KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Course Name EXC 7990 / Special Education Administrative Internship
Department Special Education
Degree Title (if applicable) Endorsement in Special Education Administration
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
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
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 EXC 7990
Course Title Special Education Administrative Internship
Credit Hours 3 credit hours
Prerequisites EXC 7950 - Administrative Practices in Special Education
EXC 8300 – Inclusive Policies and Practices for Students with Disabilities
Permission from advisor.
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 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 engage in varying types of tasks,
including maintaining budgets, hiring new staff, motivating existing staff, providing
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.
III.
Justification
The purpose of this course is to prepare prospective special education administrators as
effective leaders (Distributed School Leadership-DSL) who facilitate the teaching and
learning of the Georgia Performance Standards or an appropriate alternative curriculum
to foster the learning and success of students with disabilities. Candidates are expected
to demonstrate the ability to create the conditions for teachers to engage a diverse group
of students in general education classrooms as well as separate educational
environments as the need occurs. To foster this end, candidates are expected to engage
in a variety of tasks that include, but are not restricted to the following: (a) procure
adequate and effective resources; (b) oversee assessment and evaluation processes;
(c) provide professional development for teachers and paraprofessionals; (d) create
positive relationships with parents and other members of the community.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Deborah Wallace
2
Text: Course Packet: Special Education Administrative Internship Guidelines
and Special Education Administrative Internship Agreement Package
State-approved Administrator Review Instrument
Prerequisites: EDL 8300 – Inclusive Policies and Practices for Students with
Disabilities ; EDL 7950 - 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.
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.
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
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.
13. Monitor student progress through the use of formative and
summative data collection.
14. Use a variety of technologies to enhance management of
resources and programs.
15. Establish collaboration with peers, parents,
paraprofessionals, teachers and related service providers
3
2e, 4d
DSL-LDL, CIAL
1b
DSL-LDL, CL
CEC
/NCATE
Standards
1, 8
NCATE-1
1
NCATE-1
1
NCATE-1
4b
DSL-DAL, CIAL,
PIL
4d
DSL-LDL, CIAL
2
NCATE-1
6a, 6c
DSL-RDL,CIA
4a
DSL-CL, PL
4e
DSL-LDL, CIAL,
OL
4b, 4e
DSL-DAL, CIAL,
PIL, LDL,OL
2b
DSL-CL, OL, PIL,
RDL
4a
DSL-CL, PL
3
NCATE-1,4
7
NCATE-2
7
NCATE-2
4a, 6c
DSL-CL, PL, CIA,
RDL
4f
DSL-LDL, DAL
4f
7
2b, 6a, 6b, 6c, 6d
DSL-CL, OL, PIL,
2
NCATE-1,4
7
NCATE-2
7
NCATE-2
7
NCATE-2,4
7, 8
NCATE-2
7
NCATE-3
10
NCATE-3,4
to facilitate the learning of all students, but particularly
those with disabilities and who are culturally and
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)
RDL, CIA
4a
DSL-CL,PL
7
NCATE-3,4
3b
DSL-CIAL, LDL
7
NCATE-3
4b
DSL-DAL, CIAL,
PIL
8
NCATE-3,4
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
Learning & Development Leader (LDL)
Operations Leader (OL)
Performance Leader (PL)
Process Improvement Leader (PIL)
Relationship Development Leader (RDL)
Instructional Method. See Special Education Administrative Internship Agreement
Method of Evaluation
Assignments
Class Attendance and
Participation
Observation and Candidate
Reflections
Agency Product(s)
Course
Objectives
19, 20, 21
PTEU Doctoral
KSDs
5b, 5c, 5d, 5f
1-21
1a, 1b, 1c, 2a –
2e, 3a
1-21
(depending on
4a – 4f; 5a –f; 6
a-d
4
Assessments
Observation /
Rubric
- KSU Sp Ed
Administration
Evaluation
Instrument
- State Approved
Administrative
Evaluation
Instrument
Project Rubric
project and
product)
V.
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 1,700.00
VI. COURSE MASTER FORM
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
EXC 7990
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 __
5
VII Attach Syllabus
EXC 7990
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 engage
in varying types of tasks, including maintaining budgets, hiring new staff, motivating
existing staff, providing 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.
PURPOSE/RATIONALE: The purpose of this course is to prepare prospective special
education administrators as effective leaders (Distributed School Leadership-DSL) who
facilitate the teaching and learning of the Georgia Performance Standards or an
appropriate alternative curriculum to foster the learning and success of students with
6
disabilities. Candidates are expected to demonstrate the ability to create the conditions
for teachers to engage a diverse group of students in general education classrooms as
well as separate educational environments as the need occurs. To foster this end,
candidates are expected to engage in a variety of tasks that include, but are not restricted
to the following: (a) procure adequate and effective resources; (b) oversee assessment
and evaluation processes; (c) provide professional development for teachers and
paraprofessionals; (d) create positive relationships with parents and other members of
the community.
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
7
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.
8
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
The Arc
The Global Entrepreneurship Institute
Georgia Department of Education
9
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.autism-society.org
www.thearc.org
www.gcase.org
www.doe.k12.ga.us
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.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.
10
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.
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
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 budget to ensure the effective use and
allocation of resources.
13. Monitor student progress through the use of formative
and summative data collection.
14. Use a variety of technologies to enhance management
of resources and programs.
15. Establish collaboration with peers, parents,
paraprofessionals, teachers and related service
providers to facilitate the learning of all students, but
particularly those with disabilities and who are culturally
and 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
11
2e, 4d
DSL-LDL, CIAL
1b
DSL-LDL, CL
CEC
/NCATE
Standards
1, 8
NCATE-1
1
NCATE-1
1
NCATE-1
4b
DSL-DAL, CIAL,
PIL
4d
DSL-LDL, CIAL
2
NCATE-1
6a, 6c
DSL-RDL,CIA
4a
DSL-CL, PL
4e
DSL-LDL, CIAL,
OL
4b, 4e
DSL-DAL, CIAL,
PIL, LDL,OL
2b
DSL-CL, OL, PIL,
RDL
4a
DSL-CL, PL
3
NCATE-1,4
7
NCATE-2
7
NCATE-2
4a, 6c
DSL-CL, PL, CIA,
RDL
4f
DSL-LDL, DAL
4f
7
2b, 6a, 6b, 6c, 6d
DSL-CL, OL, PIL,
RDL, CIA
2
NCATE-1,4
7
NCATE-2
7
NCATE-2
7
NCATE-2,4
7, 8
NCATE-2
7
NCATE-3
10
NCATE-3,4
4a
DSL-CL,PL
7
NCATE-3,4
3b
7
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.
DSL-CIAL, LDL
NCATE-3
4b
DSL-DAL, CIAL,
PIL
8
NCATE-3,4
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.
12
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
state-approved 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)
Course
Objectives
19, 20, 21
KSDs
Assessments
5b, 5c, 5d, 5f
Observation / Rubric
1-21
1a, 1b, 1c, 2a –
2e, 3a
1-21
(depending on
project and
product)
4a – 4f; 5a –f; 6
a-d
KSU Special Education
Administration
Evaluation Instrument
& State Approved
Administrative
Evaluation Instrument
Project Rubric
XII.
COURSE OUTLINE: See Special Education Administrative Internship Agreement
Package and Guidelines
XIII.
REFERENCES/BIBLIOGRAPHY
Professional Standards & Issues of Teacher Preparation and Philosophy
13
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,
192-196.
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.
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