5.3 CEC 5.5 Beginning special TC does not participate in the TC participates in collaborative efforts in TC takes the lead in developing education professionals development of education and/or developing and presenting education collaborative education and/or transition develop and implement a transition plans. and/or transition plans at appropriate plans and delivering those plans at variety of education and/or meetings with team members and families appropriate meetings with team members transition plans for individuals and has evidence of implementation of the and families and presents evidence of with exceptionalities across a plans. implementation of the plans. wide range of settings and different learning experiences in collaboration with individuals, families and teams. 5.4 CEC 6.1 Beginning special TC does not show consistent use of TC consistently uses CEC professional TC uses and is recognized for use of CEC education professionals use professional ethical principles and ethical principles and professional practice professional ethical principles and professional Ethical professional practice within their daily within their daily activities and instruction. professional practice within daily Principles and Professional activities and instruction. activities and instruction in and out of the Practice Standards to guide school environment. their practice. ** 5.5 CEC 6.2 Beginning special TC does not perform in a manner that TC is current on foundational knowledge TC is current on foundational knowledge education professionals evidences knowledge of current and educational practices. and educational practices and adjusts understand how foundational educational practices and foundational classroom activities accordingly. knowledge and current issues knowledge. influence professional practice. 5.6 CEC 6.6 Beginning special TC does not provide evidence of TC collaborates with related service TC provides plans and directives and works education professionals provide collaborating appropriately or effectively personnel in a collaborative effort to with multiple related service personnel in guidance and direction to with related service personnel. support the IEP needs of individuals with a collaborative effort to support the IEP paraeducators, tutors, and exceptionalities. needs of individuals with exceptionalities. volunteers.
5.3 CEC 5.5 Beginning special education professionals develop and implement a variety of education and/or transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families and teams. TC does not participate in the development of education and/or transition plans. TC participates in collaborative efforts in developing and presenting education and/or transition plans at appropriate meetings with team members and families and has evidence of implementation of the plans. TC takes the lead in developing collaborative education and/or transition plans and delivering those plans at appropriate meetings with team members and families and presents evidence of implementation of the plans. 5.4 CEC 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. ** TC does not show consistent use of professional ethical principles and professional practice within their daily activities and instruction. TC consistently uses CEC professional ethical principles and professional practice within their daily activities and instruction. TC uses and is recognized for use of CEC professional ethical principles and professional practice within daily activities and instruction in and out of the school environment. 5.5 CEC 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. TC does not perform in a manner that evidences knowledge of current educational practices and foundational knowledge. TC is current on foundational knowledge and educational practices. TC is current on foundational knowledge and educational practices and adjusts classroom activities accordingly. 5.6 CEC 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers. TC does not provide evidence of collaborating appropriately or effectively with related service personnel. TC collaborates with related service personnel in a collaborative effort to support the IEP needs of individuals with exceptionalities. TC provides plans and directives and works with multiple related service personnel in a collaborative effort to support the IEP needs of individuals with exceptionalities.