Educational Management and Development
New Mexico State University
Course Overview & Syllabus:
Special Education Administration
Course Credit: 3-semester hour course
Semester and Year: Sprig 2009
Class Meeting Time/Location: WebCT Course
Instructor: Dr. Amalia Humada-Ludeke firstname.lastname@example.org
Office Location: O’Donnell Hall, Room 222M
Office Telephone: 575-646-2139
Office Hours: Tuesdays & Wednesdays: 2:00-7:00PM
And by Appointment
No Required Texts for Course: All materials will be made available on WebCT
Supplemental Required Readings/ Instructional Resources:
Supplemental instructional resources incorporating required and recommended readings will
be provided to include but not limited to: chapters and excerpts from other texts which will be
made available to students via postings on WebCT; journals, Internet, and pertinent documents
as deemed appropriate by the instructor. Please be advised that for the intent of enhancing and
maximizing the learning opportunities for students in this course, the instructor reserves the
right to make adjustments to the course syllabus as deemed necessary. All changes will be
made in a timely manner, and students will be promptly informed.
Course Description and Overview:
This course of study is designed to provide a foundation and scope of knowledge pertaining to
the multifaceted continuum of complex issues impacting special education administrators and
all leaders involved with educating students with special needs. This course will specifically
examine the roles and responsibilities of the special education administrator, in an adaptive,
diverse and changing environment. Students will reflectively examine their knowledge as it
relates to effective leadership skills and the ability to develop the capacity of special education
programs that are aligned with the organizational system of the school; for the goal of
optimizing the delivery of special education services. The instructor strives to integrate
theoretical applications with purposeful “hands on” experiences, leading to the preparation of
aspiring special education administrators who will work towards school improvement efforts
and higher attainment of student learning and achievement; specifically as it impacts students
with special needs. An emphasis will be placed on themes of educational leadership; effective
leadership practices; leadership accountability; and issues, policies, and practices pertaining to
Least Restrictive Environment (LRE); Positive Behavior Support (PBS); and Transition. Students
will have multiple opportunities to understand how these integral components are systemically
integrated and interdependent, having a bearing on the larger context of the school, as a
complex organizational system. This course will combine current research and examination of
daily practice to present a relevant portrayal of leadership and the overarching issues facing
special education administrators as they strive to work collaboratively and systemically to
create and sustain schools that serve all students; moving away from the unaligned,
programmatic add-ons, that have frequently resulted in ineffective separate programs that
were ill prepared to meet the needs of special education students.
To examine the complexity and overarching issues encompassing the role and
responsibilities of school leaders.
To develop critical understandings of school leadership and accountability roles within
the context of your school districts, and within a larger context; pertaining to the
specific needs, issues and initiatives impacting the state of New Mexico.
To explore attitudes and experiences that influence administrative leader decisions and
practice, to include those related specifically to diverse school populations.
To provide learning opportunities to assist in understanding educational issues and
research related to establishing a school environment that fosters equitable educational
practices for diverse populations.
To investigate the complexity of developing a sustained approach of providing a positive
culture for learning that capitalizes on multiple aspects of diversity, to meet the learning
needs of all students; including students who are linguistically and culturally diverse,
and students with disabilities.
To examine issues, policies, and practices pertaining to LRE, PBS, and Transition; as they
correlate with effective leadership practices and leadership accountability.
Academic Accommodations for Students with Disabilities:
The university is committed to the principle that in no aspect of its programs, shall there be
differences in the treatment of persons because of race, creed, national origin, age, sex, or
disability, and that equal opportunity and access to facilities shall be available to all. Consistent
with the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, if you
feel that you have a disability, or need special accommodations for this class, please provide
appropriate verification to the Office for Services for Students with Disabilities, located in the
Garcia Annex [telephone: 505-646-6840; TTY: (505) 646-9198]. The instructor will work with the
student and the appropriate university office(s) to provide reasonable and appropriate
Instructional methods can include but are not limited to: small and large group discussions via
threaded discussion on WebCT; written reflections; group work; critical reading; case study
analysis; response to primary texts; research; on-site observations; and individual projects.
Varied methods and activities are used to facilitate understanding of the assigned text and
lecture material, enhancing the overall experience of the course.
WebCT Reflections & Discussions:
The instructor is committed to providing a delivery method that is interactive, where students
are provided with multiple and consistent opportunities to actively engage and partake in class
discussions, contributing to a facilitative and collaborative learning environment. Therefore,
students are expected to respond to questions generated by the instructor, reflecting the
current topic or assignment. In addition, students are highly encouraged to respond to other
colleagues’ responses in the class via threaded discussion as this contributes highly to an
enhanced learning experience. The instructor will provide a weekly update, in an effort to keep
students apprised of any changes or modifications made, and to keep students on track
throughout the semester.
Hybrid Format-Face-to-Face Instruction (Optional):
The instructor is dedicated to preparing students in becoming effective leaders; the charge of
special education and administration is integral to this role. Although the instructor is a strong
proponent of using WebCT as an effective mode of instructional delivery, there are occasions
where face-to-face discussions are integral, offering learning opportunities that add another
dimension to the learning experience.
Therefore, the instructor will strategically schedule optional face-to-face sessions throughout
the semester. Since this course is offered via WebCT format, the face-to-face sessions are
strictly optional. Students who are not able or choose not to partake in these sessions will not
Class participation is not only encouraged, but is expected. Working collaboratively as a class, it
is the hope and expectation of the instructor that active participation and engagement in this
course will contribute to professional growth, as well as an enhanced learning experience for all
Class participation provides the opportunity to practice effective communication skills as well as
the ability to reach conclusions on topics being discussed. It provides consistent opportunities
to integrate and share the experience of class members with the ideas presented in readings
and within class activities. Class participation contributes to the process of identifying tensions
and/or contradictions between different readings; identify limits of models advanced by the
readings; or that propose conceptualizations that integrate alternative approaches to solve
some of the identified deficiencies.
Assigned readings from the text and other readings will be provided by the instructor. The
instructor will provide topic questions reflecting the readings from the text and other readings,
requiring students to engage in critical and reflective thought and provide feedback. These
topics are designed to stimulate class discussions and facilitate critical thought. Students will
be asked to respond to certain articles via WebCT and in class discussions (when applicable).
The weekly required readings found in the syllabus are to serve as a springboard to the
discussion questions generated, supplemented by current articles and presentations for the
objective of facilitating this course in an interactive format. Therefore, integrating theory and
practice, relying substantially on your personal and professional experiences, and providing
consistent opportunities for critical thought, reflection, analysis, and application are all tenets
that are valued and emphasized by the instructor.
Members of this class bring a diverse set of backgrounds and perspectives to this experience.
We hope that these diverse backgrounds will illuminate the topics we discuss.
Work performance from other courses is not permitted for submission in this course.
Assignments are due on the dates indicated in the course outline. Mitigating circumstances
impacting assignment due dates must be addressed with the instructor.
Incompletes will be given at the discretion of the instructors only in the event of unforeseen
circumstances or hardship. The assigning of an incomplete grade will be based on 1) a passing
grade must be earned at the time of the request; 2) the request must be made prior to the last
day of class, and 3) the instructor and the student establish a contract governing the
completion of the course work.
Posting of Grades:
It is the policy of the College of Education and the Department of Educational Management and
Development not to post grades of any student anywhere in the college. If you wish to discuss
what your grade and progress are in the class, please feel free to contact the instructor at any
juncture throughout the semester. Otherwise, the grading scale and points possible may easily
be used to determine your grade at any time in this course.
This course abides by University policy and regulations with regard to academic misconduct.
Plagiarism, as defined by the NMSU Student Code of Conduct, “includes, but is not necessarily
limited to: the submission of examinations, themes, reports, drawings, laboratory notes,
undocumented quotations, computer-processed materials, or other material as one’s own work
when such work has been prepared by another person or copied from another person.” It is
considered “Academic Misconduct” and is subject to disciplinary action. Please refer to the
NMSU Student Code of Conduct for any further information.
University policy requires that each class meet at the scheduled time during Finals Week. Class
participation will be part of the evaluative experience during this time.
Materials submitted to your instructors should reflect the quality of graduate work. Therefore,
written work should adhere to the guidelines of the assignment, be complete, and
appropriately cited (APA, 5th edition). All papers should have an introduction which highlights
major concepts or ideas; is well organized; is proofread for grammatical and spelling errors; has
clarity and uniformity; and contains a body and reasonable conclusion.
An “A” paper is excellent in that it is carefully written, clearly presents all the items requested
by the assignment, offers original analysis and/or ideas as a way of explanation and synthesis of
the issue at hand, and utilized pertinent literature. A “B” paper is very good in that it is clearly
written and satisfies the basic requirements outlined in the assignment; however, the analysis
and/or ideas to support the case made may be partial or without sufficient foundation; yet
incorporates the literature to support the analysis and/or ideas. A “C” paper shows effort to
present a case, but has difficulty in advancing the case through its analysis or interpretation.
The paper may not be clearly written and my lack completion of all of the basic
requirements/components of the assignment. A “D” paper reflects effort to complete the
assignment, but is deficient in addressing the basic requirements of the assignment and fails to
make a case. An “F” paper fails to address the basic expectation of the assignment.
If you have any questions pertaining to citing sources, please feel free to contact your
instructor. Suggestion: When in doubt, it is always better to cite a source (“over-citing”) than
not to cite a source you should have.
**Students who have concerns regarding their writing skills should feel free to make use of the
Writing Center. Please call (505) 646-5297 to inquire how the Center can be a resource to you.
Date Topic Readings/Activities/Assignments
January 19, 2009 Martin Luther King HOLIDAY
January 20, 2009 Brief Introductions Chapter 1 in Smith: (materials
The Context of Special available on WebCT)
Education Reflective Discussion: Response to
Questions on WebCT Discussion
January 26, 2009 The Foundation of Inclusive Chapters 1 & 3 in Bartlett:
Practices; Identification and (materials available on WebCT)
Evaluation of Students Reflective Discussion: Response to
(Special Education Law and Questions on WebCT Discussion
Practice in Public Schools) Board
February 2, 2009 Individualized Education Chapters 4 & 5 in Bartlett:
Program; Placement (materials available on WebCT)
Reflective Discussion: Response to
Questions on WebCT Discussion
February 16, 2009 Students with Learning Chapters 5 & 6 in Friend:
Disabilities; Students with (materials available on WebCT)
Attention Deficit-Disorder Reflective Discussion: Response to
Questions on WebCT Discussion
February 23, 2009 Students with Emotional and Chapters 7 & 8 in Friend:
Behavior Disorders; Students (materials available on WebCT)
with Intellectual and Reflective Discussion: Response to
Developmental Disabilities Questions on WebCT Discussion
March 2, 2009 Analysis/Reflection Papers
Discipline; Dispute Chapters 9 & 11 in Bartlett:
Resolution—Due Process (materials available on WebCT)
Hearings, Mediation, and Reflective Discussion: Response to
Complaints; Questions on WebCT Discussion
Screening for Secondary Board
Foorman & Ciancio
(posted on WebCT)
March 9, 2009 Behavioral Intervention Two Articles:
Plans: Developing a New Mexico Public Education
Behavioral Intervention Plan; Department Technical Assistance
Functional behavioral Manual: Addressing Student
Assessment: Conducting a Behavior
(posted on WebCT)
March 16, 2009 Power Point: Response to Power Point posted on WebCT
Intervention: Implications for
March 23, 2009 Spring Break March 23-27
March 30, 2009 Article: Response to Article: Hosp, (posted on WebCT)
Intervention and the
Representation of Culturally
and Linguistically Diverse
Students In Special Education
April 6, 2009 Administrator Interview
Power Point: Implementing Power Point posted on WebCT
RtI: Three Tiered Model of
Better Response to
April 13, 2009 Article: Approaches to RtI: Article: VanDerHeyden
(posted on WebCT)
Response to Intervention: Chapter 6 in Bender:
Performance Monitoring for (materials available on WebCT)
Differentiating Instruction Reflective Discussion: Response to
Questions on WebCT Discussion
April 20, 2009 Differentiation in Reading Chapter 7 & 8 in Bender:
and Literacy Instruction; (materials available on WebCT)
Implementing Differentiated Reflective Discussion: Response to
Instruction Questions on WebCT Discussion
April 27, 2009 Last two weeks we will focus Project Presentations DUE
on Presentations—wrapping (in class meeting) Date TBA
up loose ends/topics
May 4, 2009 Exam Week Project Presentations DUE
Final grades will be (in class meeting) Date TBA
submitted no later than
Tuesday, May 12
Assignments: Evaluation Components and Criteria
Class and WebCT Participation: 25 points
thoughtful, analytical and reflective
participation to my questions and
feedback, in addition to student responses
and feedback in class as well as via
Analysis of Current Special Education 15 points
Administrator/Teacher Interview 20 points
SPED Semester Project 30 points
Project Presentation 10 points
TOTAL POINTS: 100 POINTS
Grading will be based on the following percentages of the total points accumulated on all activities:
Below 60% =F
Items for Evaluation:
Analysis of Current Special Education Issue-Reflection Paper:
As current and aspiring school leaders leading schools in a complex era, evidenced by
accountability and complex educational issues and practices, it is critical that you acquire a
scope of knowledge and framework reflecting the most current issues, thinking, policies and
research as it pertains to the varying disabilities and processes of special education; that you
will be required to address as an administrator.
Students are to select and research a specific area of interest which falls under the scope of
special education, providing a backdrop and an analysis of the topic. For the first part of the
paper, incorporate research from our readings and journal articles you select, to shed light on
the topic. For the analysis and reflection portion of the paper, it is integral that you examine
your own assumptions, beliefs, vision of special education as it correlates to the topic,
impacting how you might practice as a prospective administrator. As you incorporate your
analysis and reflections, it is important that the reader “hears” your own voice, substantiating
your perspective with the selected research. For the purpose of this assignment, incorporate
recommendations and insights you would make from the lens of a prospective special
education coordinator, special education director, or school principal.
Examples of specific areas include but are certainly not limited to: a specific disability: (I.e.,
learning disability, speech or language impairments, mental retardation, giftedness, physical
impairments, emotional or behavioral disorders, special education law). Issues and processes
that span the scope of special education include but are not limited to: Individual Educational
Plans-The Referral and Evaluation Process; 504 Accommodation Plans; Inclusion Practices; Least
Restrictive Environment; IDEA (Individuals with Disabilities Act); RtI (Response to Intervention);
Discipline; Manifestation Hearings; Due Process and Mediation; Role of Functional Behavior
Assessments; Issues of over-identification and placement, specifically with minority and
underrepresented populations, etc.
The paper should be no more than 3-5 pages (double spaced) in length. A copy with the
student’s name on a title page at the end of the paper should be submitted directly as an
electronic attachment to the instructor. Please adhere to APA guidelines. Graded papers will be
returned electronically, containing feedback made via track changes.
The objective of this assignment is to examine your assumptions and beliefs about the
leadership roles played by principals and special education administrators/coordinators in
schools and in central office. In addition, this exercise is to provide you with expanded
knowledge pertaining to the current issues, barriers, approaches, practices and policies in place
that impact student achievement; specifically as it relates to students with special needs.
Interview a special education administrator, coordinator, regional director, principal, or teacher
of your choice. (I have given you the latitude to choose between one of several options, as I
realize that we cannot all interview one special education administrator, as that could be
inundating. Also, different students interviewing educators operating from a spectrum of
positions will provide an opportunity for the class to examine the responses to the issues from
different lenses.). You can comprise your own questions, but at a minimum, 2 of the 13
questions in this list should be asked in the interview, and incorporated in your paper. Limit
your questions in the interview to five questions, as data collected for more than five
questions will be overwhelming.
As a principal/special education administrator, what structures are in place to
ensure that teachers and administrators who are hired are qualified to engage in
successful teaching strategies for each student?
How is high-quality and sustained professional development being utilized to
specifically target student needs? What does this approach look like?
In what ways does the school climate support high academic success for
students with special needs?
How and to what extent is technology integrated into the curriculum for
students receiving special education services?
How and to what extent is data used to drive instructional practices, specifically
as it relates to raising achievement levels of students with special needs in the
How is data used to make curricular and professional development decisions?
What are the major issues in Transition, and what is the role of the administrator
in managing transition activities?
What are the major issues involving Positive Behavior Support, and how are
these issues addressed?
How are issues of Least Restrictive Environment addressed, and what supports
are in place to ensure that the policies of LRE are appropriately implemented
and reflected on the IEP?
What training is provided at the school/district level to provide the
administrative team and teachers the skills necessary to effectively use and
What impact do diverse student populations have on your role as a director of
student services/program coordinator/school leader?
In what ways does the school work with parents to develop partners in the
students’ education and create a structure for parent and educator
As a director of student services/principal, in what ways do you seek/receive
support from the central office and from community and parent leaders to
advance the school improvement agenda?
Make certain that you substantiate and authenticate why you believe as you do, as this is the
underlying principle of completing an analysis. The questions you have asked the administrator,
director, principal are complex; the analysis should be reflective of this process and be
thorough and comprehensive. The names of the school and of the principal should not be used.
Provide a pseudonym for the principal whom you interview. Also, please make clear what you
are discussing. Dividing your papers into sections will help in organization and in clarity.
SPED Semester Project:
The overarching objective of this assignment is to provide students with field experience
pertaining to two critical and often misunderstood and misinterpreted functions that impact
special education, and the multifaceted team of professionals whom are involved with effective
implementation. The Individualized Educational Plan, and the many components and processes
that fall under the scope and provisions of the IEP; and Manifestation Hearings as it relates to
discipline with special needs students. These complex yet mandatory functions continue to
create much controversy, confusion and misinterpretation as the tenets of the functions are
put into practice.
For this assignment, students will attend an IEP meeting and a Discipline Manifestation Hearing,
where you will observe the complex processes involved.
For the IEP meeting, you will provide a backdrop providing a brief history of the nature of the
disability; whether this is an annual review or an initial IEP meeting; and identify which
members of the multi-disciplinary team were present. Additionally, you will provide a
description of the IEP process as you observed it, addressing the outcome and
For the Discipline Manifestation Hearing, you will repeat a similar process, providing the nature
of the discipline issue, the nature of the disability, the process adhered to, and whether a
correlation was found between the misconduct and the disability. You will also describe the
outcome of the manifestation hearing.
Prior to attending these meetings, you will have acquired a breadth of knowledge from our
readings and interactive discussions, preparing you to observe the process analytically from the
lens of a prospective leader, assessing whether the principles, policies and procedures were
implemented, and to the degree they were implemented effectively, from your own
Analysis of the Observations:
From your perspective, operating from the lens of a current/prospective administrator, you will
analyze what you observed, making an assessment to the degree that the process was
implemented effectively, and in what specific ways you could improve upon the process if you
were in charge of this function. You will address questions both on an operational level and also
Questions for Consideration:
The following questions are to be considered for the analysis, but you will certainly include your
own questions, which are to be incorporated in your paper. As you become versed in the
literature, theoretical practices, and application, you will be able to generate additional
questions that will strengthen your project.
There are two general categories for questions to consider and address: operational and
systemic. The first category pertains to the specific operational function, and the second
category has systemic implications. For the first category, address questions that pertain to
ensuring that procedures, policies, and regulations have been adhered to.
For the second category, you must think systemically, for the goal of facilitating long-term
improvement of services for students with special needs... In other words, what mechanisms
need to be in place or improved within the system that would facilitate improvement of the
function as it is an interdependent aspect of the system? For example, the procedures may have
been followed in the IEP according to policy and regulations. However, you may have observed
that there is a pervasive attitude within the school regarding special education, which is felt in
the school climate. Or, you may have observed that regular education teachers do not work
together collaboratively on a regular basis, which could have implications for implementation
or sustainability of RtI. You may also have detected that although operationally the procedures
are adhered to in the IEP, students with special needs do not have access to the mainstream
curriculum or to appropriate interventions that would improve the quality of the delivery.
Were the timelines adhered to?
Was consent received for initial evaluation or for services?
Were family members provided meaningful opportunities to have an active role in the
Was the screening process implemented effectively?
Pertaining to Child Find, were screening efforts limited?
Did parents receive a copy of the Procedural Safeguards?
Were discipline policies consistent and aligned to IDEA of 2004?
Has due process been disregarded?
Are behavior intervention plans included in students’ IEP accommodation plans?
Was the plan based on a functional assessment, to include positive procedures and
To what extent was student behavior documented consistently and continuously?
Were behavioral incidents described in writing?
Is there hard evidence (data) that regular education and special education teachers
collaborate with each other regarding curricular and intervention strategies that impact
all students, to include meeting the needs of students with special needs?
What are the attitudes, beliefs, and assumptions reflected by the leadership, as they
pertain to students with special needs?
To what extent is data used to drive instruction for the entire school?
How are decisions made in the school? To what extent are teachers’, students’ and
parents’ voices heard?
To what extent are the operationalized practices reflective of the vision and mission
statement? In other words, are we doing what we say we are doing? Do our actions
align with our beliefs and unstated assumptions? How do we know?
Is professional development continuous and aligned to specific need?
To what extent is data used to determine whether specific types of professional
development activities should be implemented? How is professional development
What are the school’s priorities and to what extent are they aligned with the vision and
mission statement? To what extent are they in sync with the needs of the students,
teachers and community that the school serves?
Self-reflection of the process:
Be sure to incorporate your reflections as you engage in the analysis. This can be incorporated
with the analysis or completed separately. Guiding questions include but certainly are not
What did you learn about yourself throughout this process?
What if any assumptions, beliefs or attitudes have changed as a result of engaging in this
How and in what specific ways has this process impacted the way you may lead?
To what extent has your priorities changed as a practicing/prospective leader?
What strengths did you bring to the process?
What specific areas might you wish to improve on or grow into?
Project Presentation & Discussion of Observations: IEP/Disciplinary Hearings
Provide a brief synopsis of your paper to include the background; the process engaged in, the
analysis and reflections. The focus of the presentation will be on the analysis and reflection of
the observation process. You will informally address your learning process as a result of the two
observations and be receptive to feedback gleamed from your colleagues in class.
As I strive to teach collaboratively and interactively, I make every effort to provide a facilitative
environment conducive to risk taking, as we engage in the critical aspects and complex issues
that face leaders who work with students with special needs.
NSMU College of Education Conceptual Framework
Educator preparation programs at New Mexico State University are guided by a conceptual
framework, which provides direction for programs, courses, teaching, candidate performance,
assessment and accountability. EMD 531, Special Education Administration, relates to the
conceptual framework as follows:
Grounded thinkers: As a result of the EMD 531 will enable students to gain
efforts of the COE, professional educators knowledge regarding leadership roles and
and leaders will possess a general responsibilities in the administration of
education knowledge background that Special Education Programs; will gain
provides an intellectual foundation in fine enhanced knowledge in Special Education
arts, humanities, mathematics, natural issues specifically pertaining to: LRE, PBS,
sciences, social and behavioral sciences. and Transition; and will attain a scope of
knowledge regarding the history, laws, and
Federal requirements of Special Education.
Critical thinkers: Know the philosophical, EMD 531 will provide students with
historical, and sociocultural foundations of opportunities to examine one’s own
education, teaching and learning, and be philosophical concepts of leadership,
able to use that knowledge to challenge characteristics of effective schools and
assertions, solve problems, and draw delivery models; and to compare those
conclusions. concepts to theoretical foundations of
leadership as they pertain to providing
services with high expectations, that meet
the needs of students with special needs.
Content specialists: Have preparation in a EMD 531 will provide students with
major academic area related to a field of opportunities to develop growing
educational specialization and be able to expertise in the fields of educational
apply appropriately and effectively content leadership, characteristics of effective
and pedagogical knowledge in educational schools that provide services for students
and clinical settings. with special needs; for enhancing one’s
knowledge; but also for the purpose of
utilizing the knowledge acquired through
this course for you to use as a current
and/or prospective special education
Effective practitioner: Demonstrate the EMD 531 will provide students
ability to integrate and apply content and opportunities to observe and interact in
pedagogical knowledge in educational the field with educational practitioners
settings. Recognize individual differences and synthesize theory and practice in your
in students and adjust practice assignments. Individual and group work
accordingly. will facilitate the process of identifying and
addressing student diversity.
Reflective practitioner: Reflect on EMD 531 Students will demonstrate an
individual differences, diverse contexts ability to synthesize theory with practice
and changing environments. Exhibit ability through analysis and interpretation of
to identify and analyze classroom school data, and make appropriate
problems, and make decisions about recommendations for the goal of raising
means for enhancing learning. student achievement. A focus will be
placed on how the effective use of data,
considering the multifaceted tenets of the
school organization, can be used to make
data-driven decisions that align with best
practices, supporting the larger school
Problem solver: Develop alternative EMD 531 will provide students with
strategies to educational problems, opportunities to decide upon various
helping students identify various courses of action and the resulting
approaches to finding solutions. consequences of such actions in the
completion of the SPED Sub-group
assessment project leading to the
development of a school plan, utilizing,
analyzing, and desegregating critical
components of SPED data
Technology proficient educator: Utilize and EMD 531requires that students regularly
integrate technology into research, access and use email to communicate with
instruction, and assessment. the instructor and each other; Internet,
and university library databases for
conducting research are utilized; and that
students use technology in group
presentations for class when applicable.
Correlation of Course Content of EMD 531 with
New Mexico Administrative Competencies
The principal/administrator demonstrates This course will guide students to examine
foresight, examines issues, and takes one’s own concepts of leadership,
initiative to improve quality of education supervision, and evaluation by comparing
in the community. them to current research and best
practices as described in the literature.
The principal/administrator embraces and This course will provide students with
encourages the acceptance of diversity. opportunities to discover differences
between your concepts, those of your
colleagues/classmates, as well as those of
other educational practitioners.
The principal/administrator uses effective This course will provide students with
people skills to communicate. opportunities to work in groups and make
presentations to your
colleagues/classmates. In addition, this
course requires students to use strong
interpersonal communication skills when
conducting field assignments.
The principal/administrator provides and This course should lead students to reflect
maintains an environment in which upon varied ways in which teachers and
optimal student growth can take place. principals provide what they believe to be
“optimal” environments and to compare
those to your own practice and the
theoretical concepts presented in the
The principal/administrator demonstrates This course focuses strongly on
instructional leadership. instructional leadership, especially in its
relationship with human resources in
schools. It will require you to conceive of
what concepts support your leadership
and to use those concepts in relation to all
other course activities.
The principal/administrator demonstrates This course will help students view the
an understanding of the dynamics of the dynamic nature of schools and the people
educational organization. who work within them.
The principal/administrator effectively The discussions, readings, and assignments
manages the resources for which he or she of this course will offer insight into how
is responsible, including personnel, education personnel manage resources for
finances, facilities, programs, and time. which they are responsible.
The principal/administrator uses An important objective of this course is for
supervision, staff development, and students to build upon one’s knowledge,
performance evaluation to improve the theoretical base, and practical expertise
educational program. for the goal of improving instructional
leadership in today’s schools.
The principal/administrator maintains a The course will provide students
familiarity with current educational issues opportunities to experience current
through a process of ongoing personal educational issues as readings and
development. discussions are synthesized with field
observations; in addition to the
topics/issues that are written in
Key Concepts of the Conceptual Framework
Practitioners, Clinicians and Leaders
This course is designed to extend beyond the scope of preparing candidates to teach or continuing the
professional development of practicing teachers. This course also prepares persons for other professional
roles in schools such as principals, school psychologists, counselors, mental health professionals, speech
language pathologists, and physical education specialists, as they examine their own concepts of
leadership, and the change process by analyzing current research and best practices as described in the
literature, and by engaging in practical field work that is designed to integrate theory and practice.
This course provides multiple opportunities for reflection and assessment, as students consider varied
ways in which teachers and educational leaders provide what they believe to be “optimal” environments
for facilitating change and school improvement.
The extent of content, pedagogical and professional knowledge, skills and dispositions a candidate
possesses in order to ensure that all students learn. Assessment of a candidate’s effectiveness is
performance-based, incorporating authentic and multiple measures. The preparation of effective
practitioners addresses the mandates of No Child Left Behind and the demand for “highly qualified” and
The research base, content knowledge, competencies, and practice associated with the preparation of
professional educators, clinicians and specialists.
Formal and informal procedures for eliciting evidence related to candidate learning and unit effectiveness
is provided. The assessment system is based on professional, state and institutional standards, as it
includes measures that are systematically used to collect data at predetermined transitional points in order
to predict candidate success, and provide mechanisms for continuous improvement of programs
The course provides students with multiple opportunities to examine theories, investigations, and policies
while engaging in field work that provides extended opportunities for building upon one’s theoretical
knowledge base, as they are applied in a practical context.
Course assignments require students to possess and acquire multifaceted skills, which are continuously
assessed and evaluated. These complex skills involve the ability to think and write critically, analytically,
and reflectively; the ability to critically examine issues as students demonstrate an understanding of the
dynamics of the educational organization as they strive to improve the quality of education in the
community. The course strives to align these skills with the state’s Mission, Goals and Outcomes.
This course provides a focus on candidates, faculty and students who represent a variety of ethnic, racial,
socioeconomic groups and ability levels. The course provides opportunities for candidates to work with
diverse students, and to demonstrate dispositions that value fairness and the belief that all students can