WRIGHT CHARTER COLLEGE OF EDUCATION

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National Association For Alternative
Certification Annual Conference Grand
Hyatt Denver, CO March 30-April 2, 2005
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Preparing Special Educators
through On-line Classes for Alternative Educator
License programs
By
Dr. Colleen Finegan


Dr. Burga Jung
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Wright State University College of Education
and Human ServicesDayton, Ohio
Dr. Burga Jung, Director
Dr. Colleen Finegan,
Associate Director
http//www.ed.wright.edu/academic/charter_colleg
e/index.php [phone]
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What does Special Education look like inOHIO ?

• Traditional Licensure
  (non-categorical)
• (although Ohio is still job-categorical)
• Mild-moderate (LD/SLD,
  BD/ED, CD/MR/DH)
• Moderate-intensive (as above)
• Low-incidence specific
• (VI, AI, PI etc)

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Alternative Educator Licensure (non-categorical) i
s only available for Mild-moderate
(LD/SLD, BD/ED, CD/MR/DH)
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Path from CONDITIONAL TEACHING PERMIT to
PROFESSIONAL LICENSE
I Conditional Teaching Permit II Alternative
Educator License III Provisional License IV
Professional License
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Path to Professional Licensure
through
Ohio Department of Education (ODE)
(Intervention Specialist - Grades K-12)
I Conditional Teaching Permit

• The candidate
• Holds a bachelor's degree from an accredited
  institution.
• Passes background check via BCII.
• Passes Praxis I.

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Conditional Teaching Permit

• 4. Completes 15 semester hrs (or equivalent) in
  topics covering
• --principles practices of teaching children
  with special needs.
• --child adolescent development.
• --diagnosis assessment of children with
  disabilities.
• --curriculum design instruction.
• --applied behavioral analysis.
• --methods of teaching students from culturally
  diverse backgrounds / differing learning
  styles.

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Conditional Teaching Permit
5. Completes three semester hours of coursework
in the content and methods of teaching
reading. 6. Agrees to qualify for the
Alternative Educator License at the end of the
Teaching Permit year. 7. LEA requests permit for
1 non-renewable year. 8. LEA provides a
structured mentoring program.
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II Alternative Educator License

• The candidate
• 1. Completes three semester hours in the teaching
  of reading is completed
• 2. Completes thirty semester hours in special
  education with a 2.5 GPA
• 3. Passes Praxis II for Intervention Specialists

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Alternative Educator License
3. Completes six semester hours of coursework
in ---teaching methods, including field
experience (3 hours) ---developmental
characteristics of adolescent youths (3
hours) 4. LEA requests permit for 2
non-renewable years 5. LEA provides a structured
mentoring program
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III Provisional License

• The candidate
• 1. Completes two years of teaching under the
  alternative license
• 2. Completes (with a GPA of 2.5 or higher) 12
  additional semester hours of education coursework
• 3. Passes Praxis II Test in the principles of
  learning and teaching (PLT)

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IV Professional License

• The Candidate
• 1. Completes the Entry Year Program
• 2. Passes Praxis III performance assessment
• Professional License is renewable every five
  years

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COUNCIL FOR EXCEPTIONAL CHILDREN
Common Core - Intervention Specialist
How can online alternative educator license
programs work toward meeting
Council for
Exceptional Children (CEC) standards?
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COUNCIL FOR EXCEPTIONAL CHILDREN
Common Core - Intervention Specialist

• Foundations
• Philosophies, evidence-based principles and
  theories, relevant laws and policies, diverse and
  historical points of view, and human issues
• Background knowledge Textbooks, readings,
  Internet programs and websites
• Applications Simulations, case studies via a
  variety of media current events situations.
  Present a scenario. Pinpoint the laws involved

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• 2. Development and Characteristics
• Respect for students as unique human beings
  understanding the similarities and differences in
  human development and the characteristics between
  and among individuals with and without
  exceptional learning needs.
• Background knowledge Textbooks, online resources
• Applications Observations, simulations, case
  studies, current events simulation. Evaluate
  specific behaviors in the classroom to ascertain
  whether the behavior is within developmentally
  appropriate expectations or not. Freeze frame
  situations - discussion/ decisions - what would
  be best /worst to do for best/worst possible
  outcome?

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• 3. Individual Learning Differences
• Understand effects that an exceptional condition
  can have on learning in school and throughout
  life understand that beliefs, traditions, and
  values across/within cultures can affect
  relationships among/between students, their
  families, school community.
• Background Knowledge Textbooks,
  Self-evaluation, informal inventories with peers
  and students, observation
• Applications Interview parents /families of
  diverse individuals with special needs to
  identify the various issues theyve faced, where
  support has come from, what needs are not met.
  On-line case studies and scenarios can also be
  used.

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4. Instructional Strategies
posses a repertoire of
evidence-based instructional strategies to
individualize instruction select, adapt, and use
these strategies to promote challenging learning
results in general and special curricula, and to
appropriately modify learning environments. Backgr
ound Knowledge Textbooks and on-line resources -
CD Rom or online case studies / self-analysis
observations in any learning environment. What
worked well? What does research say about how
students learn? Application Observations of
teachers (real or online) using various methods
to teach the same / different lesson. Evaluate
results and examine why some students succeed and
others have difficulties Design modifications /
suggest alternatives that can be made to assist
students succeed. Tutor a student or teach a
young person a new skill.
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5. Learning environment and social interactions
foster cultural understanding, safety,
emotional well being, positive social
interactions, and active engagement diversity is
valued individuals are taught to live
harmoniously and productively in a culturally
diverse world encourage the independence,
self-motivation, self-direction, personal
empowerment, and self-advocacy Background
Knowledge knowledge of theories (Vygotsky,
Kohlberg, Bronfenbrenner, Maslow) examine the
education rights of all human beings What is
needed to learn? Knowledge of diverse learning
styles. Applications observe classrooms in which
students are learning. What facilitates the
successful learning environment? Try to teach a
new skills to a youngster in a cluttered
environment, then switch to amore controlled
environment. Observe the results.
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6. Language understand typical and atypical
language development and the ways in which
exceptional conditions can interact with
experience and use of language use
individualized strategies to enhance language
development and teach communication
skills. Background Knowledge Textbook-
language development, differences between
language differences, delay and disabilities.
Observations of language learning
situations Application Simulations, case
studies, online resources where students can
respond to relationship between classroom
difficulties or behavior problems that may be
language based. Examine curriculum for language
links possible language pre-requisites.
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7. Instructional Planning
long-range individualized
decision-making and instructional plans
systematically translate these individualized
plans into carefully selected shorter-range goals
and objectives taking into consideration an
individuals abilities and needs, the learning
environment, and a myriad of cultural and
linguistic factors. Background Knowledge
Textbook, knowledge of legalities of IEP
processes, state academic standards, transitional
planning, examine various lesson plan
models. Application CD Rom simulations (IEP
Processes), case studies, online resources,
Freeze frame situations - discussion/ decisions -
what would be best /worst to do for best/worst
possible outcome? Observe actual school-based
scenarios in answer questions.
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• 8. Assessment
• use multiple types of assessment information
  use the results of assessments to help identify
  learning needs and to develop and implement
  individualized instructional programs / adjust
  instruction in response to ongoing learning
  progress understand the legal policies and
  ethical principles of measurement and assessment
  related to referral, eligibility, program
  planning, instruction, and placement for
  individuals, including those from culturally and
  linguistically diverse backgrounds.
• Background Knowledge
• Textbook, On-line resources, (Policies of
  various Specific professional associations CEC,
  NAEYP, NASP, NAME), state testing programs,
• Application
• On-lines resources Simulations, case studies,
  online resources where students can respond to
  ethical and professional issues related to
  assessment, IEP design, etc. Real classroom
  experience

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9. Professional and Ethical Practice knowledge
of ethical and professional practice standards
ongoing attention to legal matters along with
serious professional and ethical considerations.
Background Knowledge Textbooks, laws and
safeguards, On-line resources about ethical
standards of SPAs (CEC, NAEYC, etc.) Application
Simulations, case studies, online resources
where students can respond to ethical,
professional decision-making. Freeze frame
situations - discussion/ decisions - what would
be best /worst to do for best/worst possible
outcome?
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• 10. Collaboration
• effectively collaborate with families, other
  educators, related service providers, and
  personnel from community agencies in culturally
  responsive ways addressing needs of individuals
  throughout schooling.
• Background Knowledge
• Textbooks, on-line resources, SPA websites re
  Legal requirements for collaborative
  decision-making.
• Application
• Simulations, case studies, online resources
  Freeze frame situations - observations of
  collaborative situations. Is collaborative
  process moving in a fair and positive directions?
  What steps should be taken when certain
  participants are leading to heavily or building a
  wall?

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STUDENT FACULTY EXPERIENCESIN USING
TECHNOLOGY TO

FACILITATE THE
INTERVENTION SPECIALIST
ALTERNATIVE EDUCATOR LICENSE
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WRIGHT CHARTER COLLEGE
at WRIGHT STATE UNIVERSITY
DAYTON, OH INTERVENTION SPECIALIST
Alternative Educator License Educational
Psychology Class Classroom
Management Class
Special Education Modules
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Challenges of completing an online program
Known to all regular courses in classroom
Unknown to many / most online courses
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GENERAL CANDIDATE CHARACTERISTICS

• Varying
• amounts of formal teaching experience
• experiences in past educational programs
• amounts / types of experiences with young
  people
• amount of time to spend on academics
• levels of financial and personal support
• time since their last formal classes

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TECH SPECIFIC CANDIDATE CHARACTERISTICS

• Varying
• learning styles ability to learn in
  isolation
• experience with on-line classes
• levels of computer skills / support
• platforms / software / hardware / memory
• connectivity and speed / plug ins
• trust / confidence in technology

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• FIRST challenge in completing an online program
• Get a student ID and learn to access WINGS.
• (a single sign-on portal that includes an e-mail
  client, calendar, access to collaboration and
  discussion groups, registration, financial
  transactions, etc.)
• Need to come to grips with what they know / have
  at home
• basic terminology
• platforms / software / hardware / memory
• connectivity and speed / plug ins
• level of knowledge and skills on internet

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Candidate challenges

• On-line format is sometimes confusing.
• Sometimes format varies from browser to
  browser
• Varying levels of technological skills
• Differences in platform and connectivity
  types
• If course is self-directed, some feel lost and
  isolated
• Easier to put off work- no classes to attend.
• Procrastination in meeting deadlines is easier.
• Need for various types of interaction
  varies

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Challenges of Teaching a class online for special
education alternative license

• Without face-to-face meetings, guilt is harder
  to engender.
• Private assignments, no one sees anyone
  elses,
• no one to compare oneself to
• Cant rely on others to ask or answer
  questions
• How do we deal with candidate challenges?

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Challenges of Teaching a class online for special
education alternative license

• Cant look around the room to see if they were
• understanding the concept / assignment
  correctly.
• Cant get immediate response or feedback
• More difficult to bounce ideas off of each
  other.
• May not be able to get the tech assistance
  right when it is needed.

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Meeting the Challenges

• Spend time in the beginning of the class
  sharing about themselves, their goals, their
  experiences, to build a sense of community and
  chance to establish support networks
• Set deadlines (online or in syllabus) with
  some flexibility
• Lots of opportunities to discuss with others
• Plan ahead for possible tech difficulties
  provide a help area that students can access for
  first level of assistance
• Emergency contact route (telephone, IM,
  e-mail)

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Meeting the Challenges

• Start simple and slowly for those that need it,
  but allow others who are tech-savvy to move
  ahead
• Have directions written in such a way that
  they can go back and re-read as needed
• Value their experiences and learning styles
• Start with more frequent feedback till
  students feel more secure in what they are doing

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Meeting the Challenges

• If using commercial programs - try them out
  first
• If using commercial programs - start EARLY
• Check out the resources the company says they
  have
• Make sure that there is real time support
  available for you and students.

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Meeting the Challenges

• Set a time convenient for you when some might
  feel free to call you.
• Have a graduate assistant available at least
  in the beginning to assist then with their
  online difficulties
• Stay flexible
• Use Humor

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QUESTIONS IDEAS? SOLUTIONS?