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Standards of Effective Practice Concentration

If you're not already a Tier 3 or Tier 4 Minnesota licensed teacher, you will need to complete the Standards of Effective Practice concentration. The concentration meets all the prerequisites for Bethel’s M.A. in Special Education program and it meets the Minnesota Professional Educator Standards and Licensing Board’s (PELSB) Minnesota Standards of Effective Practice, a requirement for all Tier 3 and Tier 4 licensed teachers. The Standards of Effective Practice concentration must also be paired with one of the concentrations in the M.A. in Special Education program.

Online

Mostly Online

You'll complete over 80% of your coursework online.

Location: St. Paul

Start Dates: Courses start every 6 weeks beginning Fall 2021. Contact your enrollment counselor for details.

Blended

Partially Online

Courses will be a mix of online and face to face sessions. You'll complete over half of your coursework online.

Location: St. Paul

Start Dates: Courses start every 6 weeks beginning Fall 2021. Contact your enrollment counselor for details.

Total Credits

16 (a total of 57 with another concentration)

Finish in as Few as

24-30 months

Courses

  • General Methods of Effective Instruction (EDUC594)

    Develop effective lesson plans that include all required components. Create effective long-range plans, assessments, and evaluations. Integrate a variety of instructional strategies within lesson plans to meet student needs. Describe appropriate data practices related to student assessment and progress.

    3 credits

  • School-wide Systems Field Experience (EDUC595)

    Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role. 30 hours over 10 weeks.

    1 credits

  • Locating Resources for Educational Research (EDUC614)

    Introduction of skills needed to search for and cite resources used in a teacher preparation program and master’s thesis. Identification of differences between research-based sources, non-research-based sources, and other scholarly sources on educational topics using discipline-specific resources.

    1 credits

  • Foundations in Education (EDUC621)

    Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning and the connection between professional responsibilities and personal faith and values.

    3 credits

  • Introduction to Theories and Practices of Teaching and Learning (EDUC624)

    Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Synthesis of early assessment theory and current issues. Analysis of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

    3 credits

  • Understanding Diversity and Student Needs (EDUC663)

    Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Description of biases, discrimination, prejudices, racism, and sexism in the classroom and the influence personal identity has on student learning. Evaluation of the effects that various diversity factors have in the classroom.

    3 credits

  • Classroom Technology (EDUC668)

    Description of foundations of technology integration practices. Development of a personal technology integration philosophy. Creation of instructional materials to develop understanding of digital citizenship. Evaluation of technology integration resources. Identification of appropriate technology tools for meeting objectives. Application of best practices in technology integration. Analysis of tools for collecting data.

    1 credits

  • Special Education Student Teaching Seminar (EDUC751)

    Development of strategies using personal and professional efficacy skills along with an engagement of school and community resources to provide instruction. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Identification of the impact that second language has on learning. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment.

    3 credits

  • Preparing the Thesis/Action Research Project (EDUC755)

    Description of the master’s thesis and action research project options including requirements and the oral examination process for the master’s degree. Understanding of both quantitative and qualitative research designs. Identification of a literature review, literature review with application emphasis, or action research project topic and creation of a prospectus. Demonstration of academic research, writing skills, and APA formatting proficiency.

    1 credits

  • Introduction to Special Education (SPED605)

    Identification of the impact historical and philosophical foundations, legal bases, and contemporary issues have on special education. Identification of common disability category characteristics. Description of the impact culture, faith, and linguistics have on special education. Description of how the Individuals with Disabilities Education Act (IDEA) impacts special education.

    1 credits

  • Introduction to Academic Instruction and Behavior Management for the Exceptional Learner (SPED608)

    This course will prepare special education teachers for their unique role as academic instructors and skillful classroom managers. Students will become familiar with a wide range of evidence-based teaching and behavior management methods that include approaches for one to one, small group and class-wide delivery. An emphasis on universal design as it relates to the needs of both typically developing and exceptional learners will accompany a foundational introduction to Behavioral management through antecedent-based intervention and environmental arrangement.

    3 credits

  • Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities (SPED618)

    Interpretation of student performance data. Description of differentiation strategies. Application of evidence-based instructional practices and theories for students with a range of disabilities and diverse needs. Designing of positive instructional environments. Reflection on the relationship between faith concepts and educational practice in K-12 special education.

    3 credits

  • Reading Foundations (SPED620)

    Identification of relationships among reading, writing, and oral language, comprehension processes, and instructional strategies. Description of the structure of the English language and word identification strategies, and the role of vocabulary knowledge in language. Analysis of different texts for K-12 classrooms. Assessment strategies for reading and writing needs. Recognition of characteristics and instructional strategies for the specific learning disability: dyslexia.

    3 credits

  • Reading Field Experience (SPED621)

    Supervised reading instruction in a K-12 setting. Assessment and analysis of reading ability. Creation of lessons and application of reading instruction skills/strategies. Designing of an environment that fosters reading. Identification of how personal faith connects with the professional responsibilities of a teacher. 30 hours over 12 weeks.

    1 credits

  • Special Education: Planning and Programming (SPED625)

    Development and evaluation of an individual education program (IEP) based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity. Demonstration of best practice and collaboration techniques between school, family, and outside agencies.

    3 credits

  • Classroom-Based Assessment (SPED655)

    Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age, and gender have on assessment.

    3 credits

    Corequisite Course: SPED610;SPED670

  • Consultation, Collaboration & Resources (SPED675)

    Identification of collaborative partners and structures needed to provide effective special education services to students and their families. Inclusion of community, interagency, educational organizations, and other professional services while considering family background, socioeconomic status, cultural and linguistic diversity. Evaluation of current research and its relevance to planning and implementing emerging special education practices.

    2 credits

Program Distinctives

Approved by the MNPELSB

The Minnesota Professional Educator Licensing and Standards Board (MNPELSB) governs the teacher licensing requirements for the state of Minnesota. The graduate Special Education program at Bethel meets these requirements.

Premier Paraprofessional Partnership with Anoka-Hennepin

We partner with the Anoka-Hennepin School District to offer you opportunities to work as a full-time float para in area schools while you earn your master’s in special education. This program is a chance to gain first-hand experience, get full-time pay and benefits while you work towards your degree, and make connections that will help you build a successful career. Participants are eligible for the Anoka-Hennepin Para Scholarship Program.

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