Developing Teacher Education Courses

1. Developing Teacher Education Courses ANDREA ZETLIN ED.D. CALIFORNIA STATE UNIVERSITY LA TEACH LOS ANGELES REGIONAL COLLABORATIVE CONVENING MAY 18, 2018

2. BACKGROUND • Severe teaching shortage in CA - particularly in special education and single subject math and science • drop in # of teacher ed candidates and spec ed credentials awarded • retirements and early leaving (salaries, working conditions) • alternate education positions sought (administration, school counselor/school psychology) • Responses by CA Commission on Teacher Credentialing • Legislation to restore elementary subject matter waiver in lieu of CSET • $10M funding for IHEs to develop BA programs in which students earn a teaching credential + include seamless transfers from CCs

3. BACKGROUND • Federal Legislation: • IDEA and ESSA - wants SWDs to be educated in general education with appropriate supports • Response by CA Commission on Teacher Credentialing • Adopt new Teaching Performance Expectations (TPEs) and Program Standards - require all teaching candidates to demonstrate skills in effectively instructing all students

4. CTC Program Standards for Teaching Credentials Source: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/prelimmsstandard-pdf.pdf?sfvrsn=a35b06c_2

5. Multiple Subjects Credential Standard 1: Program Design and Curriculum Standard 2: Preparing Candidates toward Mastery of the Teaching Performance Expectations (TPEs) Standard 3: Clinical Practice Experiences(600-750 hours) Standard 4: Monitoring, Supporting, and Assessing Candidate Progress towards Meeting Credential Requirements Standard 5: Implementation of a Teaching Performance Assessment Standard 6: Induction Individual Development Plan

6. Source: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0

7. Teaching Performance Expectations: At A Glance TPE 1: Engaging and Supporting All Students in Learning TPE 2: Creating and Maintaining Effective Environments for Student Learning TPE 3: Understanding and Organizing Subject Matter for Student Learning - Content Specific Pedagogy TPE 4: Planning Instruction and Designing Learning Experiences for All Students TPE 5: Assessing Student Learning TPE 6: Developing as a Professional Educator

8. Teaching Performance Expectations • “…Reference is made to ‘all students’ or ‘all TK–12 students’." • “Students may exhibit a wide range of: learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin.” • Students in California public schools include: students whose first language is English, English learners, and Standard English learners. • This inclusive definition of "all students" applies whenever and wherever the phrase "all students" is used in the TPEs.

9. QUESTIONS?????

10. Cal State LA Urban Learning Major – 4 Options • Option 1 – BA + Multiple Subjects Credential • Option 2 – BA + Education Specialist Credential • Mild/Moderate Disabilities Credential • Moderate/Severe Disabilities Credential – Intern eligible • Visual Impairment– Intern eligible • Physical and Health Impairment – Intern eligible • Option 3 – BA + Accelerated Dual Credential • Mild/Moderate Disabilities and Multiple Subjects Credentials • Option 4 – BA only – Teaching and Learning coursework

12. EDCI 4000 Transformative Teaching in Diverse Urban Classrooms (3) Course Content • Teacher candidates will explore, discuss, analyze, and reflect on: • Transformative educators • Standards (TPEs, Common Core State Standards, California Content Frameworks, Next Generation Science Standards ) • Learning Environments • Engaging and effective learning environments for all learners; management/instruction from both teacher and student perspectives • Laws related to the classroom, teacher, school, community, institutions, and policies • Diversity in the classroom, its power and importance (all kinds of diversity) • Supporting English language learners • Current issues in education • Suicide, Bullying, Healthy behaviors • Educators as lifelong learners

13. EDCI 4000 Transformative Teaching in Diverse Urban Classrooms Student Learning Outcomes Upon completion of this course, students will be able to: Identify practices based on various salient taxonomies including current teaching and learning frameworks, the concept of those practices that promote a “success” or “failure” psychology, and common practices that have been found to be most common with schools of differing socio-economic classes. Identify quality practices within schools, and those practices that lead to higher or low levels of function and apply that knowledge within a case analysis of a school. Build a vision for himself/herself as a transformative educator that includes the application of skills, knowledge and dispositions. Describe urban students including basic developmental, learning and achievement psychology, and apply their perspective to their observational analysis and vision. Integrate an evolving understanding of systems and paradigms in field-work observations and class discussions. Examine and consider current trends and issues of youth suicide and bullying. Describe how to identify and protect suicidal and self-injurious youths, and how to work with school site crisis teams for suicide and bullying prevention. Create an online portfolio aligned with CCTC standards and TPE's. Verify completion of 20 hours of documented early field experiences to be completed during the course for a total of 45 hours by the end of the course. Discuss how the learning environment must be based on relevant state and national laws; propose an appropriate learning environment for learners with special needs. Demonstrate use of technology by using email, exploring websites to locate laws related to education, and applying established selection criteria to evaluate materials.

16. Upcoming Changes to Education Specialist Credentials • Will include: • new credential structure • new program standards • common TPEs and new Ed Specialist TPEs specific to each credential • 5 new credentials • Mild/Moderate Support Needs • Significant Support Needs • Early Childhood Special Education (birth – kindergarten) • Visual Impairments • Deaf and Hard of Hearing

17. EDSP 4000 Foundations in Special EducationCourse Content • The knowledge base of the field of special education including a) key legislation and b) problems and issues relating to instruction in the urban special education classroom. • Risk factors and causes of disabilities including a) effects of biological and environmental risk factors, such as poverty, substance abuse or inadequate nutrition – and the impact on health, student learning and behavior; and b) how to recognize and respond to health emergencies (e.g. seizures, asthma attacks, hypoglycemia, etc.). • Families and early intervention services including a) importance of family in special education law and practice; the role of culture in family attitudes toward schools and disability and the importance of culturally reciprocal practices; b) the individualized family service plan (IFSP); and c) collaboration among professionals, and between professionals and family members. • The Individualized Education Program (IEP)including a) responsibilities of the school system relating to the IEP process and b) least restrictive environment and continuum of placements for students with disabilities. • Introduction to a framework of support for students with disabilities in the general education classroom, including a) individualized instruction and differentiated teaching and b) curricular adaptations/modifications. • Supporting students with disabilities, including students with specific learning disabilities, mild to severe intellectual disabilities and developmental delay, autism, behavioral and emotional disorders, autism, communication disorders, hearing loss, blindness or low vision, physical disabilities and health impairments. • Supporting Students who are gifted and talented including differentiated instructional approaches, including acceleration and enrichment approaches.

18. Student Learning Outcomes Upon completion of this course, students will: SLO #1: Use appropriate terminology relating to special education. SLO #2: Identify the roles of general and special education and related service providers in the education of exceptional children and youth. SLO #3: Identify the provisions of IDEA and other related legislation and their impact on the teaching of children and youth with disabilities. SLO #4: Identify core components of the IEP and the key members of the IEP team. SLO #5: Recognize the legal responsibilities of the school system relating to the IEP process and parental rights relating to the IEP process. SLO #6: Distinguish the differences in the continuum of placements options for students with disabilities and the least restrictive environment. SLO #7: Discuss general issues in special education, including historical, current and future legal, programmatic, curricular, and social issues that impact the field. SLO #8: Identify and articulate problems related to instruction in the urban classroom. SLO #9: Identify causes of disabilities, and conditions that place a child at risk for developmental delay and disability. SLO #10: Identify factors that contribute to the development of giftedness. SLO #11: Recognize the legal rights of parents of exceptional children. SLO #12: Determine the benefits of early intervention. SLO #13: Recognize the importance of culturally reciprocal practices in special education. SLO #14: Distinguish between common curricular modifications and explore instructional strategies for effective service delivery for exceptional students. SLO #15: Identify classroom accommodations for students with disabilities. SLO #16: Relate various theories of learning and appropriate models of instruction to learning needs of students with various disabilities. SLO #17: Discuss the implications of cultural and linguistic diversity on the identification, assessment, and instruction of exceptional students. SLO #18: Discuss the need for collaboration among the general educator, special educator, family members and other service providers. SLO #19: Identify the role of technology in instruction and assistive technologies for instructional support for students with disabilities. SLO #20: Identify the characteristics of each exceptionality area and the eligibility requirements for classification of exceptional students. SLO #21: Make suggestions relating to the application of the framework of support for students in each exceptionality category. SLO #22: Identify symptoms of chronic and acute health conditions that affect student learning and indicate appropriate responses for medical emergencies associated with these conditions.

19. QUESTIONS????? List of Resources • Multiple Subject Program Standards: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/prelimmsstandard-pdf.pdf?sfvrsn=a35b06c_2 • California Teaching Performance Expectations: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0 • Cal State LA Multiple Subject Course List: http://www.calstatela.edu/academic/ccoe/programs/ms/multiple-subject-teaching-credential-program-information-sheet • Cal State LA Education Specialist-MM Disabilities Course List: http://www.calstatela.edu/academic/ccoe/programs/cred_mildmod/program-information-sheet

20. Cal State LACharter College of Education Contact info • Dean Cheryl Ney cney@calstatela.edu • Prof. Andrea Zetlin azetlin@calstatela.edu • Agustin Cervantes acerva47@calstatela.edu