Master of Education in Early Childhood Education, PK-4 And Special Education, PK-8 Program Proposal
Table of Contents Page Program Overview.. Statement of Need Process.. Recruitment. Candidate and New Teacher Supports.. Program Goals. Student Projections & Budget Narrative. Early Childhood Education and Special Education Program Admission Requirements. M.Ed. Program in Early Childhood Education and Special Education Certification Programs Required Courses Entrance Criteria. Retention Criteria Exit Criteria.. Implementation Details Field Experiences for Teacher Certification in Early Childhood Education and Special Education. Course Descriptions.. Faculty Appendices Appendix A Assessment Matrix Appendix B Course of Study Appendix C Proposed Budget Appendix D Advising Sheet Appendix E Program Goals and Student Learning Outcomes Appendix F Council for Exceptional Students Standards 2
Program Overview Lincoln University Education Department Early Childhood Education PK-4 and Special Education PK-8 Program Proposal Spring 201 The Pennsylvania Department of Education has recently revised the organizational structure of the Teacher Preparation and Certification Programs for those colleges and universities that offer programs leading to teacher certification. As a result, the Elementary Education certification will be eliminated as of 201. In addition, the Early Childhood Education certification will be from Pre K to 4 th grade (ages to 9) which necessitates program revisions for increased emphasis on preschool-aged children and for children in grades K through 4 while the Special Education Program covers PK-8. As of January, 2012 Early Childhood Education Programs required Special Education courses and 1 course focused on English Language Learners (ELL). A revised Early Childhood Education and Special Education Program Proposal has been submitted to PDE for teacher candidates at the undergraduate level. The Post-Baccalaureate program offered at Lincoln University s Graduate Center has been revised with the intention of using the abbreviated method to apply for program approval as specified by the Pennsylvania Department of Education. A Chapter 49 Post-Baccalaureate Program Information and Assurances Form, Program Intake Worksheet, and Program Advisement Sheet will be submitted to Lincoln University s PDE Liaison, Ms. Rae Talley. When the documents have been reviewed and approved, PDE will issue initial approval for the Early Childhood and Special Education program. The Special Education Certification (PK- 8) is an certification which requires that students have a basic certificate in Early Childhood Education, Elementary or Secondary Education to obtain certification in special education. It is not a stand alone certification. Statement of Need In order to meet the new Pennsylvania Department of Education guidelines for Early Childhood Education PK-4 and and Special Education PK-8, the Education Department has revised its existing program. The goal of the Lincoln University Education Department has been to develop a program that is approved by PDE and provides teacher candidates with opportunities to develop skills, knowledge and dispositions needed to become certified as Early Childhood Education (PK-4) and Special Education (PK-8) teachers. As the first HBCU, Lincoln University must take a leadership role in sending out African- American teachers into our school systems. Research (Center for American Progress, 2005) suggests that the need for teachers will increase; however, of greater significance to the Lincoln University Education Department is the need for African-American teachers.
Schools have played a crucial role in American communities since the late nineteenth century, and are a significant part of the daily lives of the vast majority of children and adolescents in the United States. Teachers are needed to provide instruction for the students attending these schools. With a growing population, the need for teachers in the classroom setting has been identified. Recent projections predict that two million new teachers will be needed in schools by 2015 (Center for American Progress, 2005). At current rates of growth, this would create a nationwide shortage of 870,000 teachers (Curran, 2000). Education is changing rapidly. In the past, most special education students were served in a resource or special education room. The Individuals with Disabilities Education Improvement Act (2004)(IDEA) has mandated more inclusion of special needs students in the regular classroom. The 10-12% identified (IEP) students on the move and the regular classroom teacher will be expected to serve this new population. In addition, districts estimate that another 10-15% of students are at risk due to poverty, single parent household, drug issues, etc. to join the special education program unless the regular classroom teacher can identify and provide appropriate early intervention. In other words, ALL regular classroom teachers are special education teachers. We need to train our graduates in both areas. African-Americans tend to be over-represented in the nation s special education programs. While 10-12% of all students come under the Individuals with Disabilities Improvement Education Act (IDEIA 2004), the School District of Philadelphia website shows that 16-18% of African-American students are in special education. (SDP website). There is a desperate need in our schools for African-American special education teachers who can assist in differential diagnosis to determine the true needs of this unique population. At any given time, there are an average of 20 special education teachers vacancies posted of the School District of Philadelphia. Even though the district has laid off over 500 teachers in the last few years, it still have a major shortage of certified special education teachers (SDP website) Of particular importance to the teaching profession are the limited numbers of African- American students and teachers in our schools. Research findings indicate that 4% of students in our nation s schools come from ethnically diverse backgrounds, and in our largest school districts, at least half of the students are African American and Latino (Orfield & Lee, 2007). However, in the 200-04 academic years, African American teachers represented only 7.6% of the teaching force and sadly, the number of African-American male teachers was approximately 2.4% of the full force (Murray, 2008). The 2001-2002 results were similar in Pennsylvania with African American students comprising14.8% of public school students while 5.% of the teaching force were African American (Education Policy and Leadership Center, 200). The absence of a sufficient number of teachers of color is an important matter. All students benefit from exposure to effective teachers of color who serve as role models and authority figures in the school. Decades ago, the Carnegie Forum on Education and the Economy (1986) asserted, We cannot tolerate a future in which both white and minority children are confronted with almost exclusively white authority figures in their schools (p.2). To compound the problem, urban districts experience high rates of teacher burnout, which create low rates of retention. 4
To meet the growing need for teachers, particularly African-American highly qualified teachers, the Education Department developed the Early Childhood Education and Special Education Program at the Post-Baccalaureate level with the goal of providing teacher candidates with a program that meets the required competencies outlined in the PDE Framework for Grades Pre K-4 Program Guidelines. In order to meet both the content and field requirements, our teacher candidates are placed in suburban and urban school settings. At least one field experience must take place in each of the following: placement in an inclusive classroom, placement in a B-PK setting, placement in a K-1 setting, placement in a grade 2-4 setting, and placement in a public school setting or a PK program sponsored by a school district. Students must complete at least 50% of their practicums with special needs children. A total of 190 field experience hours is required prior to student teaching. Lincoln University should be the natural choice for students wanting to serve special needs students in an urban setting. Process Education Department faculty members received notice of PDE guidelines through PDE communication networks and faculty meeting discussions. In preparation for revising the M.Ed. Program in Early Childhood Education and Special Education, from 2008 until present, graduate program faculty members have 1) attended PDE meetings related to ECE guidelines and the development of accommodations and adaptations, 2) attended early literacy workshops, ) met as a department to discuss necessary revisions and assign responsibilities for writing the program proposal, 4) attended Monarch Center conferences which focus on early childhood education and special education, 5) joined the Council for Exceptional Children and the Division of Early Childhood, 6) obtained online information from other Pennsylvania who had rewritten ECE programs, 7) met with undergraduate faculty for advice and support in report writing, 8) observed in six inclusive classrooms grades PK, 1, 2,, and 6, 9) interviewed the teachers of the observed classrooms for guidance and suggestions to create an effective program, 10) worked with a consultant and other persons in the field in discussing the goals, needs, knowledge and skills that candidates should possess to be highly qualified teachers in ECE programs, 11) selected textbooks and wrote syllabi for 4 new programs (+1 required programs), 12) drafted the proposal based on advice, feedback, and knowledge gained in the preceding process steps, 1) received and implemented suggestions made by deans and the provost, 14) received program approval from the School of Social Sciences and Behavioral Studies, 15) presented the ECE Program Proposal to Lincoln University s Curriculum Committee and revised according to recommendations, 16) presented program proposal to faculty-at-large who voted to approve it. In addition, Lincoln University hired a full-time professor of special education to assist in the development and implementation of the special education component of the program. This professor has had vast experience in administering special education teacher preparation programs in minority universities. Recruitment Pursuant to our HBCU mission of serving underrepresented population, Lincoln University recruits students for the Early Childhood Education Program in the following ways: 1) uses the network of long-standing school district partnerships, 5
2) plans to distribute a program brochure to Philadelphia schools pending PDE program approval of the ECE and Educational Leadership Programs, ) provides program information on Lincoln University s website, updated with revised information upon program approval, 4) utilizes the service of a Graduate Education Department Recruiter who recruits Lincoln undergraduate seniors and recent graduates, makes presentation in local churches, posts flyers in area schools which also provides contact with teachers, 5) displays manned exhibits and information about Education Department programs at various community affairs, which provide access to our target population. 6) networking with graduates and current students. A recent online surveys of current graduate students indicate that they would like to obtain certification in both Early Childhood Education(PK-4) and Special Education(PK-8). Of the 29 current Early Childhood Education majors surveyed, ALL 29 said they would like to add this certification. They see a great need to improve their special education skills due to the growing demands for regular classroom teachers to accept special needs students. While the students appreciate the basic special education and ELL courses required by PDE, they see the reality in the schools where in-depth preparation and certification will only make them better teachers. Moreover, the additional special education certification makes them more employable in the current market. The Lincoln Advantages Lowest tuition of all major universities in area. Clear Timeline for Graduation Package Program - No choice in courses permitting all courses to be coordinated. Cohort Program adult learners in similar circumstances. Hydrid Methods- combination of class and online activities PECT Advanced Exam Workshops we will emphasize PECT requirements in each course. Students can complete both Early Childhood and Special Education certification in 2 years. Financial Assistance for M.Ed. and Certification Program. o Student Loan Forgiveness Program teach special education in low income schools for 5 years and federal government reduces loan amount by $17,000 (?) o TEACH Grants agree to teach special education in low income schools and receive free tuition. Candidate and New Teacher Supports To assist with the induction experience for first-year teachers as well as teacher candidates, the Education Department of Lincoln University will provide the following: 1. Consultation services will be provided through the web. Inservice and pre-service teachers will have access to university personnel, practitioners, first-year teachers, and teacher candidates through web-based discussion, logs, and additional links. 2. Observation of teacher candidates will occur during the preparation program. First-year teachers may request additional observations as needed.. Online surveys will be provided to novice teachers and their employers to evaluate perceived efficacy and to determine areas for improvement and growth. 6
Program Goals Goals for the M.Ed./certification programs in Early Childhood Education and Special Education are to (1) prepare and graduate students to be ready for doctoral programs and teaching positions in public and private schools PK-4 and Special Education (PK-8), (2) prepare students to successfully complete standardized testing required for PDE teaching certification () provide a nurturing, supportive environment in which students will gain the knowledge, skills, and professional dispositions to effectively advance the learning of all young children (4) provide opportunities for faculty and students to conduct research that adds to the knowledge base in the field of Education, (5) provide opportunities for students to conduct themselves in accordance with Pennsylvania s Code of Professional Practice and Conduct for Educators, and (6) provide opportunities for faculty to participate in ongoing professional development through membership in professional education associations and other education-related agencies designed to improve the educational lives of children. Method of Delivery To meet the needs of our students and to compete in the current masters in special education market, Lincoln University will need to adopt a user-friendlier teacher preparation model. This will include the following features: Cohort students will be placed in cohort of 15 students. This is the standard practice used in graduate education. New Cohorts will begin in the Fall and Spring semesters. 2 - year students will complete the 54-60 credit requirement for the M.Ed. in Early Childhood PK-4 and Special Education PK-8 over a 2-year period 4 semesters and 1 summer session. Hybrid all courses will be offered in a hybrid system of delivery, which combines both classroom and online activities. The online portion of each course will not exceed 49% of the overall course time. Weekend Lincoln has a long and successful tradition of offering master level programs on weekends. This program will be presented on weekends. 7- week courses The Graduate Center has divided each semester into 2-7 week sessions. This new weekend program will follow the existing Lincoln graduate model, which is part of the university s Colleague system. No adjustments will be needed for registration, grading, etc. All of these methods are currently being used in graduate programs at Lincoln University. This new program simply combines all of the latest educational approaches that we as Lincoln educators know meet the needs of adult learners striving to obtain a masters degree in education and teacher certification. The student requirements for this program fall into broad categories, which will have to be addressed in the first 2 years of the new program. After this transition time, it should be a straight Cohort program. 7
Existing Students a. In a recent survey of current M.Ed.- ECE students, 29 students stated they wanted to add the Special Education certification. This means that these students will need to be grouped into a special cohort so they can meet these requirements. This Cohort would take a maximum of 18 months to complete the proposed program. b. The remaining ECE students would like to continue in the current ECE. Graduates We have a number of graduates who completed their M.Ed. in ECE or Elementary education who have indicated they would come back to obtain the special education certificate. The new program would allow them to return in a Cohort to complete the requirements in a 1-year program. We would offer a special Cohort each Fall and Spring semesters for this Certification track. Graduates of other universities may certainly qualify for this Certification track. New Cohort The overall goal is to recruit a new cohort each Fall and Spring semester. This should be the basic model within 2 years. Student Projections & Budget Narrative Four full-time faculty members in the Education Department are qualified to teach courses in the Early Childhood Education and Special Education program. Two faculty members have specific qualifications in special education. The budget narrative is based on additional adjunct instructors required to teach the full range of courses. See Appendix for detailed budget. Early Childhood Education Program And Special Education Admission Requirements Entrance Criteria (Admission Requirements) 1. possess an undergraduate degree from an accredited college or university (that includes 6 credits of mathematics and 6 credits of English Composition and Literature) 2. provide official transcripts of undergraduate and graduate course work. show evidence of a minimum.0 cumulative GPA (on a scale of 4.0) in undergraduate course work --or-- a minimum.0 cumulative GPA (on a scale of 4.0) for a minimum of 12 graduate-level credits (for Lincoln University course work) 4. submit a completed Graduate Program application with a $50.00 nonrefundable application fee 5. provide an updated resume/cv 6. submit a 00-500 word essay explaining future goals based on the selected graduate 8
program 7. provide three () letters of recommendation 8. Submission of Police, Court and Child Abuse Clearances as these are required of all students who observe in the educational system. Currently employed educators and school employees must also submit copies of their clearances. 9. The student must submit an Admission E-Portfolio which contains all of the required information. The Admission s Committee will use formal rubrics to assess the application before making a formal admission decision. Students who meet the basic entrance requirement may take no more than two(2) classes without submitting a formal E-Portfolio. Mid-Point & Retention Criteria Candidates must: 1. Sign for at least two graduate level courses during each academic session to maintain the full time status. 2. Maintain a minimum.0 GPA on a 4.0 scale to stay in the program.. Passing score on Mid-Point Electronic Portfolio. 4. Pass score on the appropriate PECT examinations as determined by PDE. These tests must be passed before student teaching. 5. Abide by Lincoln University s policies on sexual harassment, class attendance, and retention policies, which may be obtained from the Office of Graduate Student Services and Admissions. Exit Criteria To be eligible for the Degree of Master of Education with a concentration in Early Childhood Education, the candidate must: 1. Complete all required course work 2. Maintain a minimum.0 GPA on a 4.0 scale. Complete the required course work within a five-year time frame 4. Successfully pass the comprehensive examination Implementation Details A. Implementation Of Entrance Criteria A Review team composed of, among others, the Graduate Education Academic Advisor, Director of Graduate Admission and Student Services, and Chair or Assistant Chair of Education Department conducts a thorough review of all applicants documents to determine if the admission requirements are met. The student must submit an Admission E-Portfolio which contains all of the required information. The Admission s Committee will use formal rubrics to assess the application 9
before making a formal admission decision. Students who meet the basic entrance requirement may take no more than two(2) classes without submitting a formal E-Portfolio. B. Implementation Of Mid-Point And Retention Criteria Students records are evaluated frequently. Those students whose grades are on the borderline of the minimum cumulative grade point average as stated in the entrance criteria will be informed in writing of their academic status. The members of the student s graduate committee will asses the student s Mid-Point E- Portfolio using approved rubrics when the student completes a minimum of 0 graduate credits. C. Implementation Of Exit Criteria The Chair or Assistant Chair of the Department of Education and the Graduate Education programs Academic Advisor upon the advice of the student s graduate committee will make the decision of whether the candidate met the published exit criteria for Master of Education with the concentration in Early Childhood Education and Special Education. The members of the student s graduate committee will asses the student s Exit E-Portfolio using approved rubrics one month prior to the graduate date. The purpose of the Exit E- Portfolio is to give the student the opportunity to demonstrate through a series of reflection papers that he or she has met the CEC and ACEI standards. Their recommendations are then forwarded to the Dean of the School of Social Sciences and Behavioral Studies for approval. 10
Course Of Study PDE requires that students who want to be certified in Early Childhood Education(PK-4 ) must complete 9 credits in Special Education and credits in Cultural Diversity. Some of this coursework may be embedded in the overall coursework and practical components. Students who want to add the Special Education (PK-8) must complete in 24 credits in special education coursework and practical components. Some of this coursework may be embedded in other courses. The proposed course of study show 16 courses in Special Education and ECE for a total of 48 credits plus 6-12 credits of student teaching. Special education course work has been embedded where appropriate. M.Ed. ECE/Special Education Cohort Program of Study FALL 201 Session A 1 EDU 661.2 Research Methods in Education Session B Session A Session B Session A Session B Session A 2 EDU 606.21 Foundations of Education EDU 612.2 Child Development 4 EDU 614.21 Foundations in Special Education 5 EDU 604.21 Educational Assessment & Data 6 EDU 607.21 Literature & Literacy SPRING 2014 7 EDU 601.21 Theoretical Foundations of Reading Instruction 8 EDU 622.21 Inclusion of Special Needs Children in the Regular Classroom 9 EDU--- Special Education Law SUMMER 2014 10 EDU--- Assistive Technology in Special Education FALL 2014 11 EDU 62.21 Methods: Science & Social Studies 12 EDU--- Instructional Strategies For Teaching Students With High Incidence Disabilities 1 EDU 625.21 Methods: Elementary School Mathematics 14 EDU--- Instructional Strategies for Teaching Students with Low Incidence Disabilities SPRING 2015 15 EDU 616.21 Cultural & Linguistic Diversity: Instructional Strategies 16 EDU 727.21 Comprehensive Examination Session B 17 EDU 501.21 Student Teaching (6) OR EDU 50.21 Student Teaching (12) 11
Special Education Certificate Program FALL 201 Session A 1 EDU 614.21 Foundations in Special Education Session B 2 EDU 622.21 Inclusion of Special Needs Children in the Regular Classroom EDU--- Special Education Law 4 EDU--- Assistive Technology in Special Education SPRING 2014 Session A 5 EDU--- Instructional Strategies For Teaching Students With High Incidence Disabilities 6 EDU 501.21 Student Teaching (6) Session B 7 EDU--- Instructional Strategies for Teaching Students with Low Incidence Disabilities 8 NA Field Experiences For Teacher Certification In Early Childhood Education Participants in teacher certification programs will experience four stages of Field Experience. Stage 1: Observation Students are observers in a variety of education and education-related settings including community-based child care, Head Start, early intervention, and school districts. Observations should occur in a range of school and early learning settings (e.g., urban, suburban, rural; high- and low-performing schools) so that students have a broad experience and learn as much as possible about early childhood (PK-4) and special education (PK-8) learners. Stage 2: Exploration This is an experience in which the candidate works under the teacher s supervision during individual tutorials or with a small group of students. Activities can include reading, math, and other subject matter experiences, tutoring children, small group conversations, outdoor play, and monitoring classroom routines and procedures. 12
The Minimum Time Requirement For Stages 1 And 2 Combined Is 48 Hours. Each course will have a minimum of 10-15 hours of observation and practicum experiences related to the course topic. Stage : Pre-student Teaching* This is the beginning of student teaching in which candidates teach small groups of students in schools and early learning settings. This field experience is a combination of individual tutorials, small group instruction, and whole class instruction at the selected grade level over the course of the semester. Students work with materials they have prepared and created for classroom instruction. THE MINIMUM TIME REQUIREMENT FOR STAGE IS 150 HOURS. THE TOTAL NUMBER OF HOURS IN STAGES 1- IS A MINIMUM OF 190. One placement will be in a B-PK setting. One placement will be in a K-1 setting. One placement will be in a grade 2-4 setting. One placement will be in any grade in a special education setting. Stage 4: Student Teaching* There is a minimum of 12 weeks full-time student teaching required. At least one experience during field experience Stage (Pre-student Teaching) AND Stage 4 (Student Teaching) will include students with special needs in inclusive settings. At least one placement during Stage or 4 will be in a public school setting or a PK program sponsored by a school district. An Intake Sheet Or Practicum Log Will Be Completed For M.Ed. Students To Determine Prior Field Experience Hours. This Practicum Log will be signed by the site teacher or principal and posted as a PDF file in the Exit E-Portfolio 1
Course Descriptions EDU 501.21 STUDENT TEACHING (12 credit hours) The course aims to review important theories and practices in education resulting from recent experimental research, to prepare the students for a period of student teaching in cooperating schools, and to supervise and direct an actual teaching experience in such schools. This course is offered to candidates who are not full-time classroom teachers when signing for this course. Since substitute teachers are not full-time teachers, they fall into this category. Lincoln University s Office of Student Teaching will make the necessary arrangements with the local school districts to have student teaching candidates assigned to classrooms that already have certified teachers who serve as cooperating teachers or mentors. Student teaching candidates will be placed in pre-kindergarten, kindergarten, or grade 1 to 4 classrooms where they will spend 14 weeks as classroom teachers closely monitored by the cooperating teachers and a graduate faculty member from Lincoln University. The student teaching candidate will spend a portion of each day working with special needs students in the regular classroom, and special education classrooms in the school. A certified and experienced classroom teacher commonly known as a cooperating teacher must be present in the class with the student teacher when the student teacher performs his or her teaching duties. The university faculty assigned to teach this course will hold post-site visitation meetings with student teachers to discuss the strengths and weaknesses observed during the visit. Such visitations must take place 4 to 6 times for a minimum of 0 minutes each visit during the semester. The university professor will remain at the site to the end of the session to meet with the student teacher and the cooperating teacher to discuss the classroom observation. EDU 50.21 STUDENT TEACHING (6 credits hours) The course aims to review important theories and practices in education resulting from recent experimental research, to prepare the students for a period of student teaching in the school where they regularly teach, and to supervise and direct an actual teaching experience in their own classrooms. Non-certified full-time classroom teachers who run their own classrooms without the company of certified teachers may sign for this course. In other words, interns or student teachers who possess an emergency certificate may sign for this course. In this case, instead of a cooperating teacher, a mentor will be assigned by the school administration to monitor the student teachers overall classroom performance. The mentor could be an experienced and certified teacher from the next classroom or from the school where he or she makes 25 frequent visits to the student teacher s classroom for evaluation. The student teaching candidate will spend a portion of each day working with special needs students in the regular classroom, and special education classrooms in the school. The university professor assigned to teach EDU 50.21 will make at least 4 visitations of 20 minutes each during the semester and hold post-observation meetings with the student teacher to discuss the observed strengths and weaknesses as well as meeting with the mentor and student teacher together or separately as needed. The student teachers will perform the teaching duties in Pre-K to 4 th grade classrooms EDU 599.22 PECT TRAINING (0 Credit hours) This course is designed for those seeking teaching certification in Early Childhood Education. The course is offered during the fall and spring semesters for 12 weeks each semester meeting for 2 hours per-week. The course will review PECT test setup, content area, and 14
scoring practices. Students will learn strategies for successful test taking, writing essays, lesson plans, and other areas that are essential for PECT tests. EDU 601.21 THEORETICAL FOUNDATIONS OF READING INSTRUCTION ( credit hours) This course is designed to provide teachers with a basic understanding of the reading process, with a focus on PK-4 learning. Emphasis will be placed on the significant research which establishes the theoretical foundation for reading instruction. Classroom discussion will include an analysis of the research and its practical application in the classroom. This course includes a field experience component of 5 hours. EDU 604.21 EDUCATIONAL ASSESSMENT AND DATA DRIVEN DECISION MAKING ( credit hours) This is an introductory course designed to provide students with an understanding of the role of assessment and evaluation as utilized in educational settings, particularly PK-4. Emphasis will be placed on assessment of students, teachers, instructional practices, and schools. Opportunities for reviewing and interpreting evaluation tools and data will be provided. The social, political, and cultural perspectives of assessment and changing paradigms will be among the topics investigated. This course includes a field experience component of 15 hours. EDU 606.21 FOUNDATIONS OF EDUCATION ( credit hours) This course reviews information on the philosophical, historical, social, cultural, political and economic foundations of both regular and Special Education. Students will analyze professional aspects of education, i.e., collective bargaining, strikes, professional organizations. Additionally, the course examines and evaluates curricular innovations in education. Students will critique contemporary issues of American education and apply their knowledge of the American educational system to developing and writing a plan to meet the learning needs for the next decade. This course includes a field experience component of 10 hours. EDU 607.21: LITERATURE AND LITERACY ( credit hours) This course will offer an exploration of literature of children and adolescents and the development of literacy through literature. The course will focus on theoretical and practical aspects of the study of literature. Students will be given opportunities to develop instructional strategies and techniques necessary for the integration of literature into the K-12 school curriculum. This course includes a field experience component of 5 hours. EDU 612.21 CHILD DEVELOPMENT ( credit hours) This course is designed to provide an understanding of the development of the typical child, ages birth to 12. It will focus on cognitive development, theories of language acquisition, and the relationship between language acquisition and mental development. Attention will also be given to the practical environmental dimensions of the day care center as they affect the learning of the preschool child. Opportunities for observation of preschool children will be provided. EDU 614.21 FOUNDATIONS IN SPECIAL EDUCATION ( credit hours) This course is designed to provide teacher candidates with the philosophies and practices in the development and education of special needs children from birth to 12. Instructional content and design will detail the cognitive, social, emotional, physical, motor, language, and literacy 15
growth children make as they progress on a developmental continuum through the primary grades. Teacher candidates will develop instructional strategies and techniques that effectively promote student learning for special needs students. EDU 616.21 CULTURAL & LINGUISTIC DIVERSITY: INSTRUCTIONAL STRATEGIES ( credit hours) This course prepares students to effectively teach children in PK-4 who are English Language Learners. Course content will include the process of English language acquisition and effective strategies that will meet the educational and social needs of English Language Learners. EDU 622.21 INCLUSION OF SPECIAL NEEDS CHILDREN IN THE REGULAR CLASSROOM ( credit hours) This course is designed to provide teacher candidates with the opportunity to acquire an understanding of literacy learning and ways of differentiating instruction to meet the needs of all students in inclusive and non-inclusive classrooms. Candidates will have opportunities to develop instructional strategies and techniques grounded in essential knowledge and skills to implement differentiated instruction (DI) in the classroom. Skillful use of DI will serve to increase student progress in literacy learning. EDU 62.21 METHODS: SCIENCE AND SOCIAL STUDIES, PK-4 (credit hours) This course is designed to provide a practical, functional approach to the design and integration of the content areas of social studies and science PK-4 settings. Major emphases include: (1) knowledge of basic social studies and science concepts and processes, (2) systematic instructional design of lessons and units, () questioning, thinking and problemsolving, (4) inclusion of literature in the study of science and social studies, (5) teaching/learning strategies, and (6) evaluation techniques. A minimum grade of B is required. EDU 625.21 METHODS: ELEMENTARY SCHOOL MATHEMATICS, PK-4 ( credit hours) This course is designed to provide an examination of mathematics instruction in PK-4 settings. Students will be given opportunities to develop instructional strategies and techniques and will use them in PK-4 settings. A minimum grade of B is required. EDU 661.21: RESEARCH METHODS IN EDUCATION ( credit hours) This course is designed to introduce students to educational research methods and datadriven decision making. Major emphasis will be placed on Action Research and Case Study research methods. Candidates will have the opportunity to apply the two research approaches to identify educational needs of targeted populations, to develop and assess educational intervention procedures and programs and to recommend areas for school improvement and policy focus. Through research and review of the literature, students will have the opportunity to develop their understanding of both quantitative and qualitative research designs, data collections, and analysis. Overall, the course will provide the student with the skills required for accessing, analyzing and contributing to knowledge in the field of education and becoming better educational and behavioral researchers. 16
EDU 726.21 COMPREHENSIVE EXAMINATION ( credit hours) This capstone graduate course is designed to provide an in-depth review of all coursework in preparation for the comprehensive examination. EDU.21 INSTRUCTIONAL STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES ( credit hours) This course is designed to permit students to examine characteristics and teaching methodologies of -12 year old (B-8) students with high incidence disabilities, which include specific learning disabilities, speech and language disorders, mild social and emotional disorders, and mild intellectual disabilities. Students are required to complete a minimum of 10 hours in observation and practicum experiences with students with high incidence disabilities. EDU.21 INSTRUCTIONAL STRATEGIES FOR TEACHING STUDENTS WITH LOW INCIDENCE DISABILITIES ( credit hours) In this course, students will examine characteristics and teaching methodologies of -12 year old (B-8) students with low incidence disabilities, which include moderate to severe intellectual disabilities, social and emotional disorders, autism, traumatic brain injury, and physical and other health impairments. Students are required to complete a minimum of 10 hours in observation and practicum experiences with students with high incidence disabilities. EDU.21 ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION ( credit hours) This course examines the role of assistive and augmentative technology within the field of special education. Students will be able to assess the technology needs of special needs students, and complete all IDEAP IFSP/IEP mandated documents. Students will develop high and low tech materials for a wide range of special needs students. EDU.21 SPECIAL EDUCATION LAW( credit hours) Students will gain a greater understanding of both federal and state special education laws including Section 504 of the Rehabilitation Act of 197, No Child Left Behind Act (NCLB), Individuals with Disabilities Education Improvement Act (IDEIA 2004), and the Family Educational Rights and Privacy Act (FERPA). Emphasis will be placed on turning educational and legal theory into practice through the use of educator workshops. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law. 17
Faculty Joanne R. De Boy, Ed. D. Dr. DeBoy, Associate Professor and Chair of the Education Department, has a BA degree from University of Michigan and both master and doctorate degrees in Psychology of Reading from Temple University. She also has certifications in Elementary Education, Reading Specialist, and Reading Supervisor as well as Elementary Principal through the Pennsylvania Department of Education. Dr. DeBoy worked as Supervisor of Reading and Language Arts in Southeast Delco School District for 4 years and as principal at Harris School and Darby Township Elementary School in Southeast Delco School District for a total of 1 years. Dr. DeBoy has taught various undergraduate and graduate level courses including Reading in the Content Area, Educational Psychology, Early Childhood and Curriculum Design and Development. Catherine Maureen DeCourcey, Ph. D. Dr. DeCourcey, Assistant Professor of Education, has a B.A. degree in Psychology from Grinnell College, an M.Ed. degree in Education with a concentration in multicultural special education from the University of Texas at Austin, and a Ph. D. degree in Education with a concentration in early childhood special education, high incidence disabilities from the University of Texas at Austin. She served in a multitude of capacities including English/Language Arts, third grade, fifth grade and kindergarten teacher; a teaching assistant, writing assistant, ED/BD teacher, Teacher Internship Supervisor and Grant Program Co- Manager (Department of Special Education), lecturer, visiting assistant professor, and assistant professor in Maryland, Texas, and Illinois. Research interests include teaching in diverse elementary schools, learners with mild disabilities, autism spectrum disorders, and teacher attitudes regarding diversity. College level courses taught include Methods of Reading Remediation, Assistive Technology for Students with Disabilities, Using Technology to Differentiate Instruction, Curriculum and Methods of Inclusion, and Introduction to Special Education and 7 others related to Special Education. Carol Ann George-Swayze, Ph. D. Dr. George, Associate Professor, received her bachelor s degree in theoretical linguistics from the State University New York at Buffalo and her Master of Education in Foreign and Second Language Education with a TESOL specialty from the same institution. She was invited as a US Department of Education Title VII research fellow in Bilingual Education, with a Specialty in Second and Foreign language Education also at the SUNY Buffalo. She has taught in higher education in both Mexico and the United States including ITESM (Instituto Tecnologico y de Estudios Superiores de Monterrey), Chihuahua and Monterrey Campuses, University of Texas at El Paso, New Mexico State University and at Lincoln University. Her interest and work in teaching Spanish led her to create a unique method of Painless Spanish published at Duquesne University. She has had both administrative and teaching positions including Director of English, and various program directorships and has taught courses both undergraduate and graduate within the Education and Language and Literacy fields. Dipali Puri, Ph. D. Dr. Puri, Assistant Professor of Education, has a B.S. degree in Elementary Education, an M.Ed. degree in Curriculum and Instruction, and a Ph. D. degree in Educational Leadership all from Penn State University. Her Master s thesis examined student learning opportunities for English Language Learners in a mainstream classroom. At Penn State University she served as an Academic Advisor, research associate, School Study Council Project Director and 18
Editor, and a Technology Support Supervisor. She taught kindergarten for 2 years in State College, Pennsylvania. Dipali was an instructor in the College of Education, Penn State University for 5 years. Elizabeth Surplus, Ed. D. Dr. Surplus, Assistant Professor of Education and Reading Specialist, has a B.S. degree in Elementary Education from the College of New Jersey, an M.A. degree in Reading Education and an Ed. D. degree in Educational Leadership both from Rowan University. She also has Principal Certification in Elementary Education and K-12 Reading Specialist Certification. Dr. Surplus has worked as a Reading Consultant and reading tutor for Haddon Township School District Child Study Team in New Jersey for one year, Adjunct Professor in the Secondary Education Department at Rowan University for three years, elementary school teacher (1 years), Reading Specialist (8 years), and as elementary school principal (9 years) in Haddon Township School District. Dr. Surplus taught many undergraduate and graduate level courses. Among graduate level courses are Foundations of Reading, Reading and Language Disabilities, Literature and Literacy, Planning and Organizing Reading Programs, and Methods in Elementary School Mathematics. Admasu E. Tucho, Ed. D. Dr. Tucho, Associate Professor, Graduate Education Programs Coordinator and Interim Assistant Chair of the Education Department, has a B.A. degree in history from Addis Baba University (Ethiopia), M. Ed. and M.S. degrees in Educational Administration and Adult & Continuing Education from Cheyney University of Pennsylvania, and an Ed. D. in Educational Leadership and Policy Studies from Temple University. He has worked as a secondary school teacher for six years, adult education instructor at Community College of Philadelphia (CCP) for 14 years, and graduate education academic advisor, coordinator, and instructor at Lincoln University s Graduate Center in Philadelphia for six years. He has taught both undergraduate and graduate level courses, including Introduction to American Education, Educational Assessment and Evaluation, Foundations of Education, Elementary and Secondary School Administration, Thesis Seminar, School Community Relations, School Law, and Curriculum Design and Development. Richard W. Fee, Ph.D. Dr. Fee, Assistant Professor, Graduate Education Program, has a B.A. degree from the University of Oklahoma, CED (Deaf Education) from the Oklahoma University of the Arts and Sciences, M.Ed. from University of Canberra (Australia), M.A. (Administration) from California State University, Northridge and Ed.S. and Ph.D. from the University of Idaho. He has served as a special education teacher, administrator and college professor for over 40 years. Prior to joining the faculty of Lincoln University Graduate Center, he was an Associate Professor and Chair of the M.Ed.- Special Education program at the University of Guam, where he trained special education teacher for the Asia-Pacific region. He was a Fulbright scholar at the University of Santo Tomas in the Philippines. His research interest include mainstreaming special needs student, special education in urban education setting, and global special education in developing nations including Philippines and South Africa. Dr. Fee has taught courses at the graduate program level at Lincoln University 19
M.Ed./Certification Programs in Early Childhood Education Pre-K to 4/Special Education PK-8 Assessment Assignments/Artifacts and Instruments of Evaluation F = Formative Assessment Courses EDU 614 Foundations in Special Education EDU 622 Inclusion of Special Needs Children in the Regular Classroom EDU 616 Cultural & Linguistic Diversity EDU Instructional Strategies For Teaching Students With High Incidence Disabilities EDU Instructional Strategies for Teaching Students with Low Incidence Disabilities EDU Assistive Technology in Special Education EDU Special Education Law EDU 725 Graduate Seminar SLO 1 Developme nt, Cognition, and Learning CEC 4,5,7 F. Weekly Quizzes F. Weekly Quizzes F. Weekly quizzes F. Weekly quizzes F. Weekly quizzes F Complete IFSP/IEP Assistive Technology Report F- Weekly online quizzes F - Development of Action Research Proposal SLO 2 Subject Matter Content and Pedagogy CEC 4,6 F. Observation with Reflection Papers F. Development of Lesson Plan F. Class Presentation on Selected Topic F. Develop lesson plan for ELL students. F. Class Presentation on Selected Topic F. Class Presentation on Selected Topic S Prepare 5 Low Tech and 5 High Tech Materials Summaries F. Class Presentation on Selected Topic F -Action Research Project SLO Assessme nt CEC 8 F- Research Summaries of Assessment techniques F- Research Summaries of Assessment techniques F Complete IFSP/IEP Assistive Technology Assessment on 1 student F Two Court Cases Summaries SLO 4 Family and Community Collaborati on Partnership s CEC 10 F. Interview Parents of Special Need Child F. Class Presentation on Selected Topic F. Class Presentation on Selected Topic SLO 5 Professionali sm CEC 9 F - Participate in CEC Professional Meeting F - Assist with Special Olympics F. Interview Special Education Teacher F Interview ELL Teacher F Formal lesson in a regular classroom Video tape lesson Teacher Rubric F Formal lesson in a regular classroom Video tape lesson Teacher Rubric F Interview Assistive Technology Specialist S- Present Legal Workshop on Selected Law S- Present Action Research to Students and Faculty SLO 6 Inclusion and ELL CEC 1,2,,6 S Class Presentation on Selected Topic S: Major project Case Study & Rubric S: Major Project Case Study & Rubric S Present Video taped lesson to class for discussion and review. S Present Video taped lesson to class for discussion and review. 20
S = Summative Assessment Lincoln University Student Learning Outcomes SLO 1: Development, Cognition, and Learning SLO 2: Subject Matter Content and Pedagogy SLO : Assessment Council for Exceptional Children (CEC) Standards CEC 4: Instructional Strategies CEC 5: Learning Environment and Social Interactions CEC 7: Instructional Planning CEC 4: Instructional Strategies CEC 6: Managing Student Behavior and Social Interaction CEC 8: Assessment PDE Special Education Standards PDE I: Foundations PDE II: Cognition and Development of Student Disabilities PDE I: Foundations PDE V: Inclusion in the Least Restrictive Environment PDE VIII: Transition PDE III: Assessment CEC Accreditation Assessment Course Assessment SLO 4: Family and Community Collaboration Partnerships CEC 10: Collaboration PDE VII: Collaboration SLO 5: Professionalism SLO 6: Inclusion and ELL CEC 9: Professional and Ethical Practice CEC 1: Foundations CEC 2: Development and Characteristics of Lerners CEC : Individual Learning Differences CEC 6: Managing Students Behavior and Social Interactions PDE VI: Professional and Ethical Practice PDE V: Inclusion in the Least Restrictive Environment 21