Transition to Teaching HANDBOOK Master of Arts in Teaching Special Education High-Incidence Grades 6-12

Transcription

1 Transition to Teaching HANDBOOK Master of Arts in Teaching Special Education High-Incidence Grades Department of Teaching and Leadership 201 Hughes Hall (620)

2 TABLE OF CONTENTS PAGE Overview 1 Eligibility Requirements 2 Application 2 Admission 2 Professional Disposition Assessment 3 Background Check 4 Basic Skills Requirement 4 Coursework 5 Portfolio 6 Licensure Exams 6 Licensure 6 Frequently Asked Questions 6 University Support Services 7 Student Success Programs 7 The Writing Center 7 Center for Student Accommodations 7 Gorilla Geeks 8 Bryant Student Health Center 8 Testing Center 8 Appendix 9 Professional Knowledge Base 10 KSDE Special Education Standards 12 Family Education Rights and Privacy Act 13 Notice of Nondiscrimination 14

3 Program Overview The Master of Arts in Teaching Special Education (MAT-SPED) is a licensure program designed for para-educators. It is a two year, 36 hour, online program that begins each summer. Applicants must have a baccalaureate degree in a non-teaching area and at least one year experience working as a para-educator. The program allows teacher candidates to earn a Kansas teaching license in High- Incidence, formerly Adaptive, Special Education, grades During the course of the program, candidates must be employed as full time para-educators in accredited Kansas schools, working with secondary students who have high-incidence learning needs. The deadline for applying is March 1. For additional information contact: Department of Teaching and Leadership

4 Master of Arts in Teaching Special Education High-Incidence (Adaptive) Program, Grades 6-12 Eligibility Requirements Prospective candidates must have: A baccalaureate degree from a regionally accredited institution A minimum of one year experience working as a full time para-educator in an accredited Kansas school Must be employed as a para-educator during the entirety of the program in an accredited Kansas school A cumulative GPA of at least Applicants with less than a 3.00 GPA but greater than a 2.75 may be admitted conditionally; an additional GPA review will occur after the completion of 12 hours in which the candidate must have maintained at least a 3.0 GPA. Application Process Prospective candidates should: Apply to the PSU Graduate School at Degree- Master of Arts; Major-Teaching; Emphasis- Special Education Have official transcript(s), from all institutions in which college credit has been earned, sent to the PSU Graduate Office, 1701 S. Broadway, Pittsburg, Kansas, Application deadline: March 1 Admission Process Office of Teacher Education will analyze transcript to determine eligibility to participate in Professional Disposition Assessment If degree and GPA requirements are met, the Department of Teaching and Leadership (TCHL) will send an informational that includes the MAT Special Education Handbook, recommendation forms, instructions for submitting verification of employment letter and background check During the spring semester, the Department of TCHL will send an with information about the Professional Disposition Assessment, including date and location Prospective candidates will accept or deny the invitation to participate in the Professional Disposition Assessment Participants in the Professional Disposition Assessment will be notified of the results within two weeks of the session Candidates who successfully completed the Professional Disposition Assessment will be conditionally admitted Requirements for Full Admission Candidates who are conditionally admitted must meet the basic skills requirement by August 1 Within the first 12 hours of coursework, the Department of Teaching and Leadership must receive the following documentation: o Verification of one year experience as a para-professional o Two completed recommendation forms o Certification of background check 2

5 Professional Disposition Assessment Prospective candidates will participate in a series of assessment activities held at the KC Metro Center, PSU Main Campus or via Skype. During the assessment session, prospective candidates will teach a mini-lesson, participate in a discussion, complete a personal interview, and create a writing sample based on a case study. 1. Sample Teaching Session The applicant will conduct a five-minute teaching session; other participants and interviewers will participate as students. Presenters should expect questions from participants. The applicant is to prepare a sample teaching lesson in advance choosing a lesson designed for a specific grade and content level (i.e. 12 th grade History, 8 th grade Science). A successful lesson is organized around a main point or learning objective and makes use of ageappropriate materials and strategies to help students master the information. The applicant may teach a wide range of topics during the sample teaching lesson, such as adding fractions, naming vegetables in Spanish, or reviewing how a bill becomes a law. Five minutes pass quickly so the candidate should choose a specific learning objective that can be presented effectively during the designated time. The lesson should not cover broad topics such as American literature; rather, it is to be more specific such as a lesson on the difference between similes and metaphors and their use in writing. When developing the lesson, it is acceptable to assume prior knowledge; this may be communicated to interviewers by beginning the lesson with a reference to an earlier lesson (e.g. Yesterday we began talking about similes. Today, we re going to continue talking about similes and learn about another literary device called a metaphor. Now, can someone tell me about a simile? ) Remember these key points for an effective demonstration lesson. There is a 5 minute time limit. Lessons should have a clear beginning, middle, and end. The candidate should communicate specific objectives. Lessons should be interactive and age-appropriate. 2. Discussion During the discussion session, candidates will discuss the professional article referenced in the professional disposition packet. Each applicant must access the article and be prepared to participate in a professional conversation with other participants. 3. Question and Answer Period During this period, the MAT program will be explained in greater detail and prospective candidates will have the opportunity to ask questions. 3

6 4. Writing Sample The participant will be presented a scenario and create a writing sample based on the specific situation. 5. Interview A personal interview with an interviewer will be conducted during the assessment session. The goal of the interview is to explore the candidates background, qualifications, dispositions and commitment to expanding educational opportunities for students. The candidate will also have an opportunity to ask questions. Background Check As a requirement for admission to graduate programs, candidates are required to complete a background check. Specific instructions will be provided in the packet sent by the Department of TCHL. The background checks required for admission will not take the place of the required background check for licensure. Once candidates have completed the program and are ready to apply for the initial teaching license, an additional background check will be required by the Kansas State Department of Education (KSDE). Basic Skills Requirement The basic skills requirement MUST be met by August 1 of the year in which the applicant is admitted to the MAT program. MAT candidates who have not provided evidence of meeting this requirement will not be allowed to proceed in the program until sufficient evidence is presented to the Office of Teacher Education. The basic skills requirement is met by meeting one of the following standards: ACT: A composite score of 24 or higher or SAT: A total score of 1730 or higher or GRE: Verbal = 151, Quantitative = 148, Analytical Writing = 3.5 CORE: Reading = 156, Writing = 162, Math = 150 or C-Base: English: Reading and Literature = 235, English: Writing = 235, Math = 235 ACT & SAT: Scores can be reported to the Office of Teacher Education by submitting a copy of an official score report or a high school transcript. GRE: Scores can be reported to the Office of Teacher Education by submitting a copy of an official score report. ACT: Up-to date information regarding the ACT can be found at this includes information about test preparation, registration, and testing sites CORE: Up-to-date information regarding the Core Academic Skills for Educators (CORE) exam can be accessed by going to the ETS website, The Core exam is a computer delivered exam offered in testing windows. The test can be taken at the Testing Center, 206 Whitesitt Hall or any other Prometric Testing Center according to availability. A list of testing centers along with registration information can be found at the ETS website. 4

7 C-Base: The College BASE exam is administered at Pittsburg State University. It may also be administered at institutions in the Kansas City area. For on campus students, test dates can be found in the Office of Teacher Education, 110 Hughes Hall, and the Testing Center, 206B Whitesitt Hall. Registration is completed at the Testing Center. For students wishing to take the test at another institution, please contact the testing services facility for testing information. Study guides and tutoring are available in the Office of Teacher Education, 110 Hughes Hall. Please note that if you do not take the exam on our campus, it will be your responsibility to submit a score report to the Office of Teacher Education. Standards Universities are required to demonstrate that program completers possess knowledge and skills necessary to be competent special education teachers. To provide evidence and evaluate the proficiency of candidates, assessments are administered during the MAT SPED program. The Kansas State Department of Education (KSDE) Special Education Adaptive Standards and the College of Education Professional Knowledge Base Indicators, located in the Appendix, are used for assessment purposes. Coursework This is an online, 36 hour, cohort program that begins in the summer and is completed in six semesters. The course sequence, presented below, lists the courses that are offered each semester. The sequence is designed to maximize the candidate s academic experience as each semester s course content builds upon previous content. Courses are taught on-line utilizing Canvas, the learning management system provided by Pittsburg State. Course of Study Course Number Course Name Hours Semester SPED 738 Characteristics of Students with High Incidence (Adaptive) Learning Needs SPED 849 Partnerships with Families of Exceptional Child. & Youth 3 TCHL 825 Prof Semester: Initial Experience 3 TCHL 839 Techniques for Teaching Secondary 3 SPED 780 Teaching Sec. Students with High Incidence (Adaptive) Learning Needs PSYCH 810 Advanced Educational Psychology 3 SPED 744 Special Education Technology 3 SPED 750 Assessment in Special Education 3 READ 870 Developmental Reading 3 SPED 745 Behavior Analysis and Management Summer Year 1 Fall Year 1 Spring Year 1 Summer Year 2 Fall Year 2 SPED 861 The Professional Educator 3 Spring Year 2 SPED 761 Practicum I 3 5

8 Portfolio As a requirement for graduation, each candidate must create and submit a professional portfolio during the last semester of the program. The portfolio project is divided into two parts; Part I is a philosophy of education that utilizes the Professional Knowledge Base indicators as a foundation to describe personal beliefs regarding special education. Part II is based on the KSDE Standards for teachers of students with high-incidence learning needs. For each standard listed, the candidate is to compile two (2) pieces of evidence that exhibit proficiency for the standard. Pieces of evidence can be, but are not limited to, projects from PSU courses, professional development activities, teaching activities or responsibilities (lesson plans, evaluations, videos), or extra-curricular assignments. A written explanation that describes why the item of evidence was chosen and how it relates to the standard must also be presented. Licensure Exams To be licensed in the state of Kansas to teach high-incidence, formerly adaptive, special education, grades 6-12, a candidate must pass a Principles of Learning & Teaching exam, and the specified content exam for high-incidence special education. The exams are administered through the Educational Testing Service (ETS). Testing information and registration can be found at Please refer to the website find the required test codes, titles and prices. When registering, be sure to list Pittsburg State University as a designated score recipient. Licensure Upon successful completion of the MAT SPED program and all required tests, candidates will be eligible for licensure in Kansas. Application for licensure cannot be made until all requirements for graduation have been completed. Before licensure applications can be submitted to the Kansas State Department of Education for processing, degrees must be posted by the PSU Registrar s Office, an official transcript submitted to the PSU Licensure Officer and the PLT and content assessment must be successfully passed. Frequently Asked Questions The following section includes frequently asked questions and answers intended to be helpful in understanding the MAT-SPED Program. Can I enter the MAT program with an emphasis in Special Education if I don t have a degree in any area? No, a bachelor s degree with a cumulative GPA of 3.0 or higher is required, in addition to one year of paraprofessional experience in special education. What if I do not have a 3.0 undergraduate GPA? Applicants with less than a 3.0 GPA but greater than a 2.75 may be admitted conditionally; an additional GPA review will occur after the completion of 12 hours in which the candidate must have maintained at least a 3.0 GPA. 6

9 How long will it take to complete the program? The 36 hour program is designed to be completed in a two year sequence of six semesters, with six hours of course work being completed each semester. Courses are to be taken in sequence to maximize the learning experience. Are courses offered online? Yes, course content is presented online by utilizing Canvas, a learning management system. Can I continue to work as a para-educator as I take classes? Candidates must be employed as a para-educator in a secondary high-incidence setting during the entirety of the program. When will I become certified to teach? Licensure will come at the end of the program; the license is limited to grades 6-12, high incidence special education. If I am accepted into the program, when do classes begin? The two year cohort program starts once a year during the first summer session. Who should I contact if I have additional questions? Contact the Department of Teaching and Leadership, or cbell@pittstate.edu with questions about the MAT-SPED Program. University Support Services Student Success Programs The Student Success Programs office is designed to be the success center for students at PSU and is located in 113 Axe Library. The staff in Student Success Programs serves as advocates to all undergraduate students. There are multiple programs offered through their office including the Student Success Center. The Student Success Center hosts Academic Success Workshops, tutoring and various study groups. More information about Student Success Programs can be found at: The Writing Center The Writing Center is located in 112 Axe Library. The center offers writing workshops and one-onone consultations for any writing project. Consultations can be face-to-face or online. The services are free of charge for all PSU students. For more information, go to: Center for Student Accommodations The Center for Student Accommodations provides educational support services to currently enrolled PSU students with a diagnosed learning disability, attention deficit/hyperactivity disorder, or a physical/mental illness which substantially impairs one or more major life activities. Disabled students may qualify for services that accommodate for their impairments and provide equal access to educational opportunity. 7

10 Gorilla Geeks The Gorilla Geeks Help Desk assists students, faculty and staff with various technological needs. Some of the services available to all include help with GUS and GusPINs, assistance with PSU accounts, assistance with educational software packages used on campus, basic help with computer hardware or software problems and help with wireless connectivity issues. Gorilla Geek is located in 109 Whitesitt Hall. For more information, go to: Bryant Student Health Center The mission of the Bryant Student Health Center is to provide quality health care that is accessible, affordable, culturally sensitive and student-focused. Further information, including available services, can be found at: Testing Center The University Testing Center administers tests offered by multiple testing companies. A full description of exams offered and testing availability can be found at: 8

11 APPENDIX 9

12 PITTSBURG STATE UNIVERSITY COLLEGE OF EDUCATION PROFESSIONAL KNOWLEDGE BASE *Effective Fall 2015 pending final approval THE LEARNER AND LEARNING Professional educators must understand that learning and development patterns vary among individuals, that learners bring unique individual differences to the learning process and that learners need supportive and safe learning environments to thrive. 1. The candidate knows how learning occurs (how learners construct knowledge, acquire skills and develop disciplined thinking processes) and how to use instructional strategies that promote individual growth. 2. The candidate understands that cognitive, linguistic, social, emotional and physical development influences learning. 3. The candidate understands and identifies differences in approaches to learning and performance and designs experiences that incorporate individuals strengths to promote growth. 4. The candidate understands students with exceptional needs and knows how to use strategies and resources to meet these needs. 5. The candidate knows how to access information about the values of diverse cultures and communities and how to incorporate languages, experiences, cultures and community resources into practice. 6. The candidate understands how to manage the learning environment by organizing, allocating and coordinating the resources of time and space. 7. The candidate knows how to design experiences using strategies that enhance learner motivation and engagement. 8. The candidate understands the processes needed to foster a respectful learning community. CONTENT Professional educators must have a deep and flexible understanding of the field and be able to draw upon the central concepts and structures of their discipline as they work with learners. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity and communication) to help learners apply content to propose solutions, forge new understandings, solve problems and imagine possibilities. Professional educators connect information to local, state, national and global issues. 9. The candidate understands that learners should question, analyze and understand concepts from diverse perspectives. 10. The candidate has a deep knowledge of student content standards and learning progressions in the discipline(s). 11. The candidate knows how to use supplementary resources and technologies effectively to ensure accessibility and relevance for all. 12. The candidate understands how disciplinary knowledge can be applied as a lens to address local and global issues. 13. The candidate realizes that content knowledge is not a fixed body of facts but is complex, culturally situated and ever evolving. S/he keeps abreast of new ideas and best practices in the field. 14. The candidate knows major concepts, assumptions and debates that are central to the discipline. 10

13 INSTRUCTIONAL PRACTICE Professional educators understand and integrate assessment, planning and instructional strategies in coordinated and engaging ways for effective practice. They understand how to design, implement, interpret and communicate results from a range of assessments. 15. The candidate knows how to engage learners in multiple ways of demonstrating knowledge and skills as part of the assessment process. 16. The candidate understands the positive impact of effective descriptive feedback and knows a variety of strategies for communicating this feedback. 17. The candidate knows how to engage learners actively in the assessment process and to develop each learner s capacity to reflect on and communicate about their individual progress. 18. The candidate understands the theories and processes of curriculum design (appropriate sequencing, developmentally appropriate instruction, builds on learners prior knowledge and experiences). 19. The candidate understands the process for aligning instruction and assessment with learning targets. 20. The candidate understands how theory, research and best practices impact ongoing planning and instructional practice. 21. The candidate knows how to engage learners in using technology tools and a range of skills to access, interpret, evaluate and apply information. 22. The candidate knows how to incorporate a variety of strategies that stimulate the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall). 23. The candidate knows how to apply a variety of developmentally, culturally and linguistically appropriate instructional strategies to achieve learning targets. 24. The candidate knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction and to provide meaningful feedback. PROFESSIONAL RESPONSIBILITY Professional educators create and support safe, productive learning environments. They must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection and collaboration. Professional educators contribute to accomplishing their school s mission and goals and demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice and advancing their profession. 25. The candidate knows how to use information and technology ethically, legally and safely. 26. The candidate understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments. 27. The candidate understands laws related to learners rights and teacher responsibilities (e.g., IDEA, FERPA, mandated reporting, etc.). 28. The candidate understands schools as organizations within a historical, cultural, political and social context and knows how to work with others across the system to support learners. 29. The candidate knows how to contribute to a common culture that supports high expectations for student learning. 30. The candidate understands the expectations of the profession including codes of ethics, professional standards of practice and relevant law and policy. 31. The candidate knows how to communicate effectively with all members of the learning community. 11

14 KANSAS STATE DEPARTMENT OF EDUCATION (KSDE) ADAPTIVE* SPECIAL EDUCATION STANDARDS The teacher of students with adaptive* learning needs demonstrates an understanding of philosophical, historical, and legal foundations of education and special education. The teacher of students with adaptive learning needs demonstrates an understanding of learners diversity and provides support for students cognitive, physical, social, emotional and career development. The teacher of students with adaptive) special education needs demonstrates assessment, diagnosis, and evaluation knowledge and skills. The teacher of students with adaptive learning needs demonstrates knowledge and skill in planning and implementing effective instruction based upon knowledge of the subject matter, student, community, and curriculum goals. The teacher of students with adaptive learning needs promotes learning by providing planned, orderly, supportive environments that encourage participation of individuals with adaptive learning needs. The teacher of students with adaptive learning needs demonstrates knowledge and skill in managing behavior, facilitating problem solving, developing social skills, and promotion self-advocacy of students with adaptive learning needs. The teacher of students with adaptive learning needs demonstrates effective communication and collaboration skills and knowledge related to individuals with adaptive learning needs. The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and skills related to students with adaptive learning needs. *Adaptive also known as High-Incidence 12

15 Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR 99.31): o School officials with legitimate educational interest; o Other schools to which a student is transferring; o Specified officials for audit or evaluation purposes; o Appropriate parties in connection with financial aid to a student; o Organizations conducting certain studies for or on behalf of the school; o Accrediting organizations; o To comply with a judicial order or lawfully issued subpoena; o Appropriate officials in cases of health and safety emergencies; and o State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school. For additional information, you may call USA-LEARN ( ) (voice). Individuals who use TDD may use the Federal Relay Service. Or you may contact us at the following address: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C

16 Notice of Nondiscrimination Pittsburg State University is committed to a policy of educational equity. Accordingly, the University admits students, grants financial aid and scholarships, conducts all educational programs, activities, and employment practices without regard to race, color, religion, sex, national origin, sexual orientation, age, marital status, ancestry, genetic information, or disabilities. Any person having inquiries concerning the University compliance with regulations implementing Title VI, Title IX, Section 503, Section 504, and A.D.A. is directed to contact Cindy Johnson, Director of Equal Opportunity, 218 Russ Hall, Pittsburg State University, Pittsburg, KS 66762, telephone (620) Cindy Johnson has been designated by the University to coordinate the institution's compliance with regulations implementing Title VI, Title IX, Section 503, Section 504, and A.D.A. R NOTICE TO STUDENTS Students seeking assistance with academic programs because of disabilities are to contact Cindy Johnson, Director of Equal Opportunity, 218 Russ Hall, Pittsburg State University, Pittsburg, KS 66762, (620) Students seeking assistance with academic programs because of learning disabilities are to contact Tami Hennigh, Coordinator, Center for Student Accommodations, 218 Russ Hall, Pittsburg State University, 66762, R Website: 14