ࡱ>  y{pqrstuvwx%`  bjbj"x"x @@z||||||||4eeehfdj/hp~ppppr&&ttT9/;/;/;/;/;/;/$1h24z_/|qr_/||ppht/ddd|p|p9/d9/ddJ \||p\p gSe2eBm./0/4L4H4| u  d8uuu_/_/duuu/Wee||||||  Program Proposal: 鶹 College of New Jersey - Master of Arts in Special Education Table of Contents Section/Criteria Page Number(s) Statement of Proposal 2 Rationale for Proposed Program 2 Statement of Need 3 Critical Attributes for Master of Arts in Special Education Programs 5 Market Potential, Target Audience and Revenue Projections 6 Staffing and Administration 8 Program Mission and Overview 9 Program Eligibility, Admission and Performance Requirements 11 Transfer Credit 11 Academic Standing 12 Graduation Requirements 12 Program Goals, Outcomes and Curricular Design 12 Curricular Design 15 Program Course Requirements 16 Evaluation 17 References 18 Appendices 20- 44 Appendix A: Qualified 鶹 College Full Time and Adjunct Faculty 20 Appendix B: Course Descriptions 21-22 Appendix C: Program Goals Correlated to the NJPST and CEC 23-25 Appendix D: Curriculum Map/NJPST and CEC Alignment 26-29 Appendix E: 2012-2016 Cost Analysis Projected Revenue by Semester 30-32 Appendix F: CEC Standards 33-37 Appendix G: NJPST Standards 38-43 Appendix H: Letter of Support/Endorsement Provost Beth E. Barnett 44 Program Proposal: Master of Arts in Special Education Statement of Proposal: The Teacher Education Convening Group proposes to institute a Master of Arts in Special Education, commencing in the fall 2012 semester. Rationale for Proposed Program The rationale for the implementation of a Master of Arts in Special Education is grounded in the tireless commitment of 鶹 College of New Jersey to the preparation of teachers who are highly competent in their academic disciplines and instructional skills. In keeping with both its overall mission and strategic plan, the Master of Arts in Special Education will serve to provide and expand educational opportunities for individuals, regardless of age, race, gender, sexual orientation, ethnicity and economic background, who desire personal and/or professional development, specifically as it pertains to the provision of exemplary programs of professional studies in education for the preparation of prospective New Jersey school educators. As one of ten (10) New Jersey public colleges and universities (including Rutgers, the State University of NJ), and one of sixteen (16) New Jersey colleges and universities offering New Jersey Special Education Endorsement programs, 鶹 College must continue to remain competitive with all other higher education institutions, particularly its public counterparts that, like 鶹 College, have substantially lower tuition rates. Given the outstanding reputation and long-standing success of its Teacher Education and Certification Program, Master of Science in Educational Technology (MSET), and the newly developed Master of Arts in Educational Leadership (MAEL), 鶹 College is in the unique position to enter into a new and important market. In summary, the Master of Arts in Special Education will specifically serve to: Prepare high quality pre-service teachers for New Jersey Department of Education endorsement as Special Educators (teachers of students with disabilities). Increase the pool of high quality, New Jersey certified Special Educators through a graduate experience that is aligned with N.J.A.C. 6A:9-11.3, Special Education Endorsements. Establish a revenue source for 鶹 College that taps into a new market and meets needs of schools in the immediate region. Contribute to, and take advantage of the overall outstanding reputation of 鶹 College, the Teacher Education Program, and the MSET Program; existing relationships and professional partnerships with local school districts and private Special Education schools; and collaborative relationships with the 鶹 College Office of Specialized Services and the 鶹 College Meadowlands Environment Center. Enable the 鶹 College to meet the extensive number of requests from students for a graduate degree in Special Education that effectively prepares them for service in the field. Respond to state and national shortages of high quality Special Educators. Special Education teachers held a total of about 441,000 teaching jobs in 2004. The U.S. Dept. of Labor, Bureau of Labor Statistics, expects the demand for qualified Special Education teachers to grow faster than average through 2014. Graduates may qualify for leadership positions as master teachers, curriculum specialists, program coordinators, or other specialized support staff in both public and private schools. Build upon an interdisciplinary and experiential learning philosophy. As such, students will be required to participate in field-based learning experiences under the mentorship of exemplary Special Educators who embrace, model, and have successfully fostered successful Special Education environments within their respective schools. Although data supporting the need for a Special Education program at 鶹 College is anecdotal at present, a significant percentage of incoming students at 鶹 College Open Houses and exiting students in the Student Teaching Seminars have expressed interest in such a program. Ultimately, by not offering a Special Education program, 鶹 College will not remain competitive with other institutions of Higher Education offering education programs. Many local school districts holding 鶹 College in high regard were disappointed to learn that a Special Education program was not available. Statement of Need: On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), a civil rights landmark decision ensuring that all children are entitled to a Free and Appropriate Public Education (FAPE). This law, currently known as the Individuals with Disabilities Education Act (IDEA), continues to provide educational opportunities for infants, toddlers, children, and youth with disabilities. Nationally, as noted by the U.S. Department of Education (2010), Nearly 60 percent of students with disabilities are in general education classrooms 80 percent or more of their school day. Early intervention services are now provided to nearly 350,000 infants and toddlers with disabilities and their families, and over 6.6 million children and youths receive Special Education and related services designed to meet their individual needs. The progress over the past 35 years is very impressive. The numbers of students that are being serviced in Special Education is growing tremendously, and the work that lies ahead of us in meeting their needs continues to be overwhelming and daunting. According to a 2007 report from the New Jersey School Boards, New Jersey has the 4th highest percentage of students with disabilities in the nation. In a national report from the National Center for Education Statistics (2008), the nationwide classification rate is 13.4% while the New Jersey state average of classified students (ages 3-21) in 2008 was 18.1%. This classification rate is second in the nation to Rhode Island which is at 19.7%. These numbers strongly suggest that New Jersey educators need to understand how to work with children with disabilities. The IDEA law and research also indicates that whenever possible, students benefit tremendously when they remain in the Least Restrictive Environment (LRE) with their peers and access the general education curriculum, a testament to the implementation of the IDEA (Quality Counts, 2004). In following with this notion, inclusion has become an ideology that when appropriate, each child should be educated in the environment (school and classroom) that they would traditionally attend. Instead of the student leaving the classroom to receive the services, the services come to them. Inclusion has become a dominant instructional delivery service for students. Naturally, this affects all educators and service providers, not just the Special Educator. Concerns are being raised about having students with disabilities in the general education classroom when academically they might not be functioning on the grade level. Although issues such as cost of these programs, academic expectations, accountability, standardized testing, are of concern, a major factor is teacher preparedness to work and communicate with colleagues and to modify curriculum expectations. Another issue that has both positive and negative implications is the increasing proficiency in identifying and diagnosing children with disabilities. On a positive note, this increased proficiency in diagnoses provides individuals with much more diagnostic information. However, there are a greater number of students being classified and needing additional services. Coupled with the fact that school districts need to maintain classification ratios at or near the 13.4% rate, students, who would have been previously classified, are remaining in general education classrooms. Therefore, many students who need services but are not within the criteria for classification remain in the general education classroom without assistance. In addition, teachers in general education classrooms have traditionally not received the necessary training to work with students with disabilities. The implication is that teachers are not as effective in working with this population. Consequently, the challenges confronting Special Educators are most overwhelming. In addition to what was previously mentioned, school districts are faced with unprecedented societal forces and challenges, including, but not limited to: a rapidly changing global economy that requires a different skills set of its laborers; increased performance standards, accountability, and academic expectations; increased parental demands for quality education and alternative school choices; a changing, more diverse, and increasing student population; increased incidents in school violence and demands for student safety; inadequate facilities and budgetary shortfalls; an overall lack of teacher quality; and exponential growth of knowledge and the ongoing emergence of new technologies. While the research justifies the need for highly qualified Special Educators, it comes at a time when Special Education teaching has increasingly become one of the more challenging and stressful positions in contemporary society. The challenges confronting the Special Educators are most overwhelming. Critical Attributes for Special Education Programs The skills that students will need to thrive in our 21st century global economy are vastly different than that of the Industrial Age an age for which our schools were built. However, it is quite apparent that most of our educational communities are not adequately equipped to meet the challenge of preparing our children for their future. Therefore, meeting the needs of all students is even more critical. Professional programs designed to prepare quality and competent educators must adequately prepare all of our educators with grounded experience in working with students with disabilities. For years research has indicated that our nation is less likely to service children with disabilities well because of our failure to appropriately train, recruit, and mentor Special Education teachers. This was illuminated in the 2002 President's Commission on Excellence in Special Education Report. Ultimately this will not only hinder our efforts to increase levels of achievement for students with disabilities; it will also lessen our overall effectiveness to improve our educational system for all children. Therefore, we have seen changes in licensure requirements and preparatory teacher education programs. Some general education teachers do not feel that the burden of teaching students with disabilities should be their burden. They do not take ownership to students who are classified or from their perspective deviate from the norm. Teachers feel this way because teacher preparation programs do not always provide solid programs in addressing what is special education and how to work with children with special needs. Many teachers do not understand the legal ramifications and how to meet the needs of all. Consequently, programs are shifting, there has been an increase in data accountability, and more experiential learning, replacing theory based practices. Subsequently, as an institution of Higher Education and as noted in 鶹 Colleges Teacher Education Accreditation Council Inquiry Brief Proposal, we seek to prepare students to be teachers who model reflective, innovative behavior while demonstrating love and enthusiasm for life-long learning, who communicate effectively, who establish productive relationships, and who respond to the needs of individual learners, the teaching profession, and the greater community in a fair, equitable manner (Urbiel, 2006). Therefore, 鶹 College needs to make sure that we are providing our students with the ability to navigate the educational system, the knowledge of the rules and regulations, and the tools to effectively work with children with disabilities. Market Potential, Target Audience, and Revenue Projections The overall design and curriculum of the proposed Master of Arts in Special Education program is grounded in the most current research in educational best practices and reflects the perspective and/or feedback of: teachers; principals; superintendents; Directors of Child Study Teams; the New Jersey Department of Education; the Council for Exceptional Children; educational consultants; and 鶹 College faculty. This feedback informed the proposal development process and helped to further ensure the programs overall alignment to the specific needs, interest and concerns of current and aspiring Special Educators. The collective input influenced decisions relevant to the overall curriculum, essential components, and delivery of the program. As noted above, the Teacher Education and related programs have established outstanding reputations in the field. Given such, as well as the extensive professional partnerships and work with K-12 schools throughout New Jersey, it is feasible that a minimum first year target enrollment projection of twenty (20) students will be achieved. District and school leaders of these partner organizations will provide exemplary mentor candidates, and help to support and promote the proposed program, due, in part, to its relevant, meaningful and practical design. The targeted market for the proposed Master of Arts in Special Education program includes, but is not limited, to the following: New Jersey elementary teachers; 鶹 College Teacher Education program alumni; practicing teacher professionals of 鶹 College professional partner district/schools; and current students enrolled in the Teacher Education program. The Teacher Education Convening Group projects a minimum enrollment of twenty (20) students in the programs first year of implementation (2012-2013); thirty (30) students in second year (2013-14); and an average increased minimum enrollment of fifteen (15) in each subsequent year. This projection is based upon several factors, including: current labor statistics, trends and growing employment opportunities for Special Educators in New Jersey school districts and schools; current and expanding professional partnerships with local districts/schools that, as noted above, provide a targeted audience for marketing and recruitment; adequate resources for marketing and recruiting; competitive tuition rates; effective and aggressive promotional strategies, including incentive of waiving tuition for initial course for all cooperating teachers working with 鶹 College student teachers. This incentive has been effective when offered for the Masters of Science in Educational Technology; Creation of a five year track for 鶹 certification candidates in which they can obtain an initial k-5 certification, Special Education certification, and the Masters degree in a five year sequence. In the end, the proposed Master of Arts in Special Education program will increase the enrollment of the Teacher Education Program, and establish a new revenue source for the College. The table below presents a summary of projected minimum enrollments and related gross revenues throughout the initial four years of the program (based upon a 2010-2011 per credit tuition fee of $633.00 and average 3% annual increase). Academic YearProjected Minimum EnrollmentProjected Per Credit Tuition FeeProjected Minimum Gross RevenueProjected Minimum Net Revenue2012-201320 Students$633.00$202,580.00$90,080.002013-201450 Students$652.00$521,600.00$367,900.002014-201575 Students$671.55$798,604.80$609,744.802015-2016105 Students$691.70$1,245,079.60$947,079.60Totals:155 Students$2,767,864.40$2,014,804.40* For a more detailed cost analysis, please refer to Appendix E. It is important to mention that these minimum enrollment and revenue projections are aligned to a local, campus-based delivery model. Eventually, such projections could be positively influenced by the establishment of satellite campuses housed within select partner school districts. If so, the Program Director will assume responsibilities associated with this program delivery model, including: market research and analysis to identify potential satellite locations; dialogue with prospective partner districts, specifically those that, due to size, location, and other demographic factors, will be most likely to draw students. Staffing and Administration The Teacher Education Convening Group will initially staff the proposed Master of Arts in Special Education program with one full-time faculty (Assistant Professor rank) and an expanded pool of qualified 鶹 College full-time and adjunct faculty who currently teach in the Teacher Education Program (see Appendix A). The full-time Assistant Professor will be given four credits reassigned time each semester to fulfill the responsibilities related to the direction and coordination of the program. As such, this program director/coordinator will, in part, serve as the liaison between the College and local partnering school districts. The role and responsibilities of the Master of Arts in Special Education Program Director will include: planning, designing, and developing curriculum; working in collaboration with the Office of Enrollment Management to assist in enrollment and recruitment; working in collaboration with the Alumni Office to identify target audience of practicing teachers and prospective educational leaders; serving as liaison with State Department of Education; coordinating with Teacher Education Program, State Program reviews and program accreditation through Teacher Education Accreditation Council (TEAC); scheduling courses; coordinating registration and billing; ensuring overall quality of instruction through review of course evaluations, observations, on site visitations, etc.; recruiting, orienting, supporting and evaluating adjunct faculty and related speakers; working in collaboration with partner districts/schools to identify exemplary mentors and respective Field Experience sites; maintaining communications and relationships with all stakeholders; working in collaboration with the Office of International Education to establish and maintain international school partnerships to support the International Field Experience Option; providing annual report to Assistant Dean of Teacher Education, Dean of Social Science and Human Services, Provost and others, as necessary; conducting annual institutional assessments of student learning and effectiveness; serving on the 鶹 College Office of Student Support Services, and serving on the 鶹 College Graduate Council. Program Mission and Overview The Masters Degree in Special Education will prepare students to receive certification for Teacher of Students with Disabilities after completion of all masters degree requirements. The Masters Degree in Special Education program will consist of 36 credit hours and will include formal coursework, a field internship, and an applied capstone research component. In compliance with New Jersey professional licensure and standards for the certification of teachers of students with disabilities (in particular, N.J.A.C. 6A: 9-10) ultimately, the desired outcome will be to produce talented and confident Special Educators who are well-grounded in philosophical, historical, and legal foundations of Special Education; characteristics of students with disabilities; standardized and functional assessment; strategies for the development of literacy; curriculum planning, learning environments, modifications, and materials for students with disabilities; inclusive education practices, positive behavioral support, communication and collaborative partnerships; assistive technology; and transition planning, program development and agencies available for students with disabilities. To make the program attractive to 鶹 College undergraduate students pursuing elementary education certification, they will have the option to take some credits in the Masters program as an undergraduate. The Masters Degree in Special Education degree is consistent with the mission of the College because it will: promote the teaching and learning of Special Education within a strong liberal arts curriculum; promote academic excellence by incorporating three of 鶹 Colleges four pillars (interdisciplinary curriculum, intercultural understanding, and experiential learning) in its coursework; provide students with individual academic attention and support in a caring, intellectually rigorous community of qualified and dedicated graduate faculty and staff; provide service and leadership opportunities for students through Special Education experiential field placements and observations; support 鶹 Colleges commitment to providing equal access learning opportunities for individuals who are diverse, under-represented, and/or disabled; maintain a positive impact on the surrounding communities by partnering with schools and sharing resources and facilities; and provide service and leadership by preparing work-ready specialists who understand Special Education and the ways in which it directly impacts current educational and societal structures. The Masters Degree in Special Education degree is consistent with the mission of the School of Social Services and Human Science because it will: provide students with guided fieldwork that enriches a strong curriculum in human services; prepare historically and socially informed students by providing content on the philosophical, historical, and legal foundations of Special Education; prepare socially aware students who become advocates for individuals with special needs; provide direct, Special Education life experiences in the fieldwork component of the program; and prepare students to critically analyze and evaluate societal patterns of Special Education in our culture. Finally, the Masters Degree in Special Education degree is consistent with the goals of the Colleges Strategic Plan, because it will: ensure that student learning emphasizes experiential learning (1.1); continue to graduate students who are life-long learners and who possess the necessary skills, knowledge, and ethics to seek enriching experiences and to develop new ways of thinking, acting, and engaging (1.2); provide high quality academic experiences (1.4); increase access and support for underrepresented student populations (1.5); actively seek initiatives, consistent with the College mission, that generate revenue (2.2); provide a wide range of activities and programs to meet the needs of resident and commuting students (3.1); and augment activities that raise the level of intellectual discussion at 鶹 College (3.2). Authority for educational licensure is vested in the New Jersey Department of Education. The authority to offer a Maters Program is vested in The New Jersey Commission on Higher Education (N.J.S.A. 18A:68-3). According to the N.J.C.H.E Administrative Code (Title 9A, Higher Education), an institution seeking to offer a degree program must first provide evidence of incorporation and then petition the Commission for licensure to offer a new degree program (9A:1-1.3). 鶹 College of New Jersey is already incorporated with the N.J.C.H.E. Also, because it is accredited by the Middle States Commission on Higher Education, the Commission will accept the reaffirmation of accreditation as sufficient for continued licensure. Thus, 鶹 College is consistent with the mission of the College and the School as defined by the N.J.C.H.E. The Commission defines the mission level of 鶹 College of New Jersey as a Bachelors Degree granting institution. 鶹 College is also authorized to exceed this mission to offer a Master of Arts (M.A.) in liberal studies (1994), a Master of Science (M.S.) in educational technology (1997), a Master of Business Administration (M.B.A.) (1998) a Master of Science in Nursing (M.S.N.) and a Master of Arts in Educational Leadership (MAEL) (2009). The proposed Master of Special Education degree would potentially be added to the list of Masters programs that 鶹 College has already been authorized to offer. Ultimately, the desired outcome of the Master of Arts in Special Education is to produce talented and confident Special Educators in compliance with N.J.A.C. 6A: 9-10 who are well-grounded in philosophical, historical, and legal foundations of Special Education; characteristics of students with disabilities; standardized and functional assessment; strategies for the development of literacy; curriculum planning, learning environments, modifications, and materials for students with disabilities; inclusive education practices, positive behavioral support, communication and collaborative partnerships; assistive technology; and transition planning, program development and agencies available for students with disabilities. The ability to understand the legalities, appropriately advocate, educate and diagnose Special Education students is extremely complex. Therefore, in order to prepare highly competent educators who are able to interpret data and apply the results and use research-based best practices, we must create opportunities that enable students to internalize such practices through observation, experiential learning, in actual school and community settings. The proposed Master of Arts in Special Education program will allow prospective Special Educators to study under exemplary leaders in the field, those individuals who specifically demonstrate the essential behaviors, beliefs, characteristics and research-based best practices. Program Eligibility, Admission, and Performance Requirements To be considered for admission as a fully-matriculated student in the Master of Arts in Special Education program, an applicant must provide all of the following: A completed application; Provisional or standard teaching certification; Minimum 3.00 cumulative Grade Point Average (GPA) earned in baccalaureate degree from an accredited institution. Official transcripts from all institutions previously attended (Baccalaureate degree required); A minimum of two letters of reference. Transfer Credit Up to two (2) graduate courses may be considered for transfer into the Master of Arts in Special Education program, provided the courses are from another accredited institution of higher education. In addition, decisions regarding credit transfer will be determined by the Program Director, upon careful examination of course syllabi and related assessments. Academic Standing Students must maintain a cumulative GPA of 3.00 to remain in good academic standing. Only graduate courses taken at 鶹 College will be used in the GPA calculation. Students whose cumulative GPA falls below 3.00 at the end of any term will be placed on academic probation. The probationary status must be removed by the time the student completes nine (9) additional credits/hours. Students whose cumulative GPA falls below 3.00 for two consecutive semesters will be placed on academic dismissal and will not be allowed to enroll in subsequent terms. Graduation Requirements Admission to a Graduate Program does not mean acceptance to candidacy for the Masters Degree. In order to be eligible for graduation, the student must have: Attained matriculation status. Completed all the degree requirements with a minimum cumulative GPA of 3.00. Filed a completed degree plan, transcript and graduation application. Program Goals, Outcomes and Curricular Design The 鶹 College Master of Arts in Special Education program has eleven overarching goals, which are in alignment with the New Jersey Professional Teaching Standards and the Council for Exceptional Children (CEC) Content Standards. They are: Teachers shall have in-depth knowledge of the subject matter they plan to teach and the relationship of that discipline to other content areas especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS) and develop appropriate lessons to satisfy the needs of diverse learners. Teachers shall have a strong foundation of philosophies, evidence-based principles and theories, legal cases, policies, diverse and historical points of view, and human issues in Special Education. Teachers shall design developmentally appropriate learning experiences for all students by applying knowledge of typical and atypical child/adolescent development. Teachers shall understand how to create a classroom structure that respects how primary language, culture, and familial backgrounds interact with diverse learners. Teachers shall adapt general and Special Education curriculum standards, methods, and best practices to plan instruction to meet the special needs of diverse learners. Teachers shall organize and manage a safe, respectful, and responsive learning environment, which fosters diverse learning. The teacher shall understand typical and atypical language development and use the knowledge of literacy and effective verbal, nonverbal, and written communication techniques to enhance the use of inquiry, collaboration, and supportive interactions. Based upon the individual needs of their students, teachers will develop long- and short-term plans to design a variety of instructional approaches, resources, and materials in order to develop, adapt, or modify grade or functional level critical thinking, problem solving and performance skills. Teachers shall use data-driven decision making to understand and interpret the results of assessment information and to evaluate and promote student learning while modifying instruction in order to foster student development. The teacher shall develop professional dispositions and interpersonal skills needed to be a caring, ethical, respectful life-long learner. The teacher shall build relationships by collaborating with colleagues, parents, guardians, families and agencies in the larger community to support students learning and well-being. Students who successfully complete the 鶹 College Master of Arts in Special Education will possess the essential knowledge and skills that will allow them to be successful in their new role as a Special Educator. The Master of Arts in Special Education program is specifically aligned to the mandated New Jersey Department of Education professional licensure and standards and, therefore, will ensure that the students will gain knowledge and success by understanding the following: Subject Matter Knowledge. Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards, and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. Human Growth and Development. Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional, and physical development. Diverse Learners. Teachers shall understand the practice of culturally responsive teaching. Instructional Planning and Strategies. Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving, and the performance skills of all learners. Assessment. Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students. Learning Environment. Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Special Needs. Teachers shall adapt and modify instruction to accommodate the special learning needs of all students. Communication. Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration, and supportive interactions. Collaboration and Partnerships. Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students' learning and well-being. Professional Development. Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally, and establishing collegial relationships to enhance the teaching and learning process. The proposed program of study is comprised of a cohesive framework of courses that are well grounded in important theoretical studies; a progressive sequence of field-based/experiential learning opportunities to allow for the application of such theoretical models in the school environment; and an integrated research requirement that serves the programs capstone experiences. Students will gain or further their technical skills through web-enhanced and/or distance learning experiences that harness the power of modern information and communication technologies, thus enabling each to regularly participate in practical, meaningful, and relevant professional development. Curricular Design The proposed program is specifically designed to equip prospective Special Educators with the content knowledge and process skills that are essential for contemporary reflective practitioners. In alignment to both the state and national standards, the program will produce competent Special Educators who, at minimum, demonstrate: unique interpersonal and communication skills that will foster positive relationships across the educational community, service providers, including professional colleagues, students, parents, policy makers and members of the business community; an understanding of educational best practices, and the ability to lead, support, and promote exemplary teaching and learning for a diverse student population, enabling all students to achieve to their full potential; the ability to facilitate the formulation of a shared vision for an educational community that will effectively serve the 21st century student and meet the new demands for high quality education; an understanding of the nature of political systems, policy, and school law, and the role of the contemporary instructional leader in promoting systemic growth in an environment of complex change; an understanding of educational research methodologies and the ability to apply these skills in making inquiry-based, informed decisions; the ability to effectively utilize technology in leadership practice; and the ability to access, collect, organize, analyze, and manage data-driven decisions. A comprehensive and coherent assessment system, specifically aligned to state/national standards, will drive the overall program experience. Assessments and course requirements are grounded in authentic, performance-based, activities that will allow the student to immediately integrate new learning into his/her professional practice. In addition to course-specific assessment and evaluation, students will be required to participate in the following experiences: Performance-based Portfolio - establish and maintain a demonstration electronic portfolio that is utilized across all coursework and effectively demonstrates individual progress in the authentic application of the knowledge, skills, and dispositions that specifically align to the standards. Individual development and learning will be communicated through the thoughtful and deliberate selection of important artifacts, reflective practice, and the overall quality of the culminating oral presentation. Capstone Research Project under the guidance and support of faculty advisor, students will participate in an individual action research study that is specifically intended to promote improvement within the field of Special Education. This required capstone assessment will be introduced during Capstone Research 1 and culminate in the formal presentation of study during Capstone Research 2. The proposed curriculum requires a total of 36 credit hours in a two-year sequence and leads to a Master of Arts in Special Education Endorsement. Each of the course offerings will be designed to maximize individual engagement through relevant, interactive and collaborative instruction. Course objectives and desired outcomes are achieved through learning experiences that promote collegial discourse, collaborative problem solving, reflective practice, and performance-based applications that require participants to apply specific content and competencies in their professional practice. Program Course Requirements: Fall I: Home School and Community for Diverse Learners (4 credits) Language, Literacy and Learning in a Diverse Setting (4 credits) Spring I: Implementation of Professional Skills (Field Component) (4 credits) School Based Assessment and implementing data-driven decisions (4 credits) Summer I: Interdisciplinary Studies in a Diverse Classroom (4 credits) Fall II: Inclusion (4 credits) Capstone Research Project 1 (4 credits) Spring II: Assistive Technology (4 credits) Capstone Research Project 2 (4 credits) *For Course Descriptions, refer to Appendix B. For the Curriculum Map, please refer to Appendix D. Evaluation It will be important to ensure that the Master of Arts in Special Education program is successfully achieving its overall mission, goals and objectives. To this end, the Program Director, Assistant Dean of Teacher Education, and Dean of the School of Social Sciences and Human Services will conduct an annual internal evaluation of the Program. Data will be gathered annually through multiple sources, including, but not limited to: student surveys, student exit interviews, student assessment products, portfolios and grade reports, faculty evaluations, mentor surveys, and related reports. Resulting data will be reviewed annually by the Graduate Council in collaboration with the Program Director. The Council will make recommendations for any necessary Program enhancements that are determined. These recommendations will be formally submitted to the Dean of the School of Social Sciences and Human Services who will, in consultation with the Assistant Dean and Program Director, take necessary actions. The New Jersey Department of Education (NJ DOE) and the Teacher Education Accreditation Council (TEAC), a nonprofit organization recognized by the NJ DOE to accredit schools of education and related undergraduate and graduate programs, will conduct necessary external evaluations of the Master of Arts in Special Education program. To this end, the Program has been specifically designed in alignment for NJ Special Education Endorsement, N.J.A.C. 6A:9, and the New Jersey Professional Standards for Teachers N.J.A.C. 6A:9-3.3. References Council for Exceptional Children (2009) What Every Special Educator Needs To Know. Initial and Advanced Professional Content Standards and Knowledge and Skill Sets. Education Week (2004). Teachers: Special Education Students Should Meet Own Standards, Quality Counts 2004: Count Me In. Financing Special Education in New Jersey (2007), New Jersey School Boards Association Retrieved on December 18, 2010 http://www.njsba.org/specialeducation/Classification-Trends.pdf New Jersey Commission on Higher Education (2008). New Jersey Administrative Code Title 9A, Higher Education Chapter 1 18A:68-3. New Jersey Department of Education (2004). Core Curriculum Content Standards. . Trenton, NJ: NJ Department of Education. New Jersey Department of Education. (2004). N.J.A.C. 6A:9. Professional licensure and standards. Trenton, NJ: NJ Department of Education. Retrieved 12/18/10 http://www.state.nj.us/education/code/current/title6a/chap9.pdf New Jersey Department of Education Office of Special Education Programs (2009) Special Education Data. Retrieved on December 17, 2010 http://www.nj.gov/education/specialed/data/2009.htm New Jersey Department of Education (2010). New Jersey Administrative Code Title 6A Chapter 14 Special Education. Trenton, NJ: NJDOE. Retrieved 12/18/10 http://www.state.nj.us/education/code/current/title6a/chap14.pdf New Jersey Department of Education. (2004). Professional standards for teachers and school leader. Trenton, NJ: NJ Department of Education. Retrieved 3/14/06 http://www.nj.gov/njded/profdev/profstand/standards.pdf President's Commission on Excellence in Special Education Report: A New Era: Revitalizing Special Education for Children and Their Families (2002) http://www2.ed.gov/inits/commissionsboards/whspecialeducation/reports/index.html Strategic Plan, 鶹 College of New Jersey Mahwah, NJ (2007) Urbiel, A. (2006). TEAC Inquiry Brief Proposal: TEAC. Mahwah, NJ: 鶹 College Of New jersey. U.S. Department of Labor Occupation Outlook Handbook 2010-11 Edition: Education Administrators (2010). Retrieved December 18, 2010, from http://www.bls.gov/oco/ocos070.htm U.S. Department of Education (2010) IDEA35 Years Later. Retrieved December 18, 2010 from http://www2.ed.gov/about/offices/list/osers/idea35/index.html U.S. Department of Education Institute of Education Sciences, Digest of Education Statistics Table 52. 2007-08. Retrieved December 18, 2010 http://nces.ed.gov/programs/digest/d09/tables/dt09_052.asp Appendix A Qualified 鶹 College Full Time and Adjunct Faculty Dr. Julie Norflus-Good Assistant Professor BA Elementary Education and Studio Art, Hunter College, City University of New York M.A. Special Education, Columbia University, Teachers College MEd Educational Administration, Columbia University, Teachers College Ed.D. Educational Administration, Columbia University, Teachers College We will tap into Teacher Education Faculty members and local qualified adjuncts. Appendix B Course Descriptions Home school and community for diverse learners (4 credits) This course provides teachers with an introduction to the current knowledge and understanding of children and adolescents with disabilities and the essential elements regarding positive home-school and community collaborations. Content includes: Special Education history, philosophy, legislation, etiology, characteristics, impact on families, family systems theory, school programming and options as it relates to Least Restrictive Environment, the impact on the school, the role of the Child Study Team, different community opportunities and outreach support systems. Students will see the relationship between the home, school, community from early intervention through school completion. HYPERLINK "http://www.wpunj.edu/coe/departments/sped/coursedetail.dot?sub=SPEE&n=570"Language, Literacy and Learning in a Diverse Setting (4 credits) This course provides teachers with the philosophy of teaching reading to diverse learners along with the appropriate methods and materials for instruction. Major topics include the nature and needs of children with diverse reading abilities, emergent literacy, intervention strategies, settings for instruction, word recognition, writing, assessment (formal and informal) comprehension, study skills, adaptations of methods and materials, and organizational patterns. Interdisciplinary Studies in a Diverse Classroom (4 credits) This course examines methods and materials for teaching grades K-5 math, social studies and science for diverse learners who are in either a variety of classroom settings. The course emphasizes methods of teaching these topics as well as creating interdisciplinary connections between all of the academic domains. Topics include discussing the various types of diverse learners and activities that could meet their needs. Inclusion (4 credits) This course introduces teachers to the foundations and fundamentals of inclusive education. Students will examine practical issues, trends, concerns, collaboration theory and practice for diverse learners within an inclusionary environment. Topics such as establishing partnerships, team building, optimizing communication between colleagues, strategies, teaching methodologies, differentiated instruction, classroom management practices, modifications and instructional planning for diverse learners will be addressed. Assistive Technology (4 credits) This introductory course will address the role of Assistive Technology for diverse learners in order to perform functions that might otherwise be difficult or impossible and enabling students to enhance their independence, communication, adaptive daily living and cognitive. It will address the impact of Assistive Technology on classroom design, program selection, IEP and Transition planning, curriculum design and instructional modifications both within an inclusion and non-inclusion setting. Students will review and examine various hardware and software programs, low-tech and high-tech devices, communication systems, and adaptive devices. They will become familiar with relevant legislation, the link between home and school, funding sources, the assessment process and the involvement of various agencies in acquiring the devices. Implementation of Professional Skills (Field Component) (4 credits) Students will have the opportunity to observe and work with experienced Special Education teachers in school settings to apply theoretical and practical concepts. The course covers the practical tools and strategies associated with teaching diverse learners. Topics will include: understanding and implementing Individualized Education Programs (IEPs), Functional Behavioral Assessments (FBAs), portfolios and transition plans as well as designing group and individual behavior modification plans and the assessment process (via informal and formal observations, portfolios, inventories, progress monitoring, IEP) guides instruction. This field component requires a minimum amount of hours of working with diverse learners as well as a seminar component. This is designed for students who are not employed or working full or part time. School Based Assessment and implementing data driven decisions (4 credits) This course draws on the examination of trends in Special Education. Topics include: a study of various techniques and strategies of educational research; scales of measurement, emphasis on understanding and interpreting data and research both qualitative and quantitative. Students will interpret data, (record keeping, grading, rubrics, formal and informal assessments, State assessments, authentic assessment, performance and portfolio assessment) and how the data relates to day to day classroom activities and educational trends. Students will understand the vocabulary and mathematics associated with reporting assessment results (validity, reliability, percentiles, stanines and standardization) as well as ethical issues (e.g., confidentiality of information, test bias and the use of inappropriate assessments for particular populations). A required outcome is for the students to conceptualize a preliminary proposal and formulate problems and/or topics for developing into individual projects as part of their thesis or capstone action research project. Capstone Research Project 1 (4 credits) This course focuses on the planning and preparation that is needed to conduct empirical research and formulation of a problem and/or topic for developing into an individual projects as part of the thesis or capstone action research project. Students will complete the first three chapters of their master's thesis. Capstone Research Project 2 (4 credits) This course focuses on conducting empirical research based on the first three chapters of the thesis or capstone action research project and the preparation of the "results" and "conclusions" chapters. Seminars and individual student conferences are devoted to methodological and statistical analyses, and the interpretation and the reporting of results. APPENDIX C Master of Arts in Special Education Program Goals Correlated to the New Jersey Professional Standards Teaching (NJPST) and the Council for Exceptional Children (CEC) Initial Content Standards Program GoalCourseNJPSTCECArtifact Teachers shall have In-depth knowledge of the subject matter they plan to teach and the relationship of that discipline to other content areas especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS) and develop appropriate lessons to satisfy the needs of diverse learners.  Interdisciplinary Studies in a Diverse Classroom (4 credits) Language, Literacy and Learning in a Diverse Setting (4 credits) Implementation of Professional Skills (Field Component) (4 credits) Inclusion (4 credits)  1. Subject Matter Knowledge   Teachers shall have a strong foundation of philosophies, evidence-based principles and theories, legal cases, policies, diverse and historical points of view, and human issues in special education.  Home School and Community for Diverse Learners (4 credits) Implementation of Professional Skills (Field Component) (4 credits)  7. Special Needs 1. Foundations Teachers shall Design developmentally appropriate learning experiences for all students by applying knowledge of typical and atypical child/adolescent development.  Home School and Community for Diverse Learners (4 credits) Implementation of Professional Skills (Field Component) (4 credits)  2. Human Growth and Development  2. Development and Characteristics of Learners Teachers shall understand how to create a classroom structure that respects how primary language, culture and familial backgrounds interact with diverse learners. Home School and Community for Diverse Learners (4 credits) Language, Literacy and Learning in a Diverse Setting (4 credits) Implementation of Professional Skills (Field Component) (4 credits) Inclusion (4 credits)  3. Diverse Learners 3. Individual Learning Differences  Teachers shall adapt general and special education curriculum standards, methods and best practices to plan instruction to meet the special needs of diverse learners.Language, Literacy and Learning in a Diverse Setting (4 credits) Implementation of Professional Skills (Field Component) (4 credits) Inclusion (4 credits) Interdisciplinary Studies in a Diverse Classroom (4 credits) Assistive Technology (4 credits) School Based Assessment and Implementing Data Driven Decisions (4 credits)  4. Instructional Planning & Strategies 7. Special Needs  4. Instructional Strategies 7. Instructional Planning   Teachers shall use data driven decision making to understand and interpret the results of assessment information and to evaluate and promote student learning while modifying instruction in order to foster student development.  Implementation of Professional Skills (Field Component) (4 credits) School Based Assessment and implementing data driven decisions (4 credits)  5. Assessment 8. Assessment Teachers shall organize and manage a safe, respectful and responsive learning environment, which fosters diverse learning.  Interdisciplinary Studies in a Diverse Classroom (4 credits) Language, Literacy and Learning in a Diverse Setting Implementation of Professional Skills (Field Component) (4 credits) Assistive Technology (4 credits) Inclusion (4 credits)  6. Learning Environment  5. Learning Environments and Social Interactions  The teacher shall understand typical and atypical language development and use the knowledge of literacy and effective verbal, nonverbal and written communication techniques to enhance the use of inquiry, collaboration, and supportive interactions.  Language, Literacy and Learning in a Diverse Setting (4 credits)  8. Language / Communication 6. Communication The teacher shall build relationships by collaborating with colleagues, parents, guardians, families and agencies in the larger community to support students learning and well-being. Home School and Community for Diverse Learners (4 credits) Inclusion (4 credits) Implementation of Professional Skills (Field Component) (4 credits)  9. Collaboration and Partnerships 10. Collaboration The teacher shall develop professional dispositions and interpersonal skills needed to be a caring, ethical, respectful life-long learner.  Capstone Research Project 1 (4 credits) Capstone Research Project 2 (4 credits) Implementation of Professional Skills (Field Component) (4 credits) 10. Professional Development 9. Professional and Ethical Practice Appendix D - Curriculum Map Course Title and Identified Alignment to N.J.P.S.T.Course Goals (Initial) Upon completion of the course the student will be able to: Council for Exceptional Children (CEC)Assessments Home school and community for diverse learners (4 credits) NJPST 2. Human Growth & Development 3. Diverse Learners 7. Special Needs 9. Collaboration & Partnerships Research, analyze, and articulate the history, legislation, characteristics of various disabilities, etiology, and impact on: family, school and community for students with special needs.Standard No.IntroduceEmphasizeAchieve Reflective Essay Experiential Learning opportunity and observations in School Experiential Learning opportunity and observations in School Presentation about specified disability1X2X3X4X56789x10X Language, Literacy and Learning in a Diverse Setting (4 credits) NJPST 1. Subject Matter Knowledge 3. Diverse Learners 4. Instructional Planning & Strategies 6. Learning Environment 7. Special Needs 8. Language/Communication Research and understand the philosophy and methodology for teaching reading to diverse learners. Examine, identify and apply characteristics of exemplary reading programs for diverse learners to promote purposeful change and improved student achievement.Standard No.IntroduceEmphasizeAchieve Create various reading activities for students with disabilities. Journal Review of childrens literature.123X4X5X6X7X8X910X Interdisciplinary Studies in a Diverse Classroom (4 credits) NJPST 2. Human Growth & Development 3. Diverse Learners 4. Instructional Planning & Strategies 7. Special Needs 9. Collaboration & Partnerships Examine, articulate and apply exemplary models, theories and principles of interdisciplinary curriculum design, and development and implementation for children with disabilities. Identify, examine and create social studies, math, and science activities for students with disabilities. Standard No.IntroduceEmphasizeAchieve Create math, social studies and science activities for students with disabilities. 123X4X5X6X7X8X910X Inclusion (4 credits) NJPST 1. Subject Matter Knowledge 3. Diverse Learners 4. Instructional Planning & Strategies 6. Learning Environment 9. Collaboration & Partnerships  Identify and describe essential elements of effective inclusionary practices. Apply effective models of inclusion to promote student and professional growth. Demonstrate knowledge and proficiency in effective inclusion methods and related strategies.Standard No.IntroduceEmphasizeAchieve Interview an inclusion teacher. Create an implementation model for an inclusion student. Critique inclusionary activities.1X2X3X4X5X67X89X10X Assistive Technology (4 credits) NJPST 4. Instructional Planning & Strategies 6. Learning Environment 7. Special Needs  Examine and identify various High and Low Tech Devices. Demonstrate knowledge and proficiency in understanding various High and Low tech devices. Assess and analyze students needs to determine what devices would be appropriate.Standard No.IntroduceEmphasizeAchieve Assess and use various High and Low tech devices. Create an Assistive Technology Device.1X2X3X4X5X67X8X9X10 Implementation of Professional Skills (Field Component) (4 credits) NJPST 1. Subject Matter Knowledge 2. Human Growth & Development 3. Diverse Learners 4. Instructional Planning & Strategies 5. Assessment 6. Learning Environment 7. Special Needs 10. Professional Development  Observe, identify and if appropriate demonstrate exemplary professional skills. Demonstrate knowledge and proficiency in effective school-based methods and related strategies. Standard No.IntroduceEmphasizeAchieve Interviews with teachers, Child Study Team members. Critique discipline/behavior management plan. Review of a student IEP. Journal entries.1X2X3X4X5X6X7X8X9X10X School Based Assessment and Implementing Data Driven Decisions (4 credits) NJPST 4. Instructional Planning & Strategies 5. Assessment 7. Special Needs  Demonstrate knowledge and proficiency in effective school-based research methods and related strategies. Utilize research practices and data to make effective decisions and influence positive change.Standard No.IntroduceEmphasizeAchieve Assess various data to create an action plan. Create a problem statement for capstone research project. 1X23X4567X8X910 Capstone Research Project 1 (4 credits) NJPST 1. Subject Matter Knowledge 2. Human Growth & Development 3. Diverse Learners 4. Instructional Planning & Strategies 5. Assessment 6. Learning Environment 7. Special Needs 8. Language/Communication 9. Collaboration & Partnerships 10. Professional Development  Assess and analyze issues as it relates to special education. Research the various issues and special education concerns. Demonstrate knowledge and proficiency in effective school-based research methods and related strategies. Utilize research practices and data to make effective decisions and influence positive change. Standard No.IntroduceEmphasizeAchieve Complete Chapters 1-3 for capstone research project. Thesis statement Review of Related Literature. Formulation of Data Collection 1234567X8X910 Capstone Research Project 2 (4 credits) NJPST 1. Subject Matter Knowledge 2. Human Growth & Development 3. Diverse Learners 4. Instructional Planning & Strategies 5. Assessment 6. Learning Environment 7. Special Needs 8. Language/Communication 9. Collaboration & Partnerships 10. Professional DevelopmentStandard No.IntroduceEmphasizeAchieve Complete Chapters 4-5 for capstone research project. Analyze the Data Discuss future implications 1234567X8X910 Appendix E 2012-2016 Cost Analysis Projected Revenue by Semester SemesterInstructorCourseProject No. of StudentsGross RevenueNet RevenueFall 2012GoodCourse 110A25,320.00 Expenses: Staff: 1 FT Faculty (91,000) 4 Adjuncts (16,000) Materials (4500) Travel (1000) ____________________ 112,500.00 Fall 2012AdjunctCourse 210A25,320.00Total Revenue: Fall 2012 $50,640.00 Spring 2013AdjunctCourse 210A25,320.00Spring 2013GoodCourse 310A25,320.00Spring 2013GoodCourse 110B25,320.00Spring 2013AdjunctCourse 210B25,320.00Summer 2013GoodCourse 410A25,320.00Summer 2013AdjunctCourse 310B25,320.00Total Revenue: Spring/Summer 2013 $151,940.00Total Revenue: 2012-2013 $202,580.00 $90,080.00 Fall 2013GoodCourse 115C39,120.00Fall 2013AdjunctCourse 215C39,120.00Fall 2013GoodCourse 410B26,080.00Fall 2013AdjunctCourse 510B26,080.00Fall 2013AdjunctCourse 610A26,080.00Fall 2013AdjunctCourse 710A26,080.00Total Revenue: Fall 2013 Semester $182,560.00 Spring 2014GoodCourse 115D39,120.00 Expenses: Staff: 1 FT Faculty (94,000) 7 Adjuncts (29,400) 0.5 Adm. Asst. (27,000) Materials (2100) Travel (1200) ___________________ 153,700.00Spring 2014AdjunctCourse 215D39,120.00Spring 2014GoodCourse 115C39,120.00Spring 2014AdjunctCourse 215C39,120.00Spring 2014AdjunctCourse 610B26,080.00Spring 2014AdjunctCourse 710B26,080.00Spring 2014AdjunctCourse 810A26,080.00Spring 2014AdjunctCourse 910A26,080.00Summer 2014GoodCourse 515C39,120.00Summer 2014AdjunctCourse 315D39,120.00Total Revenue: Spring/Summer 2014 $339,040.00Totals Revenue: 2013-2014 $521,600.00 $367,900.00Fall 2014GoodCourse 122E59,096.40Fall 2004AdjunctCourse 222E59,096.40Fall 2014AdjunctCourse 415D40,293.00Fall 2014AdjunctCourse 515D40,293.00Fall 2014AdjunctCourse 615C40,293.00Fall 2014GoodCourse 715C40,293.00Fall 2014TE FacultyCourse 810B26,862.00Fall 2014GoodCourse 910B26,862.00Total Revenue: Fall 2014 Semester $315,088.80Spring 2015GoodCourse 123F61,782.60 Expenses: Staff: 1 FT Faculty (98,000) 0.33 FT Faculty (24,000) 8 Adjuncts (35,280) 0.5 Adm. Asst. (28,000) Materials (2200) Travel (1350) ___________________ 188,830.00 Spring 2015AdjunctCourse 223F61,782.60Spring 2015GoodCourse 322E59,096.40Spring 2015AdjunctCourse 422E59,096.40Spring 2015AdjunctCourse 615D40,293.00Spring 2015AdjunctCourse 715D40,293.00Spring 2015TE FacultyCourse 815C40,293.00Spring 2015AdjunctCourse 915C40,293.00Summer 2015GoodCourse 323F61,782.60Summer 2015AdjunctCourse 522E59,096.40Total Revenue: Spring/Summer 2015 $483,516.00Total Revenue: 2014-2015 $798,604.80 $609,744.80Fall 2015GoodCourse 115G41,502.00Fall 2015NEW Course 215G41,502.00Fall 2015AdjunctCourse 115G41,502.00Fall 2015NEW Course 215G41,502.00Fall 2015GoodCourse 423F63,636.40Fall 2015AdjunctCourse 523F63,636.40Fall 2015AdjunctCourse 522E60,869.60Fall 2015AdjunctCourse 622E60,869.60Fall 2015NEWCourse 815D41,502.00Fall 2015AdjunctCourse 915D41,502.00Total Revenue: Fall 2015 Semester 498,024.00Spring 2016GoodCourse 115H41,502.00 Expenses: Staff: 2 FT Faculty (197,000) 0.33 FT Faculty (25,000) 8 Adjuncts (36,800) 0.5 Adm. Asst. (29,900) Materials (6600) Travel (2700) ___________________ 298,000.00 Spring 2016NEWCourse 215H41,502.00Spring 2016AdjunctCourse 115H41,502.00Spring 2016NEWCourse 215H41,502.00Spring 2016AdjunctCourse 315G41,502.00Spring 2016NEWCourse 415G41,502.00Spring 2016AdjunctCourse 315G41,502.00Spring 2016GoodCourse 415G41,502.00Spring 2016AdjunctCourse 623F63,636.40Spring 2016AdjunctCourse 723F63,636.40Spring 2016TE Faculty Course 822E60,869.60Spring 2016AdjunctCourse 922E60,869.60Summer 2016GoodCourse 515G41,502.00Summer 2016AdjunctCourse 515G41,502.00Summer 2016AdjunctCourse 315H41,502.00Summer 2016GoodCourse 315H41,502.00Total Revenue: Spring/Summer 2016 Semesters $747,055.60 Total Revenue: 2015-2016 $1,245,079.60 $947,079.60Grand Total Revenue: 2012-2016 $2,767,864.40 $2,014,804.40 Appendix F Council for Exceptional Children (CEC) Standards Retrieved December 22, 2010 from: http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/?from=tlcHome#Standards Initial Content Standards and Knowledge and Skill Sets Initial Content Standard 1: Foundations Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs in both school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 2: Development and Characteristics of Learners Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning needs. Special educators understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individuals ability to learn, interact socially, and live as fulfilled contributing members of the community. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 3: Individual Learning Differences Special educators understand the effects that an exceptional condition can have on an individuals learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individuals exceptional condition to impact the individuals academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with exceptional learning needs. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 4: Instructional Strategies Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to modify learning environments appropriately for individuals with exceptional learning needs. They enhance the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs , and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the life span. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 5: Learning Environments and Social Interactions Special educators actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with exceptional learning needs. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs. Special educators help their general education colleagues integrate individuals with exceptional learning needs in general education environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with exceptional learning needs in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 6: Language Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individuals experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individuals language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not English. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 7: Instructional Planning Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special education curricula. In addition, special educators 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. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individuals exceptional condition, guides the special educators selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individuals learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 8: Assessment Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs , including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs. Special educators use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with exceptional learning needs in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 9: Professional and Ethical Practice Special educators are guided by the professions ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs , their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional learning needs and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Initial Content Standard 10: Collaboration Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with exceptional learning needs. Special educators promote and advocate the learning and well-being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with exceptional learning needs. Special educators are a resource to their colleagues in understanding the laws and policies relevant to individuals with exceptional learning needs. Special educators use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. Appendix G New Jersey Professional Teaching Standards Subject Matter Knowledge. Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards, and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. Teachers know and understand: In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas; 1.2 The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of the discipline; That literacy skills and processes are applicable in all content areas and help students to develop the knowledge, skills and dispositions that enable them to construct meaning and make sense of the world through reading, writing, listening, speaking and viewing; and Concepts inherent in numeracy to enable students to represent physical events, work with data, reason, communicate mathematically, and make connections within their respective content areas in order to solve problems. Teachers value and are committed to: Appreciating multiple perspectives and conveying to learners how knowledge is developed from the vantage point of the knower; and Enthusiasm for the discipline(s) they teach and in making connections to every day life. Teachers engage in activities to: Promote the development of critical and creative thinking, problem-solving and decision- making skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline; Make effective use of multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students prior understanding; and Evaluate teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing particular ideas and concepts. Human Growth and Development. Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional, and physical development. Teachers know and understand: 2.1How students construct knowledge, acquire skills and develop habits of mind and how to use instructional strategies that promote student learning; 2.2 How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values; and How to identify and teach to the developmental abilities of students, which may include learning differences, visual and perceptual differences, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities. Teachers value and are committed to: 2.4 The educability of all children and adolescents; 2.5 The belief that all children and adolescents bring talents and strengths to learning; 2.6 Appreciation for multiple ways of knowing; 2.7 The diverse talents of all students and to helping them develop self-confidence and subject matter competence; and 2.8 The belief that all children and adolescents can learn at high levels and achieve success. Teachers apply: 2.9 Learning theory to accommodate differences in student intelligence, perception, cognitive style and achievement levels. Diverse Learners. Teachers shall understand the practice of culturally responsive teaching. Teachers know and understand: How a persons world view is profoundly shaped by his or her life experiences, as mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age and special needs; 3.2 The supports for and barriers to culturally responsive teaching in school environments; 3.3 The process of second language acquisition and strategies to support the learning of students whose first language is not English; and 3.4 The negative impact of bias, prejudice, and discrimination on students and society. Teachers value and are committed to: 3.5 Respect for individual and cultural differences, and appreciation of the basic worth of each individual and cultural group; and 3.6 The diversity of learning that takes place in the classroom, respect for the talents and perspectives of each student and sensitivity to community and cultural norms. Teachers engage in activities to: 3.7 Create a learning community in which individual differences are respected; 3.8 Learn about the diverse students they teach, and the students families and communities; 3.9 Use strategies to support the learning of students whose first language is not English; and 3.10 Use knowledge of students and their lives to design and carry out instruction that builds on students strengths while meeting their needs and taking into account issues of social class, gender, race, ethnicity, language, sexual orientation, age and special needs. Instructional Planning and Strategies. Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. Teachers know and understand: 4.1 How to plan instruction based on students needs, developmental progress and prior knowledge; 4.2 Available and appropriate resources and materials for instructional planning; 4.3 Techniques for modifying instructional methods, materials and the environment to help all students learn; and 4.4 A variety of instructional approaches and the use of various technologies, to promote thinking and understanding. Teachers value and are committed to: 4.5 The development of students critical thinking, independent problem-solving and performance capabilities. Teachers engage in activities to: 4.6 Identify and design instruction appropriate to students stage of development, learning styles, strengths and needs; 4.7 Plan instruction based on knowledge of classroom, school and community culture; 4.8 Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy and usefulness for representing particular ideas and concepts; 4.9 Identify strategies to create learning experiences that make subject matter meaningful for students, address a variety of learning styles, encourage students to pursue their own interests and inquiries and help students connect their learning to personal goals; 4.10 Plan and develop effective lessons by organizing instructional activities and materials, incorporating a wide range of community and technology resources, to promote achievement of lesson objectives; 4.11 Use formal and informal methods of assessment, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation and revision of practice; and 4.12 Create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several subject areas. Assessment. Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students. Teachers know and understand: 5.1 The characteristics, uses, advantages, and limitations of different types of assessments (for example, criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development; and 5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias and scoring concerns. Teachers value and are committed to: The belief that students strengths are the basis for growth and their errors are opportunities for learning. Teachers engage in activities to: Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes; Provide students with constructive feedback on their learning and encourage their use of data and self-assessment strategies to monitor their progress toward personal goals; Accurately document and report assessment data and ongoing student data to parents and professional staff; and Enhance their knowledge of learners and evaluate students progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies. Learning Environment. Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Teachers know and understand: 6.1 The principles and strategies of effective classroom management that promote positive relationships, cooperation and purposeful learning activities in the classroom; 6.2 How the classroom environment influences learning and promotes positive behavior for all students; and 6.3 How classroom participation supports student commitment. Teachers value and are committed to: 6.4 The role of students in promoting each others learning and recognize the importance of peer relationships in creating a climate of learning; 6.5 Taking responsibility for establishing a positive climate in the classroom and participation in maintaining such a climate in the school as a whole; and 6.6 The expression and use of democratic values in the classroom. Teachers engage in activities to: 6.7 Maintain a learning community in which students assume responsibility for themselves and one another, participate in decision-making and work collaboratively and independently; 6.8 Create a safe and secure classroom climate for all students, by practicing effective listening and group facilitation skills; 6.9 Create a positive classroom climate which is socially, emotionally and physically safe; 6.10 Establish and maintain appropriate standards of behavior; 6.11 Use instructional time effectively; and 6.12 Prepare students for and monitor independent and group work that allows for full and varied participation of all individuals. Special Needs. Teachers shall adapt and modify instruction to accommodate the special learning needs of all students. Teachers know and understand: How to access information regarding applicable laws, rules, regulations and procedural safeguards regarding planning and implementing the individual education program; and Available resources related to educational strategies to accommodate individual differences and to employ positive behavioral intervention techniques to students with special needs. Teachers value and are committed to: The belief that children and adolescents with special needs can learn at high levels and achieve success. Teachers engage in activities to: Apply knowledge of students abilities/disabilities, experiences, talents and prior learning, as well as language, culture, economics, family and community values to positively impact student learning; 7.5 Employ appropriate diagnostic measures and interpret the results to implement strategies that influence learning; 7.6 Participate in the design and implementation of the Individualized Education Program (IEP), where appropriate; 7.7 Meet the needs of all learners by using a wide range of teaching techniques to accommodate and modify strategies, services and resources, including technology; and 7.8 Make appropriate provisions, in terms of time and circumstances, for work, task assigned, communication and response modes, for individual students who have particular learning differences or needs. Communication. Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions. Teachers know and understand: 8.1 The power of communication in the teaching and learning process. Teachers value and are committed to: 8.2 Appreciating the cultural dimension of communication, responding appropriately and seeking to foster culturally sensitive communication by and among all students in the class; and 8.3 Being a thoughtful and responsive listener. Teachers engage in activities to: 8.4 Communicate clearly in English, using precise language and appropriate oral and written expressions; 8.5 Assist students individually or as a member of a group to access, evaluate, synthesize and use information effectively to accomplish a specific purpose; 8.6 Use effective verbal and nonverbal techniques which foster individual and collective inquiry; 8.7 Model effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking; and Communicate in a variety of ways that demonstrate a sensitivity to cultural, linguistic, gender and social differences. Collaboration and Partnerships. Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students' learning and well-being. Teachers know and understand: The importance of meaningful parent/family involvement in education in addressing the unique student needs and the perspectives to be gained from effective school/home interactions that contribute to high-quality teaching and learning; The role of the school within the community and how to utilize diverse partnerships to contribute to student learning and development; and How to collaborate with all stakeholders regarding decision-making and the well-being of students while respecting student/family privacy and confidentiality. Teachers value and are committed to: Recognizing the role of parents, guardians and other family members as a childs primary teacher; Being concerned about all aspects of the students well-being and working with parents/families to provide diverse opportunities for student success; and Being willing to work with parents/families and other professionals to improve the overall learning environment for students. Teachers engage in activities to: Identify and utilize family and community resources to foster student learning and provide opportunities for parents to share skills and talents that enrich learning experiences; Establish respectful and productive relationships and to develop cooperative partnerships with diverse families, educators and others in the community in support of student learning and wellbeing; and Institute parent/family involvement practices that support meaningful communication, parenting skills, enriched student learning, volunteer and decision-making opportunities at school and collaboration to strengthen the teaching and learning environment of the school. Professional Development. Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process. Teachers know and understand: 10.1 How education research and other methods of inquiry can be used as a means for continuous learning, self assessment and development. Teachers value and are committed to: 10.2 Refining practices that address the needs of all students and the school community; 10.3 Professional reflection, assessment and learning as an ongoing process; and 10.4 Collaboration with colleagues to give and receive help. Teachers engage in activities to: 10.5 Use reflective practice and the Professional Development Standards to set goals for their professional development plans; 10.6 Learn through professional education organizations; and 10.7 Make the entire school a productive learning climate through participation in collegial activities.     鶹 College of New Jersey School of Social Science and Human Services (SSHS)  PAGE \* MERGEFORMAT 1 &)*/DUiଔ|jYK: h{hI(CJOJQJ^JaJh{CJOJQJ^JaJ h{h^OCJOJQJ^JaJ#h{hI(CJOJQJ\^JaJ/h{hI(5B*CJOJQJ\^JaJph/hGh^O5B*CJOJQJ\^JaJph/hGhI(5B*CJOJQJ\^JaJphhGhR5OJQJ^JhGhE5OJQJ^JhGhI(5OJQJ^J"h*CJOJQJaJWi u  ! gd^O$a$gdQ; dh`gdG dh`gd^OdhgdQ;0dh^`0gdQ;dhgdQ; 7$8$H$gd^O&d@&PgdI(gdW  6 ? 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