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Education Specialist Credential Programs

Education Specialist Credential Programs. Orientation Fall 2011 Thursday, June 9th 7:00-8:30 pm. Coordinators and Advisors. Department Chair and Intern Program Director: Dr. Melinda Pierson mpierson@fullerton.edu. Fieldwork Coordinator:

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Education Specialist Credential Programs

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  1. Education Specialist Credential Programs Orientation Fall 2011 Thursday, June 9th 7:00-8:30 pm

  2. Coordinators and Advisors • Department Chair and • Intern Program Director: • Dr. Melinda Pierson mpierson@fullerton.edu • Fieldwork Coordinator: • Dr. Suzanne Robinson srobinson@fullerton.edu 2

  3. Program Coordinators Mild/Moderate Coordinator: Dr. Barbara Glaeserbglaeser@fullerton.edu • Moderate/Severe Coordinator: Dr. Suzanne Robinson srobinson@fullerton.edu Early Childhood Special Education and I:DREEAM Coordinator: Dr. Janice Myck-Wayne jmyck-wayne@fullerton.edu

  4. Orientation • Introduce the Program Coordinators • Learn how to submit a Course Equivalency Petition • Review Program Requirements • Be aware of your Credential Program Plan • Learn how to submit your Student Fieldwork Profile • Note Fall 2011 Registration dates • Understand Intern Program features and requirements • Review Credential Program policies 4

  5. Student Resources • Stephanie Rosenblatt, Educational Research Librarian • Aimee Nelson, Assistant Dean for • Student Affairs • anelson@fullerton.edu • 657-278-4161 • College Park 500 5

  6. Student Organizations • Council for Exceptional Children – Student Chapter • -Led by Dr. Debra Cote • California Association of The Association for those with Severe Handicaps – Student Chapter 6

  7. Your Credential Program File 7

  8. The Credential Program File • Starts as an application to the Education Specialist Credential Program • Becomes the Credential Program candidate file as the candidates moves through Preliminary, Clear, and even MSE program completion! • Used by Credential Program Center in making credential recommendations. • IT IS THE CANDIDATE’S RESPONSIBILITY TO KEEP HIS/HER FILE UPDATED AND COMPLETE! • Candidates should make copies before they submit materials! • We do not provide copies from files. 8

  9. DETAILS YOU SHOULD KNOW ABOUT 9

  10. Course Equivalency Petitions • 75% of all prerequisite and credential coursework must be completed at Cal State University Fullerton. • Equivalency petitions should be filed at the admissions stage. Once admitted, candidates are expected to complete all remaining coursework at Cal State Fullerton. • Typically, equivalency will be granted only for prerequisite courses • The SPED Equivalency Petition may be found at http://ed.fullerton.edu/sped/coursequivpet.htm • Equivalency Petitions are submitted to the Chair of Special Education. 10

  11. Program Plans • Identify coursework for: • Prerequisite courses • All semesters of the program • Preliminary and Intern coursework • Are found on the Website at Credential Program Plans • You cannot take any other coursework except for the prerequisites without the CSET! There are no exceptions to following your program plan! 11

  12. Education Specialist Credential Program • Prerequisites • SPED 322, 371, 425 • Intern Preservice Classes (only for those who have a contracted teaching position) • SPED 400/463/464, 421

  13. Fall 2011 Registration Registration Tips • Students must have completed all required courses to advance to next level/semester of coursework • Students will not be allowed to enroll in classes if they have not met prerequisites • Permits will require documentation of having met prerequisites 13

  14. Fall Registration Dates **Registration – July 5th-August 19th • First day of classes – August 20th • Last day to register without $25 fee – September 6th • Last day to withdraw for a serious and compelling reason – November 10th

  15. Student Fieldwork Profile • This document is your ticket to student teaching! • FOLLOW DIRECTIONS! • Submit by the due date! Click on the image to go to the Website. 15

  16. Intern Program 16

  17. Purpose of Intern Program • To allow teachers in high-need subject areas to begin teaching • Right away • While earning a credential • With extensive support 17

  18. Intern Support Faculty and Staff Intern Program Director Dr. Melinda Pierson, mpierson@fullerton.edu Intern Program Coordinators Dr. Barbara Glaeser, Mild/Moderate Dr. Suzanne Robinson, Moderate/Severe Dr. Janice Myck-Wayne, Early Childhood Dr. Suzanne Robinson, Fieldwork Intern Support Staff Ms. Luz Zapata: lzapata@fullerton.edu 18

  19. Intern Supports • In-class visits and support • Paid release days • Professional development meetings • Money for materials • First meeting is August 17th from 4-7 – Location TBD 19

  20. Intern Program Features • Requires additional preservice classes for admission • SPED 421, 425, and 400/463/464 • Candidates must take SPED 490 (Intern Seminar) each semester of the program • Provides candidates with on-the-job support guidance and feedback by Mentor Teachers and University Supervisors • Candidates are employed full-time as teachers while earning their credential • Is a collaboration between University and partner districts • Provides four days released time each year • Candidates earn a stipend and money for classroom materials • Additional information may be found at: • Internship Program http://ed.fullerton.edu/sped/Internship.htm 20

  21. Intern Program Requirements • For a candidate to be eligible for an internship, all requirements on the Intern Readiness Form must be fully completed. • Signatures are required from: • Admissions Assistant • Program Coordinator • Intern Director • You must also have a job offer (with start date) from a district with which we have a MOU. 21

  22. Master’s Degree • Dr. Woo Jung, Graduate Advisor (ajung@fullerton.edu) • Admissions Information • Three letters of recommendation (three letters from teaching faculty - confidential) (SPED) • Written and oral interviews (SPED) • Application form (SPED) • Official Transcript (SPED) • Change of objective (admissions & records)

  23. Master’s Degree • Coursework Requirements • SPED 501 (prereq): offered summer and intersession after you’re admitted • Study Plan • Only 9 units postbacc. classes (500 level) are counted

  24. I:DREEAM Inclusion: developmentally responsive to educational experiences that are accessible JUNE 15 Application Deadline for Fall 2011-2012 Contact Jmyck-wayne@fullerton.edu

  25. WHAT IS I:DREEAM? • Federally funded grant that provides: • Financial support (up to $9000 over 3 semesters) • Mentorship to students completing their preliminary credential in ECSE • The program supports: • Tuition and Books • Membership dues • Seminars • Professional Development Activities • Mentorship • Cohort Training Experience

  26. REQUIREMENTS • Passed CBEST • Newly-admitted to CSUF’s ECSE Credential Program • GPA 2.89 or higher/Maintain 3.0 in program • Full-time student/Part-time (9 units) • Monthly seminars • Fulfill federal requirements • Citizen/national of the US or a legal permanent resident in US or any of the US territories • Commitment and obligations to Federal Office of Education • Service Obligation Requirement

  27. TO KNOW MORE… Project Director Janice Myck-Wayne, Ed.D jmyck-wayne@fullerton.edu Phone 657.278.4706 AdministrativeAssistant Luz Zapata lzapata@fullerton.edu Phone 657.278.7437 657.278.2139 I:DREEAM Faculty Suzanne Robinson, Ph.D., BCBA srobinson@fullerton.edu Kristin Stang, Ph.D. kstang@fullerton.edu Rosario Ordoñez-Jasis, Ph.D. rjasis@fullerton.edu

  28. Important Policies 28

  29. Continued Participation in Credential Programs (CPC Policy 1) • The Credential Program endeavors to admit only candidates who have demonstrated through the application process that they possess the important characteristics necessary to be successful educators: • Respect for all individuals enriched by an understanding of culture and diversity. • Commitment to working collaboratively. • Commitment to lifelong learning. • Wide constellation of knowledge and skills. • Ethical character demonstrated by • Having integrity, and being trustworthy, honest, courteous, open minded, and by treating others fairly and impartially. 29

  30. CPC Policy 1 (continued) In order to continue to participate in the Credential Program, you must: • Behave in an honest and forthright manner. • Follow standard scholarly practice in giving credit to sources used in assignments. • Follow directions of University instructors, supervisors, and Master Teachers/Mentors. • Behave in a manner expected of professional educators. • Cooperate and collaborate with fellow candidates on projects and assignments. • Maintain successful academic progress by passing all classes and maintaining at least a 2.75 grade point average. • No classes for which grades of D or F were assigned will be used to meet credential requirements. • In credit/no credit classes "B" level work is required to receive credit. • Maintain the standards of the Special Education Credential Program. 30

  31. CPC Policy 1 (continued) Credential candidates will be considered for removal from the program if they: • Exhibit academic dishonesty as defined by the University Catalog. • Exhibit inappropriate student conduct as defined by the University Catalog. • Exhibit unacceptable academic, field, pedagogical, and/or clinical performance behaviors. • Fail to meet the standards set by the Commission on Teacher Credentialing. • Fail to behave according to the standards of the profession, public schools, university, department and/or program. • Fail to demonstrate credentialing competencies. 31

  32. Proficiency in Written and Spoken English (CPC Policy 2) 1.0Assessment of Written and Spoken English: Prior to admission to a credential program, all credential candidates will be assessed in written and spoken English to ensure that they are able to speak and write English clearly. Since teachers must be understood by their students, and because they model the use of English in their classrooms, it is imperative that they have competence and fluency in speaking and writing English. 2.0 Proficiency in Written English Evidence of writing skills in English shall include the following. These are minimal requirements; individual programs may require additional criteria. 2.1 A passing score on the CBEST writing portion. 2.2 Demonstration of writing skills in an autobiography to be submitted with application for admission. 2.3 In addition, credential programs may also require a passing score on a controlled writing sample. 3.0 Proficiency in Spoken English Evidence of competence in speaking English shall include the following at minimum: 3.1 An assessment of skills in spoken English by the program admission interviewers. They will base this assessment on the candidate’s reading of a passage related to the credential area, and/or the candidate’s spoken English in answering interview questions and maintaining a discussion. 3.2 Individual credential programs may also require additional assessments of proficiency in spoken English. 32

  33. Technology Competency Policy • In prerequisite and credential courses in the Special Education Specialist Credential Program, students will be expected to: • Meet California State Fullerton’s level of computer competency for entering freshman (www.fullerton.edu/senate/PDF/300/UPS320-030.pdf): • Have ongoing reliable access to a computer with Internet connectivity for regular course assignments; • Utilize MS Office (including Word, PowerPoint, Publisher, and Excel) to learn content and communicate with colleagues and faculty; • Have the ability to regularly print assignments; • Maintain and access three times weekly a student email account; • Use Internet search and retrieval skills to complete assignments; • Upgrade his/her skills in educational technology throughout the program; • Apply his/her educational technology skills to complete expected competencies; • Utilize other software applications as course requirements dictate; • Utilize Blackboard to access course materials and complete assignments; • Create lessons that require K-12 student use of educational technologies to improve achievement; and • Conduct themselves appropriately and professionally when online. • Many sections of courses are offered 100% WEB. • If you don’t feel you meet these competencies, consider completing EDSC 304. Classes are offered fall, spring, summer, and intersession. 33

  34. State/Federal Legislation Affecting Credentialing • Your credential will state: English Learners Authorization. Content is embedded throughout the program with specific courses (425 and 551). • All credentials now include the authorization to teach students with autism. SPED 401 addresses this area. 34

  35. APA Style Purchase the APA manual! Visit http://owl.english.purdue.edu for assistance.

  36. Academic Attire • When on school sites and at the district offices, student teachers should be attired in academic dress. • This includes nice pants and shirt with collar (tie optional) for men and a nice pants outfit or dress for women. • Skirts should be a reasonable length and clothing should not be revealing. • When on playing fields, student teachers should be attired in appropriate dress for the sport or physical education activity in which they are engaged. • This includes coaching shorts or sweats and a T-shirt, polo shirt, or sweatshirt with the school name and/or logo. Appropriate footwear should also be worn. • Individuals who do not meet this requirement may be requested to leave the school site to change their clothing. Repeated offenses may result in termination of the field observation/student teaching assignment.

  37. FINAL THOUGHTS 37

  38. Your “To Do” List • Review this presentation – it will be posted on the Sped Website: http://ed.fullerton.edu/sped • Place important dates on your calendar (Fieldwork dates will be announced soon.) • Make sure your credential file has all the information and documents you need! • If you will be student teaching this fall, complete and submit the Student Fieldwork Profile. • Complete all prerequisite coursework. • Review and follow your Program Plan 38

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