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Utah State University Teacher Preparation Programs sped.usu.edu.

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Presentation on theme: "Utah State University Teacher Preparation Programs sped.usu.edu."— Presentation transcript:

1 Utah State University Teacher Preparation Programs sped.usu.edu

2 Teacher Preparation Programs at USU  The Department of Special Education and Rehabilitation offers a continuum of special education teacher preparation options for Utah’s public and charter schools. These options are tailored to meet the needs of prospective teachers throughout Utah. For example:  2-year programs for those returning to school, or who want a slower paced program  Fast-paced Alternative Teacher Preparation (ATP) programs for those working in schools during their licensing program  With USOE support and the development of USU’s regional campus system, we have systematically expanded these programs to reach most urban as well as rural locations in Utah. sped.usu.edu

3 USU ProgramsUSU Programs On-Campus Preservice Programs Alternative Teacher Preparation Programs (ATP) Distance Mild/Moderate Preservice Mild/Moderate, Severe, Early Childhood Disabilities graduates per year. 1.Inservice program for unlicensed practicing teachers. 2.Teachers must possess Bachelor’s Degree. 3.Teachers work in participating districts as a full/part-time teacher, usually with a letter of authorization. 4.Primary assignment must be working with children who have disabilities. 5.Governed by USOE and Advisory Board graduates per year. 1.Preservice program for paraeducators and others. 2.Offered at Regional Campus sites throughout Utah. 3.Evening classes. 4.Supervised practica in local schools. 5.Local supervision. 6.Same curriculum as on- campus program; same instructors graduates every TWO years (i.e., cohort- based program). sped.usu.edu

4 ATP ProgramsATP Programs  Tailored specifically for teachers who work full or part time in participating districts (on letters of authorization) as the teacher of record  Participants must have a bachelor’s degree before being accepted in the program  ATP programs are fully accredited and lead to special education licensure  Instructional coaches from participating districts are trained in effective coaching practices, assessment, and feedback sped.usu.edu

5 ATP Training and Application  Because students are teachers during the day, they can take courses in the evening and apply strategies and effective practices the following day  District instructional coaches provide on-site, performance-based feedback tied to targeted skills  TeachLivE - a simulated classroom that provides students multiple opportunities to practice key instructional and management skills while receiving immediate feedback and guidance (Mild/Moderate and Severe) sped.usu.edu

6 ATP: Highly Collaborative Programs  Monthly meetings with ATP Advisory Board  Advisory board members include:  Directors or induction specialists from participating districts and charter schools  UPDC staff  Utah State University faculty  The board reviews each ATP program, teacher progress & pressing concerns  The board revises the program & curriculum based on:  District needs  Evolving requirements from USOE & federal govt. sped.usu.edu

7 ATP Instructional Coach Training  Each ATP teacher is assigned a district instructional coach  Coaches receive in depth, systematic training in effective coaching practices by USU faculty, UPDC staff, and district staff  Before the school year begins:  Students are involved in “Running Start” sponsored by the UPDC  Students build relationships with their ATP teacher during small group activities & microteaching  Students receive specific training in effective coaching practices  During Fall and Spring semesters:  Instructional coaches attend a 2-hour follow-up training to address specific requirements of the ATP program related to practica and coursework.  Direct observation and checklists (3 per semester)  Interim reports (1 per semester)  Final Student Teaching Evaluation sped.usu.edu

8 Severe ATPSevere ATP  A fully accredited alternative licensure program leading to a license in severe disabilities  Coursework delivered live, face-to-face in SLC location during evenings  Emphasis on Alternative Assessment (DLM), EE, research-based instructional strategies, data collection and analysis, functional assessment and LRBI/PBIS  From 2002 through 2012, 123 ATP teachers have received their severe teaching license sped.usu.edu

9 Severe ATP: How programs address the Utah Core Standards (CS), Essential Elements (EE) and Math Endorsement  EE and Utah CS are incorporated into each course.  Throughout the ATP programs, teachers learn how to write IEP goals based on CS. Standards are distilled to their EE and translated into instructional targets, development of lesson plans, and methods for monitoring student progress  The goal is for ATP teachers to demonstrate how to access and use the Utah Core for the students they teach sped.usu.edu

10 Mild/Moderate ATPMild/Moderate ATP  Fall-to-Fall program beginning with week-long training in Running Start  Coursework delivered live, face-to-face in SLC location during evenings  Two evening classes per week each semester focus on effective management practices & curriculum  Currently 13 districts & 3 charter schools along the Wasatch Front are participating  From 2002 through 2012, 495 ATP teachers have received their mild/moderate teaching license sped.usu.edu

11 M/M ATP: How the program addresses Utah CS, EE, & Math Endorsement  Two courses, fall and spring semester, have been revised to align with Utah Core ELA & Math Standards.  Four classes per semester, SPED 5310 & 5320, focus on strategies to address student's individual instructional needs while also addressing the Utah Core ELA and Math standards.  Teachers complete comprehensive projects that require them to access the Utah Core ELA & Math Standards on the USOE website & write:  English/Language Arts and Math standards-based IEP goals  Comprehensive lessons plans sped.usu.edu

12 Early Childhood ATPEarly Childhood ATP  Live audio/video online course-delivery system.  Instructor supervision is provided remotely via classroom cameras and district support.  ECATP is open to all school districts in Utah  Number of participating districts to date: 23  Program began in 2006 with first graduates in 2008  Graduates recommended for ECSE licensure: 45  8 projected graduates in 2013  13 more in 2014 sped.usu.edu

13 Early Childhood ATPEarly Childhood ATP  Enrollment includes:  ECSE teachers hired on letters of authorization  Preschool special education paraeducators recommended by their districts  Students enrolled in the Listening and Spoken Language Master’s degree program, Communicative Disorders and Deaf Education Department at USU  Enrollment discussions currently underway with Utah School for the Deaf and Blind sped.usu.edu

14 Early Childhood ATPEarly Childhood ATP  Instructors include USU faculty and district-level special education personnel  Courses are delivered online through Adobe Connect  District-supported coaches assist teachers in the classroom, provide constructive feedback and complete teaching and classroom management observations in person or by logging into the teacher’s video camera.  Coaches trained each July during the new-teacher orientation workshop at USU sped.usu.edu

15 Distance Mild/Moderate  Provides access to an undergraduate teacher education program for qualified individuals who are not able to attend a campus-based program for geographic or economic reasons  Typical student is a paraeducator with a mean age of 37  Participants meet the same program entrance requirements and complete the same program requirements as students who participate in USU’s undergraduate campus-based program  Currently serves 27 Utah school districts and charter schools within those jurisdictions sped.usu.edu

16 Distance MM: How programs address the Utah Core Standards (CS) and Math Endorsement  The Utah Core Standards drive all curriculum taught to teachers  Students write English Language Arts and Math standards-based IEP goals in SPED 5070 (Policies and Procedures)  Students develop curriculum-based assessments (CBAs) and instructional units based on the CS in methods and practica  Students are now required to take Math 1050 (College Algebra) as well as Introductory Statistics (1040). These courses are required for their pre-program general studies courses. We are working to require a math pedagogy class as part of students’ professional education sequence  In both the Distance Mild/Moderate and Mild/Moderate ATP programs, teachers are “strongly” encouraged to take the Middle School Math Praxis so they are HQ before the new Math endorsement standards are implemented sped.usu.edu

17 Distance MM Program Support USOE  Start-up assistance  Program administration  District-based pre-program and program participant academic advising  Local mentoring and support (site mentors) USU  Course instructors  Broadcast technology  Statewide classroom space

18 Cohort/#DistrictsApplied Viable AdmittedGraduated GRAD RATE EMPLOYED (2) % (3) % (13) % (13) % IMPLEMENTATION OF ONSITE ACADEMIC ADVISING and SITE MENTOR NETWORK (13) % (13) % – 2009 (19) % – 2011 (23) % – 2013 (27) Distance MM: Impact of USOE Support

19 Inter-University Recruitment  USOE-funded grant whose purpose is to refer individuals interested in special education teacher preparation across universities to the program most compatible with strengths, interests, and location  USU works with advisors from U of U, Weber State, BYU, SLCC, and Snow College to connect referred students  Aim is to ensure that interested individuals access the most appropriate program and that the critical shortage is addressed efficiently and effectively  utahspedprograms.org utahspedprograms.org

20 In SummaryIn Summary  All programs emphasize rigorous standards, high expectations for field-based competencies, and frequent field-based observation, coupled with close support of the student  Across programs, focus is on field supervision (instructional coaches, site mentors) so collaboration with districts is crucial  ATP and Distance Mild/Moderate programs prepare teachers in their own communities allowing local districts to “grow their own”  Typical cumulative graduation numbers are teachers per year (across all USU programs) which serves to buttress the critical teaching shortage  Programs are not viable without state support. Investment by USOE ensures steady supply of teachers to meet critical demand sped.usu.edu

21 Contact InformationContact Information Severe ATPCindy Myers801 Brigid Brown717 Mild/Mod ATPMarilyn Likins801 Early Childhood ATPMarlene Deer435 Distance Mild/ModNancy Glomb435 Inter-UniversityJulia Lyman435 Becky Morgan435 sped.usu.edu utahspedprograms.org


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