UNIVERS ITY OF -
NIAPvrAND 11 19 Maln Adm~n~str.ition
Building
College Park, M3ryl.und 20712-503 1
301.405.5252 T E L 301.405.8195 FAX
OFFICE O F THE SENIOR VICE PRESIDENT F O R ACADEMIC AFFAIRS AND PROVOST May 18,2006
MEMORANDUM TO:
Edna Mora Szymanski
Dean, College of Education
FROM:
Phyllis Peres
Associate ~rovo!st for Academic Planning and Programs
SUBJECT:
Proposal to modify the curriculum in the combined Bachelor's/Master's program
in Special Education (PCC Log No. 05068)
/?
At its meeting on May 5,2006, the Senate Committee on Programs, Curricula, and
Courses approved your proposal to modify the curriculum of the combined Bachelor's/Master's
program in Special Education. A copy of the approved proposal is enclosed.
The changes are effective in Fall 2006. The College should ensure that the new
requirements are fully described in the Undergraduate and Graduate Catalogs and in all relevant
descriptive materials, and that all advisors are informed.
Enclosure
cc: James Baeder, Chair, Senate PCC
Sarah Bauder, Student Financial Aid
Mary Giles, University Senate
Barbara Hope, Data Administration
Gay Gullickson, Graduate School
Kathy McAdams, Undergraduate Studies
Anne Turkos, Archives
Linda Yokoi, Records & Registrations
Dawn Molloy, Special Education
Debra Neubert, Special Education
Donna Wiseman, College of Education
THE UNIVERSITY OF MARYLAND, COLLEGE PARK PROGRAMICURRICULUM PROPOSAL -
DIRECTIONS:
Provide one form with original approval signatures in lines 1 - 4 for each proposed action. Keep this form to one page in length. Early consultation with the Office of the Associate Provost for Academic Planning & Programs is strongly recommended if there are questions or concerns, particularly with new programs. Please submit the signed form to Claudia Rector, Office of the Associate Provost for Academic Planning and Programs, 1 1 19 Main Administration Building, Campus. Please email the rest of the proposal as an MSWord attachment to pcc-submissions@,umd.edu. PCC LOG NO.
DATE SUBMITTED 2/23/06
05068
COLLEGEISCHOOL College of Education
DEPARTMENTIPROGRAM Department of Special Education
PROPOSED ACTION (A separate form for each) ADD
DELETE
CHANGE
X
DESCRIPTION (Provide a succinct account of theproposed action. Details should be provided in an
attachment. Provide old and new sample programs for curriculum changes.)
Modify cumculum of the combined Bachelor's/Master's program in Special Education.
Please see attached description of "Pathway #I."
JUSTIFICATION/REASONS/RESOLRCES(Briefly explain the reasonfor the proposed action. IdentzJj, the
source of new resources that may be required. Details should be provided in an attachment.)
Please see attached justification of "Pathway #I."
-
DATE
1. Department Committee Chair
2. Department Chair
-
6. Chair, Senate P C C
7. Chair o f Senate
u
8. Vice President for Academic Affairs & Provost
I
)-/[?
-06
VPAAP 8-05
Combined Bachelor’s/Master’s in Special Education
EXECUTIVE SUMMARY FOR THE GRADUATE PCC COMMITTEE
Please note: This document describes both a new undergraduate Minor and a Combined
Bachelor’s/Master’s program. The two program proposals are combined in a single document
because the logic of the programs is closely intertwined. However, the Graduate PCC
Committee need only review/vote on the Combined Bachelor’s/Master’s program, as the 30credit M.Ed. that will be used in conjunction with the proposed Minor is already approved. It is
included here for the convenience of the Graduate PCC as they consider the proposal for
revisions to the Combined Bachelor’s/Master’s program.
The shortage of special education teachers has prompted both the State of Maryland and the
College of Education to consider ways of streamlining the process of teacher certification in an
effort to attract more teachers. The proposal to offer a new 18-credit Minor in Special
Education (which in combination with the existing 30-credit M.Ed. would qualify a teacher for
state certification in five years total) is one approach to facilitating certification efficiently. The
proposal to modify the combined Bachelor’s/Master’s program would create a similarly
streamlined major/M.Ed combination and maintain the attractiveness of the Special Education
major to students seeking training for certification.
•
Pathway 1- Combined B.S/M.Ed.:
o Modifies the Combined Bachelor’s/Master’s program to condense the program
from six years to five.
o Shifts the emphasis in the Master’s portion from research (M.A. or M.Ed.) to
pedagogy (M.Ed. only). (Students seeking traditional research degrees will
pursue the M.A. in Education.)
o Students completing the combined Bachelor’s/Master’s program will earn two
levels of special education certification: Generic Special Education Certification
for their chosen age/grade level, plus the Severe Disabilities Certification.
o Students will earn a bachelor’s degree after four years and 120 credits; M.Ed with
another year and 150 credits total (including 12 credits of “double-counted”
coursework). The “double-counted” coursework creates a 42-credit hour M.Ed.
that supports the second certification in Severe Disabilities.
•
Pathway 2 – Minor in Special Education (plus an already approved M.Ed. to obtain
certification):
o 18 credit minor creates a path for juniors and transfer students to complete the
requirements for Special Education in a timely fashion
o Students completing the Minor and the one-year M.Ed. earn the Generic Special
Education Certification for their chosen age/grade level.
Pathways to Teacher Certification:
Department of Special Education, University of Maryland
April 7, 2006
Table of Contents
Rationale, Justification and Resources
2
Appendix A: Pathway #1: Combined B.S./M.Ed. Program in
Special Education
4
Tables 1-3: Current and Proposed Program Comparisons
Tables 4-7: Program Sheets
Coursework for Proposed Pathway #1
Appendix B: Pathway #2: Minor in Special Education
Tables 8-10: Program Sheets
5
11
15
21
25
Appendix C: Assessment Plan and Student Learning Outcomes
28
Appendix D: Letters of Support
33
1
Pathways to Teacher Certification:
Department of Special Education, University of Maryland
Rationale, Justification, and Resources
Overview
The Department of Special Education proposes to modify its existing 5-year undergraduate program and
to offer a minor in special education. The two proposed pathways to initial teacher certification include:
• Pathway #1: Combined 5-Year Bachelor’s/Master’s Program in Special Education
• Pathway #2: Minor in Special Education, with 1-Year M.Ed. in Special Education (contingent
on approval of Pathway #1 – see Summary of Current and Proposed Programs on page 2.)
Rationale and Justification
In response to the state of Maryland’s critical need for special educators, we propose to offer multiple
pathways to initial special education licensure. The Maryland State Department of Education (MSDE) has
identified special education as a critical shortage area in its annual staffing report for the past several
years. For example, The Maryland Teacher Staffing Report, 2005-2007 projects school systems will fill
only 75% of vacancies in special education in 2006-2007. This issue is not unique to Maryland as school
systems across the nation experience a critical shortage of certified special educators (U.S. Department of
Education, 2003 - 25th Annual Report to Congress).
We believe that creating multiple pathways will address the critical shortage of special educators while
attracting students to one of the best special education programs in the country. We are ranked nationally
in the top ten Special Education Departments, receive funding from the U.S. Department of Education to
assist students obtain their degrees, and produce teachers whose retention in the field far surpasses
national averages (91% after 5 years, compared to 50% nationally; Molloy & Young, 2005). However,
recruitment of adequate number of potential teachers to address the critical shortage has recently become
problematic. We attribute these problems (as do other major universities) to rising tuition costs that are
often examined in light of starting teacher salaries and alternative routes to teacher certification,
which offer a degree in a condensed amount of time (often with minimal coursework and
supervision/mentoring).
Pathway #1: Modifying our existing combined Bachelor’s/Master’s program will condense the amount
of time it takes to earn a bachelor’s and master’s degree in special education, while maintaining the
integrity and rigor of our coursework and extensive field experiences. Consistent with the UM Policy for
Combined Bachelor’s/Master’s Programs, students will earn a bachelor’s degree upon completion of 120
approved credits and the master’s degree upon completion of 150 approved credits. In contrast, our
current combined program, approved in 1983, awards students the B.S. after 5 years (150 credits) and the
M.Ed. after 6 years (180 credits).
The key change to the existing program is a shift in emphasis for the master’s degree. Under the current
program, the six-year master’s degree emphasizes research specialization in a disability area (12 doublecount credits during year five and 18 credits of graduate seminars in specialization area and research
courses in year six). Under the proposed program, the five-year Combined Bachelor’s/Master’s degree
will emphasize pedagogical expertise and will be consistent with our existing master’s initial
certification program. Double-count credits will shift from the fifth year to the fourth year. Students will
apply to the graduate school during their junior year and will earn 12 double-count credits in their senior
year. The exception to allow more than nine double-counted credits is part of our current program, and
was approved by the University in 1983. See Appendix A: Tables 1-3 for a detailed comparison of the
existing and proposed program courses and milestones.
2
Our proposal requires no changes in terms of departmental resources. Consistent with our current
program and our existing M.Ed. certification program, students will select an age-based area: Early
Childhood, Elementary, or Secondary/Middle Special Education (See Appendix A: Tables 5-7). A
description of courses required for Proposed Pathway #1 is on pages 15-20 in Appendix A.
A selective admissions policy is currently in effect for the undergraduate program and thus, all students in
special education are admitted as majors only after fulfilling rigorous criteria. Students applying to the
Graduate School during the last semester of the junior year will need to fully meet all Graduate School,
College, and Departmental standards.
Pathway #2: Offering an 18-credit minor in special education will provide undergraduate students (from
any major) an introduction to the special education field. Our hope is then to attract exceptional students
into a one-year, Master’s program to gain initial teacher certification in generic special education at a
chosen age level (early childhood, elementary, secondary). Undergraduate students in the minor would
apply to the graduate school during their senior year. Appendix B presents a full description of Pathway
#2.
The minor requires changes in departmental advising responsibilities, which will be assumed by our
current EDSP Undergraduate Program and Advising Coordinator who will coordinate minor recruitment
efforts, review academic records of potential students, advise students in the minor, and coordinate
information with the College of Education Office of Student Services. Core courses for the minor are
offered as part of our program and we anticipate that additional students in these courses will be
accommodated easily. Letters from Drs. Wigfield and Koziol indicate their awareness that additional
students may register for selected courses in EDHD and EDCI under the minor (See Appendix D).
Summary of Current and Proposed Programs
•
•
•
•
•
•
•
Proposed Pathways #1 and #2
• Two paths to certification
• 4 years to earn bachelor’s; 1 additional
year to earn master’s degree and
certification
• Teaching/pedagogical emphasis in
Master’s degree program
• Total years=5
• Selective Admissions
• Yearlong internship/student teaching
• 150 credits
Current Program
One path to certification
5 years to earn bachelor’s and
certification; 1 additional year to earn
master’s degree
Research emphasis in Master’s degree
program
Total years = 6
Selective Admissions
Yearlong internship/student teaching
150 credits
This proposal offers two pathways to address the critical shortage of special educators. We are proposing
to alter our current undergraduate program to ensure that the two pathways are of equal duration to
receive both a bachelor’s and master’s degree. Thus our ability to offer Pathway #2 is contingent on
approval of Pathway #1. The Assessment Plan and Student Learning Outcomes can be found in
Appendix C.
3
APPENDIX A
Pathway #1: Combined B.S./M.Ed. Program in
Special Education
Tables 1-3: Current and Proposed Program
Comparisons
Tables 4-7: Program Sheets
4
Table 1.
Proposed Changes for the Combined B.S./Master’s in
Special Education: Early Childhood
Current Program
1. Semester I
2. Semester II
3. Semester III
4. Semester IV
5. Semester V
6. Semester VI
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (3)
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
7. Semester VII
EDSP 400 (3)
EDSP 484 (3)
EDSP 420 (3)
EDSP 421 (4)
General Elective (2)
(15 credits)
8. Semester VIII
EDSP 423 (3)
EDSP 430 (3)
5
Proposed Program
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (2)
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 602 (3)
EDSP 484 (3)
EDSP 626 (3)
EDSP 421 (4)
CORE Advanced Study (3)
(16 credits)
Refer to Table 5.
EDSP 624 (3)
EDSP 631 (3)
9. End of Semester VIII
10. Semester IX
Recommended EC Elective (3)
EDSP 424 (4)
General Elective (3)
(16 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 627 (3)
EDSP 687 (3)
EDSP 604 (3)
EDSP 431 (4)
(13 credits)
11. Semester X
EDSP 690 (3)
EDSP 494 (11)
(14 credits)
12. Semester X
AWARD B.S. (150 Credits)
13. Semester XI
EDMS 645 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
EDMS 646 or EDSP 670 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
AWARD M.A./M.Ed.
(150 credits)
14. Semester XII
15. End of Semester XII
6
Recommended EC Elective (3)
EDSP 424 (4)
(13 credits)
Refer to Table 5.
AWARD B.S. (120 credits)
EDSP 627 (3)
EDSP 687 (3)
EDSP 604 (3)
EDSP 431 (4)
Graduate Elective (3)
(16 credits)
Refer to Table 5.
EDSP 690 (3) Research Seminar
EDSP 694 (11)
(14 credits)
Refer to Table 5.
AWARD M.Ed. (150 credits)
Refer to Table 5.
Table 2.
Proposed Changes for the Combined B.S./Master’s in
Special Education: Elementary Specialization
Current Program
1. Semester I
2. Semester II
3. Semester III
4. Semester IV
5. Semester V
6. Semester VI
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (3)
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
7. Semester VII
EDSP 400 (3)
EDSP 484 (3)
EDSP 451 (3)
EDSP 452 (4)
General Elective (2)
(15 credits)
8. Semester VIII
EDSP 410 (3)
EDSP 453 (3)
7
Proposed Program
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (2)
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 602 (3)
EDSP 484 (3)
EDSP 652 (3)
EDSP 452 (4)
CORE Advanced Study (3)
(16 credits)
Refer to Table 6.
EDSP 614 (3)
EDSP 653 (3)
9. End of Semester VIII
10. Semester IX
EDSP 485 (3)
EDSP 454 (4)
General Elective (3)
(16 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 654 (3)
EDSP 686 (3)
EDSP 687 (3)
EDSP 456 (4)
(13 credits)
11. Semester X
EDSP 690 (3)
EDSP 495 (11)
(14 credits)
12. End of Semester X
13. Semester XI
AWARD B.S. (150 Credits)
EDMS 645 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
EDMS 646 or EDSP 670 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
14. Semester XII
15. End of Semester XII
AWARD M.A./M.Ed.
(150 credits)
8
EDSP 485 (3)
EDSP 454 (4)
(13 credits)
Refer to Table 6.
AWARD B.S. (120 credits)
EDSP 654 (3)
EDSP 686 (3)
EDSP 687 (3)
EDSP 456 (4)
Graduate Elective (3)
(16 credits)
Refer to Table 6.
EDSP 690 (3) Research Seminar
EDSP 695 (11)
(14 credits)
Refer to Table 6.
AWARD M.Ed. (150 credits)
Table 3.
Proposed Changes for the Combined B.S./Master’s in
Special Education: Secondary/Middle Specialization
Current Program
1. Semester I
2. Semester II
3. Semester III
4. Semester IV
5. Semester V
6. Semester VI
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (3)
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
7. Semester VII
EDSP 400 (3)
EDSP 466 (3)
EDHD 426 (3)
EDSP 434 (4)
General Elective (2)
(15 credits)
8. Semester VIII
EDSP 410 (3)
EDSP 474 (3)
9
Proposed Program
ENGL 101 (3)
PSYC 100 (3)
SOCY 100 or 105 (3)
CORE Lab Science (4)
General Elective (2)
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
Apply to Special Education
Major
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(16 credits)
NO CHANGE IN COURSE
REQUIREMENTS
Refer to Table 4.
(15 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 602 (3)
EDSP 664 (3)
EDHD 426 (3)
EDSP 434 (4)
CORE Advanced Study (3)
(16 credits)
Refer to Table 7.
EDSP 614 (3)
EDSP 674 (3)
9. End of Semester VIII
10. Semester IX
EDCI 463 (3)
EDSP 485 (3)
EDSP 435 (4)
(16 credits)
APPLY TO GRADUATE
SCHOOL
EDSP 677 (3)
EDSP 687 (3)
EDSP 686 (3)
EDSP 436 (4)
(13 credits)
11. Semester X
EDSP 690 (3)
EDSP 496 (11)
(14 credits)
12. End of Semester X
AWARD B.S. (150 Credits)
13. Semester XI
EDMS 645 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
EDMS 646 or EDSP 670 (3)
EDSP 600-level Research
Seminars or Thesis (6)
(9 credits)
AWARD M.A./M.Ed.
(150 credits)
14. Semester XII
15. End of Semester XII
10
EDSP 485 (3)
EDSP 435 (4)
(13 credits)
Refer to Table 7.
AWARD B.S. (120 credits)
EDSP 677 (3)
EDSP 687 (3)
EDSP 686 (3)
EDSP 436 (4)
Graduate Elective (3)
(16 credits)
Refer to Table 7.
EDSP 690 (3) Research Seminar
EDSP 696 (11)
(14 credits)
Refer to Table 7.
AWARD M.Ed. (150 credits)
Pathway #1
Table 4: Program Sheet Generic Coursework for Special Education in Semesters I-VI
Course
ENGL
PSYC
SOCY
or
SEMESTER I
Requirement
l0l
l00
l00
l05
Credit
English Composition CORE Fund. Study
Intro to Psychology SAC/CORE - BSOS
Intro to Sociology
Intro to Contemporary
Social Problems
SAC/CORE - BSOS
Science with Lab
CORE Physical/Life Sci
Elective
General
Course
ENGL Literature
HIST l56 or l57
3
3
3
4
2
15
MATH ll0
HESP 202 Intro to Hearing
and Speech Sciences
CORE Elective
SEMESTER III
EDSP 2l0 Intro to Special
Education
STAT l00 Elementary Statistics & Probability
EDHD 4ll/Child Growth/Develpt
PSYC 355 Child Psychology
Elective
CORE Elective
Department
SAC/CORE Math or
Formal Reasoning
SAC
General
CORE Arts/Lit/Hum.
SEMESTER II
Requirement
Credit
CORE Literature
3
CORE Social or
Political History
3
CORE Fundamental Study 3
College of Education
3
CORE History or Theory
of Arts
_3_
15
SEMESTER IV
3
3
3
3
__3_
l5
SEMESTER V
EDCI 385 Computers for Teachers General Ed. Foundation 3
EDSP 413 Behavior & Classroom
Management in Special
Education
Sp. Ed. Foundation
3
EDSP 406 Field Placement I:
Special Education
Sp. Ed Foundation
1
EDHD 425 Langu. Dev. And Reading
Acquisition
Gen. Ed. Foundation
3
Upper Level Engl
CORE Fundamental
Composition
Study
3
CORE Elective
Advanced Study
_3_
l6
MATH 2l2 Elements of Math for
Classroom Teachers
EDHD Elective (approved list)
Elective
CORE Elective
CORE Elective
Department
Department
General
CORE Physical/Life
Science
Diversity
4
3
2
3
_3_
15
SEMESTER VI
EDSP 403 Instruction of
Students with
Physical Disabilities
EDSP 415 Assessment in Sp. Ed.
EDSP 416 Reading and Writing
Instruction Sp. Ed. I
EDSP 407 Field Placement II:
Special Education
EDPL 30l Foundations of Educ
11
Low Incidence
Sp. Ed. Foundation
3
3
Sp. Ed. Foundation
3
Sp. Ed. Foundation
3
College of Education 3_
l5
UNIVERSITY OF MARYLAND
DEPARTMENT OF SPECIAL EDUCATION
Table 5: Special Education Major (Early Childhood and Severe Disabilities Certifications)
Semester VII
(Fall)
EDSP 602
(DC)
Functional Assessment & Instruction in
Special Education
3
EDSP 624
(DC)
Assessment in Early Childhood Special
Education
3
EDSP 484
Reading and Writing Instruction in
Special Ed. II
3
EDSP 631
(DC)
Early Intervention: Early Childhood
Special Education
3
EDSP 626
(DC)
Characteristics of Infants & Young
Children: Early Childhood Special
Education
Field Placement III: Early Childhood
Special Education
3
EDSP 424
Field Placement IV: Early Childhood
Special Education
4
4
Recommended Elective
3
***AWARD B.S., NO CERTIFICATION***
Curriculum & Instruction: Early
Childhood Special Education
3
Semester X
EDSP 690
Family Partnerships in Special
Education
Education of Students with Autism
3
EDSP 694
3
EDSP 431
Field Placement V: Early Childhood
Special Education
4
General
Elective
400-level or higher
3
EDSP 421
CORE Elective Advanced Study
Semester IX
EDSP 627
EDSP 687
EDSP 604
Semester VIII
(Fall)
(Spring)
3
(Spring)
Teacher Candidate Research Seminar in
Special Education
3
Internship: Early Childhood Special
11
Education
***AWARD M.ED., WITH TWO SPECIAL EDUCATION
CERTIFICATIONS: GENERIC INFANT-GRADE 3; SEVERELY
AND PROFOUNDLY HANDICAPPED
*(DC) Double Count
12
DEPARTMENT OF SPECIAL EDUCATION
Table 6: Special Education Major (Elementary and Severe Disabilities Certifications)
Semester VII
(Fall)
EDSP 602
(DC)
Functional Assessment & Instruction
in Special Education
3
EDSP 614
(DC)
Community-Based Assessment &
Curriculum in Special Education
3
EDSP 484
Reading and Writing Instruction in
Special Ed. II
3
EDSP 653
(DC)
Methods & Models of Instruction:
Elementary Special Education
3
EDSP 652
(DC)
Curriculum & Instruction: Elementary
Special Education
3
EDSP 485
Assessment and Instruction in
Mathematics in Special Education
3
EDSP 452
Field Placement III: Elementary Special
Education
Advanced Study
4
EDSP 454
Field Placement IV: Elementary Special
Education
4
CORE
Elective
Semester IX
Semester VIII
3
(Spring)
***AWARD B.S., NO CERTIFICATION***
(Fall)
Semester X
(Spring)
EDSP 687
Family Partnerships in Special Education
3
EDSP 690
Teacher Candidate Research Seminar in
Special Education
3
EDSP 654
Assessment in Elementary Special
Education
3
EDSP 695
Internship: Elementary Special
Education
11
EDSP 686
Promoting Prosocial Behavior in Special
Education
3
***AWARD M.ED., WITH TWO SPECIAL EDUCATION
CERTIFICATIONS: GENERIC: GRADES 1-8; SEVERELY AND
PROFOUNDLY HANDICAPPED
EDSP 456
Field Placement V: Elementary Special
Education
4
General
400-level or higher
Elective
*(DC) Double Count
3
13
UNIVERSITY OF MARYLAND
DEPARTMENT OF SPECIAL EDUCATION
Table 7: Special Education Major (Secondary and Severe Disabilities Certifications)
Semester VIII
(Spring)
Semester VII
(Fall)
EDSP 602
(DC)
Functional Assessment & Instruction in
Special Education
3
EDSP 614
(DC)
Community-Based Assessment and
Curriculum in Special Education
3
EDSP 664
(DC)
Issues and Models: Secondary/Middle
Special Education
3
EDSP 674
(DC)
Assessment in Secondary/ Middle
Special Education
3
EDHD 426
Cognition and Motivation in Reading:
Reading in Content Areas I
3
EDSP 485
Assessment and Instruction in
Mathematics in Special Education
3
EDSP 434
Field Placement III: Secondary/Middle
Special Education
4
EDSP 435
Field Placement IV: Secondary/Middle
Special Education
4
CORE Elective
Advanced Study
3
***AWARD B.S., NO CERTIFICATION
Semester IX
(Fall)
Semester X
(Spring)
Teacher Candidate Research Seminar in
Special Education
EDSP 677
Curriculum, Assessment, & Instruction in
Secondary/Middle Special Education
3
EDSP 690
(DC)
EDSP 687
Family Partnerships in Special Education
3
EDSP 696
EDSP 686
Promoting Prosocial Behavior in Special
Education
3
EDSP 436
Field Placement V: Secondary/Middle
Special Education
4
General
Elective
400-level or higher
3
* (DC)
Double Count
3
Internship: Secondary/Middle Special
11
Education
***AWARD M.ED., WITH TWO SPECIAL EDUCATION
CERTIFICATIONS: GENERIC: GRADE 6-ADULT; SEVERELY
AND PROFOUNDLY HANDICAPPED
14
Coursework for Proposed Pathway #1:
Combined B.S./M.Ed. Degree
Course #
Title
Catalogue Description
EDSP210
Introduction to Special
Education
Characteristics and needs of
individuals receiving special
education and related services.
Current issues and practices in
special education.
Class Standing:
Freshman or
Sophomore. Not
open to students
who have
completed more
than 59 credits
EDSP 403
Instructions of
Students with Physical
Disabilities
Assessment, curriculum, and
instruction for students with
physical disabilities. Focus on
etiology, environmental and
learning adaptations, and assistive
technology.
EDSP or 0808P
majors only
EDSP 406
Field Placement I
Practicum experience in special
education
Restricted to
students with the
following major
codes: EDSP,
0808L, and
0808P
EDSP 407
Field Placement II:
Special Education
Functional assessment, curriculum
development, and instructional
methods related to community
functioning skills for students with
severe disabilities.
For EDSP or
0808P majors
only.
EDSP 413
Behavior & Classroom
Management in
Special Education
Use of applied behavior analysis
for assessment of behavior and
learning environments. Design of
behavior and classroom
management of students in special
education.
EDSP or 0808P
majors only
15
Co. or Pre req.
EDSP 415
Assessment in Special
Education
Knowledge and skills for
understanding assessment process
and interpretation of assessment
data. Emphasis on psychometric
aspects of assessment related to
screening, eligibility, and program
planning.
Recommended
STAT100 or
SOCY201.
EDSP or 0808P
majors only
EDSP 416
Reading and Writing
Instruction in Special
Education I
Assessment and instruction of
reading and writing skills for
students in special education.
EDSP or 0808P
majors only
EDSP 421
Field Placement III:
Early Childhood
Special Education
Practicum experience in early
childhood special education. Field
placement for three half days per
week. Students must reserve three
half-days (8-1) for this experience
For EDSP or
0808P majors
only
EDSP424
Field Placement IV:
Early Childhood
Special Education
Practicum experience in early
childhood special education. Field
placement for three half days per
week. Students must reserve three
half days (8-1) for this experience
For EDSP or
0808P majors
only
EDSP 431
Field Placement V:
Early Childhood
Special Education
Practicum experience in early
childhood special education. Field
placement for three half days per
week. Students must reserve three
half-days (8-1) for this experience
For EDSP or
0808P majors
only
EDSP 434
Field Placement III:
Middle/Secondary
Special Education
Practicum experience in middle and
secondary special education. Field
placement for three half days per
week.
For EDSP or
0808P majors
only
EDSP 435
Field Placement IV:
Middle/Secondary
Special Education
Practicum experience in middle and
secondary special education. Field
placement for three half days per
week.
For EDSP or
0808P majors
only
EDSP 436
Field Placement V:
Middle/secondary
Special Education
Practicum experience in middle and
secondary special education. Field
placement for three half days per
week.
For EDSP or
0808P majors
only
EDSP 452
Field Placement III:
Elementary Special
Education
Practicum experience in
elementary special education.
Field placement for three half days
per week.
For EDSP or
0808P majors
only.
16
EDSP 454
Field Placement IV:
Elementary Special
Education
Practicum experience in
elementary special education.
Field placement for three half days
per week
For EDSP or
0808P majors
only
EDSP 456
Field Placement V:
Elementary Special
Education
Practicum experience in
elementary special education.
Field placement for three half days
per week
For EDSP or
0808P majors
only
EDSP 484
Reading and Writing
Instruction in Special
Education II
Focus on the development of
reading and writing programs for
students in special education.
Builds on foundations established
in EDSP 416
EDSP416
EDSP or 0808P
majors only
EDSP 485
Assessment and
Instruction in
Mathematics in
Special Education
Instructional methods and
assessment in mathematics in
special education
EDSP or 0808P
majors only
EDSP 602
Functional Assessment
and Instruction in
Special Education
Functional assessment procedures
and instructional methods for
students with severe disabilities
from birth to adulthood.
EDSP majors
only
EDSP 603
Instruction of Students
with Physical
Disabilities
Assessment, curriculum, and
instruction for students with
physical disabilities. Focus on
etiology, environmental and
learning adaptations, and assistive
technology.
EDSP majors
only
EDSP 604
Education of Students
with Autism
Characteristics, needs, assessment,
and educational methods for
students diagnosed as autistic or
having a pervasive development
disorder.
Permission of
department
EDSP 613
Behavior and
Classroom
Management in
Special Education
Applied behavior analysis for
assessment of behavior and
learning environments. Behavior
and classroom management
strategies for students in special
education.
EDSP majors
only or
permission of
instructor
17
EDSP 614
Community Based
Assessment and
Curriculum in Special
Education
Functional assessment, curriculum
development, and instructional
methods related to community
functioning skills for students with
severe disabilities.
EDSP majors
only
EDSP 615
Assessment in Special
Education
Deals with the understanding and
interpretation of the results of
psychological and educational
tests applicable for use with
exceptional children and youth.
EDMS 446; and
EDMS 646; and
EDSP 600 or
permission of
department
EDSP 616
Reading and Writing
Instruction in Special
Education I
Assessment and instruction of
reading and writing skills and
strategies for students in special
education.
EDSP majors
only
EDSP 624
Assessment in Early
Childhood Special
Education
Assessment procedures for infants
and young children with
disabilities, birth through age
eight.
EDSP majors
only
EDSP 626
Characteristics of
Infants and Young
Children: Early
Childhood Special
Education
Focus on developmental,
behavioral, and learning
characteristics of infants and
young children with and without
disabilities.
EDSP 627
Curriculum and
Instruction: Early
Childhood Special
Education
Curriculum and instructor for
young children with mild and
moderate disabilities, preschool
through primary grades.
EDSP 631
Early Intervention:
Early Childhood
Special Education
Intervention with infants and
young children with disabilities.
Focus on moderate and severe
disabilities.
EDSP 652
Curriculum and
Instruction:
Elementary Special
Education
Methods for instruction of
students with disabilities in the
general education curriculum.
Collaboration with other
professionals is included.
EDSP 653
Methods and Models
of Instruction:
Elementary Special
Education
Focus on models and methods of
instruction responsive to the
cognitive, linguistic, and cultural
characteristics of elementary
students in special education.
18
EDSP majors
only
EDSP majors
only
EDSP 654
Assessment in
Elementary Special
Education
Focus on selection, administration,
and interpretation of assessment
tools and results for designing
instruction and evaluating
progress of elementary students in
special education.
EDSP majors
only
EDSP 664
Issues and Models:
Secondary/Middle
Special Education
Issues, legislation, and service
models in secondary/middle
special education. Emphasis on
career and vocational education,
self-determination, and transition.
Permission of
department
EDSP 674
Assessment in
Middle/Secondary
Special Education
Cognitive, vocational, and social
assessment for students with
disabilities. Emphasis on
interpretation of assessment
results and case management
practices.
EDSP majors
only
EDSP 677
Curriculum,
Assessment, and
Instruction:
Middle/Secondary
Special Education
Methods and assessment practices
for effective instruction in middle
and secondary content areas for
students in special education.
EDSP majors
only
EDSP 683
Assessment and
Instruction in
Mathematics in
Special Education
Instructional methods and
assessment in mathematics in
special education.
EDSP majors
only
EDSP 684
Reading and Writing
Instruction in Special
Education II
Development of effective reading
and writing programs for students
receiving special education
services. Builds on the foundation
established in EDSP 616.
EDSP 616 or
permission of
department
EDSP 686
Promoting Prosocial
Behavior in Special
Education
Focuses on effective practices for
social development among
students with disabilities.
Classroom, school, and
community approaches for
developing prosocial behavior are
covered.
For EDSP
majors only or
permission of
department.
EDSP 687
Family Partnerships in
Special Education
Strategies for communicating and
working with families of students
with disabilities.
For EDSP
majors only
19
EDSP 690
Teacher Candidate
Research Seminar in
Special Education
Required seminar for master's
certification teacher candidates in
special education focusing on
research methods and applications
with students having disabilities.
Prerequisite:
EDSP 470.
Corequisite:
EDSP 889A. For
EDSP majors
only
EDSP 694
Graduate Internship:
Early Childhood
Special Education
Student teaching, full-time for
twelve weeks, with infants or
preschool children with
disabilities
EDSP majors
only
EDSP 695
Graduate Internship:
Elementary Special
Education
Student teaching, full-time for
twelve weeks, with elementary
age children with disabilities
EDSP majors
only
EDSP 696
Graduate Internship:
Middle/Secondary
Special Education
Student teaching, full-time for
twelve weeks, with middle or high
school age students with
disabilities.
EDSP majors
only
EDHD 426
Cognition and
Motivation in
Reading: Reading in
Content Areas I
Students preparing for secondary
teaching will learn the cognitive
and motivational aspects of
reading and learning from text in
subjects of literature, science,
history, and mathematics.
Different structured approaches to
using text for content learning are
presented. Classroom contexts that
enable students to engage
productively with diverse texts
and internet resources are
identified.
20
APPENDIX B
Pathway #2: Minor in Special Education
Tables 8-10: Program Sheets
21
Minor in Special Education
Catalog Description
The minor in Special Education provides opportunities for undergraduate students to enroll in a
sequence of education courses to determine if working with students with disabilities is a viable
career option. For students interested in pursing this career option, a one-year M.Ed. program,
leading to certification as a special educator, is also available.
The 18 credit minor in special education is available to undergraduate students in any major at
the University of Maryland. Two courses (6 credits) may overlap with a student’s major and the
minor in special education. Students accepted in the minor must select one of three age-based
specializations: Early Childhood, Elementary, or Secondary Special Education. A cumulative
2.500 grade point average and junior status (60 credits) is required for enrollment in all
professional education courses (i.e., all courses required for the minor except EDSP 210/470).
Core Courses required for the minor:
EDSP 210 or 470
Introduction to Special Education (EDSP 210 and 470 cover two levels of
introductory material in special education. Either course will be accepted as the introductory
course for the minor in special education.)
EDSP 413
Behavior and Classroom Management in Special Education
EDSP 415
Assessment in Special Education
EDSP 416
Reading and Writing Instruction in Special Education I
Additional Courses for Early Childhood Special Education:
EDHD 425
EDSP 423
Language Development and Reading Acquisition
Assessment in Early Childhood Special Education
Additional Courses required for Elementary Special Education:
EDHD 425
EDSP 485
Language Development and Reading Acquisition
Assessment and Instruction in Mathematics in Special Education
Additional Courses required for Secondary Special Education:
EDHD 426
EDSP 485
Cognition and Motivation in Reading: Reading in Content Areas
Assessment and Instruction in Mathematics in Special Education
Additional General Electives:
EDSP 400
EDSP 403
EDSP 404
EDSP 450
EDHD 411
EDHD 413
Functional Assessment and Instruction in Special Education
Instruction of Students with Physical Disabilities
Education of Students with Autism
Inclusive Practices in the Schools
Child Growth and Development
Adolescent Development
22
The minor incorporates coursework to meet the Maryland State Department of Education
(MSDE) reading requirements that are part of the special education teacher certification. A total
of 18 credits are required for the special education minor and all courses presented for the minor
must be passed with a grade of “C” or better. No more than six of these credits (two courses)
may be taken at an institution other than the University of Maryland.
Minor and M.Ed. Teacher Certification Program
For students interested in pursuing special education teacher certification, a one year M.Ed.
program is available after completing the 18 hour minor in special education and an
undergraduate degree. To be admitted to this M.Ed. Special Education program, students must
apply to the graduate school (www.gradschool.umd.edu) during their senior year and pass the
Praxis I at scores established by the Maryland State Department of Education
(www.education.umd.edu/studentinfo/teacher_certification/praxis.html/). All teacher candidates
at the University of Maryland must pass Praxis I and Praxis II prior to student teaching. See
the attached Program Sheets 1-3 for the Minor and M.Ed. in Special Education for Early
Childhood, Elementary, and Secondary Sequences.
Oversight and Record Keeping
The Department of Special Education (EDSP) is responsible for advising students pursuing the
minor. Students seeking a minor in special education must meet with the EDSP Undergraduate
Program and Advising Coordinator to indicate their desire to enroll in the program, to have their
academic records reviewed, to complete the Minor in Special Education form, and to be advised
of courses required for the minor (See attached Tables 8-10 Minor Program Sheets). The
Coordinator is responsible for overseeing implementation of the minor and advising students on
a continuing basis regarding fulfillment of its requirements. Further, the Coordinator is
responsible for issuing final approval confirming that a student has met the requirements, and
forwarding the necessary information to the College of Education Office of Student Services.
Upon verification that a student has met all requirements (e.g., grades, courses) the Office of
Student Services will forward the student’s name, minor, and date of completion to the
Registrar’s Office. The minor will be posted to the students’ official transcript concurrent with
the posting of the bachelor’s degree.
23
Minor in Special Education: Advising Sheet
The minor in Special Education provides opportunities for undergraduate students to
enroll in a sequence of education courses to determine if working with students with disabilities
is a viable career option. For academically eligible students interested in pursing this career
option, a one-year M.Ed. program, leading to certification as a special educator, is also
available.A total of 18 credits are required to complete the minor in Special Education. All
courses presented for the minor must be passed with a grade of “C” or better. A cumulative GPA
of 2.5 and junior status (60 credits) is required for enrollment in all professional education
courses (all courses required for the minor except EDSP 210/470). To enroll in any EDSP
coursework beyond 210/470, you will need to meet with an EDSP advisor to obtain department
permission. No more than six of the required credits (or two courses) may be taken at an
institution other than the University of Maryland.
Name:______________________________ UID:_______________________________
Major:______________________________ Expected Graduation Date: _____________
Number of Credits: ______________ GPA: _________ (Date: ___________________)
Semester Taken
Grade
EDSP 210/470*
______________
_____
EDSP 413
______________
_____
EDSP 415
______________
_____
EDSP 416
______________
_____
EDHD 425
______________
_____
EDSP 423
______________
_____
EDHD 425
______________
_____
EDSP 485
______________
_____
EDHD 426/EDCI 463
______________
_____
EDSP 485
______________
_____
Specialty Area:
EC:
EL:
SM:
*EDSP 210 and 470 cover two levels of introductory material in special education. Either course
will be accepted as the introductory course for the minor in special education.
24
UNIVERSITY OF MARYLAND
DEPARTMENT OF SPECIAL EDUCATION
Table 8: Minor Program Sheet Undergraduate Minor, M.Ed. Special Education - Early Childhood
B.A./B.S. Minor Required Coursework:
EDSP 210/470, EDSP 413, EDSP 415, EDHD 425, EDSP 416, EDSP 423 (18 credits)
M.Ed. Semester I (Fall)
M.Ed. Semester II (Spring)
EDSP 687
Family Partnerships in Special
Education
3
EDSP 690
Teacher Candidate Research Seminar in
Special Education
3
EDSP 684
Reading and Writing Instruction in
Special Ed. II
3
EDSP 694
Internship: Early Childhood Special
Education
11
EDSP 626
Characteristics of Infants & Young
Children: Early Childhood Special
Education
Curriculum & Instruction: Early
Childhood Special Education
3
EDSP 627
EDSP 431
Field Placement V: Early Childhood
Special Education
3
***AWARD M.ED., WITH SPECIAL EDUCATION
CERTIFICATION: GENERIC INFANT-GRADE 3
4
25
UNIVERSITY OF MARYLAND
DEPARTMENT OF SPECIAL EDUCATION
Table 9: Minor Program Sheet Undergraduate Minor, M.Ed. Special Education - Elementary
B.A./B.S. Minor Required Coursework:
EDSP 210/470, EDSP 413, EDSP 415, EDHD 425, EDSP 416, EDSP 485 (18 credits)
M.Ed. Semester I (Fall)
M.Ed. Semester II (Spring)
EDSP 687
Family Partnerships in Special
Education
3
EDSP 690
Teacher Candidate Research Seminar in
Special Education
3
EDSP 684
Reading and Writing Instruction in
Special Ed. II
3
EDSP 695
Internship: Elementary Special
Education
11
EDSP 652
Curriculum & Instruction: Elementary
Special Education
3
EDSP 654
Assessment in Elementary Special
Education
3
EDSP 456
Field Placement V: Elementary Special
Education
4
***AWARD M.ED., WITH SPECIAL EDUCATION
CERTIFICATION: GENERIC GRADES 1-6
26
UNIVERSITY OF MARYLAND
DEPARTMENT OF SPECIAL EDUCATION
Table 10: Minor Program Sheet Undergraduate Minor, M.Ed. Special Education – Secondary/Middle
B.A./B.S. Minor Required Coursework:
EDSP 210/470, EDSP 413, EDSP 415, EDHD 426 or EDCI 463, EDSP 416, EDSP 485 (18 credits)
M.Ed. Semester I (Fall)
M.Ed. Semester II (Spring)
EDSP 687
Family Partnerships in Special
Education
3
EDSP 690
Teacher Candidate Research Seminar in
Special Education
3
EDSP 664
Issues and Models: Secondary/Middle
Special Education
3
EDSP 696
Internship: Secondary/Middle Special
Education
11
EDSP 677
Curriculum, Assessment,& Instruction
in Secondary/Middle Special Education
3
EDHD 426 or
EDCI 463
MSDE Approved Reading Course
3
EDSP 436
Field Placement V: Secondary/Middle
Special Education
4
***AWARD M.ED., WITH SPECIAL EDUCATION
CERTIFICATION: GENERIC GRADE 6-ADULT
27
APPENDIX C
Assessment Plan and Student Learning Outcomes for
Proposed Programs
28
Assessment Plan
Program Contact: Dr. Francey Kohl
Combined BS/M.Ed. Program AND Minor/M.Ed. Program:
Department of Special Education
Phone: 5-6490
E-mail: flkohl@umd.edu
Program Goals:
1. To prepare highly qualified teachers in the field of special education at the early childhood, elementary, and secondary levels
2. To prepare teachers who can assess, plan, instruct and evaluate the learning of their students to promote academic, social, and emotional growth
3. To prepare teachers who can conduct themselves professionally and ethically and work collaboratively with colleagues, family members, and
administrators
4. To prepare teachers who understand diverse family beliefs, traditions, and values across cultures
5. To prepare teachers who are proficient in the use of technology to plan and assess instruction and curricula
Relevance of goals to the mission statements and/or strategic plans of the University, College, or Program as applicable: These Program
Goals are aligned with following college initiatives described in the College of Education’s strategic plan.
1. Further enhance the excellence of the college, departments, and units in research and scholarship.
2. Elevate the quality of graduate and undergraduate education and of the student experience.
3. Promote diversity, community, and respect.
Student Learning Outcomes
(list the three-to-five most important)
Assessment Measures and Criteria
(describe one or more measures for each outcome
and criteria for success)
Assessment
Schedule
(initial year, and
subsequent cycle)
College of Education
Conceptual
Framework
Alignment
1. Content Knowledge: Teacher candidates
have in-depth knowledge of the subject matter
that they teach as described in professional,
state, and instructional standards.
They
demonstrate their knowledge through inquiry,
critical analysis, and synthesis of the subject.
Measure 1: Percentage of teacher candidates who
pass the Praxis II Special Education: KnowledgeBased Core Principles (0351) examination.
2006 and then on
a yearly basis
Knowledge of:
Content of Curriculum
Pedagogy
Subject Matter
Learners
Educational Goals &
Assessment
Social & Cultural
Context
Diversity
Collaboration
Technology
Criteria: 100% of all teacher candidates will pass
the Praxis II-0351 examination at the state of
Maryland’s cut off score prior to student teaching
(Internship-Semester 2).
Measure 2: Percentage of teacher candidates who
2006 and then on
create a Professional Teaching Portfolio
a yearly basis
documenting their pre-service teaching competence
by selecting entries (instructional lesson and unit
29
plans, behavior support plans, assessment reports,
assistive technology projects, etc.) which align to
the Council for Exceptional Children Professional
Standards.
Criteria: 100% of teacher candidates will
satisfactorily complete a professional teaching
portfolio using the portfolio evaluation rubric.
Measure 3: Percentage of teacher candidates who
receive a satisfactory or above rating on the
Knowledge of Content category on their Student
Teaching Evaluation.
Research & Inquiry
2006 and then on
a yearly basis
Criteria: 100% of all teacher candidates will
receive a satisfactory or above rating on the
Knowledge of Content category on their Student
Teaching Evaluation using the Field Based
Performance Assessment rubric.
2. Pedagogical and Professional Knowledge,
Skills, and Dispositions: Assessment that
demonstrates candidates can effectively plan
classroom-based instruction or activities for
other roles as special educators. Candidates’
knowledge, skills, and dispositions are applied
effectively in practice.
Measure 1: Percentage of teacher candidates who
receive a grade of “A” on three specified lesson or
unit plans appropriate for students: (a) in their agebased certification area, (b) in functional task
instruction, and (c) in reading/literacy.
Criteria: 100% of all teacher candidates will
receive at least a grade of “B” or above on their
three lesson or unit plans of whom 75% of these
teacher candidates will receive a grade of “A”
using instructional plan evaluation rubrics.
Measure 2: Percentage of teacher candidates who
receive a satisfactory or above rating on the
Instructional Planning and Instructional Strategies
categories.
30
2006 and then on
a yearly basis
2006 and then on
a yearly basis
Knowledge of:
Content of Curriculum
Pedagogy
Subject Matter
Learners
Educational Goals &
Assessment
Social & Cultural
Context
Diversity
Collaboration
Technology
Criteria: 100% of all teacher candidates will
receive a satisfactory or above rating on the
Instructional Planning and Instructional Strategies
categories using the Field Based Performance
Assessment rubric.
Measure 3: Percentage of teacher candidates who
receive a satisfactory or above rating on the
Instructional Planning and Delivery of Instruction
categories on their Student Teaching Evaluation.
Criteria: 100% of all teacher candidates will
receive a satisfactory or above rating on the
Instructional Planning and Delivery of Instruction
categories on their Student Teaching Evaluation
using the Field Based Performance Assessment
rubric.
Measure 4: Percentage of teacher candidates who
pass the Praxis II Special Education: Application
of Core Principles (0352) examination.
2006 and then on
a yearly basis
2006 and then on
a yearly basis
Criteria: 100% of all teacher candidates will pass
the Praxis II-0352 examination at the state of
Maryland’s cut off score prior to student teaching
(Internship-Semester 2).
3. Effects on Student Learning: Teacher
candidates accurately assess and analyze
student learning, make appropriate adjustments
to instruction, monitor student learning, and
have a positive effect on learning for all
students.
Measure 1: Percentage of teacher candidates who
show positive student outcomes/gains and/or show
appropriate instructional modifications on their
EDSP Capstone Instructional Inquiry Project.
Criteria: 100% of all teacher candidates will show
positive student outcomes/gains and/or show
appropriate instructional modifications on their
EDSP Capstone Instructional Inquiry Project using
the capstone project rubric.
31
2006 and then on
a yearly basis
Knowledge of:
Content of Curriculum
Pedagogy
Subject Matter
Learners
Educational Goals &
Assessment
Social & Cultural
Context
Diversity
the capstone project rubric.
Collaboration
Technology
Research & Inquiry
4.
Professional Dispositions:
Teacher
candidates are able to work with students,
families, and communities in ways that reflect
the dispositions expected of professional
educators as delineated in professional, state,
and institutional standards.
Measure 1: Percentage of teacher candidates who
receive a satisfactory or above rating on the
College of Education Technical Standards.
2006 and then on
a yearly basis
Knowledge of:
Learners
Social & Cultural
Context
Diversity
Collaboration
2006 and then on
a yearly basis
Knowledge of:
Content of Curriculum
Pedagogy
Subject Matter
Learners
Collaboration
Technology
Research & Inquiry
Criteria: 100% of all teacher candidates will
receive a satisfactory or above rating on the
College of Education Technical Standards.
Measure 2: Percentage of teacher candidates who
receive a satisfactory or above rating on the
Student Teacher Interaction & Interpersonal Skills
and Professionalism categories on their Student
Teaching Evaluation.
Criteria: 100% of all teacher candidates will
receive a satisfactory or above rating on the
Student Teacher Interaction & Interpersonal Skills
and Professionalism categories on their Student
Teaching Evaluation using the Field Based
Performance Assessment rubric.
5. Competency on the Maryland Technology
Standards: Teacher candidates demonstrate
proficiency in each of the seven Maryland
State Technology Standards.
Measure: Percentage of teacher candidates who
receive a satisfactory rating on the EDSP
Technology Professional Development Plan.
Criteria: 100% of teacher candidates will
satisfactorily complete an EDSP Technology
Professional Development Plan (documenting their
competence of the Maryland State Technology
Standards) using the technology plan rubric.
32
APPENDIX D
Letters of Support:
EDCI Department Chair Dr. Stephen Koziol
EDHD Department Chair Dr. Allan Wigfield
33
34
35