PROGRAM REPORTS - Kennesaw State University



Cover Sheet

Georgia Professional Standards Commission (PSC) Report

Program Name: Master of Education in Special Education: Interrelated, Master of Education

in Special Education: Collaborative Practice & Interrelated Add-on program

Submitted by: Kennesaw State University

Address: 1000 Chastain Road

Kennesaw, GA 30144-5591

Chief Compiler: Dr. Susan B. Brown

Phone: 770-423-6577 Fax 770-423-6263

Email sbrown1@kennesaw.edu

Level offered for review:

Baccalaureate Post-Bac (Alternative Certification)

X Masters X Endorsement/Add-on

Checklist of Materials to be enclosed in this review document:

Table of Contents

Overview of the Program

Goals and Objectives of the Program

College or Department Responsible for Preparing Candidates

Description of Course(s) of Study

Descriptions of Field Experiences, Student Teaching and Internships

Explanation of How and Why The Program May Vary From the Published Georgia Standards

List of Faculty Responsible for the Program

Number of Candidates in the Program

Post Baccalaureate Programs

Evidence for Meeting the Georgia 2000 Standards

Standard 1 – Candidate Skills, Knowledge, and Dispositions

Standard 2 – Program Assessment and Unit Capacity

Standard 3 – Field Experiences and Clinical Practice

Standard 7 – Georgia-Specific Requirements for Units and Programs

Standard 8 – Content Requirements for Educator Preparation Programs

Required Appendices

A. Assessment instruments referenced in response to Standard 2.

B. Course syllabi for all courses referenced in responses to Standards 7 and 8.

PSC Program Reports in Conjunction with On-Site

Continuing Reviews

Kennesaw State University

Master of Education in Special Education: Interrelated

Master of Education in Special Education: Collaborative Practice

and Interrelated Add-on Program

Advanced

Table of Contents

I. Cover Sheet i

II. Table of Contents iii

III. Overview of the Program 1

A. Goals and Objectives of the Program 1

B. College or Department Responsible for Preparing Candidates 4

C. Description of Course of Study 6

D. Descriptions of Field Experiences, Student Teaching &

Internships 10

E. Explanation of How & Why the Program may vary

from the Published Georgia Standards 15

F. List of Faculty Responsible for the Program 16

G. Number of Candidates in the Program 17

H. Post-Baccalaureate Program 17

IV Evidence for Meeting Georgia 2000 Standards 18 Standard 1 – Candidate Skills, Knowledge, and Dispositions 18

Element 1.1 Content Knowledge for Teacher Candidates 21

Element 1.2 Content Knowledge for Other 23

Element 1.3 Pedagogical Content Knowledge 23

Element 1.4 Professional and Pedagogical Knowledge 26

Element 1.5 Professional Knowledge and Skill for Other 27

Element 1.6 Dispositions for All Candidates 27

Element 1.7 Student Learning for Teacher Candidates 28

Element 1.8 Student Learning for Other 29

Standard 2 – Program Assessment and Unit Capacity 29

Element 2.1 Assessment System 29

Element 2.2 Data Collection, analysis, and Evaluation

Element 2.3 Use of Data for Program Improvement

Standard 3 – Field Experiences and Clinical Practice

Element 3.1 Collaboration between Unit and School Partners

Element 3.2 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice

Element 3.3 Candidates’ Development and Demonstration of KSDs to Help All Students Learn

Standard 7 – Georgia-Specific Requirements for Units and Programs

Element 1 Meets Minimum Admissions Requirements

Element 2 Knowledge of Reading Methods

Element 3 Knowledge of the Identification and Education of Children with Special Needs

Element 4 Proficiency in the Use, Application, and Integration of Instructional Technology

Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core Curriculum

Element 6 Knowledge of Professional Ethical Standards and Requirements for Certification and Employment

Element 7 Field Experiences Appropriate to the Grade Level and Field of Certification Sought Element

Standard 8 – Content Requirements for Educator Preparation Programs

Council for Exceptional Children review letter

PRAXIS II data

V Assessment instruments referenced in response to Standard 2.

Candidate Performance Instrument

Impact on Student Learning

Portfolio Narrative Rubric

Special Education Performance Outcomes

Observation Summary Form

EXC 7720 Behavior Project Rubric

EXC 7730 Case Study Rubric

EXC 7760 Curriculum Plan Rubric

EXC 7765 Instructional Plan Rubric

EXC 7780 Co-teaching Rubric

Admissions Rubric

Interim Review Rubric

Course syllabi for all courses referenced in responses to Standards 7 and 8.

EXC 7700 Data Based Decision Making

EXC 7705 Special Education Procedures

EXC 7715 Nature/Needs

EXC 7720 Behavior Strategies

EXC 7730 Assessment

EXC 7735 Current Issues

EXC 7760 Teaching & Learning I

EXC 7765 Teaching & Learning II

EXC 7770 Psychoneurological & Medical

EXC 7780 Collaborative Practice

EXC 7790 Documenting Growth

EXC 7970/EXC 7980 Internship/Practicum

III. Overview of the Program:

Master of Education in Special Education: Interrelated

Master of Education in Special Education: Collaborative Practice

and Interrelated Add-on Program

Goals And Objectives Of The Program

The Department of Special Education at Kennesaw State University offers three graduate level add-on programs: Interrelated Special Education (IRR), English to Teachers of Other Languages (ESOL) and Preschool/Special Education. Candidates must hold a clear, renewable Georgia Teaching Certificate in some field (Elementary, Middle Grades, Secondary content or P-12 for the Interrelated and ESOL add-on programs; Early Childhood or Special Education for the Preschool/Special Education add-on program) as a prerequisite to admission. After completion of the add-on programs, candidates may apply to add the new field to their existing certificate.

In addition, candidates may include the add-on programs in a degree program. The Department of Special Education offers a Master of Education in Special Education degree with two tracks: Interrelated and Collaborative Practice.

Candidates completing the Master of Education in Special Education: Interrelated also fulfill requirements for the Interrelated add-on. This track includes three graduate level professional sequence courses (Research, Issues and Portfolio) and 27 hours (9 courses) of teaching field courses in special education and no electives.

The Master of Education in Special Education: Collaborative Practice was developed as part of the Department of Special Education’s mission in inclusive education. Candidates completing the Master of Education in Special Education: Collaborative Practice take two graduate level professional sequence courses (Research, Portfolio) and four additional professional sequence courses (Assessment, Teaching & Learning I, Behavioral Strategies, and Collaborative Practices) with the IRR candidates. Candidates in the Collaborative Practice track may elect to use the ESOL or Preschool/Special Education add-on programs as their teaching field courses (9 hours) and select 3 additional elective courses in consultation with an advisor. Candidates in the Reading add-on program housed in another department are also offered this option. Add-on programs in Gifted and Teacher Support Specialist were also part of the Department of Special Education, but have been discontinued and will not be addressed.

The Preschool and ESOL add-on programs are included in separate reports. The Master of Education in Special Education: Interrelated, Master of Education in Special Education: Collaborative Practice and the Interrelated add-on will be presented together in this report based on data collected in the professional sequence and teaching field courses.

The following table highlights the similarities and differences across programs.

Course Requirements within the Department of Special Education

|Courses |IRR |MED in SPE: IRR |MED in SPE: CP |

|EXC 7700 Research | |X |X |

|EXC 7705 Procedures |X |X | |

|EXC 7715 Nature/Needs |X |X | |

|EXC 7720 Behavior |X |X |X |

|EXC 7730 Assessment |X |X |X |

|EXC 7735 Issues | |X | |

|EXC 7760 T & L I |X |X |X |

|EXC 7765 T & L II |X |X | |

|EXC 7770 Medical |X |X | |

|EXC 7780 Collaborative |X |X |X |

|EXC 7790 Portfolio | |X |X |

|EXC 7970/7980 Internship |X |X | |

|ESOL Teaching field (9 hours) | | |X |

|Preschool Teaching field (9) | | |X |

|Electives (9 hours) | | |X |

Conceptual Framework: Collaborative Development of Expertise

in Teaching and Learning

Kennesaw State University Professional Teacher Education Unit’s conceptual framework for the preparation of teachers is based on the Collaborative Development of Expertise in Teaching and Learning. This framework succinctly captures the essence of the university's deep commitment to university-wide and university-school collaboration in the preparation of teachers. The Kennesaw State University Professional Teacher Education Unit (KSU-PTEU) is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. Performance outcomes demonstrating expertise in subject matter, expertise as facilitators of teaching and learning and expertise as collaborative professionals are clearly defined by the Professional Teacher Education Unit within the Conceptual Framework.

The KSU-PTEU fosters the development of candidates as they progress through stages of growth from novice (level 1) to proficient (level 2) to expert (level 3) and leader (level 4). Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. The Department of Special Education utilizes a developmental framework for the graduate special education program based on the the Council for Exceptional Children (CEC) Common Core Standards and the KSU-PTEU Conceptual Framework outcomes :

1 Subject matter experts,

2 Facilitators of teaching and learning, and

3 Collaborative professionals (see chart p. ) .

As subject matter experts (KSU-PTEU 1), candidates know the subjects they teach and how to teach those subjects to students, and as special educator subject matter experts, candidates demonstrate mastery of the CEC Common Core and Generalized Curriculum standards. Candidates are expected to be knowledgeable of special education policies and procedures (CEC 1), characteristics and needs of students with disabilities (CEC 2, 3, 6) and methods of inquiry and curriculum differentiation (CEC 7) to support students with disabilities in the general education curriculum in collaboration with general education teachers with specific subject matter expertise.

Faculty implement constructivist and behaviorist approaches within graduate classes to model the centrality of expertise as a facilitator of teaching and learning. Candidates are guided through learning activities, self-evaluation and reflection on their practice, and extension of these activities to their teaching practice. Teaching and learning are entwined and only through the implementation of validated practices can all students develop their own mental models or schema and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process (KSU-PTEU 2), committed to students, and responsible for managing and monitoring student learning. Special education teachers must possess the skills and knowledge to create environments and learning experiences that engage students in active learning and authentic achievement and constantly assess and use results for improvement of student learning. Candidates are expected to demonstrate knowledge and mastery of research-based practices. In the role of facilitators of teaching and learning, teachers guide, motivate, evaluate, instruct and advise students. Their classroom practices reflect a repertoire of teacher and learner centered methods, which they should be able to implement or adapt in response to changes in the environment and student needs. The awareness of individual differences, knowledge of when and how to adjust instruction, skill in creating positive learning environments, and mastery of formative and summative assessment are essential outcomes of the graduate special education experience (CEC 4, 6, 8, 9). Field experience observations are recorded on the Special Education Performance Outcomes (SEPO), which is aligned with the KSU-PTEU, the University System of Georgia requirements (which are based on National Board for Professional Teacher Standards - NBPTS), PRAXIS II and CEC standards. KSU field experience supervisors provide coaching and feedback to assist candidates in refining their practice in the field to meet the needs of all students.

Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Special education graduate candidates meet more than the academic requirements of the graduate degree program. Candidates are expected to be collaborative professionals (KSU-PTEU 3).and think systematically about their practice, learn from experience, and serve as members of learning communities. Professionals are enthusiastic about their work and positively influence colleagues and students. They are aware that becoming a better teacher requires a commitment to ownership of the success of all students, use of data based decision making strategies to maximize impact on student learning, currency in subject matter knowledge, and continual assessment of their own strengths and areas of need as facilitators of learning through self-reflection. They take responsibility in their schools for curriculum initiatives, parental involvement, and collaboration with all constituents. In the classroom and in all school matters, their relations with students, parents and colleagues show regard for human dignity. As professionals, KSU candidates are expected to continually seek ways to improve learning experiences for the students they teach. Candidates are also expected to be lifelong learners, participating in learning communities to inform their teaching practice. Collaborating with professional colleagues, participating in the activities of professional associations, engaging in self-evaluation, and working with members of the community served by their schools contribute to their effectiveness as professionals in facilitating student learning (CEC 9, 10).

College Or Department Responsible For Preparing Candidates

The Master of Education in Special Education is housed in the Department of Special Education. The Department of Special Education is one of four departments housed in the Bagwell College of Education. The Department offers the Master of Education in Special Education, the state required (HB 671) undergraduate Education of Exceptional Students course, and graduate level add-on programs in Interrelated Special Education, Preschool Special Education, Gifted, English to Speakers of Other Languages, and Teacher Support Specialist.

Faculty members in the Department of Special Education teach all courses for the Interrelated Special Education and Master of Education in Special Education: Interrelated degree. Candidate advisement is coordinated by the Department Chair, with full-time faculty each responsible for a cohort of candidates.

Faculty members from the Department of Foreign Languages and Department of English (College of Humanities and Social Sciences) support the ESOL add-on courses. Faculty members from the Department of Elementary and Early Childhood Education provide support for the Preschool/Special Education courses.

The KSU 2002-2003 Program Review rated the quality of faculty supporting the M.Ed. in Special Education as very strong (exemplary). There are five full-time tenure-track faculty positions and a department chair. All faculty hold a Ph.D. in an appropriate field and have public school experience as a special educator. There is a balance in faculty specializations to support courses in the program. Faculty are involved in professional development opportunities to remain up-to-date for program delivery and they provide leadership in professional service at the department, college, university, state and national level. The involvement of Special Education faculty in grant, contract, service and collaborative relationships in schools is reflective of KSU’s strong emphasis on applied scholarship using Boyer’s (1990) model. In addition to the full-time tenure-track faculty, four part-time faculty members provide support for field experience supervision and instruction. (see III. F. p. )

Description Of Course(s) Of Study

The requirements for the Interrelated (IRR) add-on (9 courses) are the core of the Master of Education in Special Education: Interrelated (12 courses). Three courses differentiate the IRR add-on from the M.Ed.: EXC 7700 (Teacher Researcher), EXC 7735 (Current Issues) and EXC 7790 (Documenting Professional Growth). These courses support candidates in expanding their mastery of the IRR competencies to higher levels by documenting links to research and extensions of competencies in their teaching practice.

Candidates completing the Master of Education in Special Education: Collaborative Practice take two graduate level professional sequence courses (Research, Portfolio) and four additional professional sequence courses (Assessment, Teaching & Learning I, Behavioral Strategies, and Collaborative Practices) with the IRR candidates. Candidates in the Collaborative Practice track may elect to use the ESOL or Preschool/Special Education add-on programs as their teaching field courses (9 hours) and select 3 additional elective courses in consultation with an advisor. Candidates in the Reading add-on program housed in another department are also offered this option. Add-on programs in Gifted and Teacher Support Specialist were also part of the Department of Special Education, but have been discontinued and will not be addressed.

The requirements are listed on the following advisement sheets.

[pic]

|NAME |ADVISOR |

| | |

|SOCIAL SECURITY # |ADMISSION DATE |

| | |

|ADDRESS |CURRENT CERTIFICATE |

| | |

|CITY, STATE, ZIP |PHONE |

| | |

|COURSE |Meeting Time |Transfer/ |Semester Completed/ |

| | |Substitution |Grade |

| SUMMER 2003 |MW | | |

|EXC 7715 (3) Nature/Needs: Students with Mild |8 AM – Noon | | |

|Disabilities | | | |

|FALL 2003 |MW | | |

|EXC 7760 (3) Teaching & Learning I |5 – 8 PM | | |

|EXC 7730 (3) Assessment | | | |

|SPRING 2004 |MW | | |

|EXC 7765 (3) Teaching & Learning II |5 - 8 PM | | |

|EXC 7720 (3) Classroom Behavioral Strategies | | | |

|SUMMER 2004 |Tu-Th | | |

|EXC 7705 (3) Special Education Procedures |8 AM – 4 PM | | |

|EXC 7770 (3) Psychoneurological & Medical Issues in | | | |

|Special Education | | | |

|FALL 2004 |Tu | | |

| |5 – 8 PM | | |

|EXC 7780 (3) Collaborative Practices | | | |

|SPRING 2005 |Tu | | |

|EXC 7970 (3) Internship OR EXC 7980 (3) Practicum|5 – 8 PM | | |

[pic]

|NAME |ADVISOR |

| | |

|SOCIAL SECURITY # |ADMISSION DATE |

| | |

|ADDRESS |CURRENT CERTIFICATE |

| | |

|CITY, STATE, ZIP |PHONE |

| | |

|COURSE |Meeting Time |Transfer/ |Semester Completed/ |

| | |Substitution |Grade |

| SUMMER 2003 |MW | | |

|EXC 7715 (3) Nature/Needs: Students with Mild Disabilities |8 AM – 4 PM | | |

|EXC 7700 (3) Teacher Researcher | | | |

|FALL 2003 |MW | | |

|EXC 7760 (3) Teaching & Learning I |5 – 8 PM | | |

|EXC 7730 (3) Assessment | | | |

|SPRING 2004 |MW | | |

|EXC 7765 (3) Teaching & Learning II |5 - 8 PM | | |

|EXC 7720 (3) Classroom Behavioral Strategies | | | |

|SUMMER 2004 |Tu-Th | | |

|EXC 7705 (3) Special Education Procedures |8 AM – 4 PM | | |

|EXC 7770 (3) Psychoneurological & Medical Issues in Special | | | |

|Education | | | |

|FALL 2004 |Tu – Th | | |

|EXC 7735 (3) Current Trends & Legal Issues or Elective (3) |5 – 8 PM | | |

|EXC 7780 (3) Collaborative Practices | | | |

|SPRING 2005 |Tu – Th | | |

|EXC 7970 (3) Internship OR EXC 7980 (3) Practicum |5 – 8 PM | | |

|EXC 7790 (3) Documenting Professional Growth | | | |

|Portfolio Presentation | | | |

[pic]

|NAME |ADVISOR |

| | |

|KSU # |ADMISSION DATE |

| | |

|ADDRESS |CURRENT CERTIFICATE |

| | |

|CITY, STATE, ZIP |PHONE |

| | |

|COURSE |TRANSFER |COMPLETION SEM/GRADE |

|SUMMER 2003 | | |

|EXC 7700 (3) Teacher Researcher | | |

|Elective (3) | | |

|FALL 2003 | | |

|EXC 7760 (3) Curriculum Development | | |

|SPRING 2003 | | |

|EXC 7720 (3) Classroom Behavioral Strategies | | |

|SUMMER 2003 | | |

|ESOL, Reading or Preschool/Special Education Add-on Institute (9) | | |

|FALL 2003 | | |

|EXC 7780 (3) Collaborative Practices | | |

|SPRING 2004 | | |

|EXC 7730 (3) Assessment | | |

|EXC 7790 (3) Documenting Professional Growth | | |

|Portfolio /Thesis Presentation | | |

|SUMMER 2004 | | |

|Elective (6) | | |

|STUDENT SIGNATURE |

|ADVISOR SIGNATURE |

Descriptions Of Field Experiences, Student Teaching And Internships

Field experiences are embedded within the graduate Special Education Program at Kennesaw State University (KSU). Many classes are designed with field-based components to link theory to practice. Graduate candidates are employed full time as teachers and complete field-based activities for their teaching field and capstone courses on their job site or they are assigned to a site by the Department. Candidates are strongly encouraged to participate in experiences (within their school or at other settings) to broaden their knowledge and awareness of diverse populations.

Developmentally sequenced field experiences The KSU Special Education graduate program provides candidates multiple opportunities to demonstrate mastery and reflect on practice in their job site or KSU selected field experience site. Candidates take classes in a cohort model to ensure sequencing of courses and requirements to promote sequential development and extension of skills. Candidates complete two site visits at KSU selected observation sites and submit written reflections to document a range of experiences and the application of components observed to their teaching practice. Candidates submit videotapes with self-evaluation and reflection, as well as receive peer and faculty feedback, in EXC 7765 (see p. ) and EXC 7780 (see p. ). The candidate is responsible for obtaining parental permission for videotaping and maintaining permission on file to assure confidentiality in compliance with local school/district policies.

A key element in the KSU program is the field-experience supervision component. Kennesaw State University faculty and field-experience supervisors schedule observation visits to monitor progress in development of expertise as facilitators of teaching and learning using the Special Education Performance Objectives (SEPO) Form (see p. ) linked to the CEC Common Core Standards and KSU-PTEU Conceptual Framework outcomes (Subject matter experts, Facilitators of teaching and learning, and Collaborative professionals). KSU field-experience supervisors observe candidates in their classrooms at least once each semester and provide written feedback (Observation Summary Form see p. ) and verbal coaching. The initial on-site supervision visit during Fall I focuses on baseline data collection and support of candidates in their access to the general education curriculum and Individual Education Plan development role. Subsequent field experience supervision visits are linked to specific course requirements as indicated by the goals column of the following chart. Field experience supervisors rate candidate performance on the Special Education Performance Outcomes (SEPO) Form and provide verbal coaching and written feedback on a separate form (Observation Summary) indicating candidate strengths and areas needing improvement. Additional supervision visits are scheduled when necessary.

The following chart indicates the developmental focus and goals of observation activities, videotape evidence of performance, and supervision visits.

Developmental Field Experience Grid

|Semester |Course |Course |Observation/Supervision Goals |Site |Videotape |# of observation |

| | | | |visits | |visits by field |

| | | | | | |supervisor |

|Summer I |EXC 7700 * |EXC 7715 |Observation: Disabilities/diversity |1 | | |

|Fall 1 |EXC 7730 |EXC 7760 |Baseline & curriculum development | | |1 |

| | | |Subject Matter Experts | | | |

|Spring 1 |EXC 7720 |EXC 7765 |Classroom management & instruction | |2 |2 |

| | | |Facilitators of Teaching & Learning | | | |

|Summer 2 |EXC 7770 |EXC 7705 |Observation – Disabilities/diversity | 1 | | |

|Fall 2 |EXC 7780 |EXC 7735* |Co-teaching & extension of skills | |2 |1 |

| | | |Collaborative Professionals | | | |

|Spring 2 |EXC 7790* |EXC 7970 |Mastery of all competencies | | |2 |

*These courses (EXC 7700, EXC 7735, EXC 7790) are not required for IRR add-on, therefore field experience components are not included. These courses provide the advanced learning and research base for the M.Ed. candidates.

There are four levels of field-based activities embedded in courses:

1) Site visits for observations of other programs & populations (Subject Matter Experts);

2) Application activities (Subject Matter Experts);

3) Demonstration of skill mastery (Facilitators of Teaching & Learning); &

4) Capstone internship observations (Subject Matter Experts, Facilitators of Teaching & Learning, & Collaborative Professionals)

Site visits for observations of other programs and populations are required during summer semesters to develop candidate skills as Subject Matter Experts in the content of Special Education characteristics (CEC Standard 2), Learning Differences (CEC Standard 3), and Language (CEC Standard 6). The observation activity was initially included as an activity within courses during the academic year. The purpose was to provide candidates with experience in a wide range of special education delivery settings and with a wide range of special education populations. The KSU-PTEU provides a system for candidates to monitor racial and socioeconomic diversity of experiences. In order to standardize the observation requirement to address the specific goals of the special education graduate program, the observation activities were moved to courses during the summer sessions for Summer 2003. Candidates in EXC 7715 Nature/Needs: Students with Mild Disabilities (Summer 1) and EXC 7770 Psychoneurological and Medical Issues in Special Education (Summer 2) observe a program for students from a different age level, severity level, disability category, economic level, racial or cultural background than the students in their teaching site and reflect on the application of observations to their teaching practice. The sites selected for candidates during Summer 1 highlight the similarities and differences across categories (LD, MR, BD), levels of severity, and age level (transition). Summer 2 sites target greater diversity of category (medical, autism, TBI), age level (infants), and alternative delivery models. These courses are not required for the Collaborative Practice track. Candidates for the Collaborative Practice track complete a field experience requirement in their ESOL or Preschool/Special Education add-on courses .

Application Activities embedded in courses require candidates to apply theory and skills taught in a particular course to their teaching practice to demonstrate mastery of special education and academic content as Subject Matter Experts. Candidates submit a product demonstrating skill mastery. For example, in EXC 7730 Assessment (see p. ) during Fall 1, candidates collect data, plan and implement an evaluation plan to complete a case study report on a student in their classroom or supervised field experience site (Assessment CEC Standard 8), while in EXC 7760 Teaching & Learning I (see p. ) candidates work in cooperative groups on a curriculum mapping and accommodations project (Planning CEC Standard 7). The KSU course faculty member is responsible for evaluation of application activities as detailed in course syllabi and project rubrics. The field experience supervisor notes application and extensions of course skills demonstrated within classroom practice. These courses are required for both IRR and Collaborative Practice track candidates.

Demonstration of Skill Mastery includes submission of videotapes and observation by a Kennesaw State University faculty member or field-experience supervisor as evidence of skill as a Facilitator of Teaching and Learning (Instruction CEC Standard 4, Environment CEC Standard 5). For example, during Spring 1 in EXC 7765, Teaching and Learning II (see p. ), candidates develop and deliver instructional lessons. Candidates are required to videotape their lesson, and complete a reflective self-evaluation and exchange with a colleague for a peer evaluation. Faculty evaluates the written lesson plan and the videotape of lesson plan implementation according to course syllabi and rubrics. That same semester, for EXC 7720, Behavioral Strategies (see p. ), candidates conduct an action research project to address impact of behavior change strategies (Environment CEC Standard 5). Faculty evaluates the action research project according to course syllabi and rubrics. A KSU field-experience supervisor observes and evaluates mastery of instructional and behavioral management skills on-the-job using the Special Education Performance Outcomes (SEPO). The Field Experience Supervisor also completes an Observation Summary Form to provide written feedback during the post-observation conference. Candidates in the Collaborative Practice track complete the EXC 7720 requirement. The methods and field experience component of their ESOL or Preschool/Special Education add-on requirements are substituted for the EXC 7765 course required for the IRR add-on and degree track.

The capstone internship/practicum experience (EXC 7970/7980 see p. ) requires candidates to demonstrate mastery of all objectives for the special education graduate program (Subject Matter Experts, Facilitators of Teaching & Learning, Collaborative Professionals, Foundations CEC Standard 1, Professionalism CEC Standard 9, Collaboration CEC Standard 10) Kennesaw State University faculty and KSU field-experience supervisors evaluate candidates in a full-time teaching position (for at least 15 weeks). Candidates employed in a teaching position complete EXC 7970 Internship. Candidates not currently employed in a teaching position must apply for a supervised field experience site supervised by a KSU cooperating teacher to complete EXC 7980 Practicum. Evidence of mastery of all competencies on the Special Education Performance Objectives (SEPO) at a Level 3 (Acceptable) or Level 4 (Target) is required for satisfactory completion of this requirement. The Unit level Impact on Student Learning Assessment (ISLA) form (see p. ) is also completed within the capstone Internship course as part of the action research assignment. This experience also documents mastery of Unit level Candidate Performance Instrument (CPI) (see p. ). For Collaborative Practice Track candidates, the ISLA and CPI are integrated in the capstone course (EXC 7790 Documenting Professional Growth see p. ) where all degree candidates complete a portfolio.

Diversity of experience Candidates employed in a teaching position including responsibility for students with disabilities may complete their field experience for each course on-the-job. Candidates not meeting this condition must apply each semester for a field experience site supervised by a KSU cooperating teacher to complete application activities. The number of contact hours typically involves a minimum of 6 hours per week for at least 15 weeks to complete required field-based activities for each academic year semester. Placements are assigned to include diversity in age level, disability category, severity level, ethnic background and/or socioeconomic status.

Supervision by qualified professionals There are six full-time tenure-track faculty positions (including the department chair) in the Department of Special Education. All hold a Ph.D. in an appropriate field. There is a balance in specializations to support courses in the program. Faculty are involved in professional development and scholarship activities to remain up-to-date for program delivery. In addition, two part-time faculty members provide support for field experience supervision and instruction. (see III. F). Faculty members in the ESOL and Preschool/Special Education add-on program are housed in other departments and provide supervision for their respective programs.

Supervision of field experiences is a shared responsibility KSU Field Experience Supervisors are part-time faculty members in the Department of Special Education and participate in Department retreats and Advisory Board meetings. They meet regularly with KSU faculty and attend class meetings as appropriate to ensure consistency in expectations. They have been involved in development and refinement of the SEPO and Observation Summary form. The Kennesaw State University faculty member teaching the course is responsible for evaluating products. Rubrics are used to evaluate observation reports and application activities. Specific skills are targeted for each supervision visit. Faculty and/or field experience supervisors rate each item on the Special Education Performance Outcomes (SEPO) during scheduled visits each semester and provide written feedback (Observation Summary Form) and verbal conferencing on areas of strength and areas needing improvement. Candidates requiring a supervised field experience also receive ratings and feedback from their on-site supervisor.

The on-site cooperating teacher is the master teacher providing direct daily supervision for KSU candidates requiring supervised field experience placement sites. The Kennesaw State University Department of Special Education, KSU Office of Educational Field Experiences, and the school district jointly select the on-site cooperating teacher. Requirements include clear renewable T-5 (master’s level) Georgia teacher certification in the appropriate special education field, at least three years successful teaching experience with students with disabilities, and the Teacher Support Specialist (TSS) endorsement or participation in supervision and peer coaching training provided by KSU. The cooperating teacher’s certification and special education program should be the same as the program the KSU candidate is completing.

The Special Education Performance Outcomes (SEPO) is the assessment instrument used for supervision in all field experiences to document candidate development of expertise in teaching and learning throughout the program. (see p. ) The emphasis is on evaluation of candidate expertise in identification of ways to change teaching environments, systems or instructional behaviors to improve student learning. In 1994, the Behaviorally Anchored Supervision System (BASS) was used to document candidate mastery of objectives. The BASS was continuously revised and reviewed until the Department of Special Education Summer 2002 retreat when a new model was developed as a result of curriculum mapping of program objectives. The new instrument, the Special Education Performance Outcomes (SEPO) Form, was field tested during 2002-2003. The reporting system was reorganized during Summer 2003 to show development over time, and linked to the Council for Exceptional Children Common Core Standards and the KSU-PTEU conceptual framework.

Candidates for the IRR and both tracks of the M.Ed. receive a rating on each performance objective on the SEPO and written feedback on strengths and areas needing improvement. The field experience supervisors also provide verbal feedback and suggestions to guide the candidate to a higher level of expertise. Field experience supervisors use a coaching model to provide assistance. They model the application of Vgotsky’s peer assistance based on the zone of proximal development. Supervisors serve as adult peers (Tharp & Gallimore, 1988, 1990) coaching candidates to higher levels of performance. The focus is on implementing best practice in teaching, learning and management strategies to maximize student outcomes. To receive a grade of satisfactory in the final capstone course, EXC 7970/7980, candidates must demonstrate mastery of all performance objectives at Level 3 (acceptable) or Level 4 (target).

Confidentiality: The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates access to, and disclosure of student information. FERPA serves to assure record access by covered students and their guardians and to prevent disclosure from those records of personally identifying information to unprivileged parties without the written consent of affected students and their guardians. Disclosure of confidential information is NOT to occur. To protect the confidentiality of student information, no identifying information is included when KSU candidates present written or oral reports.

Kennesaw State University candidates must obtain informed permission from parents to videotape for KSU class requirements. School district permission forms should be used and all returned forms kept on file with the school where videotaping takes place. KSU candidates should include a statement that permission forms were completed and a sample permission form with any videotape material submitted to KSU.

Kennesaw State University candidates completing action research projects or applied research activities required in a KSU syllabus should confer with the course faculty member when planning their research. KSU faculty obtain Institutional Review Board approval for course requirements and activities completed in accordance with course syllabi to ensure protection of participant rights. In some cases, KSU Institutional Review Board approval may be necessary for candidate research projects. Information and forms are available from the Department of Special Education.

Candidates completing the Master of Education in Special Education: Collaborative Practice track are observed during the core courses. They also receive field-experience during the ESOL or Preschool/Special Education add-on courses. As of Spring 2004, there were only 5 candidates enrolled in this option. Strategies for tracking field experience data are still being refined. The following chart indicates the plan for observation data collection:

Field Experience Data Collection Plan

|Semester |Course |Course |Field Experience |

|Summer I |EXC 7770 |Elective | |

|Fall I |EXC 7760 |Elective |Observation by SPE |

|Spring I |EXC 7730 |Elective |Observation by SPE |

|Summer II |Add-on | |Field Experience with add-on program |

| |3 courses | | |

|Fall II |EXC 7780 | |Observation by SPE & video-tape |

|Spring II |EXC 7720 |EXC 7790 |Observation by SPE |

(see course syllabi p. )

A. Explanation Of How And Why The Program May Vary From The Published Georgia Standards

Not Applicable.

List Of Faculty Responsible For The M.Ed. in Special Education Programs

There are five full-time tenured or tenure-track faculty positions and a Department Chair position to support the M.Ed. in Special Education and Interrelated add-on programs. All faculty hold a Ph.D. in an appropriate field and have public school experience as a special educator. In addition to the full-time tenure-track faculty, part-time faculty members provide support for field experience supervision and instruction. During Spring 2004, there were two part-time supervisors and one part-time faculty member for graduate instruction.

Additional part-time faculty (not listed) are used for sections of the undergraduate EXC 3304 Education of Exceptional Students and in support of graduate instruction (support of development of graduate candidate written expression skills and video-tape evaluation to assist in triangulating data on skills in facilitating teaching and learning).

|FACULTY QUALIFICATIONS |

|Name |Highest |Rank* |Status*|Yrs |Yrs |Program Responsibilities |Areas of |Other |

| |Degree | |* |Experi|Experi| |Specialization |Qualifications |

| | | | |encein|ence | | | |

| | | | |Higher|in | | | |

| | | | |Ed |P-12 | | | |

| | | | | |Ed | | | |

|Bessette, Harriet|Ph.D. |AP |TT |2 |9 |Assessment, Teacher As |Co-Teaching; Teacher |Graduate faculty |

| | | | | | |Researcher, Intro. To |Research; Assessment &| |

| | | | | | |Exceptional Students |Evaluation of Learning| |

| | | | | | | |Disabilities; | |

| | | | | | | |Curriculum | |

|Brown, Susan |Ph.D. |P |T |21 |12 |Department Chair |Learning Disabilities,|SPA reviewer |

| | | | | | |Medical & |Working with families,|Graduate faculty |

| | | | | | |Psychoneurological, |Literacy | |

| | | | | | |Methods | | |

|D’Aquanni, |Ph.D. | ASP | TT | 10 | 10 |Program Coordinator | All areas of | Graduate faculty |

|Michaela | | | | | |Responsibilities, |disability Diversity, | |

| | | | | | |Advising, | | |

| | | | | | |Curriculum, Portfolio, | | |

| | | | | | |Supervision | | |

|Strieker, Toni |Ph.D. |P |T |20 |17 |Methods, Inclusion |Mild disabilities |Grants & contracts |

| | | | | | | |School Improvement | |

|Wallace, Deborah |Ph.D |P |T |28 |4 |Legal issues, behavior |Mild disabilities, | |

| | | | | | |strategies, |administration | |

| | | | | | | | | |

|Advertised |Ph.D | |TT | | | | | |

|Position | | | | | | | | |

|Dirst, Stephanie |Ed.D. | |PT |5 |37 |Field Experience |Hearing Impaired, | |

| | | | | | |Supervision |Administration | |

|Fredericks, Gayle|M.Ed. | |PT |5 |25 |Field Experience |Learning Disabilities,| |

| | | | | | |Supervision |Behavior Disorders, | |

| | | | | | | |Supervision, | |

| | | | | | | |Administration | |

|Powell, Michael |Ph.D | |PT |21 |29 |Behavior Strategies |Behavior disorders, |Director of Haven |

| | | | | | | |aba, action research |Academy |

|Baugher, David |MPA | | | | |Admissions | |KSU Certification |

| | | | | | |Advisement | |Officer |

*Key 1: L - Lecturer ASP = Associate Professor

I = Instructor P = Professor

AP = Assistant Professor SMT = Supervising Master Teacher

**Key 2: PT = Part-time TT = Tenure Track

FT = Full-time, temp T = Tenured

Number Of Candidates In The Program

Spring 2004 Enrollment in M.Ed. Special Education Programs

|Master of Education in Special Education (IRR & CP tracks) |67 |

|Interrelated Add-on program only |7 |

|Total |74 |

Post-Baccalaureate Programs

Not Applicable.

IV. Evidence for Meeting the Georgia 2000 Standards

Standard 1 – Candidate Skills, Knowledge, and Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Alignment of KSU Graduate Proficiencies

With State and National Standards

|KSU CONCEPTUAL FRAMEWORK | | | | | | |

|OUTCOMES & PROFICIENCIES |Content |Pedagogical |Professional & |Dispositions |Student |Knowledge, |

| | |Content |Pedagogical K, S | |Learning |Skill, or |

| | | | | | |Disposition |

|GRADUATE | | | | | | |

|1.2 Understanding of | |( | | | |K, S |

|connections | | | | | | |

|1.3 Powerful instructional | |( | | | |K, S |

|approaches | | | | | | |

|1.4 Knowledge as combination | |( | | | |K, S, D |

|of understanding, skills & | | | | | | |

|dispositions | | | | | | |

|Outcome 2: | | | | | | |

|Facilitators of Learning | | | | | | |

|2.1 Belief that all students | | | |( | |D |

|can learn | | | | | | |

|2.2 Equitable treatment and | | |( | |( |S |

|access | | | | | | |

|2.3 Human development and | | |( | ( | |K, S, D |

|learning | | | | | | |

|2.4 Challenging environments | | |( | | |K, S |

|2.5 Multiple methods | | |( | |( |K, S |

|2.6 Evaluating progress | | |( | |( |K, S |

|2.7 Interpreting & reporting | | |( | | |K, S |

|student performance | | | | | | |

|Outcome 3: | | | | | | |

|Collaborative Professionals | | | | | | |

|3.2 Reflection, research & | | |( |( |( |K, D |

|scholarship | | | | | | |

|3.3 Parental and Community | | | |( | |D |

|Involvement | | | | | | |

|3.4 Professional Development | | | |( | |D |

SPE Program Alignment to Council for Exceptional Children (CEC) professional organization, institutional Kennesaw State University Professional Teacher Education Unit (KSU - PTEU) Standards, Georgia Board of Regents (BoR) standards based on the National Board for Professional Teacher Standards (NBPTS), Georgia Required Licensure Exam (PRAXIS), and Georgia Professional Standards Commission (PSC) Interrelated Special Education Standards

|CEC Common Core |KSU-PTEU |USG -BoR |NBPTS Exceptional Needs|PRAXIS II |GA PSC IRR Standards |

|Standards |Conceptual |NBPTS Core |Standards |#20353 |(in addition to CEC |

| |Framework |Propositions | | |standards) |

|1 Foundations |1 Subject Matter | |Knowledge of Special |Legal and Societal | |

| |Experts | |Education |Issues | |

|2 Development & |1 Subject matter |I Teachers are |Knowledge of Students |Understanding |I Characteristics of BD, |

|Characteristics of |experts |committed to | |Exceptionalities |LD, MR |

|Learners | |students and their | | |VI Early childhood |

| | |learning | | | |

|3 Individual |1 Subject matter |I Teachers are |Multiple Paths to |Understanding |IV Perceptual motor |

|Learning Differences|experts |committed to |Knowledge |Exceptionalities |development |

| | |students and their | | | |

| | |learning |Diversity | | |

|4 Instructional |1 Expertise as |II Teachers know |Knowledge of Subject |Delivery of Services |V Reading & mathematics |

|Strategies |facilitators of |the subjects they |Matter |to Students with |difficulties |

| |teaching & |teach and how to | |Disabilities | |

| |Learning |teach those |Meaningful Learning | | |

| | |subjects to | | | |

| | |students | | | |

|5 Learning |2 Expertise as |III Teachers are |Learning Environment |Delivery of Services |VIII Field experiences |

|Environments & |facilitators of |responsible for | |to Students with |for levels and categories|

|Social Interactions |teaching & |managing and |Social Development |Disabilities | |

| |Learning |monitoring student | | | |

| | |learning | | | |

|6 Language |1 Subject matter |I Teachers are |Knowledge of Students |Understanding |III Language development,|

| |experts |committed to | |Exceptionalities |disorders and deviations |

| | |students and their | | | |

| | |learning | | | |

|7 Instructional |2 Expertise as |II Teachers know |Instructional Resources|Delivery of Services | |

|Planning |facilitators of |the subjects they | |to Students with | |

| |teaching & |teach and how to | |Disabilities | |

| |Learning |teach those | | | |

| | |subjects to | | | |

| | |students | | | |

|8 Assessment |2 Expertise as |III Teachers are |Assessment |Understanding |II Psychoeducational |

| |facilitators of |responsible for | |Exceptionalities |evaluation and assessment|

| |teaching & |managing and | | | |

| |Learning |monitoring student | | | |

| | |learning | | | |

|9 Professional & |3 Collaborative |IV Teachers think |Reflective Practice |Delivery of Services | |

|Ethical Practice |professionals |systematically | |to Students with | |

| | |about their |Contributing to the |Disabilities | |

| | |practice and learn |Profession and to |Legal and Societal | |

| | |from experience |Education |Issues | |

|10 Collaboration |3 Collaborative |V Teachers are |Communications |Delivery of Services |VII Effective parent |

| |professionals |members of learning|Family Partnerships |to Students with |involvement and |

| | |communities | |Disabilities |counseling |

CEC Standards 1 (Foundations), 2 (Development & Characteristics of Learners), 3 (Individual Learning Differences) and 6 (Communication) are the Content (NCATE Standard 1.1) standards for special education.

CEC Standards 4 (Instructional Strategies), 5 (learning Environments & Social Interactions), 7 (Instructional Planning), 8 (Assessment) are the Pedagogical Content Knowledge (NCATE Standard 1.3) for special education. Mastery of subject matter and inquiry methods across multiple curriculum areas are also evaluated within Pedagogical Content Knowledge.

Professional and Pedagogical Knowledge and Skills (NCATE Standard 1.4) are addressed in CEC Standards 9 (Professional & Ethical Practice) and 10 (Collaboration). Application of these skills is addressed in field experience observations.

Candidate Dispositions (NCATE Standard 1.6) are addressed with individual candidate reflective activities throughout the program through professionalism and participation guidelines in course syllabi. Faculty meet to conduct a candidate interim review after completion of 12 semester hours and 24 semester hours in the program. This form is used to monitor writing skills and dispositions and determine where intervention is necessary.

Impact on student learning (NCATE Standard 1.7) is incorporated in assignments in pedagogical content courses (EXC 7765 Teaching & Learning II, EXC 7720 Behavioral Strategies) and the capstone experience (EXC 7970/7980 Internship/Practicum).

Element 1.1 Content Knowledge (Initial & Advanced)

The Department of Special Education submitted a Program Review folio to the Council for Exceptional Children to document meeting this standard. The program received notice of being nationally recognized by CEC (see p. ).

Element 1.1 Content Knowledge for Teacher Candidates

|Unacceptable |Acceptable |Target |

|Teacher candidates have inadequate |Teacher candidates know the subject matter|Teacher candidates have in-depth knowledge|

|knowledge of subject matter that they plan |they plan to teach as shown by their |of the subject matter that they plan to |

|to teach as shown by their inability to |ability to explain important principles |teach as described in professional, state,|

|give examples of important principles or |and concepts delineated in professional, |and institutional standards. They |

|concepts delineated in professional, state,|state, and institutional standards. |demonstrate their knowledge through |

|and institutional standards | |inquiry, critical analysis, and synthesis |

| | |of the subject. |

As a prerequisite for admission to the M.Ed. in Special Education preparation program, graduate candidates are required to demonstrate content mastery in at least one teaching field as evidenced by a valid Georgia Teaching Certificate and documentation of completion of coursework in Human Growth and Development, Education of Exceptional Students, and Teaching of Reading (KSU 2003-2004 Graduate Catalog p.107). The Department developed the M.Ed. in Special Education program based on the Council for Exceptional Children (CEC) Common Core standards and aligned these with the KSU - PTEU Conceptual Framework, the University System of Georgia Board of Regents (USG-BoR) National Board for Professional Teacher Standards (NBPTS) Core Propositions, NBPTS Exceptional Needs Standards, PRAXIS II (#20353), and the Georgia Professional Standards Commission (GA PSC) standards for Interrelated Special Education (IRR).

Objective examinations are used to assess basic content knowledge and application of special education content knowledge (CEC 1, 2, 3, 6).

Element 1.1 Content - Special Education Content

Candidates Scoring at Each Level of Performance

|Assessment |# of candidates |Unacceptable 90% |

|Foundations | | | | |

|Su 2002 EXC 7705 Ex 1 |71 |8/11% |27/38% |36/51% |

|Su 2002 EXC 7705 Ex 2 (Comp) |71 |14/20% |49/69% |8/11% |

|Characteristics of Disabilities* | | | | |

|Su 03 EXC 7715 Ex I |26 |4/16% |7/27% |15/58% |

|Su 03 EXC 7715 Ex 2 |26 |2/8% |6/23% |18/70% |

|Medical* | | | | |

|Su 01 EXC 7770 Ex 1 |18 |6% |33% |61% |

|Su 02 EXC 7770 Ex 1 |26 |27% |50% |12% |

|Su 03 EXC 7770 Ex 1 |23 |26% |74% |0% |

|Neurological * | | | | |

|Su 01 EXC 7770 Ex 2 |18 |11% |56% |0% |

|Su 02 EXC 7770 Ex 2 |26 |35% |50% |33% |

|Su 03 EXC 7770 EX 2 |23 |74% |26% |0% |

*Communication and individual learning differences are embedded in both Characteristics of Disabilities & Medical exams

Candidates in the Interrelated add-on program and M.Ed. in Special Education programs demonstrate their academic content subject mastery within pedagogy courses (Teaching & Learning I, Teaching & Learning II (or add-on methods course) (Program level), in their on-the-job field experience (Program level observations using SEPO), on the Unit level Impact on Student Learning Assessment (ISLA), and as part of their capstone internship (Unit level CPI) and portfolio (Unit level Graduate Portfolio Narrative Rubric). (see p. )

Element 1.1 Content – Subject Matter Mastery

Candidates Scoring at Each Level of Performance

|Assessment |Standard |Source/ # |Level 1 |Level 2 |Level 3 |Level 4 |

| | | |Unacceptable |Unacceptable |Acceptable |Target |

|T & L I |Georgia QCCs are Mapped out |Fa 2002 24 |0 |2/8% |5/21% |17/71% |

|Curriculum Map |Over a Year Across all |Fa 2002 24 |0 |0 |5/21% |19/79% |

| |subjects |Fa 203 25 |0 |3/12% |6/24% |16/64% |

|T & L I |Connections between subject |Fa 2002 24 |0 |2/8% |5/21% |17/71% |

|Unit Plan |areas are well thought out |Fa 2002 24 |0 |0 |5/21% |19/79% |

| |to support an effective |Fa 203 25 |0 |3/12% |6/24% |16/64% |

| |Integrated Unit. | | | | | |

| T & L II |Lesson objective clearly |SP 2002 20 |0 |3/15% |7/35% |11/55% |

|DI Lesson Plan |linked to grade level QCC |Fa 2002 25 |0 |5/20% |15/60% |5/20% |

| |objectives |Sp 2003 27 |6/22% |2/1% |13/48% |9/33% |

|SEPO #1 |Objectives and QCC’s listed |Sp 2003 17 |0 |2/12% |3/17% |12/71% |

|Provides access to |and embedded in the lesson. | | | | | |

|rich curriculum by | | | | | | |

|successfully |OR | | | | | |

|aligning IEP | | | | | | |

|objectives and QCC’s|* BASS Content Coverage | | | | | |

|with instruction and| | | | | | |

|assessment | |Sp 2003 23* |0 |0 |5/23% |17/77% |

|SEPO #12 |Naturally presents |Sp 2003 17 |0 |0 |2/12% |15/88% |

|Gives correct |curriculum content clearly | | | | | |

|curriculum content |and accurately to students. | | | | | |

|while teaching. | | | | | | |

|ISLA # 1.1 |Uses broad, current, and |SP 2003 22 |0 |0 |8/36% |14/64% |

| |specialized knowledge of |SP 2003 13 |0 |0 |7/54% |6/46% |

| |subject matter and | | | | | |

| |communicates this | | | | | |

| |understanding to all | | | | | |

| |students | | | | | |

|Unit Level * CPI 1.1|Candidate possesses broad, | | | | | |

| |current and specialized | | | | | |

| |knowledge of subject matter | | | | | |

| |and communicates this | | | | | |

| |understanding to all | | | | | |

| |students, and/or colleagues| | | | | |

| |and parents. | | | | | |

|Unit Level * CPI |Candidate possesses a global| | | | | |

|1.2 |understanding of connections| | | | | |

| |within and across | | | | | |

| |disciplines and applications| | | | | |

| |to real life and accurately | | | | | |

| |represents understanding | | | | | |

| |through use of multiple | | | | | |

| |explanations, technologies | | | | | |

| |and strategies. | | | | | |

|Unit Level * CPI 1.3|Candidate demonstrates a | | | | | |

| |passion for education and | | | | | |

| |creates environments | | | | | |

| |conducive to the development| | | | | |

| |of powerful approaches to | | | | | |

| |instructional challenges. | | | | | |

|Unit Level * CPI 1.4|Candidate teaches or leads | | | | | |

| |in ways that convey | | | | | |

| |knowledge as a combination | | | | | |

| |of skills, dispositions and | | | | | |

| |beliefs-integrated, | | | | | |

| |flexible, elaborate & deep. | | | | | |

* CPI data is being collected during Spring 2004. The Portfolio Nnarrative Rubric was used in Spring/Fall 2003.

Element 1.2 Content Knowledge for Other Professional School Personnel (EDL only)

Not applicable

Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial & Advanced)

CEC Standards 4 (Instructional Strategies), 5 (Learning Environments & Social Interactions), 7 (Instructional Planning), and 8 (Assessment) are the Pedagogical Content Knowledge for special education. Mastery of subject matter and inquiry methods across multiple curriculum areas are also evaluated within Pedagogical Content Knowledge.

|Unacceptable |Acceptable |Target |

|Teacher candidates do not understand the|Teacher candidates have a broad knowledge of |Teacher candidates reflect a thorough understanding |

|relationship of content and pedagogy |instructional strategies that draws upon |of pedagogical content knowledge delineated in |

|delineated in professional, state, and |content and pedagogical knowledge and skills |professional, state, and institutional standards. |

|institutional standards in a way that |delineated in professional, state, and |They have in-depth understanding of the subject |

|helps that develop learning experiences |institutional standards to help all students |matter that they plan to teach, allowing them to |

|that integrate technology and build on |learn. They facilitate student learning of the |provide multiple explanations and instructional |

|students’ cultural backgrounds and |subject matter through presentation of the |strategies so that all students learn. They present |

|knowledge of content so that students |content in clear and meaningful ways and |the content to students in challenging, clear, and |

|learn. |through the integration of technology. |compelling ways and integrate technology |

| | |appropriately. |

CEC Standard 4 Instructional Strategies Evaluation of written products (lesson plans), videotape evidence of skill and evaluations of on-the-job performance by KSU field-experience supervisors are used to assess instructional skills. Triangulation of data from three sources provides a more complete picture of candidate performance. Data is recorded for each cohort indicating the number and percentage of candidates achieving each level of proficiency. Level 4 is the target proficiency (90%+ mastery of content) and represents clear, consistent, and convincing evidence of mastery. Level 3 is acceptable and indicates clear evidence of mastery (80-90% mastery of content). Level 1 and 2 represent less than 80% mastery of content and candidates would be required to document further evidence of mastery before completing their program. The Unit level Graduate Impact on Student Learning Assessment is also completed as part of the unit level assessment of this standard.

|Assessment |Standard |Source/# | ................
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