Master of Arts in Teaching (MAT) in Special Education (K – Age 21) Field Experience and Demonstration Teaching Handbook:

Section 1. Introduction

Teacher candidates (hereafter referred to as “candidates”) in Walden University’s Master of Arts in Teaching (MAT) in Special Education (K – Age 21) have four types of field experience within the program: Virtual Field ExperiencesTM (also referred to as VFE®), classroom-based Early Field Experiences (EFEs), Intensive Field Experiences (IFEs), and Demonstration Teaching (DT). 

This handbook describes the structure and timing of the classroom-based field and Demonstration Teaching experiences, and the related policies that candidates must follow to be successful. For more information about VFE®, candidates should refer to the Master of Arts in Teaching in Special Education (K – Age 21) Candidate Guidebook. 

Please note: Walden University reserves the right to make program changes as needed in order to offer the highest quality program.

The following vision and mission statements represent the commitment of The Richard W. Riley College of Education and Human Sciences at Walden University to pursue academic excellence, embrace rich diversity, value all stakeholders, and encourage civic responsibility through the promotion of positive social change. For graduates to cultivate habits of lifelong learning and continuous advancement of their knowledge, Walden considers it essential that these statements guide the college to seek to help ensure the quality and synergy of  the educator preparation programs (EPP).

The Richard W. Riley College of Education and Human Sciences envisions being a premier leader in online education offering transformative and interdisciplinary programs aligned to the social determinants of health. We empower diverse scholars and practitioners to become globally conscious citizens who advance healthy communities and positive social change.

The Richard W. Riley College of Education and Human Sciences uses innovative programs and inclusive learner-centered pedagogies to empower diverse scholars and practitioners to actualize innovation and positive social change for the communities they serve. We prepare transformative leaders who inspire, influence, and impact their diverse communities and advance research and discovery for the global good.

Foster a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology and who are committed to the pursuit of positive social change through education, and to valuing the inherent worth, dignity, and humanity of all engaged in the learning process through intentionally inclusive practices. 

Provide access to high-caliber programs that prepare learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide. 

In collaboration with the professional educator community, Walden University’s conceptual framework articulates the shared vision of the EPP’s efforts to prepare educators to work in P–12 schools. This conceptual framework provides the EPP’s philosophical foundation and serves as a guide for decision-making. The EPP’s conceptual framework theme—Educators as Change Agents Through Knowledge, Pedagogy, and Leadership—is consistent with both the vision and mission of the university and the Richard W. Riley College of Education and Human Sciences. The overarching theme is the commitment of Walden degree candidates, alumni, and faculty to improving the human and social condition by creating and applying ideas and research that promote the development of individuals, communities, organizations, and society as a whole. 

Critical Components of the Conceptual Framework

All educator preparation programs within the College have been built on professional standards that represent agreed-upon effective practices informed by our shared philosophical beliefs. This strong alignment supports our purpose of ensuring all candidates have the knowledge, skills, and professional dispositions to create positive impact on P–12 student learning. 

These critical components of our conceptual framework are based on professional standards, our guiding philosophy, and our vision and mission at the College and university. Knowledge bases in these areas drive our work, and the critical components serve as EPP outcomes to measure candidate proficiency.

Knowledge and Pedagogy

1. Content and Pedagogical Knowledge: Demonstrate current content knowledge, understand learner development and individual differences, and possess effective pedagogical strategies and skills to facilitate learning for all students.
2. Research With Application: Integrate research and evidence-based practices guided by Walden’s scholar-practitioner model to inform instructional decision-making and drive continuous.
3. Reflective and Analytic Thought: Critically analyze professional practice and apply research-based strategies to improve student learning outcomes.
4. Technology: Design and develop equitable learning environments in various settings that integrate technology effectively into teaching, learning, and assessment.

Equity and Social Change

5. Diversity and Inclusivity: Engage in ways that honor multiple perspectives, affirm the dignity and humanity of all individuals, and create culturally responsive, equitable, and inclusive educational opportunities that meet the diverse needs of all learners and practitioners.
6. Social Change: Demonstrate a commitment to being an agent of positive social change in the educational as well as the broader community and promote social responsibility in students.

Professional Growth and Leadership

7. Lifelong Learning: As an educator, demonstrate a commitment to lifelong learning by continually adding to their knowledge and skills.
8. Leadership: Demonstrate leadership to build a shared vision for effective teaching and learning that positively impacts educational community stakeholders.
9. Collaboration and Communication: Demonstrate skills to effectively integrate multiple perspectives to create a supportive and inclusive learning environment.
10. Professional Dispositions: Demonstrate professionalism, ethical conduct, and a commitment to building meaningful relationships that positively impact learning for all students through effective planning, communication, use of assessment data, and high-caliber delivery of instruction.

The paramount goal of the MAT EE program is to produce well-prepared teachers who are capable of effectively teaching and raising the achievement levels of their students and who do so in partnership with family and community.

Walden expects prospective teachers to be reflective practitioners who demonstrate the following: 

• Knowledge of content, pedagogy, and management as well as of people and cultures. 
• Human relations skills for working with all people regardless of race, religion, gender, or special needs. 
• Professionalism through ethical conduct, confidentiality for both students and colleagues, and professional growth and development through participation in ongoing professional activities that begin now and last a lifetime.

This program focuses on students with exceptionalities and how they learn, rather than covering content isolated from students and their way of interacting with the world. Successful teachers must have an understanding of the performance skills required by the Minnesota Professional Educator Licensing and Standards Board’s (PELSB) Standards for Teachers of Special Education (Rules 8710.5000 for core skills, 8710.5050 for academic and behavioral strategists). Successful teachers must also be able to integrate that understanding with student-centered, developmentally appropriate instructional and assessment strategies, including those offered by the Council for the Accreditation of Teacher Preparation (CAEP), Council for Exceptional Children, and the Minnesota Standards of Effective Practice (Rule 8710.2000).

Candidates are given many opportunities to develop and refine their teaching skills through varied field experiences, both classroom-based and virtual. The capstone of these experiences is DT, which is important for several reasons:

1. First, DT provides an avenue for candidates to develop and refine their teaching skills in real-world classrooms with an effective teacher and building principal as their guides. Candidates have the opportunity to practice and become proficient in the use of new teaching skills and knowledge to gain understanding of the collaborative opportunities available when they are part of a faculty. 
2. Second, candidates receive regular, detailed feedback about their teaching performance from their Walden University supervisor, as well as continual feedback and support from their cooperating teacher. DT provides a real-world environment where theory and practice merge and become indistinguishable from each other. 
3. Finally, DT is a Minnesota state requirement that candidates must successfully meet in order to become eligible for licensure.

Notes on Licensure

Candidates are encouraged to learn about the licensure process by interacting with the following certification media: https://cdn-media.waldenu.edu/2dett4d/Walden/MSED/2023_LIC/LIC/index.html.

Walden University is approved by the Minnesota Professional Educator Licensing and Standards Board to offer the Master of Arts in Teaching, which leads to Minnesota licensure in special education (K–21). Candidates seeking licensure in Minnesota are responsible for completing all Minnesota requirements beyond Walden’s state-approved program. The Minnesota PELSB is solely responsible for reviewing applications and issuing licenses. 

Individuals interested in pursuing teacher licensure in states other than Minnesota may qualify for a comparable license by virtue of completing the Walden Minnesota-approved teacher preparation program; however, individuals must review their state’s teacher licensing regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

For Candidates in Washington State

• Prospective Washington state students: Contact the Office of the Superintendent of Public Instruction at 1-360-725-6000 or prof.educ@k12.wa.us to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington State. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Consequences of Moving States

Prospective students enrolling in licensure-leading programs are advised that relocation to another state may impact the student’s ability to complete field experiences and/or to obtain professional licensure, certification, or other credential in another state. Prospective students are advised to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate.

Student Wellness and Disability Services

Student Wellness and Disability Services is dedicated to providing barrier-free access to Walden’s educational services. The team works with candidates to provide personalized support services and accommodations for disabilities. 

Candidates who need assistance should visit the Student Wellness and Disability Services webpage and contact Student Wellness and Disability Services as soon as possible. 

If candidates anticipate the need for disability-related accommodations during field experiences, they must contact Student Wellness and Disability Services (disability@mail.waldenu.edu) at least 2 weeks before matriculation into the program. Student Wellness and Disability Services staff will work with candidates and the college’s Office of Field Experiences (OFE) to ensure field placement sites are prepared to accommodate them. Failure to officially request accommodations through Walden’s Student Wellness and Disability Services in a timely manner will delay candidates’ field placement. 

Career Planning and Development

Career Planning and Development offers resources and advice to help candidates navigate their career path. Taking a proactive approach to developing and managing a career is an important part of lifelong learning. Whether candidates are looking to change jobs or enhance their current professional role, the center encourages goal setting, professional network building, and active stewardship of career progress from the very start of an academic program. 

For more information or to schedule a counseling appointment, candidates should visit the Career Planning and Development website.