College of Education Department of Early Childhood, Elementary, and Special Education

Transcription

1 College of Education Department of Early Childhood, Elementary, and Special Education PROGRAM SUBMISSION Certification: Program Plan leading to Director of Special Education Certification Governing Kentucky Regulation: 16KAR 2:010.Kentucky Teaching Certificates September 15, 2010 Revised: April 15,

2 DOCUMENT I. CONCEPTUAL FRAMEWORK... 3 A. Unit Overview... 3 B. Program Links to Conceptual Framework... 3 DOCUMENT II. ASSESSMENT... 4 A. Integration with Conceptual Framework... 4 B. Standards Based... 5 C. Assessment System... 5 D. Dispositions & Modes of Assessments... 6 E. Program Assessments... 6 F. Impact on P-12 student learning... 7 G. Use of technology for program assessment... 7 H. Assurance that assessments are accurate, fair, and consistent... 8 I. Program Requirements... 8 J. Code of Ethics 9 DOCUMENT III. PROGRAM EPERIENCES... 9 A. Course Descriptions... 9 B. Relationship to Standards C. Integration of KERA Initiatives in required DoSE Courses D. Integration of EPSB Themes in required DoSE courses E. Other Program Experiences F. CEC Standards G. ISLLC Standards.24 H. TSSA Standards..25 IV. PROGRAM FACULTY V. PROGRAM CHECKSHEET VI. Appendix A: Links to Program Syllabi

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

4 effective implementation of special education laws, regulations, and specially designed instruction that will bring about improved student achievement. Coursework required to complete this program is designed to require candidates to apply content knowledge and skills that build on the foundation for expertise in the field of special education and educational leadership. Engaging candidates in a variety of learning experiences including problem solving, identification of barriers to student learning, and implementation of strategies to remove those barriers is an essential part of coursework or the related clinical and field component of the program. These activities require candidates to gather and examine data in order to make informed decisions concerning student learning. Candidates pose research questions and gather data designed to answer those questions. Professional dispositions are assessed through observations in field experiences, especially during the practicum course. Additionally, artifacts are collected across the program from each course and placed in the candidate s professional portfolio. This portfolio is reviewed and evaluated as a part of exit assessment process and reflects the candidates knowledge, skills, and dispositions (CEC and ISLLC Standards). Most of the program candidates are from Appalachia and therefore understand the challenges faced by the students they serve. However, though challenges are understood by program candidates, caution must be used to ensure they do not become an excuse for mediocrity. Again, the research on effective schools points to schools that are faced with many of the challenges of schools in Appalachia and yet are able to find and implement successful strategies to improve student learning, especially those students with exceptional learning needs. Extending candidates ability to design and implement and solve problems in authentic settings is intended to enrich the candidate s ability to create and deliver optimal learning experiences for the students in the schools they lead and professional growth experiences for the educators who work there. Authentic field experiences play a critical role in many of the courses and culminate in the practicum course. DOCUMENT II. ASSESSMENT A. Integration with Conceptual Framework The notion of the Director of Special Education as a supervisor of instruction as a leader of leaders, an essential component of Effective Schools Correlates, provides foundational underpinnings for many program activities. A leader of leaders is one who recognizes the strengths of stakeholders and taps into these strengths to overcome barriers to meet organizational goals. This concept aligns with the conceptual framework that celebrates the notion that understanding and sharing knowledge goes to and from the mountains. This two way exchange is meant to encourage candidates to tap into the rich resources found within the schools and communities while at the same time learning how to apply their own knowledge and skill to improve all student learning. Candidates are encouraged to participate and lead professional learning communities within their schools. Candidates work in concert with other educational leaders to provide support, guidance, and leadership 4

5 to practitioners, and more specifically, for the improvement of learning for all learners with exceptional learning needs. Accountability in the area of designing, planning, and implementing learning activities appropriate for diverse learners is reinforced through coursework and field activities. Concurrently, educators who have a knowledge base founded on the CEC Standards for Special Education Administrators and the ISLLC Standards are more likely to make effective special administrators. Practice refining the performance and dispositions needed to develop the special education administrators effectiveness in these areas occurs through a variety of assigned coursework and practicum activities. Collaboration with practicing school administrators provides candidates opportunities to experience real-life challenges and opportunities. By observing, providing input, and evaluating the activities of practicing administrators, candidates are able to build on course content and develop their own leadership skills. This practice is an important part of many class activities, as well as the practical experience. Continuous assessment is interwoven throughout each course and provides for analysis of the program. Individual and group projects are linked to CEC Standards for Special Education Administrators, ISLLC Standards, KERA/KDE Initiatives, and EPSB Themes. Additionally, assessments are tied to Conceptual Framework performance areas (content knowledge, use of data, dispositions, cultural competence and authentic field experiences). Please see individual syllabi and Standards/Goals/Themes matrix for additional information. B. Standards Based The Council for Exceptional Children (CEC) Standards for Special Education Administrators and the Educational Leadership Policy Standards Interstate School Leaders Licensure Consortium (ISLLC) provide foundational guidance in course development, activities, and assessment. Candidates participate in course requirements designed to not only develop a theoretical understanding of the standards, but enable them to implement and evaluate the standards. A matrix may be found in Document III that provides an overview of how each of the Standards is incorporated into each of the required courses. C. Assessment System with Monitoring Checkpoints for the Director of Special Education certification program Transition Point 1. Admission to program (post Masters) Assessment Data General admission to graduate study Minimum of 750 when combining verbal and quantitative scores on the GRE or 31 on the Miller Analogies Test. A Master s degree Valid KY teaching certificate in Special Education Decision Maker(s) Department Chair Outcome Informed in writing about admission status Admission OR Denied Admission 5

6 2. Continuous Assessment 3. Program Completion The candidates advisor monitors the candidate grades and GPA. Course assignments allow for evaluation of candidate understanding and the ability to apply course content and related Standards Candidates artifacts (work to be included in portfolio) are reviewed and evaluated. Candidates consider recommendations in preparing final drafts of artifacts. The portfolio is presented as a part of their practicum experience and reflects application of program content, CEC, and ISLLC Standards. Successful completion of all required course work 3.0 GPA Successful completion of the portfolio, and a supervised practicum including an exit project. Three years teaching experience in special education. Advisor and Program Faculty Advisor Department Chair Associate Vice President for Academic Affairs If candidates fail to maintain an overall GPA of 3.0, the special education faculty member(s) and the department chair will review the candidates work. Candidates who will be unable to graduate with the required GPA will be dropped from the program. Written feedback on Portfolio assignments. Program Completion Form signed and submitted to Graduate School upon completion of all coursework. Eligible for certification as Director of Special Education D. Dispositions & Modes of Assessments Adopted program dispositions are those that have been identified as a part of the ISLLC Standards (2008). Additionally, candidates are evaluated on the dispositions included within the CEC Standards for Special Education. Candidates provide artifacts in their exit portfolios that reflect dispositions related to each of the six CEC and ISLLC standards. They are evaluated and provide a reflection for each standard, noting how their knowledge, skills, and dispositions impact their ability to implement and monitor each of the Standards. During the practicum semester, the Standards are used to develop a professional growth plan that will address knowledge, skills, and dispositions, as every administrator must strive for continued growth over their professional career. E. Program Assessments and Feedback Loops for Candidates and Program 1. Portfolio Near the end of their last semester, candidates submit a portfolio that reflects their work toward the professional position as a special education administrator. The portfolio includes artifacts from coursework as well as work candidates completed in a practical experience or on the job which are reflective of them as a leader. Program faculty members review the portfolio pieces and the 6

7 portfolio as a whole to determine the candidate s leadership skills as reflected in the artifacts. Discussion among program faculty and the cooperating school administrator supervising and mentoring the candidate in the field are related to the CEC Standards for Special Education Administrators and the portfolios are focused to help determine common areas of strength exhibited by the candidates as well as areas of concern. Areas of concern (e.g. supervision of teachers for students with special needs, professional writing) prompt program and course review, and every candidate develops a professional personal growth plan. 2. Assessment of Faculty Candidates complete the Individual Development Educational Assessment (IDEA) and departmentally developed evaluations for each course. This provides feedback from candidates on course content, usefulness of the course, and instructional strategies. 3. Portfolio results Faculty review portfolio results and have a data base that allows for long-term comparison of candidates portfolio scores. The exit portfolio is arranged by CEC Standards for Special Education Administrators. The scoring results are reviewed to ascertain the strengths/weaknesses in any one Standard. This review informs program decisions. 4. The following items are analyzed to provide a qualitative and quantitative assessment of the program: a. Candidate enrollment for each course b. Feedback from candidates completing the program on meaningfulness of course content and expectations. This feedback is utilized when considering course revisions. c. Evaluation of applicability of course content by graduates following their first year as a Director of Special Education. d. Survey of area superintendents pertaining to the Directors of Special Education whom they hire. Superintendents are asked to evaluate the Director of Special Education s leadership skills and offer input into program/course revision. F. Impact on P-12 student learning Program activities designed to impact accountability assessment data include: Strategies for disaggregation of data and development of instructional strategies to meet identified achievement gaps; analysis of the district s special education budget, case study analysis to identify barriers to learning (i.e. school problem solving) and implementation of strategies to address barriers. The Kentucky Continuous Monitoring Process (KCMP) for Special Education programs is also used by the DoSE program to periodically review the Director of Special Education s progress toward implementation of appropriate programs for students with exceptional learning needs. G. Use of technology for program assessment Beginning with the academic year Morehead State University implemented the WEAVE system. WEAVE is a web-based assessment system that helps manage accreditation, assessment and quality improvement processes. Prior to WEAVE the Datatel Webadvisor, AIMS system and unit assessment processes were used to provide candidate advising and program assessment information. When fully implemented ( academic year was the first year of use of WEAVE for this program) the Early Childhood, Elementary, and Special Education Department results will provide longitudinal data reflecting trends of candidate success on the exit portfolios and evaluations. 7

8 H. Assurance that assessments are accurate, fair, and consistent Candidate and program assessments rely on multiple sources ensuring a balance of input and triangulation of data. Taken as a whole these data allow for more than a snapshot of program or candidate effectiveness and quality. Candidates are evaluated using the Council for Exceptional Children (CEC) Standards for Special Education Administrators, specifically to demonstrate best practices of the Specialty Professional Association and the recognized national standards. This allows for meaningful and fair assessment of candidates across the program as compared to other programs in the state and nation. Candidates are made aware of the university s appeal process and are encouraged to file an appeal if they believe they have not been treated accurately, fairly, or consistently. Additional information regarding student complaint procedures may be found in the Graduate Catalog. Procedures for students to file grievances are outlined in UAR and can be found at I. Program Requirements This program is a 27-semester hour, two-level program. Level 1 consists of 6 semester hours of a course in Assessment and one in Curriculum Development. Initial certification is issued for a three-year period after completion of Level 1. Level 2 consists of 21 semester hours of Leadership, School Law, and Special Education Programming. The professional certificate is issued after completion of the Level 2 courses, including a supervised practicum experience and a portfolio presentation. This certification program may lead to a Rank I; however, candidates must have a minimum of 60 hours, including the master's degree. The advisor must approve hours required beyond the Master s degree and outside of the certification program. Requirements for Admission 1. The candidate must have earned a GPA of 3.0 or above on all graduate work attempted. 2. A GRE minimum combined score of 750 (verbal and quantitative) or a minimum 31 raw score ( Scaled Score) on the Miller Analogies Test. 3. The candidate must have successfully completed three years of full-time teaching in special education for certification to be issued. 4. The candidate must have completed a Master's degree in special education. 5. The candidate must possess a valid teaching certificate in special education. Requirements for Program Completion 1. Satisfactorily complete all course work and classes as required and possess a cumulative 3.0 GPA. 2. Apply for completion in the Graduate Office at the beginning of the semester they plan to finish all coursework. 3. Must be unconditionally admitted. 4. Must successfully complete a professional portfolio and a supervised practicum (6 semester hours 100 clock hours). The portfolio and practicum requirements must be submitted during the practicum at least one week prior to the end of the semester in which program completion is expected. Level 1 Sem. 367, 537, or EDGC 661 Assessment of Exceptional Children Hrs. 3 8

9 EDEL 630, EDEL 632, EDSE 634, or EDMG School 3 Curriculum TOTAL HOURS Course REQUIRED Level 1 6 Level Introduction to School Leadership Administration School Law & Ethics 3 Operations of Special Education 3 Instructional Leadership in Special Education 3 Special Education Program Coordination 3 Practicum for Director of Special Education 6 TOTAL HOURS REQUIRED Level 2 21 TOTAL HOURS REQUIRED PROGRAM 27 J. Code of Ethics The Council for Exceptional Children s Code of Ethics is infused throughout the Director of Special Education Program. Every aspect of the program focuses on ethical practice. The textbook and assignments incorporate the use of ethical practices and demonstration of ethical behavior for school leaders. Assignment rubrics on each syllabus require integration of ethical behavior. In the final practicum for the Director of Special Education certification, the candidate s practice of the CEC Code of Ethics is evaluated in their application and implementation of behaviors that are specific to the roles and responsibilities of the Director of Special Education. DOCUMENT III. PROGRAM EPERIENCES A. Course Descriptions 1. EDGC 661. Measurement Principles and Techniques. Identification of educational objectives associated with test construction; table of specifications; elementary statistics, testing and non-testing procedures. Investigations of major types of tests; administration, scoring, and interpretation of test results. (Alternative for meeting this Tests and Measurements requirement are: 367. Educational Assessment OR 537. Educational Assessment of Exceptional Children) 2. A curriculum course from one of the following courses: EDEL 630. Curriculum Construction. Study of basic principles of curriculum development in local school system. EDEL 632. Elementary School Curriculum. Implications of wider goals of elementary education; relation of each area of learning to the total program, research studies, and promising classroom experiences. EDSE 634. Secondary School Curriculum. Course designed to acquaint teacher, supervisor, and administrator with nature, development, and organization of secondary school curriculum. EDMG 636. Middle School Curriculum. This course will identify the historic development of curriculum in the middle grades and the relationship of the curriculum to student development. Current curricular issues, organizational patterns and research related to middle grades will be reviewed Introduction to School Leadership Administration. A study of modern administrative theories, processes, techniques and responsibilities, with an emphasis on understanding schools as complex organizations and facilitating leadership to create a 9

10 work climate supportive of excellence in teaching and learning. Emphasis will be given to the organization and administration of the elementary school, middle grade school, and secondary school School Law & Ethics. A study of state and federal laws impacting the administration of school pupils and personnel. An investigation of legal and ethical issues as related to practical problems of school administration. 5.. Operation of Special Education Programs. The course addresses federal and state regulations, case law, fiscal management, and record keeping. 6.. Instructional Leadership in Special Education. This course addresses the following areas in instructional leadership: program development and planning, curriculum development, instruction and management. 7.. Special Education Program Coordination. This course addresses the following areas: communication with regular educators, staff supervision, professional development, community/public relations and working with parents. 8.. Practicum. Supervised practicum experience. B. Relationship to Standards Graduates of this program must demonstrate substantial growth in the skill, knowledge base and application of identified national and state-adopted standards. These identified standards include: Council for Exceptional Children (CEC) Standards for Special Education Administrators, the Educational Leadership Policy Standards -- Interstate School Leaders Licensure Consortium Standards for School Leaders (2008), the areas identified by the Kentucky Education Reform Act (KERA) and the Kentucky Education Professional Standards Board (EPSB). Coursework requires candidates to research effective leadership practices, observe practicing administrators, analyze and develop case studies, and participate in on-site leadership activities, all designed to prepare the candidate to become an effective special education director. The overlap of the experiences in the required courses is intentional. Candidates are encouraged to build upon and connect projects and assignments in an effort to help them gain an understanding of the many forces that influence programming and operation of special education programs, leadership actions and decisions,. C. Integration of KERA/KDE Initiatives in required Director of Special Education Program Courses The KERA/KDE Initiatives are focused on in both the required Educational Instructional Leadership courses () and in the Special Education courses (). The matrix below shows the course and the corresponding assignment number where the standard is met by the candidate. 10

11 SBDM, Special Education Law, and ARC MUNIS, KTIP, and KPIP Standards and Indicators for School Improvement Core Content / Accountability Testing Program of Studies Learner Goals / Academic Expectations Assignments are numbered in each syllabus. To see the activity or assessment, go to the course syllabus and then to the numbered activities/ assessments. Initiative Course Selected Activities Reflecting Integration 601 A3 thru A9, A11, A A1-A9 A1-A6 A1-A5 A1-A5 A-4, Standards met are determined by project selected 601 A A1-A3, A5-A6 A1-A3 A4-A5 A-4, Standards met are determined by project selected 601 A-10, A A1-A4, A6 A1-A5 A2, A4-A5 A-4, Standards met are determined by project selected 601 A-1 thru A-12, A-14, A A-2 A-1, A-4, A-5 A-1 thru A-5 A-1, A-3, A-4 A-4, Standards met are determined by project selected A-1, A-5 A-5 A-1, A-5 Standards met are determined by the project selected 601 A-1, A-4, A-9, A A-10 A-1 thru A-6 A-1 thru A-5 A-1, A-3, A-5 A-4, Standards met are determined by project selected 11

12 Closing the Achievement Gap Literacy / Reading Assessment Diversity D. Integration of EPSB Themes in required Director of Special Education Program courses The EBSP Themes are focused on in both the required Educational Instructional Leadership courses () and in the Special Education courses (). The themes of Technology and Code of Ethics are integrated as shown on the matrix showing the Technology Standards for School Administrators (TSSA) and the Council for Exceptional Children matrix for Special Education Administrators (specifically under CEC Standard 5).. Theme Course Selected Activities Reflecting Integration 601 A-2, A-3, A-5, A-6, A-7, A-8, A-9, A-10, A-11, A A-3, A-4, A-9 A1-A6 A1-A5 A1-A5 Standards met are determined by the project selected 601 A-1, A-2, A-3, A-4, A-5, A-6, A-8, A-9, A-13, A-15, A A-9 A1, A3, A4, A6 A1-A5 A1-A5 Standards met are determined by the project selected 601 A A-10 A1, A3, A4, A6 A1-A3 A5 Standards met are determined by the project selected 601 A A-10 A1-A4, A6 A1-A5 A1-A5 Standards met are determined by the project selected E. Other Program Experiences Candidates are engaged in a variety of field experiences during their practicum. While the experiences will vary from candidate to candidate, based on their major project and cooperating administrator, students are required to be involved in experiences that examine each of the CEC Standards for Special Education Administrators. The following list, while by no means exhaustive, represents the types of activities in which students have been involved during the practicum for director of special education: Organization and Administration Study the administrative organization of the school district. Assist with the correspondence and suggest replies for letters. Prepare documents that are required 12

13 in the cooperating administrator s office. Study administrative uses of technology. Originate office memos. Duplicate blank special education reports and complete. Finance Study the internal organization of the Business Office and how it relates to the overall operation of the special education program. Study the budget planning process and prepare actual or mock budgets. Examine the purchasing and accounting procedures. Learn procedures, prepare and follow requisitions and purchase orders through channels-including receiving and accepting the order. Visit the business office to learn functions, procedures, and to meet office personnel. Learn MUNI system and entry. Understand different spending restrictions on different budget sources. Personnel Have knowledge of procedures used to employ and dismiss personnel both professional and paraprofessional. Study the fringe benefits afforded personnel. Understand the various forms and records kept by the personnel office. Learn procedures for substitute teachers and instructional aides. Investigate and show understanding of the teacher evaluation process. Be familiar with procedures followed when employing or dismissing employees. Show ability to use due process procedures pertaining to knowledge of student and teacher rights. Confer with teacher and staff members. Conduct faculty meetings or professional development sessions. Learn use of technology in hiring, human resources, and evaluation within your district. Building and Maintenance Survey the building concerning the utilization of space and needed repairs. Study the equipment being used in the building and if more effective use might be obtained. Survey the accessibility and safety of facilities. Solicit requests from teachers on summer repairs or adaptations to be completed in classrooms. Prepare and process a work order through to its completion. Survey the school plant to determine its effect on the instructional program. Survey the school properties to determine if hazards exist in or around the school. School-Community Relations Attend parent-teacher organization meetings. Attend various community meetings such as city council, zoning board, civic clubs, etc. in order to enhance the relationship of the school/school district to the community. Prepare news releases for the school to be printed in the local news media. Develop a plan whereby school and community relations might be improved. Participate in a parent-teacher conference. Schedule and present an informational speaking engagement at community function, radio, or TV. Employ community members as resource specialists. Describe how you are communicating with the public thorough various public organizations. Study teachers attitudes about the school-community in which they serve. Plan school activities in observation of Public School week, American Education Week, Education-Business Day, or another similar observance. Curriculum Planning and Supervision Show knowledge of remedial programs (i.e., Title I), vocational programs, and other programs with specific emphasis. Meet with department heads to coordinate educational programs. Coordinate co-curricular activities. 13

14 Transportation and Auxiliary Services Survey the transportation program for the school district for special education students. Become familiar with other auxiliary services that may be part of the school system. Plan the transportation, including requisition requests for buses, for at least one activity. Be familiar with attendance services, health services, student activities, and community services of your district. Education Agencies and Professional Organizations Study various agencies that relate to the operation of the school such as the State Department of Education. Learn to know the professional associations that relate to the position in which you are doing your internship. Become involved in these professional organizations. Attend organization meetings or workshops. Visit the State Department of Education to find out what services are available to your school district/utilize their services. Get an introduction to the state assessment systems. Board-Superintendent-Principal Relations Attend school board meetings and administrative conferences. Read your district s school board policy and handbooks. Understand the job description of the Director of Special Education. Attend administrators meetings if allowed by your district. Understand the role and function of all central office personnel. Learn the responsibilities and duties of each area in the central office. Learn the use of technology in record-keeping, communication, and productivity. Student Personnel Register new students. Record student accounting information. Observe parent conferences, ARC meetings, or discipline cases. Work with the counselor in setting up a guidance program for special education students. Develop and implement attendance policies. Research and Professional Study Visit other districts to compare programs. Read professional journals to stay current and evaluate thinking. Help prepare a needs assessment for the district special education program. Due Process Folders Determine procedures for collecting information for due process folders. Determine procedures for validating that all records are maintained in an up-to-date fashion. Understand and utilize data from the student record-keeping system to make instructional or personnel decision. F. COUNCIL FOR ECEPTIONAL CHILDREN Standards for Special Education Administrators The CEC Standards are the focus in the Special Education courses () in the Director of Special Education program. 14

15 Standard 1 Knowledge ACC1K1 ACC1K2 Leadership and Policy Needs of different groups in a pluralistic society Evidence-based theories of organizational and educational leadership 537 Knowledge (cont.) ACC1K3 ACC1K4 ACC1K5 ACC1K6 SA1K1 SA1K2 SA1K3 Emerging issues and trends that potentially affect the school community and the mission of the school National and state education laws and regulations Current legal, regulatory, and ethical issues affecting education Responsibilities and functions of school committees and boards Models, theories, and philosophies that provide the foundation for the administration of programs and services for learning needs and their families Historical and social significance of the laws, regulations, and policies as they apply to the administration of programs and the provision of services for learning needs and their families Local, state, and national fiscal policies and funding mechanisms in education, social, and health agencies as they apply to the provision of services for learning needs and their families

16 Standard 1 Skills ACC1S1 ACC1S2 ACC1S3 ACC1S4 SA1S1 SA1S2 SA1S3 SA1S4 SA1S5 Leadership and Policy Promote a free appropriate public education in the least restrictive environment Promote high expectations for self, staff, and individuals with exceptional learning needs Advocate for educational policy within the context of evidencebased practices Mentor teacher candidates, newly certified teachers and other colleagues Interprets and applies current laws, regulations, and policies as they apply to the administration of services to individuals with exceptional learning needs and their families Applies leadership, organization, and systems change theory to the provision of services for learning needs and their families Develops a budget in accordance with local, state, and national laws in education, social, and health agencies for the provision of services for individuals with exceptional learning needs and their families Engages in recruitment, hiring, and retention practices that comply with local, state, and national laws as they apply to personnel serving individuals with exceptional learning needs and their families Communicates a personal inclusive vision and mission for meeting the needs of individuals with exceptional learning needs and their families

17 Standard 2 Knowledge ACC2K1 Program Development and Organization 537 Effects of the cultural and environmental milieu of the individual and the family on behavior and learning ACC2K2 ACC2K3 ACC2K4 ACC2K5 ACC2K6 SA2K1 SA2K2 SA2K3 Skills ACC2S1 Theories and methodologies of teaching and learning, including adaptation and modification of curriculum Continuum of program options and services available to learning needs with exceptional learning needs Prereferral intervention processes and strategies Process of developing individualized education plans Developmentally appropriate strategies for modifying instructional methods and the learning environment Programs and services within the general curriculum to achieve positive school outcomes for learning needs Programs and strategies that promote positive school engagement for individuals with exceptional learning needs Instruction and services needed to support access to the general curriculum for individuals with exceptional learning needs Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences 17

18 Standard 2 Program Development and Organization (cont) Skills ACC2S2 Connect educational standards to specialized instructional services ACC2S3 Improve instructional programs using principles of curriculum development and modification, and learning theory ACC2S4 Incorporate essential components into individualized education plans SA2S1 Develops and implements a flexible continuum of services based on effective practices for learning needs and their families SA2S2 Develops and implements programs and services that contribute to the prevention of unnecessary referrals SA2S3 Develops and implements an administrative plan that supports the use of instructional and assistive technologies 537 Standard 3 Knowledge ACC3K1 SA3K1 Skills ACC3S1 Research and Inquiry Evidence-based practices validated for specific characteristics of learners and settings Research in administrative practices that supports individuals with exceptional learning needs and their families Identify and use the research literature to resolve issues of professional practice

19 Standard 3 Skills ACC3S2 ACC3S3 Research and Inquiry (cont) Evaluate and modify instructional practices in response to ongoing assessment data Use educational research to improve instruction, intervention strategies, and curricular materials 537 SA3S1 SA3S2 SA3S3 Engages in data-based decisionmaking for the administration of educational programs and services that supports exceptional learning needs and their families Develops data-based educational expectations and evidence-based programs that account for the impact of diversity on individuals with exceptional learning needs and their families Joins and participates in professional administrative organizations to guide administrative practices when working with individuals with exceptional learning needs and their families Standard 4 Individual and Program Evaluation Knowledge ACC4K1 ACC4K2 ACC4K3 ACC4K4 Evaluation process and determination of eligibility Variety of methods for assessing and evaluating individuals with exceptional learning needs performance Strategies for identifying learning needs Evaluate a student s success in the general education curriculum

20 Standard 4 Individual and Program Evaluation Knowledge (cont.) SA4K1 Models, theories, and practices used to evaluate educational programs and personnel serving learning needs and their families 537 Skills ACC4S1 ACC4S2 ACC4S3 ACC4S4 SA4S1 SA4S2 SA4S3 SA4S4 Design and use methods for assessing and evaluating programs Design and implement research activities to examine the effectiveness of instructional practices Advocate for evidence-based practices in assessment Report the assessment of learning needs performance and evaluation of instructional programs Advocates for and implements procedures for the participation of learning needs in accountability systems Develops and implements ongoing evaluations of education programs and personnel Provides ongoing supervision of personnel working with learning needs and their families Designs and implements evaluation procedures that improve instructional content and practices 20

21 Standard 5 Professional Development and Ethical Practice Knowledge ACC5K1 Legal rights and responsibilities of learning needs, staff, and parents/guardians ACC5K2 Moral and ethical responsibilities of educators ACC5K3 Human rights of individuals with exceptional learning needs and their families SA5K1 Ethical theories and practices as they apply to the administration of programs and services with learning needs and their families SA5K2 Adult learning theories and models as they apply to professional development programs SA5K3 Professional development theories and practices that improve instruction and instructional content for learning needs with exceptional learning needs SA5K4 Impact of diversity on educational programming expectations for learning needs SA5K5 Principles of representative governance that support the system of special education administration Skills ACC5S1 ACC5S2 Model ethical behavior and promote professional standards Implement practices that promote success for individuals with exceptional learning needs

22 Standard 5 (cont) Professional Development and Ethical Practice Skills ACC5S3 Use ethical and legal discipline strategies ACC5S4 Disseminate information on effective school and classroom practices ACC5S5 Create an environment which supports continuous instructional improvement ACC5S6 Develop and implement a personalized professional development plan SA5S1 Communicates and demonstrates a high standard of ethical administrative practices when working with staff serving learning needs and their families SA5S2 Develops and implements professional development activities and programs that improve instructional practices and lead to improved outcomes for learning needs and their families 537 Standard 6 Knowledge ACC6K1 ACC6K2 SA6K1 SA6K2 Collaboration Methods for communicating goals and plans to stakeholders Roles of educators in integrated settings Collaborative theories and practices that support the administration of programs and services for with individuals with exceptional learning needs and their families Administrative theories and models that facilitate communication among all stakeholders

23 Standard 6 Collaboration (cont) Knowledge SA6K3 Skills ACC6S1 ACC6S2 SA6S1 SA6S2 SA6S3 Importance and relevance of advocacy at the local, state, and national level for individuals with exceptional learning needs and their families Collaborate to enhance opportunities for learners with exceptional learning needs Apply strategies to resolve conflict and build consensus Utilizes collaborative approaches for involving all stakeholders in educational planning, Implementation, and evaluation Strengthens the role of parent and advocacy organizations as they support individuals with exceptional learning needs and their families Develops and implements intraand interagency agreements that create programs with shared responsibility for individuals with exceptional learning needs and their families 537 SA6S4 SA6S5 SA6S6 Develops seamless transitions of learning needs across educational continuum and other programs from birth through adulthood Implements collaborative administrative procedures and strategies to facilitate communication among all stakeholders Engages in leadership practices that support shared decision making 23

24 Standard 6 Collaboration (cont) Skills SA6S7 Demonstrates the skills necessary to provide ongoing communication, education, and support for families of individuals with exceptional learning needs SA6S8 Consults and collaborates in administrative and instructional decisions at the school and district levels 537 G. Relation of the ISLLC Standards to the Director of Special Education Program The ISLLC Standards are focused on in both the required Educational Instructional Leadership courses () and in the Special Education courses (). Standard 1 Functions A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans Standard 2 Functions A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning 24

25 I. Monitor and evaluate the impact of the instructional program Standard 3 Functions A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning Standard 4 Functions A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners Standard 5 Functions A. Ensure a system of accountability for every student s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling Standard 6 Functions A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies 25

26 H. RELATIONSHIP OF THE TSSA STANDARDS TO THE DIRECTOR OF SPECIAL EDUCATION PROGRAM The TSSA Initiatives are focused on in both the required Educational Instructional Leadership courses () and in the Special Education courses (). Standard I. Leadership and Vision Educational Leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision B. maintain as inclusive and cohesive process to develop, implement, and monitor a dynamic, longrange, and systemic technology plan to achieve the vision C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology D. use data in making leadership decisions E. advocate for research-based effective practices in use of technology Standard II Learning and Teaching Educational Leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement B. facilitate and support collaborative technologyenriched learning environments conducive to innovation for improved learning C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners D. facilitate the use of technologies to support and enhance instructional methods that develop higherlevel thinking, decision-making, and problem-solving E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology Standard III Productivity and Professional Practice Educational Leaders: A. model the routine, intentional, and effective use of 26

27 technology B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity D. engage in sustained, job-related professional learning using technology resources E. maintain awareness of emerging technologies and their potential uses in education F. use technology to advance organizational improvement Standard IV. Support, Management, and Operations Educational Leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies B. implement and use integrated technology-based management and operations systems C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles Standard V Assessment and Evaluation Educational Leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions D. use technology to assess, evaluate, and manage administrative and operational systems 27

28 Standard VI Social, Legal, and Ethical Issues Educational Leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology C. promote and enforce privacy, security, and online safety related to the use of technology D. promote and enforce environmentally safe and healthy practices in the use of technology E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources I. PROGRAM FACULTY Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role Faculty Rank Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship (Full-time, Part-time) to the Institution Relationship (Full-time, Part-time) to the unit Relationship (full-time, part-time) to the Program Teaching or other professional experience in P- 12 Schools Dr. April D. Miller Ph.D. Special Education--Administration and Supervision The Ohio State University Special Education Professor Assistant Dean, College of Education, NCATE Specialty Area Program Reviewer, Council for Exceptional Children Governor-appointed Member of the Reading Diagnostic and Intervention Grant Steering Committee ( ) Tenure-track Full-time Full-time Full-time Teacher of students with special educational needs in KY and OH at both elementary and middle grades levels. MSU-Rowan County Schools Professional Partnership Network faculty participant for 367 (2009-current). Courses this faculty member teaches,,, Name of Faculty Member Dr. David Barnett Highest Degree Ed.D. Area(s) of Specialization Administration and Supervision University University of Kentucky Assignment/role Educational Leadership Faculty Rank Associate Professor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Published one book chapter and three peer-reviewed articles with another article under review for publication Completed nine presentations at national conferences Served on statewide task force designed to review current 28