SPED 699B - Advanced Strategies in Special Education B

Units: 2
Advanced strategies for content development and delivery, becoming a reflective educator, fieldwork support, education specialist portfolio, Teaching Performance Assessment, planning and materials development and implementation of instruction and assessment. Strategies for communication/collaboration with advocates, paraprofessionals, other service providers is addressed.

Prerequisites: SPED 694A, SPED 694B, SPED 699A.
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: A-F grading only.
Course Typically Offered: Spring ONLY

Student Learning Outcomes - Upon successful completion of this course students will be able to:
Prepares prospective Education Specialists with complex evidence-based tools and instructional techniques to facilitate students’ access, active participation and positive learning outcomes with special education and general education peers across Common Core curriculum, related subjects and individualized need areas. This course addresses current topics in the field including becoming a professional educator, reflective practice, identification of strengths and areas for growth with respect to the Teaching Performance Expectations organizing instruction (lesson and unit plans), creating positive learning environments, collaboration with advocated, teachers, parents and service providers. At the end of the course candidates will demonstrate competency with respect to teaching students with complex learning and behavior profiles ● identifying personal strengths and areas for growth ● establishing routines ● implementing positive supports ● addressing the educational needs of students with disabilities ● demonstrating effective approaches for difficult discussions ● lesson and unit planning, structuring lessons ● assessing and designing instruction to meet students’ learning needs. Recurring Themes on which the learning objectives were based: ●developing a professional perspective ● routines / transitions ● motivating learners ● meeting needs of diverse learners ● quality differentiated instruction ● behavior management-techniques, individual, whole group ● positive reinforcement ● relationships with students, parents, administrators ● reflective practice. At the end of the course candidates will be able to ● address the educational, social, emotional and behavioral needs of students with disabilities •identify their strengths and areas for growth with respect to the Teaching Performance Expectations● approaches to talking with advocates, difficult conversations ●lesson and unit planning, structuring lessons ● assessing and designing instruction to meet students’ learning needs ● developing a professional portfolio ●professional reflection. Recurring Themes found throughout the course include:● professional practices ● motivating learners ● social emotional learning ● meeting needs of diverse learners ● quality differentiated instruction ● collaboration with families, instructional support staff and service providers ●relationships with students, parents, administrators • developing a professional portfolio•Teaching Performance Assessment