TSPC Program Review Template

Portland State University Secondary Dual Educator Program

Dept. of Curriculum & Instruction, Graduate School of Education

Table of Contents

Template sections as described in a meeting with Keith Menk, Teaching Standards and Practices Commission May, 2010.

Section	Page
1. Program Description (description of program including educator area, level (UG/G), degree awarded, modifications to approved program, etc	3
2. Program Variant-Narrative (including the “standard offering” and variations of the program)	12
3. Transition Point Assessments: Program phases and program assessments	14
4. Program alignments – Oregon TSPC special educator standards & courses	15
5. Program field experiences matrix: Program term & program field experience	19
6. Programs will provide summary of assessments and guides used for data collection	20
7. Programs will provide data which indicated need for change.	26

List of Tables

Table	Page
Table 1: PSU Graduate School of Education Conceptual Framework	4
Table 2: Three Foundations of the PSU Special Educator Program: GSE Conceptual Framework, Special Education Vision & Mission, and Critical Concepts in Education	5
Table 3: PSU Secondary Dual Educator Program: Course Titles and Descriptions	6
Table 4: Dual Secondary Educator Program (SDEP) Course Sequence	13
Table 5: Transition Points and Candidate Assessments in the PSU Special Educator Program	14
Table 6: TSPC Special Educator Standards Addressed in the PSU Secondary Dual Educator Program (SDEP)	15
Table 7: Secondary Dual Educator Program Field Experiences	19
Table 8: Summary of Secondary Dual Educator Program Candidate Assessments	20

List of Appendices (in separate files)

Appendices	File Name
Appendix A: Course Syllabi – in 7 files	Fall 09 SDEP Syllabi Winter 10 SDEP Syllabi Spring 10 SDEP Syllabi SU 10 SDEP Syllabi FA 10 SDEP Syllabi W11 SDEP Syllabi SP 11 SDEP Syllabi
Appendix B: Candidate Assessments – in 6 files	SDEP Admissions Assessments SDEP Course Based Assessments SDEP Evaluation Grid SDEP Field Based Assessments (folder) GSE Work Sample Rubric 4 Initial Field Experience Form SDEP StudTchngEval 1

1. Program Description (description of program including educator area, level (UG/G), degree awarded, modifications to approved program, etc.

The Secondary Dual Educator Program (SDEP) prepares teachers at the middle and high school levels who are skilled in accommodating the needs of diverse students within inclusive classrooms. Successful completion of the program results in dual endorsement in a content area and secondary special education with middle level and high school authorizations, as well as a Master of Education (M.Ed.). Graduates are able to combine content area expertise in their particular subject (e.g., English, math, science, social studies, etc.) with the skills of a learning specialist in order to teach the broad range of adolescent learners typically found in today’s classrooms. Cultural and linguistic diversity are also a recurring theme and emphasis in the program, with preparation in multicultural education and instructional strategies for English language learners. By virtue of their dual endorsement, graduates have the potential to be employed as content area teachers and as special educators. Additionally, they can help middle and high school administrators develop and staff new instructional models and new ways to group students for instruction.

Graduates of the Secondary Dual Educator Program (SDEP) model collaborative curriculum development. They have the skills to support accommodations and learning strategies for students with learning differences within an inclusive classroom. As part of the program, teacher candidates complete their M.Ed. degree with a focus on teacher leadership and collaboration for responsible inclusion. This preparation enables them to build bridges between secondary content-area and special education teachers and help develop school-wide community building and inclusive practices.

All programs in the GSE are aligned with a conceptual framework that guides the development of professional educators, counselors, and administrators within the school (see Table 1). The PSU Secondary Dual Educator Program is based on the GSE Conceptual Framework, the Secondary Dual Educator Program (SDEP) Vision and Mission statement, and six Critical Concepts in Inclusive Education that have been developed by the SDEP faculty. These three foundations of the PSU Secondary Dual Educator Program are shown in Table 2.

The Secondary Dual Educator faculty developed six Critical Concepts in Inclusive Education to provide curricular coherence via a common, shared framework of important concerns across the program’s curriculum, courses and field experiences. The Critical Concepts are used as a teaching tool by faculty and university supervisors. These Critical Concepts are introduced in the first term of the program with examples of how they guide and apply to the work of special and content educators teaching students across the full range of students within inclusive content classrooms including the continuum of students with high and low incidence disabilities. In subsequent courses and practicum seminars faculty and supervisors continue to link the Critical Concepts to the knowledge, dispositions, and skills taught and practiced each term. Organizing schemes such as the Critical Concepts provide curricular coherence and help individuals link, organize, and retain what they learn in content-intensive programs (Lenz & Deschler, 2004, Darling-Hammond, 2006). The Critical Concepts will also be reflected in candidate assignments, evaluations, and the portfolio developed by candidates as they progress through the program.

*This document is to demonstrate that we remain in compliance with the new TSPC standards for Special Educator License
Table 1: PSU Graduate School of Education Conceptual Framework

Table 2: Three Foundations of the PSU Special Educator Program: GSE Conceptual Framework, Special Education Vision & Mission, and Critical Concepts in Education.

GSE Conceptual Framework Research-Based Practices & Professional Standards Evidence-Informed Decision Making Diversity & Inclusiveness Impact on Learning & Development			PSU Secondary Dual Educator Program’s Vision & Mission SDEP aims to prepare strategic teachers with the versatility to meet the learning needs of all students. Graduates may become content area teachers with the sensibilities of a learning specialist or special education teachers ready to co-teach with essential content knowledge. SDEP is committed to preparing educators who will facilitate the development of independent adolescent learners who graduate from high school ready to be global citizens.
CRITICAL CONCEPTS IN INCLUSIVE EDUCATION
Differentiation	Universal Design	Data-Based Decision Making		Inclusion	Leadership & Advocacy	Collaboration & Teaming
Based on each student's readiness levels, interests, and learning profile, differentiated instruction is designed to modify the content, process, and/or product to meet the specific needs of individual students within an inclusive classroom environment.	Universally designed inclusive classrooms provide multiple means of representation, expression, and engagement for students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles in order to access the critical content.	Data- based Decision Making considers the learner’s progress within the contexts of instruction, curriculum and environment. This is a continuous, purposeful process of collecting, interpreting, presenting and using data to inform actions that support positive educational outcomes.		Inclusion embodies the values, policies, and practices that ensure the right of every learner and family, regardless of ability or racial, cultural, or linguistic differences to full membership in classrooms, schools, and communities. Supports enable all learners to be engaged participants in social, academic, and extra-curricular activities.	Leadership and Advocacy are guided by research and professional standards with a robust understanding of context, including perspectives across stakeholders. Leaders and advocates actively engage a range of strategies to facilitate effective practices, systems, and policies to support learner outcomes for an individual or across learners.	Collaboration and Teaming is a dynamic process of effective communication and mutual effort across stakeholders (e.g. learners, families, school personnel, community members, content and special education faculty) involving shared resources, collaborative decision making, and joint accountability to achieve meaningful outcomes.

In Table 3 the courses in the PSU Secondary Dual Educator Program are described. In Appendix A: Course Syllabi the syllabi for these courses are provided.

Table 3: PSU Secondary Dual Educator Program: Course Titles and Descriptions

Course Title and Credits	Course Description
Prerequisites
PSY 311: Human Development (3 credits)	Development of the individual across the life-span, from conception to death. Surveys the biological bases and social contexts of developmental processes (e.g., cognitive, social, emotional development). Implications of research for education, parenting/family relations, and social policy.
Content courses in specific content area endorsement	Academic advisors in departments across Portland State University, examine transcripts of applicants to determine sufficient content knowledge to teach secondary students. Applicants must complete additional coursework before admissions, if the academic advisor deems insufficient preparation is indicated from the transcript.
Courses
ED 580 Adolescent Learners in Inclusive Settings (2 credits)	Focus on principles of human learning and related practices for teaching in inclusive classrooms in the middle/high school setting. Emphasis on the developmental tasks of adolescence in both individual and group generalizations. Examination of the roles and functions of teachers as facilitators of learning, and as decision makers concerning pupil needs and achievement in inclusive middle/high school setting
SPED 571 Adolescents with Learning Differences (2 credits)	Explores the impact of various disabilities or other life experiences on learning and the developmental stage of adolescence. Examines what middle and high school teachers need to understand about students with learning differences and how they can provide support and accommodations.
CI 514 Multicultural & Urban Education (3 credits)	Principles, practices, promises, and problems of multicultural education, with emphasis in urban settings. Use of student and community diversity to enhance subject matter, learning, and classroom life. Characteristics, opportunities, and needs of students in city schools presented with examples of current effective practice. Political and sociological influences in U.S. educational system, especially urban school settings.
ED 581 Inclusive Classroom Researcher (2 credits)	Frames research questions concerning the principles, practices, promises, and problems of inclusive classrooms. Explores the philosophical and practical benefits of inclusive practices. Teacher networks, literature reviews and research design will provide the groundwork for collecting data throughout the program.
ED 582 Collaborative Teaming & the SPED Process (4 credits)	Introduction to special education law and processes as preparation to actively participate, plan and facilitate IEP and school team meetings. Overview of state and federal laws/regulations, the IEP process and special education service delivery system. Explore collaborative teaming processes in middle and secondary school settings, team building, communication skills and problem solving.
ED 509 Initial Field Experience (1 credit)	Placement with a special educator working with students with special needs who models inclusive practices. Field observation and field assignments will structure the experience, providing an authentic framework from which to develop ideas about teaching content to all students.
ED 583 Study Skills & Learning Strategies (2 credits)	Examination of typical secondary class demands and instructional methods to enable students with disabilities and other low achievers to become independent learners and successfully meet these demands. Emphasis will be on content enhancement tools to increase accessibility of content as well as instructional methods for teaching study skills and learning strategies. Study will include models and methods for infusing this instruction into the secondary curriculum.
ED 584 Advocacy & Transition Planning (2 credits)	Focus on practical strategies, tools and exemplary practitioners in the areas of student support and advocacy, school-family collaboration and transition planning. Learn concepts and curriculum related to person-centered planning and teaching self-determination skills. Develop collaborative skills needed to empower students, families, communities, service agencies, and other support systems and facilitate inclusive practices in secondary settings.
SPED 521 Behavior Management (3 credits)	Learn the basic principles of human behavior and the skills to apply those principles to teaching practice, and effective school and classroom management. Provide effective teaching and learning environments for children of all ages and abilities.
SPED 513 Classroom-based Assessment (3 credits)	Learn how to monitor a student’s goals and general education performance using classroom-based measures. Students learn how to use assessment data to make instructional decisions.
SPED 528 Instructional Methods Literacy Instruction (3 credits)	Develop the knowledge base and skills for teaching reading and writing skills to students with high incidence disabilities in schools. Learn to implement instructional methods for students who are emergent, developing, and more fluent readers and writers. Explore the use of research based reading programs, content area texts, juvenile literature, and other literacy materials with students in grades K – 12.
SPED 509 Practicum Supervised Teaching Experience (3 credits)	Integrate course content within a practical teaching/learning environment. Provide opportunities for students to apply, practice, and generalize concepts and skills learned in university courses. Assist students in developing, clarifying, and applying attitudes and beliefs about quality educational practices. Observe and participate in the responsibilities and roles of the special educator, (instructional and non-instructional), while further developing skills and abilities in instruction and classroom management. Develop a Work Sample, which is required for licensure in the State of.
SPED 512 Diagnostic Assessment (3 credits)	Learn the ethical, legal, and practical uses of standardized assessments. Collect data and select, administer, analyze, and report on assessment results to help with program planning. Alternative State Benchmark Assessments, accommodations, and modifications to tests clarify how to address the issue of students with disabilities and English Language Learners.
ED 507 Seminar I Work sample support (2 credits)	Learn the responsibilities and challenges of developing as professional educators in middle and secondary school settings through the development of the special education resource room work sample.
SPED 529 Instructional Methods II Math and Content Area Instruction (3 credits)	Learn specific techniques for teaching concepts and skills (including numeration, basic facts, computation, and word problems) and focus on instructional procedures that will meet the needs of low-performing students in elementary schools.
ED 525 Student Teaching (SPED - half-time) (6 credits)	Apply course instruction in special education methods within a practical teaching and learning environment. Develop a work sample, required for licensure in the state of Oregon. Expand perspective of the responsibilities and roles of the special educator through additional seminar topics.
ED 585 Instructional Planning for Inclusive Classrooms (4 credits)	Learn principles and skills for organization and presentation of 6-12 inclusive classroom instruction with a focus on student needs analysis, unit planning using backward design, direct and indirect instructional techniques that incorporate state and national standards in teaching a diverse group of adolescent learners
ED 507 Seminar II Work sample support (1 credits)	Provides guidance through the development of the first work sample in the content-area inclusive classroom focusing on the responsibilities and challenges of developing as professional educators in middle and secondary school settings.
CI 519 Special Secondary Methods (3 credits)	Explore problems and methods in selecting and organizing materials for instruction including comparison and evaluation of methods, laboratory techniques, supplies, equipment, and economy of time and materials. Learn how to develop unit and student assessment plans in the subject area.
CI 511 Classroom Management (3 credits)	Focus on principles and practices of classroom management and discipline within inclusive 6-12 classrooms through organization and logistics of classroom procedures, communication and routine-building, procedures for prevention and resolution of disruptions, problem solving, and decision making.
CI 543 Effective Teaching Strategies and Materials for Working with Linguistically and Culturally Diverse Learners (3 credits)	Explore current research on identification, development, and practice of developmentally and linguistically appropriate strategies to engage limited English proficient students effectively at all grade levels in the learning process. Learn the importance of student’s bilingual/bicultural characteristics in developing a successful curriculum.
ED 525 Student Teaching (Inclusive setting) (6 credits)	Teach part-time under the direction of a supervising classroom teacher and a university supervisor in conjunction with assignments related to methods and classroom management coursework, and diagnosis of individual needs. Develop instruction and analysis of a two-week unit of instruction.
CI 548 Advanced Secondary Methods Specialty Area (3 credits	Learn recent trends in the curriculum and methodology of the subject area. Investigate the problems and methods in selecting and organizing materials for instruction, including integration of media computers and technology. Separate courses are offered in art, business education, English, health, mathematics, modern foreign languages, music, physical education, reading and composition, science, social science, speech, and theater arts.
ED 507 Seminar III Job Readiness (1 credits)	Guidance through the refinement of the work sample during full-time teaching in the inclusive classroom with a focus on the job search process.
ED 586 Collaborative Teaching (2 credits)	Learn practices and techniques that enhance instructional collaboration and consultation among teaching professionals. Learn to use models and methods for supporting students with disabilities in middle and secondary school general education classroom. Co-plan and team-teach a lesson with a teaching partner to a group of students of diverse ability levels and needs.
SPED 510 Functional Assessment (embedded practicum experience) (3 credits)	Develop a comprehensive, longitudinal assessment plan for development of the functional curriculum. Learn to use ecological inventories, adaptive behavior scales, and other relevant assessments to provide information needed to determine individual curriculum needs. Examine special content and methodology of education for students with severe disabilities, early childhood through adulthood. Learn curricular content and instructional strategies for self-care and daily living, leisure and play, community, and vocational domains, as well as strategies for assessing language and communication, and augmentative systems for communication.
SPED 510 Functional Curriculum embedded practicum experience) (3 credits)	Learn to design and implement a functional assessment, applied behavior analysis, and a individualized, functional curriculum for students with significant, severe, or multiple disabilities, early childhood through adulthood. Focus on curriculum content for life skills, communication, social, motor, and cognitive and functional academic domains. Learn instructional strategies for routine-based, naturalistic, and teacher-directed/discrete trial learning as well as strategies for using positive behavioral supports for students with significant disabilities, based upon functional behavioral assessment and analysis.
SPED 536 Specialized Techniques (3 credits)	Focus on the medical and physical needs commonly found in people with severe disabilities, particularly on educational and adult-service implications considering the nature of the medical condition (i.e., genetic anomalies, physical symptoms), methods for instruction (i.e., positioning, mobility), procedures for structural modifications (i.e., adaptive equipment, environmental accessibility).
ED 587 Inclusive Educational Research & Leadership (2 credits)	Learn the principles, practices, promises, and problems of inclusive education. Analyze work samples, compile action research data, and prepare a presentation of findings. Participate in an educational leadership project to provide culminating experiences that blend the dual perspectives of general and special education and inclusive practices in teaching content to all students.
ED 525 Student Teaching (12 credits) (Full-time Inclusive setting)	Work full time observing and teaching under the direction of a supervising classroom teacher and a university supervisor. Direct responsibility for learning activities and for developing skill in teaching and classroom management. Related professional activities include development of instruction and analysis of a three- to five-week unit of instruction.

Authorization levels. As a paired authorization program, Secondary Dual Educator Program (SDEP) candidates complete coursework and field experiences in preparation for mid-level/secondary Special Education authorization. In addition, SDEP candidates complete coursework (see list below) and field experiences that address the developmental range of learners across mid-level and high school authorizations. SDEP candidates have the option of completing field experiences in their content area at one or both middle and high school authorization levels.

· ED 584 Advocacy and Transitioning Planning

· ED 580 Adolescent Learners in Inclusive Settings

· ED 585 Instructional Planning for Inclusive Classrooms

· SPED 571 Adolescents with Learning Differences

· CI 519 Special Secondary Methods

· CI 548 Advanced Secondary Methods

Program Approval. The PSU Secondary Dual Educator Program was presented and approved by the PSU Graduate School of Education faculty on February 7, 2005. TSPC approved the program February 25, 2005. The first cohort started January 2006.
2. Program Variant-Narrative (including the “standard offering” and variations of the program).

As a dual-endorsement program, Secondary Dual Educator Program is a variant of both the Secondary Graduate Teacher Educator Program (GTEP) and Special Educator programs (SPED). Secondary Dual Educator Program has no variant.

Table 4: Dual Secondary Educator Program (SDEP) Course Sequence

Total program = 93 credits

	Fall	Winter	Spring	Summer	Fall	Winter	Spring
Coursework	· ED 580: Adolescent Learners in Inclusive Settings (2) · SPED 571: Adolescents with Learning Differences (2) · CI 514: Multicultural & Urban Education (3) · ED 581 Inclusive Classroom Researcher (2) · ED 582: Collaborative teaming & the SPED Process (4)	· ED 583: Study Skills & Learning Strategies (2) · ED 584: Advocacy & Transition Planning (2) · SPED 521: Behavior Management (3) · SPED 513: Classroom-based Assessment (3) · SPED 528: Instructional Methods: Literacy Instruction (3)	· SPED 512: Diagnostic Assessment (3) · ED 507: Seminar I: Work sample support (2) · SPED 529: Instructional Methods II: Math and Content Area Instruction (3)	September experience · ED 585 Instructional Planning for Inclusive Classrooms (4) · ED 507: Seminar II: Work sample support (1)	· CI 519: Special Secondary Methods (3) · CI 511: Classroom Management (3) · CI 543: Effective Teaching Strategies and Materials for Working with Linguistically and Culturally Diverse Learners (3)	· CI 548: Advanced Secondary Methods: Specialty Area (3) · ED 507: Seminar III: Job Readiness (1) · ED 586: Collaborative Teaching (2) · *SPED 510: Functional Assessment (3) · *SPED 510: Functional Curriculum (3) · SPED 536: Specialized Techniques (3)	· ED 587: Inclusive Educational Research & Leadership (2)
Field Experiences	ED 509: Initial Field Experience (1) (10 hours each week in a school)	SPED 509: Practicum: Supervised Teaching Experience (3) (seminar embedded) (10 hours each week in a school)	SPED 525: Student Teaching (SPED – half-time) (6) (20 hours each week in a school)	Students report to fall placements in late August	CI 525: Student Teaching (Inclusive setting) (6) (20 hours each week in a school)	Field experience requirements embedded into Functional Assessment and Curriculum courses	CI 525: Student Teaching (12) (Full-time experience in Inclusive setting)
	(14 credits)	(16 credits)	(14 credits)	(5 credits)	(15 credits)	(15 credits)	(14 credits)
	3-term placement in a school (Middle School level)				3-term placement in a school (Middle School or High School level)

3. Transition Point Assessments: Program phases (horizontal) and program assessments (vertical)

The PSU Secondary Dual Educator Program evaluates the performance of candidates as they progress through the program in order to monitor that candidates are making adequate progress in the development of knowledge, skills, and dispositions for meeting the TSPC standards. Evaluation also helps faculty identify when a candidate is not making adequate progress so that faculty can intervene and support the candidate as appropriate. The five transition points in the program and the assessments and information collected and evaluated at each transition point are listed in Table 5. See the appendix section for copies of assessments.

Table 5: Transition Points and Candidate Assessments in the PSU Special Educator Program

Transition point 1 Program admission	Transition point 2 End of first term	Transition point 3 End of second term	Transition point 4 Mid-point End of 3^rd term	Transition point 5 End of fourth term	Transition point 6 End of fifth term	Transition point 7 Prior to completion of program
Assessments/Information to be collected and evaluated
□ Departmental recommendation □ C-BEST/PPST test scores □ Orela/NES Content Area test scores □ Personal statement ratings □ Recommendation Forms (3) □ Undergraduate GPA 2.75 or above □ Simulation ratings and comments □ Fingerprint/ background clearance □ PSY 311: Human Development	□ Initial field experience evaluation □ KEY ASSIGNMENT: Teaching for diversity belief statement □ Course grades (GPA 3.0 or above) – no incompletes Surveys (Baseline) □ Multicultural Efficacy Scale □ Perceptions of Inclusion & collaboration	□ Supervised Teaching Experience (STE) evaluation (proficient ratings) □ STE observations □ Course grades (GPA 3.0 or above) – no incompletes □ Orela/Protecting Student & Civil Rights in the Ed. Environment test scores □ Last check for Orela/NES test scores	□ Student teaching evaluation (SPED) – proficient ratings □ Work Sample Evaluation (proficient ratings) □ Student teaching observations □ Course grades (GPA 3.0 or above) – no incompletes □ Student teaching self assessment	□ Student teaching evaluation (Content area) – proficient ratings □ Work Sample Evaluation (proficient ratings) □ Student teaching observations □ Course grades (GPA 3.0 or above) – no incompletes □ Student teaching self assessment □ Faculty review all work samples (1^st comparative measure)	□ Course grades (GPA 3.0 or above) – no incompletes □ KEY ASSIGNMENT: Co-plan and co-teach a lesson	□ Student teaching evaluation (Content area) □ Work Sample Evaluation □ Student teaching observations □ Course grades □ Student teaching self assessment □ Faculty review all work samples (2^nd comparative measure) Surveys □ GSE program exit survey □ Perceptions of inclusion/collab. □ Multicultural efficacy scale
Transition points 8 & 9: Program transition points will include follow-up measures after one-year (i.e., SDEP graduate self assessment and an Employer survey) and a survey after 3 years (i.e., GSE follow-up survey).

4. Program alignments – Oregon TSPC special educator standards (vertical) & courses (horizontal)

The PSU Secondary Dual Educator Program (SDEP) addresses the TSPC Standards for the Oregon Special Educator License. In Table 6, the courses in the program are listed horizontally and the TSPC standards are listed vertically. In each cell, the specific sub-components for each standard (e.g., Standard 1 has a., b, c, d as sub-components) that are addressed in the course are shown. In Section 6, Table 8, the candidate assessments used to evaluate candidates’ proficiency in each of the TSPC standards are provided.

Table 6: TSPC Special Educator Standards Addressed in the PSU Secondary Dual Educator Program (SDEP)

YEAR 1 Secondary Dual Educator Program Courses & TSPC Standards	Adolescent Learners in Inclusive Settings	Adolescents with Learning Differences	Multicultural & Urban Education	Inclusive Classroom Researcher	Collaborative Teaming & the SPED Process	Initial Field Experience & Seminar	Study Skills & Learning Strategies	Advocacy & Transition Planning	Behavior Management	Classroom-based Assessment	Instructional Methods: Literacy Instruction	Practicum & Seminar	Diagnostic Assessment	Instructional Methods: Math Instruction	Work Sample Support Seminar I	0.5 Student Teaching - SPED
Standard 1: Foundations	a, b, c		b	a, b, c	a, b, c, d	a, b, c, d	a, b, c, d	b, c	a, b, c	a	a, b, c	a, b, c	a, b, c			a, b, c
Standard 2: Develop & characteristics of learners	a, b, c	a, b, c	a, b, c		a, b, c	a, b, c	b	b, c	a, b, c	b	b, c	c	b, c	b, c		c
Standard 3: Individual learning differences	a, b, c,	a, b, c	a, b	c	a, b, c	a, b, c	c	a, b, c	c	a, b, c	b, c	b, c	a, b, c	c	b, c	a ,b, c
Standard 4: Instructional strategies	a	b, c	c	c	a, b, c		a, b, c	c	a, b, c,		a, b, c	a, b, c	c	a, b, c	a, b, c	a, b, c
Standard 5: Learning environments & social interactions	a, b, c	a, b	a, b		b, c, d		b, c, d	a, b	a, b, c, d, e, f		b, c, d	a, b, c, d	a			a, b, c, d, f
Standard 6: Language			d		a, b		d		b, c, d	c	d	a, c	c	c	c	a, b, c, d
Standard 7: Instructional planning	(intro)		f	d	a, b, c, d, e, f		c, d, e, f	a, b, f, g	b, c, d, e, f	a, b, c, d, e	a, b, c, d	a, b, c, d, e, f, g, h	a, b	a, b, c, d, e,	a, b, c, d,	a, b, c, d, e, f, g, h
Standard 8: Assessment	a		a, e, f, g	c, d, g	b		a, f, g, h	b, e	a, g, f, g, h	b, c, d, e, f, g, h, i	b, c	a, b, d, e, g, h	a, b, c, d, e, f, g, i	a, e, f, g, h, i	a, b, d	a, b, d, f, g, h, i
Standard 9: Professional & ethical practice	b, d, f, g	c, d, e, f	c, d, e, f	b, c, d, e, f, g,	b, c, d, e, f, g	b, c, d, e, f, g, h	c, e, f, g	b, c, d, e, f, g, h	b	b, c, d, e, f, g	c, d, f, g	b, c, d, e, f, g, h	b, c, d, e, f, g, h	b, d, e, f, g	b, d, e, f, g	a, b, c, d, e, f, g, h
Standard 10: Collaboration	a			b, c, d	a, b, c, d		b, c	a, b, c, e	c, e	b, d	b	a, e	b, c, d			a. b

YEAR 2 Secondary Dual Educator Program Courses & TSPC Standards	Instructional Planning for Inclusive Settings	Work Sample Support Seminar II	Special Secondary Methods	Classroom Management	Effective Teaching Strategies and Materials for Working with Linguistically & Culturally Diverse Learners	0.5 Student Teaching – Content Area	Advanced Secondary Methods: Specialty Area	Collaborative Teaching	Functional Assessment	Functional Curriculum	Specialized Techniques	Job Readiness Seminar	Inclusive Educational Research & Leadership	Full-time Student Teaching – Content Area
Standard 1: Foundations		a, b, c, d						c	a, b, c, d	a, b, c, d	a, b, c, d	a, b	a, b, c
Standard 2: Develop & characteristics of learners	a, b, c	a, b, c	a	a	a	a, b	a		a, b, c	a, b, c	b, c
Standard 3: Individual learning differences	a, b, c,	a, b, c	a, b	a	a, b		a, b	a,	a, b, c	a, b, c	c	a	c	a, b
Standard 4: Instructional strategies	a, b, c	a, b, c	c		a, b, c	a, b, c	c	a, b, c		a, b, c	a, b, c		c	a, b, c
Standard 5: Learning environments & social interactions	a, b, c, f	a, b, c, f	a	a, d	a, b, e	a, c	a	a, b, c, f	a	a, b, c, d, e, f	b, c, d	a		a, b
Standard 6: Language	d	d	d		a, c,d		d		b	b, c, d	b, c
Standard 7: Instructional planning	a, c, e, f, h	c, e, f, h		f	a, b, c, e	a, b, e, h		a, c, d, e, f, h	a, b, c	a, b, c, d, e, f, h	c, d, e, f, h		d	a, e
Standard 8: Assessment	d	a, b, c, d, f, g, h, i	c		a, e	a, c, f, g, h, i	c	g	a, b, c, d, e, f, g, i	a, b, d, e, f, g, h, i	a. b, e, g, i		c, d, g	a, d, e, f, g, h
Standard 9: Professional & ethical practice	c, d, e, f, g	b, c, d, e, f, g, h	d. e, g	a, d, e, g, h	e, f, g	a, b, c, d, e, f, g, h, i	d, e, g	b, c, d, e, f, g, h	b, c, d, e, f, g,	b, c, d, e, f, g	b, c, d, e, g	b, c, d, e, f, g, h	b, c, d, e, f, g	a b, c, d, e, f, g, h
Standard 10: Collaboration	a, b, c, d	a, b, c, d, e	a		a, b	a, b, c	a	a, b, c, d, e	a, b	a, b, d, e,	a, b, e	a	b, c, d	a, d, e

5. Program field experiences matrix: Program term (horizontal) & program field experience (vertical)

The PSU Secondary Dual Educator Program includes supervised field experiences in all six terms of the program. In Table 7, all of the field experiences are described, including the number of weeks and hours per week.

Table 7: Secondary Dual Educator Program Field Experiences

Description of Field Experience	When Provided	# of Weeks	# of Hours
Initial Field Experience (IFE) Within this experience, SDEP candidates are introduced to the school culture with the support of a special educator and a content area teacher. This initial school experience is mainly observation, however, candidates complete course assignments on-site to help structure the experience. This 10-week experience provides an authentic framework for candidates to learn about inclusive practices and collaboration.	Fall term (year 1)	10 weeks	10 hours per week
Supervised Teaching Experience (STE) – SPED SDEP candidates continue working with their special education cooperating teacher in the school. This experience will require candidates to assess, plan and implement 1:1 literacy instruction using evidence-based literacy curricula. Field-based assignments include: a) teaching a learning strategy(s); b) participating in positive behavior support routines; c) assisting with IEP development, and other application activities. This experience is supported by a weekly seminar.	Winter term (year 1)	10 weeks	10 hours per week
Half-time Student Teaching – SPED (with work sample) During student teaching, SDEP candidates expand their instructional responsibilities under the guidance of the special education cooperating teacher for 20 hours each week. Candidates provide direct literacy instruction within reading groups working with diverse learners, and administer formal assessments with a student. Candidates plan, teach, assess and reflect upon a literacy-focused unit to complete their first work sample. This experience is supported by a weekly seminar.	Spring term (year 1)	10 weeks	20 hours per week
Half-time Student Teaching – Content Area (with work sample) SDEP candidates complete a half-time student teaching experience with a content area classroom. Candidates learn to plan and teach critical content within an inclusive classroom and effectively collaborate with special educators and other professionals. Candidates complete a work sample (unit of 2 to 5 weeks in length) as part of this field experience. This experience is supported by a weekly seminar.	Fall term (year 2)	14 weeks	20 hours per week
Practicum – Functional Focus and Co-teaching SDEP candidates participate in classroom activities in both SPED and content area settings and, become familiar with the school and content area cooperating teacher (CT) to prepare for a full time content area student teaching experience. Candidates work with students with significant disabilities to: a) assess student needs using ecological, criterion-referenced, and observational strategies; b) develop and implement instructional plans for teaching within routines, naturalistic teaching, and direct/discrete trial instruction and; c) implement strategies to reduce challenging behaviors; implement specialized techniques to adapt routines for students. In addition, candidates co-plan/teach/ and co-reflect a lesson with a content area teacher in preparation for student teaching. This experience is supported by a weekly seminar.	Winter term (year 2)	10 weeks	10 hours per week
Student Teaching (with work sample) SDEP candidates complete the full-time student teaching experience in a content area classroom. The focus of this culminating student teaching experience is to integrate and put into practice the content area and special education pedagogy taught in the program. The last work sample (unit of 3 to 5 weeks in length) requires candidates to plan for diverse/inclusive classrooms by differentiating instruction and, implementing accommodations, modifications, and instructional strategies to support student success.	Spring term (year 2)	10 weeks	40 hours per week

6. Programs will provide summary of assessments and guides used for data collection

The PSU Special Educator program uses a variety of assessments to evaluate candidates. In Table 8 these key assessments are described including how the data is collected and used.

The column “TSPC Standards” indicates which of the 10 standards are evaluated, in part, through the assessment. TSPC standards are taught and also evaluated through coursework (see Section 4. Program alignments and Table 6: TSPC Special Educator Standards Addressed in the PSU Special Educator Program.) Samples of the assessments are provided in the appendix section.

Table 8: Summary of Secondary Dual Educator Program Candidate Assessments

Assessment	Description of Assessment (including purpose and how data is collected and used)	When Used in Program	TSPC Standards
Personal Statement Instructions and Scoring Rubric	This Personal Statement Scoring Rubric is used to evaluate an applicant’s writing sample in response to a writing prompt. Each sample is scored by two faculty. The applicant’s scores are one of several assessments used to evaluate applicants.	Admissions	Not applicable
Recommen-dation Ratings Form	The Recommendation Ratings Form is used to gather information from an applicant’s professional references. Applicants are instructed to ask three persons (e.g. teachers, principals who have observed them working with children, faculty, etc.) to complete the Recommendation Form and return it directly to the Department of Curriculum and Instruction. The form includes a section for rating the applicant and for open ended comments. The applicants’ scores from each of the three references are one of several assessments used to evaluate applicants.	Admissions	Not applicable
Simulation Ratings Form	The Simulation Ratings Form is used to evaluate the performance of applicants during the admissions interview. Applicants participate in a simulation activity with 3 or 4 other candidates in which they respond to a prompt while being observed by a panel of faculty and school administrators. Each observer individually rates the candidates in their ability to problem solve, listen, and contribute to a collaborative process. The panel discusses each candidate and creates a consensus rating.	Admissions	Not applicable
Candidates Perceptions of inclusion & collaboration Survey	The Candidates Perceptions of Inclusion and Collaboration Survey is a survey in which candidates rate their level of understanding and comfort with collaboration and inclusive practices. Candidates complete the perception survey at the beginning and the end of the program. In completing the survey, candidates are able to see the specific knowledge and skills they need to learn to effectively work as inclusive educators and self-evaluate their own growth in these areas. Faculty members examine the pre-post scores of groups of candidates to help evaluate the Secondary Dual Educator Program and target areas where improvements are needed.	First Term	OAR 584-017-0100 : Standard 5 And Council for Exceptional Children (CEC) Competencies
Key assignment: Teaching for diversity belief statement (CI 514- Multicultural Ed) *	Candidates write an essay laying out their beliefs about diversity and education as the culminating project in the multicultural education course	First Term	OAR 584-017-0100 : Standard 5 And Council for Exceptional Children (CEC) Competencies
Multicultural Efficacy Scale	The Multicultural Efficacy Scale is a survey in which candidates rate their level of understanding and comfort level with working in diverse settings. Candidates complete the survey at the beginning and the end of the program. In completing the survey, candidates are able to see the specific knowledge and skills they need to learn to effectively work in diverse classrooms and self-evaluate their own growth in these areas. Faculty members examine the pre-post scores of groups of candidates to help evaluate the Secondary Dual Educator Program and target areas where improvements are needed.	First Term Last Term	OAR 584-065-003. OAR 584-017-0100 : Standard 3
Initial Field Experience	Initial Field Experience. Expectation is that teacher candidates experiences the school site from both the lens of special education and general education during this first field experience. This practicum assessment focuses on initial experience in the areas of exhibiting professional behaviors/ethics and special education dispositions (CEC) (OAR 584-017-0100). The Cooperating Teacher evaluates the candidate and then meets to discuss strengths and areas for improvement.	First Term	OAR 584-065-003. OAR 584-017-0100 : Standards 1-10
Practicum Observation Forms for Academic Focus Practicum. (Second field experience)	The Practicum Observation Forms for the Academic Focus Practicum are used by the University Supervisor to provide feedback to candidates’ after observations during their academic focus practicum. After an observation, the University Supervisor meets with candidate and uses the form to provide feedback and identify and discuss areas of strength and areas for continued improvement.	Second Term	OAR 584-065-003. OAR 584-017-0100 Standards 4,5,7,8
Practicum: Evaluation Form for Academic Focus (midterm and final) (Second field experience)	Midterm and final practicum evaluations assess pedagogical knowledge and skills and professional dispositions as they are applied in school contexts. The Practicum Evaluation Form for Academic Focus assesses a candidates’ proficiency in the areas of teaching performance (planning instruction, establishing a classroom climate conducive to learning, engaging students in learning activities, evaluating, acting upon, reporting progress) as defined in OAR 584-017-0100. Evaluators use a rubric to rate the candidate’s performance as exemplary, proficient, emerging, or unacceptable. The evaluation also includes questions regarding dispositions, professional behavior, use of technology, and supporting diverse learners. The University Supervisor and the Cooperating Professional use the evaluation to provide candidates feedback on their performance at the mid-term and final stage of the practicum. After completing evaluations, the University Supervisor and Cooperating Professional meet with the candidate to discuss the candidates’ strengths and areas for improvement and establish goals. Candidates are expected to bring all areas to proficiency by the final evaluation with no unacceptable ratings.	Second Term	OAR 584-065-003. OAR 584-017-0100 Standards 1-10
Student teaching observations (Third field experience)	The University Supervisor will observe the teacher candidate at least three times during the term and give written and verbal feedback. The University Supervisor will meet with the Teacher candidate and the Cooperating Professional for the Initial, Midterm and Final meetings three times during the term and be available to both the teacher candidate and the Cooperating Professional for clarification, advice and resolution as needed.	Third Term	OAR 584-065-003. OAR 584-017-0100 Standards 4,5,7,8 , 9, 10
Student teaching SPED: Academic focus: Evaluations (midterm and final) (Third field experience)	Midterm and final evaluations assess pedagogical knowledge and skills and professional dispositions as they are applied in school contexts. University supervisors use standard assessment rubrics to evaluate field experiences and share these data with the candidates. Midterm evaluations tell candidates in which areas of teaching performance they are exemplary, proficient, emerging, or unacceptable. Candidates are expected to bring all areas to proficiency by the final evaluation with no unacceptable ratings.	Half-time 3rd Term	OAR 584-065-003. OAR 584-017-0100 Standards 1 - 10
Work Sample Evaluation: SPED Literacy Focus: (1^st work sample)	The Work Sample Evaluation: Literacy Focus is used to evaluate a candidates’ ability to assess and teach literacy. In general, work samples are performance assessments in which candidates demonstrate their skills at analyzing school and classroom contexts, designing and facilitating instruction, assessing students learning gains, and using data to make instructional decisions. Work sample assignments are designed with a mastery expectation. Candidates receive initial evaluations from their supervisor or cohort leader and are required to fix any deficient parts of the work sample and resubmit them. Work samples are not complete until a rating of proficient is achieved.	Half-time 3rd Term	OAR 584-065-003. OAR 584-017-0100. Standards 1-10
Half time Student teaching in inclusive content classroom evaluations (midterm and final) (Fourth field experience)	Midterm and final evaluations assess pedagogical knowledge and skills and professional dispositions as they are applied in school contexts. University supervisors use standard assessment rubrics to evaluate field experiences and share these data with the candidates. Midterm evaluations tell candidates in which areas of teaching performance they are exemplary, proficient, emerging, or unacceptable. Candidates are expected to bring all areas to proficiency by the final evaluation with no unacceptable ratings.	Fourth Term	OAR 584-065-003.
Work Sample Evaluation: Inclusive Content Focus: (2nd work sample)	The Work Sample Evaluation: Content Focus is used to evaluate a candidate’s ability to assess and teach content in a diverse inclusive classroom environment. In general, work samples are performance assessments in which candidates demonstrate their skills at analyzing school and classroom contexts, designing and facilitating instruction, assessing student learning gains, and using data to make instructional decisions within a large diverse classroom. Teacher candidate must demonstrate differentiation and universal design. Work sample assignments are designed with a mastery expectation. Candidates receive initial evaluations from their supervisor or cohort leader and are required to fix any deficient parts of the work sample and resubmit them. Work samples are not complete until a rating of proficient is achieved.	Fourth Term	OAR 584-065-003. OAR 584-017-0100 Standards 1 - 10
Key assignment: Co-teach a lesson (ED 586 – Collaborative Teaching)	Candidates co-plan, co-teach a lesson, and co-reflect with their content cooperating teacher.	Fifth Term	OAR 584-017-0100 : Standard 5 And Council for Exceptional Children (CEC) Competencies
Practicum Project: Functional focus (5th field experience)	Candidates assess, design instruction, and teach a student with severe/multiple disabilities. Candidates develop and implement functional routine(s) and will be assessed by the course instructor using a rubric.	Part time Fifth term	OAR 584-065-003/ OAR 584-017-0100 Standards 4,5,7,8
Full time Student teaching in inclusive content classroom evaluations (midterm and final) (6th field experience)	Midterm and final evaluations assess pedagogical knowledge and skills and professional dispositions as they are applied in school contexts. University supervisors use standard assessment rubrics to evaluate field experiences and share these data with the candidates. Midterm evaluations tell candidates in which areas of teaching performance they are exemplary, proficient, emerging, or unacceptable. Candidates are expected to bring all areas to proficiency by the final evaluation with no unacceptable ratings.	Sixth Term	OAR 584-065-003. OAR 584-017-0100 Standards 1 - 10
Work Sample Evaluation: Inclusive Content Focus: (3rd work sample)	The Work Sample Evaluation: Content Focus is used to evaluate a candidate’s ability to assess and teach content in a diverse inclusive classroom environment. In general, work samples are performance assessments in which candidates demonstrate their skills at analyzing school and classroom contexts, designing and facilitating instruction, assessing students learning gains, and using data to make instructional decisions within a large diverse classroom. Teacher candidate must demonstrate differentiation and universal design. Work sample assignments are designed with a mastery expectation. Candidates receive initial evaluations from their supervisor or cohort leader and are required to fix any deficient parts of the work sample and resubmit them. Work samples are not complete until a rating of proficient is achieved.	Sixth Term	OAR 584-065-003. OAR 584-017-0100 Standards 1 - 10

7. Programs will provide data which indicated need for change.

The Secondary Dual Educator Program remains unchanged. The purpose of this document is to demonstrate that the endorsement in special education earned at the successful completion of the program is aligned with the special educator program in the Department of Special Education, approved by TSPC.

The PSU Consortium reviewed and discussed the proposed program during their meeting on February 10, 2005. The Consortium gave it their enthusiastic approval and recommended that the GSE implement the program.