KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Course Name EDL 8375 / Special Education Administrative Internship
Department Special Education
Degree Title (if applicable) Ed.D. in Education (Concentration in Special Education)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
x New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __EDL 8375 _______________________
Course Title Special Education Administrative Internship
Credit Hours 3 credit hours
Prerequisites EDUC XXXX – Systematic Change in Organizational Leadership
EDL 8300 – Inclusive Policies and Practices for Students with
Disabilities
EDL 8325 - Administrative Practices in Special Education
Description (or Proposed Degree Requirements)
Our goal is to prepare leaders who foster inclusive and accepting learning environments where
students with disabilities and those who are culturally and linguistically diverse are successful
according to the state approved standards. This class provides special education administrators
with practical experience in the application of knowledge and principles of administration in an
on-the-job setting. Candidates will be observed and assessed on their ability to perform various
types of administrative tasks that adhere to the principles of distributed leadership. Prerequisites
for this course is completion of all requirements in the endorsement program as well as approval
from the department. Ultimately, the candidates will be engaged in a distributive leadership
focus, allowing their leadership potential to be developed and recognized.
III.
Justification
The purpose of the course is to prepare prospective special education administrators as effective
leaders (Distributed School Leadership-DSL) who facilitate the teaching of the Georgia
Performance Standards or alternative curriculum to promote student learning and success.
Candidates are expected to demonstrate the ability to create the conditions for teachers to engage
a diverse group of students in mixed ability general education classrooms as well as separate
educational environments as the need occurs. To foster this end, candidates are expected to
advocate and create conditions which promote adequate and effective resources, personnel,
assessment and evaluation processes, and professional development conducive to positive student
achievement and personnel and community satisfaction.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Deborah Wallace
Text:
Course Packet: Special Education Administrative Internship Guidelines and Special
Education Administrative Internship Agreement Package
State-approved Administrator Review Instrument
Prerequisites:
EDUC: 8XXX Systematic Change in Organizational Leadership
EDL 8300 – Inclusive Policies and Practices for Students with
Disabilities
EDL 8325 - Administrative Practices in Special Education
Knowledge - Candidates will be able to:
PTEU Doctoral
KSDs & DSLs*
1. Articulate the processes for documenting the impact of
instruction on student learning.
2. Articulate laws and policies of general and special
education / TESOL.
3. Articulate processes of human resources management,
recruitment, personnel assistance, development and
evaluation.
4. Articulate the specifics of human development, principles
of learning and the relationships to individuals with
disabilities.
5. Articulate the implications of programs and services for
students with disabilities and those who are culturally and
linguistically diverse.
6. Articulate the impact of diversity on educational
expectations and programming.
2e, 4d
DSL-LDL, CIAL
1b
DSL-LDL, CL
7. Develop and implement a continuum of services that
responds to individual needs and family characteristics.
8. Develop and implement a plan for instruction and assistive
technology.
4a
DSL-CL, PL
4e
DSL-LDL, CIAL,
OL
4b, 4e
DSL-DAL,
CIAL, PIL,
LDL,OL
2b
DSL-CL, OL,
9. Design and implement constructive evaluation procedures
that are designed to improve instructional content and
practices.
10. Develop collaborative programs that insure individuals
with disabilities have access to, and participate in the
4b
DSL-DAL,
CIAL, PIL
4d
DSL-LDL, CIAL
6a, 6c
DSL-RDL,CIA
CEC
/NCATE
Standards
1, 8
NCATE-1
1
NCATE-1
1
NCATE-1
2
NCATE-1
2
NCATE1,4
3
NCATE1,4
7
NCATE-2
7
NCATE-2
7
NCATE-2
7
NCATE-2
general education curriculum.
11. Develop and implement flexible service delivery that
addresses the range of needs of students with disabilities
and those who are culturally and linguistically diverse.
12. Develop a budget to ensure the effective use and allocation
of resources.
PIL, RDL
4a
DSL-CL, PL
4a, 6c
DSL-CL, PL,
CIA, RDL
4f
DSL-LDL, DAL
4f
7
NCATE2,4
7
13. Monitor student progress through the use of formative and
7, 8
summative data collection.
NCATE-2
14. Use a variety of technologies to enhance management of
7
resources and programs.
NCATE-3
15. Establish collaboration with peers, parents,
2b, 6a, 6b, 6c, 6d 10
paraprofessionals, teachers and related service providers to DSL-CL, OL,
NCATEfacilitate the learning of all students, but particularly those PIL, RDL, CIA
3,4
with disabilities and who are culturally and linguistically
diverse.
16. Develop and implement discipline policies and procedures 4a
7
for students with disabilities and those who are culturally
DSL-CL,PL
NCATEand linguistically diverse.
3,4
17. Develop and implement a range of strategies to promote
3b
7
positive behavior, crisis intervention and family
DSL-CIAL, LDL NCATE-3
involvement and support.
18. Advocate and implement procedures within the
4b
8
accountability and assessment systems to ensure the
DSL-DAL,
NCATEparticipation of students with disabilities and those who are CIAL, PIL
3,4
culturally and linguistically diverse in the least restrictive
environment.
19. Exhibit the attitudes, values and interactions that they
6a, 6d
3
expect of all of their students by recognizing that diversity DSL-RDL
NCATE-4
also applies to ability.
20. Demonstrate ethical behavior and professional attitudes in 5b, 5c, 5d
10
relationship to other teachers, administrators, school staff,
DSL-RDL, CL,
NCATE-1
parents, community members and students.
PIL
21. Demonstrate continuous pursuit of learning, service and
5f
9
research by joining professional organizations, attending
DSL-CL
NCATE-3
workshops and seminars related to special education
administration.
22. Communicate and demonstrate a high standard of ethical
5b
9
practice.
DSL-RDL
NCATE-1
Learning & Development Leader (LDL)
* Distributed School Leadership(DSL)
Operations Leader (OL)
CODES:
Change Leader (CL)
Performance Leader (PL)
Curriculum, Instruction & Assessment Leader
Process Improvement Leader (PIL)
(CIAL)
Relationship Development Leader (RDL)
Data Analysis Leader (DAL)
Instructional Method
See Special Education Administrative Internship Agreement Package
Method of Evaluation
Assignments
V.
Course
Objectives
PTEU Doctoral
KSDs
Assessments
Observation /
Rubric
KSU Special
Education
Administration
Evaluation
Instrument & State
Approved
Administrative
Evaluation
Instrument
Project Rubric
Class Attendance and
Participation
Observation and Candidate
Reflections
19, 20, 21
5b, 5c, 5d, 5f
1-21
1a, 1b, 1c, 2a –
2e, 3a
Agency Product(s)
1-21 (depending 4a – 4f; 5a –f; 6
on project and
a-d
product)
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
700.00
0
0
50.00 Course fee per student for supervision expenses.
($50 X 20 Students= = $1000)
TOTAL
1,700.00
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
1,700.00
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education / Special Education
COURSE NUMBER
EDL 8375
COURSE TITLE FOR LABEL
SpEd Admin Internship (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
S/U
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are
required as prerequisites
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 8375
Special Education Administrative Internship
2006
I.
PROFESSOR:
Telephone:
Fax:
Office:
II.
CLASS MEETINGS: Three class meetings including the following: 1.) Orientation; 2.)
Mid-semester Progress Review; and 3.) Final Review.
III.
REQUIRED TEXTS: Course Packet:
(1) Special Education Administrative Internship Guidelines
(2) Special Education Administrative Internship Agreement Package
(3) State-approved Administrator Review Instrument
IV.
CATALOG DESCRIPTION: Our goal is to prepare leaders who foster inclusive and
accepting learning environments where students with disabilities and those who are
culturally and linguistically diverse are successful according to the state approved
standards. This class provides special education administrators with practical experience
in the application of knowledge and principles of school leadership and administration in
an on-the-job setting. Depending upon the type of Special Education Administrative
Internship, candidates may be expected to successfully demonstrate the ability to maintain
budgets, hire new staff, motivate existing staff, provide professional development, etc.
Development and/or implementation of a needed school or system project/product related
to special education / TESOL and school improvement is required. Ultimately, the
candidates will be engaged in a distributive leadership focus, allowing their leadership
potential to be developed and recognized.
V.
PURPOSE/RATIONALE: The purpose of the course is to prepare prospective special
education administrators as effective leaders (Distributed School Leadership-DSL) who
facilitate the teaching of the Georgia Performance Standards or alternative curriculum to
promote student learning and success. Candidates are expected to demonstrate the ability
to create the conditions for teachers to engage a diverse group of students in mixed ability
general education classrooms as well as separate educational environments as the need
occurs. To foster this end, candidates are expected to advocate and create conditions
which promote adequate and effective resources, personnel, assessment and evaluation
processes, and professional development conducive to positive student achievement and
personnel and community satisfaction.
VI.
UNIVERSITY POLICIES:
Academic integrity: Every KSU student is responsible for upholding the provisions of
the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs.
Section II of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes either an
"informal" resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct's minimum one
semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy.
Any strategy, which has the appearance of improving grades without increasing
knowledge, will be dealt with in accordance with the University's policy on academic
honesty. In addition, students in the graduate program in special education / TESOL are
held accountable by the Council for Exceptional Children's (CEC) Code of Ethics for
Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1) and
the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html).
Disruptive behavior: The University has a stringent policy and procedure for dealing
with behavior that disrupts the learning environment. Consistent with the belief that your
behavior can interrupt the learning of others, behavior that fits the University's definition
of disruptive behavior will not be tolerated. (See Campus Policies and Procedures of the
KSU Graduate Catalog)
Human dignity: The University has formulated a policy on human rights that is intended
to provide a learning environment, which recognizes individual worth. That policy is
found in the KSU Graduate Catalog. It is expected, in this class, that no Professional
should need reminding, but the policy is there for your consideration. The activities of
this class will be conducted in both the spirit and the letter of that policy.
VII.
COLLEGE OF EDUCATION INFORMATION:
Conceptual Framework Summary:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University 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. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. 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.
Knowledge Base: Teacher development is generally recognized as a continuum that
includes four phases: pre-service, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who
have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Though certain historical discoveries and events in special education / TESOL do not
change, each passing day alters the knowledge base in the areas of research, legislation,
societal change, and litigation, requiring teachers to be informed consumers of instructional
research. The baseline knowledge of this course is derived from the interaction of the
knowledge and skills of the candidate with the required test; the professional literature; and
observations of students with disabilities and those who are culturally and linguistically
diverse in local school settings.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities and those who are culturally and linguistically diverse within
their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Use of Technology: Technology Standards for Educators are required by the
Professional Standards Commission and all candidates must be able to use technology to
improve student learning and meet Georgia Technology Standards for Educators.
Candidates in the special education administration concentration will utilize technology
to advance 21st century literacy skills such as digital age literacy, inventive thinking,
effective communication, and high productivity. Candidates will be provided with
opportunities to explore and use presentation technologies, technologies to enhance
learning, individualize instruction, and promote critical thinking for 21st century students.
Candidates in this course will be expected to apply best practices related to using
technology for learning and creating curriculum materials using principles of universal
design for learning.
Web Resources:
Council for Exceptional Children
National Dissemination Center for Children with
Disabilities
Children and Adults with Attention Deficit Disorder
Learning Disabilities Association of America
The Autism Society of America
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.autism-society.org
The Arc
The Global Entrepreneurship Institute
Georgia Department of Education
Brain Injury Association of America
Juvenile Diabetes Research Foundation
The Epilepsy Foundation
The National Association for Gifted Children
Georgia Department of Human Resources
National Association of State Boards of Education
www.thearc.org
www.gcase.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.epilepsyfoundation.org
/
www.nagc.org
www.aamr.org
www.dhr.state.ga.us
www.nasbe.org
Field Experiences: While participating in all field experiences, you are encouraged to be
involved in a variety of school-based activities directed at the improvement of teaching
and learning. Activities may include, but are not limited to, attending and presenting at
professional conferences, participating in leadership activities, attending PTA/school
board meetings, and participating in education-related community events. As you
continue your field experiences, you are encouraged to explore every opportunity to learn
by doing.
VIII. 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 photographing or video-taping for KSU class
requirements must obtain informed permission from parents to photograph or videotape.
School district permission forms should be used and all returned forms kept on file with
the school where photographing or videotaping takes place. KSU candidates should
include a statement that permission forms were completed and a sample permission form
with any photographic or videotape material submitted to KSU.
IX.
COURSE GOALS AND OBJECTIVES:
The KSU faculty is strongly committed to the concept of school/system leadership
preparation as a developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
PTEU Doctoral
KSDs & DSLs*
1. Articulate the processes for documenting the impact of
instruction on student learning.
2. Articulate laws and policies of general and special
education / TESOL.
3. Articulate processes of human resources management,
recruitment, personnel assistance and development and
evaluation, process.
4. Articulate the specifics of human development,
principals of learning and the relationships to
individuals with disabilities.
5. Articulate the implications of programs and services for
students with disabilities and those who are culturally
and linguistically diverse.
6. Articulate the impact of diversity on educational
expectations and programming.
7.Develop and implement a continuum of services that
responds to individual needs and family characteristics.
8. Develop and implement a plan for instruction and
assistive technology.
2e, 4d
DSL-LDL, CIAL
1b
DSL-LDL, CL
4b
DSL-DAL,
CIAL, PIL
4d
DSL-LDL, CIAL
6a, 6c
DSL-RDL,CIA
4a
DSL-CL, PL
4e
DSL-LDL, CIAL,
OL
9. Design and implement constructive evaluation procedures 4b, 4e
that are designed to improve instructional content and
DSL-DAL,
practices.
CIAL, PIL,
LDL,OL
10. Develop collaborative programs that insure individuals
2b
with disabilities have access to, and participate in the
DSL-CL, OL,
general education curriculum.
PIL, RDL
11. Develop and implement flexible service delivery that
4a
addresses the range of needs of students with disabilities DSL-CL, PL
and those who are culturally and linguistically diverse.
12. Develop budget to ensure the effective use and
4a, 6c
allocation of resources.
DSL-CL, PL,
CIA, RDL
13. Monitor student progress through the use of formative
4f
and summative data collection.
DSL-LDL, DAL
14. Use a variety of technologies to enhance management of 4f
resources and programs.
15. Establish collaboration with peers, parents,
2b, 6a, 6b, 6c, 6d
paraprofessionals, teachers and related service providers DSL-CL, OL,
to facilitate the learning of all students, but particularly
PIL, RDL, CIA
those with disabilities and who are culturally and
CEC
/NCATE
Standards
1, 8
NCATE-1
1
NCATE-1
1
NCATE-1
2
NCATE-1
2
NCATE1,4
3
NCATE1,4
7
NCATE-2
7
NCATE-2
7
NCATE-2
7
NCATE-2
7
NCATE2,4
7
7, 8
NCATE-2
7
NCATE-3
10
NCATE3,4
linguistically diverse.
16. Develop and implement discipline policies and
procedures for students with disabilities and those who
are culturally and linguistically diverse.
17. Develop and implement a range of strategies to promote
positive behavior, crisis intervention and family
involvement and support.
18. Advocate and implement procedures within the
accountability and assessment systems to ensure the
participation of students with disabilities and those who
are culturally and linguistically diverse in the least
restrictive environment.
19. Exhibit the attitudes, values and interactions that they
expect of all of their students by recognizing that
diversity also applies to ability.
20. Demonstrate ethical behavior and professional attitudes
in relationship to other teachers, administrators, school
staff, parents, community members and students.
21. Demonstrate continuous pursuit of learning, service and
research by joining professional organizations, attending
workshops and seminars related to special education
administration.
22. Communicate and demonstrate a high standard of ethical
practice.
*Distributed School Leadership(DSL) CODES:
Change Leader (CL)
Curriculum, Instruction & Assessment Leader (CIAL)
Data Analysis Leader (DAL)
Learning & Development Leader (LDL)
Operations Leader (OL)
Performance Leader (PL)
Process Improvement Leader (PIL)
Relationship Development Leader (RDL)
X.
4a
DSL-CL,PL
3b
DSL-CIAL, LDL
7
NCATE3,4
7
NCATE-3
4b
DSL-DAL,
CIAL, PIL
8
NCATE3,4
6a, 6d
DSL-RDL
3
NCATE-4
5b, 5c, 5d
DSL-RDL, CL,
PIL
5f
DSL-CL
10
NCATE-1
5b
DSL-RDL
9
NCATE-1
9
NCATE-3
COURSE REQUIREMENTS/ASSIGNMENTS:
Special Education Administrative Internship Agreement. Each candidate is required to
develop an agreement between themselves, the KSU faculty and an agency on-site
supervisor. Minimally, the agreement entails the following: a.) 200 on-site hours, in 5
hour increments; b.) Conduct all work experiences required by the agency; c.) Adhere to
all agency rules; d.) Complete midterm and final review; and e.) Create products related
to school improvement which facilitate teaching and learning and promote student
achievement.
XI.
EVALUATION AND GRADING:
Class Attendance And Participation: Candidates are expected to attend all class
sessions and be active participants in the learning process. Professionalism is expected of
all candidates at all times. The knowledge and skills taught in this class are learned best
by reading the assignments and coming to class to participate in class discussions, ask
questions, and interact with peers during group activities. Class activities will include
discussion and group collaborative activities requiring the participation of all candidates.
Candidates have many experiences and skills, which they can share to facilitate
everyone's learning. Evaluation will include attendance, communication and
collaboration skills demonstrated during class.
The professors and agency supervisors will conduct performance evaluations of observed
administrative experiences. The overall evaluation will be determined using the stateapproved Administrators review documents and the quality and usefulness of project and
or products developed. Evaluation is Pass/Fail. Candidates must obtain an L3 or L4 on
all competencies and submit a written reflection on each observation to receive a passing
grade.
The candidate must receive a Pass in all activities in order to pass the course.
Assignments
Class Attendance and
Participation
Observation and Candidate
Reflections
Agency Product(s)
XII.
XIII.
Course
Objectives
19, 20, 21
KSDs
Assessments
5b, 5c, 5d, 5f
Observation / Rubric
1-21
1a, 1b, 1c, 2a –
2e, 3a
KSU Special Education
Administration
Evaluation Instrument
& State Approved
Administrative
Evaluation Instrument
Project Rubric
1-21 (depending 4a – 4f; 5a –f; 6
on project and
a-d
product)
COURSE OUTLINE: See Special Education Administrative Internship Agreement
Package and Guidelines
REFERENCES/BIBLIOGRAPHY
Professional Standards & Issues of Teacher Preparation and Philosophy
Council for Exceptional Children (1996). What every special educator must know: The
International standards for the preparation and certification of special education
teachers. Reston, VA: CEC.
Graves, A., Landers, M. F., Lokerson, J., Luchow, J., Horvath, M., & Garnett, K. (1992). The
DLD Competencies for Teachers of Students with Learning Disabilities. Reston, VA:
Division of Learning Disabilities, Council for Exceptional Children.
Platt, J. & Olson, J. (1990). Why teachers are leaving special education: Implications for
pre-service and inservice educators. Teacher Education and Special Education, 13, 192196.
Reynolds (1995). The knowledge base for beginning teachers: Education professionals'
expectations vs. research findings on learning to teach. The Elementary School Journal,
95, 199-221.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T.
J. & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102-119). New
York, NY: Macmillan.
Singer, J. D. (1993). Are special educators career paths special: Results from a 13-year
longitudinal study. Exceptional Children, 59, 262-279.
Swan, W. W. & Sirvis, B. (1992). The CEC Common Core of Knowledge and Skills
Essential for All Beginning Special Education Teachers. Teaching Exceptional Children,
25, 16-20.
Throne, J. (1994). Living with the pendulum: The complex world of teaching. Harvard
Educational Review, 64, 195-208.
Zeichner, K. & Gore, J. (1990). Teacher socialization. In R. Houston, M. Haberman, & J.
Sikula (Eds.) Handbook on Research on Teacher Education (pp. 329-348). New York:
Macmillan.
Effective Instruction
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