Graduate Handbook

Department of Curriculum and Instruction

Handbook for the Master of Education Programs in Curriculum & Instruction and Special Education

Original document compiled by Drs. K. Newman and J. Thomas (2003). This version was revised and updated by Dr. K. Newman with editing for this version by in the department of Curriculum & Instruction, Dr. Roshunda Belton, Associate Vice President for Academic Affairs, and Dr. Rudolph K. Ellis, Vice President for Student Affairs It was also reviewed by the GSU Graduate Council in April/May 2023.

GENERAL INFORMATION

Overview of the University

Philosophy Statement:

Grambling State University endeavors to achieve excellence in higher education through teaching, research and service governed by the principles of academic freedom. The University believes that education is the cornerstone of an enlightened, creative and productive society. It strives to be true to its motto: “Grambling State University is the place where everybody is somebody.”

Mission Statement:

Grambling State University is a comprehensive, historically-black, public institution that offers a broad spectrum of undergraduate and graduate programs of study. Through its undergraduate major courses of study, which are under girded by a traditional liberal arts program, and through its graduate school, which has a decidedly professional focus, the University embraces its founding principle of educational opportunity. With a commitment to the education of minorities in American society, the University seeks to reflect in all of its programs the diversity present in the world. The university advances the study and preservation of African American history, art and culture.

Grambling State University is a community of learners who strive for excellence in their pursuit of knowledge and who seek to contribute to their respective major academic disciplines. The University prepares its graduates to compete and succeed in careers related to its programs of study, to contribute to the advancement of knowledge, and to lead productive lives as informed citizens in a democratic society. The University provides its students a living and learning environment which nurtures their development for leadership in academics, athletics, campus governance, and in their future pursuits.

The University affords each student the opportunity to pursue any program of study provided that the student makes reasonable progress and demonstrates that progress in standard ways. Grambling fosters, in its students, a commitment to service and to the improvement in the quality of life for all persons. The University expects that all persons who matriculate and who are employed at Grambling will reflect through their study and work that the University is indeed a place where all persons are valued, “where everybody is somebody.”

Overview of the College of Education: Mission Statement

The College of Education is the oldest college in the University and has been nationally accredited since 1964. We seek to produce graduates who are competent and compassionate professionals. In preparing graduates for work in P-12 and higher education settings, our faculty and staff strive to produce candidates and graduates who value academic excellence, diversity, equity and fairness.

Our faculty members endeavor to ensure that their candidates acquire the professional skills, dispositions and knowledge-base that reflect best practices in research, service, and teaching within the field of education.

Important Information for Candidate:

Catalog, Handbooks, Manuals for Graduate Candidates to Secure and Read

GSU General Catalog, Undergraduate and Graduate (most recent)

GSU Code of Student Conduct Handbook

Graduate School Forms and Documents are Available from School of Graduate Studies and Research and Online at http://www.gram.edu/academics/majors/pro-grad-studies/gradstudies/resources/

Typical Forms that will be used during your enrollment at GSU**:

• Graduate Admissions Application (set up an account first)

• Grad App Signature Page

• Recommendation Form

• Financial Aid Information webpage (with resources)

• Application for Graduate Assistantship (pdf)

• Formal Admission to a Department

• Admission Status Change

• Plan of Study (this is in DegreeWorks as well but will be customized for your area with additional information)

• Admission to Candidacy

• Request for Change in Plan of Study

• Major Change Form

• Waiver of Enrollment Form

• Verification of Advisement form (before graduation)

** Note: in all places where the form asks for a Social Security Number, use your Grambling State University Student ID number (aka “Gnumber” once you receive it).

Other Forms that will be needed:

• Writing Guide (most recent) available on the GSU website, or as a pdf from your advisor.

Language usage in this handbook

Because we are CAEP accredited, we will use the term “candidate” in place of graduate student, reserving the term “student” for those served in the traditional PK-12 educational settings. As a result, although we use the term “candidates” throughout to refer to graduate students, graduate students/candidates are not officially “candidates” for their degrees in the eyes of the university until they have met the requirements for Admission to Candidacy (more than 15 successful graduate hours, met GPA requirements, and a grade of “B” or better in DEED 634. As of April 2023, the GRE exam is no longer required for admission to the M.Ed. programs in the department of Curriculum & Instruction.

Overview of the Master of Education (M.Ed.) Degree Programs

The Department of Curriculum and Instruction offers the Master of Education degree in Curriculum and Instruction and the Master of Education degree in Special Education. The Master of Education degree program in Special Education is designed to develop teachers and teacher leaders with skills, knowledge, and attitudes to effect positive changes in the educational careers of young children with special needs.

There is a relationship between the Unit’s Conceptual Framework and the application of the ILA or CEC Standards. The Department recognizes three pivotal components that are outlined in the Unit’s Conceptual Framework: Subject Matter Scholars; Facilitators of Learning; and Enhancers and Nurturers of Affective Behaviors. The goal is for candidates in the program to become “catalysts for change”. Therefore, the program outcomes that are articulated in the Conceptual Framework are included in all of the course objectives in the Master of Education in Curriculum and Instruction Program.

The Master of Education program in the department are accredited by the Council for the Accreditation of Educator Preparation (CAEP). Consequently, both programs and all concentrations are designed to meet the standard of CAEP RA 1 Candidate Knowledge, Skills and Dispositions by providing candidates with opportunities to engage in the following:

● Demonstrating data literacy;

● Developing and using qualitative, quantitative and/or mixed methods research methodologies to address research questions in candidates’ classrooms;

● Using data and other evidences to develop supportive, diverse, equitable, and inclusive school environments;

● Providing leadership for collaborative activities with other stakeholders such as peers, colleagues, teachers, administrators, community organizations, and parents;

● Using various and appropriate applications of technology for their field of specialization;

● Applying the professional dispositions, as well as knowing and using laws and policies, codes of ethics and professional standards appropriate to their field of specialization.

To qualify for admission to the programs, candidates must be admitted to the School of Graduate Studies at Grambling State University. Additionally, they must be certified or licensed to teach with the equivalent of at least a Level I certificate in the state of Louisiana. They must also successfully complete an interview for admission to the program. Once enrolled in either program, candidates have six (6) years to complete the degree. Occasionally, extensions can be requested in writing. The extension may or may not be granted and is subject to decisions by the advisor, faculty, and dean(s).

M.Ed. in Curriculum and Instruction

The M.Ed. in Curriculum and Instruction (Reading Concentration) is designed to enable nationally or internationally certified or licensed teachers to meet the requirements to be “highly qualified” and obtain a Master’s Degree in a content area. Specifically, the objectives of the Reading Concentration program are designed to focus on pedagogical knowledge that the candidate should know and be able to use, as well as the appropriate professional skills and dispositions needed for M.Ed. candidates to become effective Reading Specialist/ Literacy Coaches as they meet diverse learner needs. The program objectives, curriculum, instruction, and field and clinical experiences are guided by the Louisiana Believes State Standards, the

most recent ILA Standards for Reading Professionals, National Reading Research Panel, Reading First, CAEP Standards, and the standards of the Louisiana Board of Elementary and Secondary Education (BESE). The institution totally supports our program’s seeking of National Recognition from both ILA and CAEP. The Reading program was Nationally Recognized with Distinction by the International Literacy Association in October 2022. Grambling became the fourth program so recognized in the nation, the first in Louisiana and the first HBCU (https://www.literacyworldwide.org/get-involved/awards-recognition/nationalrecognition/recipients ).

Candidates who select the concentration in Autism Spectrum Disorders (ASD) develop the knowledge and skills to assist individuals with ASD. It is aligned with the standards promoted by the Council for Exceptional Children (CEC), and recognizes that individuals with ASD may have unique needs that require research, assessment, analysis, and methods that promote optimal development.

The candidates are immersed in research opportunities for practical problem solving through examination of the research, and the design of their own research projects to address diverse learner needs. The course activities involve in-depth fieldwork experiences that include literacy coaching, in-class observations, mentoring, and opportunities to utilize the assessmentintervention connection with diverse learners in P-12 schools. They must be able to demonstrate that they can apply and transfer their content knowledge and skills to classroom application. Additionally, candidates must be able to become effective enhancers and nurturers of positive affective behaviors as they work with their students, their colleagues, and the home/community.

Emphasis is placed on inquiry-based approaches to learning. All candidates are given opportunities to analyze research, as well as conduct action research projects in areas of interest. All candidates complete 15-18 hours of core courses, 15 hours in a concentration, a professional writing course, and the comprehensive examination. Both a non-thesis option and a thesis option are available. Those choosing a thesis option must complete a 3-hour thesis course instead of a 3-hour course from a given set of selective courses. For the non-thesis option, candidates must complete a 3-hour graduate course in an area of interest. The concentration is the same for both the thesis and the non-thesis options

All candidates will be expected to maintain a 3.0 graduate grade point average to remain in good standing. Those who do not will be subject to the sanctions of the School of Graduate Studies. All candidates seeking the endorsement must maintain a grade point average > 2.5 and have no grade lower than a “C” in the endorsement sequence courses to receive the endorsement to the teaching certificate. Because the specialization sequence leads to the endorsement in the state of Louisiana, any changes in state requirements may result in necessary changes to the plan of study before completion in order to meet state mandates. All candidates must register for and pass ED 599, the Comprehensive Examination, before the degree will be awarded. All candidates must take and pass the Comprehensive Exam which consists of essay questions from the candidate’s core and area of concentration. Passage is determined by successfully passing 80% questions. If a licensure test or tests is/are required to complete the endorsement for the state of Louisiana, candidates must take and pass it/them prior to receiving the M.Ed. degree.

M.Ed. in Special Education

The Master of Education degree program in Special Education is designed to develop teachers and teacher leaders with skills, knowledge, and attitudes to effect positive changes in the educational careers of young children with special needs. The program activities and objectives within the courses are developed to focus on the standards of the Council for the Accreditation of Educator Preparation (CAEP), the Council for Exceptional Children, the Blue-Ribbon Commission and the Louisiana Components of Effective Teaching.

The program provides candidates with regular education certification and the preparation to become dynamic teacher leaders through a course of study which requires application and analysis of research principles. Candidates will select a course sequence which leads to endorsement in one of two areas of special education: Mild/Moderate (grades 1-5, or grades 612), Early Intervention (Birth to 8 Years). The program participants enter as a cohort group and proceed through the core classes as a group before selecting their concentrations. In an effort to develop effective teacher leaders, program candidates will be involved in activities that involve the design and implementation of staff development and mentoring workshops. These include on-line experiences, sessions at partnership schools, communitysites, or the candidates’ schools, leading to proposals and presentations at professional conferences. Candidates have the opportunity to select either the thesis option or the non-thesis option.

The sequence is designed to create graduates who can:

1. achieve the first endorsement/license/certification in special education; 2 prepare for student learning through knowledge of subject matter, knowledge of student development, effective communication, and respect for diversity; 3. advance and support student learning through the use of supportive academic and social environments, multiple pathways for learning and assessment, use of multiple instructional resources, and development and maintenance of family, educational and community partnerships; and 4. engage in professional development and outreach through school-based research, contributions to the professional and engaging in reflective practice.

To qualify for admission to the program, candidates must be admitted to the School of Graduate Studies at Grambling State University. Additionally, they must be certified or licensed to teach with the equivalent of a Level I certificate in the state of Louisiana. They must also successfully complete an interview for admission to the program. All candidates are given opportunities to analyze research, as well as conduct research projects in areas of interest connected to coursework. All candidates complete 15 hours of core courses, 15-18 hours in a concentration aligned with the endorsement in Louisiana, a professional writing course, and the comprehensive examination. Both a non-thesis option and a thesis option are available. Those choosing a thesis option complete a 3-hour thesis course. For the non-thesis option, candidates complete 3-hours of elective graduate hours in an area of interest. All candidates will be expected to maintain a 3.0 graduate grade point average to remain in good standing. Those who do not will be subject to the sanctions of the School of Graduate Studies. All candidates cannot have a grade lower than a “C” in the endorsement sequence courses to receive the endorsement to the teaching certificate. Because the specialization sequence leads to the endorsement in the state of Louisiana, any changes in state requirements may result in necessary changes to the plan of study before completion in order to meet state mandates.

All candidates must register for and pass ED 599, the Comprehensive Examination, before the degree will be awarded. All candidates must take and pass the Comprehensive Exam which consists of essay questions from the candidate’s area of concentration. Passage is determined by successfully passing 80% questions. Depending upon the area, candidates in Louisiana are to take and pass the appropriate Praxis II Special Education test(s) to complete the degree and meet state requirements for the endorsement prior to graduation.

Admission to Graduate School

1 A baccalaureate degree from an accredited college or university is a prerequisite for admission to graduate programs at Grambling State University. Admission to the Graduate School does not mean automatic admission to a degree program. For graduate school admission requirements visit the School of Graduate Studies and Research, http://www.gram.edu/admissions/graduate/

2. An applicant must apply to the Department of Curriculum & Instruction separately for admission to these Master of Education programs. Admission to this program is dependent upon acceptance by the department.

3. Currently, all applicants seeking full admission to the program must submit acceptable scores on the Graduate Record Examination (GRE) and demonstrate English proficiency.

A. Graduate Record Examination

A candidate in the Department of Curriculum & Instruction must take the GRE prior to registering for his/her second semester of course work toward a degree. Full admission status will not be awarded until an acceptable score is on file in the Graduate Studies office.

General information about the GRE may be obtained from the University Testing Center. Applicants may call the director of University Testing for information or may contact Educational Testing Service at www.ets.org Program specific requirements may be obtained from the department.

B. English Proficiency required for Admission to Candidacy

Demonstrated English proficiency is required of all applicants entering graduate programs at Grambling State University. Applicants demonstrate this proficiency by posting a minimum grade of “B” in DEED 634.

4. All applicants must submit three (3) letters of recommendation to the Graduate School.

5. NOTE: All applicants (includinginternational candidates) for thegraduate degreeprograms for the M.Ed. in Curriculum & Instruction, and M.Ed. in Special Education must hold a valid Level I or standard teaching license (certification) or its equivalent at the minimum, at the state or international level as appropriate, when entering the program as a part of professional and ongoing development to become a master teacher. Those seeking the endorsement in Louisiana or their respective state or nation may have to take additional

classes, licensure test(s) and/or demonstrate appropriate number of years of successful teaching in the field and area of current certification to meet their state or national requirements.

6. International candidates may have to submit transcripts to World Education Services (WES) for verification prior to enrollment at Grambling State University (www.wes.org)

Transfer of Non-Degree or Certification Graduate Credits

An applicant who has initially enrolled in the certification program may have been admitted as a non-degree student. The graduate student may not apply more than 12 semester hours of graduate credit from a regionally accredited college or university towards a graduate degree. Such credit must be approved by the Department of Curriculum and Instruction, the College of Education and the Graduate School and must be appropriate to the program. Credits earned with less than a grade of “B” will not be accepted. Previous courses may be applied if the candidate demonstrates that s/he has remained current in the field for that subject area (Appendix F).

A candidate who completes endorsement of an existing certificate and wishes to continue graduate studies as a graduate degree seeking candidate must be re-admitted to the Graduate School and must apply for admission to the M.Ed. in Curriculum & Instruction, or M.Ed. in Special Education. The procedure is as follows:

Re-Admission or Change of Degree Status

A. Complete a Re-Admission Form. This form may be obtained from the Graduate School.

B. Complete the application process for the new program as directed by the Department of Curriculum & Instruction.

C. Ensure that a copy of the teaching certificate with the new endorsements are provided to the Department of Curriculum & Instruction and to his/her advisor.

Graduate Credit Load

Generally, nine (9) semester hours are considered to be a full load for graduate candidates during the regular fall and spring semesters. During a regular summer session, six (6) semester hours are considered a full load. Graduate candidates who work full time, should adjust their educational hours accordingly. Thus a 36-hour degree program may take longer for graduate candidates who are working than those who are not. International students should ensure that they are taking the required graduate semester hours in the fall and spring semesters to continue to progress through the program.

A graduate assistant, however, will not be permitted to schedule more than nine (9) semester hours in a regular semester. With the approval of the advisor, department head, and dean of the Graduate

School, a graduate assistant with a superior academic record may schedule a maximum of 12 semester hours in the fall or spring semester.

Other Information about Grades

Assignments. It is the candidate’s responsibility to ensure that the correct submission software is used, that work is submitted into the correct platforms used for the assignments, and that assignments have been received.

Incomplete grades. In line with the university’s policy on Incomplete grades, the grade of “Incomplete” can only be given if some small portion of the candidate’s work is left. The decision is at the instructor’s discretion, and the candidate must have maintained an average grade in the course of “C” or better at the point that the incomplete is needed. Candidates and advisors have one year to remove the Incomplete grade before it lapses to a grade of “F”. However, while the “I” grade is present, Financial Aid will calculate it as an “F” which may impact Financial Aid opportunities until it is removed. Withdrawal. Candidates may sometimes find that work or other obligations may overwhelm them and keep them from completing the course successfully. Therefore, the candidate must keep the latest withdrawal dates in mindfor eachsemester.Thelast daytowithdraw froma courseorthe university isusuallypostedonthe GramblingStateUniversitywebsiteunder“Academics”then selecting“Academic Calendar”. In some cases, candidates who have not attended class either in person or online, and/or have not submitted work to ensure passing the class to that point may be administratively withdrawn from the classbytheinstructor.However,whiletheprofessorofrecordmayadministrativelywithdrawacandidate, it is the candidate’s responsibility to ensure that if life gets in the way, s/he/they have withdrawn completely and secured the documentation to avoid probation, suspension, or expulsion due to grades. Endorsement. A candidate seeking an endorsement on his/her teaching certificate must maintain at least a 2.5 grade point average in the courses leading to the endorsement. No grade below “C” is acceptable for any course for the endorsement in either Reading or Special Education.

Probation

Any graduate candidate whose cumulative grade point average falls below 3.0 will be placed on probation. A candidate who is re-admitted on probation may be removed from such status when the cumulative grade-point average improves to 3.0 or better. Failure to maintain a current semester average of 3.0 or better while on probation will result in suspension.

Suspension

If the semester grade point average remains or falls below 3.0, a candidate will be placed on suspension. Additionally, a candidate with a grade of “D” or “F” is automatically suspended from the

program and must petition the Graduate Council for re-admission. Petitions are accepted after the passage of one semester or summer session, and must be submitted before classes begin for the semester in which they wish to be readmitted. Applications received after that time will be processed for the following semester. Generally, candidates are allowed one (1) suspension. However, if a candidate earns a second suspension, the candidate may be re-admitted to the Graduate School; however, s/he must reapply to the departmental program, and s/he can, and in some cases, may be denied readmission to the program.

Academic Dishonesty

Academic dishonesty will not be tolerated in any form. Any acts of dishonesty will be met with any and all of the sanctions listed in the Grambling State University Student Handbook (latest edition). These may include a failing grade on the assignment, or even a failing grade in the course, according to the instructor, the syllabus, the GSU Student Handbook and the GSU General Catalog.

Program Applications and Forms

All program applications and forms may be obtained from the Departmental Office of Curriculum and Instruction or your advisor. Applications and forms not directly related to the program but needed by all students may be obtained from the Office of Graduate Studies at http://www.gram.edu/academics/majors/pro-grad-studies/grad-studies/resources/ , or from advisors.

Approved Style Manual (APA) and Human Subjects Certification

All written work in the graduate programs should be formatted according to style specifications in the most recent edition of the Publication Manual of the American Psychological Association This publication is available in the university bookstore or online. Other information on matters of approved style can be found in the Grambling State University’s Guidelines for Preparing Research Proposals, Master’s Projects and Theses, and Doctoral Dissertations (2017). This can be provided by your advisor, or available on the School of Graduate Studies website under “Resources”: All candidates will be expected to engage in levels of research, ranging from action research in their P-12 classes to the option of completing the thesis. To prepare, candidates must complete the required modules on ethical human subjects research available from www.citiprogram.org. Your advisor or instructors will provide you with the list of required modules. Once you satisfactorily complete the modules, you will receive certificates of completion which must be attached to research projects. Certificates are valid for three (3) years, after which time, candidates must renew their certifications.

MASTER OF EDUCATION DEGREE IN THE DEPARTMENT OF CURRICULUM & INSTRUCTION

Step 1: Admission to Graduate School (GSU Transition #1)

Applications for admission to the Graduate School can be obtained online. Application forms must be completed and returned with the required application fee to the Graduate School office. Supporting documents that are required include: GRE score reports, official transcripts of all undergraduate and graduate work completed, and three letters of reference. Persons seeking graduate credit must be admitted to the Graduate School before enrolling in courses at the university. Candidates admitted conditionally or provisionally must ensure that they are fully admitted within one semester.

Step 2: Admission to M.Ed. Programs in Curriculum & Instruction or Special Education (GSU Transition #2)

The program will actively recruit a talented pool of high quality and diverse teachers for the graduate program. After formal admission to the School of Graduate Studies is achieved, the candidate must apply for admission to the Department of Curriculum & Instruction. (GSU Transition #2). There is a process for screening and selecting graduate students for the program. Thus, admission to the School of Graduate Studies does not automatically confer admission to the department. Applications will be screened by the Admissions Committee for the Department of Curriculum & Instruction. This committee will be comprised of graduate faculty and/or administrators who will screen for high quality candidates who possess the following: a baccalaureate degree from an accredited college or university; a minimum GPA on the last degree earned; copies of recommendation letters submitted to the School of Graduate Studies which should include two (2) from professional colleagues and/or supervisors and the following:

• a valid Level I teaching certificate or license, or its equivalent at the state, national or international level;

• a sample of work indicating high quality teaching demonstrating attention to the diverse needs of P-12 students in the candidate’s field;

• evidence of the potential for professional growth as indicated by analysis of the interview;

• documentation of innovations, excellence, and creativity within the teaching field including projects, research or scholarship not already noted.

Occasionally, graduate candidates are granted conditional admission to the department with the deficiencies listed in writing. These must be corrected within one semester. Candidates who fail to do so will be required to correct the deficiencies before they will be allowed to continue. All applicants will

complete a dispositions inventory at this point, and at a possible point in the Transition system for analysis and documentation.

Candidates admitted will be assigned a permanent advisor with whom the graduate candidate will work to plan a course of study to allow the candidate to develop master teacher/reading specialist skills. Candidates will also have opportunities to collaborate and begin to practice leadership skills. The candidate’s course of study, core subjects, and concentration have been informed by the standards of National Board for Professional Teaching Standards, Specific Professional Associations (e.g., CEC, ILA, ISTE, etc.), InTASC, Louisiana Believes Standards, COMPASS (and Danielson’s Framework for Teaching), CAEP and SACSCOC. The plan of study becomes official when signatures of the graduate student, advisor, department head, college dean, and graduate dean have been affixed. The program seeks to have candidates enter as a cohort, moving through the core classes together.

Requirements for Regular Admission

• A baccalaureate degree from an accredited college or university.

· A minimum GPA on the last degree earned.

· Valid teacher certificate/license at the equivalent of Louisiana’s Level I certification from any state /nation (for international candidates)

· Scores from the interview and portfolio/demonstration on file.

· International candidates may have to submit transcripts to World Education Services (WES) for verification prior to enrollment at Grambling State University (www.wes.org)

Step 3: Permanent Advisor The Advisor

A permanent advisor will be assigned by the department head when a candidate is admitted to the program. The candidate is responsible for making initial contact with the advisor. Each semester, the candidate and advisor will meet to create or review the plan of study, either written or in DegreeWorks, plan the next semester’s courses, and sign an advisement contract. The candidate then enrolls himself/herself/themselves in courses in Banner, or informs the advisor if an override is needed. If the candidate makes any changes in the courses taken, s/he/they must inform the advisor within 24 hours of the change. There is a list of web resources for the graduate candidate, including forms that must be completed in a timely manner by the candidate, the advisor and sometimes by both http://www.gram.edu/academics/majors/pro-grad-studies/grad-studies/resources/.

Change of Advisor

The permanent advisor continues to serve throughout the candidate’s graduate degree program unless it is determined that the relationship is not in a candidate’s or advisor’s best interest, or the advisor is no longer available. Either party can submit a request for change of advisor to the department head.

Step 4: Plan of Study

The candidate, with the guidance and agreement of his/her advisor and department head, may choose Curriculum & Instruction Reading, or Special Education Mild/Moderate as a program of study Currently (2022-2023), other concentrations are dormant pending need. Candidates will complete the hours leading up to the thesis/non-thesis option.

Coursework in the plan of study alone should not be thought of as automatic endorsements on the teaching certificate. Because these concentrations also may lead to the endorsement, candidates in Louisiana must prepare for, and successfully complete any Louisiana mandated testing requirements (e.g., Praxis module(s) testing requirements) prior to graduation. Candidates in other states or nations should check the endorsement requirements in their own areas and plan to complete these as well. It should also be noted that changes in levels of endorsement (e.g., secondary to elementary or vice versa) may require additional coursework to fully meet the requirements of the new grade level of teaching. Candidates should check with the certification officer in their state or nation as soon as possible to plan.

If licensure test(s) is/are required before exiting the program: Candidates who will need to pass licensure testing in an area before graduation are strongly advised to not only to study diligently for the test, but also to attend any/all study sessions given for that subject area. If a candidate must take a licensure exam for endorsement and graduation, it is also advised that candidates take and pass the required exam the semester before graduation. Tests taken during the semester that the candidate wishes to graduate may not have the passing scores posted in time for the candidate to participate, thus delaying graduation until the passing scores are received. A further caveat academic dishonesty will not be tolerated in any form. Any acts of dishonesty will be met with any and all of the sanctions listed in the Grambling State University Student Handbook (latest edition).

The overall goals of the programs are to prepare professionals, scholars and leaders who can: (1) advance the quality of life for PK – 16+ students in rural areas and urban communities; (2) assume differentiated roles and careers in schools, community-based settings, clinics and other settings; and (3) continue in a post-masters program of study. Additional information. Candidates enrolling in the Master of Education programs in the Department of Curriculum & Instruction can complete their degrees in either the thesis option or non-thesis option. Candidates seeking the Reading Specialist endorsement only will be strongly advised to also take ED 581 Leadership seminar, a leadership course that is a part of our ILA National Recognition with Distinction group of Reading courses, even though it is not required for the Louisiana endorsement. All candidates

must also pass ED 599 Comprehensive Exam, which is 0 credit hours, but demonstrates mastery of the program content and competencies in essay format. Questions are developed with the candidate’s course of study, core subjects, or concentration in mind, and follow the standards of National Board for Professional Teaching Standards, State of Louisiana requirements, and the national specialized professional associations (SPAs). These curriculums and program decisions are reflected in the Plan of Study, which is developed by the candidate and the advisor. The Plan of Study becomes official when signatures of the graduate student, advisor, department head, college dean, and graduate dean have been affixed. All Plans of Study can be reviewed in DegreeWorks once it becomes “live”. Once in DegreeWorks, you will only see your Core Classes until your select a Major and Concentration using this form: Major Minor Concentration Declaration Form

TEACH Grant and Financial Aid

Candidates who need financial assistance, meet eligibility qualifications, and plan to continue teaching in Louisiana, may wish to pursue the Teach Grant offered through Grambling State University. The Teach Grant may offset much of the tuition and fees if candidates apply, meet the requirements, and accept the terms. The grant will revert to a loan for candidates who accept the grant, then do not remain in eligible classrooms. Information on Financial Aid can be found on the Grambling State University website.

Taskstream

All candidates will be expected to purchase access, and use the Taskstream electronic data management system for the uploading of key assessments, signature projects, or capstone projects.

Course of Study for Teachers Accepted into the Master of Education Programs

This program recognizes that education is a continuum of learning, and as the research demonstrates, quality of education in the foundational years has sound predictive validity of later educational achievement. Therefore, master teachers must be able to directly and indirectly impact the educational lives of PK – 12 students at multiple levels by designing instruction, developing classroom management plans, developing school assessment, leadership and improvement plans that are suited to diverse student populations. Teachers must also be able to use a variety of resources to effect positive changes in the lives of children, make classrooms inclusive and equitable, while employing the State of Louisiana (or high-quality standards in other states/countries). The M.Ed. programs include several areas of concentration, enabling candidates to explore specific areas of focus with the guidance and agreement of the candidate’s advisor and department head. There are two-degree programs at the master’s level currently available in the 2022-2023 academic year: the Master of Education in Curriculum & Instruction Reading, and the Master of Education in Special Education Mild/Moderate.

The courses for these programs are designed to allow graduate candidates the opportunity to: critically analyze student development, learning and motivation (NBPTS Core Standards I, III, and IV; InTASC principles 2,

3, and 5); learn and systematically apply research and evaluation techniques; and gain experiences that enable them to lead learning communities within their schools and effect school improvement (NBPTS Core Standards III, IV and V).Thecoursesequences represent programs redesigned tomeet the needs of states, districts andschools intheEvery Student Succeeds Act (2015). A more detailed table of alignment with National Board for Professional Teaching Standards is given in Appendix B.

#1: Curriculum & Instruction Reading Specialist Concentration

Program Core (15 hours):

ED 520 Advanced Child Psychology (3 cr.)

ED 549 Introduction to Techniques of Research (3 cr.)

ED 545 Evaluation and Assessment in P-12 Educational Settings (3 cr.)

DEED 634 Professional Writing (3 cr.)

ED 530 Technology Integration for Learning and Teaching (3 cr.) Reading Concentration (15 hours)

ED 504 Reading for Children

ED 505 Analysis of Reading Difficulties

ED 506 Correction of Reading Difficulties

ED 507 Teaching in the Middle, Junior, Senior High School

ED 581 Leadership Seminar

Comprehensive Exam (0 credits but required of both thesis and non-thesis options)

ED 599 Comprehensive Exam

Capstone Course (3 credit hours)

ED 576 School Improvement for Professional Development (3 cr.)

Thesis or Non-Thesis Option:

Thesis Option: ED 561 Thesis (3 cr.)

Non-thesis Option One (1) Selective Graduate Level course within the candidate’s field or a closely related field of study (3 cr.)

#2: Special Education Mild/Moderate* Concentration Program Core (15 hours):

ED 520 Advanced Child Psychology (3 cr.)

ED 549 Introduction to Techniques of Research (3 cr.)

ED 545 Evaluation and Assessment in P-12 Educational Settings (3 cr.)

DEED 634 Professional Writing (3 cr.)

ED 530 Technology Integration for Learning and Teaching (3 cr.)

Mild-Moderate Concentration (15 hours)

SPED 542 Methods and materials for Teaching Children with Exceptional Learning Needs

SPED 543 Humanistic Approaches to Behavior Management for students with Mild/Moderate Exceptional Learning Needs or

SPED 568 Behavioral Approaches to Managing Mildly/Moderately Handicapped

SPED 527 Formal and Informal Assessment Practicum

SPED 576 Consulting Teacher Strategies

PLUS ONE OF THE FOLLOWING:

ED 505 Analysis of Reading Difficulties (required for Elementary-Primary Level endorsement) or

SPED 570 Vocational Strategies and Procedures for Exceptional Children (required for Secondary Level endorsement)

*Praxis II: Required to complete the program for LA candidates -check with www.ets.org/praxis

Comprehensive Exam (0 credits but required of both thesis and non-thesis options)

ED 599 Comprehensive Exam Capstone Course (3 credit hours)

ED 576 School Improvement for Professional Development Thesis or Non-Thesis Option:

Thesis Option: ED 561 Thesis (3 cr.)

Non-thesis Option One (1) Selective Graduate Level course within the candidate’s field or a closely related field of study (3 cr.)

#3: Special Education Early Intervention* Concentration (currently dormant pending need) Program Core (15 hours):

ED 520 Advanced Child Psychology (3 cr.)

ED 549 Introduction to Techniques of Research (3 cr.)

ED 545 Evaluation and Assessment in P-12 Educational Settings (3 cr.)

DEED 634 Professional Writing and Reporting Practicum (3 cr.)

ED 530 Technology Integration for Learning and Teaching (3 cr.)

Early Intervention Concentration (18 hours)

SPED 530 Introduction to Education for Early Intervention

SPED 523 Families of Young Children in Early Intervention

SPED 524 Resources, Teaming, Physical and Medical Management in Early Intervention

SPED 534 Developing Language Communication for Early Intervention

SPED 536 Assessment and Evaluation in Early Intervention

SPED 532 Methods for Early Intervention

*Praxis II: Required to complete the program for LA candidates check with www.ets.org/praxis

Comprehensive Exam (0 credits but required of both thesis and non-thesis options)

ED 599 Comprehensive Exam Capstone Course (3 credit hours)

ED 576 School Improvement for Professional Development Thesis or Non-Thesis Option:

Thesis Option: ED 561 Thesis (3 cr.)* this would become 39 hours instead of 36 semester credit hours

#4: Special Education Autism Spectrum Disorders Concentration (currently dormant pending need) Program Core (15 hours):

ED 520 Advanced Child Psychology (3 cr.)

ED 549 Introduction to Techniques of Research (3 cr.)

ED 545 Evaluation and Assessment in P-12 Educational Settings (3 cr.)

DEED 634 Professional Writing and Reporting Practicum (3 cr.)

ED 530 Technology Integration for Learning and Teaching (3 cr.)

Autism Spectrum Disorders Concentration (15 hours)

SPED 511 Introduction to Autism Spectrum Disorders

SPED 512 Behavioral Approaches and Applied Behavior Analysis for Students with ASD

SPED 513 Methods and Assessment Practicum ASD

SPED 514 Language and Communication strategies for Students with Autism Spectrum Disorders

SPED 515 Vocational and Transitional Strategies for Students with Autism Spectrum Disorders

Comprehensive Exam (0 credits but required of both thesis and non-thesis options)

ED 599 Comprehensive Exam Capstone Course (3 credit hours)

ED 576 School Improvement for Professional Development

Thesis or Non-Thesis Option:

Thesis Option: ED 561 Thesis (3 cr.)

Non-thesis Option One (1) Selective Graduate Level course within the candidate’s field or a closely related field of study (3 cr.)

Change in Concentration

An admitted candidate who wishes to change to another concentrationwithin a Curriculum & Instruction degree program must notify the current advisor and the department head. To initiate this procedure, a candidate must submit to the advisor and department head a letter requesting the change. Following a review of the request, a decision will be made about the need for changes in the advisory assignment and the program of study. These decisions will be communicated in writing to the Dean of the College of Education and the candidate.

English Proficiency

Demonstrated English proficiency is required of all students matriculating in the graduate programs at Grambling State University. Candidates demonstrate this proficiency by posting a minimum grade of “B” in DEED 634. If a candidate receives a grade below “B”, s/he must retake the course and raise the grade to at least a “B”.

Electives/Selectives

Candidates choose electives in consultation with the major advisor. These electives may be courses that strengthen the concentration, or give the candidate a broader perspective. Courses chosen as electives become a part of the candidate’s plan of study. Suggested areas include possible graduate courses in Psychology, Sociology, Public Administration, or Developmental Education.

Grade Expectations

As stated before, candidates are expected to maintain a GPA of > 3.0. No grade below “C” will be accepted for the endorsement. Course grades below “C” in the concentration (leading to endorsement) must be repeated and the grade raised to at least a “C”. Additionally, courses below “C” automatically placed the candidate on suspension and may lead to expulsion.

Field-based and Clinical Requirements at the Master of Education level in the Redesigned Program

Field-based and clinical field experiences are required components of most courses in the program. These experiences afford graduate candidates opportunities to analyze, plan, implement, and evaluate educational and community services for children and youth, their parents, beginning teachers and other personnel within their service areas. Many times, the field-based experiences require activities involving the research process. These opportunities provide graduate candidates with the skills, practical experiences and dispositions to be community and educational leaders, knowledgeable about the needs of diverse children and youth that can be best met by schools, and educationally-focused community agencies. Specific courses have specific field experiences. These field-based clinical experiences are described more fully in each class. Many can be completed in the candidate’s own school; others will require that candidates experience P-12 students and/or settings that are different from the candidate’s own school. Additionally, they may utilize other external or experiential field experiences directed by the instructor.

Service Learning

Several courses require candidates to engage in service learning, allowing formalized opportunities to give back to the schools and communities in multiple ways.

Research Expectations

We have courses that require candidates to design, implement and evaluate their own action research. As a part of this, we require candidates to learn and abide by the tenets and responsibilities of research, including becoming familiar with the IRB requirements and process, completing and getting approval for an Institutional Review Board (IRB) Form especially if completing a thesis, and developing approved Informed Consents for subjects to comply with PL 93-380, the Buckley Amendment. Consequently, all candidates will be required to complete External IRB

Review Modules Human Subjects training during their first semester or as soon as possible through the following: www.citiprograms.org/index.cfm?pageID=418&id=76. Upon successful completion of the training modules, candidates will receive two certificates of completion valid for 3 years, after which candidates will have to renew their certificates.

Step 5: Thesis vs. Non-Thesis Options

Candidates will have the option of completing a thesis or pursuing the non-thesis option. The thesis option allows candidates to conduct systematic research in an area of interest. It sharpens research, analytical, observational and communication skills, as well as provides preparation for those who may be contemplating further academic study. The thesis must be completed within one (1) semester, and three (3) semester hours are earned upon satisfactory completion. The graduate candidate must submit the plan of research, methodology and human subjects approval to his/her thesis committee before the research project is undertaken. More information about the thesis is available in the School of Graduate Studies in the document entitled Guidelines for Preparing Research Proposals, Master’s Projects and Theses, and Doctoral Dissertations (copies available in the Office of Graduate Studies, on the GSU website, or from the advisor). The non-thesis option is also available. It requires graduate candidates to complete three (3) replacement semester hours in lieu of the thesis to bring the total to 36-39 hours in the M.Ed. programs.

Additional Information Collected

During the coursework phase of the Master of Education, the unit will collect additional information on the professional, academic and dispositional development of graduate candidates. This information will be stored in the GSU electronic assessment system, and includes grade point average in the program, letters of recommendation, projects from coursework including case analyses, research projects, reflections from in-class activities or special assignments, and presentations to date.

Step 6: Admission to Candidacy GSU Transition #3

Candidacy

AdmissiontotheM.Ed.programdoesnot meanthat someone isacandidateforthedegree. Toofficiallybecome a candidate for the M.Ed. degree in the eyes of the university, the candidate must have completed 15 hours in the plan of study, been formally admitted to the program, removed all deficiencies, have an approved plan of study on file, anddemonstratedEnglishProficiencybyprovidingevidenceofaminimumgradeof“B”inDEED634ortherequired GRE score. The advisor executes the admission to candidacy form.

Step 7: Comprehensive Examination. GSU Transition #4

All students pursuing the M.Ed. degree must take a written comprehensive examination. This examination tests a candidate’s competence and knowledge in the core courses and in the concentration. The comprehensive examination is taken after a student has met the following criteria:

A. Completed a minimum of 15 semester hours in the program core

B. Completed a minimum of 9 semester hours in the area of concentration, but candidates are advised to complete all courses that will be covered in the ED 599 Comprehensive Exam, or be enrolled in the last courses before sitting for the exam

C. Have no more than 9 hours remaining in the program of study

D. With the advisor’s consent, register for ED 599 Comprehensive Exam during the semester prior to, or at the very beginning of the semester the examination is to be taken

Eligible candidates must register for the examination at the beginning of the semester in which the examination is to be taken. The examination is prepared and administered through the department using questions designed by faculty who have knowledge of the student’s program, and expertise in the area. The exam is in the more traditional essay format, consisting of questions pertaining to the candidate’s program of study, and based upon the knowledge base determined by the National Board of Professional Teaching Standards to be fundamental for teachers and educational leaders, as well as input from the Specialized Professional Associations (SPA) guiding that area of concentration. Currently, all graduate programs in the department use the Comprehensive Exam as part of their assessment data for meeting state, SPA and/or CAEP guidelines. Faculty who write the questions evaluate the comprehensive examination question(s) as pass/fail using the Comprehensive Exam rubric. The graduate faculty in the department of Curriculum and Instruction decided that a candidate must pass 80% of the questions to pass the ED 599 Comprehensive Exam. A candidate who fails to achieve the criteria will be allowed to retake the missed examination questions in writing one additional time after a period of study. If the candidate fails the second time s/he will berecommended for dismissal fromthe program. Theresults ofthecomprehensive examination arereported to the candidate and faculty.

Step 8: Graduation. GSU Transition #5

Qualifications to Apply

The M.ED. degree candidate is eligible to apply for graduation when the following criteria have been met:

A. Completed all course work on the plan of study with a grade point average of 3.0 or better

B. Passed all required program examinations and has been admitted to candidacy

C. If the candidate chose the Thesis option, the original approved thesis/special project, and the required number of copies of the thesis must have been filed in the Office of Graduate Studies

D. All previously required program forms have been approved and are on file in the offices of Curriculum & Instruction, College of Education, and Graduate Studies

E. Met any and all licensure requirements for the endorsement, including providing documentation of successfully passing licensure testing (Louisiana)

F. The Verification of Advisement and Certification of Completion of Degree Requirements forms are submitted by the advisor to the Office of Graduate Studies after criteria A through E have been met

Exit Information Collected

Upon graduation from the Master of Education program, the unit will collect exit information on the total professional, academic and professional development of graduate students. This information will be stored in the GSU electronic database, and includes grade point average in the program, data from any exit interviews, and the thesis (or special project).

Re-Application

Some candidates may complete the application for graduation prematurely. When a candidate does not meet all of the above criteria or is unable to meet the deadlines, the candidate must re-apply for graduation. The same application for graduation and program requirement deadlines hold for re-application for graduation.

Appendix A Handbook Mission Statement

COE Philosophy: Committing to excellence in teaching, scholarship, service, and professional development through life-long learning and the empowerment of learners.

COE Purpose: Producing highly qualified teachers and other school professionals who demonstrate competency in their respective areas, exhibit characteristics of thoughtful practitioners, use best practices in all aspects of their work, advocate for children, and who are accountable to themselves, their students and the profession. Each program offered at the baccalaureate and master’s levels lead to licensure (certification).

COE Goal: Ensuring that candidates acquire the professional skills, knowledge bases and dispositions that reflect best practices in research, service, teaching, and administration within the field of education.

COE Institutional Standards: The institutional standards of the COE reflect the University’s goals for undergraduates and graduates. (www.gram.edu) Previously the mission of the university was to provide equal access for all. Currently the university is a selective admissions’ institution based on a student’s need for no more than one remedial course. However, both the University and COE continue to provide opportunities for professional and intellectual development as well as self-actualization for undergraduate and graduate students. In addition, the University and COE seek to generate new knowledge while rendering service to the community and society. The COE adheres to the University’s mission through providing opportunities to strategically use the technologies available in a global society, as well as build or maintain an appreciation for diversity.

Knowledge Bases & Proficiencies for Initial and Advanced Candidates: All teacher preparation programs are housed with the COE, but content courses and faculty from the College of Arts and Sciences are integral parts of the teacher preparation process. Through broad-based curricula consisting of research-based instruction, strategic field experiences and performance-based assessment, the curriculum and instruction, kinesiology/pedagogy, and educational leadership programs produce teachers and educational leaders. The content of the curricula is based on national standards of the Specialized Professional Associations (SPAs) and state standards (e.g. Louisiana Components of Effective Teaching [LCET], and Bulletins 746 and 996, regional standards (e.g. Southern Regional Education Board [SREB] and Southern Association of Colleges and Schools Commission on Colleges [SACSCOC]) and unit standards. The candidate proficiencies related to the expected knowledge, skills and professional dispositions, including proficiencies associated with diversity and technology are aligned with the expectations in professional, state, and institutional standards captured in three outcomes.

Appendix B -- Alignment of Core Courses to National Board of Professional Teaching Standards

Course Number Course Title NB Standard(s) Early and Middle Childhood/Literacy: Reading-Language Arts

ED 520 Advanced Child Psychology

NB Standard(s) Exceptional Needs (Birth – 21+)

II I, IV, V, VII, VIII, X, XII, VI

ED 549 Introduction to Technology of Research V, VI, VIII

ED 545 Assessment and Evaluation in P-12 Educational Settings

VI, VIII

VI, VII, IX, X, XI, XIII, XIV

VI, VII, IX, X, XI, XIII, XIV

DEED 634 Professional Writing VIIV, IX, X, XII, XIII, XIV, XV III, XIV, XIII

ED 576 School Improvement

II, III, IV, V, VI, VII, VIII I, II, III, IV, V, VI, VII, VIII, IX, X, X, XI, XII, XIII, XIV

ED 530 Technology Integration for Learning I, III, IV, V, VI, VII, VIII, XII, XIV X, VI, VII, XI, XIV

Reading

ED 504 Reading for Children I, II, III, IV, V, VI, IX, XII, XIV

ED 505 Analysis of Reading Difficulties

ED 506 Correction of Reading Difficulties

ED 507 Reading in the Middle, Junior, Senior High School

ED 581 Leadership Seminar

Special Education Mild/Mod.

SPED 527 Formal and Informal Assessment

SPED 542 Materials and Methods for Teaching

SPED 568 Behavioral Approaches

SPED 576 Consulting Teacher Strategies

I, II, III, IV, VI, VII, VIII, IX, X, XI, XII

I, II, III, IV, VI, VII, VIII, IX, X, XI, XII, XIII, XIV, XV

I, II, III, IV, V, VI, VII, VIII, IX, X, XI, VII, XIV, XV

I, III, IV, V, VI, MII, IX, X, XI, XII, XIII, XIV

I, II, III, IV, VI, VII, VIII, IX, X, XI, XII, XIII, XIV

II, III, IV, V, VI, VII, VIII, IX, X, XI, XIII

I, III, IV, VIII, IX, X, XI, XII,

III, X, XI, XII, XIII, XIV

ED 505 Analysis of Reading Difficulties* (req. for Elem. Endorsement)

SPED 570 Vocational Strategies (req. for Secondary. Endorsement)

Early Intervention

SPED 530 Introduction to Education for Early Intervention

SPED 523 Families of Young Children in Early Intervention

SPED 524 Resources, Teaming, Physical and Medical Management in Early Intervention

SPED 534 Developing Language Communication for Early Intervention

SPED 536 Assessment and Evaluation in Early Intervention

SPED 532 Methods for Early Intervention

Autism Spectrum Disorders

SPED 511 Introduction to Autism Spectrum Disorders

SPED 512 Behavioral Approaches and Applied Behavior Analysis for Students with ASD

SPED 514 Language and Communication strategies for Students with Autism Spectrum Disorders

SPED 515 Vocational and Transitional Strategies for Students with Autism Spectrum Disorders

SPED 513 Methods and Assessment Practicum ASD

I, III, IV, V, VI, MII, IX, X, XI, XII, XIII, XIV

I, III, IV, VIII, IX, XII, XI, X

I, II, III, XI, XII

I, III, IV, VI, VII, IX

V, VI, VII, VIII, X, XI, XII

I, III, IV, V, VI, VII VIII, IX, X XI, XII

V, IV, III, VII, VI, VIII, IX, X, XI, XII

I, II, III, IV, V, VI, VII, VIII, IX, X, XI, XII

I, II, III, V, VI, VII, IX, XI

I, III, IV, V, VI, IX, X, XI,

I, III, V, VI, VII, VIII, IX, X, XI, XII

I, II, III, V, VI, IV, VII, IX, X, XI, XII

I, II, III, IV, V, VI, VII, VIII, IX, X, XI, XII

Appendix C

Master’s Degree Admission to Curriculum and Instruction

All applicants will be subject to the following evaluation of the application packet. All items on the checklist must be completed. The entry evaluation must be completed by each committee member and/or advisor.

Master Admission’s Checklist

Secured Admission to Graduate School

Transcript Submitted

Evidence of Bachelor’s Degree

Valid Teaching Certificate Submitted

GRE Score Requirement Met (currently required, under review)

Letters (3) of Recommendation Submitted

Interview Highly Successful

Interview Successful with minimal recommendations

Secure a Taskstream Account

Comments:

Appendix D

GRAMBLING STATE UNIVERSITY

Appendix E

Rubric for Assessing Entry Interview/Portfolio**

M.Ed. Program in Curriculum & Instruction

M.Ed. Program in Special Education

Category Exceptional (5-4) Acceptable (3-2) Inadequate (1) Score

Resume

Personal teaching philosophy

Autobiography (1-2 page narrative)

CF 2.8, 3.1-3.4; NBPTS: ENS XIII, LRLA* XIV

Artifacts indicate content knowledge

CF 1.1 NBPTS General standard I-V; LRLA II; ENS V

Excellent and Relevant experience

Representative of effective teaching

Articulate, connected to teaching aspirations

Relevant Experience

Some elements of effective teaching Articulate, Indirect reference to teaching

No relevant experience

Not representative of effective teaching

Communication problems

Master candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards.

Master candidates know the subject matter to teach and can explain important principles and concepts delineated in professional, state, and institutional standards

Content and artifacts indicate candidate professional and pedagogical knowledge and skills

CF 1.2, NBPTS: ENS VI, VII, IX, X, XI; LRLA IV, V, VI

They develop meaningful learning experiences to facilitate learning for all students. They reflect on their practice and make necessary adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them.

Master candidates can apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning.

Master candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state and institutional standards.

Master candidates have not mastered professional and pedagogical knowledge and skills delineated in professional, state and institutional standards

Contents and artifacts indicate professional dispositions

CF 3.1-3.8; NBPTS LRLA XV, XIV, XIII, III; ENS XIII, XIV

Candidates work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates recognize when their own dispositions may need to be adjusted and are able to develop plans to do so.

Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.

Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. They do not model these dispositions in their work with students, families, and communities.

*NBPTS ENS = Exceptional Learning Specialist, LRLA=Literacy/Reading Language Arts, INTASC, LCET, CR ** developed by N. McJamerson

Appendix F

VERSION #4: Revised November28, 2011*

Assessing Candidate Current Status to allow use of Related Courses > 6 years old to be determined by evidence presented

Target = 4

Approaching Target = 3

Acceptable = 2

Approaching

Acceptable = 1

(For Each Instance) (For Each Instance) (For Each Instance) (For Each Instance)

College/Univer sity Teaching Candidate taught a university course (related to course being reviewed)

Publications Candidate authored/coauthored an article (related to course) published a National/International Journal

Conference Attendance

Candidate attended International/National Conference presentation (related to course)

Conference Presentations Candidate presentation (related to course) at a National /International Conference

Candidate co-taught a university course (related to course being reviewed)

Candidate authored/coauthored an article (related to course) published in a Regional Journal

Candidate attended Regional Conference presentation (related to course)

Candidate presentation (related to course) at a Regional Conference

Candidate made an individual presentation for a university course (related to the course being reviewed)

Candidate authored/coauthored an article (related to course) published in a State Journal

Candidate attended State Conference presentation (related to course)

Candidate presentation (related to course) at a State Conference

Candidate co-presented for a university course (related to the course being reviewed)

Candidate authored/coauthored an article (related to course) published in a Local (University/District/School)

Publication

Candidate attended Local (University/District/School)

Conference presentation (related to course)

Candidate presentation (related to course) at a Local Conference (University/District/School)

*Developed by DWS

Master of Education in Curriculum and Instruction (M.Ed.) –Reading Concentration And Master of Education in Special Education (M. Ed)

Requirements

· Graduate School

Admission Application

· Bachelor’s or Master’s degree from accredited institution

· Three Letters of Recommen dation

(Principal, Superintend ent or Designee, University Faculty or Supervisor)

· Acceptable GPA to demonstrate academic ability on official transcript

Appendix G Unit Assessment System: Transition Points

Requirements

Formal admission to School of Graduate Studies Program Admission Application ≥ 2.5 GPA minimum

· Level 1 Teacher Certificate or equivalent

· GRE scores (no longer required as of Spring 2023

Interview Plan of Study

Foundation Core

ED 520

ED 530

ED 545

ED 549

ED 581 (Reading only)

Dispositions Inventory Survey #1

Requirements

Signature Assessments (Reading Concentration)

Signature Assessments (Special Education Mild/Moderate Concentration)

Signature Assessments (Special Education Early Intervention Concentration)

Signature Assessments (Special Education Autism Spectrum Disorders Concentration)

Requirements

ED 599

Comprehensive Exam and possibly

ED 561 (Thesis Option)

Requirements

Request for Certification Change And/or Action

Follow-up Survey Employer Survey

ED 576

DEED 634

Professional Writing (grade of “B”

Appendix H: Table of Current Major Requirements per Course

CORE CLASSES

ED 549 Introduction to Techniques of Research

Designed for (1) terminal value for the student who does not intend to pursue advanced graduate work, and (2) introductory value for the student who plans to continue graduate study in education. The student will be guided step-by-step through the research progress. Steps include (1) identifying a research problem, (2) constructing and hypothesis, (3) identifying and labeling variables, (4) constructing operational definitions of variables, (5) manipulating and controlling variables, (6) constructing the research design, (7) identifying and constructing devices for observation, (8) conducting elementary statistical methods in education (no special background in math is required). Emphasis in statistical analysis is on choosing the appropriate statistical procedures to answer the research question.

After learning about various types of research design, the candidates will create their own proposals appropriate to answer questions that arise in their classrooms utilizing research format: typically mixed method, with a rationale, literature review, proposed methodology section. Candidates are also expected to complete required human subjects research training during this semester.

ED 545 Evaluation and Assessment in P12 Educational Settings

Evaluates issues and strategies required in selecting and developing curriculum for students with learning needs. Emphasis is on three components: the content and behavior from resources used on teaching basic skills, the instructional design and procedures, and classroom management. Instructor models a best practice approach to testing.

This is a follow-up course to ED 549. In addition to learning about educational evaluation, candidates will fill out IRB documents, then implement their proposals in the classrooms and analyze the results with respect to qualitative and quantitative methods.

ED 520 Advanced Child Psychology

Acquaints graduate candidates with theories and principles of development, motivational and behavioral modification systems, and classical and emerging theories of child growth and development: problems of children (including self-concept, language motivation, behavioral, and social/racial difficulties) and their implications for classroom practice. This course includes the impact of theories, aspiration studies, and behavior modification on growth, development, and behavior.

Candidates will create and present informational binders pertaining to milestones in child and adolescent development with respect to the six areas of development, and focus upon how each area impacts school achievement.

ED 530 Technology Integration for Learning and Teaching

CORE CLASSES

Uses a project-based approach that focuses on instructional leadership to optimize learning and teaching through the use and integration of technology in standards-based instruction. Prerequisite: ED 521 Educational Technology Foundation, 3 credit hours, or equivalent.

Major Requirements**

Candidates enrolled in this course must be technology astute and be prepared to meet technology benchmarks established for professional preparation during first year teaching. In this course each candidate concentrates on his or her degree program classroomspecific curriculum (i.e., early childhood, elementary, middle school, secondary) across or within content areas (e.g., math, science, reading, language arts, social studies, physical education, and special education). Students will be able to evaluate information on the world wide web and how to integrate computers and educational technology into classroom curriculum.

ED 576 School Improvement and Professional Development

(revise no prereqs)

DEED 634

Professional Writing

This course is designed to provide an in-depth study of why schools should be required to improve the quality of education in a dynamic and continuous way. The course covers theory and practice of professional development as a major facet of school improvement and will address practical applications of best practices.

Provides background information and practical experiences in writing professional communications, proposals, technical reports and manuscripts for professional journals. Completion of several projects is required.

This is a “capstone” course that is taken towards the end of the candidate’s course of study in the spring.

Completion of several writing projects is required. The course focuses on using APA style effectively. This course requires a B or better to meet the English Proficiency Requirement and advance to Candidacy at the university.

ED 599

Comprehensive Exam

Written examination to be taken by all candidates for the Master’s Degree in Education. When the candidate for the degree has completed the foundation core, a minimum of 15 semester hours in the program core including practicum, and a minimum of 6 semester hours in his/her related elected area, he/she may register for the examination at the beginning of the semester in which he/she plans to take the examination.

Successful demonstration of core and/or concentration knowledge provided in the M.Ed. program. The exam is essay, usually consisting of questions that may be case study, or requiring demonstration of knowledge, application, analysis, synthesis and/or evaluation.

CONCENTRATION IN READING SPECIALIST (M.ED. IN CURRICULUM & INSTRUCTION)

ED 504 Reading for Children

CORE CLASSES

Examines emerging philosophies, principles, trends in program, and procedures in teaching developmental reading. Candidates will demonstrate competency in teaching reading, utilizing a method or a combination of methods.

Major Requirements**

ED 505 Analysis of Reading Difficulties

Focuses on identification of causes for reading difficulties, evaluation and selection of appropriate diagnostic instruments, administration of formal and informal diagnostic tests, and interpretation of diagnostic data. Classroom and field-based experiences. ED 504 is a prerequisite.

Participation in the Annual Reading Conference demonstrating literacy coaching at the elementary grade 1-5 level.

Demonstration of skills to assess, analyze and interpret reading difficulties in a classroom and begin to develop interventions using multiple methods

ED 506 Correction of Reading Difficulties practicum

Focuses on application of diagnostic data in prescription of reading instruction and selection and application of learning strategies and materials which are appropriate to alleviate given reading difficulties. Primarily field centered, actual teaching experience with children. ED 505 is a prerequisite.

Participation in the Annual Reading Conference demonstrating diverse methods of assessing, enhancing or remediating reading skills, then re-assessing effectiveness while engaging in literacy coaching in P-12 educational settings.

ED 507 Teaching in Middle, Junior, Senior High School

Emphasizes new problems and strategies in the teaching of reading through the content fields, different types of literature, selected reading programs, and other methods that appeal to youth, covering the middle, junior, and senior high schools (grades 4-12). Techniques, reading programs, and the use of instructional media appropriate for stimulating the reader, as well as for helping those with reading disabilities, will be stressed.

Participation in the Annual Reading Conference demonstrating literacy coaching at the middle, junior or senior high levels (grades 5-12).

ED 581 Leadership Seminar

This seminar is designed to offer academic knowledge and experiences in school leadership. The course, designed for advanced candidates, provides an exploration of current models and issues in educational leadership and professional practices. The field-based experiences require candidates to be directly involved in diverse learning settings that include technology infused activities, problem-based research projects, and a portfolio. Prerequisites/CoRequisites: Admission to an M.Ed. program in Curriculum & Instruction and at least 12 graduate hours at GSU successfully completed.

Candidates develop a Historical Context for Teaching Reading Portfolio which consists of three essential components: Part 1.) Literacy Interview, Part 2.) Historical Trends in Reading and 3.) Personal Literacy History. Candidates discuss and demonstrate how the data obtained from each component can be relevant to a selected leadership style and to the improvement of literacy pedagogy.

EARLY INTERVENTION CONCENTRATION

SPED 530 Introduction to Education for Early Intervention

Examines theoretical and practical approaches to education in early intervention.

Field experience with young children (ages 0-7) with exceptional learning needs, completing an Individualized Family Services Plan (IFSP).

SPED 523 Families of Young Children in Early Intervention

SPED 524 Resources, Teaming, Physical and Medical Management in Early Intervention

CORE CLASSES

Allows teachers to develop knowledge of families, and how to effectively build positive relationships with families to promote optimal development in young children with exceptional learning needs.

Allows teacher to develop knowledge of resources, teaming models, and how to physically and medically collaborate with personnel to manage young children with exceptional learning needs.

Major Requirements**

After assessing family strengths and needs, develop, implement and evaluate a plan to meet child and family needs.

Develop a toolkit of community, educational, agency and medical resources to collaborate with families, educators and related service personnel.

SPED 534 Developing Language Communication for Early Intervention

Deals generally with the relationship of language development and thinking to teaching the communicative skills to young children. Specific areas covered are activities designed to develop age appropriate language facility. Also specific techniques dealing with assessment of language development will be handled.

Developing, implementing and evaluating a language intervention plan for a child ages 1-7, including knowledge of assistive and augmentative communication techniques and devices.

SPED 536 Assessment and Evaluation in Early Intervention

SPED 532 Methods for Early Intervention

Develops an understanding of the philosophy, types of tests, and techniques basic to the evaluation of young children in early intervention. Remediation techniques will be examined as they relate to the assessment results

Examines methods and materials to be used in early intervention settings including models, training procedures, and behavior management.

Assessing a young child with exceptional learning needs, with traditional as well as dynamic and naturalistic assessment techniques.

Developing age and ability appropriate lesson plans. Actually, teaching and being observed in an early intervention setting. This is considered a “capstone” course for this concentration. Passage of any required Praxis II: tests for Early Intervention.

AUTISM SPECTRUM CONCENTRATION

SPED 511 Introduction to Autism Spectrum Disorders

An examination of the history, nature, causes and current research in Autism Spectrum Disorders as if affects P-12 students, families and communities. Allows teachers to develop knowledge of students with Autism Spectrum Disorders. The course will include current research.

This course is an overview to research on the causes, history, and characteristics of students with ASD.

SPED 512 Behavioral Approaches and Applied Behavior Analysis for Students with ASD

Examines theoretical perspectives and strategies for modifying the academic, vocational, personal, and social behaviors of students with autism spectrum disorders (ASD) using applied behavior analysis and humanistic approaches and techniques.

Applied Behavior

Analysis/Behavioral Intervention or Augmentation Plan developed and implemented with a student with ASD. The course will also examine learning environments available in the educational settings, and match them to student needs.

SPED 514 Language and Communication strategies for Students with Autism Spectrum Disorders

CORE CLASSES

This course is designed to provide advanced candidates with research-based strategies and interventions designed to enhance the language related behaviors and communicative functions of youth with Autism Spectrum Disorders. Special emphasis is placed on theoretical approaches, formal/informal assessment tools for data-based decision making and evaluation, technological devices, and instructional models relevant to ameliorating the language/communication skills of students with Autism Spectrum Disorders.

Major Requirements**

Examination of language research pertaining to students with ASD, and developing methods of teaching and augmenting language skills, including use/familiarity with assistive and augmentative communication technologies.

SPED 515 Vocational and Transitional Strategies for Students with Autism Spectrum Disorders

This course is designed to acquaint advanced candidates with career information, vocational assessment, job analysis and development for youth with Autism Spectrum Disorders. Special emphasis is placed on IDEA requirements for transition services, planning and implementation, issues, trends, and collaborative services in schools and communities to promote quality transition programming and services for individuals with Autism Spectrum Disorders. Observation and participation experiences in selected district-based workshops, community-based programs, and hospital/clinic settings are included.

Candidates will examine the challenges and opportunities available to students with ASD pertaining to careers, daily living, and general transitions to adulthood. The course will also require candidates to research transitional and vocational services available to secondary students, and develop transitional plans for middle and secondary youth.

SPED 513 Methods and Assessment

Practicum ASD

Provides training and experience in administering, scoring and interpreting selected standardized test batteries and assessment instruments that can be used with students with autism spectrum disorders. Focused on understanding criterion- and normreferenced systems, as well as developing personalized intervention plans for students, using the collected data.

MILD/MODERATE CONCENTRATION

This is a “capstone” course. It will include assessing a student with ASD with formal and informal measures, developing collaborative planning for student, family and educational personnel. Candidates will be observed assessing and teaching in this course.

SPED 527 Formal and Informal Assessment Practicum

Provides a comprehensive, training and supervised experience in administering, scoring and interpreting selected standardized test batteries and assessment instruments. Focused on understanding criterion- and norm-referenced systems, as well as developing personalized intervention plans for students, using the collected data.

Candidates will assess a student in grades 1-12 using formal and informal assessments. Candidates will write up a prescriptive plan based on the data collected, and demonstrate collaboration with families, colleagues or related service personnel.

SPED 543 Humanistic Approaches to Behavior Management for students with Mild/Moderate Exceptional Learning Needs

Examines humanistic theoretical perspectives and strategies for modifying the academic, vocational, personal and social behaviors of students with mild/moderate exceptional learning needs.

Candidates will assess a student’s behavior in grades 1-12 using formal and informal assessments. Candidates will develop, implement and evaluate a behavioral intervention plan based on the data collected.

Major Requirements**

SPED 570 Vocational Strategies and Procedures for Exceptional Children

CORE CLASSES

Emphasizes occupational information, vocational assessment and training, job analysis and development, and selective job placement procedures for exceptional children and youth. Observation and participation experiences in selected school-based and workshops and state operated vocational assessment/training centers are included.

Required if the candidate will be teaching in grades 6-12. Candidates will examine transitional and vocational services available to secondary students, and develop transitional plans for middle and secondary youth.

or ED 505 Analysis of Reading Difficulties

Focuses on identification of causes for reading difficulties, evaluation and selection of appropriate diagnostic instruments, administration of formal and informal diagnostic tests, and interpretation of diagnostic data. Classroom and field-based experiences. ED 504 is a prerequisite.

Required if the candidate will be teaching in grades 1-5. Please see above for requirements

SPED 576 Consulting Teacher Strategies

Provides assessment teachers and other special education personnel with consultation skills necessary to facilitate the integration of exceptional students in inclusive school-based and community programs.

After analyzing various models of co-teaching, candidates are required to develop collaborative lesson plans and engage in a demonstration of co-teaching using one of the teaming models.

SPED 542 Methods and materials for Teaching Children with Exceptional Learning Needs

Examines teaching approaches, methods and use of materials for teaching children with mild/moderate learning needs.

Putting together the knowledge, disposition, and skills by: 1. Developing grade and ability appropriate lesson plans; and 2. Actually, teaching and being observed in a grade 1-12 setting. This is considered a “capstone” course for this concentration. Passage of any required Praxis II: tests for Mild/Moderate certification.

THESIS OR NON-THESIS (ELECTIVE)

ED 561 Thesis add to catalog Design and implementation of original research relevant to the respective teaching area. The research proposal and report must be approved by the advisor and completed under the supervision of the advisor and a Research Committee

Elective Choice and successful completion of at least one (1) graduate course of interest (usual areas include Education, Developmental Education, Psychology, Sociology). If courses are transferred in, they must be from a regionally approved college or university.

Completion of a formal original research. Thesis to follow all thesis/dissertation guidelines established by Grambling State University.

** The major requirements are reflective of current standards for National Recognition status by the Specialized Professional Associations (SPAs) of International Literacy Association and Council for Exceptional Children and Council for Accreditation of Educator Preparation (CAEP). These requirements may be modified, augmented or deleted as necessary to continue to maintain national recognition standards.

Core courses

Appendix I: Alignment of the Program to InTASC

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

Concentrations

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning

Content

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning.

Content

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organizations to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

*ED 561—Thesis is a choice, or the candidate can choose a graduate level elective

For further insight into the alignments currently required by Council for Accreditation of Educator Preparation (CAEP) please visit the following:

Interstate Teacher Assessment Support Consortium (InTASC) at: https://ccsso.org/resourcelibrary/intasc-model-core-teaching-standards-and-learning-progressions-teachers-10

Appendix J Standards of Professional Associations

A. Standards 2017 Overarching Standards of International Literacy Association

Standard Title

1: Foundational Knowledge

2: Curriculum and Instruction

Overarching Standard

Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.

Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.

3: Assessment and Evaluation

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.

4: Diversity and Equity

Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.

5: Learners and the Literacy Environment

Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

6: Professional Learning and Leadership

Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

7: Practicum/Clinical Experiences (for specialized literacy professionals only)

Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.

https://www.literacyworldwide.org/get-resources/standards/standards-2017

B. 2020 Standards of Council for Exceptional Children

FIELD AND CLINICAL EXPERIENCE STANDARD

Special education candidates progress through a series of developmentally sequenced field and clinical experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals.

Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines

Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.

1.1 Candidates practice within ethical guidelines and legal policies and procedures.

1.2 Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.

1.3 Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.

Standard 2: Understanding and Addressing Each Individual’s Developmental and

Learning Needs

Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.

2.1 Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.

2.2 Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.

Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge

Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.

3.1 Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.

3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.

Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making

Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and longterm instructional planning, and make ongoing adjustments to instruction using technology as appropriate.

4.1 Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.

4.2 Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.

4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.

Standard 5: Supporting Learning Using Effective Instruction

Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.

5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.

5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.

5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.

5.4 Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.

5.5 Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.

5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.

Standard 6: Supporting Social, Emotional, and Behavioral Growth

Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.

6.1 Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.

6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being.

6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.

Standard 7: Collaborating with Team Members

Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.

7.1 Candidates utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs.

7.2 Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.

7.3 Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.

7.4 Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families.

https://exceptionalchildren.org/standards/initial-practice-based-professional-preparation-standards-special-educators