Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the standard
UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1. (CF) Describe how this program reflects the unit’s conceptual framework.
Collaborative Development of Expertise in Teaching and Learning
As noted in the conceptual framework, candidates in Advanced Programs develop as teachers by refining expertise in content knowledge and effective instruction, defining new professional roles and responsibilities, and contributing towards more effective schools by providing professional support and direction for colleagues, parents, and community members. This is particularly true in the proposed revision of the M.Ed. in Special Education in that successful candidates will become highly qualified to teach students with disabilities in general education classrooms and curriculum, they will also become highly qualified in teaching reading to all students. In addition, these expert, accomplished teachers will gain the leadership skills to analyze school wide, complex problems and resolve issues such that students with disabilities are supported and successful.
As noted in the conceptual framework, the Bagwell College of Education embraces the notion that scholarly activity is broadly defined, multi-dimensional in nature, with methodology based upon the level and context of inquiry. As part of their coursework, candidates will engage with faculty in fieldbased research with methodology that is qualitative, quantitative, single subject or a combination there of.
The PTEU Conceptual Framework states our belief that in order to be effective educators work must collaboratively with professional colleagues, and the community.
The KSU model for teacher education has

2. collaborative endeavors across the various departments and colleges of the university, as well as off-campus in the schools and the larger communities. This revised M.Ed. in Special Education represents the collaboration of with other departments with faculty with expertise in reading.
There is common agreement that school populations are becoming increasingly diverse and that it is incumbent upon the teaching staff to value and celebrate those differences as they bring all students to high levels of learning. In a standards-based, constructivist classroom teachers are challenged with using the diversity of knowledge and experiences that their students bring to the classroom to facilitate active learning environments.
All courses are aligned with the national standards of CEC- Individual General Curriculum and assist teacher leaders in designing curriculum and instruction in ways that are powerful and respect the cultural diversity in the classroom. To bring this diverse student body to high levels of learning, teachers must be able to employ a variety of validated practices in instructional planning, delivery and evaluation. As teachers move their preparation program at KSU, teachers are encouraged to collaborate with colleagues, parents and students as they create stimulating and enriching educational environments. Over time, and with on-going professional development we see that our teachers grow as researchers who are understand and appreciate the importance of experimentation and inquiry to improve one’s daily practice and student achievement. Similarly, as our candidates progress through their advanced programs and become accomplished, they emerge as leaders in their profession, who in collaboration with parents and other professionals, are capable of initiating school improvement activity, informing policy decisions and orchestrate endeavors in the community at large.
(National/State Standards) Specify applicable national and/or state standards to which this program will demonstrate compliance. Please attach a copy of the applicable standards.
Please see Word file entitled, CEC Standards .

3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.
Candidates in the MEd SPED program will demonstrate the following outcomes and proficiencies for certification programs.
OUTCOMES & PROFICIENCIES KSD
Outcome 1: A Subject Matter Expert knows the subjects they teach and how to teach those subjects to students.
1.1
Candidate possesses broad, current and specialized knowledge of subject matter and communicates this understanding to colleagues, parents and students.
– OR –
1.1 EDL : Candidate promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
1.2 Candidate possesses a global understanding of connections within and across disciplines and applications to real life and accurately represents understanding through use of multiple explanations, technologies and strategies.
1.3 Candidate demonstrates a passion for education and creates environments conducive to the development of powerful approaches to instructional challenges.
1.4 Candidate teaches or leads in ways that convey knowledge as a combination of skills, dispositions and beliefs-integrated, flexible, elaborate and deep.
Outcome 2: A Facilitator of Learning is committed to students and is responsible for managing and monitoring student learning.
2.1
Candidate believes that all students can learn and helps students develop a positive disposition for learning.
2.2 Candidate treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.
2.3 Candidate understands human development and learning and
K
K/S
K/S
K/S/D
D
S
K/S/D
NCATE Standard
1 Element
Content
Pedagogical
Content
Pedagogical
Content
Pedagogical
Content
Disposition
Professional &
Pedagogical
Student Learning
Professional &
NBPTS
Core
Principles
2
2
2
2
2
1, 3
1
1
ISLLC
Standard
1, 4
2, 3
2
1, 2, 5
2
5

OUTCOMES & PROFICIENCIES uses this understanding to create enriching educational experiences and/or environments for all students.
2.4 Candidate creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.5 Candidate uses multiple methods, technologies, resources, and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan.
2.6 Candidate monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.
2.7 Candidate is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences in multiple formats.
Outcome 3: A COLLABORATIVE PROFESSIONAL thinks systematically about her practice, learns from experience, and is a member of learning communities.
3.1 Candidate collaborates with colleagues, parents and other professionals to strengthen school effectiveness, to advance knowledge, and to influence policy and practice.
3.2 Candidate reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement.
KSD
NCATE Standard
1 Element
K/S
K/S
Pedagogical
Disposition
Professional &
Pedagogical
Professional &
Pedagogical
Student Learning
K/S
K/S
Professional &
Pedagogical
Student Learning
Professional &
Pedagogical
K/D Professional &
Pedagogical
Disposition
K/D Professional &
Pedagogical
NBPTS
Core
Principles
1
3
3
3
3
4, 5
5
4
3.3 Candidate proactively involves parents and other members of the community in support of instruction and education.
3.4 Candidate engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new staff.
D
D
Disposition
Student Learning
Disposition
Disposition
5
4, 5
ISLLC
Standard
2
2
3
3, 2
4
4, 6
2
4
3, 6

4. (Assessment System) Identify (chart is preferable) the unit and program assessments that will be used to determine if candidates meet proficiencies and standards. Limit the total number of assessments to eight. See example of a chart template on next page.
Title of Assessment 1
Type or
Form of
Assessment 2
When the
Assessment Is
Administered 3
Attachments
1 [Licensure assessment, or other contentbased assessment]
4 Foundations
2 [Content-based assessment]
Characteristics
3 [Assessment of candidate ability to plan instruction]
4 [Assessment of student teaching]
Praxis II
Proficiency Exams
Objective exam
Proficiency Exam
Instructional Design
Project
SEPO
ISLA
End of Program
EXC 7705
EXC 7715
EDRD 7765
EDUC 7970
EDRD 7765
Assessment
□
□
□
□
□
Scoring
Guides/Criteria
□
□
□
□
□ 5 [Assessment of candidate effect on student learning]
6 [Additional assessment that addresses CEC standards (required) ]
Assessment
7 [Additional assessment that addresses CEC standards (optional)] Behavior
Case Study
Behavior Project
EDUC 7730
EXC 7720
□
□
□
□
1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio, etc.).
3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required course [specify title and number], or completion of the program).
4 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).
5 NCATE requires that 80% of program completers in the most recent academic year must pass the required state licensure test in the content area in order to be eligible for program recognition. Programs are exempt from this requirement when the state does not have a required test, or if the program does not have a total of ten completers over the past three years. NCATE uses the Title II definition of “program completers,” i.e. persons who have met all the requirements of a degree program or a state-approved preparation program.
Data
Table
□
5
□
□
□
□
□
□

5. (Field Experiences) Describe required field experiences and clinical practices that help candidates develop knowledge and skills in helping all students learn. Include how field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates: 1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.
This program was designed for teachers who are currently teaching therefore, their employment will serve as their practicum experience. The field experience will be both intensive and extensive, allowing them to bridge theory and practice on a continual basis. Participants will demonstrate program proficiencies as they implement academic assignments from their coursework into their professional practice. Reflective practice is an essential part of the program, and course assignments require participants to reflect on their teaching practice through video taped teaching reflections, journal reflections, online discussion threads, and ultimately within the portfolio.
Clinical supervisors and full-time faculty will conduct a minimum of six site observations and evaluate candidates on the Special Education Evaluation of Performance Outcomes. Specifically, candidates will be evaluated on professional and institutional standards in EDUC 7760, Curriculum Development; EDRD 7765
Content Area Reading and Writing; EXC 7720 Behavior Strategies; and EDUC 7970 Internship.
Participants complete the Impact on Student Learning Analysis during the EDRD 7765 and EDUC 7970. This assignment requires Candidates to design, implement, assess, and communicate data on student achievement.
Candidates must then reflect on their impact on the learning of their students and identify any changes or additional strategies to be used in the future.
6. (Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to work with students with exceptionalities and from diverse populations.

7.
Due to the nature and content of this M.Ed. in Special Education, all field experiences will be in diverse settings and primarily with students with varying types of disabilities.
(Technology) Describe how the program ensures candidates can integrate technology in their practice.
As we recognize the diverse learning needs of students in the digital age, the technology competencies of teachers, administrators, and support personnel become an essential characteristic of highly effective teachers.
Candidates in the special education will utilize technology to advance 21 st
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 21 st
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.
Specifically, candidates will use the Internet to locate appropriate resources and research, productivity applications to efficiently manage educational workloads, and educational applications related to learning and assessment.