M A R I A N U N I V E R S I T Y

S C H O O L O F E D U C A T I O N

Department of Teacher Education Special Education Program

Student Handbook

2016-2017

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Table of Contents PREFACE 2

INTRODUCTION 3

Marian University Mission Statement 3

Marian University Core Values 4 Marian University and School of Education Vision 4 Conceptual Framework 6 Policies and Procedures for Professional Dispositions 6

InTASC Standards 8 Administration and Governance 10

SPECIAL EDUCATION PROGRAM ONLINE COURSEWORK 11

Field Experience 12

Clinical Practice 12 Human Relations 12 Academic Advising 13

Policies and Procedures 13

Admission to the Special Education Program and School of Education - Gate 1 17

Assessment/Evaluation 17

GATE SYSTEM 17

Completion of Special Education Master’s Degree 21 PART I Field Experience Program 25

Responsibilities of the Field Experience Student 28

PART II – 29

Clinical Practice Program 29

Application and Portfolio Deadlines 31

Responsibilities of School District Administrators 32 Responsibilities of the Marian University Supervisory Staff 33

Phases of the Clincal Practice Experience 34

Responsibilities of the Cooperating Teacher 36

General Suggestions for the Student Teacher 40

Grading Policies 44 Appendix A 47

Grade Appeals 48

Appendix B 53

Course Descriptions 53 PREFACE

The purpose of this handbook is to provide students with an overview of the Special Education Program and the policies and procedures that guide the program. It is applicable to students seeking

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an initial licensure or an additional licensure provided by the Wisconsin Department of Public Instruction in this area, a Master’s degree in Special Education Cross Categorical pre K-12 (801) and/or Specific Learning Disabilities pre K-12 (811) or both a Master Degree and licensure. Although policies and procedures have been summarized for the student, this handbook does not substitute for the primary sources of information, such as the School of Education, Department of Teacher Education, Policies and Procedures Handbook available in the School of Education. While the handbook provides a statement of policy in effect at the time of publication, the School of Education reserves the right to modify descriptions, requirements and regulations at any time. Any questions concerning information in the handbook can be clarified by the Chair of the Department of Teacher Education or the academic advisor. Website for forms and other Special Education information: https://my.marianuniversity.edu/schools/soe/SPE

http://soe.marianuniversity.edu/Academic-Programs/Adult-and-Graduate/Special-Education/

INTRODUCTION

Marian University is a coeducational, independent liberal arts university located in east central Wisconsin on the southern shore of Lake Winnebago. Marian offers classes at the undergraduate and graduate levels in Fond du Lac and in several outreach locations to accommodate classroom needs for teacher education certification and graduate students. First established as a school for teacher education in 1936, Marian University developed its early teacher education programs with a strong liberal arts foundation that has been maintained over the years. Marian University is accredited by The Higher Learning Commission of the North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504, (312)263-0456, www.ncahigherlearningcommission.org. Marian University was initially authorized to grant Bachelor of Science degrees in Elementary Education; Secondary Education was added in 1959. In 1967, programs in education were accredited by the National Council for Accreditation of Teacher Education (NCATE), an accreditation that has been continuous since then. As stated in its Academic Bulletin, Marian University offers students the opportunity "to gain an educational legacy marked by a genuine intellectual, professional and Christian development." The Marian University mission statement summarizes the University's commitment and purpose as an institution.

Marian University Mission Statement

Marian University is a Catholic applied liberal arts community that welcomes diverse spiritual traditions. Sponsored by the Congregation of Sisters of St. Agnes, Marian University engages students in the education of the whole person. We embrace justice and compassion and transform lives for professional service and leadership in the global community.

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Marian University Core Values

Marian University is a community committed to learning, dedicated to service and social justice, and joined together by spiritual traditions. COMMUNITY Respecting our diversity as individuals, we encourage, challenge and nurture one another, joining together to accomplish our shared mission and vision. LEARNING We engage in a collaborative life-long process of seeking truth and appropriating knowledge and values to transform the individual, our communities, and the world. SERVICE Through active service and ministry, we support one another and seek to meet the needs of the larger community. SOCIAL JUSTICE We work to create individual and societal change, which supports the value, dignity, and opportunity of every person. SPIRITUAL TRADITIONS Valuing Marian’s Catholic religious heritage, we respect each individual’s freedom to explore a diversity of spiritual beliefs.

Marian University and School of Education Vision

Transforming lives through academic excellence, innovation and leadership.

School of Education Mission

Within the spirit and institutional framework of Marian University, we are committed to the development of caring, competent, reflective individuals for present and future professional roles by

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providing learning-centered, collaborative, accountable and theoretically sound undergraduate and graduate programs that reflect values and ethics within an increasingly diverse and global society.

Overview of Conceptual Framework

The conceptual framework for professional preparation programs in the School of Education at Marian University is oriented toward the development of learning-centered individuals. The framework is organized around five interconnected themes displayed as the petals of a lily which is the focal point of the university seal. The lily signifies the mission of Marian University to “educate the whole person, striving to nurture intellectual, spiritual, aesthetic, psychological, social, and physical dimensions.” The theme of Values and Ethics, at the center of the lily, reflects the core values of the university community. On the remaining petals are four other themes that also guide our professional practice: Knowledge, Reflection, Collaboration, and Accountability. We believe that learning is a lifelong process. Therefore, our mission is to engage in the continuous development of the dimensions of each theme within ourselves, our candidates, and members of the larger community. We view this framework as dynamic and responsive to the uniqueness of individuals, as well as to the potential for change within the profession. Values and Ethics We believe learning-centered individuals recognize and affirm the importance of values and ethics in their lives, in the lives of others, and in society. Within the context of society, religion, and culture, as well as Marian’s learning-centered environment, individuals strive to refine their ethical frameworks as they reflect on their beliefs and values, and on their ability to model professional and ethical standards. Knowledge We believe learning-centered individuals recognize and affirm the need for the understanding of subject matter and the ability to apply pedagogical strategies that are consistent with the academic discipline. Equally important is the need for knowledge of human development, theories of learning, social and political influences, curriculum theory, research- and practice-based pedagogy, and technology. We recognize the unique interplay that occurs as a learning-centered person develops and applies knowledge in particular sociocultural contexts. Reflection We believe that reflection is a powerful tool for life-long learning, as well as for personal and professional transformation. Learning-centered individuals develop skills in reflection that enable them to review, reconstruct, reenact and critically analyze their own actions and beliefs to determine a course of action. Collaboration We believe learning-centered individuals value communication and community. We view collaboration as a process of working with diverse groups, utilizing effective communication to address current issues and practices. Collaboration makes it possible to improve the lives of all members of society. Accountability We believe learning-centered individuals are accountable to and advocates for all learners and the larger community. Accountability is far more than an understanding of the process of assessment. To be accountable, members of an educational community accept responsibility for continued growth and development for themselves, their profession, and the greater society.

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Policies and Procedures for Professional Dispositions

Development of Professional Dispositions

All teachers are expected to adhere to a professional code of conduct. Interactions with students, parents, and professional colleagues are as important as teachers’ knowledge and skills in teaching and learning. The Teacher Education Department at Marian University has adopted the following professional dispositions: Values & Ethics - The learning-centered educator consistently demonstrates professional values and ethics in words and actions. Behaves in a manner consistent with standards of legal and ethical conduct of the profession (such as professional conduct with students, parents, colleagues, professors, etc.; academic conduct consistent with the policies and procedures of Marian University, and protecting privacy and confidentiality). Knowledge - The learning-centered educator acquires an understanding of the profession and keeps up-to-date with new ideas and understandings through continuous learning.

• Shows initiative and independence in learning; engages in continuous, sustained effort to learn (such as through reading, listening, observing, questioning, and participating.)

• Demonstrates enthusiasm for the discipline s/he teaches and keeps up-to-date with new ideas in the field.

Reflection - The learning-centered educator critically evaluates professional performance, learns from experiences, and makes changes in practice as a result.

• Seeks opportunities to learn about self and sets goals for self-improvement. • Is open and responsive to feedback from others • Uses reflection and feedback for professional growth

Collaboration - The learning–centered educator seeks to establish a supportive, collaborative, and inclusive environment to improve educational opportunities for all students.

• Demonstrates thoughtful, effective verbal and non-verbal communication (including listening, speaking, writing, and technology)

• Respects, accepts, and is responsive to the experiences, ideas, and views of others, regardless of individual and cultural differences.

• Resolves differences or misunderstandings respectfully and reflectively Accountability - The learning-centered educator persists in helping all students achieve success and continually seeks out, develops, and refines practices that lead to professional growth.

• Holds the same high expectations for all learners and is committed to supporting the growth of each individual.

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• Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, composure, honesty, initiative, respect, and attitude).

• Willingly takes responsibility in fulfilling professional obligations with others. Faculty members of the Teacher Education Department believe that professional dispositions are essential for prospective teachers; therefore, professional dispositions apply to the university setting, as well as field and clinical experiences. To support candidate development, School of Education faculty are expected to model the professional dispositions required of all candidates. Attention to professional dispositions should be integrated into coursework as applicable. As part of ongoing program evaluation, the content of coursework will be examined for evidence that the development of professional dispositions is supported by faculty in consistent and deliberate ways.

Procedures for Evaluation of Professional Dispositions

Informing All Candidates All candidates will be informed about professional dispositions and how dispositions will be evaluated through:

• Student Handbook • SPE 600 – Program Orientation • Reflections at various times throughout the program

As evidence that candidates are aware of the professional dispositions that will be assessed in all Teacher Education programs, a copy of the Commitment Regarding Dispositions of Learning-Centered Educators will be signed by each candidate in the program orientation session and placed on file in the Teacher Education Department.

Evaluation of Professional Dispositions

Courses

A copy of professional dispositions will be attached to each course syllabus and reviewed at the beginning of each semester. In addition, professional disposition work may be integrated into education courses through course objectives and performance assessments. Course instructors should provide opportunities for candidates to discuss the development of professional dispositions in relation to course content and expectations of professional educators.

Field Experiences and Clinical Practice

Candidates will be evaluated in the Field Experiences (SPE 696 and SPE 697) and Clinical Practice (SPE 655 and/or 665) as part of the midterm and final evaluation that is completed by the Cooperating Teacher. The Marian University supervisor will discuss the Cooperating Teacher’s evaluation with the candidate in a triadic conference, particularly covering any disposition that does not meet program expectations.

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Reaffirmation of Professional Dispositions through Self-Evaluation

Before entering their clinical practice, students will complete a reflection paper that will include a self-analysis of the dispositions expected of a professional in the teaching field, in a Portfolio Reflective Essay for SPE 655/665.

InTASC Standards

For Teacher Development and Licensure All students in the Special Education professional teacher licensure and Master’s program will follow the InTASC Teacher Standards when reflecting on the essential content and practices of their field area. Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

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Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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Administration and Governance

Administrative Structure The Dean of the School of Education, as chief academic officer of the unit, provides leadership, administration, and direction to all undergraduate and graduate education programs in the School of Education, one of four academic schools at Marian University. The Dean acts as the licensing officer for all Marian University teacher education and administrative licensure programs and ensures curriculum compliance with licensure/accreditation standards. The Chair of the Department of Teacher Education provides leadership for the Special Education Program. Students are encouraged to contact the Chair with any grievances, grade appeals, waiver of policies, or other concerns they may have about any aspect of their program. Governance Structure The faculty of the School of Education is primarily responsible for the preparation of all pre-service and in-service educators at Marian University. To carry out their responsibilities, faculty members meet at monthly School of Education and Teacher Education and Special Education program meetings. Staff members and student representatives also act in an advisory capacity at the School of Education meetings. Professional Education Council (PEC) The PEC Acts in an advisory capacity to the School of Education in all matters pertaining to teacher education, and provides for representation from other academic units of the University that are involved in Teacher Education. Membership includes the School of Education Dean, the Teacher Education Department Chair, and representatives from other academic divisions that offer teacher education programs.

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SPECIAL EDUCATION PROGRAM

For Course Descriptions (See Appendix B) Core Courses (9 credits) Credits SPE 600* Program Orientation (Prerequisite for all courses) 0 TDE 618 Advanced Educational Psychology 3 SPE 674 Learning with Technology: Effective Strategies for Students

with Disabilities 3

SPE 644 Special Education Law: Families and Students 3 Specialization Courses (17 credits) Credits SPE 621 Reading Instruction for Students with Disabilities 3 Taken concurrently with SPE 696 Field Experience Seminar I .5 SPE 624 Collaboration and Consultation in Special Education Programs 3 SPE 626 Curriculum and Instruction for Students with Disabilities 3 SPE 634 Diagnoses and Assessment of Students with Disabilities 3 SPE 637 Classroom Management Applications 3 Taken concurrently with SPE 697 Field Experience Seminar II SPE 697 Field Experience Seminar (not required for Master Degree Only) .5 Taken concurrently with SPE 637 Classroom Management Applications Successful completion of all coursework, Praxis I, Praxis II-Middle School Content Test, Foundations of Reading Test and successful Field Experiences and must be completed prior to Clinical Practice (student teaching) SPE 655 Clinical Practice and Seminar (801-Cross Categorical) 4 SPE 665 Clinical Practice and Seminar (811-SLD) 4 (not required for Master Degree Only) Successful program completion and a successful Clinical Practice (student teaching) will result in certification in the following areas: Specific learning disabilities (WI 811) and/or cross categorical (WI 801) at the levels of MC –EA and EA-A Master’s Degree (5 additional credits) Credits After the completion of the licensure program, licensure only students have the option of completing five additional credits to earn a Masters of Arts in Education degree. TDE 612 Action Research in Education 3

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TDE 613 Action Research in Education: Reporting the Findings 2 Prerequisite: TDE 612

Field Experience

The field experiences offer the student further opportunity to develop his/her potential in the classroom under the guidance of a cooperating teacher. For field experience policies and procedures, see PART I.

Clinical Practice

Clinical Practice is the culminating field experience. Wisconsin Department of Public Instruction code (PI 34.15(4)(e) requires that Clinical Practice (student teaching) be a full day, full-semester experience following the daily schedule and semester calendar of the cooperating school or the equivalent as determined by the state superintendent for all initial teacher licenses. For add-on licenses, the clinical experience in the schools is shorter in length. Placements are available in a variety of public, parochial, and private school settings. For Clinical Practice policies and procedures, see PART II.

On-the-Job Clinical Practice Policy

Students who are employed full-time in an accredited school district on an emergency license from the Wisconsin Department of Public Instruction (DPI) or in a private/parochial school at the level of licensure may request that the Clinical Practice requirements be fulfilled “on the job.” Placements are not automatic and are decided on a case-by-case basis.

Internship

The internship program, a major initiative of the Wisconsin Improvement Program (WIP), offers pre-service teachers throughout Wisconsin a chance to enter the profession as licensed teachers with a specialized contract. It is an opportunity for a promising student intern to be teamed with an experienced veteran cooperating teacher who is willing to share his or her expertise. Interns are licensed by the Department of Public Instruction and assume a partial teaching assignment.

Human Relations Requirement The Department of Teacher Education at Marian University believes it is important that every teacher candidate be prepared to effectively facilitate learning for individual students, no matter how culturally similar or different from one self. Developing awareness and respect for diversity while examining our own attitude, beliefs and biases can help teachers overcome obstacles to creating positive relationships with children and families within the context of their home and community. Critical to becoming a teacher prepared to support diversity in the classroom, Wisconsin State Statue 118.19 states: The state superintendent may not grant to any person a license to teach unless the person has received instruction in the study of minority group relations, including instruction in the history, culture and tribal sovereignty of the federally recognized American Indian Tribes and bands located in this state. Wisconsin Administrative Rule PI 34.15.4 further identifies the need to have direct involvement with various racial, cultural, language and economic groups in the United States.

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Marian University has specified learning outcomes that recognizes and uses a global and social perspective to understand the impact of culture on individuals and groups; while calling upon students to develop a personal sense of social justice throughout their educational journey (Academic Bulletin 2014-2015 pg. 39). The Human Relations Requirement assists teacher candidates in meeting licensing rules by requiring documented DIVERSITY EXPERIENCES that have provided a meaningful educational context for classroom experiences. The following requirements must be completed by the semester prior to clinical field practice. Documentation of at least 2 volunteer diversity experiences totaling 25 hours, pre-approved and signed by Advisor upon completion: The Human Relations/Diversity Experience Verification Form documenting hours of participation Journal entries providing meaningful insight throughout the volunteer experience The Marian University Community Service Record – these are the same hours as recorded on the Human Relations/Diversity verification form Completion of the Human Relations Reflection Paper in SPE 697 ** Find additional information on the webpage under HR Forms at https://my.marianuniversity.edu/schools/soe/SPE/forms/default.aspx

Academic Advising

Role of the Academic Advisor

When an application from a student has been received, a member of the university faculty or a School of Education professional advisor serves as program guide to the student. It is the responsibility of the student to track progress on the academic plan and to seek advisement regarding course selections, if needed, prior to registration each semester. Information on registration and other Special Education Program requirements may be obtained from the advisor or the Special Education website.

Policies and Procedures

Other Program Requirements Core Academic Skills Test Students who do not have a teacher license when entering the program should pass the Praxis I as soon as possible in the program and must pass it before 6 credits are complete. The exam consists of subsets of reading, writing and math. All three subsets must be passed and subsets may be retaken in order to pass. Note: Beginning September 2014, Wisconsin Educator Preparation Programs will require the Core Praxis I test instead of the current Praxis I test. If you have not taken the Praxis I test in the past, you MUST take the Praxis™ Core Academic Skills for Educators found on the ETS website.

Note: Beginning September 1, 2013, Wisconsin's Educator Preparation Programs (EPP) may use one of the following three college entrance tests as the standardized test to replace the Praxis Core Academic Skills for Educators Test I if the scores are as noted below. Only test scores that are less than five years old are allowable.

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College Entrance Test Wisconsin Passing Score

The ACT® Test

www.act.org

Composite Score of 23 with minimum score of 20 on English, Math, and Reading

The SAT® Test

www.sat.collegeboard.org

Composite Score of 1070 with minimum score of 450 on Math and Verbal

The revised (after 8/11/2011) GRE® General Test

www.ets.org

Composite Score of 298 with minimum score of 150 on Verbal and 145 on Math

Praxis II: Content Knowledge Exam

Students are required to take and successfully pass the Praxis II, Middle School Content-Knowledge Assessment (0146 for paper test or 5146 for computer test), prior to Clinical Practice (student teaching). Students are charged a fee, which can be waived due to financial circumstances, for the exam. The qualifying passing score for the test, as set by the Wisconsin Department of Public Instruction, is 146. If candidates have already passed this test, they will need to submit official tests scores to the program advisor. Students are eligible for the Praxis II Middle School Content Knowledge test at any time after beginning the Special Education Program. The Educational Testing Service (ETS) website contains information on fee waiver, registration deadlines and test dates, and the locations where the exam is administered. www.ets.org NOTE: There are no waivers granted for the Praxis II test. It is a requirement for entrance to Clinical Practice (student teaching) and licensure.

Wisconsin Foundations of Reading Test Beginning on January 1, 2014, teacher candidates in Wisconsin applying for an initial license in grades Kindergarten through 5 or special education, or for a license as a reading teacher or reading specialist, will be required to take and pass the Foundations of Reading test, a test of reading instruction knowledge and skills administered by the Evaluation Systems group of Pearson. Wisconsin State Statute ACT 166: SECTION 21. 118.19 (14) (a). Applicants who apply for Wisconsin licensure on or after September 1, 2014, must achieve a passing score of 240.

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NOTE: There are no waivers available for the WI Foundation of Reading Test. All candidates for initial licensure in special education must take and pass this test as a state requirement. For all initial licensure, students must pass the Foundations of Reading Test (FORT) prior to student teaching in effect fall 2016. Students planning to student teach in Fall 2017 will need to pass the FORT prior to being admitted to clinical practice. It is highly recommended that students take the FORT after SPE 621.

Background and Criminal Record Check The School of Education, Department of Teacher Education, requires applicants for admission to Field Experience (SPE 696/SPE 697) and Clinical Practice (student teaching-SPE 655 /665) to disclose whether or not they have ever been charged with or convicted of any crime and whether or not licensure has ever been denied or revoked in any state for reasons other than insufficient credits or courses. The Chair of the Department of Teacher Education reviews the Background Verification form and requests that a criminal history record check be conducted by the Wisconsin Crime Information Bureau on each student. If a student has maintained residency in another state, the crime information agency in that state will also be contacted. After receipt of the check, the Chair will review the documentation and conduct individual meetings with students if warranted. The existence of a criminal record, denial, or revocation of a license does not constitute an automatic bar to admission to the field experience or Clinical Practice. Circumstances are considered only as they substantially relate to the duties and responsibilities of the eventual license; however, if after consultation with the Department of Public Instruction, the Chair of the Department of Teacher Education, in consultation with Dean of the School of Education/certification officer, determines the student would not receive licensure from DPI, the student would not be admitted into the field experience or Clinical Practice and would be dismissed from the program. If circumstances occur that would change any response after the Background Verification Form has been submitted, the student must inform the Chair of the Department of Teacher Education. Falsification of information provided on the Background Verification form or failure to inform the Chair could constitute cause for dismissal from field experiences or Clinical Practice and/or the program.

Readmission If a student does not take courses for two consecutive semesters, he/she will need to reapply to the University. All policies in effect at that time will pertain to the student. Semesters are defined as fall, spring and summer.

Disability

Marian University does not discriminate on the basis of disability in its educational programs. The University abides by the provisions of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. ADA provides equal access for persons with ALL disabilities, whether it is a physical, psychological or learning disability. Services to students with disabilities are coordinated by Student Services through the Center for Academic Support and Excellence (CASE Office).

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Harassment Policy

To promote quality education within the Christian tradition, Marian University believes that it is necessary to ensure an atmosphere in which all employees and students are respected. The verbal, emotional, or sexual harassment of any employee or student by supervisors, instructors, co-workers, or students is not in harmony with the type of Christian atmosphere that we are trying to develop and maintain. Furthermore, harassment on the basis of sex is illegal as defined in Title VII, Sec. 703 of the Civil Rights Act of 1964 and in Title IX of the 1972 Educational amendments. Verbally, emotionally, or sexually harassing conduct is impermissible and unprofessional conduct subject to disciplinary action. The full policy can be obtained through the University.

Learning-Centered Educator Model

The Marian University School of Education has established a standards-based curriculum and assessment program for Teacher Education, which includes the Special Education Program. The assessment program reflects the integration of content from the graduate degree, pedagogy, and professional studies, and the incorporation of standards of competence and content. The school’s conceptual framework (knowledge base) serves as a link for course work and the systematic structure. The Professional Progress Path was created as a systematic way of monitoring a student’s progression through the licensure program. The student is required to successfully meet screening criteria and subsequently pass through three consecutive gates that reflect a developmental progression through the program. The first gate takes place when the student applies to and is admitted to the Special Education Program and the School of Education. The second gate occurs when the student successfully completes the core courses, the embedded portfolio, and some of the required testing of the program (Praxis Core of Academic Skills and Praxis II-Middle School Content Knowledge). The student then completes the field experience (SPE 697) and applies for admission to Clinical Practice (SPE 655/665). The third Gate, occurs at the end of student teaching and with the passing of the EDTPA portfolio (completed during the student teaching semester) and with the passing of the Foundations of Reading Test. A final Gate Four exists only for those pursuing the Master’s degree in the Special Education Program. This gate occurs after GATE 1-3 above or for those pursuing only the Master’s degree and not licensure- GATEs 1 and 2 above (with the exclusion of the testing requirements in the GATES) and the inclusion of professional action research studies and activity. Both TDE 612 and TDE 613 must be taken consecutively and an action research project must be successfully recorded to complete the Master’s requirements.

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Admission to the Special Education Program and School of Education - Gate 1

Assessment/Evaluation

The School of Education has a multi-gate system, which evaluates students’ progress throughout its graduate programs. The Gate System for this program would follow that same model as outlined below. The Gate System for Special Education will take into account all mandatory testing in teacher licensing according to Wisconsin Department of Public Instruction in specific learning disabilities (811) and/or cross-categorical (801); as well as embedded assessments in courses that are well aligned with the expectations we have of our representative graduates for the field. Our program aligns with critical comprehensive research-based and theory supported teacher and learner activity. It also reflects current state and federal initiatives that strongly impact service delivery options.

GATE SYSTEM

Gate One

Admission to the Special Education Program and School of Education (Applicable to All Candidates)

Eligibility: A baccalaureate degree from an accredited 4-year college or university.

Admission Criteria: 1. Completion of a Marian University Graduate Program Application Form and payment of

application fee. 2. Submission of official transcripts from all colleges and universities attended. 3. Completion of the Praxis Core Academic Skills Test with passing scores for math, reading

and writing (Must be taken before first six credits are completed). 4. Review of the transcript(s), which will include:

a. GPA b. Written communication course with a grade of C or better c. Oral communication course with a grade of C or better d. Designation of a non-licensable minor based on the undergraduate major, minor or a

combination of courses in a subject area (18-21 credits) to meet DPI requirements. (see list of approved minors in Appendix C)

5. Any course accepted in transfer (must be at the graduate level). Admission with Full Standing:

1. 2.75 cumulative GPA (on a 4.0 scale) from undergraduate degree or 3.0 cumulative GPA (on 4.0 scale) in a minimum of 9 graduate credits

2. Meeting all the requirements listed as “Admission Criteria” above

Admission on Probation: 1. GPA below the requirement of 2.75

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• Must earn a grade of “B” or better on the first six credits of coursework in the program.

GPA below the requirement of 2.50

• Must earn a grade of “B” or better on the first six credits of coursework in the program.

2. Core Academic Skills Test was not taken with passing scores for math, reading and writing. (Must be taken and passed by completion of the initial six credits in program).

Transfer of Credits: The maximum of nine (9) credits will be accepted in transfer or in waiver from another college or university. These credits must have been taken within 10 years from the date of admission to the program; however, the school reserves the right to deny transfer or waiver of credit for courses in which the content or practice has significantly changed in the last 3 years. Gate Two

Progression in the Program Foundation Coursework and Initial Field Experience

(Applicable to Candidates Receiving Certification and Master’s Candidates)

Full status in the School of Education is maintained when the following grade point averages are met and the field experience is successfully completed:

• 3.00 cumulative GPA for program course and field work.

Subsequent Probationary Status

Probationary status in the School of Education occurs in a subsequent semester (fall, spring, summer) when either one or both of the following take place:

• The minimum required GPA with respect to the number of credits earned is not met. • A field experience is not successfully completed. A failed field experience must be repeated.

However, a failed field experience can only be repeated one time.

Dismissal

Failure in one subsequent semester to meet the individual academic progress requirements as specified by the School of Education at the time the student had been placed on probation will result in dismissal from the Special Education Program.

Readmission to School of Education – Special Education Program

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Students may be considered for readmission upon attainment of the individual academic progress requirements as specified by the Special Education Program, at the time the student had been placed on probation or if they have not taken courses within three semesters (fall, spring, summer). In deciding readmission, the Chair of the Department of Teacher Education will give particular attention to the following:

• Grade Point Average (GPA) • Field Experience Evaluation

Students readmitted into the Special Education program for academic reasons will be placed on probationary status, and any failed field experience must be repeated. One subsequent unsuccessful field experience and/or one additional notice of academic probation within the School will result in dismissal. A student who has not taken courses for three consecutive semesters (fall, spring or summer are defined as semesters) must reapply to the School of Education. For all readmissions, students must comply with the policies in effect at that time.

Repeating of a Required Education Course

• If a student earns a grade of C- or less in a course, the course must be repeated prior to any course for which it is a prerequisite.

• A grade of C- or less in a repeated education course disqualifies the student from a licensure program.

• A failed education course (grade C or below) may be repeated only once. Comprehensive Portfolio-embedded assessments at Gate 2 (all learning activity below must be uploaded into a student portfolio in Livetext during the semester for which it was assigned)

• Teaching and Learning Philosophy (SPE 618) • Interviews and Reflection Papers of special education teachers and educational psychologists

referencing quality assessment choice, use, collection and interpretation in informal and formal settings. (SPE 634)

• Diagnostic Professional Assessment Plan (IEP process). (SPE 634) • Individualized Education Plan from prereferral to referral and formal placement.(SPE 626) • Intervention Plans (Tier Two and Three) for the Inclusive Classroom

academic (SPE 626) behavioral (Behavioral Intervention Plan)(SPE 637) transition (SPE 637)

• Co-Teaching Unit of Study (SPE 624) • Schoolwide Consultation plan (SPE 624) • Paper covering the essential laws in special education service delivery and planning, teacher,

parent and student rights, laws about the collection of data and protection of rights of privacy, IDEA-especially IEP development, 504 plans, and ADA laws will cover much of the material. (SPE 644)

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• Assistive Technology Integration Plan (SPE 674) • Field Experience Evaluations (SPE 696/SPE 697)

Request for Admission to Clincal Practice (Student Teaching)

Application Deadline

• Fall assignment – April 1 of the previous semester • Spring assignment - October 1 of the previous semester

NOTE: Students who fail to submit an application by the specified deadline date risk the possibility of being denied a student teaching placement during the semester of their choice.

Admission to Clinical Practice

For admission to Clinical Practice, the student must meet the following criteria:

1. Full status in the Program. 2. Successful completion of the Field Experience and Seminar (SPE 696 and SPE 697) with

a B or better 3. Completion of all required coursework (except SPE 655/665) with a grade of C or better.

Only one C allowed in coursework 4. Minimum cumulative GPA of 3.00 5. Successful Background and Criminal Record Check 6. Content knowledge determined by the passing score (146) on the Praxis II test* 7. 5246/0146 Middle School Content Knowledge 8. Minimum passing scores on Foundations of Reading Test (FORT) for student teaching beginning

fall 2017* 9. Successful completion of the program’s comprehensive portfolio of embedded

assessments 10. Final review of the satisfaction of program requirements and completion of courses.

Gate 3

Clinical Practice and Licensure (Applicable to Candidates Receiving Certification)

For program completion and/or licensure, the following criteria are reviewed: 1. Full status in the School of Education, Department of Teacher Education, Special

Education Program 2. A minimum cumulative GPA of 3.00 3. Completion of all core and special education course requirements (C or better in all courses

and no more than 1 C carried in program. A “B” or better is required of field practice SPE 697)

4. Successful completion of the EdTPA portfolio (during student teaching semester) which includes a videotaped lesson.

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5. A minimum grade of “B” in Clinical Practice (student teaching)***

*Passing score(s) on the Praxis II and FORT must be received in the office of the Department of Teacher Education by January 1 for spring Clinical Practice and August 1 for fall Clinical Practice. Clinical Practice will be postponed if a student is not successful on the Praxis II test and/or the FORT. Therefore, it is recommended that a student take the tests far enough in advance for Marian University to receive the scores by the due date. Praxis II can be repeated as many times as needed in order to receive a passing score. **A final grade of B- or less for any Clinical Practice placement results in non-licensure. If the student does not receive a B or better in Clinical Practice, he/she has the option of re-applying for admission to Clinical Practice with the approval of the Chair of the Department of Teacher Education and the Director of Field and Clinical Experience. An additional remediation field experience in the area in which the student did not receive a B or better must be completed before the Clinical Practice experience can be repeated in order to show readiness for teaching. OR the student can elect to not continue with license and complete the Special Education Master’s Program without licensure.

Completion of Special Education Master’s Degree and Licensure

GATE 4

To complete the Special Education Master’s and Licensure Program”

1. Full status in the Special Education Program (Moved Successfully through GATES One through Three)

2. A minimum cumulative GPA of 3.00 3. Completion of all core and special education course requirements (C or better in all

courses and no more than one C in coursework. Field (SPE 697) and Clinical (SPE 655/665) Practice Grades of “B” or better are required.)

4. Successful completion of the comprehensive portfolio of embedded assessments 5. Successful completion of the EdTPA Portfolio 6. Successful completion of two action research courses (5 credits)-TDE 612 and 613. 7. Successful completion of an Action Research Project

License Application Process

Students must complete the following:

1. Formal Passing of the Praxis II Middle School Content Knowledge Test 2. Formal Passing of EdTPA portfolio (through Pearson for initial license) 3. Formal Passing of the Foundations of Reading Test 4. Formal Passing of clinical teaching experience with a “B” or better.

The Certification Office will complete the following:

1. Provide instructions to students on the ELO licensing process

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2. Submit the names of all completers to DPI and the ELO system when the above requirements have all been verified as completed. This will take place approximately by January 15 for Fall completers and June 15 for Spring completers.

3. Notify students via email when the submission to DPI has been approved to let students know they can then apply for their license.

Completion of Special Education Master’s Degree Only

GATE SYSTEM

Gate One

Admission to the Special Education Program and School of Education (Applicable Only to Those Not Pursuing Licensure)

Eligibility: A baccalaureate degree from an accredited 4-year college or university.

Admission Criteria: 1. Completion of a Marian University Graduate Program Application Form and payment of application fee. 2. Submission of official transcripts from all colleges and universities attended. 3. Review of the transcript(s), which will include:

e. GPA f. Written communication course with a grade of C or better g. Oral communication course with a grade of C or better h. Designation of a non-licensable minor based on the undergraduate major, minor or a

combination of courses in a subject area (18-21 credits) to meet DPI requirements. (see list of approved minors in Appendix C)

5. Any course accepted in transfer (must be at the graduate level).

Admission with Full Standing: 3. 3.0 cumulative GPA (on a 4.0 scale) from an accredited undergraduate institution. 4. Meeting all the requirements listed as “Admission Criteria” above

Admission on Probation: 11. GPA between 2.75 and 3.0

a. Must earn a grade of B or better on the first six credits of coursework in the program. 2. GPA below 2.75

b. Students with GPA under 2.75 must meet with Chair of Teacher Education Department

c. Must earn a grade of B or better on the first 12 credits of coursework in the program.

Transfer of Credits: The maximum of nine (9) credits will be accepted in transfer or in waiver from another college or university. These credits must have been taken within 10 years from the date of admission to the

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program; however, the school reserves the right to deny transfer or waiver of credit for courses in which the content or practice has significantly changed in the last 3 years.

Gate Two

Progression in the Program Foundation Coursework and Initial Field Experience

(Applicable to Candidates Receiving Certification and Master’s Candidates)

Full status in the School of Education is maintained when the following grade point averages are met and the field experience is successfully completed:

• 3.00 cumulative GPA for program course and field work.

Subsequent Probationary Status

Probationary status in the School of Education occurs in a subsequent semester (fall, spring, summer) when either one or both of the following take place:

• The minimum required GPA with respect to the number of credits earned is not met. • A field experience is not successfully completed. A failed field experience must be repeated.

However, a failed field experience can only be repeated one time.

Dismissal

Failure in one subsequent semester to meet the individual academic progress requirements as specified by the School of Education at the time the student had been placed on probation will result in dismissal from the Special Education Program.

Readmission to School of Education – Special Education Program

Students may be considered for readmission upon attainment of the individual academic progress requirements as specified by the Special Education Program, at the time the student had been placed on probation or if they have not taken courses within three semesters (fall, spring, summer). In deciding readmission, the Chair of the Department of Teacher Education will give particular attention to the following:

• Grade Point Average (GPA) • Field Experience Evaluation

Students readmitted into the Special Education program for academic reasons will be placed on probationary status, and any failed field experience must be repeated. One subsequent unsuccessful field experience and/or one additional notice of academic probation within the School will result in dismissal.

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A student who has not taken courses for three consecutive semesters (fall, spring or summer are defined as semesters) must reapply to the School of Education. For all readmissions, students must comply with the policies in effect at that time.

Repeating of a Required Education Course

• If a student earns a grade of C- or less in a course, the course must be repeated prior to any course for which it is a prerequisite.

• A grade of C- or less in a repeated education course disqualifies the student from a licensure program.

• A failed education course (grade C or below) may be repeated only once. Comprehensive Portfolio-embedded assessments at Gate 2 (all learning activity below must be uploaded into a student portfolio in Livetext during the semester for which it was assigned)

• Teaching and Learning Philosophy (SPE 618) • Interviews and Reflection Papers of special education teachers and educational psychologists

referencing quality assessment choice, use, collection and interpretation in informal and formal settings. (SPE 634)

• Diagnostic Professional Assessment Plan (IEP process). (SPE 634) • Individualized Education Plan from prereferral to referral and formal placement.(SPE 626) • Intervention Plans (Tier Two and Three) for the Inclusive Classroom

academic (SPE 626) behavioral (Behavioral Intervention Plan)(SPE 637) transition (SPE 637)

• Co-Teaching Unit of Study (SPE 624) • Schoolwide Consultation plan (SPE 624) • Paper covering the essential laws in special education service delivery and planning, teacher,

parent and student rights, laws about the collection of data and protection of rights of privacy, IDEA-especially IEP development, 504 plans, and ADA laws will cover much of the material. (SPE 644)

• Assistive Technology Integration Plan (SPE 674) • Field Experience Evaluations (SPE 697)

Gate 3

MASTER’S Degree Only

For program completion the following criteria are reviewed:

1. Full status in the School of Education, Department of Teacher Education, Special Education Program

2. A minimum cumulative GPA of 3.00 3. Completion of all core and special education course requirements (C or better in all courses and

no more than 1 C carried in program. A “B” or better is required of field practice SPE 697) 4. Completion of TDE 612 and TDE 613 which include Action Research and Action Research

Reporting the Findings 5. An Action Research Project

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Readmission to the Program

Students may be considered for readmission upon attainment of the individual academic progress requirements as specified by the Special Education Program, at the time the student had been placed on probation or if they have not taken courses within three consecutive semesters (fall, spring or summer are defined as semesters). A student must reapply to the Special Education Program and follow all requirements in place at that time. For all readmissions, policies in affect at that time will pertain to the student.

Degree Time Limit Requirements

All work applying to the Special Education Certification/Master’s Degree Program must be completed within a seven-year-time period. The time period begins with formal acceptance into the certification or degree program.

Transfer of Credits

A maximum of nine (9) credits will be accepted in transfer from another college or university. These credits must have been taken within five years from the date of admission to the program and should be at the graduate level. Classes may be waived if successful completion of coursework from non-graduate credits was approved by Chair of Teacher Education Department.

PART I Field Experience Program

The Field Experience program includes two field experiences SPE 696 and SPE 697. Field experiences are designed to provide students with first-hand knowledge of teaching. Special Education students are placed in classroom settings that reflect the various cultural and ethnic dynamics of their communities and provide opportunities to work with students receiving special education programming. Pre-service teachers may work in a variety of settings that offer different models of service delivery. There are two levels of the field experience. Typically, the student works under the supervision of one or more experienced special education teachers over 18 week period of time. Students observe and participate in classroom activities, assist cooperating teachers, and prepare and teach lessons. Field Experience I (SPE 696) requires 25 hours of classroom experience. Field Experience II (SPE 697) requires 30 hours of classroom experience. Students attend online field experience seminars with a University instructor or field experience supervisor throughout the experience. The seminars include topics such as knowledge and research-based practices for instructional strategies for students with disabilities, issues and initiatives in special education, application of coursework in the inclusive classroom, application of appropriate accommodations through assistive technology, lesson planning, the Wisconsin State Common Core Standards and curriculum development, behavioral management, InTASC Teacher Standards, and

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professional portfolio development. University supervisors may visit the field experience classroom to assess the development of the student. Students are required by the Department of Public Instruction to complete pre-Clinical Practice experience that is developmental in scope and occurs in a variety of school settings. In the Special Education Program, students complete two field experiences. The field experiences consist of a minimum of 55 hours over a two-semester period of working with students with disabilities. The experience is a prerequisite for Clinical Practice. A letter grade is given for this experience. A “B” or better is needed to pass field experience.

Program Design The design of the Field Experience Program is based on the individual student's abilities and needs. The design is developmental. Each student is provided with opportunities to:

• Write individual outcomes/goals for field experience; • Develop his/her potential for teaching and consulting under the guidance of both a

cooperating teacher in the classroom or school and a University supervisor; • Apply educational theory from coursework to practice in a classroom setting; • Assess his/her own professional and personal dispositions for teaching students with

disabilities through reflection and evaluation of personal outcomes/goals for the field experience;

• Collaborate and consult with professionals in the field. • Develop an understanding of special education programming and the procedures that lead to

formal placement.

SPE 696 Field Experience

The first Special Education Field Experience provides students with first-hand knowledge and experience of teaching students with disabilities and students who are struggling in literacy using multi-tiered systems of support. Students reflect on classroom experiences in a required journal and are supervised by a Cooperating Teacher and a Seminar Teacher from the University. During the time in the classroom, the student participates in instructional activities that support knowledge gained from special education course work, specifically SPE 621. Emphasis is placed on the integration of content and processes that support students who struggle in literacy. Seminars provide candidates an opportunity to reflect upon experiences in the classroom and dialogue with colleagues about evidence-based practices. This experience provides students with opportunities to prepare lesson plans and teach lessons under the supervision of a special education professional. Whole group instruction will vary based on the experience of the student. During seminars, discussion is continued related to specific InTASC Teacher Standards and Licensure requirements. This authentic experience allows students the opportunity to explore and apply the current practices shared in their coursework and the expectations of a professional special education teacher in preK-12 schools to classroom or school situations. Attendance of the (online) seminar is mandatory.

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SPE 697 Field Experience The second Special Education Field Experience provides students with first-hand knowledge and experience of teaching students with disabilities and students who are struggling in behavior or academics in the regular classroom using multi-tiered systems of support. Students reflect on classroom experiences in a required journal and are supervised by a Cooperating Teacher and a Seminar Teacher from the University. During the time in the classroom, the student participates in instructional activities that support knowledge gained from special education course work. Emphasis is placed on the integration of content and processes that support students with disabilities including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Attention deficit Hyperactivity Disorder (ADHD), Other Heath Impairments (OHI) and other disability areas, using various teaching strategies that enable all students to succeed. Seminars provide candidates an opportunity to reflect upon experiences in the classroom and dialogue with colleagues about evidence-based practices. This experience provides students with opportunities to prepare lesson plans and teach lessons under the supervision of a special education professional. Whole group instruction will vary based on the experience of the student. During seminars, discussion is continued related to specific InTASC Teacher Standards and Licensure requirements. This authentic experience allows students the opportunity to explore and apply the current practices shared in their coursework and the expectations of a professional special education teacher in preK-12 schools to classroom or school situations. Attendance of the (online) seminar is mandatory.

Application and Placement Procedures Students make application to the Director of Field and Clinical Experience according to the established deadlines. These forms are available on the School of Education website. The Director of Field and Clinical Experience reviews the applications and contacts the school representative with placement requests. At this time, special needs of clinical practice students are discussed. Students are typically notified of their clinical student teaching placements through the Field Director, at the end of their field seminar class. Students then are asked to contact the cooperating teacher to set up meeting days and times that best fit the schedule of the teacher and the field experience student.

Supervision Visit

The student, in conjunction with the cooperating teacher, determines a date and time for classroom observation by the University supervisor. A formal lesson or learning plan must be submitted to the supervisor before the visit. A post-observation conference is held to discuss the teaching that was observed. It may be necessary for the University supervisor and the cooperating teacher to work together to assist the student in specific areas of performance in the field experience placement. A triadic meeting (University supervisor, cooperating teacher, and student) takes place to develop a specific plan to assist the student with resources and strategies for improvement. Another observation may take place after the plan has been implemented.

Goal Setting

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Students develop individual goals (Personal Performance Outcomes) for their field experiences based on the InTASC Teacher Standards.

Journaling & Reflection Paper Students are required to keep a weekly journal of their classroom experiences, summarizing observations, reflections, teaching ideas, use of technology, classroom management strategies, special needs accommodations, and analyses of the experience. At the conclusion of SPE 697 Field Experience, using their journals as a reference, students write a paper reflecting on their individual goals and their field experience.

Observed Lesson Artifact During the field experience courses, students develop an Observed Lesson Portfolio Artifact to strengthen the connection between portfolio artifacts and the documentation of special education student learning. The artifact is a sample of developing competence in designing effective instruction that promotes effective learning with students with disabilities. The artifact from SPE 697 will be preparation for the Clinical Practice EdTPA Portfolio.

Evaluation

The cooperating teacher evaluates the student at mid-term on a form provided by the School of Education’s, Special Education Program. Students also complete a self-evaluation report reflecting on the status of their goals. At the end of the experience, the student completes a self-evaluation of his/her experience and goals and the cooperating teacher evaluates the student using the same form. They collaborate on the final ratings that are submitted to the University instructor/supervisor. The Marian University student must receive a letter grade of B or better for the field experience A student who does not successfully complete a field experience is required to conference with the Chair of the Department of Teacher Education and/or University supervisor and/or advisor for an assessment conference. Students must repeat any unsatisfactory field experience. A failed field experience can only be repeated one time.

Responsibilities of the Field Experience Student

• Call the school to set up day and time for the field experience

• Arrive at the assigned school, report to the office and comply with the school policies pertaining to visitors.

• Adhere to the school dress code. Appropriate professional grooming is expected.

• Discuss the field experience requirements and field experience goals with the cooperating teacher, and receive all necessary signatures on the InTASC goals form. Give the cooperating teacher the original form and make copies of it for you and your instructor/supervisor.

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PART II

Clinical Practice

When students are ready to begin SPE 655 or 665 Clinical Student Teaching Experience, they submit an application form to the Director of Field and Clinical Experience. The required materials should be submitted by October 1 or April 1 during the semester before the desired clinical experience placement. Student should follow their projected course sequence. For Admission to Clinical Experience (SPE 655 or 665), the student must meet the following criteria:

• Completion of all Special Education Coursework (except SPE 655 or 665) • Completion of the Application to Clinical Practice Form • 3.0 GPA (with no more than 1 grade of “C” in program and a “B” or better in Field

Experiencse (SPE 696 and SPE 697) • Met all deficiencies to gain full standing, if applicable • Completion of the Health Appraisal form, including a TB test within 12 months prior to the

beginning of the clinical practice (current teachers in a Wisconsin school setting follow school district policy)

• Minimum passing scores on Foundations of Reading Test (FORT) for student teaching beginning fall 2017.

• Content knowledge determined by passing score(s) on the Praxis II test related to the declared major that will result in licensure

• Successful Background and Criminal Record Check • Completion of human relations hours if applicable (H.R. hours must be completed as a

requirement of an initial teacher license. Clinical Practice, the capstone field experience, is an assignment that places a Special Education Program student in a public, parochial, or private school classroom under the guidance of a qualified, experienced cooperating teacher. The student must fulfill the Clinical Practice requirements for licensure. For students who are working on their initial teaching license, the Clinical Practice experience coordinates with the semester of the school in which the student has been placed. In general, fall Clinical Practice begins with the school orientation and ends the last school day of the school’s first semester. Spring Clinical Practice begins at the start of the second semester of the school for which a student has been placed and ends with the last day of that school year. Student teachers who are currently licensed by the State of Wisconsin Department of Public Instruction and are seeking additional licensure may have abbreviated schedules for Clinical Practice. Following an orientation period, which varies in length according to the needs of the student teacher and the length of the placement, the student teacher becomes involved in the instructional program of students with disabilities. Responsibilities are gradually assumed culminating in the full responsibility for planning, curriculum, instruction, and assessment.

The Teacher Internship

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The Wisconsin Improvement Program (WIP) Internship Program provides an excellent opportunity for school districts, college and university campuses, and the Department of Public Instruction to participate cooperatively in the education of future teachers. It is an opportunity for a student intern to be teamed with an experienced veteran cooperating teacher who is willing to share his or her expertise. Interns are licensed by the Department of Public Instruction and assume a partial teaching assignment, which can be no more than 50 percent of the workload of a full-time teacher in the district. The cooperating teacher provides day-to-day guidance to the intern and is available to observe the intern and provide feedback on a daily basis. Interns are paid a stipend, per semester, by the district and have an opportunity for professional development.

Policies And Procedures For Admission To Clinical Practice and Internship

Criteria for Admission to Clinical Practice

• Full status in the School of Education • Successful completion of SPE 697 Field Experience • Completion of all required coursework with a grade of B or better (3.0)-one C allowed • Minimum cumulative GPA of 3.00 • Successful Background and Criminal Record Check • Passing of FORT and Content knowledge determined by the passing score (146) on the

Praxis II test* (0146 Middle School Content Knowledge)

• Final review of the satisfaction of program requirements and completion of courses

*A passing score on the Praxis II (test 0146 – Middle School Content Knowledge) must be received in the office of the Department of Teacher Education by January 1 for Spring clinical practice and August 1 for Fall clinical practice. Clinical practice will be postponed if a student is not successful on the Praxis II test. Therefore, it is recommended that a student take the test far enough in advance for Marian University to receive the scores by the due date. Praxis II can be repeated as many times as needed in order to receive a passing score.

Criteria for Eligibility to Internship A student applying for an internship position must meet all the requirements for admission to Clinical Practice and have a minimum cumulative grade point average (GPA) of 3.25

The Procedure for Applying to Clinical Practice 1. The student applies for Clinical Practice by submitting the following documents:

• Application to Clinical Practice • Placement Request Form • Biographical Profile • Updated Background Verification form • Health Appraisal Form with documentation of immunizations and current TB test within twelve

months prior to the beginning of Clinical Practice • Embedded Assessment Portfolio

2. The Director of Field and Clinical Experience ensures that an Institutional Agreement with the school district is in force, and then contacts are made to the respective school district with the placement request;

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3. The school district confirms the placement. After confirmation of the placement(s) by the school district, the student is informed of placement(s); 4. Upon receipt of his/her placement, the student teacher contacts the cooperating teacher to make an appointment to visit the school/classroom, meet the teacher, obtain a copy of the district calendar and district policies, and discuss the curriculum. Note: Under no circumstances should a student contact a school in regard to a placement for Clinical Practice. Students may request a specific placement, but individual preferences cannot always be honored.

Application and Portfolio Deadlines

Spring placements Application and Special Education Program requirements – October 1st Fall Placements Application and Special Education Program requirements – April 1st Students who fail to submit an application by the specified deadline date risk the possibility of being denied a Clinical Practice placement during the semester of their choice.

The Procedure for Applying for an Internship

• A student meeting the established internship criteria may apply for “eligibility status” as an

intern by completing and submitting an Internship Application by the established deadline (The form is on the School of Education website)

• The Department of Teacher Education faculty reviews the internship applications to determine eligibility and gives approval to continue with the process.

• The Director of Field and Clinical Experience arranges, with eligible candidates a date and time for an interview with a faculty committee.

• After the interviews, the committee forwards the recommendations to the Chair of the Department of Teacher Education. The recommendations are shared with Department of Teacher Education faculty at a department meeting.

• The student is given written notice by the Chair of the Department of Teacher Education, of acceptance or denial for an internship.

• The student, in collaboration with the Director of Field and Clinical Experience, reviews positions that are available for internships.

• The student contacts school districts of his/her choice to apply for the internship. School district personnel review the applications of all interns who have applied and select candidates for an interview.

• When selected for a position, the intern applies for an intern license from the Wisconsin Department of Public Instruction (DPI). The fee for the license is borne by the student.

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*Note: Reviewing of available positions and applying for the intern license is completed through a secure DPI website and will need the assistance of the Director of Field Experience or other approved faculty or staff.

On-the-Job Clinical Practice Policy Students who are employed full-time in an accredited school district on an emergency license from the Wisconsin Department of Public Instruction (DPI) or in a private/parochial school at the level of licensure may request that the Clinical Practice requirements be fulfilled “on the job”. Placements are not automatic and are decided on a case-by-case basis.

Criteria for On-the-Job Clinical Practice

• Meet all criteria for admissions to Clinical Practice • Submit a written request to complete Clinical Practice on-the-job to the Director of Field and

Clinical Experience • Be granted approval to complete Clinical Practice on-the-job by the Director of Field and

Clinical Experience and the Chair of the Department of Teacher Education • Hold a Middle Childhood-Early Adolescence emergency license from DPI and/or serve as the

regular classroom teacher of record at the level for which certification is sought in a private/parochial school or hold a cross categorical emergency license.

• Enroll in SPE 655/665 for the number of Clinical Practice credits stated on the program sheet • Designate a person at the school who will serve as the “cooperating teacher”-(Must have a

special education teacher license or special education and pupil services administrative license)

• Be supervised by a Marian University supervisor • Attend Clinical Practice seminars (online seminars and field practice in classrooms) • Complete the final EdTPA portfolio, which includes a Teacher Work Sample (TWS), which

is completed during the Clinical Practice experience and sent to Pearson (if it is an initial license) or scored in house at Marian University School of Education.

Responsibilities of School District Administrators

Responsibilities of School District Placement Person In most school districts, there is a person responsible for placement of student teachers or interns within the schools. That person secures the approval of the Board of Education for participating with University field experience programs, reviews program requirements with administrative and teaching staff, and serves as the liaison between Marian University and the schools. The district administrator usually delegates direct responsibility for Clinical Practice and internships placements to the principals of the building in which field placements is made.

Responsibilities of the Building Principal The building principal gives direct leadership and professional support to student teachers, interns and cooperating teachers. The principal's skill and ability in counseling, supervision, and personnel management contribute to the success of the Clinical Practice and internship programs. The principal plays a key role in orienting student teachers and interns to the school environment and the instructional programs. In addition, many principals provide an invaluable service to student teachers and interns by

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observing them and giving them feedback on their teaching skills and advising them on successful job search and interview procedures.

Responsibilities of the Marian University Supervisory Staff

Responsibilities of the Marian University Director of Field and Clinical Experience The Director of Field and Clinical Experience is the Marian University designee who is responsible for all administrative aspects of the Clinical Practice and Internship Programs, serving as the School of Education, Department of Teacher Education’s, Special Education Certification Program liaison with the school district. The Director also communicates with University supervisors, cooperating teachers, student teachers, and interns, both informally and formally in meetings, and conducts orientation sessions for students, cooperating teachers, and University supervisors and may teach the seminars for student teachers and interns.

Responsibilities of Marian University Supervisors

The Special Education University Supervisor is the Marian University faculty member who conducts on-site supervisory visits, assesses the knowledge of the student teacher within the classroom, assesses that effective methodology is being implemented, and serves as a "supportive consultant" to both the cooperating teacher and the student teacher.

General Duties of the University Supervisor The supervisor of student teachers is an official representative of the University who assumes responsibility for the direct supervision of student teachers and serves as the liaison between the School of Education, Special Education Program and the personnel of cooperating schools and agencies. While supervisory responsibilities may vary from one program area to another, the following duties are typically common to all programs:

• Supporting cooperating school personnel in the planning of appropriate experiences for the students;

• Providing necessary information for effective communication; • Clarifying the roles of the clinical practice student, the cooperating teacher, and the University

supervisor; • Conducting in-class observations of the student; • Documenting the student’s performance, which becomes part of the his/her permanent record; • Providing a constructive critique of the student’s performance in a follow-up conference as well

as strategies to increase performance; • Helping the student to develop and use reflective, self-evaluative techniques; • Meeting with the cooperating teacher (face to face or through synchronous web opportunities)

within the first weeks of the placement to establish a relationship with the cooperating teacher and establish a schedule and procedure for supervision;

• Meeting in a triadic conference (student-cooperating teacher-supervisor) to complete the final evaluation (This should occur in the final two weeks before the end of the placement);

• Serving as a resource for both the cooperating teacher and student; • Writing professional recommendations for student teachers when requested.

The Number of Supervisory Visits

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Marian University’s School of Education requires supervisory visits over the course of the semester for initial licensure. Add-on licenses may require a different amount of supervisory visits than initial teacher or initial special education licensure programs require. The Field Director will establish this and inform all parties of the correct amount of visits for the University Supervisor. The supervisory visits are to be scheduled and completed over the course of the placement. A visit at the beginning of the placement is important to establish a working relationship with the cooperating teacher. The goal is to see progressive growth and development of the student over time. Two visits should not be made in one day and visits should not be left to the end of the placement. The minimum number of supervisory visits may be exceeded at either the University supervisor's discretion or upon the request of the student teacher, cooperating teacher, or Director of Field and Clinical Experience. This applies to Clinical Practice, Internships and On-the-Job placements.

The Nature of the Supervisory Visit The student teacher is responsible for scheduling the supervisory visits of the University supervisor(s). The following format is followed for a visit:

1. The University supervisor checks in at the school office.

2. The University supervisor talks briefly upon arrival in the classroom or shortly thereafter with the cooperating teacher about the overall performance and general progress of the student teacher.

3. The student teacher provides the University supervisor with the following items:

• A detailed plan for the observation, following the Department of Teacher Education format. • Data book created by the student.

4. The University supervisor utilizes a Special Education Lesson Evaluation Form to evaluate the

student teacher’s performance during the supervision period. After the observed lesson or student interaction, the University supervisor confers with the student teacher using the documentation form as a framework for a discussion that addresses instructional planning, teaching skills, and management. A copy of the observation form is given to the student teacher and cooperating teacher.

5. During the course of each placement, the cooperating teacher, the student teacher, and the

university supervisor participate in a minimum of one triadic conference. The Special Education Documentation Form is used as a point of reference in discussion.

6. The original copy of the Special Education Documentation Form is placed in the student

teacher’s permanent record file.

Phases of the Clincal Practice Experience

The Principle of Gradual Induction

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The degree of teaching responsibility assigned to the student teacher is based on the principle of gradual induction. The student's work should progress from observation and assisting duties, to direct planning and sustained instruction and interaction with students with disabilities. A flexible schedule is developed for the gradual assumption of planning, teaching, and interaction duties by the student teacher. Because all student teachers complete one pre-Clinical Practice field experience and have successfully completed a previous clinical teaching experience prior to entering the Special Education Program (except for those who are pursuing their first teaching license), they should be ready to assume a responsible role in working with students with disabilities. However, since the student teacher is still considered a "learner" at this stage of preparation, he/she normally does not carry as heavy a teaching load as a regular teacher unless he/she is on emergency license and is teaching in his/her own classroom. The cooperating teacher and student teacher should work collaboratively to develop a calendar that best suits the abilities of the student teacher and the needs of the pupils, and identify specific dates for completion of the Mid-Term and Final Evaluation forms and the dates for the student teacher's weeks of full-time teaching and consulting. It is important that the pace at which classroom responsibilities are assumed is continually re-examined in relation to the student teacher's demonstrated abilities. The assumption of responsibilities with students of special needs should be gradual enough so that the student teacher has time to adjust to added responsibilities, yet rapid enough so that the student faces continuing challenges. It is critical that a regular time be set aside in the daily and weekly schedule for the student teacher to reflect, evaluate, confer, and plan with the cooperating teacher.

Descriptions of the Clinical Practice Phases The Clinical Practice experience consists of primarily five phases: orientation, initial teaching, independent teaching, full time teaching, and a phase-out period. The cooperating teacher can do much to support and guide the student successfully through each of these phases. The scope of responsibilities for each phase, the degree of student independence, and the length of time spent in each phase is dependent upon the individual student teacher's readiness and should be determined in consultation with the student. The cooperating teacher may use the following phases as a guide in planning for the Clinical Practice experience.

Orientation The cooperating teacher acclimates the student teacher to the school environment by helping the student feel at ease and accepted by the class (or classes) and by allowing for the observation of classroom management techniques, lesson planning processes, formal and informal processes of assessment collection, etc. During this period, the cooperating teacher explains the philosophy of the school and the service delivery options available for students receiving special education support or formal plans. It is extremely important that the student teacher becomes involved immediately in some activities with students who have disabilities, even though the activities may be limited in responsibilities.

Initial Experiences

In this phase, the student teacher assists the teacher with duties and begins participation in actual instruction, and working with individual students with disabilities, small and large groups, teaching

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select lessons/subjects, etc. It is understood that student teachers will be teaching students outside the special education programming during some of the school day since many schools are moving in the direction of part to full inclusion. During the orientation and initial teaching phases of the Clinical Practice experience, the role of the cooperating teacher, as a model of best practice in teaching, is critically important to the ultimate success of the student teacher. The student teacher must have opportunities to observe the teaching of the cooperating teacher with students who have disabilities.

Independent/Co-teaching The student teacher continues with participation in all activities and increases the amount of independent teaching and support to assist students with disabilities as the lead or primary teacher. During the independent or co-teaching phase, it is especially important for the cooperating teacher to give the student teacher feedback on planning skills and actual classroom performance. The student teacher should also work with the cooperating teacher in planning sessions to meet curriculum goals and needs of students with disabilities.

Full-Time Independent or Co-Teaching During the latter portion of the student's placement, the student serves as the lead or primary teacher in all aspects of the special education teacher's role. This varies depending upon the student teacher's needs and the length of placement. For add on licensing, arrangements will be made with the cooperating teacher and university supervisor to incorporate full independent teaching and assistance of students with disabilities as soon as possible.

Phase-Out Period Since a great deal of development and refinement of teaching competency occurs during the final weeks of the Clinical Practice experience, the cooperating teacher and student teacher should mutually agree on the time frame for gradually transferring responsibilities back to the cooperating teacher.

Responsibilities of the Cooperating Teacher

The cooperating teacher is the special education teacher with whom the student teacher is placed. This person works most closely with the student teacher and plays a key role in the Clinical Practice experience. The cooperating teacher serves as a teaching model and an immediate supervisor of the student teacher and is responsible for daily monitoring and assessment.

The Cooperating Teacher Requirements The University shall ensure that cooperating teachers utilized in the clinical/field experience programs meet the following requirements:

• Holds a valid state license in special education and has volunteered for assignment as a cooperating teacher;

• Has at least 3 years of teaching experience in special education with at least one year of teaching

experience in the school or school system of current employment;

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• Has completed training in supervision of student teachers, which may include the InTASC Teacher Standards and Licensure expectations or has qualified as a Cooperating Teacher prior to July 1, 1988, based on successful service as a Cooperating Teacher. Successful service as a Cooperating Teacher shall be determined by the recommendations of an immediate supervisor, a university supervisor, or a former student teacher or intern who has worked with the teacher in a Clinical Practice or intern situation.

Note: Marian University provides the following course to teachers who wish to become qualified as Cooperating Teachers: EDU 604 – Supervision and Development of Student Teachers, 1 Graduate Credit.

Suggestions for Helping the Student Teacher Begin Initially, the student teacher will probably feel anxious and have many questions about the Clinical Practice experience. There will be concern about the setting, the school, and especially about the cooperating teacher's philosophy, teaching methods, goals, etc. The following are some suggestions for cooperating teachers to assist the student teacher in having a positive experience. The cooperating teacher should:

• In preparation:

o Prepare pupils for the arrival of the student teacher o Establish the concept of two teachers in the classroom o Provide the student teacher with a desk or workspace

• During orientation:

o Describe the community the school serves and parental involvement in school affairs o Explain the organizational structure of the school or department o Share the types of resources available to the student teacher o Explain his/her personal philosophy of teaching and that of the school o Outline the classroom schedule, daily routines and procedures o Describe the curriculum and curriculum materials o Describe individual pupils the student will be working with and IEP documents o Detail the planning process and expectations o Discuss the dress code and school district calendar o Discuss service delivery models in the school

• Developing a General Plan for the Semester and Defining Responsibilities

It is highly recommended that in the first week of the student teacher's arrival, time be set aside for the cooperating teacher and student teacher to sit down together to develop a general plan for the semester. This time spent in discussing the overall plan for the experience is useful in identifying performance expectations for both the student teacher and the cooperating teacher.

• Topics for discussion:

o The tasks and responsibilities the student teacher will be expected to assume when

assisting the cooperating teacher o The cooperating teacher's "musts" with regard to curriculum materials, instructional

methods, and classroom procedures and routines;

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o Places where the student teacher may supplement existing materials and experiment with alternative methods;

o Goals and experiences that the student teacher would like to see integrated into the Clinical Practice experience;

o The content areas the student teacher will develop and when they will be taught; o The type of lesson planning that will be required and when lesson plans should be

submitted to the cooperating teacher (Marian University Lesson plans will be completed for the EdTPA Portfolio requirements);

o Record-keeping responsibilities that the student teacher will have; o Common assessments used to document student learning according to intervention

plans o Annual Goals of students who have IEP’s, BIP’s and transition plans o The number and frequency of conferences between the student teacher and cooperating

teacher to assess in development and progress.

The Evaluation Process The evaluation of the student teacher is a continual process. The emphasis should be on the objective study of the student teacher's behavior and growth, using a variety of tools and techniques to gather information. Student teachers want to be evaluated but also want guidance and direction in planning and an objective critique of their teaching skills and overall professional performance. They need reinforcement when performance has been commendable, but they also need specific suggestions for improving performance, followed by an opportunity to apply those suggestions in practice and confer again to determine the degree of progress.

Formal Evaluations Mid-Term Evaluation

The Clinical Practice Mid-Term Evaluation form, completed by the cooperating teacher, constitutes one of the required written evaluations kept in the student teacher's permanent record. It is completed midway through the student teacher's placement.

The Focus of the Mid-Term Evaluation:

• Identification of strengths that have been demonstrated by the student teacher. • Identification of areas in which the student teacher needs to focus during the second half of the

placement.

• The student teacher reevaluates his/her goals and outlines strategies for improvement during the remainder of the placement.

After the Mid-Term Evaluation form has been completed by the cooperating teacher, discussed with the student teacher, and signed by both parties, one copy is made for the student teacher and one copy for the cooperating teacher. The original is sent by the cooperating teacher in the stamped, addressed envelope Marian University and placed in the student's file at the university.

Final Evaluation

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The Clinical Practice Final Evaluation form is the second written evaluation by the cooperating teacher. This form is completed in the last weeks of the placement and is ultimately kept in the student teacher's permanent record at the university. Both the cooperating teacher and the student teacher complete a copy of the Final Evaluation form independently and bring it to a final evaluation conference at which time they compare their responses and discuss the evaluation of each competency listed on the form. During this meeting, the cooperating teacher completes the official form. After the form has been completed and signed by the cooperating teacher and the student teacher, the cooperating teacher makes one copy for the student teacher and one copy for his/her own records. The cooperating teacher sends the original to Marian University in the stamped, addressed envelope. It is placed in the School of Education, Department of Teacher Education, student’s file and becomes part of the his/her permanent record. As part of the final evaluation process, the cooperating teacher recommends a grade; however, it is the primary university supervisor who assigns the grade that is submitted to the Registrar’s office. The Marian University student must receive a letter grade of B or better for the clinical experience. A student who does not successfully complete a clinical experience is required to conference with the Chair of the Department of Teacher Education and/or University supervisor and/or advisor for an assessment conference. Students must repeat any unsatisfactory clinical experience. A failed clinical experience can only be repeated one time.

Letter of Reference At the conclusion of the Clinical Practice experience, the cooperating teacher, at the request of the student teacher, writes a letter of reference. The letter of reference from the cooperating teacher is considered one of the most important pieces of information included in a teacher applicant's credential file.

Concerns The cooperating teacher should feel free to contact the University supervisor, the Director of Field and Clinical Experience or the Chair of the Department of Teacher Education at any time to address concerns about the student teacher or to seek answers to questions.

Responsibilities of the Student Teacher

Ethical Behavior The student teacher is expected, at all times, to conduct himself/herself in a professional manner. Such behavior should conform to the ethical standards inherent in the guidelines of the professional educational associations. Particular care should be given to maintaining confidentiality regarding all sensitive information obtained during the Clinical Practice experience.

General Professional Responsibilities

The student teacher is expected to adhere to the policies of the school district in which he/she is placed and display dispositions put forth by the School of Education.

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Goal Setting Students develop individual goals (Personal Performance Outcomes) for their experience based on the InTASC Teacher Standards.

Journal Writing To continue the development of reflective teachers, students are expected to reflect routinely on their teaching by writing in a journal. This can be an interactive journal where the cooperating teacher writes evaluative comments as a supervisory tool or the student teacher reflects upon and responds to the cooperating teacher's comments in writing and returns the journal to the cooperating teacher for ongoing dialog.

Clinical Practice Seminar The Clinical Practice Seminar is a special class designed as an opportunity for student teachers to share teaching concerns, to support each other, and to discuss current topics relevant to teachers working with students with disabilities. This may be presented in a online format. Appointments for supervisory visits and any needed conferences with the university supervisor can be scheduled prior to the start of seminar sessions. A schedule of topics for each seminar is distributed at the first seminar meeting. A brainstorming session is also conducted to determine student teacher interest and need in addition to those topics identified on the timeline.

edTPA Portfolio Requirements

The Teacher Performance Assessment (edTPA) is a national assessment developed for pre-service teachers. The edTPA portfolio development occurs during the student teaching clinical experience. It is standards and performance based portfolio of documented evidence of teaching proficiencies and will provide outcome data on candidate performance. Marian students will compile evidence for the edTPA portfolio and required university portfolios (Admission to School of Education, Admission to Clinical Practice, and Clinical Practice Portfolio) using the LiveText electronic portfolio program. Students will submit required materials in LiveText from their field experiences. During the clinical practice, students will develop the edTPA Portfolio and submit the completed portfolio through LiveText. Beginning August 31, 2016, students must submit their portfolio to Pearson for external evaluation and earn a passing score on their edTPA portfolio to qualify for licensure. Clinical Practice students will also be required to submit the Clinical Practice Portfolio through LiveText for internal evaluation by Marian University.

Professional Liability Coverage Student teachers are strongly urged to have professional liability insurance coverage either by means of an individual insurance policy or membership in the Marian Student Education Association (MSEA), which includes membership in the Student Wisconsin Education Association (SWEA) and the National Education Association (NEA). The organization provides automatic professional liability insurance coverage.

General Suggestions for the Student Teacher

The Student Teacher should:

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• Enter the Clinical Practice experience with a positive attitude and determination to do his/her

very best; • Consult with the cooperating teacher to determine what is considered appropriate dress in

his/her particular school and look the part of a professional; • Spend as much time as possible discussing the exact performance expectations with the

cooperating teacher; • Look for ways to become involved from the very first day; • Get to know support staff, including secretaries, custodians, as well as resource people such as

school counselors and IMC staff; • Promptly return all borrowed school materials or texts from the cooperating teacher and

other staff; • Develop a receptive attitude toward suggestions and criticisms; • Plan for some quiet time at the end of each day to reflect on the day's activities, the lessons

taught, progress made, and plans for modifying or improving his/her teaching skills, etc.; • Keep communication lines open; • Remember that the cooperating teacher and university supervisor are there to help.

General Performance Outcomes for Student Teachers

The general expectations held for student teachers are the understanding and application of the InTASC Teacher Standards. During Clinical Practice, students will set goals related to these and the general performance outcomes explicitly stated on the Clinical Practice Final Evaluation form directly relate to the standards.

• Knowledge of Subject Matter • Knowledge of Human Development and Learning • Adapting Instruction for Individual Needs • Instructional Strategies • Behavioral Management Techniques and Strategies • Communication and Collaboration Strategies • Instructional Planning • Diagnosis and Assessment of Special Education Disabilities/Disorders • Reflection and Professional Development • Knowledge of creation of individual education plans, behavioral intervention plans and

transitional plans • Interpersonal Relationships and Professional Ethics

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Clinical Practice Attendance Requirements

The School of Placement The student teacher is expected to function as a regular staff member in terms of adherence to the school/district calendar, arrival and departure times, and attendance at school events, such as faculty meetings, parent/teacher conferences, in-service sessions, and team meetings as determined by the cooperating teacher. The student teacher may be absent from Clinical Practice for the following reasons: Illness Injury Personal emergency In case of an absence, the student must: Contact the school or cooperating teacher (the procedure will be determined by the policy of the school in which the student is placed). In case of a personal emergency, also contact the University supervisor. Note the absence on the Student Record Absence Form, which is a document in the data book created by the student teacher Obtain the cooperating teacher’s signature on the absence form after returning to the classroom In the event of an absence over an extended period of time or an unreasonable amount of absences within a placement, the Director of Field and Clinical Experience, after consultation with the primary University supervisor, will determine whether or not the Clinical Practice placement would need to be extended to meet the DPI requirements. Permission to be absent from Clinical Practice for a job interview must be obtained from the cooperating teacher and the University supervisor prior to the date of the interview. The student must return to the classroom for the remainder of the school day when possible.

Clinical Practice Students as Substitute Teachers for Cooperating Teachers

If the cooperating teacher is absent for any reason, the student teacher may serve as a substitute teacher if they hold an up-to-date Wisconsin teaching license or Emergency teaching license If not licensed, the student teacher may serve as the primary teacher when the cooperating teacher is absent only if a substitute teacher is in the classroom. Also, an unlicensed student teacher may not be left alone to supervise children on the playground, in the lunchroom, study hall, detention room, etc. An intern is licensed and, therefore, may serve as a substitute teacher only for a cooperating team teacher for a limited period of time. Under no circumstances should an intern serve as a substitute teacher for other teachers in the school system.

Work Stoppage and the Clinical Practice Student When a work stoppage occurs in a district where a student teacher or intern has been assigned, it is the policy of the Marian University School of Education and the Wisconsin Improvement Program that student teachers and interns be declared non-participants to either party. Student teachers and interns remain on a standby basis, interns without pay, during the period of time when schools are closed, or

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when schools are open without resolution of the conflict between the local Board of Education and the teacher association.

Conflict Resolution

If the cooperating teacher, student teacher, or university supervisor feels that any other member of the Clinical Practice triad is not meeting individual role responsibilities, that concern must be discussed with all three members present. If this discussion does not clarify or resolve the problem, the concerned individual contacts the Director of Field and Clinical Experience who collaborates with the Chair of the Department of Teacher Education about the situation. Sometimes a circumstance may arise that would require an alternative placement. This should not be looked upon as a failure by those involved. No changes in Clinical Practice placements are made without the full participation of all individuals involved. It is expected that all parties will conduct themselves in a professional manner and maintain confidentiality in such matters.

Grievances Initially, the persons involved should handle grievances informally. If the grievance cannot be resolved, it may be taken to the Chair of the Department of Teacher Education, and if no resolve is attained, the grievance should be taken to the Dean of the School of Education. If it still remains unresolved, a formal grievance may be filed with the Vice President for Academic Affairs or the Provost of Marian University.

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Grading Policies

Grading Criteria The specific competencies detailed on the Clinical Practice Final Evaluation form constitute the criteria for evaluation of Clinical Practice performance. Grade Required for Completion of Courses and Program per Marian University Grading Scale and for recommendation for licensure (for those who apply)

A A- B+ B C+ C A grade of a C- or below indicates failure in a graduate level course. (See the Marian University Academic Bulletin for further descriptive information on the Marian University grading system.) Because the Special Education Program is graduate level work, it is a requirement that students keep a B average or better in their work to remain in full or good academic standing. A minimum grade of B in each Field and Clinical Practice experience is required by Marian University for recommendation to the State of Wisconsin for licensure to teach at each respective level.

*No More than one “C” will be allowed in the foundation coursework.

Withdrawal from Clinical Practice A confirmed Clinical Practice assignment is considered an informal contractual agreement between Marian University and the school in which the student teacher is placed. Under this agreement, university supervisors, cooperating teachers, and student teachers assume certain responsibilities and obligations to one another. Consequently, a student's withdrawal from a Clinical Practice assignment is considered to be an exception to the contractual agreement and should occur only under the most unusual circumstance. Because of the serious effect that withdrawal could have on the student's future progress in completing the licensure program, a student who contemplates such action is strongly urged to consult the Director of Field and Clinical Experience and/or the Chair of the Department of Teacher Education before making a final decision to determine the effect of such an action and to explore options available. If the student teacher decides to withdraw, the Clinical Practice course must be dropped from the student's schedule in the Registrar's Office. The student teacher is responsible for completing the withdrawal from.

Request to Repeat Clinical Practice

A student who withdraws from Clinical Practice or does not receive a grade of B or better in Clinical Practice may elect to repeat the Clinical Practice experience in another setting. Permission to repeat a Clinical Practice experience is not automatically granted. Such decisions are made on a case-by-case basis and are dependent on the extenuating circumstances involved and faculty determination of a reasonable chance of student success. A request is granted only with the recommendation of the University supervisor, the Director of Field and Clinical Practice and approval of the Chair of the Department of Teacher Education. Additional coursework in the major may be required; field experience at the level at which the failure occurred is required. The field experience must be successfully completed before beginning the Clinical Practice course in which a grade of B or better was not received.

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Upon receiving permission to repeat Clinical Practice, it is the student’s responsibility to contact the Direction of Field and Clinical Practice to apply for a field experience and begin the placement process.

Evaluation Components

Student’s Evaluation of the University Supervisor(s) The student teacher completes an evaluation of the university supervisor(s) towards the end of the final Clinical Practice experience. This evaluation is conducted through a private online survey to ensure confidentiality. Results are collated and summaries are given to the university supervisor(s), and reviewed by the Chair of the Department of Teacher Education.

Student’s Evaluation of the Cooperating Teacher(s) The student teacher completes an evaluation of the cooperating teacher(s) at one of the final seminar sessions. This evaluation is conducted through an online format to ensure confidentiality. Results are collated and summaries reviewed by the Director of Field and Clinical Experience and Chair of the Department of Teacher Education.

Student’s Evaluation of Administration and Seminar Topics The student teacher completes an evaluation of the supervisor who conducts the seminars and the seminar topics that were presented. These evaluations are conducted through an online format to ensure confidentiality. Results are collated and summaries are given to the Director of Field and Clinical Experience and reviewed by the Chair of the Department of Teacher Education. Changes to seminar topics are made based on the evaluation results.

Student’s Evaluation of the Teacher Education Certification Program

The student teacher completes an evaluation of the Special Education Certification Program near the completion of the final Clinical Practice experience. This evaluation is conducted through an online format to ensure confidentiality. Information obtained from this evaluation is used to identify needed improvements and changes and assists the faculty in maintaining a high quality teacher preparation program.

Evaluation by School District Personnel Cooperating teachers and school administrators are periodically surveyed to provide the School of Education, Department of Teacher Education faculty with evaluation information on the Clinical Practice and other field experience programs. They also have an active role in evaluating the Clinical Practice program via their participation in the School of Education advisory bodies such as the Advisory Council.

Evaluation by Marian University Faculty Full-time Department of Teacher Education Program Faculty and adjunct faculty who serve as supervisors of student teachers for the School of Education have the opportunity to evaluate the Clinical Practice Program on an annual basis. This occurs for faculty at the Department of Teacher Education Program meetings and for supervisors at Clinical Practice supervisor meetings.

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Culminating Clinical Practice Event

Commissioning Ceremony and Graduation

The Commissioning Ceremony is held for those who successfully complete the licensure program. It is a formal ceremony open to family members, friends, School of Education faculty, content area supervisors, and university administrators. It is held on the Marian University Campus with a reception following the ceremony. It is typically held the Friday night before graduation in May. For those completing the Master’s degree, both the pinning ceremony and university graduation take place on Friday and Saturday. Currently, there is one graduation ceremony held the second or third weekend in May.

Post Program Contact The School of Education sends an Alumni Questionnaire to graduates from its programs in the first, third, and fifth year after their program completion and every other year thereafter. Employers of School of Education graduates are also sent a questionnaire on a like cycle to have them appraise their teachers' performance and, thus, the professional preparation they received at Marian University. Formal program evaluation such as the questionnaires and informal feedback from former students regarding the adequacy of education programs are important sources of information for strengthening the Teacher Education Program at Marian University.

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Appendix A

Library Services

The material from the Cardinal Meyer Library offers many resources for student use. Material is available at the library on the main campus or through their website. ID cards are needed in order to check out material from the library. These are available, free of charge, from the Library.

Academic Records and Transcripts

The official academic record of all students is maintained by the Registrar. No record may be released to any unauthorized individual or agency without the written approval of the student. Records cannot be transmitted as the result of telephone or second person requests. Transcripts may be obtained by a written request. Students must include written signature, name, birth date and Social Security number. Contact the Registrar’s Office for price of transcripts and any other related questions.

Attendance Guidelines

Students are expected to attend all online class (asynchronous and synchronous) sessions or modules for each course. In case of an emergency, the instructor should be contacted, regarding the absence, prior to the class. It is the student’s responsibility to contact the instructor in relationship to work missed. Absence from a class session may impact the final grade for the course.

Registration

Registration for all classes is the responsibility of the student. Students should consult with their advisor and register for courses as prescribed for proper course sequencing. The course registration form is available on the Marian Website. Students should register far enough in advance of the start of the course to ensure that enrollment is sufficient to hold the course. Students register on-line through their SabreNet account.

Failure to Officially Register

A student, who attends a course for which he or she has not officially registered and for which he or she has not paid, will not be allowed to receive a grade or credit for the course.

Financial Aid Eligibiltiy

Marian University Financial Aid Office determines a student’s eligibility for financial aid based on the filing of the Free Application for Federal Student Aid (FAFSA) which is available in hard copy from the Financial Aid Office at Marian University or online at www.fafsa.ed.gov and the Marian University Supplemental Form. Students need to be enrolled in at least five (5) credits to qualify for financial aid. The Financial Aid Office can be reached for more information: 1-800-262-7426 ext. 7614.

Grading Policy Students must maintain a “B” average or a 3.0 in their graduate coursework to remain in full standing and to student teach. Only one “C” will be allowed in coursework with the exception of SPE 696, SPE 697, and SPE655/665. The field and clinical practice coursework must remain at a “B” or better.

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Incomplete Policy

An “Incomplete” (I) grade may be reported for a student who has carried a subject with a passing grade until the end of the semester and then, because of illness or other unusual or extraordinary reasons beyond his/her control, has been unable to take or complete the final examination or to complete some limited amount of term work. An Incomplete (I) grade may not be given to permit a student to correct work already completed for to improve upon a grade. The instructor files the Incomplete Form with the Registrar’s Office. An Incomplete grade is automatically changed to an “F” if coursework is not finished within twelve (12) calendar weeks after the close of the semester in which it was issued (i.e., twelve weeks after final grades were due in the Registrar’s Office). The instructor, at his or her discretion and in consultation with the student, may set an earlier deadline within the allowable period. Exceptions to this policy require approval of the Chair of the Department of Teacher Education. Once an “I” grade has lapsed to an “F” grade, it may not be changed back to an “I” grade.

In-Progress Policy Because Clinical Practice extends beyond the end of the semester so the grades cannot be submitted by the published deadline, an “In-Progress” (IP) grade will be given. When Clinical Practice has been completed and the final evaluation from the cooperating teacher has been received, the supervisor will change the IP to a letter grade.

Grade Appeals

Preventing Grade Appeals: Faculty members can greatly reduce the necessity for grade appeals by carefully planning and communicating to students, clear criteria for the evaluation of student work and the assigning of grades. Some of the areas that seem especially crucial are the following:

• class attendance policy • number of written assignments • criteria for evaluating written assignments • number or type(s) of examinations • clear time-lines for assignments and exams • relative importance of each area being evaluated (e.g., papers, participation, exams) • frequent and open communication with students regarding their grade status at various points of

the course • accurate records

Appealing Grades Not Yet Recorded: If, during a grading period, a student believes he/she is being evaluated unfairly, the student first consults the instructor of the course to explain his/her objection and to understand better the instructor's evaluation. If no resolution is achieved, the student may consult the department chairperson. If no resolution is achieved, the student shall await the posting of the final grade and determine whether an appeal is necessary. Appealing Final (Recorded) Grades: If a student believes that the final grade received in a course is unjust, he/she follows the formal policy and procedure for Grade Appeals as follows: Grades submitted to and recorded by the Registrar, with the exception of “I” or Incomplete, are considered final. Only in extraordinary situations may recorded grades be changed. Extraordinary circumstances are confined either to:

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• clerical error on the part of the instructor in submitting the grade; or • clear or apparent major inconsistency or injustice due to “arbitrary and capricious” grading on the

part of the instructor in assigning the grade. Based on this, the student is limited to specific grounds for appeal. If a student simply disagrees with the faculty member’s judgment about the academic quality of the student’s work, this does not constitute valid grounds for appeal. Valid grounds for a charge of major inconsistency or injustice include the following:

• The terminal grade was based on something other than performance in the course; • The instructor applied standards that were more exacting or demanding than those applied to

other students in that course; • The terminal grade was a result of significant, unannounced, and unreasonable departures from

those articulated in the course syllabus distributed at the beginning of the course. Procedures for Formal Grade Appeal: The formal grade appeal procedure should be utilized only for terminal grades; it is not to be used to challenge grades on individual assignments. Prior to filing a formal grade appeal, the student must discuss the terminal grade with the instructor and seek resolution. If no resolution is achieved, the student must contact the department chairperson of the instructor's academic department within 8 weeks after the official grade was issued. If this does not take place within the specified time, the case is closed and the grade shall stand. If the department chairperson or designee cannot achieve a resolution between the instructor and the student, the student may file a formal grade appeal with the Dean of the School or designee housing the course in question. A formal grade appeal must be filed within 12 weeks after the end of the semester in which the grade was given. Students may lose the right to appeal if they fail to adhere to the timelines delineated in this policy. The university officials, noted above, may extend the timelines under extraordinary circumstances. When clerical error is claimed, evidence may be requested. If evidence shows that clerical error was made, the appropriate university official, as noted above, directs the Registrar, in writing, to correct the recorded grade. Upon receipt of a Grade Appeal request charging major inconsistency or injustice, the appropriate university official, as noted above, shall convene a university wide academic appeals committee to consider the request if it is determined that the appeal meets the criteria, involves a palpable issue, and is supported by evidence capable of sustaining rational argument. (See Section 1.6.3.6 for composition of committees). In appealing a grade, the burden of proof rests with the student. Upon receipt of the written request, the hearing will be held within one month, or as designated by the School Dean. The Academic Appeals Committee notifies the student and the instructor of the time and place of the hearing. The hearing will be closed and all parties will maintain confidentiality. The committee reviews the student's written request and any other evidence the student presents. Committee members may ask for clarification and for other information. They consult the instructor to ascertain his/her view of the situation. The hearings are taped and minutes kept. When the committee has all the evidence necessary or available, it writes a report with its recommendations. The report states and summarizes the issues involved, the sources of data received,

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factors involved that were weighted and analyzed, and its recommendations. On the basis of its evidence, the Committee may recommend either:

• that the grade be re-determined, or • that the grade stand.

If the committee recommends that the grade be re-determined, it may further recommend how a more just grade is to be determined. The committee may request the opinion of other competent evaluations if records of student work are available. The committee forwards its recommendation to the Vice President for Academic Affairs, who notifies the student and the instructor of the committee findings within seven days of the completion of the written report. All minutes, tapes, and documentation will be kept in the Office of the Vice President for Academic Affairs. The student or instructor may appeal the decision of the Academic Appeals Committee to the Vice President for Academic Affairs within one week of notification. This request must provide specific grounds for a subsequent appeal, which are

• Due process was not followed; and/or • Policy was incorrectly applied; and/or • Important evidence was missing.

Decisions of the Vice President for Academic Affairs are final. Note: All involved in the grade appeal process must be apprised of the following:

• A grade, even when a major injustice or inconsistency is determined, may nonetheless be the grade earned.

• A reevaluation of an inconsistently or unjustly determined grade could result in a raised grade, the

same grade, or a lowered grade.

• The faculty member involved is usually the only person capable of fairly evaluating the student's actual performance or work since only he/she has observed the student throughout the grading period.

Academic Grievance Academic grievances should be handled informally by the persons involved. If the grievance cannot be resolved, it may be taken to the Chair of the Department of Teacher Education. If it still remains unresolved, a formal grievance may be filed with the Dean of Education. All such grievances will follow the grade appeal process.

Family Educational Rights Privacy Act The Family Educational Rights and Privacy Act as amended is a federal law which influences record keeping in most colleges and universities. Popularly known as the “Buckley Amendment,” the law requires the educational records of students in colleges and universities receiving Department of Education funds directly or through students receiving federal financial aid to remain confidential. The

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Buckley Amendment allows others to access a student’s educational records only with the student’s consent.

Course Drop/Withdrawal Guidelines for dropping or withdrawing from a course are as follows: The student is responsible for dropping a course, through SabreNet, prior to the start of a course (no penalty) or within the add/drop period. If the student does not drop a course prior to the start of classes or attend a course for which he/she is registered, a service charge of 10% of the tuition will be assessed for non-attendance. The student is responsible to submit a COURSE WITHDRAWAL FORM after a course starts. Reimbursement calculations will be based on the percentage of course completion before withdrawal. In most instances refunds will be determined based on mid-term equivalence of 50% refund. University Refund Policy Drop before first class - 100% refund No notation on transcript Non-attendance/no drop/no show - 90% refund .WD on transcript Please Note: If you are considering dropping a course in the Special Education Program, contact the Registrar to determine the results of dropping the course at different times in the semester. This program follows an eleven week schedule and therefore the regular course drop schedule at Marian may not apply (based on 14 week courses). NOTE: The official date of University withdrawal or course drop/withdrawal for purposes of determining refund and academic action is the day upon which properly completed withdrawal or course drop forms are received in the Registrar’s Office.

• The Financial Aid Office has a separate Refund Policy for returning aid when a student withdraws.

• Students who are suspended or expelled for disciplinary reasons receive no refund on tuition. • Fees for courses dropped after the add/drop period are not refunded, but drop forms must be filed

in the • Registrar’s Office in order to avoid receiving an F for the course. • Room charges are non-refundable. • Board refunds are made, with appropriately approved exceptions, on a pro-rated basis. • No student will receive a diploma or an official academic transcript until all accounts have been

paid. • The University, through the appropriate action of its Board of Directors and Administration,

reserves the • Right to make changes in the above as financial and operational considerations may require.

Changes in tuition or fees after publication of this Bulletin are printed separately and are made available to all current and prospective students.

Tuition

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All tuition and fees must be paid in full before the start of the first class. Tuition may be paid by cash, check, money order or credit card. Marian University accepts MasterCard and Visa. The cashier can be reached at 1-800-262-7426, Ext. 7611. Outstanding Financial Obligations Students who have unpaid financial obligations to Marian University must meet those obligations in order to register for classes or to receive official transcripts or license endorsement. Course Cancellation Marian University reserves the right to cancel any course for which there is insufficient enrollment two weeks prior to the first class meeting. If enrollment is very low, this may occur before the two week period. Registrants will be notified of any course cancellations.

FERPA

Please refer to the Marian University Academic Bulletin for information on your rights as a student under the Family Educational Rights and Privacy Act of January 23, 2012. This is found under the Academic

Information area of the bulletin under Rights and Responsibilities.

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Appendix B

Course Descriptions TDE 618 Advanced Educational Psychology 3 CR This course explores individual differences as well as normative development in children from birth to adulthood. Children vary in physical, intellectual, and emotional and social development, and this course will familiarize educators with conceptual foundations as well as applied methodologies that are consistent with current human development and learning theory. The unique learning needs of ALL students are the focal point for discussion, review of methodologies, and applications to development and learning theories. SPE 634 Diagnoses and Assessment of Students with Disabilities 3 CR This course focuses on the diagnosis and evaluation of students with disabilities such as Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas using a variety of developmentally appropriate assessments, including Response to Intervention (RTI). Candidates will analyze evaluation data to make informed decisions about student progress and learn to apply RTI strategies to target instructional interventions to student’s areas of specific need. Specific consideration is given to the reporting of assessment information to parents, teachers and other support personnel to determine appropriate placement levels within the continuum of services. SPE 621 Reading Instruction for Students with Disabilities 3 CR This course focuses on the complex factors that shape reading competence and reading instruction for students with disabilities. Candidates will learn a wide range of comprehensive, research-based strategies and methods for the instruction of reading. Emphasis will also be placed on assessment strategies and professional resources available to assist the teacher in providing appropriate intervention for students with modification needs for individualizing instruction students with Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas. Prerequisite: Minimum of 2 courses or six college credits in teaching of reading/literacy. SPE 626 Curriculum and Instruction for Students with Disabilities 3 CR This course engages candidates in the knowledge, skills, and competencies necessary for curriculum development and adaptation as it relates to students with disabilities in the general education curriculum. The candidate will learn research-based strategies for planning, implementing and evaluating effective instructional programs for an inclusive curriculum that emphasizes the strengths but accommodates the unique needs of all children in the classroom. The focus will be on a cross-categorical approach to service delivery where students are grouped according to their instructional needs rather than their disability labels. SPE 624 Collaboration and Consultation in Special Education Programs 3 CR This course focuses on the knowledge and skills required by candidates to effectively collaborate with teachers, parents and other school personnel to work with students with disabilities such as Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas. Emphasis is on the interpretation of information from assessments into Individualized Education Plan (IEP) annual goals and objectives and instructional programming strategies. Candidates will learn to work in partnership with other instructors and support personnel to determine adaptation, accommodation, and modification needs for individualizing instruction to meet the unique needs of students with SLD, CD, EBD, OHI, and other disability areas.

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SPE 644 Special Education Law: Families and Students 3 CR This course will focus on basic educational rights of students with disabilities and school legal responsibilities. State and federal laws that outline the basic legal rights of students with disabilities will be examined with a focus on the five main principles that form the legal underpinnings of special education law: Free appropriate public education, least restrictive environment, parent and student participation, Individualized Education Program (IEP), and due process protections. SPE 637 Classroom Management Applications 3 CR This course examines the strategies used in managing, planning, implementing and evaluating a classroom environment for students with disabilities. Topics include various approaches and theories of behavior management, strategies and models of discipline, motivating students, parent and teacher communication and maintaining an atmosphere that enhances learning. This course will be taken concurrently with SPE697 Field Experience Seminar for those students seeking licensure. SPE 674 Learning with Technology: Effective Strategies for Students with Disabilities 3 CR Students will develop the knowledge and skills to support learners with disabilities, including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas using technology. Students will investigate the latest issues regarding implementation of assistive technology and other learning tools within the curriculum. The latest software applications from low to high tech will be explored. SPE 697 Field Experience Seminar * 1 CR This course is a field-based experience in which content from special education courses is applied to teaching and learning in the classroom. Emphasis is placed on the integration of content, technology, and adaptations for students with disabilities, including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas, using various teaching strategies that enable all students to succeed. Seminars provide candidates an opportunity to reflect upon experiences in the classroom and dialogue with colleagues about best practices. This course will be taken concurrently with SPE637 SPE655 Clinical Practice and Seminar: Cross Categorical (801) * 4 CR This course is a capstone classroom experience that allows candidates an opportunity to apply educational theory, research, and legal knowledge to best practices in the teaching and student learning related to students with disabilities. Seminars are designed to allow the candidates to reflect upon and analyze teaching experiences and discuss relevant issues. Or SPE665 Clinical Practice and Seminar: Specific Learning Disabilities (811) * 4 CR This course is a capstone classroom experience that allows candidates an opportunity to apply educational theory, research, and legal knowledge to best practices in the teaching and student learning related to students with disabilities. Seminars are designed to allow the candidates to reflect upon and analyze teaching experiences and discuss relevant issues. TDE 612 Action Research in Education ** 3 CR This course will examine the role of action research in improving the effectiveness of curriculum and instruction focusing on students with disabilities. Candidates use action research in the classroom to address questions related to the improvement of their practice. Candidates develop skills in creating research questions, using a variety of information sources, exploring quantitative and qualitative methods of data gathering, and applying basic statistical techniques useful for evaluating classroom practices. Candidates develop a research methodology, conduct an action research project focusing on students with disabilities, including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas and report their findings. Candidates will complete components of this course across two semesters.

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TDE 613 Action Research in Education: Reporting the Findings ** 2 CR This course is designed to help participants draw conclusions and write up the results of their Action Research Project. The culminating project for this course will be an action research project that presents a study focusing on students with disabilities or issues in the learning environment. Prerequisite: TDE 612 * Not required if already licensed ** Not required if getting license only and no master degree

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Appendix C

Minors

Students receiving the Middle Childhood through Early Adolescence license must complete an acceptable minor approved by the state superintendent. Upon application to the program, an area of concentration from the degreed program will be identified from the transcript, which qualifies as a Department of Public Instruction minor. The student will not receive a minor license in this area upon completion of the TCH. In order to be licensed in the minor area, an individual must complete an approved program in the license area. If an area of concentration cannot be identified through review of the transcript(s), the student will need to complete an approved minor. The following are acceptable as minors, as identified by DPI, to meet middle childhood-early adolescence regular education license program requirements. All those with asterisks may be offered as minors that lead to a license in the category or subcategory at the middle childhood-early adolescence level:

1) Language arts*(broad field) (19) Psychology* 2) English literature and composition* (20) Sociology* 3) Journalism* (21) Agriculture education 4) Speech communication* (22) Art 5) Mathematics* (23) Business education 6) Computer Science* (24) Dance* 7) Science* (broad field) (25) Deaf or hard of hearing 8) Physical Science* (26) Family and consumer education 9) Chemistry* (27) Foreign language and ESL* 10) Physics* (28) Health* 11) Earth and Space Science* (29) Marketing education 12) Biology* (30) Music-choral, instrumental, general 13) Environmental studies* (31) Physical Education 14) Social studies* (broad field) (32) Speech and Language Pathology 15) Geography* (33) Technology education 16) History* (34) Theatre* 17) Political Science and citizenship* (35) Visual Impairment 18) Economics*

Completion of approved programs in the following categories and subcategories may be accepted as meeting the equivalent of a licensable minor at the middle childhood-early adolescence level (or wide range level if so noted) to meet middle childhood-early adolescence regular education license program requirements: Athletic Coaching (wide range) Emotional/Behavioral Disorders Cross Categorical Special Education Learning Disabilities

Cognitive Disabilities Instructional Library Media (wide range)