EDL 652- Curriculum/Instruction Leadership in Special Education Administration
(3 credits)
Syllabus of Record
Prerequisites:
None
Catalog Description: This course examines the leadership role of the special education
administrator in curriculum, instruction and assessment for students with disabilities.
Candidates will engage in the study of current state curriculum content standards; the
delivery of curriculum through instruction, including modifications and accommodations,
and; the assessment of student achievement.
The COE Conceptual Framework
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.
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.
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, and b) to evaluate the social and ethical
implications of educational policies and practices.
Common Program 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 Council for the Accreditation of Educator Preparation (CAEP).
Specialty Program Standards (CEC):
Standard 1: Leadership and Policy
ACC1S2
Promote high expectations for self, staff, and individuals with exceptional
learning needs
ACC1S4
Mentor teacher candidates, newly certified teachers and other colleagues
Standard 2: Program Development and Organization
ACC2K2
Theories and methodologies of teaching and learning, including adaptation
and modification of curriculum
ACC2K6
Developmentally appropriate strategies for modifying instructional methods
and the learning environment
SA2K1
Programs and services within the general curriculum to achieve positive
school outcomes for individuals with exceptional learning needs
SA2K3
Instruction and services needed to support access to the general curriculum
for individuals with exceptional learning needs
ACC2S2
ACC2S3
SA2S2
SA2S3
Connect educational standards to specialized instructional services
Improve instructional programs using principles of curriculum development
and modification, and learning theory
Develops and implements programs and services that contribute to the
prevention of unnecessary referrals
Develops and implements an administrative plan that supports the use of
instructional and assistive technologies
Standard 3: Research and Inquiry
ACC3K1
Evidence-based practices validated for specific characteristics of learners and
settings
ACC3S2
Evaluate and modify instructional practices in response to ongoing
assessment data
SA3S1
Engages in data-based decision-making for the administration of educational
programs and services that supports exceptional individuals with exceptional
learning needs and their families
Standard 4: Individual and Program Evaluation
ACC4K2
Variety of methods for assessing and evaluating individuals with exceptional
learning needs’ performance
ACC4K4
Evaluate a student’s success in the general education curriculum
ACC4S2
Design and implement research activities to examine the effectiveness of
instructional practices
Standard 5: Professional Development and Ethical Practice
SA5K4
Impact of diversity on educational programming expectations for individuals
with exceptional learning needs
ACC5S2
Implement practices that promote success for individuals with exceptional
learning needs
ACC 5S4
Disseminate information on effective school and classroom practices
ACC5S5
Create an environment which supports continuous instructional improvement
Standard 6: Collaboration
ACC6K2
Roles of educators in integrated settings
ACC6S1
Collaborate to enhance opportunities for learners with exceptional learning
needs
SA6S1
Utilizes collaborative approaches for involving all stakeholders in educational
planning, implementation, and evaluation
SA6S8
Consults and collaborates in administrative and instructional decisions at the
school and district levels.
Objectives:
At the end of the course, the candidate will demonstrate knowledge and skill in the following
areas:
- Administrative behavior as it relates to the supervision of curriculum and instruction
- The planning and delivery of curriculum
- Curriculum and instruction modification and student accommodation
- The assessment of student learning
Major Topics:
Role of the Instructional Leader
Curriculum:
Common Core State Standards/21st Century Learners
Addressing Unique Educational Needs (AUEN)
Michigan Grade Level Content Expectations (GLCEs)
Michigan Extended Grade Level Content Expectations (EGLCEs)
Early Childhood Learning Expectations
Instruction:
Universal Design for Learning (UDL)
Assistive Technology
Project Based Learning
Differentiated Instruction
Curriculum Supports from Related Service Providers
New Teacher Evaluation
Supervision of Co-Teaching
Response to Intervention (RTI)
Standards-based Individualized Education Programs
Personal Curriculums
e-FAPE (virtual, cyber, seat time waivers, online learning)
Digital Learners
Student Assessment:
Michigan Education Assessment Program (MEAP)
MiAccess
MEAP Access
Michigan Merit Exam (MME)
Common Early Childhood Assessments
Methods of Evaluation:
30%- Presentation- Universal Design for Learning (UDL)
30%- Individual Written Assignments
20%- Final Exam
20%- Participation and Small Group Assignments
Suggested Text:
Rose, D. and Meyer, A. (2002) Teaching every student in the digital age: universal design
for learning. Alexandria, VA: ASCD.