This course examines the community resources and access for students with moderate to severe disabilities. The course explores social skill theories of development and how it impacts students in the MSD classroom. Candidates are required to complete a field practicum working with MSD students as a requirement of this class.
ECE616 is the final clinical field experience for the MSD Initial certification program. Initial MSD candidates will enroll in 6 hours and complete either a mentored field experience or supervised student teaching. Using KTIP as a model and with the assistance of a mentor teacher and a college supervisor, candidates will assess strengths and needs of MSD students in a chosen classroom. When the needs have been identified for each student, various strategies will be utilized to pinpoint specific areas in which classroom effectiveness can be improved.
The purpose of the course is to examine and discuss the functions and underlying principles of the administration of special education services in the public school setting. The role of the administrator in the development of Individualized Education Plans, student placement, student discipline, child find activities, transportation and a brief introduction to legal aspects of special education.
This course addresses topics of collaboration and assessment when working with teachers of youth with disabilities. The work of the collaboration team of all personnel will be explored. Approaches for differentiated instruction strategies in a special education classroom are discussed. Assessment has a huge role in delivery of services for the student and when communicating the needs of the student. Procedures for working with parents and educators in collaborative settings and related transitional services are also discussed.
This course will focus on the laws and regulations that govern special education and related areas of education law. It is an intensive study of the legislation and litigation involved with individuals with disabilities specifically concentrating on those students between the ages of birth-21. In this course we will look at the administrative responsibility of Special Education Leadership personnel with emphasis on the understanding of the field of Special Education, administrative regulations, instructional arrangements, grant writing, and budgets.
Candidates will participate in field-based experiences related to content learned throughout the Director of Special Education program. A major assessment is completed as a part of this class. Prerequisite – completion of EDA 600, 604, and ECE 700 with a minimum grade of a “B” and approval of the Ed Leadership Program Director.
Instructional leaders have a knowledge base of curriculum and how curriculum drives instruction. Effective principals understand how other facets of the school (i.e. discipline, special education, food service, transportation, etc.) impact curriculum and instruction. This introductory course provides an overview of several facets of school administration and their relationship to curriculum. These areas will be addressed through a review and assessment of current individual school improvement plans and artifact data.
This course will examine the importance of hiring and retaining highly qualified staff. Examination of legal aspects of working with personnel including evaluations/supervision, professional development, site-based decision making procedures and working with unions will be examined. Personnel decisions impact instructional best practices and how they are aligned with teacher standards and expectations with the development of school improvement and professional development plans to increase student achievement will also be addressed.
Candidates will learn the laws, regulations, and policies under which schools must function for legal and ethical implications regarding principal leadership and student achievement. Systems thinking related to student learning and achievement and the role of shared decision-making in school improvement planning will also be investigated.
Candidates will participate in field-based experiences related to content learned in EDA600, EDA602, and EDA604. A major anchor assessment is completed as a part of this class.
In this course, candidates will research, analyze, and evaluate the role of the principal as cultural manager, change agent, community builder and ethical leader. Field work to compare research findings with site data collection will be analyzed and presented. Case studies will be developed for legal and ethical implications regarding the impact of culture on principal leadership and student achievement.
This course is designed to immerse the candidate in building relationships with families, developing partnerships with community stakeholders, and working collaboratively with both while leveraging varied and multiple resources to support shared goals and objectives within the school community.