What Every Must Know Special Educator - Council for Exceptional ...

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eceive a minimum of a one-year mentorship, during the first year of his/her professional special education practice in a new role. The mentor should be an experienced professional in the same or a similar role, who can provide expertise and support on a continuing basis. d. State and provincial education agencies should adopt common knowledge and skills as a basis for providing reciprocity for approval of professional practice across state and provincial lines. e. Approval of individuals for professional practice in the field of special education should be for a limited period of time with periodic renewal. f. There should be a continuum of professional development for special educators. The continuum for special education teachers should include at a minimum: (1) Knowledge and skills required to practice as a teacher in a particular area of exceptionality/ age grouping (infancy through secondary). 282 whAt every SpeCiAl eduCAtor muSt Know (2) Knowledge and skills required to excel in the instruction of a particular area of exceptionality/age group (infancy through secondary). g. Each professional in the field of educating individuals with exceptionalities shall participate an average of 36 contact hours (or an average of 3.6 CEUs) each year of planned, organized, and recognized professional development activities related to the professional’s field of practice. Such activities may include a combination of professional development units, continuing education units, college/university coursework, professional organization service (e.g., CEC state and provincial units, chapters, divisions, subdivisions, and caucuses), professional workshops, special projects, or structured discussions of readings from the professional literature. Employing agencies should provide resources to enable each professional’s continuing development.
Appendix 10: deVeloping A performAnCe-BASed progrAm ASSeSSment SyStem Joni L. Baldwin University of Dayton Carol A. Long Winona State University The special education preparation program performance assessment system is designed to document that teacher candidates have mastered the knowledge, skills, and dispositions necessary for teaching students safely and effectively with exceptional learning needs. While challenging, it can also be a highly rewarding and a powerful incentive for program improvement. This article describes the basics for developing and implementing the program-wide performance assessment process with an eye on NCATE unit review. Elements of a Successful Performance- Based Assessment System understand the 6 to 8 Assessment Rule Several years ago, NCATE joined in a collaborative effort with its specialty professional association partners (SPAs) to develop a process by which all teacher education programs could document candidate learning for program recognition with not more than 6 to 8 program-wide assessments. Under the new procedures, six program-wide assessments are required by all programs, with specific types of assessments specified for the first five. Licensure assessment or other content assessment: most frequently this will be the state mandated Praxis II. It may also be a state developed assessment, or use of a commercial tool such as an NES assessment. The assessment must be aligned with CEC standards to document that the content of the test does address CEC standards (Required). Content assessment: The content assessment is an assessment that documents candidates have the content knowledge necessary to teach students with exceptional learning needs. This can be any type of assessment, such as a research report, child study, or an essay (Required). Assessment of planning: This assessment needs to demonstrate that the teacher candidate documenting pedagogical and professional knowledge, skills, and dispositions can plan, taking into consideration all variables of the students and content to be taught (Required). Student teaching/internship assessment: aligned with CEC standards (Required). Assessment of candidate impact on student learning: This assessment must document that the students learned what the candidate was teaching. This could be the assessment plan and results from the unit planned in Assessment 3 (if it actually is a different assignment and/or grading template), a behavior change project, or a case study. Final Required Assessment: The last required assessment is of the faculty’s choosing to document missing standards or to clarify specific program standards. Once the six assessments are determined, the faculty may choose up to two additional assessments to document a missing standards area (Optional). To be considered program-wide, the assessment must be required of all teacher candidates in the program. For example, if a behavior change project, based in a course only some of your candidates take, it is not a program-wide assessment and cannot be used as such. Typically, the six-to-eight program-wide assessments each cover several CEC standards. However, faculty should decide which standards are an assessment’s primary focuses. While it is possible an assessment to touch on each CEC Standard, the faculty should review the assessments carefully to determine which standard(s) are best represented. Program Standards The common core and applicable specialized program standards must be addressed for all initial licensure teacher candidates. For example, for categorical programs, such as an Early Childhood Special Education licensure program, the Early Childhood specialty standards must be addressed as well as the Initial Common Core. The same is true for any other categorical preparation programs (i.e., Learning Disabilities, Deaf and Hard of Hearing, Physical and Health Disability). The specific standards for each category must be addressed. For multi-categorical, or non-categorical programs, the Individualized General Education standards (for mild/ moderate programs), or Individualized Independence Appendix 10: developing A performAnCe-BASed progrAm ASSeSSment SyStem 283
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What Every Special Educator Must Kn
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Council for Exceptional Children Co
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Table of Contents Introduction ....
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Initial Content Standard 5: Learnin
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Special Education Standard 6: Commu
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It was through significant professi
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and advocate for the resources to i
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professional sTandards & praCTiCe C
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2008 CeC naTional reCogniTion progr
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Section 1: CEC Code of Ethics and S
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Parent Relationships Professionals
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Other Professionals Special educati
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Section 2: Assuring Well-Prepared S
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Figure 2.2 Minimum CEC Expectations
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Teaching and America’s Future (NC
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Several issues are confronting stat
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sTandards for ConTinuing learning a
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Washington, DC: Author. Retrieved O
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Section 3: Preparing to Become a Sp
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submitted assuring that the graduat
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ship is a professional relationship
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Section 4: Tools and Strategies for
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CEC Content Standards 2. Developmen
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CEC Content Standards 7. Instructio
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Figure 4.3 Comparing CEC Initial Co
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ICC5K5 Social skills needed for edu
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ICC7S6 Sequence, implement, and eva
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Special Education Standard 10: Coll
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Figure 4.4 Professional Development
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IGC10S1 Use local community, and st
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Skills ICC10S1 ICC10S2 ICC10S3 ICC1
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on student learning, NCATE expects
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Section 5: Initial and Advanced Pro
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educators are familiar with augment
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InItIal Content StandardS for eduCa
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Initial Special Education Teachers
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ICC3K3 Variations in beliefs, tradi
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ICC5K10 Strategies used by diverse
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ICC7K4 Technology for planning and
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ICC8S7 Report assessment results to
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ICC10S4 Assist individuals with exc
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ICC3K5 Differing ways of learning o
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ICC5S6 Use performance data and inf
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Skills ICC7S1 ICC7S2 Identify and p
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IIC8S5 Develop and use a technology
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ICC10S9 ICC10S10 Communicate with s
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Skills ICC4S1 Use strategies to fac
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ICC6K2 ICC6K3 Characteristics of on
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ICC8K4 Use and limitations of asses
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Skills ICC10S1 Maintain confidentia
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Initial Special Education Professio
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ICC3K2 ICC3K3 ICC3K4 ICC3K5 Impact
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ICC5S7 Establish and maintain rappo
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ICC7S6 Sequence, implement, and eva
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Standard 9: Professional And Ethica
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ICC10S10 Communicate effectively wi
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Skills ICC4S1 Use strategies to fac
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Skills ICC6S1 ICC6S2 Use strategies
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Standard 9: Professional And Ethica
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GT5K2 Skills GT5S1 GT5S2 GT5S3 GT5S
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GT9S2 Maintain confidential communi
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Standard 4: Instructional Strategie
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DD5S5 Plan instruction for individu
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DD8K2 Environmental assessment cond
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ICC10S5 ICC10S6 Plan and conduct co
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ICC5S10 Use effective and varied be
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Standard 8: Assessment Knowledge No
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ICC10K3 ICC10K4 LD10K1 LD10K2 Skill
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Skills PH3S1 Address learned helple
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ICC5S11 Use the least intensive beh
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PH7S2 Integrate individualized heal
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ICC10K2 ICC10K3 ICC10K4 PH10K1 Skil
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ICC5S11 Use the least intensive beh
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Standard 8: Assessment Knowledge IC
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Standard 10: Collaboration Knowledg
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pluralistic society to promote evid
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Special Education Diagnostic Specia
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ACC3S3 Use educational research to
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ED5S3 Cite all sources of reported
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Special Education Technology Specia
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Standard 3: Research and Inquiry Kn
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ACC5S6 Develop and implement a pers
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Special Education Transition Specia
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Standard 4: Individual and Program
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TS6S4 Provide transition-focused te
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Special Education Administrators St
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Skills ACC3S1 Identify and use the
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SA6K2 Administrative theories and m
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Special Education Early Childhood S
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AEC2S6 Use recommended practices to
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AEC6K1 NOTES: Roles and responsibil
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Special Education Deaf and Hard-of-
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Standard 4: Individual and Program
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Section 6: Paraeducators Serving In
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KnoWledGe and SKIllS for paraeduCat
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Skills SEP8S1 Demonstrate basic col
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SpeCIalIzatIon KnoWledGe and SKIll
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DBI4S3 Facilitate direct learning e
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DBI6S6 Incorporate/embed language a
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DBI10S2 Share observations of indiv
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Standard PE4K2 Skills PE4S1 PE4S2 P
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Standard PE9K2 Skills PE9S1 PE9S2 P
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FORM 2 Special Education Paraeducat
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Standard Standard 6: Language Knowl
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Standard Skills PE10S1 Assist in co
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Appendixes Supervision of Paraeduca
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ICC6K2 Characteristics of one’s o
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Appendix 2: ArChiteCture of the CeC
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Figure 2.1: CEC Initial Special Edu
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Tenative Schedule Appendix 4: VAlid
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The Knowledge and Skill Standards a
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publication. In 1996, the KSS began
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esources. 1993 CEC revises the Stan
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The National Board for Professional
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