(EDS 685) Practicum/Graduate Field Experience
Syllabus of Record: Special Education Supervisor Practicum
Catalog Description: This course is a field-based experience designed to provide clinical
experience for teaching or administration majors. Each practicum shall be no less than the
minimum requirements set forth by state and accrediting agencies and must be met with
approval by the appropriate program personnel. Three or six credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: This course supports the competencies required by the Michigan
Administrative Rules for Special Education for approval as a Supervisor and Director of
Special Education, and the professional standards established by the Council for Exceptional
Children (CEC), a constituent member of the National Council for Accreditation of Teacher
Education (NCATE).
Specialty Program Standards: Council for Exceptional Children (CEC)
Course Standards and Assessments:
 Course Standards: Knowledge and Skill Base for All Beginning Special
Education Administrators
Special Education Standard #1: Foundations
Knowledge:
 Laws and policies for general and special education. (SA1K1)
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Evolution of laws and policies that impact the lives of individuals with
exceptionalities and
their families from birth through adulthood. (SA1K2)
Political and economic issues that affect policy development. (SA1K3)
Models, theories, and philosophies that provide the basis for
educational systems. (SA1K4)
Development and implementation of policies and regulations for
individuals with exceptional
learning needs and their families. (SA1K5)
Laws and policies regarding assessment, program evaluation, and
accountability related to
individuals with exceptional learning needs. (SA1K6)
General curriculum theories and implications for individuals with
exceptional learning needs. (SA1K7)
Research related to educational change. (SA1K8)
Education, social and health agency fiscal policies. (SA1K9)
Human resources management, recruitment, personnel assistance and
development, and
evaluation. (SA1K10)
Sources of funding (SA1K11)
Laws and policies governing the discipline of all students and
implications for individuals
with exceptional learning needs. (SA1K12)
Legal and ethical issues of behavior management of individuals with
exceptional learning
needs. (SA1K13)
Family systems and the role of families in supporting development and
educational progress
of the individual with exceptional learning needs. (SA1K14)
Skills:
 Interpret laws and policies pertaining to individuals with exceptional
learning needs. (SA1S1)
Special Education Standard #8: Assessment
Skills:
 Advocate for the participation of individuals with exceptional learning
needs in
accountability systems. (SA8S1)
 Implement procedures within the assessment accountability system to
ensure the
participation of individuals with exceptional earning needs (SA8S2)
 Develop and implement ongoing evaluations of special education
programs and practices. (SA8S3)
Special Education Standard #9: Professional and Ethical Practice
Knowledge:
 Organizations and publications relevant to the field of special
education administration. (SA9K1)
Skills:
 Communicate a personal inclusive vision for meeting the needs of
individuals with
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exceptional learning needs. (SA9S1)
Advocate for individuals with exceptional learning needs and their
families. (SA9S2)
Respect and support individuals with exceptional learning needs in
self-advocacy. (SA9S3)
Communicate and demonstrate a high standard of ethical practice.
(SA9S4)
Make decisions concerning individuals with exceptional learning needs
based on open
communication, trust, mutual respect, and dignity. (SA9S5)
Participate in the activities of the professional organization relevant to
the field of Special
Education Administration. (SA9S6)
Special Education Standard #10: Collaboration
Knowledge:
 Approaches for involving parents, family, and community members in
educational planning,
implementation, and evaluation. (SA10K1)
 Role of parent and advocacy organizations as they support individuals
with exceptionalities
and their families. (SA10K2)
Skills:
 Develop and implement intra- and interagency agreements that create
programs with shared
responsibility for individuals with exceptional learning needs.
(SA10S1)
 Promote seamless transitions of individuals with exceptional learning
needs across
educational and other programs from birth through adulthood.
(SA10S2)
 Implement administrative procedures to ensure clear communication
among administrators,
instructional staff and related service personnel. (SA10S3)
 Develop family education and other support programs. (SA10S4)
 Engage in shared decision making to support programs for individuals
with exceptional learning needs. (SA10S5)
 Provide ongoing communication with families of individuals with
exceptional learning needs. (SA10S6)
 Consult and collaborate in administrative and instructional settings.
(SS10S7)
Common Course Assessment: Portfolio
Major Topics:
 Participate in an Independent Learning Experience
 Attend and Analyze a State of Michigan School Board Meeting
 Attend and analyze a Local and Intermediate School District Board
meeting
 Conduct a staff evaluation
 Conduct a special education monitoring review
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Develop a comprehensive in-service plan Section
Conduct a field visit
Complete two major projects with a focus on curriculum and personnel
Course Knowledge Base:
This course is based on a framework provided from multiple sources including:
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Individuals With Disabilities Improvement Act (IDEIA) 2004
Federal regulations
Michigan Administrative Rules for Special Education
Michigan Department of Special Education policies and procedures
Rehabilitation Act of 1973