Graduate Academic Learning Compacts

Year: 2007-2008
College: Education and Human Services
Department: Except, Deaf & Interpreter Ed.
Major: Special Education
Concentration: Deaf Education

Mission Statement:

The mission of the Department of Exceptional Student and Deaf Education (ESDE) is to nurture (a) the development of novice professionals, (b) the renewal of experienced professionals, and (c) the realization and expansion of our own professional partnerships. Our department strives to help meet the continuing regional and state needs for educators of exceptional students while fulfilling the mission of the College of Education and Human Services, namely to prepare and support of educators who are competent and contributing professionals for diverse learning communities in northeast Florida.
Student Learning Outcomes:


Demonstrate knowledge and skills needed to be informed consumers of educational research.


Demonstrate effective teaching strategies with students with exceptionalities in a variety of educational settings.


Demonstrate the ability to plan for effective individualized programs based on strengths, needs, and goals of the individual with exceptionalities.


Identify major issues and trends in general and special education.

Curriculum Map:

Assessment Approaches:

All programs in ESDE link their assessment system with the overall College of Education and Human Services' (COEHS) assessment system. COEHS has developed a versatile assessment system linking the performance of its candidates to the unit's conceptual framework, national and state standards, professional organizational standards and directives, and K-12 student learning. Faculty in ESDE assess candidates' content and professional and pedagogical knowledge, skills, and dispositions through course-based assessments, as well as through decision-point assessments and a final capstone experience of student teaching. Data from these assessments are used to make decisions about candidate performance at the pre-admission, developmental, and program completion stages. As candidates progress through the program, they are expected to demonstrate increasingly higher levels of knowledge, skills, and dispositions as identified in the unit's conceptual framework and program knowledge bases. The feedback given to candidates includes a review of strengths observed, concerns, and specific suggestions for developing knowledge, skills, and dispositions relative to professional and unit standards. In addition, the initial certification degree programs in the department of ESDE, culminate with a capstone experience of student teaching for a full semester. This experience includes both formal and informal observations of the graduate student, the development of a portfolio documenting mastery of the 12 Florida Accomplished Practices for Educators, and regular meetings between the graduate interns and program faculty. The ESDE faculty use this final experience to assess the student's overall accomplishment of the above named expected learning outcomes.