1.1 The Education Specialist Credential (Mild/Moderate Disabilities) proposed by the Department of Education at Santa Clara University (SCU) is being developed to fill gaps in teaching positions across grade spans that support the needs of students with Mild to Moderate disabilities. As another illustration of the need for this program, the following page links to letters of support for this program that have been written by local school districts. The first cohort of this program would commence in the fall of 2022.

We feel strongly that all teachers need to have the preparation to work with students with mild to moderate disabilities. Toward that end, all of our faculty have been involved in professional learning regarding addressing the needs of students with disabilities leading up to this proposal submission. Local leader Beth Majchrrzak (former Special Education Local Plan Area Director) and Dr. Susan De La Paz, Professor and Director of Special Education Programs at the College of Education housed in the University of Maryland provided resources, guidance, and support in the revision of our syllabi to address the MMSN TPEs. The faculty continue with their efforts to build the knowledge, skills, and dispositions to support future teachers in addressing the needs of students with disabilities in their respective fields. We are consulting with experts, teachers, and online resources to be prepared to begin this new program.

We infused our existing Multiple Subjects and Single Subject curriculum with the Education Specialist MMSN TPEs. This would mean that all teacher candidates that graduate from our program would receive the preparation outlined in the MMSN TPEs. Those students that seek the Education Specialist Credential would enroll in one additional course (EDUC 240: Mild/Moderate Disabilities) and conduct their student teaching experience in a Special Education classroom.

Moreover, to further support Education Specialist graduates from our program we have candidates seeking the Education Specialist credential select whether they would like to focus their credential in elementary or secondary settings. Selecting elementary would place the Education Specialist credential candidate in the multiple subjects Education Specialist track and similarly if selecting secondary would place them in the single subject Education Specialist track. Such specialization will assure candidates receive honed support with the age group they wish to work with primarily. Education Specialist credential candidates would still receive support to work with students with disabilities upto the age of 22, but would have specialized training to work in either elementary or secondary school settings.

We are proposing two pathways for this credential: Student Teaching Pathway and Internship Pathway. The chart below offers additional details regarding the delivery model and pathways.

Education Specialist Credential (Mild/Moderate Disabilities)

1.2 PROGRAM SUMMARY

PROGRAM DESIGN. Leadership within the credential program includes our Education Specialist Coordinator, Dr. Harold Hoyle. We also have three Field Placement Coordinators—Dr. Melina Johnson (Single Subject), Mrs. Cyndy Pizzo (Multiple Subjects), TBA (Education Specialist). In addition, we have an Intern Placement Coordinator—Dr. Kathy Sun and a Bilingual Authorization Coordinator—Dr. Claudia Rodriguez-Mojica. These coordinators report to the Director of Teacher Education, Dr. Kathleen Stoehr. Dr. Stoehr reports to the Department Chair--Dr. Pedro Hernandez-Ramos. Communication with the Commission on Teacher Credentialing takes place through the CTC Liason—Dr. Marco Bravo. The credential will also be supported by the Credential Analyst—Ms. Luz Zamora. Communication within the credential program takes place in bi-monthly teacher education meetings attended by all those mentioned above and all teacher education faculty, which then get reported to the institution through department meetings held once per month and led by the Department Chair.

Structure of coursework and field experiences. The credential program can be completed in two years. Coursework begins in year with foundational courses (e.g., 253/278: Typical and Atypical Development & Learning in Children & Youth with Special Needs; 258/283: Developing Positive Classroom Cultures), courses in language and literacy (e.g., 257/282: English Language Development; 261: Teaching Reading in Elementary Schools (MS)/294a/b Adolescent Literacy I & II (SS). Methods courses are offered in year 2 (e.g., 259a/b: Elementary Math Methods I & II (MS), 285a: Secondary English Methods I & II. Our program offers individual methods courses for Multiple Subject (MS) candidates in Math (2 courses-259a & b); Social Studies & Visual Performing Arts (263); Science/ Health & PE (264). Similarly, for Single Subject (SS) candidates, they must enroll in two sections of methods courses in one of the following areas: Secondary English, World Languages, Mathematics, Science, Social Science. In addition, in year 2 students enroll in practicum coursework (MS: 231a, 231b, 231c, 231d; SS: 230a, 230b, 230c, 230d; Intern: 230i1, 230i2, 230i3,230i4 that coincide with student’s field experience.

Student teachers are at their field experience one week before the start of the school’s academic year and continue at this site until the end of the school placement’s academic year. In summer and fall quarters, students are at their school site from 8am until noon Monday thru Thursday which is the observational phase with some small group instruction provided by the teacher candidate and culminating with whole class instruction. Winter quarter expands the time teacher candidates are at their site, they continue attending from 8am-noon but are at their site Monday thru Friday. This portion of student teaching culminates with two weeks of solo instruction. During the Spring quarter candidates stay at their placement from 8am to 2:30pm (or end of school). This portion of student teaching also culminates with two weeks of solo instruction for the entire day.

Placements include inclusive, and special education designated classrooms. Multiple Subject candidates also receive an upper grade and a lower grade placement while Single Subject candidates receive a placement in different sub areas of the credential they are seeking (e.g., algebra/geometry). The placements ensure planned experiences with diverse populations and federal disability categories.

Below we offer a table with description of the field experience during year 2.

Candidates are assigned a cooperating teacher and field supervisor that hold the credential the student teacher is seeking. Cooperating teachers and field supervisors observe and evaluate the teacher candidates on 4 occasions per quarter. (Fall, Winter, Spring, Summer 2/Fall 2)

Interns complete 120 hours of prerequisite coursework before beginning their internship practicum experience and are similarly assigned a Learning Support Teacher from the participating district as well as a field supervisor. Both will hold the clear credential the intern is pursuing.

The practicum courses, along with the foundational, language and literacy coursework, and support from the cooperating teacher/Learning Support Teacher and field supervisor prepares and supports candidates through the teacher education program.

Modifications to the program over the past two years have included the following:

· Development of an Advisory board to seek feedback from stakeholder on the organization, coordination, and decision making for all educator preparation programs.

· Development of a continuous improvement plan where data sources are collected, analyzed and shared with faculty and relevant stakeholders

Stakeholder input takes place bi-annually through our Education Advisory Board meetings. We bring together the voices of superintendents, principals, teacher alumni, CEO, and education directors to assist us in reviewing data (e.g., completer survey, TPA Passing scores) from the program to make changes or reinforce practices taking place in our program.

COURSE OF STUDY (CURRICULUM AND FIELD EXPERIENCE). Santa Clara University operates on the quarter system and hence below we report on each (10-week session, with exception to summer where we run a summer pre-session [1 week], summer session I [5 weeks]; summer session II [5 weeks]). Course numbers with a 25X or 26X designate multiple subject education specialist program while 27x, 28x, 29x designate single subject education specialist program. Two courses have the same course number for both multiple and single subject program (EDUC 221M: Effective Teaching for Students with Disabilities; EDUC 240: Mild/Moderate Disabilities)

The sequence of courses begins in Fall I quarter where students enroll in a foundational course EDUC 250/275: Ethics, Diversity, and Reflection: Introduction to TK-12 Teaching. This course provides opportunities to bring to the surface biases that students may bring to the classroom space and uses Ignatian reflection practices to discern an adequate course of plan forward. Students also enroll in EDUC /251276: Technology for Secondary Teachers/Students also enroll in EDUC 257/282: English Language Development, where they learn to discern differences between processes of English language learning and mild/moderate learning disabilities as well as language development across disabilities. Students can elect to enroll in this course during the Fall quarter or the following Summer session I. We provide this option to allow flexibility for working students. During fall session students also enroll in the foundational course Technology for Elementary/ Secondary students (EDUC 251/276) where they learn of assistive technologies that support students with disabilities.

During Winter I quarter, students enroll in EDUC 253/278: Typical and Atypical Development and Learning) where Education Specialist credential candidates acquire understandings of atypical development associated with various disabilities and their implications for learning. Students also enroll in EDUC 258/283: Developing Positive Classroom Cultures where students build understanding of supporting students with complex social communication, behavioral and emotional needs in the least restrictive environment. Students also enroll in EDUC 262: Teaching Language Arts in Elementary Schools/EDUC 294a: Adolescent Literacy I where candidates learn about accommodating the literacy curriculum for students with special needs.

During Spring I quarter students enroll in EDUC 221m: Effective Teaching for Students with Disabilities where a strong focus of the course is development and implementation of IEP and ITP. Students also enroll in EDUC 252/277: Social Foundations in Education where students examine educational inequities due to race, class, gender and identified learning disabilities as well as the policies that look to remedy these inequities. MS Education Specialist candidates enroll in their first methods course in Spring I (EDUC 263: Elementary Methods for Social Studies and Visual Performing Arts) where they learn about effective accommodations/modifications for students with identified disabilities as well as how to effectively communicate with families and other personnel to ensure positive outcomes for students with disabilities. Single Subject Education Specialist candidates enroll in the second sequence of the Adolescent Literacy courses (EDUC 294b: Adolescent Literacy II).

Summer Pre-Session II. Students that did not complete EDUC 250/275: Ethics, Diversity, and Reflection: Introduction to Teaching in Fall I quarter, enroll in the course during this session.

Similarly, Those students that did not enroll in any of the following courses (EDUC 221M, EDUC 257/282, EDUC 253/278) during their first year, would enroll in those courses during Summer II. Education Specialist candidates begin their field experience at this point in the program and enroll in their first practicum course (EDUC 230a (MS); EDUC 231a (SS): Ethical Reflective Practicum in Special Education. Field experience consists of co-planning with cooperating/learning support teacher, establishing rapport with students, and familiarizing themselves with the curriculum and grade/subject standards.

During Fall II quarter MS Education Specialist candidates enroll in the Health Education for Teachers Workshop as well as methods courses EDUC 259a: Elementary Mathematics Methods and Teaching Reading in Elementary Schools. Modifying instruction for students with identified disabilities is the focus of these courses. SS Education Specialist candidates similarly enroll in their first methods course for their subject area–EDUC 286a: World Languages, EDUC 287a: Secondary Mathematics, EDUC 288a: Secondary Science Methods, EDUC 289a: Secondary Social Studies Methods. SS Education Specialist candidates also enroll in EDUC 296: Assessing Secondary Student Learning where they learn the legal requirements for administering and documenting assessments for students with IEPs.

Education Specialist candidates continue with their field experience and enroll in their second practicum course (EDUC 230b (MS); EDUC 231b (SS): Ethical Reflective Practicum in Special Education. Field experience consists of co-planning with cooperating/learning support teacher, establishing rapport with students, and familiarizing themselves with the curriculum and grade/subject standards.

During Winter II MS Education Specialist candidates enroll in EDUC 265: Assessing Elementary Student Learning, where they acquire skills for assessing students with identified learning disabilities and documenting in their IEPs. MS Education Specialist candidates also enroll in the second mathematics methods course (EDUC 259b: Elementary Methods where they practice and assess students' ability to enact instruction that is modified/accommodated for students with identified disabilities.

Similarly SS Education Specialist candidates develop these sensibilities in the second sequenced subject matter course EDUC 286a: World Languages, EDUC 287a: Secondary Mathematics, EDUC 288a: Secondary Science Methods, EDUC 289a: Secondary Social Studies Methods.

Education Specialist candidates continue with their field experience and enroll in their third practicum course (EDUC 230c (MS); EDUC 231c (SS): Ethical Reflective Practicum in Special Education. Field experience consists of co-planning with cooperating/learning support teacher, establishing rapport with students, and familiarizing themselves with the curriculum and grade/subject standards.

During the final quarter of the program, Spring II, both MS and SS Education Specialist candidates enroll in EDUC 240: Mild/Moderate Disabilities. This course allows students to practice and assess modification of curriculum and assessment for students with mild/moderate disabilities, including physical disabilities.

MS Education Specialist candidates enroll in their final methods course (EDUC 264: Elementary Methods for Science, Health, and Physical Education). Attending to the socio-emotional needs of students with disabilities in one of the foci for this course.

SS Education Specialist candidates enroll in the the Health Education for Teachers Workshop during this final quarter.

Education Specialist candidates continue with their field experience and enroll in their final practicum course (EDUC 230d (MS); EDUC 231d (SS): Ethical Reflective Practicum in Special Education. Field experience consists of co-planning with cooperating/learning support teacher, establishing rapport with students, and familiarizing themselves with the curriculum and grade/subject standards.

ASSESSMENT OF CANDIDATES. Candidates are assessed for program competencies in each course, during each quarter of their field experience, and in their fall, winter, and spring quarter of student teaching/intern teaching via the CalTPA assessment. Candidates are assessed in each course through assignments and passing grade for the course (B- or better). In particular, each course has a signature assignment that assess some specific TPEs/MMSN TPEs that are integrated into that particular course. These assignments are scored on a 1-4 scale (score of one and two below expectations; score of 3 meets expectations; score of 4 exceeds expectations) and must score at least a 3 to receive a passing score for the course. These data are collected by our assessment coordinator and shared with faculty and program directors and coordinators. Each faculty shares the results of these signature assignments with students during their class.

The field experience is assessed via a formative and summative evaluation tool. During the field experience, teacher candidates receive 3 formative evaluations each quarter and a summative evaluation as well. Also scored on a 1-4 scale, students must have only “3’s and “4’s” at the end of each quarter to move on to the next phase of their field experience. The tool has embedded within it each of the TPEs/MMSN TPEs targeted during that quarter of instruction. Students are informed about the formative and summative evaluation in each of their practicum courses and in the three-way meeting at the onset of the program that involves them, their learning support teacher/cooperating teacher, and field supervisor. It is also information that is supplied to them via the Teacher Education (MATTC) handbook (pg 56). Results from the evaluation are shared with students no more than two days after the formal observation by the field supervisor.

The CalTPA is the third tool used to assess candidates. Cycle 1 is assessed in December and Cycle 2 is assessed in April during the year that the candidates are participating in the field experience (year two for interns and students that opt for the two-year plan). Our TPA coordinator provides in-person workshops and information via a Canvas site for students twice before the CalTPA must be submitted. These scores are shared with students by Pearson. Any students that does not pass must meet with the TPA coordinator to discuss and schedule a revision or retake of the CalTPA. This happens within a week of the scores being released.

The teacher education program utilizes these various assessment data as part of our assessment and continuous improvement plan.