Council on Education of the Deaf. Office of Program Accreditation. CED Program Review Evaluation Rubric
|
|
- Lynn Scott
- 5 years ago
- Views:
Transcription
1 Council on Education of the Deaf Office of Accreditation CED Review Evaluation Rubric
2 Evaluation Rubric Cover Sheet Institution State Date submitted Name of Preparer Evaluation Review Team Member documented in this report: Name of institution s (s) Degree or award level Is this offered online? Yes No Type (Initial, Advanced) Title of the state license(s) for which cidates are prepared report status: Initial Review Five-Year Reaccreditation Report Ten-Year Reaccreditation Report Revised Report (for s who did not receive initial certification) State licensure requirement for national recognition: CAEP/CED requires 80% of the completers who have taken the test to pass the applicable state licensure test for their licensure, if the state has a testing requirement. Test information data must be reported in Section III. Does your state require such a test? Yes No
3 Council on the Education of the Deaf Review Rubric 1.1 Design of Curriculum Stard: Each curriculum reflects the institution s philosophy regarding education of students who are deaf or hard of hearing personnel preparation, its conception of the role of the teacher, its objectives. The institution s philosophy reflected in the to prepare teachers of d/hh students Not : Further Work needed Philosophy is not consistently or clearly reflected in conception of the role of teacher, objectives, course objectives, /or Philosophy consistently reflected in 2 of the 4 areas: conception of role of teacher, objectives, course objectives, Philosophy consistently clearly reflected in 3 of the 4 areas: conception of role of teacher, objectives, course objectives, Philosophy consistently clearly reflected in conception of role of teacher, objectives, course objectives, Discussion of strengths concerns:
4 1.2 Curriculum Components Stard: 1.2. As the generic portion of the core it is planned that each curriculum consist of learning designed to develop cidate outcomes in the following areas defined by the CEC Special Education Content Stards: (1) learner development individual learning differences; (2) learning environments; (3) curricular content knowledge; (4) assessment; (5) planning strategies; (6) professional learning practice; (7) collaboration. a. Course objectives align with CEC_CED initial educator stards Not : Further Work needed Few if any course objectives are clearly aligned with CEC_CED initial educator stards Some course objectives are clearly aligned with CEC_CED initial educator stards Most course objectives are clearly aligned with CEC_CED initial educator stards Course objectives are clearly aligned with CEC_CED initial educator stards b. Key assessments found within courses address the seven CEC_CED overall stards Key assessments may or may not be found within courses or may or may not be aligned address the seven CEC_CED overall stards Key assessments found within courses or are aligned address the five to six of the CEC_CED overall stards Key assessments found within courses or are aligned address the six to seven of the CEC_CED overall stards Key assessments found within courses or are clearly aligned address the seven CEC_CED overall stards Discussion of strengths concerns:
5 1.3.1 Practicum Length Sequence Stard: The curriculum incorporates a planned sequence of practicum appropriate to the curriculum.. Practicum includes adequate amounts of observation, participation teaching for A MINIMUM OF 150 HOURS OF DIRECTED OBSERVATION AND PARTICIPATION AND A MINIMUM OF 250 CLOCK HOURS OF STUDENT TEACHING. Number of practica, experience, student teaching hours are adequate b. Nature of practica,, student teaching is appropriate for philosophy Not : Further Work needed Practica, student teaching hours do not meet the minimum hours Few or none of practica, student teaching placements are Practica experience hours are within 5-10 hours of the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Some of practica, student teaching placements are appropriate Practica experience hours meet the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Majority of practica, student teaching placements are Practica experience hours meet or exceed the minimum hours (150) of directed observation participation the minimum number of clock hours (250) of student teaching Nature of practica, student teaching are appropriate to
6 Sequence of practica, student teaching Assessment of practica, student teaching measure effectiveness of placement in building cidates skills appropriate to philosophy Sequence of practica, student teaching does not appear to be structured to build refined teaching skills No assessment of effectiveness of placements (practica, student teaching) is made. to philosophy Sequence of practica, student teaching are somewhat structured to build increasingly refined teaching skills.. Assessment of effectiveness of some of the placements (practica, or student teaching) is made. appropriate to philosophy Sequence of practica, student teaching are generally structured to build increasingly refined teaching skills. Assessment of effectiveness of most of the placements (practica, student teaching) is made philosophy Sequence of practica, student teaching are clearly structured to build increasingly refined teaching skills. Assessment of effectiveness of each placement (practica, student teaching) is made. Discussion of strengths concerns:
7 1.3.2 Practicum Facilities Stard: A wide range of practicum facilities is available. Cidates should be familiar with the full array of resources available to deaf hard of hearing individuals carry out practicum activities in these facilities as appropriate to the objectives of the their own professional goals. Not : Further Work needed offers a range of practicum facilities in which cidates can carry out practicum activities Practicum activities are limited to one facility. A limited range of practicum facilities (1-2) are used by the. A varied group of practicum facilities are used by the. Wide range of practicum facilities are used by the. Practicum facilities provide cidates with exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with NO exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with limiited exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with some exposure to children from diverse cultural, racial economic backgrounds. Practicum facilities/activities provide cidates with frequent exposure to children from diverse cultural, racial economic backgrounds. Discussion of strengths concerns:
8 1.3.3 Practicum Supervision Stard: Qualified personnel from the teacher preparation center practicum facilities conduct a wellcoordinated, planned of supervision for all phases of practicum. Supervision is adequate appropriate in terms of its nature, frequency, amount its relevance to objectives. The frequency of supervision provided for each phase of practicum student teaching from the university/college supervisor. The nature of supervision provided for each phase of practicum student teaching by the university/college supervisor The nature of supervision provided for each phase of practicum student teaching by the practicum/cooperating teacher Adequate procedures are used to record, monitor, evaluate the teaching performance of cidates h. Selection, training, placement, evaluation of cooperating teachers Not : Further Work needed College/university supervisor do not maintain a visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after less than half of visits/observations Practicum/cooperating teacher does not provide systematic feedback conferencing with cidate during the practicum/student teaching experience. does not use adequate or systematic procedures to record, monitor, evaluate the teaching performance of cidates. does not have selection criteria /or may or may College/university supervisor maintain a sporadic but adequate visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after at least half of visits/observations Practicum/cooperating teacher provides midterm final feedback conferencing with cidate during the practicum/student teaching experience. uses systematic procedures to record, monitor, evaluate the teaching performance of cidates. uses a selection criteria /or provides College/university supervisor maintain a frequent visitation schedule during practica student teaching University/college supervisor provides direct feedback conferencing with cidate after most visits/observations. Practicum/cooperating teacher provides weekly, direct feedback conferencing with cidate during the practicum/student teaching experience. uses adequate, systematic procedures to record, monitor, evaluate the teaching performance of cidates. uses quality selection criteria provides annual College/university supervisor maintain a frequent, specific visitation schedule during practica student teaching. University/college supervisor provides direct feedback conferencing with cidate after each visit/observation. Practicum/cooperating teacher provides direct written feedback conferencing with cidate each day during the practicum/student teaching experience. uses reliable, systematic procedures to record, monitor, evaluate the teaching performance of cidates. consistently uses quality selection criteria provides
9 not offer annual training evaluation of cooperating teachers. annual training evaluation of cooperating teachers training evaluation of cooperating teachers documented, yearly training evaluation of cooperating teachers Discussion of practicum supervision strengths concerns:
10 2.1 Competence Utilization of Faculty Stard: An institution engaged in preparing teachers has a minimum of two qualified, full-time members (or their equivalent) in teacher education, each with post-master s degree preparation or demonstrated scholarly professional competence, each with appropriate expertise in components of the curricula (e.g., language, communication, media), one of whom is officially designated as coordinator or head of the who assumes accountability for administration, direction evaluation. Coordinator of the a member with a professional rank Effectiveness of the instruction supervision in each of the areas specified in the stard evaluated Not : Further Work needed Coordinator of the is a member. May or may not have professional rank, appropriate experience /or teaching licensure. Teaching effectiveness of may or may not be evaluated by cidates /or by peers annually. Coordinator of the is a member with professional rank, appropriate experience /or teaching licensure. Teaching effectiveness of is evaluated by cidates annually by peers annually. Coordinator of the is a full-time member with professional rank appropriate experience, teaching licensure Teaching effectiveness of is systematically evaluated by cidates each semester by peers annually. Coordinator of the is a full-time member with professional rank appropriate experience teaching licensure including CED certification. Teaching effectiveness of is systematically objectively evaluated by cidates each semester
11 by peers annually. Faculty members actively engage in professional development activities like research, advanced study, participation in professional other groups rarely engages in professional development activities, scholarship service to the profession. sometimes engages in professional development activities, scholarship service to the profession. regularly engages in professional development activities, scholarship service to the profession. actively engages in professional development activities, scholarship service to the profession. Discussion of strengths concerns:
12 2.2 Faculty Involvement with Schools Stard: Members of the teacher education have continuing association involvement with educational s for students who are deaf hard of hearing. Members of the teacher education are involved with educational s for students who are deaf hard of hearing Not : Further Work needed Few or no members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activities Some members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activitie Most members of the teacher education are regularly involved with educational s for students who are deaf hard of hearing through service or scholarly activities All members of the teacher education are actively involved with educational s for students who are deaf hard of hearing through service or scholarly activities Discussion of strengths concerns:
13 2.3 Conditions for Faculty Service Stard: The institution provides conditions essential to the effective performance by the teacher education Not : Further Work needed Faculty load Load of members in the does not meet the established institutional policy. Load of most members in the meet the established institutional policy most semesters. Load of all members in the meet the established institutional policy most semesters. Load of all members in the meet the established institutional policy each semester. Faculty development Faculty has no access or support for any development opportunities. Faculty has access to an institutionally sponsored development. Faculty has access to an institutionally sponsored development or monies to seek development opportunities. Faculty has access to an institutionally sponsored funded development as well as monies to seek additional development
14 opportunities. Support Services for Faculty Faculty has insufficient clerical, technological, funding, research support from the institution. Faculty has some but not adequate clerical, technological, funding, research support from the institution. Faculty has adequate clerical, technological, funding, research support from the institution. Faculty has appropriate clerical, technological, funding, research support from the institution. Discussion of strengths concerns:
15 2.4 Part-Time Faculty Stard: The requirements for part-time in the institution are comparable to those for appointment to the full-time are employed only when part-time can make special contributions to teacher education s. Qualifications of the part-time members Not : Further Work needed Qualifications of part-time are not comparable to those of full time by degree or experience. Qualifications of part-time are mostly comparable to those of full time either by degree /or experience. Qualifications of part-time are comparable to those of full-time by degree or experience. Qualifications of part-time are equal to those of full time. Proportion of the taught by part-time Part time teach more than 50% of the courses. Part time teach no more than 35% of the courses Part-time teach less than 25% of the courses. Part-time teach less than 20% of the courses. Part time are oriented to the basic purposes of the institution s teacher education Part-time receives a basic orientation to the teacher education ; Part-time receives a basic orientation to the teacher education ; are Part-time receives a basic orientation to the teacher education ; are Part-time receives a basic orientation to the teacher education ; are
16 may or may not receive information on a regular basis, or conference with coordinator. recipients of information on a regular basis, conference as needed with coordinator. recipients of information on a regular basis, conference frequently with coordinator. recipients of information on a regular basis, conference regularly (scheduled) with coordinator. Discussion of strengths concerns:
17 3.1 Admission to s (Refer to Form # 3.) Stard: The institution applies specific criteria for admission to the for the preparation of teachers of students who are deaf hard of hearing. These criteria require the use of both objective subjective data. Admission criteria for cidates to the. Not : Further Work needed has admission criteria including objective data including test results with national norms has systematic, well documented admission criteria that includes objective data including test results with national norms has systematic, well documented consistently applied admission criteria that includes multiple measures objective data including test results with national norms has systematic, well documented, valid consistently applied admission criteria that includes multiple measures objective data including test results with national norms supports diversity of cidates including those who are deaf or hard of hearing does not recruit diverse cidates including those who are deaf or hard of hearing has no documented recruits diverse cidates including those who are deaf or hard of hearing. recruits diverse cidates including those who are deaf or hard of hearing has documented, supports for recruits diverse cidates including those who are deaf or hard of hearing has documented, successful
18 supports for these cidates. these cidates. supports for these cidates. Discussion of strengths concerns:
19 3.2 Retaining Cidates in s Stard: The institution applies specific criteria for retaining cidates who possess academic competencies personal characteristics appropriate to the requirements of teaching. Not : Further Work needed Objective means are used to evaluate the achievement of cidates as they progress through the teacher preparation for teachers of students who are deaf hard of hearing has measures that are used to evaluate cidates as they move through each transition point in the teacher preparation but measures or implementation of measures lack consistency /or documentation has systematic measures that are used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation. has systematic, well documented, multiple measures that are consistently used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation has systematic, well documented, multiple measures that are consistently used to evaluate determine retention of cidates as they move through each transition point in the teacher preparation measures cidate dispositions ethical behaviors does not use a consistent /or valid measure of cidates dispositions ethical behaviors through each transition point in the teacher uses a measure of cidates dispositions ethical behaviors through each transition point in the uses a consistent measure of cidates dispositions ethical behaviors through each transition point in the teacher uses a consistent valid measure of cidates dispositions ethical behaviors through each transition point in the teacher
20 preparation. teacher preparation. preparation. preparation. has an appeals process for cidates who are denied entrance to the or dismissed from the. does not have a formal appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, systematically used appeals process for cidates who are denied entrance to the or dismissed from the. has a formal, welldocumented systematically used appeals process for cidates who are denied entrance to the or dismissed from the. Discussion of strengths concerns:
21 3.3 Graduation Requirements (Refer to Form #5, Attachment III of CED Attachments.) Stard: Graduation from a for the preparation of teachers of students who are deaf hard of hearing implies more than the satisfactory completion of a series of academic credit hours Not : Further Work needed The for the preparation of teachers of students who are deaf hard of hearing requires multiple measures for graduation does not use well documented, valid, /or multiple measures to determine satisfactory completion of teacher preparation. uses well documented measures to determine satisfactory completion of teacher preparation. consistently uses well documented, multiple measures to determine satisfactory completion of teacher preparation. consistently uses well documented, valid multiple measures to determine satisfactory completion of teacher preparation. Discussion of strengths concerns:
22
23 4.1 Library Stard: The library is adequate to support the instruction, research, services of each teacher education. Not : Further Work needed Library virtual holdings databases students have little or no access to: students have some access to: students have general access to: students have ready easy access to: (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (1) stard contemporary holdings in education, psychology, technology, speech hearing, (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (2) periodicals in education, psychology, technology, speech hearing, education of the deaf hard of hearing (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the (3) such additional specialized books, periodicals, other resources to support the
24 Discussion of strengths concerns:
25 4.2 Materials, Technology Instructional Media Stard: A materials media center for teacher preparation, maintained either as a part of the library, or as one or more separate units, or virtually is adequate to support the teacher education. Extent accessibility of media technology Not : Further Work needed The or institution has a limited media holding that may or may not include recent technology addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has an adequate, media holding that may or may not include recent technology addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has an extensive, easily accessible media holding including recent technology that addresses the educational ming needs of teachers working with deaf or hard of hearing students. The or institution has a vast easily accessible media holding including recent technology that addresses the educational ming needs of teachers working with deaf or hard of hearing students.
26 Discussion of strengths concerns:
27 4.3 Physical Facilities Other Resources Stard: The institution provides physical facilities other resources essential to the training activities of the. The institution provides cidates office space, space, other space necessary to carry out their responsibilities Not : Further Work needed Faculty cidates do not have functional office space, space do not have access to contemporary audiological facilities, materials, equipment facilities, materials, /or equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have functional office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, /or equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have adequate office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training Faculty cidates have efficient comfortable office space, space, as well as: stard contemporary audiological facilities, materials, equipment facilities, materials, equipment for observing demonstrating audiological, psychological, educational testing, diagnosis, training
28 Discussion of strengths concerns:
29 5.1 Evaluating Cidates Graduates (Refer to Form # 4 Attachment III. CED Attachments.) Stard: The institution conducts a well-defined plan for evaluating the cidates teachers it prepares. Not : Further Work needed Key Assessments measure cidates performance across the entire Key Assessments occur primarily at the end of the. Key Assessments occur at critical points across the to measure cidate growth but most occur at the middle end Key Assessments occur at critical points across the to measure cidate growth but more occur at the middle end Key Assessments occur at critical points across the to measure cidate growth as they move through the (beginning, middle, end) Key Assessments measure performance outcomes that are aligned with CEC_CED Stards Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint less than 50% of the critical CED subindicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 50% of the critical CED sub-indicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 60% of the critical CED sub-indicators Key Assessments measure performance outcomes that are aligned with CEC_CED Stards, address all 7 major stards specifically pinpoint 75% of the critical CED sub-indicators
30 evaluates the effectiveness of their graduates does not use a consistent, valid measure of graduates performance in the classroom (employer survey, graduate survey) uses a measure of graduates performance in the classroom (employer survey, graduate survey) but measure lacks consistency /or validity over the years. uses a consistent, valid measure of graduates performance in the classroom (employer survey, graduate survey) uses a consistent, valid measure of graduates performance in the classroom ( state-generated first year teacher data or teacher effectiveness measures) Discussion of strengths concerns:
31 4.3 Cidate Participation in Evaluation Development Stard: The preparing teachers for students who are deaf hard of hearing has a systematic procedure for securing feedback on the the members from cidates graduates. has a systematic way for cidates to provide feedback evaluation of courses. Not : Further Work needed does not use systematic /or valid measure(s) of course effectiveness. uses some measure of course effectiveness. uses systematic measure(s) of course effectiveness. uses systematic, valid measures of course effectiveness. has a systematic way for cidates to provide feedback evaluation of the. does not systematically collect feedback evaluation of the from graduation cidates on a yearly basis. collects feedback evaluation of the from graduation cidates on a yearly basis. systematically collects evaluation feedback that is specific from graduating cidates on a yearly basis. systematically collects feedback evaluation that is specific regarding performance outcomes developed during training from graduating
32 has a systematic way for graduates to provide feedback evaluation of the. does not conduct any assessment of graduates regarding the quality of their preparation. conducts survey at least every ten years with appropriate graduates regarding the quality of their preparation. conducts survey at least every five years with recent graduates regarding the quality of their preparation. cidates on a yearly basis. conducts annual survey compiles feedback from most recent graduates regarding the quality of their preparation. Discussion of strengths concerns: 5.2 Use of Evaluation Results to Improve the Stard: The institution uses evaluation results to study, develop, improve its teacher education s. continuously uses data from key assessments to make appropriate modifications Not : Further Work needed Report does not indicate how data from key assessments including Report vaguely reflects how data from key assessments including assessment of Report clearly reflects how data from key assessments including assessment of Report clearly reflects how data from key assessments including assessment of
33 assessment of graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. graduates are used to make appropriate modifications. How the effectiveness of those changes will be monitored is not clearly stated. graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. graduates are used to make appropriate modifications how the effectiveness of those changes will be monitored. Discussion of strengths concerns:
34 5.3 Long-Range Planning Stard: The institution plans for the long-range development of teacher education. These plans are part of a design for total institutional development. Not : Further Work needed a. What evidence indicates that the institution has, or is, engaged in studies or research to improve its teacher education s? Discussion of strengths concerns:
Council on Education of the Deaf Office of Program Accreditation
Council on Education of the Deaf Office of Program Accreditation Manual I: CED STANDARDS FOR PROGRAMS PREPARING TEACHERS OF STUDENTS WHO ARE DEAF AND HARD OF HEARING (Aligned with CAEP) Manual Revised
More informationCollege of Education and Human Services Exceptional Student & Deaf Education Course Descriptions
CATALOG 2010-2011 Undergraduate Information College of Education and Human Services Exceptional Student & Deaf Education Course Descriptions ASL2140: American Sign Language I 4 This course in American
More informationQualifications that are substantially equivalent demonstrate evidence for each of the five requirements:
The Australian Physiotherapy Council provides advice to the Physiotherapy Board of Australia regarding qualifications that are substantially equivalent to an approved Australian physiotherapy qualification.
More informationSPECIAL EDUCATION DEAF EDUCATION ENDORSEMENT PROGRAM
505-3-.98 SPECIAL EDUCATION DEAF EDUCATION ENDORSEMENT PROGRAM To Become Effective June 15, 2016 Nature of Amendment(s): Substantive Clarification Further Discussion: It is proposed that GaPSC Rule 505-3-.98
More informationServing a diverse population of students as lecturer in the Deaf and Hard of Hearing Department at Stephen F. Austin State University.
J. LINDSEY KENNON CURRENT POSITION Serving a diverse population of students as lecturer in the Deaf and Hard of Hearing Department at Stephen F. Austin State University. EDUCATION Doctorate Sam Houston
More informationSPECIAL EDUCATION (SED) DeGarmo Hall, (309) Website:Education.IllinoisState.edu Chairperson: Stacey R. Jones Bock.
368 SPECIAL EDUCATION (SED) 591 533 DeGarmo Hall, (309) 438-8980 Website:Education.IllinoisState.edu Chairperson: Stacey R. Jones Bock. General Department Information Program Admission Requirements for
More informationPrincipal, Deaf and Hard of Hearing Program Class Code: 1450 Work Days: 220
Orange County Department of Education Human Resources Department Certificated Management Class Specification Principal, Deaf and Hard of Hearing Program Class Code: 1450 Work Days: 220 GENERAL PURPOSE
More informationBANNER: Language of DHH. Program Title
Curriculum Change Form (Present only one proposed curriculum change per form) (Complete only the section(s) applicable.) Part I (Check one) Department Name Special Education New Course (Parts II, IV) College
More informationGeriatric Neurology Program Requirements
Geriatric Neurology Program Requirements Approved November 8, 2013 Page 1 Table of Contents I. Introduction 3 II. Institutional Support 3 A. Sponsoring Institution 3 B. Primary Institution 4 C. Participating
More informationTEACHERS OF STUDENTS WHO ARE DEAF OR HARD OF HEARING:
DCDD Position Statement May 2017 TEACHERS OF STUDENTS WHO ARE DEAF OR HARD OF HEARING: A CRITICAL RESOURCE NEEDED FOR LEGAL COMPLIANCE On Behalf of the Board of Directors of the Division for Communicative
More informationSUMMARY REPORT 1. EXECUTIVE SUMMARY. Program provider. University of Sydney
AUSTRALIAN DENTAL COUNCIL REPORT OF AN EVALUATION OF UNIVERSITY OF SYDNEY DOCTOR OF CLINCAL DENTISTRY PROGRAMS IN: ORAL MEDICINE ORTHODONTICS PAEDIATRIC DENTISTRY PERIODONTICS PROSTHODONTICS SPECIAL CARE
More informationCEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing
CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students Who Are Deaf and Hard of Hearing Special Education Standard #1: Foundations Common Core CC1K1 CC1K2 CC1K3 CC1K4 CC1K5
More informationProject Goal(s) and Objectives What is a goal? What is an objective? Measurable Objectives
Project Goal(s) and Objectives What is a goal? A goal is a broad statement of what you wish to accomplish. Goals are broad, general, intangible, and abstract. A goal is really about the final impact or
More informationCollege of Health Department of Speech and Hearing Sciences Education of the Deaf Spring Admission to Teacher Education, Gold Card Required
College of Health Department of Speech and Hearing Sciences Education of the Deaf Spring 2018 Course Title and Number: SHS 312 II: Clinical Assisting Practicum Course Credit Hours: Practicum II (3.00)
More informationCOMPETENCY REVIEW GUIDE OFFICE OF EDUCATOR LICENSURE. How to Satisfy and Document Subject Matter Knowledge Competency Review Requirements
COMPETENCY REVIEW GUIDE OFFICE OF EDUCATOR LICENSURE How to Satisfy and Document Subject Matter Knowledge Competency Review Requirements February, 2017 Table of Contents: INTRODUCTION 1 HOW TO SATISFY
More informationDOCTORAL PROGRAM DEGREE REQUIREMENTS
DOCTORAL PROGRAM DEGREE REQUIREMENTS - 2017 The following is a listing of the required curriculum for the doctoral program effective August, 2017. Students are required to complete the program as it is
More informationCHAPTER 40 PROFESSIONAL LICENSING AND FACILITY REGULATION
216-RICR-40-05-33 TITLE 216 - DEPARTMENT OF HEALTH CHAPTER 40 PROFESSIONAL LICENSING AND FACILITY REGULATION SUBCHAPTER 05 PROFESSIONAL LICENSING PART 33 - Speech Pathologists and Audiologists 33.1 Authority
More informationOFFICE OF EDUCATOR LICENSURE SUBJECT MATTER KNOWLEDGE. The Competency Review Made Simple
OFFICE OF EDUCATOR LICENSURE SUBJECT MATTER KNOWLEDGE The Competency Review Made Simple Meeting and Verifying Subject Matter Competency Requirements January, 2016 Massachusetts Department of Elementary
More informationThe University of Southern Mississippi College of Health Department of Speech and Hearing Sciences Spring 2016
The University of Southern Mississippi College of Health Department of Speech and Hearing Sciences Spring 2016 Course Tittle & Number: Course Credit Hours: Course Description: Professor of Record: SHS
More informationFaculty of Social Sciences
Faculty of Social Sciences Programme Specification Programme title: MSc Psychology Academic Year: 2017/18 Degree Awarding Body: Partner(s), delivery organisation or support provider (if appropriate): Final
More informationeportfolio Guide Missouri State University
Deaf & Hearing Impaired eportfolio Guide Missouri State University Updated May 2011 Missouri State Portfolio Guide MoSTEP & Conceptual Framework Standards MoSTEP 1.2.1 QUALITY INDICATORS The preservice
More informationGeorgia State University Counseling and Testing Center
1 POST-DOCTORAL TRAINING IN CLINICAL/COUNSELING PSYCHOLOGY 2014-15 Georgia State University Counseling and Testing Center 2 INTRODUCTION The Georgia State University Counseling and Testing Center post-doctoral
More informationACCREDITATION STANDARD
ACCREDITATION FOR ENTRY-LEVEL PHYSIOTHERAPY PRACTITIONER PROGRAMS December 2016 Australian Physiotherapy Council Version 1.1 2017 Australian Physiotherapy Council Limited ABN 28 108 663 896 The Council
More informationApplicant Total Legal Name. LAC or LPC Required Course Summary For Application
Applicant Total Legal Name LAC or LPC Required Course Summary For Application B Grade or Above Required In Each of the Required 60 Semester Graduate Hours Brick Mortar and Distance Learning Course Work
More informationSpecial Education, Language, and Literacy-1 Undergraduate Bulletin
Special Education, Language, and Literacy-1 Undergraduate Bulletin 2018-2019 Special Education, Language, and Literacy Faculty: Rao and Strassman, Co-Chairpersons; Anthony, Bwire, Domire, Foxworth, Hall,
More informationEarly Childhood Deaf Education-1 Undergraduate Bulletin
Early Childhood Deaf Education-1 Undergraduate Bulletin 2018-2019 Requirements for the Early Childhood Deaf Education Major Students must complete the liberal learning requirements as defined by The College
More informationCertificate in Peer Support (Mental Health) (Level 4)
Mind and Body Learning and Development Certificate in Peer Support (Mental Health) (Level 4) Further Information Postal Address: PO Box 26 396 Epsom Auckland, 1344 Phone: (09) 630 5909 ext. 803 Email:
More informationUniversity of Southern Mississippi College of Health Department of Speech and Hearing Sciences Fall 2016
University of Southern Mississippi College of Health Department of Speech and Hearing Sciences Fall 2016 Course Title and Number: Course Credit Hours: Course Description: Professor of Record: SHS 433 Developing
More informationPart I Overview: The Master Club Manager (MCM) Program
Part I Overview: The Master Club Manager (MCM) Program A certification and recognition program for a special group of professionals who have made extraordinary and long-lasting contributions to the club
More informationeportfolio Guide Missouri State University
Deaf & Hearing Impaired eportfolio Guide Missouri State University Updated May 2011 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationB. COURSE DESCRIPTION
1 A. Department of Special Education SED 830: Survey of Education of the Deaf/Hard of Hearing 3 credit hours B. COURSE DESCRIPTION Prerequisite: SED 104 or instructor approval. Overview of the field of
More informationFive-Year Dual Certification in the Education of the Deaf and Hard of Hearing and Elementary Education culminating in a Master s Degree The
Five-Year Dual Certification in the Education of the Deaf and Hard of Hearing and Elementary Education culminating in a Master s Degree The integrated bachel s and Master of Arts in Teaching degree in
More informationDeaf Studies Program
Deaf Studies Program Information for Applicants Thank you for your interest in the Deaf Studies Program offered at Northern Essex Community College. Program options are as follows: 1. Associate in Arts,
More informationPeer Mentor Position Description
Peer Mentor Position Description General Statement of Duties Peer Mentors (PMs) are live-in, part-time, student staff members within the Residential First- Year Experience residence halls. Peer Mentors
More informationSpeech, Language, and Hearing Sciences
Speech, Language, and Hearing Sciences In the College of Health and Human Services OFFICE: Speech, Language, and Hearing 118 TELEPHONE: 619-594-7746 / FAX: 619-594-7109 Accredited in speech-language pathology
More informationQualification details
Outcome Statement Qualification details Title New Zealand Diploma in Hearing Therapy (Level 6) Version 1 Qualification type Diploma Level 6 Credits 120 NZSCED 090511 Society and Culture > Human Welfare
More informationEDUCATIONAL PSYCHOLOGY (EPSY)
Educational Psychology (EPSY) 1 EDUCATIONAL PSYCHOLOGY (EPSY) EPSY 1003 Learning to Learn Description: Learning effective strategies to succeed through online individualized assessment, positive attitude
More informationFACT SHEET EQUIVALENCE OF QUALIFICATION NEW PROGRAM. What Do I Need to Provide?
FACT SHEET EQUIVALENCE OF QUALIFICATION NEW PROGRAM What Do I Need to Provide? Most of the required documentation for the Equivalence of Qualification New Program will need to be sourced from your university.
More informationCollege of Education and Human Development Division of Special Education and disability Research
College of Education and Human Development Division of Special Education and disability Research Fall 2016 EDSE 116 001: American Sign Language (ASL) II CRN: 77971, 3 - Credits Instructor: Blake Herbold
More informationOHIO ASSESSMENTS FOR EDUCATORS (OAE) FIELD 044: SPECIAL EDUCATION SPECIALIST: DEAF/HARD OF HEARING
OHIO ASSESSMENTS FOR EDUCATORS (OAE) FIELD 044: SPECIAL EDUCATION SPECIALIST: DEAF/HARD OF HEARING June 2013 Content Domain Range of Competencies Approximate Percentage of Assessment Score I. Understanding
More informationDepartment of Family and Consumer Sciences
Department of Family and Consumer FACULTY Professor Collins (chair); Associate Professors Choi, Davidson; Assistant Professor Devlin; Instructor Church. The Department of Family and Consumer offers majors
More informationIntroduction. October 2018 Page 1
Requirements for Recognition of Dental Specialties and National Certifying Boards for Dental Specialists Adopted as Amended by the ADA House of Delegates, October 2018 Introduction A specialty is an area
More informationAutism Spectrum Disorders Teacher License (proposed): Minnesota model for teacher preparation
Autism Spectrum Disorders Teacher License (proposed): Minnesota model for teacher preparation Presenters: Phil Sievers, Specialist for ASD Special Education Policy Division Minnesota Department of Education
More informationCommunications Sciences & Disorders Course Descriptions
Communications Sciences & Disorders Course Descriptions Graduate Level 3.2018 CSD 5517 Interdisciplinary Evaluation Team: 1 semester hour. An introduction to the principles and techniques associated with
More information(I) The program shall prepare candidates who understand core and associated characteristics of individuals with autism spectrum disorders;
To Become Effective October 15, 2015 Nature of Amendment(s): Substantive Clarification Further Definition 505-3-.61 AUTISM EDUCATION ENDORSEMENT PROGRAM Discussion: It is proposed that a new rule with
More informationGRAND VALLEY STATE UNIVERSITY DEPARTMENT OF PHYSICAL THERAPY OVERVIEW OF CLINICAL EDUCATION CURRICULUM
GRAND VALLEY STATE UNIVERSITY DEPARTMENT OF PHYSICAL THERAPY OVERVIEW OF CLINICAL EDUCATION CURRICULUM The clinical education portion of the Physical Therapy Program curriculum is designed to provide opportunities
More informationPROGRAM REGULATIONS SCHOOL OF PHYSIOTHERAPY. BACHELOR OF PHYSIOTHERAPY BPhysio. BACHELOR OF PHYSIOTHERAPY (HONOURS) BPhysio(Hons)
, PROGRAM REGULATIONS SCHOOL OF PHYSIOTHERAPY BACHELOR OF PHYSIOTHERAPY BPhysio BACHELOR OF PHYSIOTHERAPY (HONOURS) BPhysio(Hons) PROGRAM CODES: 3538, 3539 THESE PROGRAM REGULATIONS ARE EFFECTIVE FROM
More informationPsychology Departmental Mission Statement: Communicating Plus - Psychology: Requirements for a major in psychology:
Psychology Professor Joe W. Hatcher (on leave spring 2017; Associate Professor Kristine A. Kovack-Lesh (Chair); Visiting Professors Jennifer A. Johnson, Gary Young Departmental Mission Statement: The Department
More informationMASTER PROGRAMME IN LOGOPEDICS AUDITORY-VERBAL THERAPY AFTER COCHLEAR IMPLANTATION
MASTER PROGRAMME IN LOGOPEDICS AUDITORY-VERBAL THERAPY AFTER COCHLEAR IMPLANTATION Educational degree: Master of Arts Professional quallification: Logopedics Training type: fulltime Training duration:
More information3/20/2018. Agenda. This presentation is based on the collaborative work by staff at The New England Center for Children
Presented by: Erin Dyett, MS, BCBA, LABA Carly Eby, PhD, BCBA-D, LABA This presentation is based on the collaborative work by staff at The New England Center for Children Trainings are updated regularly
More informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Name of Final Award and Programme Title PG Diploma/Master of Science in Endodontic Practice Duration of Study / Period of Registration
More informationThe Basic Skills Test Exemption for Prelingually Deaf Candidates
The Basic Skills Test Exemption for Prelingually Deaf Candidates A Guide for Verifying the Proficiency of Preliminary Credential Candidates Who Are Prelingually Deaf California Commission on Teacher Credentialing
More informationPSYCHOLOGY (PSY) 440, 452, hours: elective courses based on the student s focus (applied or pre-doctoral)
Psychology 115 (PSY) 435 DeGarmo Hall (309) 438-8651 Psychology.IllinoisState.edu Chairperson: J. Scott Jordan Programs Offered M.A./M.S. degrees in Clinical-Counseling Psychology; M.A./ M.S. degrees in
More informationQualification Specification
Qualification Level 3 Certificate in Communication Support for Deaf Learners 600/6458/4 Sept 2017 Aug 2018 QUALIFICATION SPECIFICATION Signature Level 3 Certificate in Communication Support for Deaf Learners
More informationAPPLICATION FELLOWSHIP IN IMPLANT DENTISTRY PROGRAM
: Application Date Month Day Year University of Rochester University of Rochester Medical Center Eastman Institute for Oral Health 625 Elmwood Avenue Rochester, New York 14620-2989 USA (585) 275-8315 Paste
More informationMENTAL HEALTH COUNSELING INTERNSHIP EVALUATION. Site Supervisor: Please review the following statements and rate the student using the ratings below:
Department of Counseling & Development College of Education, Information and Technology LIU Post/LIU Brentwood MENTAL HEALTH COUNSELING INTERNSHIP EVALUATION Name of Internship Student: Internship Site:
More informationA Professional Challenge
A Professional Challenge Colleen M. O Rourke, Ph.D., CCC-A Georgia State University, Atlanta, GA C. Frederick Britten, Ph.D., CCC-A Ft. Hays State University, Hays, KS Roy Shinn, Ph.D., CCC-A Edinboro
More informationClinical Mental Health Counseling (CMHC)
Clinical Mental Health Counseling (CMHC) 1 Clinical Mental Health Counseling (CMHC) Chairperson: Alan W. Burkard, Ph.D. College of Education Master's Program in Clinical Mental Health Counseling website
More informationIEP MEETING CHECKLIST FOR PARENTS OF CHILDREN WITH DEAF-BLINDNESS
Statewide Parent Advocacy Network 35 Halsey Street Newark, NJ 07102 (973) 642-8100 www.spannj.org IEP MEETING CHECKLIST FOR PARENTS OF CHILDREN WITH DEAF-BLINDNESS Developed by the Statewide Parent Advocacy
More informationDoctor of Physical Therapy
highly effective veteran educator. The student will gain an understanding of the authentic, day-to-day interactions in a real-world setting. Students will develop and evaluate their own professional skills
More informationModule 1 CLINICAL PRECEPTOR PRINCIPLES & CLINICAL EDUCATION MODEL
Module 1 CLINICAL PRECEPTOR PRINCIPLES & CLINICAL EDUCATION MODEL What is an Athletic Training Clinical Preceptor? A clinical preceptor is a health care professional who has completed the corresponding
More informationDepartment of Professional Counseling University of Wisconsin Oshkosh Oshkosh, WI Counseling Practicum Performance Evaluation
Counseling Student's Name Supervising Instructor's Name Date Department of Professional Counseling University of Wisconsin Oshkosh Oshkosh, WI 54901 794 Counseling Practicum Performance Evaluation The
More informationBritish Psychological Society. 3 years full-time 4 years full-time with placement. Psychology. July 2017
Faculty of Social Sciences Division of Psychology Programme Specification Programme title: BSc (Hons) Psychology Academic Year: 2017/18 Degree Awarding Body: Partner(s), delivery organisation or support
More informationUNIVERSITY OF TEXAS RIO GRANDE VALLEY Rehabilitation Counseling (MS) Program Requirements
UNIVERSITY OF TEXAS RIO GRANDE VALLEY Rehabilitation Counseling (MS) Program Requirements Thesis Option: Required Courses 42 REHS 6300: Introduction to Rehabilitation Foundations 3 REHS 6310: Case Management
More informationMISSION. The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program Page 1 of 6
The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program is accredited by the American Physical Therapy Association as a post-professional fellowship program for physical therapists
More informationCertification Guidelines: Credential Standards and Requirements Table
Certification Guidelines: Credential Standards and Requirements Table Certified Recovery Peer Specialist (CRPS) Define Yourself as a Professional through Certification. 1715 S. Gadsden St. Tallahassee,
More informationFrequently Asked Questions: Pediatric Rehabilitation Medicine Review Committee for Physical Medicine and Rehabilitation ACGME
Frequently Asked Questions: Pediatric Rehabilitation Medicine Review Committee for Physical Medicine and Rehabilitation ACGME Question Institutions What are examples of close collaboration between the
More informationMSc Criminology with Forensic Psychology
Programme Specification for MSc Criminology with Forensic Psychology 1. Programme title MSc Criminology with Forensic Psychology 2. Awarding institution Middlesex University 3. Teaching institution Middlesex
More informationAdvanced Master of Science in Occupational Therapy Studies (AMOT) Curriculum Guide
Advanced Master of Science in Occupational Therapy Studies (AMOT) Curriculum Guide DEGREE REQUIREMENTS The Advanced Master of Science in Occupational Therapy Studies is a post-professional degree for practicing
More informationHealth and Exercise Science
Health and Exercise Science-1 Health and Exercise Science Faculty: Hoffman, Chair; Chilakos, Faigenbaum, Farrell, Hill, Kang, Ratamess The Department of Health and Exercise Science prepares students as
More informationLynch School of Education Program of Study / 2016
Lynch School of Education Program of Study / 2016 M.Ed. or C.A.E.S. / Moderate Disabilities / PreK 8 and 5 12 CLASS ENTERING 2016 TO BE SUBMITTED DURING THE SECOND TERM OF ENROLLMENT IN THE PROGRAM, PRIOR
More informationBOARD CERTIFICATION PROCESS (EXCERPTS FOR SENIOR TRACK III) Stage I: Application and eligibility for candidacy
BOARD CERTIFICATION PROCESS (EXCERPTS FOR SENIOR TRACK III) All candidates for board certification in CFP must meet general eligibility requirements set by ABPP. Once approved by ABPP, candidates can choose
More informationHandbook for Postdoctoral Fellows at The Menninger Clinic
Handbook for Postdoctoral Fellows at The Menninger Clinic 2017-2018 Chris Fowler, Ph.D., director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline
More informationHandbook for Postdoctoral Fellows at The Menninger Clinic
Handbook for Postdoctoral Fellows at The Menninger Clinic 2018-2019 Chris Fowler, PhD, director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline became
More informationEDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
More informationPHYSICAL EDUCATION (5550)
Physical Education (5550) 1 PHYSICAL EDUCATION (5550) 5550:100. Introduction to Sport Studies. (3 Introduction to sport studies explores the history, philosophy, and principles of today's sport industry
More informationField Supervisor Utah State University January 1999 April Deaf Education Program
TITLE: CHERYL L. WINSTON: Vitae Clinical Instructor/ Program Coordinator D/hh Department of Special Education University of Utah 1721 Campus Center Drive SAEC 2267 Salt Lake City, Utah 84112-9253 (801)
More informationUniversity Training College (UTC) of UKCP
University Training College (UTC) of UKCP Standards of Education and Training in Psychotherapy (SETS) 1 Introduction The College includes University based programmes in psychotherapy education which represent
More informationAmerican Sign Language Honor Society Charter
American Sign Language Honor Society Charter I. National Mission Statement The American Sign Language Honor Society recognizes outstanding achievement of students studying American Sign Language to encourage
More informationUniversity of Bradford School of Health Studies Division of Physiotherapy and Occupational Therapy Programme specification
University of Bradford School of Health Studies Division of Physiotherapy and Occupational Therapy Programme specification Awarding and Teaching institution: University of Bradford Final award: Postgraduate
More informationD296 To be eligible for admission to the curriculum for the degree of Master of Science in Implant Dentistry, a candidate shall:
D.47/817 REGULATIONS FOR THE DEGREE OF MASTER OF SCIENCE IN IMPLANT DENTISTRY [MSc(ImplantDent)] These regulations apply to candidates admitted in 2017-2018 and thereafter. (See also General Regulations
More informationGUIDELINES FOR POST PEDIATRICS PORTAL PROGRAM
GUIDELINES FOR POST PEDIATRICS PORTAL PROGRAM Psychiatry is a medical specialty that is focused on the prevention, diagnosis, and treatment of mental, addictive, and emotional disorders throughout the
More informationStudent Learning Overview and Goals
Student Learning Overview and Goals Overview The Clinical Psychology Ph.D. Program follows a clinical science model, as defined by the Academy of Psychological Clinical Science (see: http://psych.arizona.edu/apcs/mission.php).
More information(See also General Regulations and Regulations for Taught Postgraduate Curricula)
D.67/316-i REGULATIONS FOR THE DEGREE OF MASTER OF DENTAL SURGERY IN ORAL AND MAXILLOFACIAL SURGERY [MDS(OralMaxFacSur)] These regulations apply to candidates admitted in 2016-2017 and thereafter. (See
More informationIllinois State University: Graduate Specialization Certificate: Listening and Spoken Language Professional Informational Meeting
Illinois State University: Graduate Specialization Certificate: Listening and Spoken Language Professional 2014-2015 Informational Meeting Cochlear Implants Listening and Spoken Language Skill Development
More information3. Understand and explain the role of ASL in maintenance and preservation of Deaf culture/community.
San José State University Connie L. Lurie College of Education, Special Education Department EDSE 115-01 (28146) Introduction to Deaf Culture Spring 2018 Course and Contact Information Instructor: Everett
More information1. Placement of students in the appropriate program is not based on
179 CON C L U S ION S An analysis of the research on communication methods used in educating the deaf showed that: 1. Placement of students in the appropriate program is not based on professional diagnosis
More informationSCHOOL AUDIOLOGIST STATE STANDARDS CHECKLIST Aurora Public Schools Induction Program
The Aurora Public Schools (APS) Induction Program is designed to assist School Audiologists in meeting the Colorado Department of Education Colorado Licensing Act of 1991. This checklist serves as documentation
More informationVENTURA COUNTY, HEALTH CARE AGENCY INVITES APPLICATIONS FOR: Occupational Therapist - Inpatient Psychiatric Unit 2007HCA-17AA (MI)
VENTURA COUNTY, HEALTH CARE AGENCY INVITES APPLICATIONS FOR: Occupational Therapist - Inpatient Psychiatric Unit 2007HCA-17AA (MI) An Equal Opportunity Employer SALARY RANGE (approximate) $29.30 - $49.96
More informationTExES Deaf and Hard-of-Hearing (181) Test at a Glance
TExES Deaf and Hard-of-Hearing (181) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name
More informationPrincipal Theories in Adapted Physical Activity. Claudine Sherrill, CAPE
Principal Theories in Adapted Physical Activity Claudine Sherrill, CAPE Dr. Eliane Mauerberg-deCastro, 2005 Greetings from The International Federation of Adapted Physical Activity (IFAPA) Founded in 1973
More informationUNIVERSITY OF HAWAI I MAUI COLLEGE ANNUAL PROGRAM REVIEW
Page1 UNIVERSITY OF HAWAI I MAUI COLLEGE 2011-2012 ANNUAL PROGRAM REVIEW Associate in Science Dental Hygiene Introduction: The program in dental hygiene is accredited by the Commission on Dental Accreditation,
More informationFrequently asked questions Deaf Education Postgraduate Diploma / MEd
Frequently asked questions Deaf Education Postgraduate Diploma / MEd 1. Is full time study possible? Moray House also offers a full time MSc in Inclusive Education which teachers may want to investigate,
More informationDEL MAR COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM ADMISSIONS PROCEDURES
DEL MAR COLLEGE OCCUPATIONAL THERAPY ASSISTANT PROGRAM ADMISSIONS PROCEDURES Dear Applicant: Thank you for your interest in the Occupational Therapy Assistant Program. This information packet includes
More informationHazlehurst City School District Application for Superintendent of Schools
Hazlehurst City School District Application for Superintendent of Schools Please type or print your responses and fully respond to each item. I. Basic Information Name (Last) (First) (Middle) Social Security
More informationPresentation will cover: What are the current challenges? What does the research say? What does NCSE policy advice recommend?
Goal Deaf and hard of hearing children should graduate from school with levels of educational attainment that are on a par with their hearing peers of similar ability A New Way Forward Presentation will
More informationVermont Secretary of State Office of Professional Regulation ADMINISTRATIVE RULES FOR LICENSED ACUPUNCTURISTS TABLE OF CONTENTS
Vermont Secretary of State Office of Professional Regulation ADMINISTRATIVE RULES FOR LICENSED ACUPUNCTURISTS TABLE OF CONTENTS PART 1. GENERAL INFORMATION ON LICENSURE OF ACUPUNCTURISTS 1.1 The Purpose
More informationUniversities Psychotherapy and Counselling Association
Universities Psychotherapy and Counselling Association Standards of Education and Training in Psychotherapy (SETS) 1. Introduction The Universities Psychotherapy and Counselling seeks to encourage diversity
More informationAMERICAN ACADEMY OF NEUROLOGY NEUROGENETICS FELLOWSHIP CORE CURRICULUM
AMERICAN ACADEMY OF NEUROLOGY NEUROGENETICS FELLOWSHIP CORE CURRICULUM 1. Introduction Specialists in Neurogenetic Disorders possess specialized knowledge in the science, clinical evaluation and clinical
More information