EDL 652-Curriculum/Instruction Leadership in Special EducationAdministration (3 credits)

Syllabus of Record

Prerequisites:

None

Catalog Description: This course examines the leadership role of the special education administrator in curriculum, instruction and assessment for students with disabilities. Candidates will engage in the study of current state curriculum content standards; the delivery of curriculum through instruction, including modifications and accommodations, and; the assessment of student achievement.

The COE Conceptual Framework

Mission: “Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Values: “Expertise, Equity, Liberal Education, Social Responsibility

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Philosophy: Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students, and b) to evaluate the social and ethical implications of educational policies and practices.

Common Program Standards:

This course supports the competencies required by the Michigan Administrative Rules for Special Education for approval as a Supervisor and Director of Special Education, and the professional standards established by the Council for Exceptional Children (CEC), a constituent member of the Council for the Accreditation of Educator Preparation (CAEP).

Specialty Program Standards(CEC):

Standard 1: Leadership and Policy

ACC1S2Promote high expectations for self, staff, and individuals with exceptional learning needs

ACC1S4Mentor teacher candidates, newly certified teachers and other colleagues

Standard 2: Program Development and Organization

ACC2K2Theories and methodologies of teaching and learning, including adaptation and modification of curriculum

ACC2K6Developmentally appropriate strategies for modifying instructional methods and the learning environment

SA2K1Programs and services within the general curriculum to achieve positive school outcomes for individuals with exceptional learning needs

SA2K3Instruction and services needed to support access to the general curriculum for individuals with exceptional learning needs

ACC2S2Connect educational standards to specialized instructional services

ACC2S3Improve instructional programs using principles of curriculum development and modification, and learning theory

SA2S2Develops and implements programs and services that contribute to the prevention of unnecessary referrals

SA2S3Develops and implements an administrative plan that supports the use of instructional and assistive technologies

Standard 3: Research and Inquiry

ACC3K1Evidence-based practices validated for specific characteristics of learners and settings

ACC3S2Evaluate and modify instructional practices in response to ongoing assessment data

SA3S1Engages in data-based decision-making for the administration of educational programs and services that supports exceptional individuals with exceptional learning needs and their families

Standard 4: Individual and Program Evaluation

ACC4K2Variety of methods for assessing and evaluating individuals with exceptional learning needs’ performance

ACC4K4Evaluate a student’s success in the general education curriculum

ACC4S2Design and implement research activities to examine the effectiveness of instructional practices

Standard 5: Professional Development and Ethical Practice

SA5K4Impact of diversity on educational programming expectations for individuals with exceptional learning needs

ACC5S2Implement practices that promote success for individuals with exceptional learning needs

ACC 5S4Disseminate information on effective school and classroom practices

ACC5S5Create an environment which supports continuous instructional improvement

Standard 6: Collaboration

ACC6K2Roles of educators in integrated settings

ACC6S1Collaborate to enhance opportunities for learners with exceptional learning needs

SA6S1Utilizes collaborative approaches for involving all stakeholders in educational planning, implementation, and evaluation

SA6S8Consults and collaborates in administrative and instructional decisions at the school and district levels.

Objectives:

At the end of the course, the candidate will demonstrate knowledge and skill in the following areas:

-Administrative behavior as it relates to the supervision of curriculum and instruction

-The planning and delivery of curriculum

-Curriculum and instruction modification and student accommodation

- The assessment of student learning

Major Topics:

Role of the Instructional Leader

Curriculum:

Common Core State Standards/21st Century Learners

Addressing Unique Educational Needs (AUEN)

Michigan Grade Level Content Expectations (GLCEs)

Michigan Extended Grade Level Content Expectations (EGLCEs)

Early Childhood Learning Expectations

Instruction:

Universal Design for Learning (UDL)

Assistive Technology

Project Based Learning

Differentiated Instruction

Curriculum Supports from Related Service Providers

New Teacher Evaluation

Supervision of Co-Teaching

Response to Intervention (RTI)

Standards-based Individualized Education Programs

Personal Curriculums

e-FAPE (virtual, cyber, seat time waivers, online learning)

Digital Learners

Student Assessment:

Michigan Education Assessment Program (MEAP)

MiAccess

MEAP Access

Michigan Merit Exam (MME)

Common Early Childhood Assessments

Methods of Evaluation:

30%- Presentation- Universal Design for Learning (UDL)

30%- Individual Written Assignments

20%- Final Exam

20%- Participation and Small Group Assignments

Suggested Text:

Rose, D. and Meyer, A. (2002) Teaching every student in the digital age: universal design for learning. Alexandria, VA: ASCD.