The University of Southern
Mississippi Special Education PreService Teacher Preparation
Curriculum Revision and
Improvement Project
Project Year:
2009-2014
Issues and Concerns in 2009
Special Education and Elementary Education become one
department
 Dual campus structure
 Institution of Higher Learning (governing body) mandates
 Large population of transfer students from community
colleges (articulation agreement)
 Limited enrollment in Special Education
 Territorial issues
 Clinical issues
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Redesign: Pre-Service Teacher
Preparation Curriculum Revision and
Improvement
Departmental meetings conducted to
discuss the critical needs in special
education.
 Departmental discussion about the
creation of a dual major program at USM
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Requirements of special education
Requirements of general education
Additional criteria and objectives required
Structure of the plan of study
Curriculum Revision
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Evidence-based practices identified
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Council of Exceptional Children
The Blue Ribbon Commission
High Quality Teaching
National Council of Mathematics
International Reading Association
How realigned program meets State licensure and
HQT requirements of section 602(10) of IDEA
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Departmental meetings to examine the differences in
licensure requirements for elementary education K-6
program compared to special education K-12.
Program of study was designed to incorporate all required
courses in the Special Education program and the
Elementary Education (K-6) program of study.
Principle Investigator, department Chair, and select faculty
met with Director of Teacher Licensure, State Director of
Special Services, and State Superintendent of Education.
Proposed program presented for approval at all appropriate
university levels.
Program presented to IHL with request for exception (133
hours).
How the Program Equips Graduates
with Knowledge and Skills
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University Curricular Advisory Committee (UCA) comprised of
University faculty, K-12 classroom teachers, administrators chose
to use:
◦ High Objective State Standard of Evaluation (HOUSSE) specified
in ESEA
◦ Standards established by the Council of Exceptional Children
◦ Highly Qualified Special Education Teachers requirements for
demonstrating subject-matter competency in a core academic
subject.
Field Experience Advisory Committee (FEAC) part of a state-wide
team assigned the task of developing an instrument used to
evaluate student teachers in determining the acquisition of
requisite skills identified for effective teaching.
Instrument Used: Teacher Intern
Assessment Instrument (TIAI)
Developed with both short-term and
long-term views of teacher effectiveness.
 Intentionally created to mirror the
performance indicators of the Mississippi
Statewide Teacher Assessment Rubric (MSTAR).
 Grounded in INTASC principles that
guide beginning teacher development and
assessment.
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Performance Indicators
1.
2.
3.
4.
5.
Planning and Preparation
Assessment
Instruction
Learning Environment
Professional Responsibilities
One of the major goals of the project
was to develop a program that
adequately prepared teacher candidates
with the appropriate skills needed to
address learning issues with highincidence students in the general
education environment.
Research Design
A quasi-experimental design with 28
randomly selected general education
majors used as the control group to
compare their performance with all
28 dual majors during the 2013-14
academic year.
Results
TEACHER INTERN ASSESSMENT INSTRUMENT
Comparison of Averages
2013-14
N=28
I. PLANNING AND PREPARATION
Elementary Ed
Elementary / Special Ed Dual
1. Selects developmentally appropriate, performance-based objectives that connect core content
knowledge for lessons based on Mississippi Curriculum Frameworks/Common Core State
Standards. (INTASC 4, 7; M-STAR Domain I – 4; NCATE 1a)
Elementary Ed majors
3.37
Dual majors
3.89
2. Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of
student backgrounds, interests, experiences, and prior knowledge (e.g., pretests, interest
inventories, surveys, and KWLs) to make instruction relevant and meaningful. (INTASC 1, 2, 3,
4, 7; M-STAR Domains I – 2, III – 10; NCATE 1c, 4a)
Elementary Ed majors
3.16
Dual majors
3.89
3. Integrates core content knowledge from other subject areas in lessons. (INTASC 4, 7; M-STAR
Domain I – 1; NCATE 1a)
Elementary Ed majors
3.22
Dual majors
3.84
Planning and Preparation (cont.)
4. Plans appropriate and sequential teaching procedures that include innovative and
interesting introductions and closures, and uses a variety of teaching materials and
technology. (INTASC 1, 4, 5, 7, 8; M-STAR Domains I – 1, I – 4, III – 10; NCATE 1a,
1b)
Elementary Ed majors
3.33
Dual majors
3.84
5. Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests,
rubrics, and/or
checklists) based on
core content knowledge to effectively evaluate learner progress. (INTASC 6, 7; MSTAR Domains II – 5, II – 6, III – 9; NCATE 1a, 1d)
Elementary Ed majors
3.27
Dual majors
3.89
6. Plans differentiated learning experiences that accommodate developmental and/or
educational needs of learners based on assessment information which is aligned
with core content knowledge (ex. – use of pre/post assessments, surveys,
inventories, remediation, and enrichment activities). (INTASC – 1, 2, 7, 8; M-STAR
Domains I – 2, II – 5, II – 6; NCATE 1a, 1d, 4a)
Elementary Ed majors
3.27
Dual majors
3.79
Assessment
7. Communicates assessment criteria and performance standards to
the students and provides timely feedback on students' academic
performance. (INTASC 6; M-STAR Domains II – 5, II – 6; NCATE 1a,
1d)
Elementary Ed majors 3.22
Dual majors
3.74
8. Incorporates a variety of informal and formal assessments (ex. –
pre/post assessments, quizzes, unit tests, checklists, rating scales,
rubrics, remediation, and enrichment activities) to differentiate
learning experiences that accommodate differences in
developmental and/or educational needs. (INTASC - 1, 2, 7, 8; MSTAR Domains I – 2, II – 5, II – 6; NCATE 1d)
Elementary Ed majors 3.22
Dual majors
3.79
Instruction
9. Uses acceptable written, oral, and nonverbal communication in planning and instruction.
(INTASC 5; M-STAR Domain III – 11)
Elementary Ed majors
3.38
Dual majors
3.95
10. Provides clear, complete written and/or oral directions for instructional activities. (INTASC 8;
M-STAR Domain III – 11)
Elementary Ed majors
3.64
Dual majors
3.74
11. Communicates high expectations for learning to all students. (INTASC 2; M-STAR Domains I –
3, IV – 15)
Elementary Ed majors
3.33
Dual majors
4.00
12. Conveys enthusiasm for teaching and learning. (INTASC 3, 4; M-STAR Domain IV – 15, IV – 16)
Elementary Ed majors
3.59
Dual majors
4.00
13. Provides opportunities for the students to cooperate, communicate, and interact with each
other to enhance learning. (INTASC - 1, 3, 5; M-STAR Domains III – 8, IV – 15; NCATE 1b)
Elementary Ed majors
3.27
Dual majors
3.84
14. Demonstrates knowledge of content for the subject(s) taught. (INTASC 4; M-STAR Domain III
-7; NCATE 1a, 1b)
Elementary Ed majors
3.69
Dual majors
3.89
Instruction
(cont.)
15. Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning,
demonstration, discussion, inquiry, simulation, etc.) to enhance student learning. (INTASC 8; MSTAR Domain III – 8, III – 9; NCATE 1b )
Elementary Ed majors
3.64
Dual majors
3.79
16. Provides learning experiences that accommodate differences in developmental and individual
needs of diverse learners (i.e., enrichment/remedial needs). (INTASC 1, 2, 8; M-STAR Domain I
– 2; NCATE 1c )
Elementary Ed majors
3.28
Dual majors
3.79
17. Engages students in analytic, creative, and critical thinking through higher-order questioning and
provides opportunities for students to apply concepts in problem solving and critical thinking.
(INTASC 4, 5, 8; M-STAR Domains I – 3, II – 6, III – 8, III – 9; NCATE 1b, 1c )
Elementary Ed majors
3.12
Dual majors
3.84
18. Elicits input during lessons and allows sufficient wait time for students to expand and support
their responses. Makes adjustments to lessons according to student input, cues, and
individual/group responses. (INTASC 1, 5, 8; M-STAR Domains II – 5, II – 6, III – 9; NCATE 1c,
1d)
Elementary Ed majors
3.58
Dual majors
3.84
19. Uses family and/or community resources (special guests or materials) in lessons to enhance
student learning. (INTASC 10; M-STAR Domain III – 10: NCATE – 1c, 1g)
Elementary Ed majors
2.48
Dual majors
3.32
Learning Environment
20. Monitors and adjusts the classroom environment to enhance social relationships,
motivation, and learning. (INTASC 3: M-STAR Domain IV – 12, IV – 13, IV – 16;
NCATE 1d)
Elementary Ed majors
3.38
Dual majors
3.84
21. Attends to or delegates routine tasks. (INTASC 3; M-STAR Domain IV – 12)
Elementary Ed majors
3.38
Dual majors
3.95
22. Uses a variety of strategies to foster appropriate student behavior according to
individual and situational needs. (INTASC 3; M-STAR Domain IV – 13, IV – 16)
Elementary Ed majors
3.33
Dual majors
3.79
23. Creates and maintains a climate of fairness, safety, respect, and support for all
students. (INTASC 3; M-STAR Domain IV – 13)
Elementary Ed majors
3.44
Dual majors
4.00
24. Maximizes time available for instruction (Uses instructional time effectively). (INTASC
3; M-STAR Domain IV – 14)
Elementary Ed majors
3.38
Dual majors
3.84
Professional Responsibilities
25. Establishes opportunities for communication
with parents and/or guardians and professional
colleagues (newsletters, positive notes,
extracurricular activities, professional
development opportunities, conferences, etc.).
(INTASC 10; M-STAR Domain V – 19; NCATE
1g)
Elementary Ed majors
3.17
Dual majors
3.58
Summary of Findings
Elementary Ed Major
 Planning and
Preparation
3.27
 Assessment
3.22
 Instruction
3.36
 Learning and
Environment
3.38
 Professional
Responsibilities 3.17
Dual Majors
 Planning and
Preparation
 Assessment
 Instruction
 Learning and
Environment
 Professional
Responsibilities
3.86
3.77
3.81
3.88
3.58
How the program offers integrated training
and practice opportunities to enhance skills
• Course redesign
◦ Classroom Management (SPE 451) co-taught with Literacy I (CIR 309)
• Additional courses designed to enhance skills of
teachers responsible for providing effective services
to children with high incidence disabilities.
◦ Mathematics (SPE 410)
◦ Literacy (SPE 411)
• Co-Teaching training
How the program includes field-based training opportunities in
diverse settings
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Partnering school districts
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Demographically diverse
Distinctly difference performance levels
Diverse cultural and language backgrounds
Field experiences connected to course content,
assessing student learning, administering curriculum
based measures and assessments, and progress
monitoring under the direction of the classroom
teacher.
◦ University professors monitor
How the program provides extended clinical learning opportunities, field
experiences, and ongoing high quality mentoring in local schools
Clinical and field experiences extended over
four (4) semesters under the supervision of
high quality mentor classroom teacher and
university professor.
 Expansion of capstone (student teaching) to
consist of year-long experience under the
supervision of high quality mentor classroom
teacher and university professor.
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