This program to deepen aims to deepen a teacher's capacity to address students' diverse learning and behavioral needs.  Competencies addressed include: curriculum design, modification and adaptation; curriculum-based assessments, language and literacy, and behavior management both in terms of tools, techniques and classroom community.  Foundational issues around IEP development and implementation and collaboration across the disciplines, and with family and community resources are braided throughout.  All courses can be later applied to the Master of Education Degree (Specialization in Special Education).

 

This program meets the Massachusetts Department of Education standards and competencies for an additional license as "Teacher of Students with Moderate Disabilities, Pre-K8 and 5-12".  It is a cohort-based program combining classroom and on-line instruction to accommodate the working-teacher's professional life.

 

Goals	Themes
To elevate the teachers' development as an accomplished practitioner and to extend their ability to create inclusive classroom and school environments. To demonstrate and document competencies as inclusive teachers and special educators with the ability to plan and implement specialized programs for a broad and varied range of students with disabilities and their typically-developed peers.	Four Key themes are integral to the program: Difference and diversity Child/Family Advocacy through Communication and Collaboration Informed Observation, Assessment and Instruction The centrality of Technology in facilitating Inclusion

 

Educators seeking an additional license as a "Teacher of Students with Moderate Disabilities".

 

Applicants must:

 

This program begins with a week-long course on "Inclusive Practices in Special Education".  Participants craft an Individualized Learning Plan (ILP) to identify their personal goals, strengths and needs for successful completion of the program.

 

Program delivery during the academic year involves meeting one Saturday each month at your program location supported by weekly on-line components delivered via the University's on-line learning system Blackboard.  Training for on-line participation, the calendar for the year, and the year-long syllabus are provided during the summer week.

 

In January, participants will debrief their experience to date and plan for the remainder of the program. This mid point evaluation is a way to move from the fundamentals of inclusive school based learning into applying new knowledge in an inclusive classroom setting.

 

This program centers on "evidence-based practice".  Participants videotape and analyze their teaching and are observed in practice during the spring.  Participants develop a portfolio during the program; which is presented during the portfolio/panel review at the program's conclusion in June 2008.  

 

 

Provided all requirements are successfully completed, participants will be eligible to apply to the Massachusetts Department of Education for a preliminary or initial license as Teacher of Students with Moderate Disabilities. Northeastern University will endorse applications for initial licensure where applicable.

 

Program Topics/Courses:
ED 3625 Special Education: Foundations for Understanding Inclusive Schools
Looking beyond an introduction to Special Education to build a foundation for inclusive classes, the program is designed to enable teachers to better understand and plan for the range of student learning and behavioral styles found in every school. The neuron-developmental functions underlying learning, along with their variations of the historical perspective on special education, the role of the special educator in crafting and implementing IEPs and the responsibility of special educators to create partnerships across school, family and community.

ED 3626 Developmental Language, Literacy and Writing: Assessment and Instruction
Participants are introduced to fundamental theoretical instructional principles of developing oral and written language, reading, writing and language art skills. They will learn about materials, instructional strategies, and classroom-based assessment for literacy development and instruction and empowering both elementary and secondary readers.

ED 3627 Differentiated Assessment and Instruction
The development of individualized intervention programs for children and youth in need of special education is the focus of this module. Participants will translate the results of norm-referenced diagnostic assessments to curriculum-based or criterions referenced assessments and determine goals for intervention and effective instructional strategies. They will also learn about the limitations of assessments and develop the skills to design informal classroom based assessments that reflect student learning and drive instruction.
 
ED 3628 Creating Inclusive Schools: Curriculum, Instruction, and Effective School Practice

Participants’ competence in theory, research and practice pertaining to creating a sense of classroom community, family engagement and school culture is explored. Behavior management approaches will be critically examined and participants will develop practical interventions and skills for preventing, intervening, and remediating behavior problems. Participants will apply inclusive principles to the classroom, examine student issues and learning needs, and analyze delivery models that impact participants' teaching, classroom and school.

ED 3674 Practicum, Portfolio and Panel Review 
The course contains both a portfolio requirement and a panel review in addition to a supervised practicum.  The portfolio that is submitted includes work products demonstrating the competencies specified in the Professional Standards for Teachers. The panel review will be composed of School of Education faculty, a partner-school special educator/administrator, and community members.

 

Participants will be asked to present a video and/or portfolio in which they demonstrate competencies.  Students seeking license must be supervised in an approved school setting for 150 - 300 hours depending on the level of educator license the student will be applying for.  The supervison occurs over the term in which the course is established and is overseen by an adjunct hired by the Institutue as well as by a cooperating teacher at the school site. All participants must pass a formal, portfolio- or demonstration-based competency review to complete the program of study.  

 

To be eligible for licensure, participants will need to:

Visit the MA Department of Education to see rules and regulations regarding applying for Educator licensure.

 

Cost
$5,500 for 20 quarter hour credits (16 semester credits equivalent) including credit for the practicum.  Payment plans and financial aid may be available. 

To Apply
Print out an application >>
Your application must be accompanied by two letters of recommendation, a personal statement describing your work and reasons why this program is important to you, a copy of your current resume, a copy of your teaching license, and original undergraduate or graduate transcripts.

 

Application deadline is May 23, 2008. 
Space is limited we encourage you to apply early.

 

All applications will be reviewed in the order in which they are received.  You will be notified via email of receipt of your application and updated of your status in the review process.  Please list an email address on your application that is available to you throughout the year.

 

For more information contact:
Amy Stratman, 617-373-8350 or a.stratman@neu.edu

 

Send your completed application packet to:

Institute in Education

50 Nightingale Hall

Northeastern University

360 Huntington Ave

Boston, MA 02115

Attn: Amy Stratman