Authors

Document Type

Program Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 ACADEMIC PROGRAM PROPOSAL FORM DATE: 9.26.07 SPONSORING PROGRAM AND CHAIR: Education Department: Graduate Program Dottie Bauer, Co-Chair, 8-2864, dbauer@keene.edu Len Fleischer, Co-Chair, 8-2846, lfleisch@keene.edu PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. Steve Bigaj, 8-2872, sbigaj@keene.edu TITLE SUMMARY: Post-Baccalaureate Special Education PROPOSED ACTION: Underline proposed changes . Program addition Change in requirements Program redesign Program deletion Other: EXISTING (OLD) DATA: Insert the program information as it exists in the current KSC Catalog. You may copy the information electronically from the KSC Web page: http://www.keene.edu/catalog/mdc.cfm Post-Baccalaureate Special Education General Special Education (Meets New Hampshire Certification Competencies for General Special Education: grades K-12) The Post-Baccalaureate program for certification in General Special Education is designed to meet the needs of students who seek initial certification at this level. The program is a blend of both undergraduate and graduate courses with an emphasis on a yearlong internship experience. The internship may be conducted on the job (for students employed as a teacher in a special education setting) or in a field experience approved by the faculty coordinator of this program. The program is 2 designed to address the critical shortage of highly qualified special educators in New Hampshire, and will primarily serve three populations: (1) certified teachers who are working in a “regular” education setting; (2) individuals employed as Special Education teachers via the N.H. Department of Education – Alternative IV process (provisional certification in a Critical Shortage area); and (3) individuals with minimal experience in education or those who have a wealth of experience and/or are employed as teacher aids, tutors, para-professionals, etc. Upon completion of this program, the successful candidate may apply up to 18 graduate level credits toward the Master of Education Degree: Curriculum & Instruction Option (36 credits). The PBTCP requires an initial review of previously completed course work and an interview with a KSC representative. The Office of Teacher Education and Graduate Studies coordinates the examination of official transcripts, relevant standardized test results and other application materials to develop an individualized educational plan that will address the KSC Teacher Education Themes while meeting New Hampshire state standards for Teacher Certification. Additional coursework may be required if an applicant’s baccalaureate degree does not provide the necessary foundation. Phase 1 – Introduction to Teaching This phase is designed for individuals who are NOT currently certified as a Teacher. Students must demonstrate competency in “general” education before proceeding with Phase 2 of this program. Individuals who possess a recognized form of teacher certification have demonstrated the required competency and may begin with Phase 2. o ESEC 150 Development, Exceptionality and Learning I o ESEC 250 Development, Exceptionality and Learning II o ESEC 282 Literacy in the Content Areas o ESEC 320 Education Environments/Practices o ESEC 385 Methods: (consult with SPED coordinator for appropriate section) o ESEC 387 Creating Social Contexts for Learning In order to progress to Phase 2 a student must have earned a grade C or higher for each of the above courses. A cumulative GPA of 2.5 or greater is also required for these courses. Phase 2 – General Special Education 24 or 30 credits Students who possess current certification in an appropriate area will only be required to complete 24 credits. o SPED 301 Context for Teaching Students with Special Needs o SPED 401 Instruction & Curriculum Design in Special Education o * SPED 520 Assessment and Evaluation for Special Education o * SPED 525 Transition Planning & Programming 3 o * SPED 560 Internship in Special Education I (6 credits) o * SPED 565 Internship in Special Education II (6 or 12 credits) Students must earn a B/C or better grade in each SPED course, and complete the program with a minimum cumulative Grade Point Average of 2.50. Up to 18 graduate level credits completed in this program may be used to fulfill one half of the credits required to complete the Master of Education Degree: Curriculum & Instruction Option. Grades below a B (3.0 on a scale of 4.0) are not acceptable for transfer to the Master of Education. PROPOSED (NEW) PROGRAM: Specify degree, major, option, specialization or minor as appropriate. Provide the proposed program in its entirety and as it would appear in the KSC Catalog. If this change affects other programs, please note all the places (page numbers in the current catalog) where this change must be made. Post-Baccalaureate Special Education General Special Education (Meets New Hampshire Certification Competencies for General Special Education: Grades K-12) The Post-Baccalaureate program for certification in General Special Education is designed to meet the needs of students who seek initial certification at this level. The program is a blend of special education content knowledge courses with an emphasis on a yearlong internship experience. The internship may be conducted on-the-job (for students employed as a teacher in a special education setting) or in a field experience approved by the faculty coordinator(s) of this program. The Post-Baccalaureate certification program in special education follows standards set forth by the National Council for Accreditation of Teacher Education (NCATE), the Council for Exceptional Children (CEC), and the New Hampshire Department of Education. The KSC Conceptual Framework for Teacher Education Programs provides students with a frame of reference as they work through the program. The Post Baccalaureate initial level certification program in special education is designed to address the critical shortage of highly qualified special educators in New Hampshire, and will primarily serve four populations: (1) certified teachers who are working in a “regular” education setting; (2) individuals employed as Special Education teachers via the N.H. Department of Education – Alternative IV process (provisional certification in a Critical Shortage area); (3) KSC undergraduate elementary or secondary education graduates who seek an additional certification in special education; and (4) individuals who have a wealth of experience in education and/or are employed as teacher aides, tutors, paraprofessionals, etc. Upon completion of this program, the successful candidate may apply up to 18-24 post-baccalaureate level credits toward the Master of Education Degree. KSC students who complete elementary or secondary certification and who take 8 credits of foundational special education coursework (EDSP 250 and EDSP 350) complete an 18 credit post-baccalaureate certification program. 4 Phase 1 – Introduction to Teaching Phase 1 is designed for individuals who are NOT currently certified as a Teacher. Students must demonstrate competency in “general” education (elementary or secondary level) before proceeding with Phase 2 of this program. Individuals who possess a recognized form of teacher certification have demonstrated the required competency and may begin with Phase 2. Graduate school faculty and staff will work with the student to develop an appropriate plan for achieving “general” education competency. In order to progress to Phase 2 a student must have earned a grade C or higher in Phase 1 courses. A cumulative GPA of 2.5 or greater is also required for these courses. Phase 2 – General Special Education 18-24 credits Students must earn a BC or better grade in each EDUCSP course, and complete the program with a minimum cumulative Grade Point Average of 2.50. Special Education Content Knowledge Coursework 6-12 credits (Summer, Fall, and Spring) *EDUCSP 501 Foundations in Special Education (Summer, 3 credits) *EDUCSP 502 Curriculum and Instructional Design (Summer, 3 credits) EDUCSP 520 Assessment and Evaluation in Special Education (Fall, 3 credits) EDUCSP 525 Transition Planning and Programming (Spring, 3 credits) * KSC undergraduates who take foundational special education coursework (EDSP 250 and EDSP 350) are not required to take EDUCSP 501 and 502. Special Education Internship 12 credits (Fall, Spring) EDUCSP 560 Internship in Special Education I (6 credits) EDUCSP 565 Internship in Special Education II (6 credits) PROGRAM OBJECTIVES AND /OR LEARNING OUTCOMES: Program is nationally recognized by NCATE and also approved by the NH Department of Education. The program follows certification standards set forth by the national special education organization, the Council for Exceptional Children (CEC). Below are the 10 CEC Content Standard areas: Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5 Learning Environments and Social Interactions Standard 6 Language Standard 7 Instructional Planning Standard 8 Assessment Standard 9 Professional and Ethical Practice Standard 10 Collaboration 5 RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. The major program changes involve streamlining the upfront catalog language for the PB SPED program and moving all courses to 500 level while the Education Department considers moving this program to graduate initial certification next year. The SPED 301/401 courses will no longer be offered by the undergraduate special education 4-credit option, so new 500 level courses will take the place of those courses. Council for Exceptional Children (CEC) content knowledge competencies for these courses are reflected in learning outcomes for each course and extend learning outcomes that existed for 301/401. The Phase I component of the PB SPED program was revised in context of the new undergraduate 4-credit program (no longer are 3 credit courses offered). The new language for this phase reflects the individualized planning that will need to take place in the transition year to graduate initial certification programs. RESOURCES: Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. In order to operate this program two special education faculty members will need to share responsibilities for coordination and teaching in the program. Adjunct support will be required. Also, the department will need to develop a way to provide consistent coordination of all new certification options in special education in order to meet NCATE/CEC requirements for accreditation. See attached statement from Dr. Ockle Johnson, Interim Dean of Professional and Graduate Studies, concerning resources to address program proposals. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficient. No additional library support required. See attached note from Peggy Partello, Education Department liaison. 6 ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.) Secondary Education Committee : See attached email from Dr. Kristen Alvarez, Coordinator of Secondary Education Committee

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

Post Baccalaureat Special Education

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