Special Education Specialist Credential Programs

1
Special Education Specialist Credential Programs

• Pre-Orientation Fall 2008
• Tuesday, May 13 700-830 pm

2
Pre-Orientation

• Review our Conceptual Framework
• Identify your Program Coordinator
• Learn how to submit a Course Equivalency Petition
• Consider Summer 2008
• Review Program Requirements
• Be aware of your Credential Program Plan
• Learn how to submit your Student Fieldwork
  Profile
• Note Fall 2008 Registration dates
• Understand Intern Program features and
  requirements
• Review Credential Program policies

2
3
College of Education Conceptual Framework

• MISSION STATEMENT
• Our mission is to teach, to serve, and to engage
  in scholarship.
• We teach our students to be critical thinkers and
  lifelong learners.
• We prepare professionals who improve student
  learning, promote diversity, make informed
  decisions, engage in collaborative endeavors,
  maintain professional and ethical standards, and
  become change agents in their workplaces.
• We engage in scholarly work that informs the
  profession and we serve the educational community
  by providing applied scholarship.

3
4
Our Program Completers are

• Knowledgeable Competent Specialists who
• demonstrate strong foundation in subject
  matter
• demonstrate strong understanding
  implementation skills in the field
• demonstrate ability to use technology as a
  resource
• Reflective Responsive Practitioners who
• promote diversity
• think critically and make informed decisions
• engage in collaborative endeavors
• Committed and Caring Professionals who
• become change agents
• maintain professional and ethical standards
• become life-long learners

4
5
Coordinators and Advisors

• Admissions Coordinator
• Dr. Judy Smith jusmith_at_fullerton.edu

Intern Program Director Dr. Belinda Karge
bkarge_at_fullerton.edu
Fieldwork Coordinator Dr. Kristin Stang
kstang_at_fullerton.edu
5
6
Program Coordinators

• Moderate/Severe Coordinator

• Mild/Moderate Coordinator
• Dr. Barbara Glaeser bglaeser_at_fullerton.edu

• Dr. Suzanne Robinson srobinson_at_fullerton.edu

• Early Childhood Special Education
• Dr. Janice Myck-Wayne jmyck-wayne_at_fullerton.edu

7
Your Credential Program File
7
8
The Credential Program File

• Starts as an application to the Education
  Specialist Credential Program
• Becomes the Credential Program candidate file as
  the candidates moves through Level I, Level II,
  and even MSE program completion!
• Used by Credential Program Center in making
  credential recommendations.
• IT IS THE CANDIDATES RESPONSIBILITY TO KEEP
  HIS/HER FILE UPDATED AND COMPLETE!
• Candidates should make copies before they submit
  materials!
• We do not provide copies from files.

8
9
Is Your Application Complete?
9
10
Are We Missing Critical Documents or Information?

• You will not be able to start the program unless
• Your file is complete with all required paperwork
• You have completed your Certificate of Clearance
• You have submitted your Student Fieldwork Profile
• You have submitted your New Candidate Checklist
• You have completed all prerequisite coursework
• You know which Credential Program Plan to follow

10
11
DETAILS YOU SHOULD KNOW ABOUT
11
12
Residency Requirement

• 75 of all prerequisite and credential coursework
  must be completed at Cal State University
  Fullerton.
• Equivalency petitions should be filed at the
  admissions stage. Once admitted, candidates are
  expected to complete all remaining coursework at
  Cal State Fullerton.
• Typically, equivalency will be granted only for
  prerequisite courses
• The SPED Equivalency Petition may be found at
  http//ed.fullerton.edu/sped/coursequivpet.htm
• Equivalency Petitions are submitted to the Chair
  of Special Education. Only the Chair of Special
  Education may approve equivalency petitions.

12
13
Course Equivalency Petitions

• Students are responsible for having coursework
  from other Universities approved as equivalent
  and placing copies of approved petitions in their
  SPED credential file in CP 540.
• Form is on SPED Website.
• FOLLOW DIRECTIONS!

Click on the image to go to the Website.
13
14
Summer 2008

• Courses offered for Level I Candidates 371, 411,
  421, 430, 434, 462, 463, 464
• Courses offered for Level II Candidates HESC
  558, 504, 551
• Courses offered for Masters Candidates 586, 501

15
Student Fieldwork Profile

• This document is your ticket to student teaching!
• FOLLOW DIRECTIONS!
• Submit by the due date!

Click on the image to go to the Website.
15
16
New Candidate Checklist

• Signing this form indicates your understanding of
  and willingness to meet program requirements

Click on the image to go to the Website.
16
17
Program Plans

• Are Color-coded
• Identify coursework sequence for
• Prerequisite courses
• All semesters of the program
• Level I and Level II coursework
• MSE coursework
• Identify which courses are available as WEB
  and/or during Intersession and Summer
• Describe the course equivalency petition process
• Are found on the fifth floor and also on the
  Website at Credential Program Plans.

The program plan above is for full-time students.
The plan below is for interns.
There are no exceptions to following your program
plan!
17
18
Fall 2008 Registration

• Registration Tips
• Students must have completed all required courses
  to advance to next level/semester of coursework
• Students will not be allowed to enroll in classes
  if they have not met prerequisites
• Permits will require documentation of having met
  prerequisites

Click on the image to go to the Website.
18
19
EDUCATION SPECIALIST CREDENTIAL PROGRAM HANDBOOK
See also Education Specialist Credential Program
Handbook
19
20
EDUCATION SPECIALIST CREDENTIAL PROGRAM
HANDBOOKfor Candidates, Master Teachers, and
University Supervisors

• Introductory Chapters
• Chapter 1 Introduction
• Chapter 2 Program Preparation and the Admission
  Process
• Information about Fieldwork Experiences
• Chapter 3 The General Education Student Teaching
  Experience
• Chapter 4 The Mild/Moderate Special Education
  Student Teaching Experience
• Chapter 5 The Moderate/Severe Special Education
  Student Teaching Experience
• Chapter 6 The Early Childhood Special Education
  Student Teaching Semester
• Information about the Intern Program
• Chapter 7 Special Policies and Issues for
  Interns

Click on the image to go to the Website.

• Chapters include all forms, observations, and
  competency evaluations for that fieldwork
  experience

20
21
EDUCATION SPECIALIST CREDENTIAL PROGRAM
HANDBOOKfor Candidates, Master Teachers, and
University Supervisors

• Information for Master Teachers
• Chapter 8 Master Teacher Roles and
  Qualifications
• Information for Supervisors
• Chapter 9 University Supervisor Roles and
  Responsibilities
• Important Policies and Program Requirements
• Chapter 10 Credential Program Policies
• Chapter 11 The Multiple and Single Subject
  Credentials
• Information about the Level II Credential
• Chapter 12 The Professional Clear Level II
  Credential

• Special Assignments and Lesson Plan Formats

Click on the image to go to the Website.
21
22
Intern Program
See also Chapter 7 Special Policies and issues
for Interns
22
23
Purpose of Intern Program

• To allow teachers in high-need subject areas to
  begin teaching
• Right away
• While earning a credential
• With extensive support

23
24
Intern Support Faculty and Staff

• Intern Program Directors
• Dr. Belinda Karge bkarge_at_fullerton.edu
• Dr. Melinda Pierson mpierson_at_fullerton.edu
• Intern Faculty
• Dr. Barbara Glaeser bglaeser_at_fullerton.edu
• Dr. Joan Levine jlevine_at_fullerton.edu
• Ms. Roxanne Moore roxmoore_at_fullerton.edu
• Ms. Galit Reitman greitman_at_fullerton.edu
• Ms. Christine Weatherill cweatherill_at_fullerton.ed
  u
• Ms. Cheryl Creager ccreager_at_fullerton.edu
• Intern Support Staff
• Ms. Luz Zapata lzapata_at_fullerton.edu

24
25
Intern Supports

• 24/7 hotline
• In-class visits
• Paid release days
• Blackboard collaboration with job-alike groups
• Clear credential in 2 years

25
26
Intern Program Features

• Requires additional preservice classes for
  admission
• SPED 430, 421, 434, and 462
• Is rigorous and intensive, and requires two full
  years for completion
• Provides candidates with on-the-job support
  guidance and feedback by Mentor Teachers and
  University Supervisors

• Candidates are employed full-time as teachers
  while earning their credential
• Results in a Professional Clear Education
  Specialist Credential
• Is a collaboration between University and partner
  districts
• Provides four days released time each year

• Additional information may be found at
• Internship Program http//ed.fullerton.edu/sped/In
  ternship.htm
• Chapter 7, Special Policies and Issues for Intern
  http//ed.fullerton.edu/sped/Handbook/Chapters/Cha
  pter-07.pdf

26
27
Intern Program Requirements

• For a candidate to be eligible for an internship,
  all requirements on the Intern Readiness Form
  must be fully completed.
• Signatures are required from
• Admissions Assistant
• Program Coordinator
• Intern Director
• You must also have a job offer (with start date)
  from a district with which we have a MOU.

Click on the image to see the complete form.
27
28
Important Policies
See also Chapter 10 Credential Program Policies
28
29
Continued Participation in Credential Programs
(CPC Policy 1)

• The Credential Program endeavors to admit only
  candidates who have demonstrated through the
  application process that they possess the
  important characteristics necessary to be
  successful educators
• Respect for all individuals enriched by an
  understanding of culture and diversity.
• Commitment to working collaboratively.
• Commitment to lifelong learning.
• Wide constellation of knowledge and skills.
• Ethical character demonstrated by
• Having integrity, and being trustworthy, honest,
  courteous, open minded, and by treating others
  fairly and impartially.

29
30
In order to continue to participate in the
Credential Program, you must
CPC Policy 1 (continued)

• Behave in an honest and forthright manner.
• Follow standard scholarly practice in giving
  credit to sources used in assignments.
• Follow directions of University instructors,
  supervisors, and Master Teachers/Mentors.
• Behave in a manner expected of professional
  educators.
• Cooperate and collaborate with fellow candidates
  on projects and assignments.
• Maintain successful academic progress by passing
  all classes and maintaining at least a 3.0 grade
  point average.
• No classes for which grades of D or F were
  assigned will be used to meet credential
  requirements.
• In credit/no credit classes "B" level work is
  required to receive credit.
• Maintain the standards of the Special Education
  Credential Program.

30
31
Credential candidates will be considered for
removal from the program if they
CPC Policy 1 (continued)

• Exhibit academic dishonesty as defined by the
  University Catalog.
• Exhibit inappropriate student conduct as defined
  by the University Catalog.
• Exhibit unacceptable academic, field,
  pedagogical, and/or clinical performance
  behaviors.
• Fail to meet the standards set by the Commission
  on Teacher Credentialing.
• Fail to behave according to the standards of the
  profession, public schools, university,
  department and/or program.
• Fail to demonstrate credentialing competencies.

31
32
Proficiency in Written and Spoken English (CPC
Policy 2)

• 1.0 Assessment of Written and Spoken English
  Prior to admission to a credential program, all
  credential candidates will be assessed in written
  and spoken English to ensure that they are able
  to speak and write English clearly. Since
  teachers must be understood by their students,
  and because they model the use of English in
  their classrooms, it is imperative that they have
  competence and fluency in speaking and writing
  English.
• 2.0 Proficiency in Written English
• Evidence of writing skills in English shall
  include the following. These are minimal
  requirements individual programs may require
  additional criteria.
• 2.1 A passing score on the CBEST writing
  portion.
• 2.2 Demonstration of writing skills in an
  autobiography to be submitted with application
  for admission.
• 2.3 In addition, credential programs may also
  require a passing score on a controlled writing
  sample.
• 3.0 Proficiency in Spoken English
• Evidence of competence in speaking English shall
  include the following at minimum
• 3.1 An assessment of skills in spoken English by
  the program admission interviewers. They will
  base this assessment on the candidates reading
  of a passage related to the credential area,
  and/or the candidates spoken English in
  answering interview questions and maintaining a
  discussion.
• 3.2 Individual credential programs may also
  require additional assessments of proficiency in
  spoken English.

32
33
Technology Competency Policy

• In prerequisite and credential courses in the
  Special Education Specialist Credential Program,
  students will be expected to
• Meet California State Fullertons level of
  computer competency for entering freshman
  (www.fullerton.edu/senate/PDF/300/UPS320-030.pdf)
  
• Have ongoing reliable access to a computer with
  Internet connectivity for regular course
  assignments
• Utilize MS Office (including Word, PowerPoint,
  Publisher, and Excel) to learn content and
  communicate with colleagues and faculty
• Have the ability to regularly print assignments
• Maintain and access three times weekly a student
  email account
• Use Internet search and retrieval skills to
  complete assignments
• Upgrade his/her skills in educational technology
  throughout the program
• Apply his/her educational technology skills to
  complete expected competencies
• Utilize other software applications as course
  requirements dictate
• Utilize Blackboard to access course materials and
  complete assignments
• Create lessons that require K-12 student use of
  educational technologies to improve achievement
  and
• Conduct themselves appropriately and
  professionally when online.
• Many sections of courses are offered 100 WEB.
• If you dont feel you meet these competencies,
  consider completing EDSC 304. Classes are offered
  fall, spring, summer, and intersession.

33
34
State/Federal Legislation Affecting Credentialing

• Your credential will state English Learners
  Authorization.
• You do not need CLAD. CLAD courses are a
  different set of coursework. Our program embeds
  the English Learner authorization throughout the
  program which includes SPED 434, 438, and 551.

34
35
FINAL THOUGHTS
35
36
Important Dates for Fall 2008

• Monday, August 25 from 1030-1230
• SPED Program Orientation
• Other dates will be posted at
• Department of Special Education Website
• SPED 439/489 Blackboard site (for candidates
  completing fieldwork)

36
37
Your To Do List

• Review this presentation it will be posted on
  the SPED Website.
• Place important dates on your calendar.
• Make sure your credential file has all the
  information and documents you need!
• If you will be student teaching this spring,
  complete and submit the Student Fieldwork
  Profile.
• Complete all prerequisite coursework.
• Pass the necessary examinations (CBEST and CSET)
• Review and follow your Program Plan
• Review the Special Education Specialist
  Credential Program Handbook.

37