Spring 2013 Newsletter

Transcription

1 Spring 2013 Newsletter A Snapshot of the Department of By Betsy Neville, Chair The academic year is resulting in many new and exciting endeavors for the Department of! Experiencing a very successful fall semester, we are enthusiastically prepped to begin the 2013 spring term. Guided by our annual strategic plan, we continue to weave the identified focus areas of multicultural perspectives, instructional technology, portfolio enhancement, and graduate induction and outreach, along with national and state emphasis on curriculum and assessment, into our courses, internships, and research and dissemination activities. One of the goals identified in this year s strategic plan is to create a Advisory Council. Eighteen representatives, offering parental, alumni, private and public school, as well as state and national perspectives, responded to our invitation, and participated in our inaugural meeting on November 28, Out of the rich discussion emerged one suggestion which we are able to immediately implement a newsletter. This first edition will provide a description of the program offerings and size of the department through introductory articles written by each program coordinator. Subsequent issues will report on the work that we are doing to address local and national education issues and to prepare teachers with the knowledge, skills and dispositions to positively impact students and the profession throughout their career and the 21 st century. It is a thrilling time to be in special education! Educational reform and technological advances are providing teaching and learning opportunities that were unimaginable when we were sitting in classrooms or brushing chalk from our hands and clothes after diagramming at the board. On behalf of the 28 full-time and 29 part-time faculty members who are teaching courses and supervising interns in the Department this spring, I express enthusiasm and gratitude in being part of the vision, but more importantly, the critical work that is redefining and reshaping educational opportunities for all students! Below is a snapshot of the programs and size of the Department. I look forward to future newsletter issues, to continue to report the successful accomplishments of our students and our faculty! Undergraduate Programs Graduate Programs Program Location No. of Students Single Certification Early Childhood/ Elementary Education/ 86 Masters of Education in Northeast Campus Northeast Campus USG Campus Program Location No. of Students Initial Certification Masters of Education in Teacher as Leader in Autism Spectrum Disorders Master of Arts in Teaching in 36 BCPS HCPS HCPSS USG BCPS HCPS HCPSS USG USG Campus

2 Single Certification Major By Betsy Neville, Chair The Department of offers courses leading to Maryland certification as a special education teacher. Students in this major elect either the elementary/middle track to obtain certification as a special education teacher in grades 1 through 8, or the secondary/adult track for certification to teach grades 6 through 12. Students electing the secondary track also major in a content area, either middle school math or general science, high school math, social science, or English. Internships are arranged in Baltimore County and Baltimore City Public Schools. In addition, separate 30-hour and six-hour special education observation experiences are provided for all students, as well as field experiences in reading and other content areas (depending on the concentration track), during the first three terms of the major. Students apply to the major is February, with new cohorts beginning each fall. In the past, we have started one cohort each year, however, due to student interest, two elementary/middle cohorts began in fall The Elementary Education/ Major (EESE) By Toni Guidi, EESE Coordinator The Bachelor of Science in Elementary Education/ provides teacher candidates with the knowledge, skills and dispositions required by effective classroom teachers. This dual certification program continues to grow due to the course of study that prepares teacher candidates to work with elementary students of varying abilities and exceptionalities. Currently there are six TU EESE cohorts located throughout the state of Maryland. The longest running cohort is based in Howard County. The newest established cohort is located in Harford County at the Northeast Maryland Higher Education Center. Two cohorts are based in Baltimore County and two other cohorts are located in Montgomery County at the Universities of Shady Grove. The EESE program is a four semester program that integrates Elementary Education and course work and internships. Teacher candidates learn how to create lessons and teach content in the disciplines of language and literacy, math and science. Special education courses promote diagnostic and prescriptive knowledge and skills, and the development of universally designed lessons that provide differentiation for the varying abilities of elementary students. Within the EESE program internship, a special education supervisor/instructor is paired with an elementary education supervisor/instructor. Collaboration and co-teaching are modeled as both faculty members co-teach seminar for the duration of the year long internship. This model of collaboration and co-teaching occurs in all five cohorts. Students enrolled in the EESE program are supported not only by full-time faculty members but by four advisors and an EESE Program Coordinator. EESE faculty members routinely meet throughout the semester to discuss current educational topics and the continual development of the program. Picture: Dr. Lottero-Perdue, instructor for SCIE 375, took the NE Maryland EESE students on a field trip to a quarry.

3 The Early Childhood/ Major (ECSE) By Laila Richman, ECSE Coordinator The Early Childhood/ (ECSE) program, a new program that prepares teachers to be dually certified in early childhood education (grades Pre K 3 rd ) and infant/primary special education (birth through 3 rd grade), welcomed its first cohort of students in Fall This inaugural group includes 19 students on the main campus and 12 at the Northeast Higher Education Center in Harford County. As part of their first semester coursework, students were engaged in an infant and toddler field experience, working directly with service providers and families in Baltimore County, Baltimore City, and Harford County. Students were sad to leave their placements, but are looking forward to working in a Prekindergarten or Kindergarten classroom this spring. Additionally, faculty collaborated to align course content, projects, and activities. A highlight example of this occurred on December 3, 2012, when the students from Harford County traveled to campus to combine with the TU ECSE students for a guest lecture/discussion by Dr. Kay Holman on Social and Language Impairments and Interventions for Young Children with ASD. This presentation combined content from two of their fall courses Language Development in Educational Settings and Social Competence in Early Education. We are excited to begin reviewing applications in February to accept our second cohort of future teachers for Fall 2013! Teacher as Leader in Autism Spectrum Disorders M.Ed. Program By Kay Holman, Coordinator Given the increase in prevalence of autism spectrum disorders and the documented need for additional training for professionals in the educational setting, our department responded with the development of a new M.Ed. program designed to train professionals to better educate and support the needs of students with autism spectrum disorders (ASD). During the summer of 2010, we brought together stakeholders, including professionals and family members from the autism community to provide insight on what knowledge, skills, and dispositions our students should possess upon graduating. After compiling this important feedback, we developed the 37 unit course of study and launched our new Teacher as Leader in Autism Spectrum Disorder M.Ed. program in the fall of This program is uniquely designed to provide access to the latest research and information on the most effective teaching practices for students with ASD combined with hands on application of learned content through our innovative application projects, or apps. Two Saturdays a month, students from all of the counties come together on campus for our speaker series and the opportunity for collaboration and networking with other professionals in the program. In addition, graduate students develop leadership reflections and action plans in each class that they will utilize to improve the educational and social experiences of students with ASD and to better partner with and empower their families. To date, we have four cohorts who are participating through the following counties: Howard (19 enrolled), Harford (10 enrolled), Baltimore (19 enrolled), and Carroll (25 enrolled). The interest in the program is immense; we are currently developing a four course series for general educators and administrators and hope to solicit funding for an on-campus cohort in the future. We look forward to sharing more about the various learning activities and community-based experiences shared by our graduate students in subsequent newsletters. If you have any questions about the program or would like more information, please feel free to visit our website or contact our program coordinator, Kay Holman at kholman@towson.edu or Graduate students from our Harford County Cohort at the picnic they planned and facilitated for families from the Autism Society Baltimore Chesapeake.

4 Graduate Programs in By: Rosemary Rappa, Graduate Program Director Towson University s Department of is proud to offer two programs for graduate students who are seeking initial certification in special education. These programs are conducted on campus, at the Universities at Shady Grove, and in cohorts in Baltimore, Carroll, Harford and Howard Counties. The M.Ed. program in is offered to students who currently hold a valid teaching certificate from any state, in a certification area other than special education, and who wish to pursue additional certification in special education in one of three MSDE designated tracks: Infant/Primary, Elementary/Middle or Secondary/Adult. The program consists of 36 graduate credits and includes a six credit internship which culminates the experience. M.Ed. students can complete their internship in the public school where they are employed or if they are not currently working, they are placed in an appropriate setting by Towson University s Center for Professional Practice. Within their internship placement, they are assigned a mentor who is tenured and certified in special education. A Towson University supervisor is also assigned and observes lessons. Both mentor and university supervisor provide feedback on best practices, culturally responsive teaching, UDL planning among many other topics. A variety of essential supports are also available. Prior to the internship, students are immersed in courses that range in focus from working with families of students with disabilities to diagnostic and prescriptive assessment. Emphasis is placed on strong curriculum and intense practice in skills and strategies designed to reach every student and to help them reach their individual potential. The Masters of Arts in Teaching program in also consists of three different tracks: Infant/Primary, Elementary/Middle, and Secondary Adult. This program requires 39 to 40 graduate credits hours and students may need to take additional prerequisite courses based upon their undergraduate experiences. The students within this program are career changers who majored or worked in areas outside of the realm of education and have decided they want to teach. The diverse background of the students within each class adds to the viewpoints and discussions of topics. Students in this program take the required reading courses for state certification. They also participate in a one- day observation or some type of applied project for each class. The program takes at minimum two years. The professional year consists of a one-day/week internship during the fall semester, with two weeks of intensive teaching within that experience. The internship in the spring semester is a five-day/week experience, and begins two weeks prior to the start of the actual semester. Each year there are some students in the program who are already teaching on conditional certificates and may be teaching in non-public special education schools, such as St. Elizabeth s, Kennedy Krieger, Forbush, Trellis, New Hope Academy and High Roads School to name just a few. Those who have jobs in an approved non-public special education school may do their internships in the job placement. Those who need placements are placed through the Center for Professional Practice. As with the M.Ed. students, MAT interns must be working with a tenured and certified special education mentor within the school, as well as with the University supervisor who is also assigned to them. Our graduate programs are designed to meet the needs of a variety of potential teacher populations and to enhance the capacity of schools to meet the learning needs of every child in the least restrictive environment. Towson University professors foster the ideas that the learning environment should be a joyous place that welcomes all students and helps every individual reach their greatest potential. Towson University s graduate programs promote teaching environments where every student feels welcomed and valued as a learner and an individual. Attention: On January 29th, the Department of was named recipient of the third annual academic department President s Diversity Award. The department s commitment to advancing diversity has provided a significant contribution to the university s ability to foster a great awareness and understanding of diversity as well as a welcoming campus environment that enhances the experiences of all members of the Towson University community.

5 Faculty and Student Highlights! Important Spring 2013 Dates for the Department of Event Date Time Location President s Diversity Award Ceremony March 8 12:30 p.m. University Union Alumni Series (SEAS) March 18 6:00 p.m. West Village Advisory Council Meeting April 17 9:30 a.m. Psychology 312 Honestly Autism Day April 20 8:00 a.m. University Union Strategic Planning Retreat May 22 9:30 a.m. Psychology 312 Graduation Commencement May 23 10:00 a.m. Council of Exceptional Children Towson University Student Chapter at Shady Grove By Val Sharpe, Chapter Advisor Members of the Council for Exceptional Children Towson University at Shady Grove Student Chapter #288 continue to remain actively engaged in professional and community events. This student chapter is affiliated with the Council for Exceptional Children (CEC) which is the largest professional organization for special educators in the world. Currently, SCEC #288 has six officers elected officers: 1) Nadya Bafitis, Co-President; 2) Melissa Curtis, Co-President; 3) Janelle Gudelsky, Vice President; 4) Elena Sorto, Secretary; 5) Joanna Linn, Treasurer; and 6) Melanie Kent, Children and Youth Action Network (CAN) Coordinator. This past fall, SCEC Chapter #288 walked in the Washington DC Walk Now for Autism Speaks, where they raised over $3,000 in donations. Chapter #288 also participated in the Universities at Shady Grove s 2012 Community Day. This event brings the Rockville, Gaithersburg, and Germantown community areas together to learn about the countless activities and programs that are provided at The Universities at Shady Grove campus. Chapter #288 planned and executed an educational relay course for children of all ages, where children were asked to answer questions about school prior to completing each course activity. All members of SCEC Chapter #288 were deeply touched by the tragedy that occurred within the Sandy Hook community in Newtown, Connecticut. To show their care and appreciation to the brave first responders, they are currently working on a project in which they are collecting donations (i.e. blankets, non-perishable food items, books, games, and toiletries) to send as a large care package to the Sandy Hook Heroes at the Sandy Hook Volunteer Fire and Rescue Department. The care package will be shipped to Newtown on February 11, SCEC Chapter #288 will continue to support students, educators and the community throughout the upcoming semester by sharing their experiences with future Towson University at Shady Grove EESE program students. They have already started planning for the Admitted Students Night in April and the Class of 2015 Orientation in June.