courses have been modified and courses were added to the plan to address the new requirements. To avoid penalizing students seeking certification after 1/1/16, the degree will have to be changed as soon as possible. 9. NCATE designation, if applicable: Initial Plan Advanced Plan Remove Designation 10. Effective beginning FALL: 2015 See effective dates calendar. 11. Will this proposal impact other plans, sub plans, or course offerings, etc.? Yes No If yes, describe the impact. If applicable, include evidence of notification to and/or response from each impacted academic unit While many of the courses remain essentially the same, a special education course, ESE 698 was removed from the plan and a new course, DIS 505 was added. Enrollments in these courses will be impacted. Members of the special education faculty were notified of the elimination of ESE 698 from the plan and are in agreement that the plan was revised to align to certification requirement changes and is necessary. The Institute for Human Development offers DIS 526 and the lead instructor of that course was notified and approved. Early Childhood Education (ECI) courses are included in this program and their enrollments may be impacted in the future. The Chair of the Department of Teaching and Learning was notified of this. See attached support from: IHD, ECI Answer for UCC/ECCC only: 12. A major is differentiated from another major by required course commonality: 24 units of the required credit hours of a major must be unique, (i.e. not common or not dual use as a required element in another major), to that major. Does this plan have 24 units of unique required credit? Yes No 13. Minor: A planned group of courses from one or more subject matter areas consisting of at least 18 hours and no more than 24 hours. At least 12 hours of the minor must be unique to that minor to differentiate it from other minors. Does this minor have 12 units of unique required credit? Yes No Answer for UGC only: 14. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework? Yes No If no, explain why this proposal should be approved.

13 15. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework? Yes If no, explain why this proposal should be approved. No FLAGSTAFF MOUNTAIN CAMPUS Scott Galland 2/16/2015 Reviewed by Curriculum Process Associate Approvals: Department Chair/Unit Head (if appropriate) Chair of college curriculum committee Dean of college For Committee use only: UCC/UGC Approval Approved as submitted: Yes No Approved as modified: Yes No EXTENDED CAMPUSES Reviewed by Curriculum Process Associate Approvals: Academic Unit Head Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning)

14 Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Chief Academic Officer; Extended Campuses (or Designee) Approved as submitted: Yes No Approved as modified: Yes No From: Pamela Jane Powell Sent: Thursday, October 23, :07 AM To: Karen Applequist Subject: ECE Master's Dear Karen, We are in agreement with the changes to the the ECE degree. Kindest Regards, Pam Pamela Powell, EdD Associate Professor and Chair-Department of Teaching and Learning College of Education-Northern Arizona University (928) PO Box 5774 Flagstaff, AZ From: Janis Doneskinicol Sent: Wednesday, October 29, :14 PM To: Karen Applequist Subject: Inclusion of DIS 526 in M.Ed. in Special Education - Early Childhood Karen, Please do add DIS 526 to the M.Ed. in Special Education Early Childhood. This course will provide your students with strong knowledge and skill in the application of assistive technology for school aged children. The Graduate Certificate in Assistive Technology currently offers this course each Spring. Additional Spring sections can be supported by current faculty. Further, if there are adequate numbers of students to support a Fall offering of this course we can explore and support this option. Janis Nicol Program Director Graduate Certificate in Assistive Technology

understanding of development and individual differences to respond to the needs of individuals with exceptionalities

understanding of development and individual differences to respond to the needs of individuals with exceptionalities UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent

More information

The performance assessment shall measure the extent to which the teacher s planning:

The performance assessment shall measure the extent to which the teacher s planning: Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion 2015

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion 2015 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion 2015 Fall RETRO FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to

More information

UCC/UGC/ECCC Proposal for New Academic Plan

UCC/UGC/ECCC Proposal for New Academic Plan UCC/UGC/ECCC Proposal for New Academic Plan If this new plan is not listed in the current NAU academic program inventory, then you must first complete the Proposal to establish a New Degree form. All Plans

More information

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016

UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to

More information

CEC Initial Level Special Educator Preparation Standards 1

CEC Initial Level Special Educator Preparation Standards 1 Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the

More information

Teacher of Students with Disabilities Endorsement Program Student Handbook

Teacher of Students with Disabilities Endorsement Program Student Handbook Teacher of Students with Disabilities Endorsement Program Student Handbook Rowan University College of Education Interdisciplinary and Inclusive Education Department 1 Table of Contents Overview and General

More information

Council for Exceptional Children Professional Standards

Council for Exceptional Children Professional Standards Council for Exceptional Children Professional Standards Professional Standards and Practice Throughout the Career The education of teachers must be driven by A clear and careful conception of the educating

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

M.Ed. Elementary Education with Certification Emphasis Information Packet & FAQs

M.Ed. Elementary Education with Certification Emphasis Information Packet & FAQs College of Education Department of Teaching and Learning M.Ed. Elementary Education with Certification Emphasis Information Packet & FAQs Thank your for your interest in Northern Arizona University s M.Ed.

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

Additional Admission Requirements

Additional Admission Requirements Program of Study: Master of Education in Special Education: Cross-Categorical: Arizona Teaching Intern Certification Program (Eligible for Institutional Recommendation) Program Description The Master of

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

More information

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY

UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY UNDERGRADUATE TEACHER EDUCATION CERTIFICATION AT CARDINAL STRITCH UNIVERSITY "Devoted to bridging knowledge, practice, and service." Our mission is to transform lives and communities by preparing leaders

More information

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked

More information

Special Education Student Learning Outcomes

Special Education Student Learning Outcomes Special Education Student Learning Outcomes 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories,

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI)

Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution

More information

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments.

Assessment Results Only data for Assessments 3,4,5,6, and 7 are included in this report as Assessments 1 and 2 are not performance assessments. Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standards

More information

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs

STUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,

More information

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

More information

Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016

Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 University of Utah, College of Education Master of Education in Educational Psychology With Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 Program Information is subject

More information

Commission on Teacher Credentialing. Education Specialist Clear Program Standards

Commission on Teacher Credentialing. Education Specialist Clear Program Standards Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)

More information

Bachelor of Science in Elementary Education

Bachelor of Science in Elementary Education Bachelor of Science in Elementary Education NAU degree can be completed on the Paradise Valley Community College campus! We re everywhere you want to learn! Classes are held 2 nights each week Final semester

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Program of Study: Bachelor of Science in Elementary/Special Education (Dual Major)

Program of Study: Bachelor of Science in Elementary/Special Education (Dual Major) Program of Study: Bachelor of Science in Elementary/Special Education (Dual Major) (Eligible for Institutional Recommendation) Program Description The Bachelor of Science in Elementary/Special Education

More information

Graduate Programs in Education and Human Development

Graduate Programs in Education and Human Development Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of

More information

WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION

WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION The M.A.T. in Secondary Education addresses the North Professional Teaching Standards,

More information

Through the master of arts degree in education and the

Through the master of arts degree in education and the Department of Education/Special Education Education (MA) Education/Teaching (MAT) Through the master of arts degree in education and the master of arts in teaching degree, extends its tradition of excellence

More information

Teaching MAT ADMISSION REQUIREMENTS APPLICATION PROCEDURES. Towson University 1

Teaching MAT ADMISSION REQUIREMENTS APPLICATION PROCEDURES. Towson University 1 Towson University Teaching MAT Degree: Master of Arts in Teaching MAT Program Director: Judith Reber 40-704-495 jreber@towson.edu MAT Program Coordinator: Kim McGlaughlin 40-704-569 kmcglaughlin@towson.edu

More information

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching

School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching 2012-2014 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate

More information

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON BACHELOR OF ARTS DEGREE IN ELEMENTARY EDUCATION Program Goals and Objectives The goal of the elementary education program at UNCW is to

More information

FINAL EVALUATION Professional Phase. Teacher Candidate s Name: ID# Date. Certification area: Special Education. Field Supervisor:

FINAL EVALUATION Professional Phase. Teacher Candidate s Name: ID# Date. Certification area: Special Education. Field Supervisor: MOLLOY COLLEGE Division of Education SPECIAL EDUCATION FINAL EVALUATION Professional Phase Teacher Candidate s Name: ID# Date Certification area: Special Education Field Supervisor: Clinical Faculty [Cooperating

More information

Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016

Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 University of Utah, College of Education Master of Education in Special Education with Elementary Licensure through the Urban Institute for Teacher Education 2015-2016 Program information is subject to

More information

CEC Special Education Specialist Advanced Preparation Standards 1

CEC Special Education Specialist Advanced Preparation Standards 1 Page 1 of 8 CEC Special Education Specialist Advanced Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

Educational Leadership Program

Educational Leadership Program Educational Leadership Program Experienced educators with a current Florida Professional Educators certificate who are interested in leadership positions in a K-12 school, district or private school system.

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS Overview MASTER OF SCIENCE IN EDUCATION (INSTRUCTIONAL LEADERSHIP) AND CERTIFICATION OPTIONS Neumann University s graduate program leading to the Master of Science in Education: Instructional Leadership

More information

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS

MASTER OF SCIENCE IN EDUCATION AND CERTIFICATION OPTIONS Overview MASTER OF SCIENCE IN EDUCATION (INSTRUCTIONAL LEADERSHIP) AND CERTIFICATION OPTIONS Neumann University s graduate program leading to the Master of Science in Education: Instructional Leadership

More information

Professional Education Unit

Professional Education Unit NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

STUDENT HANDBOOK Graduate Programs in Special Education

STUDENT HANDBOOK Graduate Programs in Special Education STUDENT HANDBOOK Graduate Programs in Special Education Masters Degree Programs Leading to Initial/Professional Certification & Post-Masters Advanced Certification Programs Graduate Programs in Special

More information

STUDENT HANDBOOK Graduate Programs in Special Education

STUDENT HANDBOOK Graduate Programs in Special Education STUDENT HANDBOOK Graduate Programs in Special Education Masters Degree Programs Leading to Initial/Professional Certification & Post-Masters Advanced Certification Programs Graduate Programs in Special

More information

STUDENT HANDBOOK Graduate Programs in Special Education

STUDENT HANDBOOK Graduate Programs in Special Education STUDENT HANDBOOK Graduate Programs in Special Education Masters Degree Programs Leading to Initial/Professional Certification & Post-Masters Advanced Certification Programs Graduate Programs in Special

More information

Masters in. Literacy Education

Masters in. Literacy Education Masters in Literacy Education New York University Steinhardt School of Education, Mary Brabeck, Dean Robert Cohen, Chair, Department of Teaching and Learning Jane Ashdown, Vice Chair, Department of Teaching

More information

LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE

LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE 1 LEHMAN COLLEGE Department of Counseling, Leadership, Literacy, and Special Education CURRICULUM CHANGE Type of Change: Revision of Bilingual School Counseling Extension From: M.S.ED. Program in Counselor

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Bachelors of Science Education in History & Social Studies Secondary Education Program (BSEd History/Social Studies)

Bachelors of Science Education in History & Social Studies Secondary Education Program (BSEd History/Social Studies) Bachelors of Science Education in History & Social Studies Secondary Education Program (BSEd History/Social Studies) The faculty in the Department of History at Northern Arizona University place a high

More information

COLLEGE OF EDUCATION

COLLEGE OF EDUCATION COLLEGE OF EDUCATION 77 COLLEGE OF EDUCATION The mission of the College of Education is to prepare educators, counselors, administrators, and other professionals to be lifelong, innovative, informed, reflective

More information

1. Description of the Assessment and Its Use in the Program

1. Description of the Assessment and Its Use in the Program 1. Description of Assessment and Its Use in Program Key ISMM Assessment #3 Ability to Plan Instruction Intervention Specialist: Mild/Moderate (ISMM): EDUC 418, 465, and 466 Initial Teacher Preparation

More information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing

More information

Master of Arts Curriculum & Instruction

Master of Arts Curriculum & Instruction COE Vision The College of Education is a premier learning community of teachers, leaders, and counselors who contribute positively to a global society. COE Mission The College of Education prepares skilled

More information

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

More information

M.S. in Curriculum and Instruction 31-36 credit hours

M.S. in Curriculum and Instruction 31-36 credit hours M.S. in Curriculum and Instruction 31-36 credit hours College of Education Kansas State University Preparing Educators to Be Knowledgeable, Ethical, Caring Decision Makers in a Diverse World The Mission

More information

Handbook Curriculum and Instruction Graduate Programs

Handbook Curriculum and Instruction Graduate Programs Handbook Curriculum and Instruction Graduate Programs Tarleton State University Locations Stephenville 1333 W. Washington St Stephenville, Texas 76402 254.968.9096 Southwest Metroplex Center 6777 Camp

More information

College. Of Education

College. Of Education College Of Education Contact Us 00971-2-5993111 (Abu Dhabi) 00971-4-4021111 (Dubai) 00971-2- 5993783 (College of Education) @Zayed_U www.facebook.com/zayeduniversity www.zu.ac.ae Introduction and Mission

More information

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies

Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest

More information

2008 NCATE UNIT STANDARDS A Summary of the NCATE Unit Standards Rubrics at the Acceptable Level

2008 NCATE UNIT STANDARDS A Summary of the NCATE Unit Standards Rubrics at the Acceptable Level 2008 NCATE UNIT STANDARDS A Summary of the NCATE Unit Standards Rubrics at the Acceptable Level Standard 1: Candidate Knowledge, Skills, and Dispositions 1a. Content knowledge for teacher candidates Candidates

More information

MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) Purpose. Counseling and Psychology Mission Statement. Counseling and Psychology Admission Policy

MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) Purpose. Counseling and Psychology Mission Statement. Counseling and Psychology Admission Policy COLLEGE OF EDUCATION 66 Alternative Fifth-Year Experience Route Program in Elementary Education (Grades K-6) Location: Phenix City, Troy Required Core Courses: EDU 6629 3 The Master Teacher PSY 6631 3

More information

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher:

Section The Illinois Professional Teaching Standards Beginning July 1, ) Knowledge Indicators The competent teacher: Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas

More information

APPENDIX A. Level II Handbook

APPENDIX A. Level II Handbook APPENDIX A Level II Handbook Education Specialist Mild/Moderate Level II Credential Handbook CSUCI California State University Channel Islands Fall 2006 Jill M. Leafstedt Joan Karp Maria Denney Table of

More information

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

The University of North Carolina at Pembroke 2015-2016 Academic Catalog

The University of North Carolina at Pembroke 2015-2016 Academic Catalog 338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Common Core Teaching Standards (Maine 2012)

Common Core Teaching Standards (Maine 2012) Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

More information

EDUCATION. School of Education 907-474-7341 www.uaf.edu/educ/

EDUCATION. School of Education 907-474-7341 www.uaf.edu/educ/ EDUCATION School of Education 907-474-7341 www.uaf.edu/educ/ M.Ed. Degree and Postbaccalaureate Licensures Minimum Requirements for Art K-12 Licensure: 34 credits; Elementary Postbaccalaureate Licensure:

More information

Master s in Education - Literacy Assessment Plan

Master s in Education - Literacy Assessment Plan Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of

More information

Bachelor s Degrees. You may earn a maximum of 30 college credits by examination. See page 22 for further information.

Bachelor s Degrees. You may earn a maximum of 30 college credits by examination. See page 22 for further information. Bachelor s Degrees Maintaining Good Standing You must maintain a minimum cumulative grade-point average of 2.0 for the Bachelor of Applied Science, the Bachelor of Science in Nursing, and the Bachelor

More information

Department Special Education UNIVERSITY of ALASKA ANCHORAGE. Special Education Department Handbook

Department Special Education UNIVERSITY of ALASKA ANCHORAGE. Special Education Department Handbook Department Special Education UNIVERSITY of ALASKA ANCHAGE Special Education Department Handbook 2015-2016 College of Education Core Values Intellectual Vitality Professional educators examine diverse perspectives,

More information

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION Gifted and Talented Advisory Council College of Education University of Nevada, Reno Mailstop 0299 Reno, NV 89557 Office (775) 784-4383 Fax (775) 784-4384

More information

PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program

PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program Copied from http://www.provost.umd.edu/pcc_documents/pcc_proposal.htm PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program I. OVERVIEW

More information

School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION. Master of Science in Special Education

School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION. Master of Science in Special Education School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION Master of Science in Special Education 2012-2014 Master of Science in Special Education Master of Science in Special Education Purpose The Master

More information

Higher Education Partnership Programs

Higher Education Partnership Programs A Guide to Higher Education Partnership Programs with Local Colleges and Universities for Teacher Preparation, Career Enhancement, and Leadership Development Montgomery County Public Schools Rockville,

More information

Guidelines and Proposal for the Master of Arts (MA) or Master of Science (MS) in Interdisciplinary Studies Degrees

Guidelines and Proposal for the Master of Arts (MA) or Master of Science (MS) in Interdisciplinary Studies Degrees Guidelines and Proposal for the Master of Arts (MA) or Master of Science (MS) in Interdisciplinary Studies Degrees California State University, Fresno Division of Graduate Studies SECTION I GUIDELINES

More information

Endorsement. English as a Second Language P-12. 16 KAR 2:010. Kentucky teaching certificates. September 2008

Endorsement. English as a Second Language P-12. 16 KAR 2:010. Kentucky teaching certificates. September 2008 Endorsement English as a Second Language P-12 16 KAR 2:010. Kentucky teaching certificates. Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/ September 2008 EKU Graduate Program Review Documents:

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Radford University TEACHER EDUCATION PROGRAM

Radford University TEACHER EDUCATION PROGRAM Radford University TEACHER EDUCATION PROGRAM POLICIES AND PROCEDURES GOVERNING ADMISSION/READMISSION, FIELD PLACEMENT, RETENTION, and PROGRAM COMPLETION Students have a professional obligation to abide

More information

College. Of Education

College. Of Education College Of Education Contact Us 00971-2-5993111 (Abu Dhabi) 00971-4-4021111 (Dubai) 00971-2- 5993783 (College of Education) @Zayed_U zayeduniversity ZayedU www.zu.ac.ae Introduction and Mission Educators

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

Transition Points for Undergraduate Initial Teacher Preparation Programs

Transition Points for Undergraduate Initial Teacher Preparation Programs Transition Points for Undergraduate Initial Teacher Preparation s Transcript reviews for sixteen academic units in major content areas; and high school GPA for the quality of academic work (or results

More information

Special Education. General Requirements

Special Education. General Requirements Special Education Department: Graduate Studies Chairperson: Cathryn Busch Faculty: Carl Lawson Flora Luseno Degree(s)/Certification(s): M.S. Ed. in Special Education Content Designations: S ED The Special

More information

Honors Program Student Handbook

Honors Program Student Handbook Honors Program Student Handbook NAU HONORS Cowden Learning Community Room 104 P.O. Box 5689 Flagstaff, AZ 86011-5689 (928) 523-3334 www.nau.edu/honors MISSION The mission of the Honors Program at Northern

More information

MARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK

MARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK MARSHALL UNIVERSITY HONORS COLLEGE POLICY HANDBOOK PURPOSE This handbook offers basic information about the procedures and practices of the Honors College at Marshall University. The information presented

More information

State Licensure for Teachers, School Counselors and Administration Professionals

State Licensure for Teachers, School Counselors and Administration Professionals State Licensure for Teachers, School Counselors and Administration Professionals The educator certification program at TCU has been carefully designed to prepare exemplary teachers, counselors and administration

More information

Online Master's Degree in LITERACY STUDIES

Online Master's Degree in LITERACY STUDIES Online Master's Degree in LITERACY STUDIES Emphasis on Multiple Literacies and Critical Perspectives in Education & Nevada Reading Specialist Certification College of Education Department of Educational

More information

The Elementary Education Program Brandeis University Waltham, MA 02454

The Elementary Education Program Brandeis University Waltham, MA 02454 The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of

More information

The ESOL and Bilingual/ESOL Graduate Program Endorsement

The ESOL and Bilingual/ESOL Graduate Program Endorsement The ESOL and Bilingual/ESOL Graduate Program Endorsement Western Oregon University s ESOL/Bilingual Education program prepares teachers to ensure that students succeed in all aspects of their schooling:

More information

174 COLLEGE OF EDUCATION

174 COLLEGE OF EDUCATION 174 COLLEGE OF EDUCATION Rosalinda B. Barrera, Ph.D., Dean Jo Webber, Ph.D., Associate Dean Larry Price, Ph.D., Associate Dean Virginia Resta, Ph.D., Assistant Dean Richard Radcliffe, Ph.D., Assistant

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information