“Expanding Minds, Engaging Hearts, Enhancing Communities”
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
School of Social Sciences and Education
Special Education Program
EDSP 660 (1-5 quarter units)
Professional Development in Specialized Areas
Instructor:
Telephone:
E-Mail:
Dr. Yeunjoo Lee
661-654-6478
ylee@csub.edu
Monday 3:00pm – 4:30pm
Tuesday 2:00pm – 4:00pm
Wednesday 2:00pm – 3:30pm
Other times by appointments
Mission of the School of Social Sciences and Education
The mission of the School of Social Sciences and Education is to address local, regional, and state needs
by providing high quality undergraduate and graduate programs in the social sciences and education. We
are committed to advancing human development knowledge, encouraging healthy and productive
lifestyles, and enhancing the quality of life for all people, particularly those with emotional, learning,
and physical disabilities. We pledge to prepare future leaders, professionals, and community advocates.
Together, we will work toward increasing the community’s understanding and acceptance of complex
social, racial, and gender issues and toward creating positive social change. We will provide students
with excellent classroom instruction, faculty-guided research experiences, and experiential learning
opportunities to prepare them for career success and for lifelong learning to meet the changing demands
of society. The faculty and staff of the School of Social Sciences and Education are committed to
supporting quality measures identified in the CSUB vision statement featuring faculty academic
excellence and diversity, the student experience, community engagement, staff excellence and diversity,
and organizational “best practices.”
Candidate 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.
Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable
them to learn from others and provide leadership in partnerships with all stakeholders.
Reflective Practitioner: Candidates are reflective, life long learners who apply problem solving and critical
thinking strategies and the respectful appreciation of differing points of view.
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Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and
reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical
responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the
students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and
meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined, professional
leaders with a clear instructional focus using effective communication skills and a willingness to take risks to
ensure the advancement, safety, and welfare of all students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that reflect researchbased practices, principles of learning differentiation, and standards based instruction.
Course Description:
The field-based seminar course will require candidates, in collaboration with their university advisor and
district support provider, to identify approved non-university activities, participate in those activities,
and evaluate the effectiveness of those activities in meeting the candidate’s performance goals included
in the Individual Induction Plan for the Clear Education Specialist Credential. The course will build
upon the foundation established in the Preliminary Education Specialist Credential Program and expand
the scope and depth of student in specific content areas, as well as expertise in performing specialized
functions.
Required Software:
LiveText is software designed for instructional portfolios. Candidates will be expected to post the
designated Signature Assignment for this course to LiveText. Failing to post the Signature Assignment
on LiveText will result in candidates receiving failing grade for the course. Purchase LiveText directly
from the website at www.livetext.com. The less expensive version is required.
Required/Recommended Readings:
Selected readings required for the non-university activity.
Common Core State Standards related readings
Common Core State Standards Initiative (2012). http://www.corestandards.org/
California Department of Education (2013). Common Core State Standards. Retrieved from
http://www.cde.ca.gov/re/cc/
California Department of Education (2013). Common Core Resources for Special Education. Retrieved
from http://www.cde.ca.gov/sp/se/cc/
Council of Chief State School Officers. (2013). Common Core Implementation Video Series. Retrieved
from
http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Seri
es.html
Course Competencies:
Reference to CCTC Clear Education Specialist Program Standards is noted in the set of parentheses.
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1. The candidate will select and pursue a specific area(s) of assessed need and interest included in
the candidate’s Individual Induction Plan designed to foster development for advanced levels of
knowledge and skill (1, 4, 5, 7)
2. The candidate will select programs that include challenging learning activities, foster critical
reflection, extends understanding, and allows for meaningful integration of theory into practice
(1, 4, 5, 7)
3. The candidate will select appropriate non-university activities that meet the approval of the
Commission on Teacher Credentialing, the district support provider and the university advisor
(7).
4. The candidate will select appropriate non-university activities in collaboration with the district
support provider and university advisor that provides a balance in the awareness of a full range
of teaching responsibilities, to address both site level and district levels functions and provide
experiences with diverse populations, including English language learners with disabilities (1, 2,
3, 7).
5. The candidate will evaluate the effectiveness of the non-university activities in meeting the
performance goals, expected outcomes, learning activities, and expected performance standards
stated in the Individual Induction Plan (1, 3, 4).
6. The candidate will evaluate, supplement, and monitor on a regular, ongoing basis, their changing
needs and stage of professional development (1, 3, 7).
Recommended Professional Development Areas
The hours of professional development must coincide with your option area as determined in your
Clear Induction Plan.
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Positive Behavior Support
Specialized Curriculum and Instruction Behavior Support
Focus on Autism
General Information:
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Completed forms, along with documentary evidence, are due on the designated night of class.
Please put cell phones on vibrate or turn them off.
All forms should be typed.
All students are expected to have access to e-mail and to regularly check for communications
from the instructor.
Responses to instructor’s emails are expected.
As per CSUB policy, children may not attend classes intended for adults (due to liability
reasons as well as discussions that may not be suitable or appropriate for children).
Course Requirements:
1. Attendance/Communication: Active class participation and timely attendance along with
responsiveness to email communications from instructor.
2. Unit Requirements for Non-University Activities: The candidate may choose to enroll in this course
for extended university credit or regular university credit. The following time requirements will
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designate the unit value for non-university activity(ies). Several activities may be combined during
one quarter to make up a total cumulative unit value, as shown below:
One unit of credit
Two units of credit
Three units of credit
Four units of credit
Five units of credit
=
=
=
=
=
6-8 total hours or a full day activity(ies)
12-16 total hours or two full days of activity(ies)
Total of 18-24 hours of activity(ies)
Total of 24-32 hours of activity(ies)
Total of 30-40 hours of activity(ies)
3. Non-University Activity Preliminary/Final Report: In collaboration with the district support provider
and university advisor, the candidate will identify non-university activities (in-service training,
professional workshop, conference presentations) that meet the criteria for incorporation into the
Clear Education Specialist Credential Individual Induction Plan/Non-University Activities and that
are based on performance goals and expected outcomes that have present or future application to the
field.
Following identification of the non-university activity(ies), the Non-University Activity Proposal
form must be completed, and approved by the district support provider and university
instructor/advisor prior to inclusion in the Individual Induction Plan and the candidate’s participation
in the activity. Additionally, after the candidate has attended the activity, the Non-University Final
Report form must be completed, and approved by the district support provider and university
instructor/advisor. Both forms (per activity), along with supporting documentation, are to be
included in the candidate’s portfolio via LiveText.
4. LiveText Submission: The Non-University Activity Proposal forms as well as the Non-University
Final Report forms will be considered the Signature Assignment for EDSP 660 and are required to
be posted to LiveText. Signature assignment must be posted to LiveText in order to receive credit
for this course. Directions for posting Signature Assignments are included at the end of the syllabus.
5. Professional Development Portfolio: The candidate will document their participation and learning in
the non-university activity through inclusion of material in their professional development portfolio
which may as hardcopy and/or electronic format initiated in the beginning of their Clear Education
Specialist Credential Program and/or as an extension of their Preliminary Credential Portfolio. The
documentation can be a product developed during or following the activity as an application of
advanced knowledge and skills in or outside of the classroom.
6. Informal Presentation: The candidate will summarize the topic and value of activities attended in an
informal presentation delivered at the designated class meeting.
Method of Grade Determination:
Non-University Activity Proposal
Non-University Activity Evaluation
Attendance/Communication
Informal Presentation
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50
40
10
4
Posting to Livetext
Total points:
25
175
Total points will be used to support the determination of Credit/No credit for the course.
Tentative Course Schedule:
Meeting 1
(Jan. 6)
Meeting 2
Meeting 3
(Feb. 24)
Topics
All Students: Course Introduction/Syllabus Review
Individual Student Meetings.
Bring non-University Activities Proposals and final reports.
All Students: Informal Presentations/
LiveText Signature Assignment submitted
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services for
Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be
reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from
the SSD Office documenting that you have a disability, please present the letter to me during my office
hours as soon as possible so we can discuss the specific accommodations that you might need in this
class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services for
Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may
be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from
the SSD Office documenting that you have a disability, please present the letter to me during my office
hours so we can discuss the specific accommodations that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity. Academic
dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade
or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of
the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism
may consist of handing in someone else’s work as one’s own, copying or purchasing a pre-written
composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written
by another without giving appropriate citation, or using data and/or statistics compiled by another
without giving appropriate citation. Another example of academic dishonesty (cheating) is the
submission of the same, or essentially the same paper or other assignment for credit in two different
courses without receiving prior approval from the instructors of the affected courses. Source: 2011-2013
CSUB Catalog, p.78
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PROFESSIONAL LIABILITY INSURANCE
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in
various fields, including the Credential Program to purchase Professional Liability Insurance. This fee
may be paid at the Cashier’s window or online.
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Non University Activity Preliminary Report
Candidate’s Name: _________________________________
1. Title of Non-University Activity:
2. Sponsoring Agency:
3. Date(s) & Times of Activity:
4. Total number of contact hours of activity:
5. Specify your Induction Goal to which this activity relates:
Reviewed by:
Candidate:
Date
District Representative/Support Provider:
Date
University Supervisor:
Date
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Non-University Activity Final Report
Candidate’s Name:
Presenters Names/Titles:
Title of Non-University Activity:
Sponsoring Agency:
Date(s) & Times of Activity:
Total number of contact hours of activity:
1.
Specify your Induction Goal to which this activity relates.
2.
Summarize the content of this activity by bulleting main ideas.
3.
Indicate how you will apply this new skill or knowledge in your classroom.
4.
Briefly describe your evidence/documentation of attendance.
Reviewed by:
Candidate:
Date
District Representative/Support Provider:
Date
University Supervisor:
Date
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