Mission Statement

The mission of the Minnesota State University Moorhead Special Education Department is to prepare professionals who empower individuals to maximize their potential and to enhance their quality of life.

Department Goals and Alignment with Goals for the College of Education and Human Services
Departmental Goals:

• To implement state and national special education standards to effectively train students for the Special Education Profession.

• To develop a standards-based or competency based evaluation system for students and program.

• To understand and prepare for the process and impact of proposed competency testing for Minnesota special education teacher licensure.

• To continue to support linguistically and culturally diverse faculty and students in the special education department.

• To collaborate with other agencies who provide services to individuals with special needs and their families.

• To engage in ongoing development of the Special Education Graduate Program.

Candidate Learning Goals:
Special Education teacher candidates:

• Advocate for persons with disabilities;

• Are adapt at dealing with a variety of people including families of persons with disabilities;

• Understand transition and meeting the needs of persons with disabilities as they move into post secondary environments;

• Are skilled in using information technology;

• Treat the Individual Education Plan (IEP) as a process, not a document;

• View themselves as part of a larger profession.

The goals of the special education department are closely aligned with the mission and goals of the College of Education and Human Services. In addition to the above departmental goals and learner goals, specific candidate learning outcomes for all MSUM teacher candidates are addressed.  These outcomes, which draw from research on “best practice” for beginning teachers as outlined in the INTASC standard, include:

• Apply liberal studies content knowledge.

• Understand student/child development and learning.

• Demonstrate multicultural, gender-fair and disability sensitive values.

• Employ appropriate group and individual instructional strategies.

• Establish and maintain a productive learning environment.

• Effectively use communication and interpersonal skills.

• Design an organized, effective and appropriate curriculum.

• Use appropriate group and individual assessment strategies.

• Engage in lifelong learning

• Demonstrate professionalism, ethical behavior, and leadership.

• Use technology in support of classroom instruction.

Assessment Measures
The department utilizes a variety of assessment methods to ensure the development of competent teachers.  At the beginning of this assessment period, the College of Education and Human Services (COEHS) Conceptual Framework and methods of assessment for teacher candidates were revised in light of current research on teacher education and to align with NCATE Standards.  The result was the development of a unit-wide assessment plan to ensure that all teacher candidates were making adequate progress in their coursework and field experiences.  From that, the teacher education unit also developed a sequence for assessing candidates, as outlined in the transition point’s document.  Both of these documents can be viewed by accessing the MSUM web site, which link to the teacher education section of the COEHS home page. 

The various external and internal assessment measures, taken at multiple points in the candidates program, include:

 These assessment measures are designed to assess candidates’ subject matter knowledge and ability to apply content and pedagogical knowledge in the field.  Additionally, candidate self reports are designed to assess candidates’ self-awareness of their learning.

Internal Assessment Results

Selective Admission and Retention in Special Education (SARTE)
Formal application to the teacher education program in begun with the first education course (ED 205 Introduction to Education and Technology). To be admitted to the Special Education program, the teacher candidates must:

• Complete 100 and 200 level courses in the Core Requirements section with a grade of C or higher

• Have a GPA of 2.25 in Liberal Studies

• Have a cumulative GPA of 2.5

• Take the pre-Professional Skills Test (PPST/PRAXIS I)

• Submit application for admission to teacher education.

Candidates’ Academic Record
Each semester during advising sessions, Special Education faculty review with their advisees the status for Liberal Studies GPAs (2.25 required), Overall GPAs (2.5 required for student teaching), and Licensure Area GPA (2.75 required in special education major classes to participate in practicum and/or student teaching). Students who do not meet the requirements are advised to retake coursework as necessary. Completion of the PRAXIS I exam is also reviewed, as a passing score is required to be licensed in the state of Minnesota.

Beginning with Fall 2004 registration, students who do not meet the minimum academic requirements will be electronically blocked from registering for 300 and 400 level education courses.  This will be coordinated with the SARTE form for teacher admission. Students who do not meet the minimum will be required to meet with the department chair to discuss their particular situation and options.

Field Experience Evaluations
Evaluations for each student occur at least three times during a practicum placement and four times during student teaching. The evaluation form is coordinated with the college student learning outcomes, with a numerical rating scale of 1-5. University supervisors meet with the students after the observation to discuss their performance and possible alternative options. Data on these evaluations is available from the Field Experience office.

Student Teacher Surveys
The Special Education Department conducted a Pilot Study of teacher candidates completing student teaching and their respective supervisors during 2001-2002. The primary purpose of this study was to determine how well prepared teacher candidates were perceived for their career in special education teaching. This determination was measured by comparing the preparation perception of the teacher candidates to the perception of the supervisors. The results of these comparisons served as incentives for faculty discussion for program improvement.

• The questions on the survey address the following issues:

• Research based data driven decision-making

• Conversant with federal and state special education law

• Use of informal and formal assessments

•  Instructional methodology

• Behavior management

• Transition planning/assessment preparation

•  Effective communication

• Technology skills for information management

• Student/family advocacy skills

• Successful work with families

These questions were measured using a 5 point Likert scale with 1 measuring inadequate, 2 fair, 3 average, 4 above average, and 5 excellent.

Results indicated teacher candidates rated themselves higher than the cooperating teachers in all areas except federal and state special education law, where only one candidate and teacher rated the student in the 4 or 5 range. Other areas of concern from the cooperating teachers were data-based decisions and transition planning/assessment preparation. Teacher candidates rated themselves as above average or excellent in all areas except the law question. As a result of this pilot, special education law is discussed in all classes to ensure mastery and application of this concept, not just in the law class. Methods classes are discussing the need for data/assessment driven decisions, as well as the need to document learning. This exit survey will be used with student teachers during the 03-04 school year to see if improvements are noted.

Portfolio Assessment
The Special Education Department held a day-long departmental meeting during the 2000-2001 school year to identify artifacts that document teacher candidate learning during their program of study. This information is presented to all education students in the introductory special education course, SPED 320. They are reminded in subsequent classes to save artifacts for their culminating portfolio reviewed in the final class during student teaching, SPED 443 Consultation and Collaboration. Currently, the students are required to document mastery of three of the INTASC standards, with self-reflection/reports of why they feel their artifact demonstrates mastery of the standard. Full implementation expected by 2002-2003 has not occurred at this time as other projects required faculty focus. This project will be continued during the next assessment period.

College Exit Surveys
A college wide exit survey was developed as part of the NCATE assessment plan. At the end of each semester, student teachers are requested to complete the on-line survey. Each department is then able to access date related to their programs. For the 2002-2003 school year, the first year data was available, the Special Education Program received favorable reviews from the student teachers with regard to how well prepared they were to become a teacher. Assessment results are available upon request.

External Assessment Results

PRAXIS I
PRAXIS I is the pre-professional skills test (PPST).  It is designed to assess candidates’ knowledge of basic skills in reading, writing, and mathematics.  The test is taken prior to admittance to the teacher education program. Results of PRAXIS I assessments indicate that MSUM teacher candidates perform well in these areas.  Please note: data specific to each major is not available.  What is reported is the percentage of passing data for all MSUM and teacher candidates.

 Percentage of MSUM Teacher Candidates obtaining passing scores,
compared to state average.

*PPST=Paper/Pencil Test Format
**CBT=Computer Based Test Format
***Scores for 2002-2003 will not be available until April 2004.

PRAXIS II
PRAXIS II tests assess candidates’ content and general-pedagogical knowledge for the grades at which they will teach. The test is taken during the senior year after substantial completion of program requirements. Results of PRAXIS II assessments indicate that special education teacher candidates perform well on tests of Core Content Knowledge and MSUM teacher candidates in general performed well on tests of pedagogical knowledge.

Percentage of Education Majors who passed the Principles of Teaching and Learning

Percentage of Special Education Majors who passed Core Content Knowledge
 

*Note: PTL, special education teacher candidates can choose which level they would like to take.
**Scores for 2002-2003 will not be available until April 2004.

It has been noted that the teacher candidates who choose to take the 7-12 grade level test performed below the state average. This was a total of 72 candidates, 64 passed, 8 did not. This will be monitored in the 2002-2003 data to determine if program changes are needed to address secondary issues.

Cooperating Teacher Reports and Survey of Local-Area School Administrators
As a college, we have not yet developed a systematic plan for analyzing these sources of data. On-line surveys are being considered as an option as are telephone interviews.

Program Changes:
There were no major program changes during the report period as the department had just completed MN Board of Teaching (BOT) licensure renovations, which included requirement changes based upon previous feedback at the beginning of this assessment period.  A licensure area was added during the licensure renovations, Physical/Health Disabilities, based upon a review of state needs. Despite no major changes during this assessment report period, changes have been made to some of the courses to allow for better access for students, including alternating night and day classes, with more frequent meetings during the day classes, and an increase in the courses offered during the summer. For example, the core courses for the Learning Disabilities and Emotional Behavioral Disorders programs are offered on an alternating day/evening schedule during the school year.

Graduate Program:
The number of admissions into the Special Education Graduate program has dramatically increased over the past 4 years. According to statistics kept in the MSUM Graduate Studies office, the number of admissions has doubled over the past 3-4 years. Specifically, records indicate the following number of admissions:

Currently, all tenure-track faculty in the department are active members of the MSUM Graduate Faculty. Faculty co-authored “The Special Education Graduate Handbook” which is now available on the Graduate Studies homepage and Special Education department’s homepage. Faculty are also working with Continuing Studies and the Technology Department to increase access to the program through online coursework. It is anticipated that a course that can substitute for SpEd 620 (required in the graduate program) will be online by the end of Spring Semester 04. Other online opportunities for Special Education Graduate students include:

ED 602  (2 credits), ED 603  (2 credits), Electives (4 credits), and the Thesis/Project can be completed off campus.

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an equal opportunity educator and employer | Accessibility Questions? | Contact assess@mnstate.edu | Updated 1/11/06
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