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

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TeaChers: developing a professional developmenT plan CEC is the world’s leader in the development of standards for special education teachers. These standards are used by hundreds of colleges and universities to develop their curricula and as a measure to assess their graduates’ competence. Over half of the states use the CEC standards as models for their state licensure frameworks. But do these standards have any use or relevance for special education teachers working every day in classrooms? The answer is resoundingly yes. There are numerous ways that practicing special educators can and should use the CEC standards to ensure that they have and maintain the knowledge and skills necessary to meet the needs of individuals with exceptional learning needs. The standards are an excellent yardstick that can be used by individuals to assess their own competence as well as to determine the best use of their professional development hours. Practitioners can also use the standards to evaluate their ability and proficiency as they contemplate a job change or a move to working with individuals with different kinds of disabilities. The CEC standards can be a powerful tool for special educators to request and receive the professional development opportunities they need to update their current skills and learn new skills required for the challenges they face every day. The standards can be and are being used by schools and districts as the basis for helping their teachers develop professional development programs that will ensure that all teachers have the knowledge and skills they need to work successfully with individuals with disabilities. The CEC standards can be used as a road map to help practicing teachers structure a professional development plan, to ensure that they maintain an appropriate level of expertise, and to evaluate their competence as they move into new areas. Beginning teachers can find them particularly useful as a way of measuring their developing expertise. The following steps outline a process teachers can use: • Select the most appropriate set of standards from the CEC Web site. • Rate your level of mastery on each of the individual standards. Two suggested formats for creating an evaluation form are shown in Figures 4.4 and 4.5. • After you have evaluated your level of mastery, add up the number of items checked in each domain area (e.g., Characteristics of Learners, Assessment, etc.). Pay closest attention to those domains that have the highest scores. What EvEry SpECial EduCator MuSt KnoW • Choose the domain(s) in which you want to work and develop your professional development plan accordingly. For example, a beginning teacher who is working with individuals with mild to moderate disabilities could select the Individualized General Curriculum set of standards. This set is designed for teachers working with individuals with disabilities who are expected to be successful in the general curriculum and most closely aligns with a mild/moderate licensure framework. By going through the steps, outlined previously, beginning teachers can identify in which areas they feel the least confident. This information can be used to help select course work required for continuing education licensure, inservice or conference sessions needed for CEUs, extra reading, and so forth. If a teacher is considering moving into a new special educator role or working with individuals with exceptionalities different from those in his or her preparation, he or she can identify the knowledge and skills they should target. For example, perhaps a teacher has been asked to teach individuals with exceptionalities who are developmentally delayed though their previous preparation and experience has been with individuals with mild to moderate learning disabilities. Following the steps outlined previously and using the CEC Developmental Disabilities set of standards, the teacher can determine which knowledge and skills to target. This documentation can be used in collaboration with a principal or special education administrator as part of a request for additional training. This process could also be used by a group of special educators. Each could complete a self-evaluation and then identify the domains and skills the group shares together to help plan or request the inservice educational opportunities that would benefit them. This documentation could be provided to the principal, district supervisor, or inservice director as a part of request for coverage of specific topic areas. Teaching is a life-long learning process. Men and women who leave training programs are novices entering their profession. Using the CEC standards to gauge their professional development is a way for ALL teachers to ensure that their knowledge and skills are up-to-date and sufficient to meet the needs of their individuals with exceptional learning needs.
Figure 4.4 Professional Development Plan Self-Assessment in Collaboration Knowledge Focus Area Action Steps ICC10K1 Models and strategies of consultation and collaboration ICC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program ICC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members IGC10K1 Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with exceptional learning needs IGC10K2 Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with exceptional learning needs IGC10K3 Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with exceptional learning needs IGC10K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning exceptional learning needs SECtion : toolS and StratEgiES for uSing thE StandardS
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What Every Special Educator Must Kn
Page 3 and 4:
Council for Exceptional Children Co
Page 5 and 6: Table of Contents Introduction ....
Page 7 and 8: Initial Content Standard 5: Learnin
Page 9 and 10: Special Education Standard 6: Commu
Page 11 and 12: It was through significant professi
Page 13 and 14: and advocate for the resources to i
Page 15 and 16: professional sTandards & praCTiCe C
Page 17 and 18: 2008 CeC naTional reCogniTion progr
Page 19 and 20: Section 1: CEC Code of Ethics and S
Page 21 and 22: Parent Relationships Professionals
Page 23 and 24: Other Professionals Special educati
Page 25 and 26: Section 2: Assuring Well-Prepared S
Page 27 and 28: Figure 2.2 Minimum CEC Expectations
Page 29 and 30: Teaching and America’s Future (NC
Page 31 and 32: Several issues are confronting stat
Page 33 and 34: sTandards for ConTinuing learning a
Page 35 and 36: Washington, DC: Author. Retrieved O
Page 37 and 38: Section 3: Preparing to Become a Sp
Page 39 and 40: submitted assuring that the graduat
Page 41 and 42: ship is a professional relationship
Page 43 and 44: Section 4: Tools and Strategies for
Page 45 and 46: CEC Content Standards 2. Developmen
Page 47 and 48: CEC Content Standards 7. Instructio
Page 49 and 50: Figure 4.3 Comparing CEC Initial Co
Page 51 and 52: ICC5K5 Social skills needed for edu
Page 53 and 54: ICC7S6 Sequence, implement, and eva
Page 55: Special Education Standard 10: Coll
Page 59 and 60: IGC10S1 Use local community, and st
Page 61 and 62: Skills ICC10S1 ICC10S2 ICC10S3 ICC1
Page 63 and 64: on student learning, NCATE expects
Page 65 and 66: Section 5: Initial and Advanced Pro
Page 67 and 68: educators are familiar with augment
Page 69 and 70: InItIal Content StandardS for eduCa
Page 71 and 72: Initial Special Education Teachers
Page 73 and 74: ICC3K3 Variations in beliefs, tradi
Page 75 and 76: ICC5K10 Strategies used by diverse
Page 77 and 78: ICC7K4 Technology for planning and
Page 79 and 80: ICC8S7 Report assessment results to
Page 81 and 82: ICC10S4 Assist individuals with exc
Page 85 and 86: ICC3K5 Differing ways of learning o
Page 87 and 88: ICC5S6 Use performance data and inf
Page 89 and 90: Skills ICC7S1 ICC7S2 Identify and p
Page 91 and 92: IIC8S5 Develop and use a technology
Page 93 and 94: ICC10S9 ICC10S10 Communicate with s
Page 97 and 98: Skills ICC4S1 Use strategies to fac
Page 99 and 100: ICC6K2 ICC6K3 Characteristics of on
Page 101 and 102: ICC8K4 Use and limitations of asses
Page 103 and 104: Skills ICC10S1 Maintain confidentia
Page 105 and 106: 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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Initial Special Education Teachers
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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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CEC Professional Entry Level Standa
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ICC4S4 ICC4S5 ICC4S6 Use strategies
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Special Education Standard 7: Instr
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Skills ICC9S1 ICC9S2 Practice withi
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Appendix 7: CeC nAtionAl progrAm re
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Appendix 8: SpeCiAl eduCAtion mento
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Guides development and adoption of
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Section Three - Part 1 Basic Commit
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Paragraph 2 - Government Responsibi
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disability, this setting must be se
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d. Joint planning, coordination, an
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activities, and interventions relat
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It is sometimes necessary, however,
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end product must always be the exce
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Paragraph 15 - Assessment and Accou
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all four extremities, including the
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a. Nondiscriminatory, ongoing asses
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4. Interpreters (from natural sign
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whereby special education has a pri
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Some of the events and changes that
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Paragraph 2 - Ethnicity and Excepti
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outcomes. Further, we believe that
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esearch, and community service and
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are responsible for upholding and a
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3.2 Professional Employment a. Cert
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(1) Conceptual Framework. Programs
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Appendix 10: deVeloping A performAn
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description of the unit’s philoso
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