College of Education Professional Education Unit

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1 College of Education Professional Education Unit PROGRAM SUBMISSION Master of Arts in Teaching [MAT]: Special Education Certification: Learning and Behavior Disorders [LBD] P-12 and Moderate and Severe Disabilities [MSD] P-12 Governing Kentucky Regulation: 16KAR 2:010.Kentucky Teaching Certificates September 15, 2010 Revised April 11, 2011 Revised June 6, 2011

2 Table of Contents Document 1: Conceptual Framework 4 A. Professional Education Unit 4 B. Links to Conceptual Framework: Master of Arts in Teaching (MAT) LBD (P-12) and MSD (P-12) 5 Document 2: Continuous Assessment 8 A. Links to the Conceptual Framework 8 B. Integration of Standards throughout Initial Teacher Preparation 9 Programs C. Candidate Assessment 9 D. Continuous Assessment System: Multiple Assessments, 11 Checkpoints, and Feedback Loops E. Code of Ethics and Professional Dispositions 11 F. Faculty Evaluation 12 G. Plan for Collecting LBD (p-12) and MSD (p-12) Student Impact Data 13 H. Technology Support for the Professional Education Unit 14 I. Ensuring that Assessments are Accurate, Fair, and Consistent 14 Document 3: Program Experiences 14 Section 1: Descriptive Tables: MAT LBD (P-12) and MSD (P-12) Program Required Courses 14 a. Core and Specialization Coursework 14 b. Professional Education Coursework 16 Section 2: Holistic Matrices: Links to the Kentucky Teacher Standards 17 a. Core and Specialization Coursework 17 b. Professional Education Coursework 18 Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessments 18 a. Key Assessments and Links to Candidate Assessment 18 b. Critical Performance Assessments and Links to Candidate Assessment 20 2

3 A. Holistic Matrices and Links to Council for Exceptional Children (CEC) 22 a. Core and Specialization Coursework and links to CEC 22 b. Professional Education Coursework and links to CEC 32 B. Descriptive Table: KY Education Reform Act (KERA) Initiatives 32 a. Core and Specialization Coursework and links to KERA 32 b. Professional Education Coursework and links to KERA 37 C. Descriptive Table: the Education Professional Standards Board (EPSB) Themes 39 a. Core and Specialization Coursework and links to EPSB 39 b. Professional Education Coursework and Links to EPSB 44 D. Program Faculty 47 E. Curriculum Contract Sheets 59 Appendix A: LINKS TO SAMPLE PROGRAM SYLLABI 64 a. Links to Professional Education Syllabi 65 b. Links to Core and Specialization Syllabi 65 Appendix B: MAT in LBD and MSD Mentoring Guidelines for Schools 66 a. Mentoring document 67 3

4 Document 1: Conceptual Framework A. Professional Education Unit at Morehead State University Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and From the Mountains by engaging with communities of learners at all levels and in a variety of contexts; including: P-12 students, pre-service and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and the communities in eastern Kentucky and beyond. To provide an intellectual framework and coherence for the pursuit of the Unit s goals and to support candidates, colleagues, public school practitioners and stakeholders understanding of the Unit s commitment to engage multiple communities and to prepare educators who are equipped to bring a Light to and from the Mountains, four critical concepts have been identified and these are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The knowledge and skill set needed to empower candidates to apply these concepts is developed as they move through their academic program. Five performance areas have been identified and these establish the focus and context guiding Unit decision-making and course and program outcome development and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1) master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole student learning in educational settings; 2) are competent in the collection and use of data to inform decision- making and to demonstrate accountability for student learning; 3) demonstrate professional dispositions; 4) are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (e.g. economic, achievement, and geographic) ensuring optimal learning for all students; 5) engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The entire Morehead State Conceptual Framework Document is available on line at: 4

5 B. Links to the Conceptual Framework: Master of Arts in Teaching (MAT) Special Education Teacher Preparation Program The Special Education Master of Arts in Teaching (MAT) Teacher Preparation Program in the certification areas of LBD (P-12) and MSD (P-12), is linked to the conceptual framework and its theme Community Engagement: A light to and from the Mountains in a number of ways. These programs are designed to promote a Light to and from the Mountains by ensuring that candidates are engaged with a variety of communities of learners. For example, candidates work in LBD and/or MSD positions in a variety of P- 12 school settings as full-time teachers or while engaged in a practicum/clinical practice where from the beginning they must meet the range of expectations that role requires across the gamut of assessment, instruction, management and collaboration with a wide range of students with and without disabilities. Naturally enough in these authentic environments, candidates interact with students, other public school practitioners, administrators, site based council members, and parents. Additionally, they are exposed to faculty and peers with a variety of interests, skills, abilities, and differences as they fulfill program course and experience requirements. However, given the nature of this graduate program for full-time employed candidates, participation in university and program sponsored events designed to challenge, extend, or refine their thinking, philosophy, or skill set, are not readily accessed as they are for undergraduate candidates. MAT in Special Education candidates attend campus for four weeks in each of two consecutive summers at the beginning and conclusion of their preparation program, and once a month on Saturdays during the fall and spring semesters, and typically are employed full-time otherwise. This schedule precludes participation in campus opportunities. Special Education teacher candidates develop mastery of the content knowledge, professional skills and the twenty-first century skills needed to make an optimal contribution to whole student learning in educational settings in a carefully designed progression of interrelated program-specific and professional courses. Coursework and applied tasks as the candidates teach full-time are sequenced to build an initial knowledge base upon which the more specific and applied skill learning is established, which progressively incorporates themes of the Conceptual Framework. For example, initial courses such as EDSP 610 Foundations of Effective Practice in Special Education, EDSP 614 Designing, Delivering, and Managing Instruction of Students with Learning and Behavior Disorders I, and EDSP 616 Designing, Delivering, and Managing Instruction of Students with Moderate & Severe Disabilities I, provide essential professional content knowledge and skill base in the LBD and MSD fields. These courses, and EDSP 611 Seminar I in the fall semester, also begin the process of training candidates in competencies associated with the collection and use of data to inform decision- making, as they engage in their work in public schools. They learn to document both their own teacher instructional and management behaviors, and student behaviors in the areas of social-emotional, academic and adaptive skill development. Once launched into the fall semester as full-time teachers, candidates are fully engaged in interactions with students through applying behavior management strategies and in attempting to implement best practices in instruction and classroom management as they 5

6 teach their students. During these experiences, candidates also begin to demonstrate professional dispositions that will carry over into their career-long professional school experiences. By definition, the field of Special Education continuously provides candidates with multiple opportunities to develop skills and attitudes concerning the diverse nature of students with disabilities. Typically candidates observe, interact with and teach students with disabilities throughout the K-12 range. Through the early program experiences, and with instructional guidance in methods courses, candidates utilize knowledge about the learning, motivational and cultural characteristics of students when they assess students prior to instruction, plan lessons utilizing research-based methodology, and implement instructional and assessment strategies. Alternative Program (Option 6) Description The MAT in LBD and MSD program is a university-based alternative certification program pursuant to 16 KAR 9:080, that addresses all required components. As a post baccalaureate teacher preparation program for an individual enrolled concurrently with employment as a teacher, the MAT program also provides the mechanism for an already certified teacher to add a new certification area, including those with and without previous special education certification. Because of the employed status of candidates, authentic field-based practice is at the heart of the preparation program, in which candidates receive at least monthly observation in the employment setting utilizing a fulltime university faculty supervisor and district-based mentor teachers who are typically selected by school principals. Each year a few candidates fail to find full-time employment, and they fulfill their practice requirements through EDSP 675 Practicum in Special Education in the fall semester and EDUC 651 Supervised Practice in Teacher Education II in the spring semester, with supervision provided by their mentoring teachers and the university faculty supervisor. The university faculty supervisor also maintains contact with principals and mentoring teachers throughout the year, consistently meeting with them when making scheduled visits to observe candidates. These regular communications with the employing schools permit the institution and employing schools to assist candidates as needed and to address identified areas of improvement. This process of analysis also dovetails with the monthly on-campus Saturday seminars (EDSP 611 Seminar I [fall] and EDSP 612 Seminar II [spring]), where afternoon sessions are devoted to problem-solving and analysis of teaching. As indicated above, extensive fieldwork occurs throughout the MAT in LBD and MSD programs in authentic school settings, and is indicated in all course syllabi where the fieldwork applies. These applied tasks are designed to apply principles, theories, evidence-based practices and the underpinning philosophy of each course and of the program as a whole. Additionally, the range of professional standards with which each course is aligned also aligns with fieldwork, although not all standards apply to all fieldwork. However, as indicated in Table b. Critical Performance Assessments and Links to Candidate Assessment (p.21) and the Note following the table, many standards are aligned with the applied fieldwork that is the context for Critical Performances 6

7 throughout the program. Throughout the fieldwork and resulting communication of those planned experiences through written reports, data analysis, classroom discussions, presentations and the like, candidates are taught how to reflect on what they have learned and to juxtapose that learning with the formal course instruction. They learn to recognize theory as it typically applies in various school experiences, and learn to evaluate their own performance in relation to student performance on the applied tasks candidates have planned and implemented in fulfillment of their employed status as a teacher. Placements for field experiences are made directly between candidates and employing districts according to usual employment conditions in which the university plays no part other than providing faculty recommendations or supportive documentation to districts. Placements for non-employed candidates engaging in the practicum (EDSP 675) are made collaboratively by the university faculty supervisor, the school and the candidate themselves, and accord with each candidate s area of certification. The regular communications between the university faculty supervisor and the employing schools are maintained for practicum candidates as they are for employed candidates. All special education courses in the MAT LBD and MSD program are delivered in two 4- week summer sessions, one session at the beginning of the program in June, the other as candidates move towards conclusion of their preparation in July the following year. During the fall and spring semesters candidates attend monthly Saturday seminars that align with the employment, practicum or supervised teaching practice as applicable. All core courses are delivered in face-to-face classroom mode. Candidates might take a prerequisite course or a professional foundation course such as EDF 600 Research Methods or EDEL 680 History and Philosophy of Education on-line or via ITV delivery, but the only Special Education core courses that are offered to candidates at regional centers are EDSP 616 Designing, Delivering, and Managing Instruction of Students with Moderate & Severe Disabilities I and EDSP 617 Designing, Delivering, and Managing Instruction of Students with Moderate & Severe Disabilities II once per year via ITV, usually to at least three or the four regional campuses in Ashland, Jackson, Mount Sterling and Prestonsburg, and sometimes with a collaborative link-up with the equivalent course at the University of Kentucky. Course materials are distributed and out-of-class communication occurs with the candidates at these campuses through Blackboard, and apart from the occasional technological vicissitudes that can infect the ITV medium, candidates at regional centers are offered equality of program delivery. Field-based practice for candidates receiving the program at regional centers is coordinated by the university faculty supervisor as it is for all other candidates. Candidates at regional centers complete the same assignments, critical performances and other measures of performance as candidates at MSU s campus. The Special Education programs are founded on the philosophical premise that all students can learn, and that cultural or regional factors cannot be accepted as barriers to delivering effective instruction, or as barriers to student learning. Also inculcated into the understanding of candidates is the acceptance that it is the role of the teacher to ensure that learning does occur in an environment where respect for each individual and positive support for those students struggling with school adjustment is the norm. Furthermore, candidates are taught that, if learning is not occurring, then it is the responsibility of the 7

8 teacher to remedy the situation through instructional and management strategies without delay. By utilizing that knowledge and experiences offered through extensive authentic field experiences, candidates are learning to effectively bridge the gaps between factors such as economic, achievement, and geographic that can impinge on the effectiveness instruction if teachers are unaware of or negligent concerning the impact of these factors. The Special Education programs are tightly focused on providing an optimal learning environment for all students, in keeping with the momentum in the field towards a research-based universal design for learning, which, by definition, incorporates best practices in instruction for all students, the implementation of instructional technology, and professional skills in collaboration with committed school-based partners. The aggregate of university-based and authentic opportunities for learning and application of skills and dispositions throughout the Special Education programs fully promotes the ethos of the Conceptual Framework, that the institution s candidates and graduates are being empowered to improve the quality of education throughout this region and beyond. Document 2: Continuous Assessment A. Links to the Conceptual Framework The Unit s Conceptual Framework states that in our mission to prepare engaged educators in Eastern Kentucky, we promote the flow of Light to and from the Mountains in the form of many voices (perspectives) and resources that contribute to the generation of knowledge and recognize that integrating these resources in curricula leads to the effective preparation of educators who are interculturally competent regional stewards. Candidates must demonstrate the knowledge, skills and dispositions that have been set forth by state and national learned societies as being critical to success as an initial or advanced teacher, school counselor, or administrator. To ensure quality preparation, a Continuous Assessment System (CAS) has been developed and implemented to ensure the goals of the Professional Education Unit are met and that these are consistent with the mission of the University. Continuous assessment is interwoven into curriculum and standards-driven instruction. It also plays an important role in Unit evaluation. While assessments occur at the individual level (pre-candidates, candidates, and advanced program candidates), evaluation occurs at the program and Unit level (including evaluation by alumni and the professional educational community). The CAS provides for both the ongoing assessment of candidate achievement (knowledge, skills, and dispositions) and the ongoing evaluation of program quality within the Professional Education Unit. Implementation of the CAS provides data used for decision-making focused on maintaining or extending the quality of programs as well as candidate performance levels. Faculty, academic administrators, school-based personnel, and candidates are committed to, and invested in, the development and implementation of the Continuous Assessment System. The entire Morehead State Conceptual Framework Document is available on line at: 8

9 B. Integration of Standards in Continuous Assessment Standards-based assessment is interwoven throughout all initial teacher education Programs. Undergraduate courses have been designed to address selected standards: course outcomes identify the standard themes students are expected to fulfill and course assessments determine the level of proficiency achieved by each student. Standard alignment has been documented in relation to the Kentucky Teacher Standards, the KERA Initiatives, the Education Professional Standards Board Themes, and the Council for Exceptional Children (CEC). Course alignment with standards has been reviewed as part of the Morehead State University s required Annual Program Review Assessment (through 2007) and most recently as part of the Curriculum Audit process (2008). Information regarding the specific ways the Special Education programs in LBD and MSD fulfill standards is presented in Document 3 of the Program Review. C. Candidate Assessment: Monitoring Checkpoints and Multiple Assessments and Feedback System Definitions: GATES GRADUATE CANDIDATES MUST BE ELIGIBLE TO MOVE THROUGH TO BE RECOMMENDED for PROVISIONAL TEACHER CERTIFICATION Gate- A gate is a predetermined candidate checkpoint in the program. Each candidate s performance status is checked to ensure achievement of, at least, the minimal required performance level on required assessments. Candidate success results in movement through a gate. Key Assessments are those that are used to make program admission, continuation, or completion decisions about all graduate candidates in the provisional teacher certification program. Data from these assessments inform us about program quality. Provisional Graduate Teacher Certification Gates Gates Assessment Data Outcome Decision Maker(s) 1) Admission to MAT Special Education and TEP (achieved simultaneously) Program is limited to 30 candidates in each year. Candidates are ranked for admission based on the following admission requirements: For unconditional admission and eligibility for temporary provisional certification: Criminal background check by the Kentucky State Police. 3 letters of recommendation from employment supervisors, former instructors, or professional educators Review candidate application portfolio documents Candidates informed if they are admitted Conditionally, Unconditionally, with Attempt to Qualify status, or not admitted Program Committee formally makes candidate recommendation based on portfolio (and interview if applicable) scores to Office of Admissions/Office of Graduate Programs MAT Program Faculty Committee 9

10 Personal statement addressing related experience and motivation for becoming a special education teacher. 2) Eligibility for Temporary Provisional Teacher Certification in LBD or MSD and Admission/ Enrollment to 100 hour Practicum or Full-time Employment in a School District for Fall Semester 3) Eligibility for Admission/ Enrollment to 2 nd Semester Clinical Practice or to 2 nd Semester Fulltime Teaching & either continuation or initiation of Temporary Provisional Certification 4) Eligibility for Provisional Certification 5)Eligible for Master s Degree in Teaching: LBD or MSD Successful completion of the 3 required foundation courses (EDSP 601, EDUC 618, EDEL 627) or equivalent courses. GRE verbal + GRE quantitative) x GPA of at least 2050 Writing proficiency score at least 2.5 on the analytic subtest. Upon successful completion of EDSP 610 and EDSP 614 or EDSP 616 (average GPA = 3.00) candidates will be eligible for employment by Kentucky schools with a Temporary Provisional Certificate. Under this circumstance most, if not all, program candidates will be employed as full-time teachers during the year in which they are enrolled in EDUC 650/651 and EDSP 611/612. Successful Completion of 100 hour Practicum or Successful Completion of 1 st Semester Full-time teaching Successful performance when evaluated using the Clinical Practice Candidate Record of Performance Observation form and GPA for Seminar I. Fulfilled all certification eligibility requirements (transcript) Fulfillment of all program requirements (transcript) Recommendation lists of successful candidates from each program are presented to Teacher Education Council TEC approves or does not approve recommendation made and candidates informed in writing of admission recommendation Review of Academic Record /transcript Candidate notified when ineligible to enroll in clinical practice course. When necessary, candidate remediation plan established Program Faculty Coordinator/Advisor informs candidates TC/TP form completed and sent to EPSB Review of Academic Record /transcript Candidate notified when ineligible to enroll in clinical practice course. When necessary, candidate remediation plan established Program Faculty Coordinator/Advisor informs candidates TC/TP form completed and sent to EPSB Review of Candidate s Academic record Candidate eligibility for certification reviewed and reported TC/TP form completed and sent to EPSB Review of Candidate s Academic record Student informed in writing if eligible Candidate eligibility for certification reviewed and reported Teacher Education Council (TEC) MAT Program faculty MAT Program faculty MAT Program Faculty Coordinator/Advisor MAT Program Faculty Coordinator/Advisor Dept. Chair Certification Officer (ESU) MSU supervisor and Cooperating Teacher MAT Program Faculty MAT Program Faculty Coordinator/Advisor MAT Program Faculty Coordinator/Advisor Dept. Chair Certification Officer (ESU) Program Faculty Coordinator/Advisor Dept. Chair Certification Officer (ESU) Office of Graduate Programs Office of the Registrar Certification Officer (ESU) 10

11 Critical Performances By course By program By dept. Overall Unit Disposition Repor t By department field supervisor Field Experience Repor t By course By program By dept D. Continuous Assessment System: Multiple Assessments, Checkpoints and Feedback Loops REPORT FREQUENCY SUBMITTED TO DATE ACTIONS TAKEN SUBMITTED TO One time per December, Dean semester May Leadership Team Overall Unit Tk20 Subscribers Faculty Usage of Tk20 Tk20 Sur vey Results During Spring semester One time per semester Three times per year Three times per year Upon request Instructor Assessment Coordinator Chair Student s advisor Chair Instructor FE Office Assessment Coordinator Chair Assessment Coordinator Chair Program Coordinators Chair October, December, March, May December, May August, January, May August, January, May Ongoing Review; revision of critical performance components, implementation or processes, as needed Review; Revision of processes, implementation, as needed Review; Revision of processes, implementation, course assignments, as needed Review for trends Review for trends and support needs Review feedback; revise courses, programs, processes, as needed Dean Leadership Team Dean Leadership Team Dean Dean Dean Leadership Team Advisory Groups LBD & MSD certification PRAXIS Results After each test report Chair Program faculty Assessment Coordinator Ongoing Review for trends, correlations; revise programs as needed; review and revise support mechanisms for students, as needed Dean TEC Provost Deans Council E. Code of Ethics and Professional Dispositions In the MAT programs in LBD and MSD, candidates are expected to fulfill certain performance expectations which are published in candidate resources, namely: 1) a onepage Admission Acceptance Form which students sign and submit during the initial admission process; 2) the Professional Code Of Ethics For Kentucky School Certified Personnel which is published in the first syllabus candidates receive in the beginning summer session (EDSP 610, pp. 6-7), a copy of which they sign after reading and submit during the first week of classes; 3) another statement in the syllabus for EDSP 610 (p. 6) 11

12 requiring candidates to observe the standards for use of "people first" language as outlined in Guidelines for reporting and writing about people with disabilities published by the Research and Training Center on Independent Living at the University of Kansas (www.rtcil.org/) in all papers and class discussions. Through these documents the policies and expectations concerning professionally ethical behavior, with the additional special education-specific emphases, are clearly communicated to candidates. To reinforce the idea of taking responsibility for oneself, candidates are expected to consistently demonstrate the following Professional Dispositions (behaviors) throughout the MAT Program: Behavior Consistently Not Consistently The Candidate: Demonstrated Demonstrated 1. Fulfills the attendance and punctuality requirements 2. Demonstrates sensitivity to all students 3. Fulfills responsibilities 4. Identifies and solves problems independently 5. Cooperates, works well with others 6. Solicits suggestions and feedback from others 7. Maintains confidentiality 8. Engages in self-reflection 9. Exhibits adaptability and resilience 10. Demonstrates professional dress and demeanor Professional Dispositions are assessed during the Spring semester of the practicum (EDUC 651) for all candidates by the MSU/MAT field supervisor. In addition, faculty can complete and process a Professional Disposition Assessment Form any time there is a behavioral concern. When a concern is processed a program faculty committee is convened and they meet with the candidate to develop a plan to address the concern. A timeline is also established to review the candidate s progress. The complete Professional Disposition Form and the process used for evaluation, and when needed, remediation is located on: F. Faculty Evaluation Evaluation of faculty across the University occurs annually. All faculty are required to input all workload and performance information into the Faculty 180 data base system annually. The three areas of evaluation are Teaching Effectiveness, Professional Achievement, and Service. Pac-27 (Tenure Policy), Pac-2 (Promotion Policy and the College of Education s Faculty Evaluation Plan documents establish the criteria to be used for faculty evaluation. Candidates evaluate faculty teaching and course delivery. Faculty peers, the department chair, the dean and provost evaluate faculty performance in all areas of evaluation and provide written feedback to each faculty member addressing their performance strengths and areas of concern. 12

13 Personnel policies are located at the following web site, G. Plan for Collecting P-12 Student Impact Data The alternative teacher preparation programs, Master s of Arts in Teaching Special Education, with LBD and MSD temporary provisional certification, are designed to teach candidates to understand the concept of student assessment, to train them in the administration of a range of formal and informal techniques, to provide opportunities to implement and interpret assessment data, and to evaluate the effectiveness of their instruction by analyzing student performance data. Candidates progress through a series of developmentally sequenced courses, albeit on a tight schedule, beginning in the first summer session. The first summer course taken by all candidates, EDSP 610 Foundations of Effective Practice in Special Education, contains three discrete but related modules addressing Applied Behavior Analysis, Educational Assessment, and Specially Designed Instruction. Through this series of modules, candidates administer and interpret a variety of formal and informal assessment instruments. Candidates also administer a norm-referenced, comprehensive academic achievement test to an individual P-12; they describe the testing, interpret results and write recommendations in a formal assessment report, and then translate critical skills deficit areas into a Kentucky Department of Education (KDE)- approved Individualized Education Program (IEP). Candidates also learn about the process of Response-to-Intervention, referral, assessment, classification of students with disabilities and their placement in least restrictive school programs for specially designed instruction. They also are taught to make instructional modifications and accommodations to typical classroom assessment procedures, and to report on the efficacy of implementation through descriptive and quantitative data. Candidates also learn to implement a variety of formal and informal assessment instruments and procedures focused on adaptive and social behavior, such as systematic data collection, functional assessment, ecological assessment and criterion-referenced tests. They also begin learning to interpret data for the purpose of planning interventions across academic, adaptive and socialemotional student needs. In EDSP 614 Designing, Delivering, and Managing Instruction of Students with Learning and Behavior Disorders I, exclusively for the LBD certification candidates, they utilize formative assessment techniques (data collection) during the Guided Practice phase of lessons they have planned, and employ carefully designed, valid and reliable summative assessment of students performance on the skill or concept taught in the lesson. Through the fall and spring semesters, where candidates are either full-time employed in a school district, or are engaged in a Practicum or the MAT equivalent of Clinical Practice, they are required to not only fulfill their obligations as classroom teachers with all the daily and periodic assessment that that role entails, but they also prepare monthly lesson plans, assessment and accommodation/adaptive technology reports to demonstrate their skill development in various assessment tasks, also learning to reflect on their instructional effectiveness and to engage in self-assessment and evaluation with a view to 13

14 developing a Professional Growth Plan that sets goals to address any professional skill deficits. During both semesters candidates also implement a behavior support plan, the progress of which they monitor through the data collection system they establish as part of the plan. Courses that apply to these continuing tasks through two semesters are: Fall: EDSP 611 Seminar I with EDUC 650 Supervised Practice I; Spring: EDSP 612 Seminar II with EDUC 651 Supervised Practice II. Finally, during the second summer session at the conclusion of their Special Education program, all candidates submit a digital portfolio as their exit performance, which from 2010 will include the Teacher Performance Assessment (TPA) while enrolled in EDSP 613 Advanced Topics in Effective Practice in Special Education. Candidates proficiency in the area of producing learning gains for all students is evaluated utilizing the Assessment Rubric, and the aggregate of all applied tasks undertaken during the preceding school year comprise the majority of entries in the summative portfolio. H. Technology Support for the Professional Education Unit In an effort to centralize multiple data sources and to enhance data-driven decision making at the candidate and program levels, the Unit installed Tk20 the Campus Wide Tools Assessment, Accountability, and Reporting System, that enables the Unit to collect data systematically, plan our assessments, compare them against specified outcomes objectives and generate detailed reports for compliance, analysis, and program improvement. In addition, all candidate data and selected performances are entered into Tk20. Data can be reviewed to determine each candidates status in regard to the fulfillment of program requirements and performance quality. I. Ensuring Assessments are Accurate, Fair, and Consistent To ensure candidates have a process that can be implemented when they have an academic or due process concern regarding the accuracy or fairness of a policy or grade, the university has developed and published the Academic Grievance Procedure. Candidates can refer to a complete description of this procedure in the University Undergraduate Catalogue , page 24. All students have the right to file an Academic Grievance. To review the entire Professional Education Unit Continuous Assessment System go to: Document 3: Program Experiences Section 1: Descriptive Tables of Special Education Program Required Courses a. MAT LBD P-12 and MSD P-12 Teacher Preparation Program Program: Course Prefix and Number MAT LBD P-12 and MSD P-12 Teacher Preparation Program Course Title Catalogue Course Description [verbatim from catalog] 14

15 EDSP 610 EDSP 614 EDSP 616 EDSP 611 EDUC 650 Foundations of Effective Practice in Special Education Designing, Delivering, and Managing Instruction of Students with Learning and Behavior Disorders I. Designing, Delivering, and Managing Instruction of Students with Moderate & Severe Disabilities I Seminar: Educating Students with Disabilities I Supervised Practice in Teacher Education I This course provides the foundation of skills needed to design, manage, and deliver effective instruction to students with disabilities. This course is made up of the following three 3-hour credit modules: 1) Applied behavior analysis, 2) Specially designed instruction, and 3) Assessment. A teaching methods course concerned with the planning, management, and delivery of effective instruction for students with learning disabilities and behavior disorders. This course provides the foundation of skills needed to design, manage, and deliver effective instruction to students with moderate and severe disabilities. This seminar is taken in conjunction with the teacherin-training's first semester in a university supervised practicum. It requires the teacher-in-training to reflect on, refine, and strengthen skills in assessment, instruction, and classroom management. Teaching experiences in a public school setting supervised by University personnel and a selected public school supervisor or mentor. In addition, students will complete a variety of learning activities to document proficiency in relation to each of the New Teacher Standards. EDSP 612 EDUC 651 EDSP 613 EDSP 615 EDSP 617 Seminar: Educating Students with Disabilities II Supervised Practice in Teacher Education II Advanced Topics in Effective Practice in Special Education Designing, Delivering, and Managing Instruction of Students with Learning and Behavior Disorders II. Designing, Delivering, and Managing Instruction of Students with Moderate & Severe Disabilities II This continuing seminar is taken in conjunction with the teacher-in-training's second semester in a university supervised practicum. It requires the teacher-in-training to reflect on, refine, and strengthen skills in assessment, instruction, and classroom management. Teaching in the public schools with supervision by University faculty and selected public school supervisors or mentors. In addition, students will complete a variety of learning activities to document proficiency in relation to each of the New Teacher Standards. This course provides the advanced level of skills needed to design, manage, and deliver effective instruction to students with disabilities. This course is made up of the following three credit modules: I. Characteristics of Disordered Behavior. II. Collaboration. III. Transition to Adult Life. This course refines foundational skills needed to design, manage, and deliver effective instruction to students with learning and behavioral disabilities. This course refines the foundation of skills needed to design, manage, and deliver effective instruction to students with moderate and severe disabilities. 15

16 EDSP 675 Practicum in Special Education Supervised practice in working with specific groups of exceptional children in educational, clinical, or institutional settings using a holistic, multi-discipline approach to therapy and/or prescriptive teaching. b. Required Professional Education Courses Program: MAT LBD P-12 and MSD P-12 Teacher Preparation Program Course Prefix Course Course Description And Number Title EDSP 601 Survey of Exceptional Children Study of personality theory and psychopathology, developmental problems of, and educational characteristics & needs of exceptional children. EDEL 627 Reading I the Extensive study of recent trends in materials and EDUC 618 EDF 680 EDF 610 EDF 611 Elementary School Mathematics for Diverse Learners History & Philosophy of Education Advanced Human Growth & Development Adolescent Development methods in teaching reading in the elementary school. This course will integrate the development of mathematical concepts and skills with the differentiation of learning needs of students. An investigation of mathematical methodologies to address the learning needs of students will be explored. Beginnings of American system of education; survey of theories of education, factors and forces changing American education philosophies of learning applied to contemporary educational problems. Developmental processes across the lifespan. Application of principles of development, research findings, and theory of human development and behavior. A concentrated examination of cognitive, physical, social, moral, and emotional development of early and late adolescence. Effective learning and teaching strategies for adolescents are emphasized. EDIL 628 School Law & Ethics A study of state and federal laws impacting the administration of school pupils and personnel. An investigation of legal and ethical issues as related to practical problems of school administration. EDF 600 Research Methods Selection, delineation, and statement of a research problem, techniques of bibliography building, methods of organization, recognized methods of investigation, application of statistical methods to research problems, and style standards for research writing. Attention given to the educational curriculum framework. 16

17 Program: Kentucky Teacher Standards (KYTS) Content Courses ESDP 610 EDSP 614 EDSP 616 EDSP 611 EDUC 650 EDSP 612 EDUC 651 EDSP 613 EDSP 615 EDSP 617 EDSP 675 Section 2. Holistic Matrices: Kentucky Teacher Standards 1.Demonstrate Applied Content Knowledge a. MAT LBD P-12 and MSD P-12 Teacher Preparation Program Content Coursework and links to the Kentucky Teacher Standards (KYTS) MAT LBD P-12 and MSD P-12 Teacher Preparation Program 2. The Teacher Designs and Plans Instruction 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning X X X X X X X X X X X X X X X X X X X X X 8. Collaborates w/ colleagues/ parents/ others 9. Evaluates Teaching & Implements Professional Development X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 10. Demonstrates Leadership in the School & Community 17

18 Program: Kentucky Teacher Standards (KYTS) Professional Courses b. Required Professional Education Coursework and links to the Kentucky Teacher Standards (KYTS) MAT LBD P-12 and MSD P-12 Teacher Preparation Program 1.Demonstrate Applied Content Knowledge 2. The Teacher Designs and Plans Instruction 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning 8. Collaborates w/ colleagues/ parents/ others Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessments a. MAT LBD P-12 and MSD P-12 Teacher Preparation Program Key Assessments and Links to Candidate Assessment 9. Evaluates Teaching & Implements Professional Development EDSP 601 X X X X X X X X EDEL 627 X X X X X X EDUC 618 X X X EDF 680 X X X EDF 610 X X X X X X X EDF 611 X X X X X X X EDIL 628 EDF 600 X X X X X X X X X 10. Demonstrates Leadership in the School & Community Outcomes and Standards Mastery of content, professional and 21 st century skills Competent data based decision makers/assessment Authentic field and Clinical experience Culturally Competent/account for all learners Demonstrate professional dispositions Gate 1: Admission to MAT Special Education and TEP Gate 2: Eligibility for Temporary Provisional Teacher Certification Gate 3: Eligibility for Admission/ Enrollment to 2 nd Semester Clinical Practice or to 2 nd Semester Full-time Teaching Gate 4: Eligibility for Provisional Certification X X X X X X X X X X X X X X X X X X Gate 5: Eligible for Master s Degree in Teaching: LBD or MSD 18

19 KYTS Demo applied Content knowledge X X X X Design/Plan Instruction X X X X Creates/ Maintains learning climate X X X X Implements/ Manages X X X X Instruction Assess/ Communicate X X X X Learning results Effective use of technology X X X X X Reflect on teaching/ learning X X X X Collaborates: Parents, colleagues X X X X Evaluates Teaching/PD X X X Provides leadership X X X CEC Foundations X X X X X Development & X X X X characteristics of learners Individual Learning X X X X X differences Instructional X X X X strategies Learning X X X X environments and social interaction Language X X X X X Instructional X X X X planning Assessment X X X X Professional and X X X X ethical practice Collaboration X X X EPSB Themes Diversity X X X X X Assessment X X X X Literacy X X X X X Closing the Achievement Gap X X X X 19

20 b. MAT LBD P-12 and MSD P-12 Teacher Preparation Program Critical Performance [CP] Assessments and Links to Candidate Assessment [CP 1, 2, 4, 7, 8 LBD & MSD; CP 3 LBD only; CP 5, 6 MSD only] Outcomes and Standards Critical Performance 1: Assessment Case Study & IEP Critical Performance 2: Behavior Support Critical Plan Performance 3: Instructional Planning LBD Critical Performance 4; Inclusive Lesson Plans Critical Performance 5: Instructional Planning MSD Critical Performance 6: Case Study MSD Critical Performance 7: Digital Portfolio Mastery of content, X X X X X X professional and 21 st century skills Competent data based X X X X X X X X decision makers/assessment Authentic field and Clinical experience X X X X X X Culturally X X X X X X X X Competent/account for all learners Demonstrate X professional dispositions KYTS Demo applied Content knowledge X X X X X X X Design/Plan Instruction X X X X X X X Creates/ Maintains learning climate X X X X X X X Implements/ Manages X X X X X Instruction Assess/ Communicate X X X X X X X X Learning results Effective use of technology X X X X X X X Reflect on teaching/ learning X X X X X Collaborates: Parents, colleagues X X X X X X X X Evaluates Teaching/PD X X X X X Provides leadership X X X X X X CEC Foundations X X X X X X X X Development & X X X X X X X Critical Performance 8: PRAXIS 20

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