EKU Graduate Program Review Documents: Professional Certificate for Director of Special Education Page 1

Director of Special Education

Professional Certification

16 KAR 2:010 Kentucky Teaching Certificates 16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel

16 KAR 3:040 Director of special education

Graduate Catalog: http://www.gradschool.eku.edu/gradcatalog/

September 2008/Revised June 2010

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TABLE OF CONTENTS

PROGRAM EXPERIENCES A. Content Standards

B. KERA Initiatives

C. EPSB Themes

D. Program Faculty

E. Syllabi

F. Curriculum Contract/Guide sheet

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PROGRAM EXPERIENCES

Curriculum Requirements

The Department of Special Education offers a professional, Level II certificate program for Director of Special Education. Each candidate takes 15 hours of required course work (EAD 801: Introduction to School Leadership and Administration, SED 810: Special Education Statues, Regulations, and Case Law, SED 814: Special Education Consultation and Supervision Techniques, and SED 816: Practicum in Special Education Administration). In addition, prerequisite courses must be complete prior to admission to this program. Those courses include SED 775: Nature and Needs of Exceptional Students or 800: Exceptional Learners in the Regular Classroom, SED 790: Applied Behavior Analysis, SED 886: Seminar in Special Education, and either SED 356: Methods and Materials in Special Education, 793: Teaching Students with Learning and Behavior Disorders, 804: Educational Management of Learning and Behavior Disorders, 806: Advanced Assessment and Methods for Moderate and Severe Disabilities, or 809: Diagnostic and Prescriptive Teaching of the Deaf and Hard of Hearing. This program is designed to offer educators with at least three years of experience and current Kentucky certification in the areas of exceptional children or school psychology the opportunity to receive advanced training in special education law, educational leadership, consulting, and supervisory techniques. The program culminates with a 6 credit hour practicum experience that allows candidates to apply new skills and knowledge in practical settings. The students are placed in an adjoining county with a certified Special Education Director for the practicum and are supervised on site by the university faculty member. For the Professional Certification for Director of Special Education Program, candidates must enroll in SED 816 (the culminating practicum course) within three years of completing SED 810 and SED 814. All required courses (EAD 801, SED 810, 814, and 816) must be completed within 5 years to ensure information and practices are current. The prerequisite courses and experience address literacy education and other content area information. Program coursework is delivered through on-campus face-to-face classes except for practicum.

Relationship to the Conceptual Framework

The Director of Special Education Professional Certificate program subscribes to the College of Education’s Conceptual Framework. The model focuses on the integration of content knowledge, effective pedagogical skills, dispositions, technology and diversity that foster continued professional and personal development and learning. The foundation that enables a graduate of the certificate program to work effectively in the field is based on the acquisition of “content knowledge” embedded in the curriculum. The opportunities candidates have to participate in virtual, in-class, and field experiences and to practice their “pedagogical skills” enhance this knowledge. Built into this framework is the idea that leadership and management skills and content knowledge allows candidates to maintain certain perceptions about themselves,

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students, and their work environment. Candidates are encouraged throughout the program to assess their “dispositions” related to special education and reflect on their abilities, interests, and performance in the educational setting. Candidates are knowledgeable of integrating “technology” into instruction to enhance teaching and learning and are able to support learning for all students across an increasingly “diverse” student population. Graduates of the program recognize the need to be life-long learners, understanding that to be effective speech-language pathologists that their knowledge base must continue to be updated and their skills refined. Relevant information concerning cultural diversity is integrated into all course syllabi to assist candidates in their understanding and appreciation of the wide array of differences between and among individuals in our society.

Relationship to Continuous Assessment

The Director of Special Education Professional Certificate program utilizes all possible assessment / data collection techniques available and instituted at the College and University levels through Banner, Degree Audit, Task Stream and TracDat. The program houses assessment in Task Stream and regularly updates, according to the continuous assessment schedule, tools, data and data analysis information in TracDat and in the Professional Education Continuous Assessment Plan (PECAP).

Assessment and Monitoring of Candidate Progress

Each program candidate is required to apply for the program via the Eastern Kentucky University Graduate School. They must meet all admission requirements for “Clear” admission by completing all required prerequisites for the program. Each candidate must also meet all department program requirements to become admitted into this program. Advanced candidates progress through a continuous assessment procedure that includes three transition points. This procedure was designed to ensure that they have acquired the necessary pedagogical skills, content knowledge and dispositions experiences throughout their program. Transition points are: Admission, a Program Check and Program Completion.

After admission into the program, candidates receive a letter from their assigned program advisor and they then meet with their advisor. The program advisor provides assistance to help the candidate’s progression throughout the program and to help each candidate make course registration decisions that will best meet her/his goals and needs. The process is formalized by requiring the candidate and advisor to sign a plan program that is submitted to the College of Education dean’s office and filed with the program advisor. With information provided via the university’s student information system and communications from the university’s Graduate School, the advisor monitors the candidate’s progress and assists as needed. As per program policy, candidates follow their programs of study and confer with advisors to help them to monitor their own progress.

Before the candidate enters into the last course, the program advisor performs a program check. This check provides information to the advisor and the candidate concerning course completion

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and program GPA. If this program check finds an area that must be addressed, the candidate is informed and remedial action is requested.

Upon completion of the program, each candidate must complete all course requirements with a program GPA of 3.0 on a 4.0 scale with no grade lower than a “C.”. The program advisor sends a completed program form to the College of Education’s Certification office. This office collects all candidate program information and determines if the candidate is eligible for recommendation for the addition of an Director of Special Education Professional Certification. This recommendation is than sent to the Kentucky Professional Education Standards Board.

Alignment to Standards

All program requirements and course content are aligned with the Eastern Kentucky University’s Goals, College of Education’s Conceptual Framework, the Kentucky Education Professional Standard Board’s Teacher Standards – Advanced Level, and the Kentucky Education Professional Standards Board Themes. Candidates in the Director of Special Education Professional Certification Program must go through a series of assessments throughout the program to ensure that they have acquired the necessary skills and experiences to become effective Director’s of Special Education as defined by the listed goals, framework, standards and themes. Assessments include the following: the Program GPA and satisfactory completion of all required course work. This alignment is also reflected in common course syllabi as reflected in the tables that follow.

In summary, the graduate Director of Special Education Professional Certification Program provides persons holding valid certification and with a minimum of three years experience in the areas of exceptional children or school psychology with the opportunity to continue their growth and development as professional educators by becoming certified as a Director of Special Education. This program addresses standards established by the Kentucky Education Professional Standards Board and by national learned societies/professional organizations. This is reflected in common course syllabi as well as the tables that follow.

EAD 801: Introduction to School Leadership and Administration. The study of modern administrative theories, practices and techniques in school leadership and administrative responsibilities. Emphasis will be upon facilitating leadership to create an organizational climate supportive of excellence in teaching and learning.

SED 810: Special Education Statutes, Regulations and Case Law. A study of the administrative responsibilities of special education leadership with the understanding of the field of special education, related federal and state law, administrative regulations, instructional arrangements, grant writing and budget.

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SED 814: Special Education Consultation and Supervision Techniques. Consulting and supervisor services, recruitment, selection and utilization of support services, evaluation of personnel in special education and programs; staff development; and mediation techniques.

SED 816: Practicum in Special Education Administration. Supervised experiences in providing consultation services and performing all of the other functions of director of special education including procedures and policies, record keeping, utilization of support services, staff development and due process.

CEC Advanced Content Standards

Technology Standards for School Administers

Educational Leadership Policy Standards

EAD 801 Leadership and Policy

Research and Inquiry

Leadership and Vision

Productivity and Professional Practice

Social, Legal and Ethical Issues

1,5,6

SED 810 Leadership and Policy

Research and Inquiry

Leadership and Vision

Productivity and Professional Practice

Social, Legal and Ethical Issues

1,5,6

SED 814 Student and Program Evaluation

Professional Development and Ethical Practice

Collaboration

Learning and Teaching

Productivity and Professional Practice

Support, Management, and Operations

1,2,3,4

SED 816 Program Development and Organization

Productivity and Professional Practice

Assessment and Evaluation

Support, Management and Operations

2,3,4,5,6

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III. Program Experiences

Relationship to the Conceptual Framework

CONCEPTUAL FRAMEWORK ELEMENTS

CF1: Knowledge Element - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process.

CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students.

CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development.

CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn.

CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning for all students

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES CF1 CF2 CF3 CF4 CF5

EAD 801 K - K, A, KA 3 - K, A SED 810 K, A, KA1 K K KA 2, A K, A, KA2c SED 814 K, KA 1 K K - K SED 816 A A A - A Total = 15 hours

Relationship to Kentucky Teacher Standards – Advanced

TEACHER STANDARDS (February 2008) Look at the online document for Initial and Advanced Level IInformation http://www.kyepsb.net/

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

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STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 EAD 801 -

- K - - - - - - K

SED 810 K, A, KA 6

- - - - KA2c,

A - K A, KA6

A, KA 6

SED 814 KA 1 - - - K K K K K A SED 816 A - - - A A A A A A Total = 15 hours

Relationship to EKU Goals

EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky.

COURSES EKU-G1 EKU–G2 EKU-G3 EKU-G4 EKU-G5 EAD 801 X X X X X SED 810 X - X X - SED 814 X - X X - SED 816 X - X X - Total = 15 hours

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A. Content Standards (SPA) Council For Exceptional Children (CEC)

CEC Standard CEC Administrator

Course P/N Description

Standard 9 Standards 1, 2, 5 EAD 801 Introduction to School Leadership and Administration. (3) I, II. The study of modern administrative theories, practices, and techniques in school leadership and administrative responsibilities. Emphasis will be upon facilitating leadership to create an organizational climate supportive of excellence in teaching and learning.

Standards 1, 7, 8, 10 Standards 1, 2, 5, 6 SED 810 Special Education Statutes,

Regulations, and Case Law. (3) A. A study of the administrative responsibilities of special education leadership with emphasis on the understanding of the field of special education, related federal and state laws, administrative regulations, instructional arrangements, grant writing and budget.

Standards 9, 10 Standards 1, 2, 5, 6 SED 814 Special Education Consultation

and Supervision Techniques. (3) A. Consulting and supervisory services; recruitment, selection, and utilization of support services, evaluation of personnel in special education and programs; staff development ; and

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mediation techniques.

Standard 9 Standards 1, 2, 3,

4, 5. 6 SED 816 Practicum in Special Education

Administration. (6) A. Prerequisites: SED 810, 814, and EAD 801 or department chair approval. Supervised experiences in providing consultation services and performing all of the other functions of director of special education including procedures and policies, record keeping, utilization of support services, staff development, and due process.

Summary of Council for Exceptional Children Standards:

Standard 1: Foundations

Standard 2: Development and Characteristics of Learners

Standard 3: Individual Learning Differences

Standard 4: Instructional Strategies

Standard 5: Learning Environments and Social Interactions

Standard 6: Language

Standard 7: Instructional Planning

Standard 8: Assessment

Standard 9: Professional and Ethical Practice

Standard 10: Collaboration

Summary of Council for Exceptional Children Standards for Special Education Administrators

Standard 1: Leadership and Policy

Standard 2: Program Development and Organization

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Standard 3: Research and Inquiry

Standard 4: Individual and Program Evaluation

Standard 5: Professional Development and Ethical Practice

Standard 6: Collaboration

B. KERA Initiatives

COURSES KTIP KPIP SBDM SPECIAL ED LAW

ARC

EAD 801 - X X - SED 810 - - - X X SED 814 X - - X SED 816 X - X X X

C. EPSB Themes:

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments

COURSES Diversity Technology Literacy

Education

Code of Ethics

Leadership School Safety

Education EAD 801 K K - - K K SED 810 K KA 2c, A - K K, A, KA 6 SED 814 K - - K A SED 816 A A - A A

D. Program Faculty information may be accessed at: Faculty Qualifications: http://www.coe.eku.edu/coefactbook/DataManagement/FAC_QUA_PERF_DEV/faculty_qualifications.php

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Professional Practices in Scholarship: http://www.coe.eku.edu/coefactbook/DataManagement/FAC_QUA_PERF_DEV/profprac_scholarship.php

Professional Practices in Service: http://www.coe.eku.edu/coefactbook/DataManagement/FAC_QUA_PERF_DEV/profprac_service.php

E. Syllabi may be accessed at: http://www.coe.eku.edu/coefactbook/DataManagement/candidate_qual_performance/dataresources_artifacts/syllabi/

F. Curriculum Contract/Guidesheet:

The Graduate CARES report is the official curriculum guide sheet for this graduate program. The document is electronically updated as the candidate progresses throughout the program. Semester advising is available to students on an as needed basis.

Planned Program

http://www.coe.eku.edu/coefactbook/DataManagement/candidate_qual_performance/dataresources_artifacts/Curr_planned_prog.php

ADDITIONAL REFERENCES

Professional Education Continuous Assessment Plan

http://www.coe.eku.edu/coefactbook/DataManagement/assessment_sys_uniteval/

Conceptual Framework http://www.coe.eku.edu/coefactbook/DataManagement/Unit_Gov_Res/conceptualframework/

Key Assessments http://www.coe.eku.edu/coefactbook/DataManagement/candidate_qual_performance/dataresources_artifacts/key_assess.php