2 Education Specialist Mild/Moderate Level II Credential Handbook CSUCI California State University Channel Islands Fall 2006 Jill M. Leafstedt Joan Karp Maria Denney
3 Table of Contents University Mission 3 CSUCI Teacher Education Program Core Values 4 Education Specialist Level II Program Introduction 5 Special Education Faculty 5 Education Specialist Level II Program Objectives and Design 6 Induction Plan Outline 7 Coursework 8 Requirements for Admission 10 Requirements for Program Maintenance 11 School and University Collaboration 12 Non-University Activities 13 Professional Portfolio Overview 14 Forms 16 Support Provider Request Induction Plan Part A. Specific Emphasis Plan Part B. Standards and Competencies Plan Non-University Activity Proposal Non-University Activity Final Report Professional Portfolio Overview
4 University Mission Placing students at the center of the educational experience, California State University Channel Islands provides undergraduate and graduate education that facilitates learning within and across disciplines through integrative approaches, emphasizes experiential and service learning, and graduates students with multicultural and international perspectives.
5 CSUCI Teacher Education Program Core Values Continuous improvement is essential to our roles as life-long learners; Collaboration and inclusion are central to our work; Professionalism is demonstrated by our service to the university and community; Teaching all children, regardless of their particular learning situation is everyone s responsibility and is reflected throughout the program; Critical reflection and inquiry are an integral part of our professional responsibility; The responsibility for acknowledging, affirming, and responding to linguistic, ethnic, and special needs resides with everyone.
6 Education Specialist Level II Mild/Moderate Credential Program Introduction The Education Specialist Mild/Moderate Level II Credential Program is designed to provide specific preparation for special education teachers in our region including, Southern Santa Barbara and Ventura Counties. The preparation of a fully credentialed special education teacher takes two steps: first a candidate completes an initial credential, called the Education Specialist: Mild/Moderate Disabilities Credential Level I. Once a candidate secures a teaching position with their Level I Credential, they must complete two years of additional teaching with accompanying universitylevel coursework and mentoring in the classroom. This program during the initial two years of teaching is called the Education Specialist: Mild/Moderate Disabilities Credential Level II. The Level II coursework builds on the students initial training in their Level I program. The Level II Credential Program provides a structure for students to connect their classroom teaching to theory and practice. The Level II Credential Program provides the candidate with the opportunity to develop advanced teaching skills under the guidance of a university supervisor and a school district support provider, all of which leads to the Level II Credential. Special Education Faculty and Staff Tiina Itkonen Assistant Professor of Education Coordinator and Advisor Level Joan Karp Professor of Special Education Chair of Education Programs Dawn Witt Faculty Charlotte Wakenhut Education Program Support Coordinator Jill M. Leafstedt Assistant Professor of Special Education Coordinator and Advisor level
7 Education Specialist Mild/Moderate Disabilities Level II Program Objectives 1. Provide advanced levels of instruction to students with disabilities 2. Use research based instructional strategies 3. Make instructional decisions based on formal and informal assessment data 4. Effectively manage classrooms using high quality behavior management strategies 5. Demonstrate leadership in their school district based on an area of specialization within the field of special education 6. Effectively communicate and collaborate with families and professionals 7. Effectively advocate for students with disabilities and their families Level II Program Design The CSUCI Education Specialist Mild/Moderate Level II credential program is designed around individualized programs of study that build upon the core knowledge and skills developed in the Level I program. Each of the program components is designed to foster development in relation to the standards for advanced levels of knowledge and skill appropriate to the credential and the individual beginning teacher. Candidates develop individualized programs of study that consists of university coursework, field work, and non-university activities. Candidates begin development of their program in Level II orientation meetings during the last semester of their Level I program. The individualized programs of study are developed as Professional Induction Plans. The induction plan provides an organizational framework to assist candidates in aligning their course of study in relation to the state standards and their individual needs. The professional induction plan incorporates the coursework outlined below and provides guidance for incorporating in-school field work and non-university activities.
8 CSUCI Education Specialist Level II Professional Induction Plan The CSUCI Induction Plan consists of two planning components, the Specific Emphasis Plan and the Level II Education Specialist Credential Standards and Competencies Plan. For each of these plans, candidates gather evidence and reflections of knowledge, skills and competencies gained for a culminating portfolio that demonstrates their competence in their specific emphasis and the standards. Specific Emphasis Plan. On the Specific Emphasis plan, candidates identify a specific area of need and an area of specialty that are unique to their personal development as a teacher. Each candidate provides a brief description of the area of expertise and area of need they plan to pursue. This description must include a learning objective, summary and prospective evidence of accomplishment. The plan is reviewed by the university seminar leader, based on this review, revisions are made and a final plan is sent to the university advisor for final approval. This plan guides candidates in selecting non-university activities that best suit their needs and provides them with a focus as they progress through their program of study. The specific emphasis plan is assessed on an ongoing basis by the university seminar leader through SPED 640. The final summative assessment occurs during the candidates final semester, SPED 649. The candidates provide evidence of competence in their specific emphasis through their culminating portfolio which is presented to their district support provider, university supervisor, and university advisor. Level II Education Specialist Credential Standards and Competencies Plan. In the Level II Education Specialist Credential Standards and Competencies Plan, candidates identify coursework, fieldwork, and non-university activities that will assist in demonstrating competency in the CCTC standards. The standards and competencies plan is uniform across all students. In conjunction with their university seminar leader and university advisor, each candidate determines field experiences and non-university activities that will provide learning in addition to university coursework to meet each standard. In addition to coursework, candidates are required to identify one field work or non-university activity for each sub-standard as presented in the Level II education specialist credential standards and competencies worksheet, in the forms section of your handbook.
9 Education Specialist Level II Mild/Moderate Credential Program University Coursework SPED 640 Induction Planning and Support 1 SPED 641 Advanced Perspectives in Special Education 3 SPED 642 Advanced Behavior and Environmental Support 3 SPED 643 Advanced Assessment and Instructional Practices for 3 Diverse Learners SPED 646 Advanced Collaborative Partnerships and Effective 3 Communication in School Settings SPED 647 Transition and Career Education 1 SPED 649 Induction Evaluation 1 COURSE DESCRIPTIONS: SPED 640 Induction Planning and Support This field-based seminar course requires the candidate to develop a Level II Professional Induction Plan. The plan will include university and non-university components. The plan will identify the candidate s professional area of specialization and area of need. The induction plan will build upon the theoretical and practical knowledge gained in the Level I program and guide the candidate in developing a specific emphasis within special education. SPED 641 Advanced Perspectives in Special Education This course allows teachers and administrators to remain abreast of effective advanced practices in the field of special education. Students will demonstrate the knowledge and ability to interpret, apply, and disseminate current and emerging research, theory, legislation, policy, and practice related to the field of special education. SPED 642 Advanced Behavior and Environmental Support Students in this advanced course will examine and analyze theories, research, and best practices of behavior and environmental support for students with disabilities within their own school settings. The culminating course activity will be the effective implementation of comprehensive individual and classroom behavior support planning for students with complex behavioral and emotional needs.
10 SPED 643 Advanced Assessment and Instructional Practices for Diverse Learners This field-based seminar course builds upon students knowledge and skills of assessment and instructional methodology acquired in the Level I Education Specialist: Mild/Moderate Disabilities Credential Program. Students have the opportunity to discuss and review current practices in special education at the local, state and national levels. Students review current trends in multicultural and bilingual special education, augmentative communication, data-based decision making, early intervention, outcomes assessments, technology, and other areas that effect special education practices for students with mild/moderate disabilities. SPED 646 Advanced Collaborative Partnerships and Effective Communication in School Settings Students in this advanced course will examine and analyze theories, research, and best practices for collaborative partnerships and effective communication within their own school settings and, professional and family environments. The culminating course activity will be an in-service presentation to teachers, other professionals, and families. SPED 647 Transition and Career Education Students in this seminar will gain an understanding of transition planning and career education for students with disabilities. Students will demonstrate the ability to write and implement successful transition plans for students transitioning out of public education. Students will learn about career services for people with disabilities available from educational and community agencies. SPED 649 Induction Evaluation This field-based seminar course will evaluate and finalize candidates Professional Level II Induction Plan and Professional Development Portfolio. The candidate will work with the university semianr leader and Professional Learning Community to demonstrate and/or document proficiency in the California state standards for education specialists. The candidate will provide evidence for professional development within an identified area of need and specialization determined in SPED 641.
11 Admission Requirements for the Education Specialist: Mild/Moderate Disabilities Level II Credential Program CBEST verification Education Specialist: Mild/Moderate Disabilities Credential Level I Cumulative grade point average of 3.0 in post baccalaureate or graduate work Two letters of recommendation from professionals who are knowledgeable about the candidate s professional work, at least one of whom is the candidate s current supervisor or administrator. Letters from university faculty describing the candidate s ability to successfully complete graduate work are also recommended. Interview with the Education Programs Admissions Committee Writing Sample. A written statement of purpose in a word essay. This essay includes reflections on personal and professional goals, and how the candidate plans to acquire the knowledge and skills in order to achieve these goals. Evidence of Employment as a Special Education Teacher. The Educational Specialist: Mild/Moderate Disabilities Credential Level II requires the student to be employed as a Special Education Teacher.
12 Requirements for Program Maintenance in the Education Specialist: Mild/Moderate Disabilities Level II Credential Program As a condition of remaining in the program, students must maintain a grade point average of 3.0 (B) or better with no course grades lower than a C+. The progress of students in meeting this requirement and in progressing toward completion in a timely manner will be monitored at the conclusion of each semester as part of the Induction Planning and Evaluation courses SPED 640 & 641. Candidates must continue to be employed as special education teachers in a setting with students with mild/moderate disabilities in order to participate in the program.
13 School and University Collaboration At the time of application to the CSUCI for a Level II program, when candidates identify their learning objectives they request a support provider from their district, if not assigned one. The university will verify the qualifications of the support provider. The support provider must hold a credential in the area of the candidates teaching responsibilities, have three years of teaching experience, and have permission from their local district to be a support provider. The support providers will be a credentialed staff member other than the teachers supervisor or principal. Candidates must submit a support provider request form to the university with signatures from their requested support provider and district administrator.
14 Non-University Activities Non-university activities are selected by the individual candidate in order to meet their unique needs based upon their specific emphasis and area of need as designated by their induction plan. Non-university activities are selected to round out the candidates education by providing, flexibility, diversity and a wide range of choices in professional development. Candidates complete a minimum of 5 non-university credits (NUC) throughout their program. NUC are deemed appropriate in one of two ways. All activities offered through the school district, Ventura County BTSA program, Ventura County SELPA and the Council for Exceptional Children automatically qualify as NUC. Other activities identified by the student must be approved by the University Special Education Assessment Committee. Appropriate activities are delivered by qualified individuals, supported by appropriate resources and evaluated on an ongoing basis (please see Non-university activity proposal and evaluation in your Level II handbook) NUC are calculated by the number of hours spent in the given activity, see table below. NUC Hours 1 NUC 12 hours or two full day activities 2 NUC 24 hours or four full days of activity 3 NUC 36 hours or six full days of activity 4 NUC 48 hours or eight days of activity 5 NUC 60 hours or ten full days of activities Candidates must submit evidence of non-university activities in their portfolio. Evidence can include certificates of completion, summary of activities completed written by the candidate, or handouts from the activity organizer.
15 Education Specialist: Mild/Moderate Disabilities Level II Portfolio Guidelines The Professional Portfolio is a collection of the candidate s best work and documents the candidates knowledge and skills in performing the duties of a special education teacher. The portfolio documents the candidate s competence in each of the State Standards of Quality and Effectiveness for Education Specialist Credential Programs. Portfolio Document Cover Letter Verification of Employment as a Mild/Moderate Special Education Teacher Section I-- Standards and Competences Plan Section II Strength & Need Plans and Reflections A. Summary of Area of Strength, tied into a standard. Evidence of Knowledge and Growth of Specific Emphasis Area (This is a reflection tie in course work and non-university activities as evidence) B. Summary of Area of Need, tied into a standard. Evidence of Growth in Area of Need (This is a reflection tie in course work and non-university activities as evidence) C. Evidence of competence in the California State Standards of Quality and Effectiveness * Include a minimum of two original artifacts for both the area of strength and need. Section III Non-University Activity Documentation. Provide a list of these, and tie into standards. Provide copies of certificates. The CCTC Standards of Quality and Effectiveness Standard 13: Data-Based Decision Making Each candidate demonstrates the ability to continually analyze assessment and performance data to determine whether to maintain, modify or change specific instructional strategies, curricular content or adaptations, behavioral supports and/or daily schedules to facilitate skill acquisition and successful participation for each student. Standard 14: Advanced Behavioral, Emotional, and Environmental Supports
16 Each candidate demonstrates advanced knowledge and the ability to implement systems that assess, plan, and provide academic and social skill instruction to support students with complex behavioral and emotional needs. Each candidate works with educational, mental health, and other community resources in the ongoing process of designing, implementing, evaluating and modifying identified supports to ensure a positive learning environment. Standard 15: Current and Emerging Research and Practices Each candidate demonstrates knowledge of and ability to interpret, apply and disseminate current and emerging research, theory, legislation, policy and practice. Standard 16: Transition and Transition Planning Each candidate demonstrates knowledge of and the ability to implement factors associated with successful planning and implementation of transitional life experiences for students with mild/moderate/severe disabilities. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students. Standard 17: Development of Specific Emphasis The curriculum for the Professional Level II Education Specialist program provides opportunities to build upon the foundation of the Preliminary Level I Education Specialist Credential program, expanding the scope and depth of study in specific content areas, as well as expertise in performing specialized functions. Standard 18: Assessment of Students The Level II program provides opportunities for each candidate to acquire skills and proficiency in identifying, describing, selecting, and administering a variety of standardized and non-standardized, formal and informal assessment procedures, and in using and interpreting these in a manner that is responsive to the cultural, socio-economic, and linguistic characteristics of individual students. Standard 19: Curriculum and Instruction The Level II program offers adequate opportunities for each candidate to acquire the knowledge and skills to teach, adapt, modify and integrate curriculum appropriate to the educational needs of students with mild/moderate disabilities. Standard 20: Collaboration and Consultation The Level II program provides opportunities for each candidate to develop skills in communication, collaboration and consultation with teachers and other school personnel, community professionals, and parents. Each candidate is able to communicate relevant social, academic, and behavioral information in the areas of assessment, curriculum, behavior management, social adjustment, and legal requirements. Each candidate is prepared to serve in a coordination function before, during and after special education placement has been made.
17 SPECIAL EDUCATION PROGRAM CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS Notification to the School District & Support Provider Request The Special Education Program at CSU Channel Islands works collaboratively with the school districts of Ventura County to prepare future education specialists for positions of special education teachers. The educator named below is applying to the Education Specialist Mild/Moderate Level II credential program. Once admitted, this educator will require the assistance of a support provider who is a credential mild/moderate special education teacher in your school district. It is our intention, that working together we can support this candidate in their induction program. Candidate Completes This Section: Name of Applicant for Ed Specialist Level II Mild/Moderate Credential: School/site of applicant Candidate s preference for support provider School/site of suggested support provider School or District Representative to the Special Education Program completes this section: I am aware that the above named applicant may be admitted to the Education Specialist Level II Credential Program at CSU Channel Islands and the district will be expected to collaborate in the preparation of this candidate by providing an district support provider for this individual. Concern, if any: Confidential concerns may be addressed by calling the Education Specialist Level II Credential Program Coordinator at CSU Channel Islands. ( ) or Signature Date Please print name Phone
18 Level II Education Specialist Credential Standards & Competencies Assessment Matrix Standard University Coursework Fieldwork Non-University Activities Standard Met Standard13. Data-Based Decision Making 13a. Analyze student SPED 643 performance data and analyze to determine if outcomes have been met 13b. Conduct outcomes SPED 643, SPED 646 driven educational program using data from colleagues, families, students, performance data and observations to adjust instruction and daily routines 13c. Use informal SPED 642, SPED 643 assessment and collaboration to meet ongoing needs of students for communication, social/behavioral, health care, motor, mobility and sensory function. 13d. School and Community SPED 642, SPED 643 assessment to create adaptations as needed 13e. Adapt general SPED 643
19 Standard University Coursework Fieldwork Non-University Activities Standard Met education curriculum, preplanned and on-the-spot 13g. Evaluate instructional SPED 643 strategies (cooperative groups, heterogeneous groups) 13h. design, implement and SPED 643 evaluate instructional sequences for concepts, rules, and strategies in math, reading and other content areas Standard 14. Advanced Behavioral, Emotional and Environmental Supports 14a. participate on behavior SPED 642 intervention team implementing, evaluating and adjusting behavior support plans 14b. collaborate with SPED 642 community agencies 14c/14k/14l. Identify indicators of crisis of life threatening situations as part of functional assessment; use non-invasive crisis SPED 642
20 Standard University Coursework Fieldwork Non-University Activities Standard Met management; develop activities for before, during and after crisis episode 14d. social skills instruction SPED 642, 14h. Use non-aversive SPED 642 techniques for managing behavior 14e/19a. teach study skills, SPED 642, SPED 643 organization, listening, notetaking, textbook reading 14f/19e. demonstrate and SPED 642, SPED 643 implement procedures for promoting generalization of learning strategies, study skills and social behaviors 14 g. integrate academic SPED 642, SPED 643 instruction and behavior management 14i. provide corrective SPED 642, SPED 643 feedback for students 14j/14m. communicate with SPED 642 physicians about behavior; describes effects of prescription and non prescription medication 14 n. collaborates to examine viability and value of accommodations to SPED 642
21 Standard University Coursework Fieldwork Non-University Activities Standard Met assure post school behavior/ social supports 14o. identify issues, SPED 642, SPED 647 resources and techniques for transition students with behavior needs from restrictive to less restrictive settings 14p. delineate theoretical approaches for students with emotional and behavioral needs SPED 642 Standard 15 Current and Emerging Research and Practice 15a. demonstrate knowledge and application of current and emerging theories and research in education 15b. demonstrate knowledge of litigation and policies that impact students with disabilities 15c. implement educational programs that reflect current best practice SPED 641, SPED 642, SPED 643, SPED 646, SPED 647 SPED 641 SPED 641, SPED 643
22 Standard University Coursework Fieldwork Non-University Activities Standard Met 15d. participate in district SPED 641, SPED 646 and community to facilitate the development of policies and practices that reflect current information. Standard 16 Transition and Transition Planning 16a. examine stages of life SPED 647 development for students with disabilities with regards to transitions 16b/16c. collaboratively SPED 647 develop and implement transition plans for movement from one educational environment to another, from school to community and for independent living 16d. Promote student choice SPED 647 making, self-direction and student advocacy for secondary transition Standard 17 Development of Specific Emphasis 17b/17e. Student selects SPED 640, SPED 649
23 Standard University Coursework Fieldwork Non-University Activities Standard Met and successfully develops and area of expertise and demonstrates application and integration of theory and practice in the field Standard 18. Assessment of Students 18a. Develop and implement individualized assessment plans with non-biased, non- SPED 642, SPED 643 discriminatory assessments 18b/18h. Select design, administer and interpret, informal assessments (questionnaires, observations, performance graphs, work samples, portfolio and student records) 18c/18i. Identify and use non-biased assessments for students from culturally diverse backgrounds, linguistically diverse backgrounds and different socio-economic levels 18d. Write assessment report SPED 642, SPED 643, SPED 646 SPED 642, SPED 643 SPED 642, SPED 643
24 Standard University Coursework Fieldwork Non-University Activities Standard Met SPED 642, SPED 643, SPED e. Communicate assessment results and implications to general education teachers, families and other professionals. 18f. Demonstrate knowledge of research, issues, law, policies and procedures for screening and referral for students with disabilities 18g. Use performance data to modify learning environments Standard 19. Curriculum and Instruction 19b. Select, modify and evaluate validated curriculum for appropriate projected outcomes 19c. Teach life skills for employment and independent living 19d. Describe instructional procedures for students from diverse backgrounds 19f. Evaluate software and develop lesson plans that incorporate software and SPED 641, SPED 643 SPED 642, SPED 643 SPED 642, SPED 643 SPED 643, SPED 647 SPED 642, SPED 643, SPED 647 SPED 643
25 Standard University Coursework Fieldwork Non-University Activities Standard Met other technologies 19g. Encourage selfadvocacy SPED 642, SPED 643 in students Standard 20. Collaboration and Consultation 20a. Demonstrate use of SPED 646 group process strategies 20b. Uses culturally competent strategies in working with families from SPED 646 diverse cultures 20c. Demonstrate a systematic and collaborative problem-solving approach 20d. Coordinate referral and assessment procedures 20e. Demonstrate competence in planning and supervising paraprofessionals 20f. Plan and present special education in-service 20g. Collaborate with community agencies to provide resources and services to students with special needs. SPED 642, SPED 643, SPED 646 SPED 642, SPED 643, SPED 646 SPED 643, SPED 646 SPED 646 SPED 646, SPED h. Collaborate with SPED 643, SPED 646
26 Standard University Coursework Fieldwork Non-University Activities Standard Met general education teachers in using evaluation data to modify instruction and curriculum 20i. Describe factors in SPED 646 conflict resolution and evaluate effectiveness in this area. 20j. Assist other teachers SPED 646 with the development of classroom management plans ** Letters stand for bullet points in sequence as listed in CCTC Standards of Program Quality and Effectiveness for Professional Level II Education Specialist Credential Programs.
27 California State University Channel Islands Education Specialist: Mild/Moderate Disabilities Level II Specific Emphasis Assessment Worksheet (SPED 640 & 649) Student University Supervisor District Support Provider Date Semester of Study Estimated date for review Area of Expertise Provide a brief description of the area of expertise you plan to pursue. Learning Objective: Coursework (CSUCI) Fieldwork (meetings, courses taught, students needs) Non-University Activities (BTSA, conferences, workshops) Summary/Description: Prospective Evidence of Accomplishment (artifact): Area of Need Provide a brief description of the area of need you will focus on. Provide details of why this is an area of need within your teaching. Learning Objective: Summary/Description
28 Prospective Evidence of Accomplishment (artifacts):
29 Non-University Activity Proposal California State University Channel Islands Candidate s Name Title of Non-University Activity Presenter(s) Names and Title Sponsoring Agency Activity Location and address Date(s) of Activity Total number of contact hours of activity Please answer the following question and attach program brochure. 1. Based on your Level II Specific Emphasis Plan and Standards and Competencies Plan, how does this activity assist you in meeting your learning objectives? 2. Do the presenters have adequate professional knowledge, experience, and understanding of professional development strategies for special education credential candidates? 3. Will the sponsoring agency of the activity provide an evaluation to determine the effectiveness of the activity? Approved by: Candidate Date CSUCI Special Education Curriculum Committee Date University Advisor Date
30 Non-University Activity Final Report California State University Channel Islands Candidate s Name Title of Non-University Activity Presenter(s) Names and Title Sponsoring Agency Activity Location and address Date(s) of Activity Total number of contact hours of activity Please answer the following questions and attach program brochure. 4. Based on your Level II Specific Emphasis Plan and Standards and Competencies Plan, how did this activity assist you in meeting your learning objectives? 5. What will you be able to implement in your own practice that you learned at this activity? 6. Did the presenters have adequate professional knowledge, experience, and understanding of professional development strategies for special education credential candidates? 7. Did the sponsoring agency of the activity provide an evaluation to determine the effectiveness of the activity? Approved by:
31 Candidate Date CSUCI Special Education Curriculum Committee Date University Advisor Date *
PROPOSAL TO OFFER A NEW ACADEMIC PROGRAM/ MAJOR IN FALL 2004 (LONG FORM) Proposed Name of Degree: Options/ Emphases in the Degree: Specialization: Principals Leadership Faculty Proposing New Program: Joan
CSU Chico Educational Leadership and Administration Program Summary Program Design The Educational Leadership and Administration Program is located in the School of Education under the leadership of the
PROPOSAL TO CHANGE THE ACADEMIC MASTER PLAN Proposed Name of Degree: B.A. Degree in Early Childhood Studies Faculty Proposing New Program: Maria K. Denney, Ph.D. & Joan Karp, Ph.D. Review and Approval:
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
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
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
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
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
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
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
" 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,
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
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
Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
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,
Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on
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,
CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS SCHOOL OF EDUCATION ADMINISTRATIVE SERVICES PRELIMINARY PROGRAM REPORT Submitted to California Commission on Teacher Credentialing Spring 2009 Contact Information
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
California State University, Chico Chico, California 95929-0222 530-898-6421 EDUCATIONAL LEADERSHIP and ADMINISTRATION PROGRAM With an MA in EDUCATION APPLICATION PACKET Well-qualified professional school
Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based
Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure
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
Admissions Guide Administrative Services Credential Programs Excellence in Educational Leadership Administrative Services (AS) Credential Programs College of Professional Studies School of Education Harry
California State University, Fresno Education Administration Program Developing Your Leadership Portfolio September 2005 Table of Contents What is the Leadership Portfolio?........... 1 Why develop the
MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 email@example.com MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked
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
Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the
INTERNSHIP CONTRACT AGREEMENT by and between BRANDMAN UNIVERSITY and SANTA BARBARA UNIFIED SCHOOL DISTRICT Multiple Subject Internship Credential Single Subject Internship Credential Education Specialist
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
School of Education Preliminary Education Specialist Credential Mild/Moderate/Severe Disabilities Admission Guide Special Education Program College of Professional Studies Love to Teach???? Become a special
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
Graduate Catalog 2010 2011 Special Education / 462 SPECIAL EDUCATION COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Bates, Paul, Professor, Ph.D., Emeritus, University of Wisconsin, 1978; 1978.
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Doctoral Program in Educational Leadership Application Packet Southwest Baptist University College of Education and Social Sciences Department of Graduate Studies in Education Page 1 Overview of Program
THE MASTER OF EDUCATION DEGREE IN EDUCATIONAL LEADERSHIP AND THE PRINCIPAL CERTIFICATION PROGRAM Student Handbook Lincoln University Graduate Education Program 3020 Market Street Philadelphia, PA 19104
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
Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001
California State University, Bakersfield Special Education Program Clear Credential Program Handbook Special Education Program Department of Advanced Educational Studies School of Social Sciences and Education
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
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
Education Specialist Early Childhood Certificate California State University, Chico VOLUME IV Table of Contents Standards for Early Childhood Special Education Certificate Standard 1: Typical and Atypical
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
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
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special
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
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
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
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
Policy Studies in Language and Cross-Cultural Education In the College of Education OFFICE: Education and Business Administration 248 TELEPHONE: 619-594-5155 / FAX: 619-594-1183 Accredited by the California
Graduate Catalog 2012 2013 Special Education / 475 SPECIAL EDUCATION COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Anastasiou, Dimitris, Assistant Professor, Ph.D., National and Kapodistrian
School of Education MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION : Early Childhood Education 2012-2014 Master of Science in Education () (Early Childhood Education) Purpose The Master of Science in Education
Education: Curriculum Studies & Secondary Education (CSSE) Department Office Stevenson Hall 1078 (707) 664-4203 fax (707) 664-2483 www.sonoma.edu/education Department Chair Perry M. Marker Administrative
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
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
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY
The TEKR Lexicon API Academic Performance Index State of California Department of Education accountability program that purports to measures the academic performance and growth of schools. BCLAD - Bilingual,
Organizational Report for Post-Baccalaureate Non-Degree Educator Preparation Programs (Institution, Organization, or LEA name) Page 2 of 13 Instructions for Writing the Organizational Report The Organizational
DIVISION OF GRADUATE STUDIES Jill Arnold, Director of Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
PROFESSIONAL CLEAR LEVEL II EDUCATION SPECIALIST CREDENTIAL in MILD/MODERATE DISABILITIES, MODERATE/SEVERE DISABILITES, DEAF AND HARD OF HEARING, and EARLY CHILDHOOD SPECIAL EDUCATION CREDENTIAL OFFICE
MPH Program Policies and Procedures Manual Curriculum and Advising Academic Advising Academic advisors are appointed by the chairs, in consultation with the MPH Director Curriculum Decisions All changes
Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page
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
Instructor Competencies and Performance Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET February
Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 18.104.22.168 Human Growth and Development:
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
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
National University School of Education Department of Teacher Education Teacher Education Multiple Subject/Single Subject Credential Program Clinical Practice Candidate Student Teaching Eligibility Requirements
Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists
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.,
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
MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook Overview The Graduate School Department of Education Online Student Handbook is intended to serve as a general guide for current and prospective
Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements
Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate
UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent
Unit Plan for Assessing and Improving Student Learning in Degree Programs Masters Programs in Special Education Unit: Special Education Unit Head approval: Date: April 9, 2008 SECTION 1: PAST ASSESSMENT
Report of the Accreditation Revisit to Alliant International University December, 2010 Overview This item is a follow-up of the accreditation visits to Alliant International University that were conducted
Your consent to our cookies if you continue to use this website.