Council on Education of the Deaf

Office of Program Evaluation

 

 

Manual III:

Site Visitors Evaluation Forms

 

 

Manual Revised August 15, 1998

Council on Education of the Deaf

Directions: Site Visitors Evaluation Form

 

 

1. This document is designed to assist in the evaluation of the institutional report developed according to instructions given in CED Manual I.

2. Compliance with each standard is to be evaluated via responses to the lettered questions.

3. To the far right of the questions are columns for the site visitors to check. (Occasionally blanks for comments also are provided.)

4. Columns are as follows:

Column 1 Institutional Report Page - (#) Use the page number(s) indicating where the evidence of compliance is found in the institutional report.

Column 2 Interviews - (Int.) Identify persons interviewed through use of initials. Full names and titles are to be provided on the next two pages.

Columns 3/4 Observation and Records - (Obs.\Rec.) Site visitor is to indicate whether he/she has observed activities or read printed information to substantiate information given in the institutional report.

Column 5 Adequate and Not Adequate - (Adq./Not Adq.) Site visitor is to indicate whether standard is adequately met or not.

5. The Discussion section should point out the real strengths and/or concerns of the program standard under discussion. If Program meets the standard, no comment is required or expected.

6. Please indicate on the following two pages the initials used as codes for those being interviewed.

 

Site Visitor's Data

 

 

Program

Visitor

Date

 

 

 

 

 

 

 

 

Interviewees

 

Initials

Interviewee=s Full Name and Title

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.1 STANDARD - DESIGN OF CURRICULUM

Each curriculum reflects the institution's philosophy regarding education of the deaf or hard of hearing and personnel preparation, its conception of the role of the teacher, and its program objectives.

 

Indicators

#

Int.

Obs.

Rec.

Adq.

Not Adq.

a. Is the institution's philosophy reflected in the program to prepare teachers of the deaf and hard of hearing?

 

 

 

 

 

 

 

 

 

 

 

 

b. What is the program philosophy (i.e., auditory-oral, bilingual-bicultural, or comprehensive), and what are underlying assumptions and the objectives of the program?

 

 

 

 

 

 

 

 

 

 

 

 

c. Is there evidence that indicates that specific objectives for each curriculum have been defined and that the objectives reflect the institution's analysis of the professional school position(s) for which students are being prepared?

 

 

 

 

 

 

 

 

 

 

 

 

d. Does the information show that the teacher preparation program and curricula are designed to meet the stated objectives?

 

 

 

 

 

 

 

 

 

 

 

 

Discussion: Strengths and Concerns

1.2 STANDARD - CURRICULUM COMPONENTS

1.2.1 Each program=s curriculum should consist of planned learning experiences in the following components of the joint CED CEC knowledge and Skills Essential for All Beginning Special Education Teachers of Students Who are Deaf or Hard of Hearing: (1) philosophical, historical and legal foundations of special education, including the education of students who are deaf and hard of hearing; (2) characteristics of learners; (3) assessment, diagnosis, and evaluation; (4) instructional content and practice; (5) planning and managing the learning environment; (6) managing student behavior and social interaction skills; (7) communication and collaborative partnerships; and (8) professionalism and ethical practice.

Use Attachment I as the basis for completing the following:

 

Indicators

#

Int.

Obs.

Rec.

Adq.

Not Adq.

a. What planned experiences are offered?

 

 

 

 

 

 

 

 

 

 

 

 

b. Are adequate portions of time (e.g., semester hours) and appropriate portions of time devoted to learning experiences for each component

 

 

 

 

 

 

 

 

 

 

 

 

c. Are the required knowledge and skills developed for each component?

 

 

 

 

 

 

 

 

 

 

 

 

  1. How is the student=s acquisition of the required knowledge and skills evaluated?

 

 

 

 

 

 

 

 

 

 

 

 

e. What provisions, if any, are made for the assessment of the individual student=s entering skills and knowledge and subsequent individualization in this component?

 

 

 

 

 

 

 

 

 

 

 

 

Discussion: Strengths and Concerns

1.2 STANDARD - CURRICULUM COMPONENTS, PREREQUISITES

1.2.2 As the generic prerequisite or co-requisite portion of their student=s preparation, each program should ensure that their students have met the following competencies in the CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers.

Use Attachment II as the basis for completing the following:

 

Indicators

#

Int.

Obs.

Rec.

Adq.

Not Adq.

a. What planned experiences are offered?

 

 

 

 

 

 

 

 

 

 

 

 

b. Are adequate portions of time (e.g., semester hours) and appropriate portions of time devoted to learning experiences for each component

 

 

 

 

 

 

 

 

 

 

 

 

c. Are the required knowledge and skills developed for each component?

 

 

 

 

 

 

 

 

 

 

 

 

  • How is the student=s acquisition of the required knowledge and skills evaluated?
  •  

     

     

     

     

     

     

     

     

     

     

     

    e. What provisions, if any, are made for the assessment of the individual student=s entering skills and knowledge and subsequent individualization in this component?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.3 THE SPECIALIZATION COMPONENT

    (A separate Form #7 should be completed for each identified area of specialization).

    The specialization of the curriculum of the curriculum refers to the area or areas defined in the CED standards as:

    Parent/Infant Education Multihandicapped

    Early Childhood Secondary [with content area(s) indicated]

    Elementary

    Which area(s) has the institution selected as areas of specialization for the program?

    __________________________________________________________________________

    Content for each specialization implies the importance of appropriate subject matter and practicum for the acquisition and development of teacher competencies within this area and in addition to or beyond the common core. Further, it implies that teaching requires two types of knowledge:

    (1) Content and procedures for teaching the deaf and hard of hearing child or youth.

    (2) Procedures for teaching said content to deaf and hard of hearing youth.

    It is the responsibility of the faculty of the program to determine such content; to identify, select, and sequence those courses and the learning experiences offered by the institution which will satisfy this requirement; and to insure that the elements of the common core are integrated at the appropriate levels and areas of specialization.

    Standard:

    The specialization component for each area includes the study of knowledge and skills to be acquired by pupils, teaching and learning strategies by which these pupil competencies are developed, and additional knowledge from allied fields.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Does the evidence show that this area of specialization includes both types of content for the teaching specialization and supplementary subject matter information?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the information show that the selection of courses, practicum, and other learning experiences required for specialization in the curricula embodies the judgement of members of the faculty in education of the deaf and hard of hearing and the judgement of professional persons and others involved in the area(s) of specialization?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Are there provisions for insuring that a systematic effort is made to keep the content of the respective teaching specializations current with developments in the appropriate disciplines as they relate to teaching the deaf and hard of hearing?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Is there evidence that shows integration or interrelatedness of content for the hearing and of the deaf and hard of hearing inherent within the specialization?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.4 STANDARD - PRACTICUM

    1.4.1 The curriculum incorporates a planned sequence of practicum experiences appropriate to the general curriculum, the program philosophy, and to the area of specialization. Practicum includes adequate amounts of observation and participation and a minimum of 150 hours of directed observation and participation, and a minimum of 250 hours of student teaching.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Are there planned practicum experiences offered?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence indicate that the amount, nature, and sequencing of practicum are adequate and appropriate for the program and area of specialization?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Do the practicum experiences develop the required competencies?

     

     

     

     

     

     

     

     

     

     

     

     

    d. How is the student's acquisition of the required competencies evaluated?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Are provisions made for the assessment of the individual student's entering skills and knowledge?

     

     

     

     

     

     

     

     

     

     

     

     

    f. Is there subsequent individualization in this area?

     

     

     

     

     

     

     

     

     

     

     

     

    g. Does the evidence show that practicum experiences are integrated with other areas of the curriculum?

     

     

     

     

     

     

     

     

     

     

     

     

    h. Are there provisions for practicum experiences in diagnosing and prescribing educational programs for typical and atypical cases?

     

     

     

     

     

     

     

     

     

     

     

     

    i. Does the evidence confirm that practicum experience met through an internship includes an analysis of teaching behavior and an evaluation of teaching performance?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    1.4 STANDARD - PRACTICUM FACILITIES

    1.4.2 A wide range of practicum facilities are available, appropriate for the program philosophy. Students are familiarized with the full array of resources available to deaf and hard of hearing individuals and carry out practicum activities in these facilities as appropriate to the objectives of the program and the areas of specialization and their own professional goals.( Form #1 should be completed for each facility)

     

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is a practicum form included for each facility?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence indicate that there are appropriate practicum facilities for the program?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the evidence indicate that there are appropriate practicum facilities for the area(s) of specialization?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.4 STANDARD - PRACTICUM STAFF

    1.4.3 Standard: Qualified personnel from the teacher preparation center and from practicum facilities conduct a well-coordinated, planned program of supervision for all phases of practicum. Supervision is adequate and appropriate, in terms of its nature, frequency, and amount and its relevance to program and specialization objectives.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Note the nature, frequency, and amount of supervision provided for each phase of practicum (i.e.: observation, participation, student teaching).

     

     

     

     

     

     

     

     

     

     

     

     

    b. Note the respective roles and interaction of the practicum coordinator and supervisors from the teacher preparation center and the supervisors and other personnel from the practicum facilities.

     

     

     

     

     

     

     

     

     

     

     

     

    c. Note the relative amounts of supervision time provided by teacher preparation center supervisors and practicum facility supervisors.

     

     

     

     

     

     

     

     

     

     

     

     

    d. Are provisions made for frequent conferences among student teachers, cooperating teachers, and supervisors from the teacher preparation program?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Are procedures used to record, monitor, and evaluate the teaching performance of students, and how is this information used by students and supervisors to analyze teaching behavior?

     

     

     

     

     

     

     

     

     

     

     

     

    f. Does the information show that relationships between professional personnel in the teacher preparation center and in the cooperating facilities contribute positively to students' experience in practicum?

     

     

     

     

     

     

     

     

     

     

     

     

    g. Are qualifications for cooperating teachers defined and documented?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.5 STANDARD - GUIDELINES FOR PROGRAM DEVELOPMENT

    In planning and developing the curriculum, the institution should give due consideration to existing guidelines.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Were guidelines utilized in developing the program?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence show the effect of these guidelines?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.6 STANDARD - CONTROL OF PROGRAM

    The design, approval, and on-going evaluation and development of teacher education programs are the primary responsibility of an administrative unit. The majority of the membership of this unit is composed of faculty and/or staff members who are significantly involved in the preparation of teachers of the deaf and hard of hearing. It is assumed that teacher education faculty members in the area of deaf and hard of hearing are systematically involved in this decision-making process.

    Which administrative unit has primary responsibility for the Program?

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is there a rationale for determining the administrative units membership and responsibilities?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Is the majority of the membership of the administrative unit responsible for the program made up of faculty and/or staff members who are significantly involved in teacher education of the deaf and hard of hearing?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Have the activities of the administrative unit during the past two years demonstrated that it has assumed responsibility for the design, approval, and continuous evaluation and development of the program?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Does the information indicate that the faculty members in the program share in the decision-making process in matters related to designing, evaluating, and developing teacher education programs?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Does formal and informal coordination exist between the administrative unit with primary responsibility for the program and other departments or units which offer course work in the preparation of teachers of the deaf and hard of hearing?

     

     

     

     

     

     

     

     

     

     

     

     

    f. Does the practicum staff participate in the decision-making process?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    1.7 STANDARD - GRADUATE PROGRAMS

    Programs at the graduate level provide preparation of an advanced nature, and prepare graduates to be consumers and producers of research.

     

    Indicators

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is the program=s graduate coursework advanced in nature?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Do the program=s graduate courses meet the institution=s criteria for advanced studies?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Are no more than one third of graduate courses open to undergraduates?

     

     

     

     

     

     

     

     

     

     

     

     

  • Does the graduate program include the study of research methods and findings?
  •  

     

     

     

     

     

     

     

     

     

     

     

    e. Does the graduate program prepare students to be knowledgeable consumers of research data and to engage in research activities.

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    2.0 STANDARD - FACULTY

    ( Form #2 should e filled out and a vita provided for each faculty member.)

    2.1 Competence and Utilization of Faculty

    An institution engaged in preparing teachers has a minimum of two qualified (CED certified) full-time faculty members (or their equivalent) in teacher education, each with post-master's degree preparation and/or demonstrated scholarly and professional competence, and each with appropriate expertise in components of the curricula (e.g., preprimary, elementary, secondary, multihandicapped), one of whom is officially designated as coordinator or head of the program and who assumes accountability for the program administration, direction, and evaluation

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is the coordinator of the program a faculty member with a professional rank? Does he hold an earned doctorate and Professional Certification by the Council on Education of the Deaf?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence indicate that there are full-time faculty members with qualifications requisite to competent instruction and supervision in each of the curriculum areas and specialization areas?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the evidence show that all courses and other learning experiences in each of the areas specified in the standard are actually conducted by faculty members appropriately prepared to do so?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Is there justification for any faculty member teaching courses for which he is not qualified?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Is there evidence that the instruction and supervision in each of the areas have been effective?

     

     

     

     

     

     

     

     

     

     

     

     

    f. Is there evidence which shows that faculty members are actively involved in professional development activities such as research, advanced study, and participation in professional and other groups.

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    2.0 STANDARD - FACULTY

    2.2 Faculty Involvement with Schools

    Faculty members who instruct prospective teachers need frequent contacts with practicum facilities for the deaf and hard of hearing so that their teaching and research are current and relevant. In addition, the commitment of a teacher education faculty is to the needs of the teaching profession as a whole as to institutional programs. It is assumed that school personnel share with faculty members in colleges and universities a common purpose and interest in teacher education. The specialized talent of the teacher education faculty is viewed as a potential resource for providing inservice assistance to the schools in the area served by the institution.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Have members of the faculty for teacher education been associated and involved with activities of educational programs for the deaf and hard of hearing?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Are the association and involvement reflected in the institution's teacher education programs?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Are the special competencies of the teacher education faculty offered to and used by the schools?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    2.0 STANDARD - FACULTY

    2.3 Conditions for Faculty Service

    The institution provides conditions essential to the effective performance by the teacher education faculty. The teaching load of undergraduate program faculty is no more than the equivalent of 12 semester/quarter hours, and the teaching load of graduate program faculty is no more than the equivalent of 9 semester/quarter hours.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is there a plan and supporting rationale for determining faculty load?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Is there an assigned professional load (all services rendered) for each full-timed teacher education faculty member?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the load of any faculty member exceed the established institutional policy? Were times and reasons given?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Does the institution have a program for faculty development? Was there evidence that it is operative?

     

     

     

     

     

     

     

     

     

     

     

     

  • Is support for faculty development in the program at least at the level of that for other units in the institution?
  •  

     

     

     

     

     

     

     

     

     

     

     

    f. Is there a plan for allocating supporting services to the faculty? Does the evidence show that such services are provided?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    2.0 STANDARD - FACULTY

    2.4 Part-time Faculty

    The requirements for part-time faculty in the institution are comparable to those for appointment to the full-time faculty and are employed only when they can make special contributions to teacher education programs?

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Are there qualifications of the part- time faculty members in the program for the preparation of the teachers of the deaf and hard of hearing? What proportion of the instruction in each curriculum is assigned to them?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Is there a standard, average or minimum load, within and without the institution, for each part-time faculty member in teacher education?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Are reasons given to support the use of each part-time faculty member in the program?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Are provisions made to insure that part-time faculty members are oriented to the basic purposes of and kept abreast of current developments in the institution's teacher education program in general?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    2.0 STANDARD - FACULTY

    2.5 - Faculty Evaluation

    Faculty are evaluated regularly and the results are used to improve teaching and the program.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Do faculty keep abreast of developing work and debates about research in teaching, as well as recent scholarly work in the areas in which they teach?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Are program faculty regularly evaluated in terms of their contributions to the areas of teaching, scholarship, and service?

     

     

     

     

     

     

     

     

     

     

     

     

    1. Are faculty evaluation data used in determining salary, promotion, and tenure?

     

     

     

     

     

     

     

     

     

     

     

     

  • Is competence in teaching evaluated through direct measures of teaching effectiveness such as student evaluations?
  •  

     

     

     

     

     

     

     

     

     

     

     

  • Are evaluations of program faculty systematically used to improve teaching, scholarly and creative activities, and service within the program?
  •  

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    3.0 STUDENTS - ADMISSION TO PROGRAM

    (Form #3 should be completed.)

    3.1 The institution applies specific criteria for admission to the program for the preparation of teachers of the deaf and hard of hearing. These criteria require the use of both objective and subjective data.

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Are there requirements for admission to the program? Is there a supporting rationale?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence show that the admission requirements are being met?

     

     

     

     

     

     

     

     

     

     

     

     

    c. How many students applied for admission during the past two years? How many were denied admission? How many who were denied admission were subsequently admitted? Were there reasons given?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Are objective data, including test results with national norms used for admitting students to the teacher program?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Does institution admit students who are deaf or hard of hearing? Are special admissions criteria applied? Are special resources available to enable these students to meet the institutional requirements for graduation?

     

     

     

     

     

     

     

     

     

     

     

     

  • Does the program recruit students from diverse economic, racial, and cultural backgrounds and students with disabilities (other than deafness or hearing loss)?
  •  

     

     

     

     

     

     

     

     

     

     

     

  • Are incentives and affirmative procedures used to attract high-quality candidates who represent culturally diverse populations and individuals with disabilities?
  •  

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    3.0 STUDENTS - RETENTION OF STUDENTS IN THE PROGRAM

    3.2 The institution applies specific criteria for the retention of candidates who possess academic competencies and personal characteristics appropriate to the requirements of teaching.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Are objective means used to evaluate the achievement of students in each area of the professional studies component of the program for teachers of the deaf and hard of hearing?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Is information other than course grades used to evaluate the achievement of prospective teachers?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Are there requirements for academic competence which students must meet to continue in the teacher education programs?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Does the institution screen out students from the teacher education programs on the basis of personal characteristics?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Are students who do not meet the institution's requirements for retention ever permitted to continue in the basic programs?

     

     

     

     

     

     

     

     

     

     

     

     

    1. Do students have access to publications that describe program requirements and institutional policies, including clear statements of due process?

     

     

     

     

     

     

     

     

     

     

     

     

  • Does the program=s advisory system provide students access to academic and professional assistance, including information about requirements needed to complete the program?
  •  

     

     

     

     

     

     

     

     

     

     

     

  • Are students made aware of the availability of social and psychological counseling services within the institution?
  •  

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    3.0 STUDENTS

    3.3 Student Participation in Program Evaluation and Development

    Standard: The program for preparation of teachers of the deaf and hard of hearing has a systematic procedure for securing feedback on the program and the faculty members from students and graduates.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is there evidence showing that the students participate in the evaluation of the program?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Has the program received feedback from graduates and students during the last five years? What steps have been taken to respond to this feedback?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    3.0 STUDENTS

    3.4 Program Graduation Requirements

    (Form 5 should be completed for this standard.)

    Standard: Graduation from a program for the preparation of teachers of the deaf and hard of hearing implies more than the satisfactory completion of a series of academic credit hours.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Does the program for the preparation of the teachers of the deaf and hard of hearing require data other than the course grade?

     

     

     

     

     

     

     

     

     

     

     

     

    b. What data other than course grade does the program for preparation of teachers of the deaf and hard of hearing require for graduation? Does the program have a procedure for restricting students from being certified?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    4.0 FACILITIES

    4.1 Library

    The library is viewed as the principal educational materials resource and information storage and retrieval center of an institution. As a principal resource for teaching and learning, the library holdings in teacher education are sufficient in number for the students served and pertinent to the types and levels of programs offered. The recommendations of faculty members and national professional organizations are seriously considered in maintaining and building the collection. Library service assures both students and faculty members access to the holdings.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Is there a process for staff review and recommendation to the library?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the library include:

    (1) Standard and contemporary holdings in education, psychology, instructional technology, speech and hearing, and the deaf and hard of hearing (books, microfilms, microfiche copies, etc.).

    (2) Standard periodicals in education, psychology, instructional technology, speech and hearing, and the deaf and hard of hearing.

    (3) Such additional specialized books, periodicals, and other resources to support each teacher education program?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the evidence show that the institution, in maintaining and improving the quality of its library holdings in teacher education, seriously considers the recommendations of:

    (1) Faculty?

    (2) Appropriate national professional organizations and learned societies?

    (3) A nationally recognized list (or lists) of books and periodicals?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Does the information indicate that both students and faculty have access to, and use of, the library holdings?

     

     

     

     

     

     

     

     

     

     

     

     

    e. Does the evidence show that institutional fiscal and physical support have been given to the acquisition of holdings related to the program?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns:

    4.0 FACILITIES

    4.2 Materials and Instructional Media Center

    Modern media and materials are essential elements in the communication system of contemporary society. For this reason, teachers need to understand the technologies that make such media and materials usable in their teaching and need to possess skills in using them. As a means to assist prospective teachers in developing these understandings and skills, the institution makes available to students and faculty members appropriate teaching-learning materials and instructional media. In maintaining and developing the collection of such materials and media, the institution gives serious consideration to the recommendations of faculty members and appropriate national organizations.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Does the information show that the center contains materials and equipment that:

    (1) Are utilized at the appropriate specialization levels for the deaf and hard of hearing?

    (2) Are utilized for teaching and learning in the teacher education curricula offered by the program?

    (3) Are representative of the teaching specialties offered by the program?

    (4) Reflect recent developments in the teaching of the various subject areas?

    (5) Is there a wide array of available instructional technologies (such as films, filmstrips, audiovideo tapes, transparencies, self-instructional programs and devices, closed-circuit TV and sensory aids to communication)?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the evidence show that the institution, in maintaining and improving the quality of the center, seriously considers the recommendations of:

    (1) Faculty and staff members?

    (2) Appropriate national professional organizations?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the information indicate that the center is directed by personnel who are knowledgeable about instructional media and materials?

     

     

     

     

     

     

     

     

     

     

     

     

    d. Does the information indicate that the center is available to and used by:

    (1) Students?

    (2) Teacher education faculty members?

    (3) Cooperating teachers?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    4.0 FACILITIES

    4.3 Physical Facilities and Other Resources

    The institution provides physical facilities and other resources essential to the instructional and training activities of the program.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Do the facts indicate that for each basic teacher education program offered, faculty and students have office space, instructional space and other space necessary to carry out their responsibilities including:

    (1) Standard and contemporary audiological facilities, materials, and equipment?

    (2) Facilities, materials, and equipment for observation and demonstration of audiological, psychological, and educational testing; diagnosis, and training?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the information indicate that the institution has given serious consideration to the faculty members for improving physical facilities and other support resources?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Does the information indicate that facilities and resources are accessible to faculty and students in the program?

     

     

     

     

     

     

     

     

     

     

     

     

    1. Do budget trends over the past 5 years and future planning indicate continued support for the program?

     

     

     

     

     

     

     

     

     

     

     

     

  • Are resources allocated to the program in a way that allows it to meet its mission and goals?
  •  

     

     

     

     

     

     

     

     

     

     

     

  • Is modern equipment available to support administration, research, service, and instructional needs of the program?
  •  

     

     

     

     

     

     

     

     

     

     

     

  • Has financial support during the last 5 years been adequate for instructional materials and technology?
  •  

     

     

     

     

     

     

     

     

     

     

     

     

  • Have necessary supplies been provided to support program faculty, students, staff, and administration in the operation of the program and its policies and procedures?
  •  

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    5.0 EVALUATION - REVIEW AND PLANNING

    5.1 Evaluation of Graduates (Form #5 should be completed.)

    The institution conduts a well-defined plan for evaluating the teachers it prepares.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Does the information show that the stated objectives for the teacher education programs are used as a basis for evaluating the teachers prepared by the institution?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Are means used to collect data about teachers prepared in the various programs - graduate and persons recommended for certification:

    (1) At the point when programs of study are completed?

    (2) After they enter the teaching profession?

     

     

     

     

     

     

     

     

     

     

     

     

    c. What percent of the teachers prepared by the institution during the last two years actually enter the teaching profession?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    5.0 EVALUATION - REVIEW AND PLANNING

    5.2 Use of Evaluation Results to Improve the Program

    The institution uses the evaluation results in the study, development, and improvement of its teacher education programs.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Are strengths and weaknesses revealed in the teacher education programs as a result of evaluating teachers prepared by the institution?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Are the results obtained from evaluating the teachers it prepares translated into appropriate program modifications?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    5.0 EVALUATION - REVIEW AND PLANNING

    5.3 Long-Range Planning

    The institution has plans for the long-range development of teacher education. These plans are part of a design for total institutional development.

     

    Competency

    #

    Int.

    Obs.

    Rec.

    Adq.

    Not Adq.

    a. Does the evidence indicate that the institution has, or is, engaged in studies and/or research to improve its teacher education programs?

     

     

     

     

     

     

     

     

     

     

     

     

    b. Does the faculty for teacher education participate in the formulation of the institution's long-range plans for teacher education?

     

     

     

     

     

     

     

     

     

     

     

     

    c. Is there an institutional plan for the future development of basic teacher education programs? Does the rationale support significant changes that are proposed?

     

     

     

     

     

     

     

     

     

     

     

     

    Discussion: Strengths and Concerns

    Attachment I

    Evaluation of Knowledge and Skills for Teachers of Deaf and Hard of Hearing Students

     

     

    Deaf and Hard of Hearing Curriculum Areas

     

    #

     

    Int.

     

    Obs.

     

    Rec.

     

    Adq.

    Not.

    Adq.

    I. Philosophical, Historical, and Legal Foundations of Deaf Education

    Knowledge

    1. Current educational definitions of students with hearing loss, including identification criteria, labeling issues, and current incidence and prevalence figures.

     

     

     

     

     

     

     

     

     

     

     

     

    2. Models, theories, and philosophies (e.g., bilingual-bicultural, total communication, oral/aural) that provide the basis for educational practice(s) for students who are deaf or hard of hearing, as consistent with program philosophy.

     

     

     

     

     

     

     

     

     

     

     

     

    3. Variations in beliefs, traditions, and values across cultures and within society, and the effect of the relationships among children who are deaf or hard of hearing, their families, and schooling.

     

     

     

     

     

     

     

     

     

     

     

     

    4. Issues in definition and identification procedures for individuals who are deaf or hard of hearing (e.g., cultural versus medical perspective).

     

     

     

     

     

     

     

     

     

     

     

     

    5. Rights and responsibilities (e.g., Deaf Children's Bill of Rights) of parents, students, teachers, and schools as they relate to students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    6. The impact of various educational placement options (from the perspective of the needs of any given child who is deaf or hard of hearing and consistent with program philosophy) with regard to cultural identity and linguistic, academic, and social-emotional development.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    7. Apply understanding of theory, philosophy and models of practice to the education of students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    8. Articulate pros and cons of current issues and trends in special education and the field of education of children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    9. Identify the major contributors to the growth and improvement of knowledge and practice in the field of education of children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    II. Characteristics of Learners

    Knowledge

    10. Communication features (visual, spatial, tactile, and/or auditory) salient to the learner who is deaf or hard of hearing that are necessary to enhance cognitive, emotional, and social development.

     

     

     

     

     

     

     

     

     

     

     

     

    11. Research in cognition related to children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    12. Cultural dimensions that being deaf or hard of hearing may add to the life of a child.

     

     

     

     

     

     

     

     

     

     

     

     

    13. Various etiologies of hearing loss that can result in additional sensory, motor, and/or learning differences in students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    14. Effects of families and/or primary caregivers on the overall development of the child who is deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    15. Effects that onset of hearing loss, age of identification, and provision of services have on the development of the child who is deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    16. Impact of early comprehensible communication on the development of the child who is deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    17. Recognition that being deaf or hard of hearing alone does not necessarily preclude normal academic development, cognitive development, or communication ability.

     

     

     

     

     

     

     

     

     

     

     

     

    18. The differences in quality and quantity of incidental language/learning experiences that children who are deaf or hard of hearing may experience.

     

     

     

     

     

     

     

     

     

     

     

     

    19. Effects of sensory input on the development of language and cognition of children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    III. Assessment, Diagnosis, and Evaluation

    Knowledge

    20. Specialized terminology used in the assessment of children who are deaf or hard of hearing

     

     

     

     

     

     

     

     

     

     

     

     

    21. Components of an adequate evaluation for eligibility placement and program planning (e.g., interpreters, special tests) decisions for students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    22. Legal provisions, regulations and guidelines regarding unbiased diagnostic assessment, and use of instructional assessment measures with students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    23. Special policies regarding referral and placement procedures (e.g., Federal Policy Guidance, October 30, 1993) for students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    24. Administer appropriate assessment tools utilizing the natural/native/preferred language of the student who is deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    25. Gather and analyze communication samples from students who are deaf or hard of hearing, including nonverbal as well as linguistic acts.

     

     

     

     

     

     

     

     

     

     

     

     

    26. Use exceptionality-specific assessment instruments (e.g., SAT-HI, TERA-DHH, FSST) appropriate for students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    IV. Instructional Content and Practice

    Knowledge

    27. Sources of specialized materials for students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    28. Components of the nonlinguistic and linguistic communication that students who are deaf or hard of hearing use.

     

     

     

     

     

     

     

     

     

     

     

     

    29. The procedures and technologies required to educate students who are deaf or hard of hearing under one or more of the existing modes or philosophies (consistent with program philosophy).

     

     

     

     

     

     

     

     

     

     

     

     

    30. Information related to American Sign Language (ASL) and existing communication modes used by students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    31. Current theories of how languages (e.g., ASL and English) develop in both children who are hearing and those who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    32. Subject matter and practices used in general education across content areas.

     

     

     

     

     

     

     

     

     

     

     

     

    33. Ways to facilitate cognitive and communicative development in students who are deaf or hard of hearing (e.g., visual saliency) consistent with program philosophy.

     

     

     

     

     

     

     

     

     

     

     

     

    34. Techniques of stimulation and utilization of residual hearing in students who are deaf or hard of hearing consistent with program philosophy.

     

     

     

     

     

     

     

     

     

     

     

     

    35. Research-supported instructional strategies and practice for teaching students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    36. Demonstrate proficiency in the language(s) the beginning teacher will use to instruct students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    37. Demonstrate the basic characteristics of various existing communication modes used with students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    38. Select, design, produce, and utilize media, materials, and resources required to educate students who are deaf or hard of hearing under one or more of the existing modes or philosophies (e.g., bilingual-bicultural, total communication, oral/aural).

     

     

     

     

     

     

     

     

     

     

     

     

    39. Infuse speech skills into academic areas as consistent with the mode or philosophy espoused and the ability of the student who is deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    40. Modify the instructional process and classroom environment to meet the physical, cognitive, cultural, and communicative needs of the child who is deaf or hard of hearing (e.g., teacher's style, acoustic environment, availability of support services, availability of appropriate technologies).

     

     

     

     

     

     

     

     

     

     

     

     

    41. Facilitate independent communication behavior in children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    42. Apply first and second language teaching strategies (e.g., English through ASL or ESL) appropriate to the needs of the individual student who is deaf or hard of hearing and consistent with program philosophy.

     

     

     

     

     

     

     

     

     

     

     

     

    43. Demonstrate the ability to modify incidental language experiences to fit the visual and other sensory needs of children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    44. Provide appropriate activities for students who are deaf or hard of hearing to promote literacy in English and/or ASL.

     

     

     

     

     

     

     

     

     

     

     

     

    V. Planning and Managing the Teaching and Learning Environment

    Knowledge

    45. Deaf cultural factors that may influence classroom management of students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    46. Model programs, including career/vocational and transition, that have been effective for students with hearing losses.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

     

     

     

     

     

     

     

     

     

     

     

     

    47. Manage assistive/augmentative devices appropriate for students who are deaf or hard of hearing in learning environments.

     

     

     

     

     

     

     

     

     

     

     

     

    48. Select, adapt, and implement classroom management strategies for students who are deaf or hard of hearing that reflect understanding of each child's cultural needs, including primarily visual Deaf culture where appropriate.

     

     

     

     

     

     

     

     

     

     

     

     

    49. Design a classroom environment that maximizes opportunities for visually oriented and/or auditory learning in students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    50. Plan and implement instruction for students who are deaf or hard of hearing and who have multiple disabilities and special needs.

     

     

     

     

     

     

     

     

     

     

     

     

    VI. Managing Student Behavior and Social Interaction Skills

    Knowledge

    51. Processes for establishing ongoing interactions of students who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    52. Opportunities for interaction with communities of individuals who are deaf or hard of hearing on the local, state, and national levels.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    53. Prepare students who are deaf or hard of hearing in the appropriate use of interpreters.

     

     

     

     

     

     

     

     

     

     

     

     

    VII. Communication and Collaborative Partnerships

    Knowledge

    54. Available resources to help parents of children who are deaf or hard of hearing deal with their concerns regarding educational options and communication modes/philosophies for their children.

     

     

     

     

     

     

     

     

     

     

     

     

    55. Roles and responsibilities of teachers and support personnel in educational practice for students who are deaf or hard of hearing (e.g., educational interpreters, tutors and note-takers).

     

     

     

     

     

     

     

     

     

     

     

     

    56. Effects of communication on the development of family relationships and strategies used to facilitate communication in families with children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    57. Services provided by governmental and non-governmental agencies or individuals in the ongoing management of children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    58. Teach students who are deaf or hard of hearing to use support personnel effectively (e.g., educational interpreters, tutors, and note-takers).

     

     

     

     

     

     

     

     

     

     

     

     

    59. Facilitate communication between the child who is deaf or hard of hearing and his or her family and/or other caregivers.

     

     

     

     

     

     

     

     

     

     

     

     

    60. Facilitate coordination of support personnel (e.g., interpreters) to meet the diverse communication needs of the student who is deaf or hard of hearing and his or her primary caregivers.

     

     

     

     

     

     

     

     

     

     

     

     

    VII. Professionalism and Ethical Practice

    Knowledge

    61. The process for acquiring the needed skills in modes/philosophies of education of students who are deaf or hard of hearing in which an individual was not prepared.

     

     

     

     

     

     

     

     

     

     

     

     

    62. Consumer and professional organizations, publications, and journals relevant to the field of education of students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    63. Actively seek interaction with adults in the Deaf community to maintain/improve ASL, English signs, or cues as consistent with program philosophy.

     

     

     

     

     

     

     

     

     

     

     

     

    64. Demonstrate the ability to interact with a variety of individuals who are deaf or hard of hearing on an adult-to-adult level.

     

     

     

     

     

     

     

     

     

     

     

     

    65. Provide families with the knowledge and skills to make appropriate choices needed to enhance the development and transition of their children who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

     

    66. Participate in the activities of professional organizations relevant to the education of students who are deaf or hard of hearing.

     

     

     

     

     

     

     

     

     

     

     

    Attachment II

    Evaluation of Knowledge and Skills for The Common Core

     

     

    CEC Common Core Curriculum Areas

     

    #

     

    Int.

     

    Obs.

     

    Rec.

     

    Adq.

    Not

    Adq.

    Philosophical, Historical, and Legal Foundations of Special Education

    Knowledge

    K1. Models, theories, and philosophies that provide the basis for special education practice.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Assurances and due process rights related to assessment, eligibility, and placement.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Rights and responsibilities of parents, students, teachers and other professionals, and schools as the relate to individual learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Articulate personal philosophy of special education including its relationship to/with regular education.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Conduct instructional and other professional activities consistent with the requirements of law, rules and regulations, and local district policies and procedures.

     

     

     

     

     

     

     

     

     

     

     

     

    Characteristics of Learners

    Knowledge

    K1. Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Effects an exceptional conditions (s) may have on an individual=s life.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.

     

     

     

     

     

     

     

     

     

     

     

     

    K6. Effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities.

     

     

     

     

     

     

     

     

     

     

     

     

    K7. Educational implications of characteristics of various exceptionalities.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Assessment, Diagnosis, and Evaluation

    Knowledge

    K1. Basic terminology used in assessment.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Ethical concerns related to assessment.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Legal provisions, regulations, and guidelines regarding assessment of individuals.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Typical procedures used for screening, pre-referral, referral, and classification.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Appropriate application and interpretation of scores, including grade score versus standard score, percentile ranks, age/grade equivalents, and stanines.

     

     

     

     

     

     

     

     

     

     

     

     

    K6. Appropriate use and limitations of each type of assessment instrument.

     

     

     

     

     

     

     

     

     

     

     

     

    K7. Incorporation of strategies that consider the influence of diversity on assessment, eligibility, programming, and placement of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K8. The relationship between assessment and placement decisions.

     

     

     

     

     

     

     

     

     

     

     

     

    K9. Methods for monitoring progress of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Collaborate with families and other professionals involved in the assessment of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Create and maintain records.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Gather background information regarding academic, medical, and family history.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Use various types of assessment procedures appropriately.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Interpret information from formal and informal assessment instruments and procedures.

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Report assessment results to individuals with exceptional learning needs, parents, administrators, and other professionals using appropriate communication skills.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to make or suggest appropriate modification in learning environments.

     

     

     

     

     

     

     

     

     

     

     

     

    S8. Develop individualized assessment strategies for instruction.

     

     

     

     

     

     

     

     

     

     

     

     

    S9. Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.

     

     

     

     

     

     

     

     

     

     

     

     

    S10. Evaluate the results of instruction.

     

     

     

     

     

     

     

     

     

     

     

     

    S11. Evaluate supports needed for integration into various program placements.

     

     

     

     

     

     

     

     

     

     

     

     

    Instructional Content and Practice

    Knowledge

    K1. Differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Demands of various learning environments such as individualized instruction in general education classes.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Curricula for the development of motor, cognitive, academic, social, language, affective, career, and functional life skills for individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Instructional and remedial methods, techniques, and curriculum materials.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Techniques for modifying instructional methods and materials.

     

     

     

     

     

     

     

     

     

     

     

     

    K6. Life skills instruction relevant to independent, community, and personal living and employment.

     

     

     

     

     

     

     

     

     

     

     

     

    K7. Cultural perspectives influencing the relationship among families, schools, and communities as related to effective instruction for individuals with exceptional learning needs,

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Interpret and use assessment data for instruction.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Develop comprehensive, longitudinal individualized programs.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Prepare appropriate lesson plans.

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Involve the individual and family in setting instructional goals and charting progress.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Use task analysis.

     

     

     

     

     

     

     

     

     

     

     

     

    S8. Select, adapt, and use instructional strategies and materials according to characteristics of the learner.

     

     

     

     

     

     

     

     

     

     

     

     

    S9. Sequence, implement, and evaluate individual learning objectives.

     

     

     

     

     

     

     

     

     

     

     

     

    S10. Integrate affective, social, and career/vocational skills with academic curricula.

     

     

     

     

     

     

     

     

     

     

     

     

    S11. Use strategies for facilitating maintenance and generalization of skills across learning environments.

     

     

     

     

     

     

     

     

     

     

     

     

    S12. Use instructional time properly.

     

     

     

     

     

     

     

     

     

     

     

     

    S13. Teach individuals with exceptional learning needs to use thinking, problem-solving, and other cognitive strategies to meed their individual needs.

     

     

     

     

     

     

     

     

     

     

     

     

    S14. Choose and implement instructional techniques and strategies that promote successful transitions for individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    S15. Establish and maintain rapport with learners.

     

     

     

     

     

     

     

     

     

     

     

     

    S16. Use verbal and nonverbal communication techniques.

     

     

     

     

     

     

     

     

     

     

     

     

    S17. Conduct self-evaluation of instruction.

     

     

     

     

     

     

     

     

     

     

     

     

    Planning and Managing the Teaching and Learning Environment

    Knowledge

    K1. Basic classroom management theories, methods, and techniques for individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Research-based best practices for effective management of teaching and learning.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Ways in which technology can assist with planning and managing the teaching and learning environment.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Create a safe, positive, and supportive learning environment in which diversities are valued.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Prepare and organize materials to implement daily lesson plans.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities.

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Direct the activities of a classroom paraprofessional, aide, volunteer, or peer tutor.

     

     

     

     

     

     

     

     

     

     

     

     

    S8. Create an environment that encourages self-advocacy and increased independence.

     

     

     

     

     

     

     

     

     

     

     

     

    Managing Student Behavior and Social Interaction Skills

    Knowledge

    K1. Applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of management of behaviors of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Ethical considerations inherent in behavior management.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Social skills needed for educational and functional living environments and effective instruction in the development of social skills.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Strategies for crisis prevention/intervention.

     

     

     

     

     

     

     

     

     

     

     

     

    K6. Strategies for preparing individuals to live harmoniously and productively n a multi-class, multiethnic, multicultural, and multi-national world.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Implement the least intensive intervention consistent with the needs of the individuals with exceptionalities.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Identify realistic expectations for personal and social behavior in various settings.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Integrate social skills into the curriculum

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Use effective teaching procedures in social skills instruction.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Demonstrate procedures to increase the individual=s self=awareness, self-control, self-reliance, and self-esteem.

     

     

     

     

     

     

     

     

     

     

     

     

    S8. Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions.

     

     

     

     

     

     

     

     

     

     

     

     

    Communication and Collaborative Partnerships

    Knowledge

    K1. Factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Typical concerns of parents of individuals with exceptional learning needs and appropriate strategies to help parents deal with these concerns.

     

     

     

     

     

     

     

     

     

     

     

     

    K3. Development of individual student programs working in collaboration with team members.

     

     

     

     

     

     

     

     

     

     

     

     

    K4. Roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program.

     

     

     

     

     

     

     

     

     

     

     

     

    K5. Ethical practices for confidential communication to others about individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Communicate and consult with individuals, parents, teachers, and other school and community personnel.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Foster respectful and beneficial relationships between families and professionals.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Encourage and assist families to become active participants in the educational team.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Plan and conduct collaborative conferences with families or primary caregivers.

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Collaborate with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Professionalism and Ethical Practices

    Knowledge

    K1. Personal cultural biases and differences that affect one=s teaching.

     

     

     

     

     

     

     

     

     

     

     

     

    K2. Importance of the teacher serving as a model for individuals iwth exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    Skills

    S1. Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs.

     

     

     

     

     

     

     

     

     

     

     

     

    S2. Demonstrate positive regard for the culture, religion, gender, and sexual orientation of individual students.

     

     

     

     

     

     

     

     

     

     

     

     

    S3. Promote and maintain a high level of competence and integrity in the practice of the profession.

     

     

     

     

     

     

     

     

     

     

     

     

    S4. Exercise objective professional judgment in the practice of the profession.

     

     

     

     

     

     

     

     

     

     

     

     

    S5. Demonstrate proficiency in oral and written communication.

     

     

     

     

     

     

     

     

     

     

     

     

    S6. Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues.

     

     

     

     

     

     

     

     

     

     

     

     

    S7. Comply with local, state, provincial, and federal monitoring and evaluation requirements.

     

     

     

     

     

     

     

     

     

     

     

     

    S8. Use copyrighted educational materials in an ethical manner.

     

     

     

     

     

     

     

     

     

     

     

     

    S9. Practice within the CEC Code of Ethics and other standards and policies of the profession.