Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EEX7429
Tracking Number - 2637
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Current Status:
Approved by SCNS - 2012-06-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. Approved eff 6/1/12
Detail Information
- Date & Time Submitted: 2011-10-10
- Department: Special Education
- College: ED
- Budget Account Number: 172800
- Contact Person: Patricia McHatton
- Phone: 8139749595
- Email: mchatton@usf.edu
- Prefix: EEX
- Number: 7429
- Full Title: Special Education Teacher Education
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): SPED Teacher Education
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: This seminar will explore historical foundations of teacher education and special education specifically. Professional development and pathways to teaching will be explored. Existing research in SPED teacher preparation will be reviewed.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course reflects our new C & I concentration. It focuses on the history of SPED teacher preparation, its transformation over the years, and current research. It is required to provide program participants with an understanding of SE TP program development.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctorate
- Objectives: 1. History of Teacher Education
2. History of Special Education Teacher Education
3. The role of accreditation bodies and in teacher preparation
4. The role of professional organizations in teacher preparation
5. Multiple pathways to teaching
6. Alternate certification programs within and beyond IHEs
7. The role of IHEs in professional development of in-service teachers
8. Status of the research base in teacher education and special education teacher preparation
9. Research agenda for special education teacher preparation
10. Issues in teacher evaluation
- Learning Outcomes: 1. History of Teacher Education
2. History of Special Education Teacher Education
3. The role of accreditation bodies and in teacher preparation
4. The role of professional organizations in teacher preparation
5. Multiple pathways to teaching
6. Alternate certification programs within and beyond IHEs
7. The role of IHEs in professional development of in-service teachers
8. Status of the research base in teacher education and special education teacher preparation
9. Research agenda for special education teacher preparation
10. Issues in teacher evaluation
- Major Topics: Course Topics
a) Course overview
a. Seminar introduction
b) History of Teacher Education
a. The history of teacher education
b. Reform efforts
c) History of Special Education Teacher Preparation
a. The history of special education teacher preparation
b. Reform efforts
d) The role of accreditation bodies and in teacher preparation
a. NCATE/TEAC
b. INTASC
c. SACS
e) The role of professional organizations in teacher preparation
a. Professional organizations (CEC; NBPTS; etc.)
f) Multiple pathways to teaching
a. Alternate certification programs within and beyond IHEs
b. Comparison of existing programs
c. Issues and concerns regarding alternate certification
g) The role of IHEs in professional development of in-service teachers
a. Improving results through collaboration with districts
h) Status of the research base in teacher education and special education teacher preparation
a. Existing research in teacher preparation
b. Existing research in special education teacher preparation
i) Research agenda for special education teacher preparation
a. Identifying the gaps in the research
b. Developing a research agenda for special education teacher preparation
j) Issues in special education teacher evaluation
a. Highly effective teachers
b. Value-added models
c. Alternative evaluation methods
- Textbooks:
- Course Readings, Online Resources, and Other Purchases: 1. Special Issue. (2010) Changing conceptions of special education. Exceptional Children, 76(3).
2. Drame, E., R., & Pugach, M. (2010). A HOUSE built on quicksand? Exploring the teacher quality conundrum for secondary special education teachers. Teacher Education and Special Education 33(1), 55-69, doi:10.1177/0888406409356402.
3. Seidl, B. & Pugach, M. (2010). Support and teaching in the vulnerable moments: Preparing special educators for diversity. Multiple Voices, 11(2), Spring, 2010.
4. Sindelar, P. T., Brownell, M., & Bilingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education 33(1), 8-24, doi:10.1177/0888406409358593.
5. Smith, D. D., Robb, S. M., West, J., & Tyler, N. C. (2010). The changing education landscape: How special education leadership preparation can make a difference for teachers and their students with disabilities. Teacher Education and Special Education 33(1), 25-43, doi:10.1177/0888406409358425.
- Student Expectations/Requirements and Grading Policy: Grades will be based on the following:
1. Critical reflections of readings 33%
2. Literature Review 33%
3. Closing the Gap Research Agenda 33%
Letter grades will be assigned in the following way:
A = 90-100 points
B = 80-89 points
C = 70-79 points
- Assignments, Exams and Tests: Course Outline
a) Course overview
a. Seminar introduction
b) History of Teacher Education
a. The history of teacher education
b. Reform efforts
c) History of Special Education Teacher Preparation
a. The history of special education teacher preparation
b. Reform efforts
d) The role of accreditation bodies and in teacher preparation
a. NCATE/TEAC
b. INTASC
c. SACS
e) The role of professional organizations in teacher preparation
a. Professional organizations (CEC; NBPTS; etc.)
f) Multiple pathways to teaching
a. Alternate certification programs within and beyond IHEs
b. Comparison of existing programs
c. Issues and concerns regarding alternate certification
g) The role of IHEs in professional development of in-service teachers
a. Improving results through collaboration with districts
h) Status of the research base in teacher education and special education teacher preparation
a. Existing research in teacher preparation
b. Existing research in special education teacher preparation
i) Research agenda for special education teacher preparation
a. Identifying the gaps in the research
b. Developing a research agenda for special education teacher preparation
j) Issues in special education teacher evaluation
a. Highly effective teachers
b. Value-added models
c. Alternative evaluation methods
Assignments, exams, and tests:
1. Critical reflections of readings 33%
2. Literature Review 33%
3. Closing the Gap Research Agenda 33%
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: All assignments are expected to be completed by the assigned due date. In cases of emergency, it is the student’s responsibility to contact the instructor to see if alternative arrangements may be made.
Academic Dishonesty:
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as ones own, segments or the total of another persons work.
Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.
Detection of plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you plan to submit to Safe Assignment, use the statement below:
The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.
- Program This Course Supports: PH.D. Program Curriculum and Instruction-Special Education
- Course Concurrence Information: This course does not service other programs.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.