Computerized Pre-Professional Skills Test: Reading (5710)
-176; and
a. Pre-Professional Skills Test: Writing (0720) – 174; or
Computerized Pre-Professional Skills Test: Writing (5720) – 174.
Three (3) letters of reference, one of which must come from the applicant's most recent employer.
Verification that the applicant has completed previous designated, on-line training and possesses necessary technology competency in order to be successful.
A MASPE program applicant must write and submit an essay that addresses his or her motivation for becoming a teacher of special education (LBD, P-12) and includes related experiences. The essay is judged as satisfactory or unsatisfactory by the Education Graduate Committee.
A MASPE program applicant who wishes to transfer graduate course credit to KSU must provide all required documentation of the relevant course(s) upon application. A maximum of six (6) graduate credit hours in the field of special education may be transferred from a regionally accredited post-secondary institution. The applicant must have earned a grade of B or above for a course to be accepted.
MASPE program applicants who meet all entry requirements are granted admission status by the Education Graduate Committee and become Candidates.
Graduate students in the MASPE program must be admitted to the TEP before they are permitted to enroll in ESP 510, ESP 511, ESP 524, and ESP 573/ESP 574/ or ESP 575.
Graduate students must pass 12 graduate credit hours of required ESP courses (ESP 502, ESP 504, ESP 505 and ESP 507), with a GPA of at least 3.00, no more than two course grades of C, and no course grade below C.
A TEP applicant must submit a letter of recommendation and a completed Disposition Instrument from one of his or her KSU instructors in the MASPE Program.
A TEP applicant must submit a satisfactory, initial electronic portfolio, with all required artifacts, as listed in the MASPE PROGRAM GUIDE.
A TEP applicant must prepare her or his own application and clearly reference any resources used. Applications are reviewed by the TEP admissions/data coordinator or designee. Education Committee (TEC) for action. Approval by the TEC is given only when all requirements are satisfied.
Graduate students who are admitted into the TEP are raised to the status of “Candidates” in the MASPE program.
CHECKPOINT III: Requirements for Admission to Practicum, Supervised Teaching, or Supervised Student Teaching
In compliance with new EPSB regulations as stated in 16 KAR 5: 040: KRS 161.020, 028, 030, 042 and the Teacher Education Committee of Kentucky State University, the following changes are effective for clinical and field experiences leading to teacher certification.
Candidates enrolled in the Kentucky State University Master of Arts in Special Education (MASPE) program have varied clinical preparation and experiences. Therefore, each candidate will be assessed by the Teacher Education Committee to determine which clinical experience is required. It is important that candidates plan ahead for the practicum, supervised teaching, or student teaching with the understanding that none of the options are offered during the summer semester. See the Course Descriptions for detailed descriptions of each course. In fulfillment of program requirements, each candidate will complete one of the following courses:
Option 6 - The Option 6 teaching experience is designed exclusively for the MASPE candidate who currently (a) is employed in a regular (non-substitute), full-time position as a Special Education Teacher of record in a public school and (b) has a P-12 class or caseload of students who have IEPs for EBD and/or LD. It is the culminating experience for MASPE's alternative teacher certification (Option 6) program. The MASPE Practicum Teacher is supported, observed, and evaluated by a Mentor Teacher, who is full-time Special Education Teacher. The Mentor Teacher holds a Master degree in Special Education or related field and has had at least three years teaching experience as a Teacher certified in Exceptional Education. During the course of the semester, the Supervised Teacher completes several assignments that verify his or her knowledge, skills, professional dispositions, and cultural competence, at a Master level. The MASPE Practicum Teacher remains employed, in his or her current teaching position, during the practicum.
The full-time, supervised teaching experience is designed for the MASPE candidate who has at least three years of experience as a professional educator, in a P-12 school, and is not currently a Special Education Teacher of record in a public school. It is at least 70 days of full-time supervised teaching in an elementary school, middle school, or high school setting, with students who have IEPs for EBD and/or LD. The MASPE Supervised Teacher is directly supervised by a Mentor Teacher, who is a full-time Special Education Teacher. The Mentor Teacher holds a Master degree in Special Education or related field and has had at least three years teaching experience as a Teacher certified in Exceptional Education. During the course of the semester, the Supervised Teacher completes several assignments that verify his or her knowledge, skills, professional dispositions, and