PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK

Size: px
Start display at page:

Download "PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK"

Transcription

1 PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK

2 INTRODUCTION This handbook has been prepared for candidates, faculty, field-based supervisors (i.e., cooperating teachers, intern support providers) and university supervisors in the California State University Monterey Bay (CSUMB) Mild/Moderate Education Specialist Program. It is intended to provide an overview of the program to better serve prospective special educators and the students they serve. Our program is primarily designed for teachers working under contract, typically with either a temporary permit or internship credential. These working teachers will pursue their certification program part time. The course of study will be flexible to meet the demands of their job and the state of California credential requirements. Students who are not working as interns are also welcome to complete our program. The Preliminary credential program should to be completed in two years, including summer sessions. Field experiences take place in the first and final semesters. Field experiences are a cooperative effort between field supervisor, university faculty, and candidates. 2

3 CREDENTIAL & GENERAL PROGRAM INFORMATION GENERAL CREDENTIAL INFORMATION: In California, special education credentials are referred to as Education Specialist Instruction Credentials. CSUMB offers Education Specialist Instruction Credential Programs in Mild to Moderate Disabilities and Moderate to Severe Disabilities (for information on the Moderate to Severe Programs, please consult the Program Handbooks for the Education Specialist Credential Program in Moderate to Severe Disabilities). This credential may be used in inclusive general education settings; resource rooms or services; special education settings; special schools; home/hospital settings; correctional facilities; non-public, non-sectarian schools and agencies as defined in the California Education Code; and alternative and non-traditional instructional public school settings other than classrooms. The Education Specialist Instruction Credential: Mild/Moderate Disabilities authorizes the holder to conduct assessments, provide instruction, and deliver special education related services to individuals with a primary disability of specific learning disabilities, mild/moderate mental retardation, other health impairment, emotional disturbance, and autism spectrum disorders within the disability area, in kindergarten, grades 1 through 12, and classes organized primarily for adults in services across the continuum of program options available. TWO CREDENTIAL LEVELS: Currently, CSUMB offers only the Preliminary Education Specialist Credential in Mild/Moderate Disabilities. However, we plan to offer the Clear Education Specialist Credential Program in Mild/Moderate Disabilities. The Preliminary Education Specialist Credential Program: This preliminary credential program prepares individuals to perform responsibilities of entry-level special education teachers in grades K-12, including adults to age 22. The preliminary credential earned at the end of the program is valid for up to 5 years. The Clear Education Specialist Program: Teachers, who have a Preliminary Education Specialist, have five years to complete their Clear Credential. Individuals with a Preliminary Credential can complete the Clear Credential requirements through their Local Education Agency or through an Institute of Higher Education. 3

4 MILD/MODERATE PROGRAM CURRICULUM STRUCTURE: Once admitted to our Preliminary Mild/Moderate program, you will be placed at the Pre Professional Phase or the Professional Phase. You will be informed which phase you have been placed in through your acceptance letter. THE PRE-PROFESSIONAL PHASE (THE PRE ED PROGRAM): Most people enter the Mild/Moderate Program through the Pre Professional phase. This is a conditional admission for those who still need to complete some requirements for full admission into the program. During the Pre Professional phase, you will receive advisement based on a careful review of your transcripts and prior experiences to see what Pre Ed experiences you have already completed. Then, you will take classes, take examinations, and engage in other activities needed to complete the requirements for admission to the Professional Phase. THE PROFESSIONAL PHASE: Once an applicant has completed all of the requirements for full admission into the Mild/Moderate Program, he or she will choose between two pathways: Student Teaching or Internship. The primary difference between the two is in the field placement. The Internship Pathway is designed for candidates who come to the program and have a contract with a local district with which we have a legal partnership for the Intern Program. The Student Teaching Pathway is designed for those relatively new to teaching students with mild to moderate disabilities and those who are not working under contract with a partner district. THE INTERNSHIP PATHWAY AND INTERNSHIP CREDENTIAL OPTION: The education specialist internship is an accelerated program with on-the-job training for individuals hired as special education teachers at least half time by one of the school districts in the Tri-County service region. Interns are individuals, who have prior classroom experience and background in education, and are judged by the employer and university as capable of assuming complex responsibilities at an accelerated pace. Applicants for the Intern Credential must have verification of fingerprint clearance through the CCTC, have met the State s US Constitution requirement, passed CBEST, possess a B.A. or B.S. from a regionally accredited university or college, have subject matter competency verification (this typically means having passed the CSET), current First Aid & CPR certification, a minimum GPA in their last 60 units, met the pre-instructional course requirements, and a letter of offer of employment or a contract for qualifying employment. The employing school district and the university special education internship program both assess an applicant s qualifications for program entry. As a result of that assessment, prerequisites and experiences are determined for applicants not holding a valid basic teaching credential. If you have a teaching position with a local partner school district and meet all the admissions requirements for the Internship, you will be assigned to the Professional Phase Internship Pathway, the California Teacher Internship Program (CTIP). In this case, you will teach the classes assigned to you by contract. Your supervised teaching will take place within the classes 4

5 you regularly teach. All special education university classes are scheduled in the late afternoon/early evening, online and on the weekends throughout the year, including summers to accommodate those with fulltime teaching obligations. There is a significant difference between having a Temporary (or District Issued) Permit and an Internship Credential. The most significant difference is that an Internship Credential is a teaching credential that is recognized as a professional certificate by districts statewide. The reason for this recognition and higher status is that the person on an Internship Credential is receiving support to grow as a teacher. The program in which the intern is enrolled signs assurances with the California Commission on Teacher Credentialing that the program will provide interns with the information and support they need to become fully credentialed. CSUMB takes this responsibility seriously and has created four support systems for teachers in CTIP: Course Work A University Advisor A University Supervisor A Support Provider At the time you enroll in the Internship Program, you will meet with our Credential Analyst who will give you the materials to apply to the California Commission on Teacher Credentialing (CCTC) for an Internship Credential. Every student enrolled in CTIP teaches under an Internship Credential. This Internship Credential authorizes you to teach students with mild to moderate disabilities for up to 24 months. This is a credential for students who have teaching positions in local school districts that have an internship agreement with CSUMB. A GENERAL EDUCATION CREDENTIAL IS NOT REQUIRED: Individuals who wish to earn only the Education Specialist Credential in Mild/Moderate Disabilities are not required to complete the Multiple Subject or Single Subject Credential; however, their special education preparation program will include significant coursework and fieldwork in general education. Those individuals who earn only the Education Specialist Credential will not be authorized as general education teachers. MEETING THE SUBJECT MATTER COMPETENCY REQUIREMENT (UNIVERSITY UNDERGRADUATE PROGRAM VS. CSET): Applicants have two options for meeting the subject matter competency requirement. First, individuals can complete an approved undergraduate subject matter program. For example, at CSU Monterey Bay, the Liberal Studies Major is an approved subject matter program. Secondly, individuals may choose to have any undergraduate major and then demonstrate subject matter competence for teaching in special education by passing the California Subject Examinations for Teachers (CSET) exam. For subject matter verification and advisement, contact the campus department office of your undergraduate major and ask for an appointment with the subject 5

6 matter preparation program advisor. For individuals with a multiple subjects or single subject credential, this requirement has already been met by obtaining the credential you currently hold. PREREQUISITES TO THE SPECIAL EDUCATION PROGRAM: Interview with the Program Coordinator Application to the university (online at Special Education Program Application Packet (which includes the following): Pre-professional experience (verification of 50 hrs of experience in special education) Three letters of recommendation (two on program forms, which will be ed to your references) Resume Statement of Purpose Essay Transcripts from previous universities U.S. Constitution Requirement Subject matter competence (Approved Waiver Letter or CSET) CBEST Exam Certificate of Clearance or other verification of Fingerprint Clearance through CCTC B.A. or B.S. completed at a regionally accredited university or college PROGRAM OVERVIEW The Mild/Moderate Education Specialist Program emanates from an established vision of excellence at CSUMB, as indicated in the College of Professional Studies and Department of Teacher Education mission statements. The conceptual framework for the program combines preferred pedagogical practices for students with mild to moderate disabilities with equity issues for students from different cultural and linguistic backgrounds. The course series and program coordination center around preparing teachers to serve students with mild to moderate disabilities and their families in the Tri-County service area. The following program information is intended as an overview; program details and particulars are discussed with the coordinator of the program and the student s faculty advisor. College of Education Vision and Mission VISION Through collaborative leadership and practices, the College of Education prepares highlyqualified, culturally responsive professionals who serve, engage, and transform communities and schools to promote equity and social justice. MISSION The College of Education prepares innovative scholar-practitioners who implement evidence-based practices to promote lifelong learning. 6

7 THE COLLEGE OF EDUCATION IS COMMITTED TO: Culturally responsive and inclusive approaches Preparing technologically savvy practitioners Reflective teaching, research, and scholarship Ethical standards Investing in and supporting the success of both individuals and communities Continuous program improvement Offer rigorous academic programs DEPARTMENT MISSION STATEMENT The mission of the Department of Teacher Education is to prepare teachers who are committed to improving school practices for California's diverse student populations, who can model such practices in their own classrooms and who are committed to developing learning environments that promote success for all students. Student teaching is done in conjunction with an intern s full time teaching position in the partnership school district. SPECIAL EDUCATION PROGRAM MISSION STATEMENT The Special Education Program prepares professionals to develop and maximize the potential of individuals with learning challenges and their families. The program emphasizes preferred curriculum and instructional practices, basic and applied research, collaboration with general education partners, and direct service in local schools. To fulfill the mission, we offer the following: Professional preparation in the area of mild to moderate disabilities leading to the Preliminary Mild/Moderate Education Specialist Credential with Added Authorization in Autism Spectrum Disorders Professional preparation in the area of moderate to severe disabilities leading to the Preliminary Moderate/Severe Education Specialist Credential Masters of Arts in Education with an emphasis in Special Education Certificate Program in Behavior Analysis The program's faculty members provide leadership through partnerships with local educational and community agencies, active participation in national and international professional organizations, and through sustained collaboration with university professionals and colleagues. Preliminary Program Sequence Mild to Moderate (ONLY for those with a Clear Multiple or Single Subject Credential) Summer: SPED 560 (3 units; online) Inclusionary Practices for Students with Special Needs 7

8 SPED 568 (3 units; online) Methodologies for Culturally & Linguistically Diverse Students With Mild-Severe Special Needs SPED 550 (3 units; intern only) Foundations & Practices for the Education Specialist (9 units) Fall: SPED 562 (3 units) Curriculum Development & Preferred Practices for Students With Mild-Severe Special Needs SPED 564 (3 units; hybrid) Formal & Informal Assessment SPED 566 (3 units; online) Behavior Intervention & Support SPED 567 (3 units) Initial Semester Practicum Seminar SPED 567A (6 units) Initial Semester Practicum Experience: Mild to Moderate (18 units) Spring: ED 538B (1 unit; online) Assistive Technology SPED 561 (3 units) Reading Diagnosis and Preferred Practices for Students with Learning Challenges SPED 577 (3 units) Final Semester Practicum Seminar SPED 577A (8 units) Final Semester Practicum Experience: Mild to Moderate SPED 571 (3 units; online) Teaching & Assessing Students with Autism Spectrum Disorders SPED 585 (3 units; online) Transition and Career Development for the Education Specialist (21 units) Total: 45 units (48 units for interns) 8

9 Preliminary Program Sequence Mild to Moderate Year 1 Summer: SPED 560 (3 units; online) Inclusionary Practices for Students with Special Needs ED 609* (3 units) - Math Methods SPED 550 (3 units; intern only) Foundations & Practices for the Education Specialist (9 units) Fall: ED 538* (2 units; online) Introduction to Classroom Technology SPED 562 (3 units) Curriculum Development & Preferred Practices for Students With Mild-Severe Special Needs SPED 566 (3 units; online) Behavior Intervention & Support SPED 567 (3 units) Initial Semester Practicum Seminar SPED 567A (6 units) Initial Semester Practicum Experience: Mild to Moderate (17 units) Spring: ED 538B (1 unit; online) Assistive Technology ED 550* (2 unit; online) Health Education SPED 571 (3 units; online) Teaching & Assessing Students with Autism Spectrum Disorders SPED 585 (3 units; online) Transition and Career Development for the Education Specialist (9 units) Year 2 Summer: SPED 568 (3 units; online) Methodologies for Culturally & Linguistically Diverse Students With Mild-Severe Special Needs (3 units) Fall: ED 616* (3 units) - Language & Literacy Across the Curriculum I SPED 564 (3 units; hybrid) Formal & Informal Assessment SPED 565* (2 units) Supervised Field Experiences in General Education (8 units) Spring: ED 617* (3 units) - Language & Literacy Across the Curriculum II SPED 561 (3 units) Reading Diagnosis and Preferred Practices for Students with Learning Challenges SPED 577 (3 units) Final Semester Practicum Seminar SPED 577A (8 units) Final Semester Practicum Experience: Mild to Moderate (17 units) Total: 60 units (63 units for interns) * = Course not required for individuals who hold a Clear Multiple or Single Subjects Credential 9

10 ACADEMIC PROGRAM DESCRIPTION The professional preparation year of the Mild/Moderate Education Specialist Program typically consists of three semesters of study (plus summer courses. Please note that the length of the program varies based upon the number of courses a student chooses to take each semester). Students may begin the program in the Summer, Fall or Spring terms. At the end of the program the teacher candidate has completed the course work necessary to be ready to apply for the Preliminary Mild/Moderate Credential. Transfer students may be able to substitute equivalent courses for CSUMB undergraduate courses (this will be determined through the program s Course Substitution Process). SPED 550 Foundations and Practices for the Education Specialist (This course is required for anyone who will be enrolled in the Intern Pathway of the program). This introductory course focuses on practical applications of teaching theory, methodology, and pedagogy of learning for teachers of students with mild to moderate and moderate to severe disabilities. Course content addresses eligibility and characteristics of exceptionalities, classroom management, lesson plans, special education law, individual education plans, assessment and instructional strategies for working with students with mild to moderate and moderate to severe disabilities in inclusive settings. The course includes participation and planning for students with mild to moderate and moderate to severe disabilities. Prerequisite for Mild/Moderate and Moderate/Severe Education Specialist Credential Internship Programs (Offered summer session). ED 538 Technology in the Classroom This course provides an introduction to and practice in basic computer skills for credential candidates, to complement the skills taught in the credentials program foundations and methods courses. The software applications forming the core of the class include presentation skills, spreadsheet use, and word processing. The course is structured as independent study, with students participating in the sessions and carrying out the assignments that meet their particular needs as assessed by the CTAP2. Assignments are transmitted and submitted via electronic means, as part of the course requirements (Offered fall and spring semester) ED 538B Assistive Technology in the Classroom This course is an introduction to assistive technology (AT), legal issues regarding the use of AT, and the decision making process for AT decisions. This course examines the use of technology to facilitate teaching and learning. Students will explore the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. High and Low tech assistive technology to facilitate communication, access to the curriculum and skill development will also be covered (Offered fall and spring semester). ED 550 Health Education Focuses on health topics as they relate to teaching and learning environments (preschool to adult). Identifies current issues and problems of individual, family, and community health concerns in the social and school context. Explores theories, organization, methods, and materials for the understanding and the teaching of health education. Fulfills the California health education requirement for the clear credential. The state CPR requirement is not part of this course (Offered spring semester). 10

11 ED 616 Language and Literacy Across the Curriculum I introduces approaches to the development of language and literacy in an elementary school. The course develops the theoretical foundations of literacy development and the skills and strategies for teaching reading and writing across the curriculum. Students practice a variety of strategies that address emerging literacy, including strategies for beginning reading to be found in a well balanced reading program. These include: planning and organizing reading instruction based on ongoing assessment; conducting ongoing assessment of reading instruction; developing phonological and other linguistic processes related to reading; phonemic awareness; systematic and explicit phonic/word identification strategies; concepts about print, spelling instruction, developing reading comprehension; student independent reading, supporting reading through oral and written language development; relationships among reading, writing, and oral language; vocabulary development, structure of the English Language and Spanish Language; strategies for promoting literary analysis, appreciation of literature, and independent reading (Offered fall semester). ED 617 Language and Literacy Across the Curriculum II reviews language and literacy development and intervention strategies beyond the emergence level for learners whose reading and development reflects a diverse range of backgrounds and learning needs. Emphasis is placed on strategic approaches to teaching language across the curriculum (Offered spring semester). ED 609 Math Methods introduces students to the theory and practice for teaching mathematics in elementary classrooms. The course helps students further their understanding of the mathematics they will be teaching as well as how to teach it (Offered summer session and fall semester). ED 560 Inclusionary Practices for Students with Special Needs provides participants with the required competencies to assist in teaching exceptional students, and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential (Offered fall/spring semesters and summer session). SPED 561 Reading Diagnosis and Preferred Practices for Students with Learning Challenges examines the fundamental structure of the English language and how to diagnose reading difficulties across the grades. Content covers analysis and assessment of reading problems for students with learning challenges and how to determine preferred practices using evidence-based programs and approaches. Required for students in the Mild to Moderate Program only (Offered fall semester.) 11

12 SPED 562 Curriculum Development and Preferred Practices for Students with Mild- Severe Special Needs is based on current research which introduces important contemporary issues, such as the relationship between identification, assessment, and program planning for students with mild to severe disabilities. Covers formal and informal assessment, instructional strategies, curriculum design, and modifications that are relevant and age-appropriate to ensure student success and independence in general education and other learner-centered environments (Offered fall and spring semesters). SPED 564 Formal and Informal Assessment for Diverse Student Populations examines the role of formal and informal assessment in planning and implementing curriculum and instruction. Students learn how to interpret and use assessment information taking into consideration the unique personal, cultural, linguistic, educational, and environmental background of the individual. The course ties assessment to preferred instructional practices in order to meet the educational goals of the individual to ensure success at school, at home, and in the community (Offered fall and spring semesters). SPED 565 Supervised Field Experiences in General Education provides prospective special educators with opportunities to investigate how general educators plan, implement, modify, and monitor instruction. Students reflect on preferred practices, presentation skills appropriate to the core curriculum, and responsiveness to student needs and characteristics (Offered fall semester) SPED 566 Behavior Intervention and Support analyzes the policies and practices that assist teachers to develop and maintain positive learning environments for all students. Students learn about effective management approaches for students with mild to severe disabilities, such as conducting functional assessments and writing behavior intervention plans. This course also functions as the first of three courses in the Certificate Program in Behavior Analysis (Offered fall and spring semesters). SPED 568 Methodologies for Culturally and Linguistically Diverse Students with Mild- Severe Special Needs emphasizes a practical approach to the teaching and learning of listening, speaking, reading, and writing skills of students from culturally and linguistically diverse backgrounds (Offered spring semester and summer session). SPED 571 Teaching and Assessing Students with Autism Spectrum Disorders This course is designed to prepare teachers to develop, teach, adapt, modify and integrate curriculum for students with Autism Spectrum Disorders participating in a variety of educational settings, including general education classrooms and other inclusive environments. Topics covered include the development of a functional curriculum, promoting enhanced communication skills, teaching meaningful daily living, academic and vocational skills, policies and regulations regarding students with movement, mobility, sensory and specialized health care needs, developing supports for students with specialized health care needs, and issues in this field for future consideration (Offered fall and spring semester). SPED 585 Transition and Career Development for the Education Specialist Provides the rationale for incorporating career education or academic training, vocational preparation, social skills instruction, and daily living skills into teaching practices from preschool to adult education 12

13 so students are prepared for adult life. Offers opportunities to develop teaching units, strategies, and programs that can be utilized in special education programs. Class participants learn about functional vocational assessment, service learning, transition practices, self-determination skills, and self-advocacy (Offered fall semester). SPED 567 Initial Semester Seminar This early field experience seminar is required for all candidates during their initial semester. This field experience seminar supplements the practical field experiences within the full range of service delivery options available for educating students with mild/moderate or moderate/severe disabilities in K-12 public and non-public school settings. Additionally, the course provides candidates with knowledge of typical and atypical human development. SPED 567B Initial Semester Practicum: Mod/Sev This early field experience course is required for all candidates during their initial semester. This field experience course provides planned field experiences within the full range of service delivery options available for educating students with mild/moderate or moderate/severe disabilities in K-12 public and non-public school settings. Additionally, the course provides candidates with knowledge of typical and atypical human development (Offered fall and spring semester). SPED 577 Final Semester Seminar This final field experience seminar is required for all candidates during their final semester in the program. This field experience seminar supplements the practical field experiences within the full range of service delivery options available for educating students with mild/moderate or moderate/severe disabilities in K-12 public and nonpublic school settings. Additionally, the course provides candidates with support in the development of their Transition Plan for the Clear Credential. SPED 577B Final Semester Practicum: Mod/Sev emphasizes effective teaching practices, grouping strategies, behavioral planning, subject matter competency, curricular and instructional modifications, and collaboration. Student evaluations are based on an ability to develop individualized instructional plans based on assessments, teaching competency, including lesson design and implementation, management of the learning environment, and active collaboration with faculty peers (Offered fall and spring semesters). edtpa Requirement. CSU, Monterey Bay s Teacher Education Department uses a Departmentwide Teacher Performance Assessment process. Each candidate will be completing the edtpa managed by Pearson Publishing Co during the SPED 577 & 577A Final Semester Seminar and Practicum. This activity requires candidates to select a student with whom to prepare and deliver a sequence of lessons. The instructional events are to be video recorded and submitted, along with supporting materials, within Taskstream and to Pearson for external scoring using the edtpa rubrics. The current registration fee (subject to change by Pearson) is $300. Video consent forms must be signed by a parent/guardian of any participating student, and will be provided. Additional details on completing the edtpa Assignment can be found on the edtpa website (http://edtpa.aacte.org/), and will be further discussed during the practicum seminars. 13

14 A LOOK AT STANDARDS CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP) The California Standards for the Teaching Profession (CSTP) are overarching standards that guide teacher preparation. They are aligned and compatible with the Standards of Quality and Effectiveness for the Mild/Moderate Education Specialist Credential. Though broader in scope, they help to create a context for quality teaching in California schools. The Mild/Moderate Program embraces these standards and uses them as a framework for teacher growth and success during the program. Standard 1. Engaging and Supporting All Students in Learning 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching Standard 2. Creating and Maintaining Effective Environments for Student Learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning Standard 3. Understanding and Organizing Subject Matter for Student Learning 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content 14

15 Standard 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students Standard 5. Assessing Students for Learning 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families Standard 6. Developing as a Professional Educator 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct CORE STANDARDS FOR PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL The following are the Standards of Quality and Effectiveness for the Preliminary Mild/Moderate Education Specialist Credential. The California Standards for the Teaching Profession (CSTP) are correlated in each of the courses as shown after the listing of the standards (see Table 1, Correlation Matrix). This correlation allows for maximum interface with our general education partners to provide the best education for students with mild to moderate disabilities. 15

16 Program Standard 1: Program Design, Rationale and Coordination Each program of professional preparation is coordinated effectively in accordance with a cohesive design and sound evidence-based practices relevant to the contemporary conditions of schools. The design must reflect the full range of service delivery options, including general education, and the knowledge and skills to meet the needs of students in the specific areas authorized by the credential. The program has an organizational structure that forms a logical sequence between the instructional components and fieldwork, and that provides for coordination of the components of the program. The program describes a plan that allows for multiple points of entry. Program Standard 2: Professional, Legal and Ethical Practices Each program must provide instruction in the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family Service Program, Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities. The program provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory as well as promoting safe educational environments. The program provides opportunities for demonstration of ethical standards, of teaching, of evidence based educational practices in relation to theories, research and regulations necessary to the provision of services to individuals with disabilities and their families. Program Standard 3: Educating Diverse Learners The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English. The program ensures each candidate is able to demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities. Program Standard 4: Effective Communication and Collaborative Partnerships The program provides instruction in communicating effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention, Section 504, IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs. The program informs candidates of the importance of communicating effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners. 16

17 Program Standard 5: Assessment of Students The program provides opportunities for candidates to acquire the knowledge and skills necessary to assess students in a comprehensive manner within the breadth of the credential authorization. Each candidate understands and uses multiple sources of information in order to participate in progress monitoring and in decision making regarding eligibility and services. The program provides candidates with the knowledge and skill to assess students from diverse backgrounds and varying language, communication, and cognitive abilities. The program provides opportunities for using both formal and informal assessments to evaluate students' needs and strengths for the purpose of making accommodations, modifications, instructional decisions and ongoing program improvements. The program provides the opportunities for each candidate to demonstrate the knowledge of required statewide assessments and local, state and federal accountability systems. Program Standard 6: Using Educational and Assistive Technology The program provides opportunities for candidates to acquire the ability to use computer-based technology to facilitate the teaching and learning process. Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. Candidates demonstrate knowledge of assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities. Program Standard 7: Transition and Transitional Planning The program provides opportunities for candidates to plan, implement, and evaluate transitional life experiences for students with disabilities across the lifespan. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students. Each candidate demonstrates the knowledge and ability to teach students appropriate self-determination and expression skills. Program Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning The program provides candidates opportunities to demonstrate the ability to participate effectively as a team member and/or case manager for the IFSP/IEP/transition planning process, from pre-referral interventions and requisite assessment processes, through planning speciallydesigned instruction to support access to the core curriculum, developing appropriate IFSP/IEP/transition planning goals based on standards and following all legal requirements of the IFSP/IEP/transition planning process. Program Standard 9: Preparation to Teach Reading/Language Arts The preparation program provides substantive, research-based instruction that effectively prepares each candidate to teach reading/language arts. Candidates in the other education specialist credential programs will be prepared to deliver a comprehensive program of systematic instruction in reading, writing, listening, and speaking aligned to the state adopted English Language Arts Content Standards and the Reading/Language Arts Framework. The program provides candidates with systematic, explicit instruction to meet the needs of the full range of learners (including struggling readers, students with special needs, English language learners, speakers of non-standard English, students who have no communication/language system, and 17

18 advanced learners) who have varied reading levels and language backgrounds. The preparation program provides each candidate with experience in a classroom where reading is taught. Program Standard 10: Preparation to Teach English Language Learners In the professional teacher preparation program all candidates have multiple systematic opportunities to acquire the knowledge, skills and abilities to deliver comprehensive instruction to English language learners. Candidates learn about state and federal legal requirements for the placement and instruction of English language learners. Candidates demonstrate knowledge and application of pedagogical theories, principles and practices for English Language Development leading to comprehensive literacy in English, and for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. Candidates learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and expressive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Candidates acquire and demonstrate the ability to utilize assessment information to diagnose students language abilities, and to develop lessons that promote students access to and achievement in the state-adopted academic content standards. Candidates learn how cognitive, pedagogical and individual factors affect students language acquisition. Program Standard 11: Typical and Atypical Development The program prepares candidates to demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning. Candidates will demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. visual impairment, autism spectrum disorders, cerebral palsy), resilience and protective factors (e.g. attachment, temperament), and their implications for learning. Candidates will recognize the potential influence of varying cultural factors and practices on development. Candidates will demonstrate skills required to provide information to family members regarding typical developmental expectations as well as the impact of the disability on developmental progress. Candidates will demonstrate skills required to ensure that the intervention and/or instructional environment are appropriate to the student s chronological age, developmental differences, and disability-specific needs. Program Standard 12: Behavioral, Social, and Environmental Supports for Learning The program ensures that candidates demonstrate knowledge and the ability to implement systems that assess, plan, and provide academic and social skill instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. The program provides candidates information on laws and regulations as they pertain to promoting behavior that is positive and self-regulatory as well as promoting safe schools. Program Standard 13: Curriculum and Instruction of Students with Disabilities The program provides opportunity for candidates to demonstrate the ability to develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, that provide students with disabilities with equitable access to the content and experiences found in the state-approved core curriculum. 18

19 Candidates acquire and demonstrate strategies and best practices to develop differentiated lessons and instructional sequences that are appropriate for individuals with diverse strengths and needs in a variety of educational environments. Candidates must be able to apply these skills as they pertain to their specific area of specialization and credential authorizations across age and grade levels. Program Standard 14: Creating Healthy Learning Environments Candidates learn how personal, family, school, community and environmental factors are related to students academic, physical, emotional and social well-being. Candidates learn about the effects of student health and safety on learning and study the legal responsibilities of teachers related to student health and safety. Programs provide professional development for candidates to understand and utilize universal precautions designed to protect the health and safety of the candidates themselves. Program Standard 15: Field Experience in a Broad Range of Service Delivery Options The program will ensure that candidates have planned experiences and/or interactions with the full range of the service delivery system, the providers of such services, and parents and families, including experiences in general education. The experiences must reflect the full diversity of grades/ages, federal disability categories and the continuum of special education services outlined in the specific credential authorization. The experiences are planned from the beginning of the program to include experiences in general education, experiences with parents and families, and experiences with a broad range of service delivery options leading to an extended culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the specific credential authorization and is of sufficient duration for the candidate to demonstrate the teacher performance expectations for special educators. The culminating placement may be in any school, agency or program as defined in Education Code Sections 56031, 56360, and for the purpose of providing special education services. For interns, this standard may be met by activities embedded in coursework and/or visits/interactions with service providers. It is not intended that interns leave their work assignments for an extended period to meet this standard. Program Standard 16: Assessment of Candidate Performance Prior to recommending each candidate for a teaching credential, one or more persons responsible for the program shall determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of Teaching Performance Expectations (TPEs) as they apply to the subjects and specialties authorized by the credential. During the program, candidates are guided and coached on their performance in relation to the TPEs using formative processes. Verification of candidate performance is provided by at least one supervising teacher and one institutional supervisor trained to assess the TPEs. At least one assessor shall hold authorization in the candidate s credential area. M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities The program provides opportunities for each candidate to identify the characteristics of students with mild to moderate disabilities, including specific learning disabilities, mild/moderate mental retardation, other health impairments, emotional disturbance, and autism spectrum disorders and 19

20 to determine the implications of these characteristics for service delivery, such as placement decisions, IEP development, and instruction. M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities The program prepares candidates to demonstrate knowledge and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate disabilities covered under the authorization. The program prepares candidates to make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based and/or curriculum-based, and appropriate to the diverse needs of individual students. The program prepares candidates to utilize these approaches to assess the developmental, academic, behavioral, social, communication, career and community life skill needs of students, and monitor students progress. The program prepares candidates to plan for and participate in state-mandated accountability measures. M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum and Instruction The program prepares candidates to select curricula that will give access to core standards and to use evidence-based instructional strategies that meet the diverse learning characteristics of students with mild/moderate disabilities across an array of environments and activities. The program prepares candidates to utilize standards-based assessment data to collaboratively develop IEP goals, adaptations and instructional plans that are responsive to the unique needs of the student and the requirements of the core curriculum, and are implemented and adjusted systematically to promote maximum learning and academic achievement. The program prepares candidates to have knowledge of evidence-based curricula and instructional methods that are effective with students with mild/moderate disabilities, including specially-designed curricula and methods of instruction for students with mild/moderate reading disorders. The program provides a knowledge base of strategies and interventions for students who are not responding to the current instructional environment. The program prepares candidates to create instructional and behavior support partnerships with parents/families. M/M Standard 4 Positive Behavior Support The program prepares candidates to demonstrate competence in establishing and maintaining an educational environment where interventions are positive, proactive, and respectful of students. The program prepares candidates to demonstrate the ability to design and implement positive behavioral support plans and interventions based on functional behavior assessments, and participate in manifestation determination meetings. The program prepares candidates to participate effectively in school wide behavior support processes. M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities The program provides each candidate with a depth of knowledge and skills in the teaching of reading, speaking, listening, written language, and mathematics to insure access to general education curriculum across settings. The program prepares candidates to know how mild/moderate disabilities impact student learning in these areas and know how to insure that evidence-based methods are used for teaching developmental reading and subject-specific reading skills to students with mild/moderate disabilities. The program prepares candidates to 20

PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY)

PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK INTRODUCTION This handbook has been prepared for candidates, faculty, field-based supervisors (i.e.,

More information

Commission on Teacher Credentialing Education Specialist Teaching and Other Related Services Credential Program Standards

Commission on Teacher Credentialing Education Specialist Teaching and Other Related Services Credential Program Standards Commission on Teacher Credentialing Education Specialist Teaching and Other Related Services Credential Program Standards Adopted by the Commission, December 2008-January 2010 March 2012 Table of Contents

More information

M.A. in Special Education / 2013-2014 Candidates for Initial License

M.A. in Special Education / 2013-2014 Candidates for Initial License M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates

More information

Humboldt State University has a long tradition. 1914, when it first opened as a Normal. while developing a reputation for innovation

Humboldt State University has a long tradition. 1914, when it first opened as a Normal. while developing a reputation for innovation Education Master of Arts degree in Education Elementary Education: in Multiple Subjects See also:..liberal Studies/Ele.men.tary Education. Child Development/Elementary Education Secondary Education:* Preliminary

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

Master of Arts in Education/Teacher Credential

Master of Arts in Education/Teacher Credential Antioch University Los Angeles 1 Master of Arts in Education/Teacher Credential OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS The Teaching Credential program stands alone and its coursework can be completed

More information

Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates

Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester

More information

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements: M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate

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

Resources for the Statewide Special Education Task Force. Preparation to Teach

Resources for the Statewide Special Education Task Force. Preparation to Teach Resources for the Statewide Special Education Task Force Preparation to Teach March 9, 2014 Narrative Overview of Teaching Credentials in California (pages 1-3) Describes the basic requirements for teacher

More information

EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE)

EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE) EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE) DEPARTMENT OFFICE Stevenson Hall 1078 (707) 664-3115 fax: (707) 664-2483 www.sonoma.edu/education/else/index.html ADMINISTRATIVE ANALYST Kathryn

More information

CREDENTIAL PROGRAM: MULTIPLE SUBJECT. Student Handbook

CREDENTIAL PROGRAM: MULTIPLE SUBJECT. Student Handbook Michael D. Eisner College of Education Credential Office CREDENTIAL PROGRAM: MULTIPLE SUBJECT Student Handbook Including the following pathways: Traditional Accelerated Collaborative Teacher Preparation

More information

Teacher Preparation Program Standards

Teacher Preparation Program Standards Teacher Preparation Program Standards Overview Program Standards for Multiple/Single Subject, Education Specialist and Career Technical Education Teacher Preparation I: Program Design Standards I: Program

More information

Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates

Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester

More information

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP)

SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements

More information

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective

More information

Admissions Requirements

Admissions Requirements Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates

More information

EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE)

EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE) EDUCATION: EDUCATIONAL LEADERSHIP AND SPECIAL EDUCATION (ELSE) DEPARTMENT OFFICE Stevenson Hall 1078 (707) 664-3115 fax: (707) 664-2483 www.sonoma.edu/education ADMINISTRATIVE COORDINATOR Kathryn Teixeira

More information

The UCSC Master of Arts in Education and Teacher Credential Program Philosophy of the Master of Arts in Education/ Teacher Credential Program

The UCSC Master of Arts in Education and Teacher Credential Program Philosophy of the Master of Arts in Education/ Teacher Credential Program " The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,

More information

Programs Offered. Faculty. Department Overview

Programs Offered. Faculty. Department Overview Education: Educational Leadership and Special Education (ELSE) Department Office Stevenson Hall 1078 (707) 664-4203 fax: (707) 664-2483 www.sonoma.edu/education Administrative Coordinator Leslie Mouton

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

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

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

National University School of Education Special Education Student Teaching Handbook

National University School of Education Special Education Student Teaching Handbook National University School of Education Special Education Student Teaching Handbook Revised January 2014 THE MISSION OF THE SCHOOL OF EDUCATION Purpose of the Special Education Clinical Practice program

More information

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook

B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program

More information

Special Education. College of Education

Special Education. College of Education Special Education College of Education INTRODUCTION The Department of Special Education at California State University, Fullerton provides exemplary preparation for special education candidates, general

More information

SPECIAL EDUCATION AND DISABILITY STUDIES

SPECIAL EDUCATION AND DISABILITY STUDIES SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)

More information

Department of Teacher Education

Department of Teacher Education Department of Teacher Education Vision The vision of the Teacher Education Department is to provide an education that prepares teacher leaders who have a deep understanding of cultural and educational

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

National University School of Education. Special Education Internship Handbook January 2014

National University School of Education. Special Education Internship Handbook January 2014 National University School of Education Special Education Internship Handbook January 2014 THE CONCEPTUAL FRAMEWORK FOR THE SCHOOL OF EDUCATION is to prepare educators as lifelong learners, reflective

More information

OVERVIEW AND ADMISSION REQUIREMENTS

OVERVIEW AND ADMISSION REQUIREMENTS PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS

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

M.A. in School Counseling / 2015 2016

M.A. in School Counseling / 2015 2016 M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

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

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

National University School of Education Special Education Internship Handbook September 2015

National University School of Education Special Education Internship Handbook September 2015 National University School of Education Special Education Internship Handbook September 2015 THE MISSION OF THE SCHOOL OF EDUCATION is to prepare educators as lifelong learners, reflective practitioners,

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

Master of Library and Information Science (MLIS)

Master of Library and Information Science (MLIS) St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices

More information

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON. BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON. BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum Program Goals and Objectives The goals and objectives of the Special Education

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

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 fi fth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Program Handbook for Education Specialist Candidates Section 1

Program Handbook for Education Specialist Candidates Section 1 Program Handbook for Education Specialist Candidates Section 1 Graduate School of Education Mission In accordance with the mission of California Lutheran University, the Graduate School of Education seeks

More information

Master s Credential Cohort Program 2014-15 Supplementary Information for MCC Multiple Subject Candidates

Master s Credential Cohort Program 2014-15 Supplementary Information for MCC Multiple Subject Candidates Master s Credential Cohort Program 2014-15 Supplementary Information for MCC Multiple Subject Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester

More information

INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION AND CURRICULUM

INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION AND CURRICULUM COLLEGE OF EDUCATION, HEALTH, HUMAN SERVICES COLLEGE OF HUMANITIES, ARTS, BEHAVIORAL SOCIAL SCIENCES INTEGRATED CREDENTIAL PROGRAM GENERAL INFORMATION CURRICULUM BACHELOR OF ARTS IN LIBERAL STUDIES MULTIPLE

More information

Literacy Education. Master of Science in Education: Program Overview. Program Highlights

Literacy Education. Master of Science in Education: Program Overview. Program Highlights Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead

More information

Education Specialist Program Design Standards (1-16)

Education Specialist Program Design Standards (1-16) Commission on Teacher Credentialing Program Assessment Feedback Education Specialist Teaching Credential Programs (2008) Institution Date of initial review December 2014 California State University, Fullerton

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

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

Teacher Education. of California mandates changes in program structure and content, which the college is required to implement.

Teacher Education. of California mandates changes in program structure and content, which the college is required to implement. Teacher Education Dr. Kurt Hild, Chairperson The Master s College is authorized to recommend candidates for both California Multiple and Single Subject Preliminary teaching credentials. The purpose of

More information

SB 2042 Multiple Subject and Single Subject Preliminary Credential Program Standards

SB 2042 Multiple Subject and Single Subject Preliminary Credential Program Standards SB 2042 Multiple Subject and Single Subject Preliminary Credential Program Standards Commission on Teacher Credentialing January 2009 Institutions participating in Program Assessment or a Site Visit in

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

NEW CREDENTIAL PROGRAM PROPOSAL. 1. Title: Education Specialist Credential: Mild to Moderate Disabilities

NEW CREDENTIAL PROGRAM PROPOSAL. 1. Title: Education Specialist Credential: Mild to Moderate Disabilities CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS NEW CREDENTIAL PROGRAM PROPOSAL PROGRAM AREA: SPECIAL EDUCATION 1. Title: Education Specialist Credential: Mild to Moderate Disabilities 2. Objectives: The Objective

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

Framework and Guidelines for Principal Preparation Programs

Framework and Guidelines for Principal Preparation Programs THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student

More information

EA 597 School Planning and Facilities Management (3)

EA 597 School Planning and Facilities Management (3) EA 581 Basic Concepts of Educational Administration (3) An introduction to the basic concepts underlying school building administration. The theory and practice of educational administration is analyzed

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

CREDENTIAL PROGRAM: SINGLE SUBJECTS. Student Handbook

CREDENTIAL PROGRAM: SINGLE SUBJECTS. Student Handbook Michael D. Eisner College of Education Credential Office CREDENTIAL PROGRAM: SINGLE SUBJECTS Student Handbook Including the following pathways: Traditional Accelerated Collaborative Teacher Preparation

More information

Courses in College of Education SPECIAL EDUCATION COURSES (480, 489)

Courses in College of Education SPECIAL EDUCATION COURSES (480, 489) Courses in College of Education SPECIAL EDUCATION COURSES (480, 489) The expectations for graduate level Special Education enrollment is consistent with UW-Whitewater s guidelines and requires additional

More information

Childhood and Special Education/Inclusive Education

Childhood and Special Education/Inclusive Education Master of Science in Education: Childhood and Special Education/Inclusive Education Dual Initial Certification Program Childhood 1-6 and Students with Disabilities 1-6 Program Overview The Master of Science

More information

National University. Revised January 2014 Page 1

National University. Revised January 2014 Page 1 National University School of Education Department of Teacher Education Teacher Education Multiple Subject/Single Subject Credential Program Clinical Practice Candidate Student Teaching Eligibility Requirements

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

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

Commission on Teacher Credentialing Biennial Report. California State University, Fullerton REPORT OVERVIEW

Commission on Teacher Credentialing Biennial Report. California State University, Fullerton REPORT OVERVIEW CSU Fullerton, October 2010 Overview - 1 Commission on Teacher Credentialing Biennial Report California State University, Fullerton REPORT OVERVIEW Programs Included in the Report The Education Unit at

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 FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

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

Elementary Education: Teacher Leadership Track

Elementary Education: Teacher Leadership Track Elementary Education: Teacher Leadership Track Designed for: Students who have an undergraduate degree in Education and an initial teaching license for elementary grades K-6, plus a minimum of one year

More information

School Psychologist Graduate Program: Frequently Asked Questions by Applicants

School Psychologist Graduate Program: Frequently Asked Questions by Applicants Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New

More information

GRADUATE PROGRAM CURRICULUM

GRADUATE PROGRAM CURRICULUM GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION MASTER OF ARTS IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE

More information

College of Education. Proposed Organizational Structure for AY 2012/2013. February 10, 2012

College of Education. Proposed Organizational Structure for AY 2012/2013. February 10, 2012 Challenge and Opportunity College of Education Proposed Organizational Structure for AY 2012/2013 February 10, 2012 In the near term, the College of Education cannot sustain its AY 2011/2012 program and

More information

SEL Credential Candidate Enrollment by Ethnicity and Gender Total Total Total Total

SEL Credential Candidate Enrollment by Ethnicity and Gender Total Total Total Total Notre Dame de Namur University From: School of Education and Leadership Credential Programs Re: HEOA Sec. 201 Amended HEA Title II, Part A Date: October 21, 2014 Section 1 Background: Credential programs

More information

Earn your teaching credential & master s degree in as little as 1 year.

Earn your teaching credential & master s degree in as little as 1 year. Earn your teaching credential & master s degree in as little as 1 year. Tuition discounts for 2013 start dates! Start our Master s Credential Cohort Program this July and graduate with a Masters in Education

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

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

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

WHAT YOU TO BECOME T E A C H E R MUST KNOW EDUCATION

WHAT YOU TO BECOME T E A C H E R MUST KNOW EDUCATION WHAT YOU MUST KNOW TO BECOME A SPECIAL EDUCATION T E A C H E R NATIONAL UNIVERSITY SCHOOL OF EDUCATION TM The University of Values NATIONAL UNIVERSITY OFFERS SPECIAL EDUCATION TEACHING CREDENTIALS IN MILD/MODERATE

More information

Preconditions Response for California Educator Preparation Programs

Preconditions Response for California Educator Preparation Programs s Response for California Educator Preparation Programs September 15, 2011 Teacher and Administrator branch September 12, 2011 s Response Table of Contents Part I: s to Address... iii Part II: s for All

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

INFORMATION SESSION PRELIMINARY SINGLE SUBJECT CREDENTIAL PROGRAM

INFORMATION SESSION PRELIMINARY SINGLE SUBJECT CREDENTIAL PROGRAM INFORMATION SESSION PRELIMINARY SINGLE SUBJECT CREDENTIAL PROGRAM MICHAEL D. EISNER COLLEGE OF EDUCATION The California State University Northridge, Michael D. Eisner College of Education is nationally

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

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

Bachelor of Arts in Early Childhood Degree Offerings through the 2010-2012 Catalog*

Bachelor of Arts in Early Childhood Degree Offerings through the 2010-2012 Catalog* Bachelor of Arts in Early Childhood Degree Offerings through the 2010- Catalog* Catalog Number Class Name Course Description Semester Credits Prerequisites Semesters Offered Mode of Delivery EC 210 INTRODUCTION

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

Dual Language and English Learner Education In the College of Education

Dual Language and English Learner Education In the College of Education Dual Language and English Learner Education In the College of Education OFFICE: Education and Business Administration 248 TELEPHONE: 619-594-5155 / FAX: 619-594-1183 http://go.sdsu.edu/education/dle Accredited

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

Applied Behavior Analysis, M.S.Ed.

Applied Behavior Analysis, M.S.Ed. Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in

More information

Educational Administration

Educational Administration Graduate School of Education Educational Administration Education Specialist Degree The Education Specialist Degree (Ed.S.) in Educational Administration program is designed for students who already have

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

2015-2016 SINGLE SUBJECT PROGRAM

2015-2016 SINGLE SUBJECT PROGRAM CSUMB Teacher Education Department EDUCATION FOR EXCELLENCE, EQUITY, AND ETHICAL ACTION 2015-2016 SINGLE SUBJECT PROGRAM STUDENT AND FACULTY HANDBOOK MISSION STATEMENT The Department of Teacher Education

More information

Internship Teacher Preparation Program

Internship Teacher Preparation Program Introduction California State University, Chico School of Education Internship Teacher Preparation Program For Education Specialist, Multiple Subject, or Single Subject Credentials The Internship Teacher

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

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.

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

CGU s Preliminary Credential + MA Program Program Overview Single-Subject Science Credential

CGU s Preliminary Credential + MA Program Program Overview Single-Subject Science Credential CGU s Preliminary Credential + MA Program Program Overview Single-Subject Science Credential This 36-unit program is designed to be completed in approximately 15-19 months. 1 The program is divided into

More information