UCC/UGC/ECCC

Proposal for Plan Change or Plan Deletion

FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility)

If this proposal represents changes to the intent of the plan or its integral components, review by the college dean, graduate dean (for graduate items) and/or the provost may be required prior to college curricular submission.

All Plans with NCATE designation, or plans seeking NCATE designation, must include an NCATE Accreditation Memo of Approval from the NAU NCATE administrator prior to college curricular submission.

UCC proposals must include an updated 8-term plan.

UGC proposals must include an updated program of study.

1. College: / Education / 2. AcademicUnit: / Educational Specialties
3. Academic Plan Name: / Special and Elementary Education; B.S.Ed. (SPELMBSED) / 4. Emphasis:
5. Plan proposal: / Plan Change / Plan Deletion
New
Emphasis / Emphasis Change / Emphasis Deletion
6. Current student learning outcomes of the plan. If structured as plan/emphasis, include for both core and emphasis.
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the Association for Childhood Education International, Council for Exceptional Children, and the Interstate New Teacher Assessment and Support Consortium
Special Education Learning Outcomes
Council for Exceptional Children (CEC) Initial PreparationStandards.
Standard 1: Learner Development and Individual Learning Differences
1.0: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities
Standard 2: Learning Environments
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
Standard 3: Curricular Content Knowledge
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
Standard 4: Assessment
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
Standard 5: Instructional Planning and Strategies
5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities
5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
Standard 6: Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers
Standard 7 : Collaboration
7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
7.1 Beginning special education professionals use the theory and elements of effective collaboration.
7.2 Beginning special education professionals serve as a collaborative resource to colleagues.
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
Elementary Education Learning Outcomes
  • Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
  • Curriculum Standards
  • Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;
  • Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;
  • Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
  • Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas— to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;
  • The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
  • Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;
  • Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
  • Instruction Standards
  • Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
  • Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
  • Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
  • Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments;
  • Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
  • Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
  • Professionalism Standards
  • Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
  • Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.
/ Show the proposed changes in this column (if applicable). Bold the changes, to differentiate from what is not changing, and change font toBold Red with strikethroughfor what is being deleted. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes).
UNCHANGED

7. Current catalog plan overview and requirements in this column. Cut and paste the Overviewand Details tabs, in their entirety, from the current on-line academic catalog: (

Special and Elementary Education; B.S.Ed.
In addition to University Requirements:
  • At least 8388units of major requirements
  • Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements
  • Elective courses, if needed, to reach an overall total of at least 120 units
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded throughout courses in the program of study.in the following course(s):
  • ESE 423, ESE 425, ESE 450, ESE 491 in the special education program
  • ECI 300, ECI 306, ECI 307, ECI 309, ECI 310, ECI 321, ECI 490C in the elementary education program
Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.
Minimum Units for Completion / 120
GPA / 2.5
Mathematics Required / MAT 155
Additional Admission Requirements / Required
Fieldwork Experience/Internship / Required
Student Teaching/Supervised Teaching / Required
University Honors Program / Optional
Some online/blended coursework / Required
Progression Plan Link / View Progression Plan
Additional Admission Requirements
Admission requirements over and above admission to NAU are required.
To be eligible for admission to the program, candidates must meet the following requirements:
45 units of coursework which includes:
  • EDF 200, MAT 150, and MAT 155 with grades of "C" or better
  • Two lab science courses with grades of "C" or better
  • The English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)
  • One of the following GPA requirements:
  • A cumulative 2.5 GPA in Liberal Studies courses
  • A cumulative 2.5 GPA in all courses
  • Completion of a teacher orientation for Early Childhood Education, Elementary Education, or Special Education
  • Submission of:
  • A positive endorsement from someone who has directly observed your work with children or adolescents within the ages of pre-school through high school. Such work experience can be either voluntary or paid, but must have occurred in a structured setting for a minimum of fifteen hours. Examples of acceptable experience may include work as a camp counselor, swimming instructor, Sunday school teacher, volunteer in a classroom, or other similar settings.
  • A copy of your State-approved Identity-Verified Print (IVP) fingerprint clearance card obtainable through the Arizona Department of Public Safety (602-223-2279).
Major Requirements
Take the following 8388units with a minimum cumulative GPA of 2.5 with a course grade no lower than a "C":
  • MAT 150, MAT 155 (6 units)
  • EDF 200 (3 units)
  • BME 200 (3 units)
  • EPS 324, ESE 380 (6 units)
  • EDF 301W, BME 430 (6 units)
  • ECI 300, ECI 306, ECI 307, ECI 308 (1 unit), ECI 309, ECI 310, ECI 321, ECI 330 (2123units)
  • ECI 308 Practicum, Literacy (1 unit)
  • ECI 308 Practicum, Math and Science (1 unit)
  • ECI 308 Practicum, Social Studies and Curriculum (1 unit)
  • ETC 447 (3 units)
  • ESE 308, ESE 423, ESE 424, ESE 425, ESE 426, ESE 434, ESE 450, ESE 454(19 22units)
  • ESE 491Special Education (K-12 grade setting) (86 units)
  • ECI 490CElementary(1-8 grade setting) (86 units)
You may not complete the Elementary Education; B.S.Ed. in conjunction with this degree.
Teacher Preparation
In all of our teacher education programs, you are required to complete a student teaching or internship experience. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.
Before being accepted to student teaching, the following criteria must be met:
  • Admission to the teacher education program
  • NAU GPA must be at least 2.5, with a GPA of 3.0 in all teacher preparation courses, with no grade lower than a "C."
  • Complete all plan requirements.
  • All major coursework, with the exception of EDF 200, must be completed within the six years prior to student teaching.
  • All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.
  • A passing score on the NESrequired Arizona Educator Elementary Education subject matter subtests I and II
Exams
AZ Teacher Certification Requirements
In order to obtain an AZ teaching certificate, you must also pass the following required Arizona Educator Exams:
  • NES Elementary Education subject mattersubtests I and IIExams
  • NES Special Education Exam
  • NES Assessment of Professional Knowledge: Elementary Exam
General Electives
Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120units of credit.
You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.)
Please note that you may take as an elective POS 220 (or POS 110 and POS 241), which satisfies the state and federal constitution requirement for Arizona certification, or you may meet the requirement by demonstrating proficiency on a special exam.
Additional Information
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements. / Show the proposed changes in this column. Bold the changes, to differentiate from what is not changing, and change font toBold Red with strikethroughfor what is being deleted.
Special and Elementary Education; B.S.Ed.
In addition to University Requirements:
  • At least 8889units of major requirements
  • Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements
  • Elective courses, if needed, to reach an overall total of at least 120 units
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded throughout courses in the program of study.
Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.
Minimum Units for Completion / 120 121
GPA / 2.5
Mathematics Required / MAT 155
Additional Admission Requirements / Required
Fieldwork Experience/Internship / Required
Student Teaching/Supervised Teaching / Required
University Honors Program / Optional
Some online/blended coursework / Required
Progression Plan Link / View Progression Plan
Additional Admission Requirements
Admission requirements over and above admission to NAU are required.
To be eligible for admission to the program, candidates must meet the following requirements:
45 units of coursework which includes:
  • EDF 200, MAT 150, and MAT 155 with grades of "C" or better
  • Two lab science courses with grades of "C" or better
  • The English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)
  • One of the following GPA requirements:
  • A cumulative 2.5 GPA in Liberal Studies courses
  • A cumulative 2.5 GPA in all courses
  • Completion of a teacher orientation for Early Childhood Education, Elementary Education, or Special Education
  • Submission of:
  • A positive endorsement from someone who has directly observed your work with children or adolescents within the ages of pre-school through high school. Such work experience can be either voluntary or paid, but must have occurred in a structured setting for a minimum of fifteen hours. Examples of acceptable experience may include work as a camp counselor, swimming instructor, Sunday school teacher, volunteer in a classroom, or other similar settings.
  • A copy of your State-approved Identity-Verified Print (IVP) fingerprint clearance card obtainable through the Arizona Department of Public Safety (602-223-2279).
Major Requirements
Take the following 8889 units with a minimum cumulative GPA of 2.5 with a course grade no lower than a "C":
  • MAT 150, MAT 155 (6 units)
  • EDF 200 (3 units)
  • BME 200 (3 units)
  • EPS 324, ESE 380 (6 units)
  • EDF 301W, BME 430 (6 units)
  • ECI 300, ECI 306, ECI 307, ECI 309, ECI 310, ECI 321, ECI 330 (23units)
  • ECI 308 Practicum, Literacy (1 unit)
  • ECI 308 Practicum, Math and Science (1 unit)
  • ECI 308 Practicum, Social Studies and Curriculum (1 unit)
  • ETC 447 (3 units)
  • ESE 308, ESE 423, ESE 424, ESE 425, ESE 426, ESE 434, ESE 450, ESE 454 (22 units)
  • ESE 491 Special Education (K-12 grade setting) (68 units)
  • ECI 490C Elementary (1-8 grade setting) (6 units)
You may not complete the Elementary Education; B.S.Ed. in conjunction with this degree.
Teacher Preparation
In all of our teacher education programs, you are required to complete a student teaching or internship experience. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.
Before being accepted to student teaching, the following criteria must be met:
  • Admission to the teacher education program
  • NAU GPA must be at least 2.5, with a GPA of 3.0 in all teacher preparation courses, with no grade lower than a "C."
  • Complete all plan requirements.
  • All major coursework, with the exception of EDF 200, must be completed within the six years prior to student teaching.
  • All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.
  • A passing score on the required Arizona Educator Elementary Education Exams
AZ Teacher Certification Requirements
In order to obtain an AZ teaching certificate, you must also pass the following required Arizona Educator Exams:
  • Elementary Education Exams
  • Special Education Exam
  • Professional Knowledge: Elementary Exam
General Electives
Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120121 units of credit.
You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.)
Please note that you may take as an elective POS 220 (or POS 110 and POS 241), which satisfies the state and federal constitution requirement for Arizona certification, or you may meet the requirement by demonstrating proficiency on a special exam.
Additional Information
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements.

8. Justification for proposal: