Updated on 10/8/08
SECONDARY DUAL EDUCATOR PROGRAM
(SDEP)
Introduction
The purpose of this proposal is to seek approval for the Secondary Dual
Educator Program’s new pathway to the M.Ed. degree through the Graduate
School of Education. This overview will describe SDEP and provide a rationale
for instituting this new program. A chart is included in this document illustrating
how the M.Ed. degree in the SDEP program is aligned with the Graduate
Teacher Education Program’s (GTEP) current M.Ed. degree.
SDEP Program Description
SDEP meets an increasing demand for teachers at the middle and high
school levels who are skilled in accommodating the needs of diverse students
within inclusive classrooms. Successful completion of the program results in
dual endorsement in a content area and secondary special education with middle
level and high school authorizations, as well as a Master of Education (M.Ed.).
Graduates of this program will fully meet the new standards for highly qualified
secondary special educators due to their undergraduate preparation in a content
area and endorsement in the content area.
Graduates will be able to combine content area expertise in their particular
subject (e.g., English, math, science, social studies, etc.) with the skills of a
learning specialist in order to teach the broad range of adolescent learners
typically found in today’s classrooms. Cultural and linguistic diversity will also be
a recurring theme and emphasis in the program, with preparation in multicultural
education and instructional strategies for English language learners.
By virtue of their dual endorsement, graduates have the potential to be
employed as content area teachers and as special educators. Additionally, they
can help middle and high school administrators develop and staff new
instructional models and new ways to group students for instruction.
Graduates of SDEP will model collaborative curriculum development.
They will have the skills to support accommodations and learning strategies for
students with learning differences within an inclusive classroom.
As part of the program, graduates will complete their M.Ed. degree with a
focus on teacher leadership and collaboration for responsible inclusion. This
preparation will enable them to build bridges between secondary content-area
and special education teachers and help develop school-wide community
building and inclusive practices.
Updated on 10/8/08
SDEP at-a-glance
(see the attached “Course Sequence & Field Experience Schedule”)
Length of program:
Six terms, culminating in initial licensure at the secondary grade level,
endorsements in SPED and the content area, and the M.Ed. totaling 93 graduate
level credits as follows:
Coursework:
25 courses:
 11 new courses
ED 580 Adolescent Learners in Inclusive Settings
SPED 571 Adolescents with Learning Differences
ED 581 Inclusive Classroom Researcher
ED 582 Collaborative Teaming & the SPED Process
ED 583 Study Skills & Learning Strategies
ED 585 Advocacy & Transition Planning
ED 585 Instructional Planning for Inclusive Classrooms
ED 586 Collaborative Teaching
ED 587 Inclusive Educational Research & Leadership
SPED 510 Functional Assessment
SPED 510 Functional Curriculum

5 CI (general ed) courses
CI 514 Multicultural & Urban Education
CI 519 Special Secondary Methods
CI 511 Classroom Management
CI 543 Effective Teaching Strats & Mat’ls for Wrkng w/ Linguistically &
Culturally Diverse Learners

6 SPED courses
SPED 521 Behavior Management
SPED 513 Classroom-based Assessment
SPED 528 Instructional Methods: Literacy Instruction
SPED 512 Diagnostic Assessment
SPED 529 Instructional Methods II: Math and Content Area Instruction
SPED 536 Specialized Techniques

3 seminars to support student teaching
ED 507 Seminar I, II work sample support
ED 507 Seminar III Job Readiness
Field experiences:
4 supervised teaching experiences: 2 in SPED, and 2 in the content area
2 practica imbedded in course work
Updated on 10/8/08
Applicant pool and cohort size
We have had between 30 and 35 applicants for the two admission rounds we
have conducted. The first round we accepted 28, and the second 25. During the
first two terms of each round, we experienced losses of 3 students per cohort.
The number of students leaving this cohort is consistent with other cohorts in
GTEP and SPED programs.
Data that describes our graduates (June 2007)
Hiring Reflects Versatility
 Content Area Teachers: 5
 Math (1), Science (2), Advanced Placement Science (1), Health (1)
 Special Education Teachers: 8
 “Hybrid” positions teaching across SPED and in the following content
areas: 5
 English (2), Art, Science, & Social Studies
 Positions with co-teaching responsibilities: 4
 Alternative settings: 2
GTEP – SDEP M.Ed. degree alignment
The following chart illustrates how the M.Ed. degree in SDEP is aligned with the
Graduate Teacher Education Program’s (GTEP) current M.Ed. degree. The list of
GTEP courses required for the M.Ed. degree is found in the left column. In the
right column, SDEP courses with corresponding content are aligned with their
GTEP equivalents. Both degree pathways meet the 45-credit minimum for the
M.Ed. Courses listed in bold text indicate new courses specifically designed for
SDEP.
Updated on 10/8/08
SDEP~~ A DIFFERENT PATHWAY TO THE M. ED. DEGREE
SDEP combines Gen Ed and SPED perspectives into the M.Ed.
Comparative chart for courses on the GO-12 forms
GTEP Courses
(Current cohorts)
CI 512 Teaching and Learning
#cr
SDEP courses 09-11
(Proposed program)
ED 580 Adolescent Learners in
Inclusive Settings
ED 585 Instructional Planning for
Inclusive Classrooms
SPED 513 Classroom-based
Assessment
CI 519 SSM: endorsement subject
# cr
CI 513 Instruct & Tech
5
CI 510 Engaging HS/MS Learner
3
CI 519 SSM: endorsement subject
3
CI 509 PRAC: Initial Field
Experience
3
SPED 509 PRAC: Supervised Field
Experience
3
CI 521 Read-Comp Content Area
3
SPED 528 Instructional Methods I:
Literacy (mid-lvl/H.S.)
ED 583 Study Skills & Learning
Strategies
CI 511 Classroom Management
SPED 521 Behavior Management
3
2
3
2
4
3
3
2
CI 511 Classroom Management
3
SPED 518 Survey Except Learner
3
SPED 571 Adolescents with Learning
Differences
CI 514 Multicultural and Urban
Education
3
CI 514 Multicultural and Urban Education 3
CI 515 Reflective Practice
3
ED 507 Seminar II: WS
ED 507 Seminar III: WS
2
1
CI 548 ASM: endorsement subject
3
CI 548 ASM: endorsement subject
3
CI 563 Teacher as Researcher
4
ED 581 Inclusive Classroom
Researcher
ED 587 Inclusive Ed Research and
Leadership
ED 582 Collaborative Teaming &
SPED Process
2
Electives
Total
6
45
3
3
2
4
45