Advanced CEC 4 Exceeds 3 Meets 2 Limited Knowledge 1 Does not STANDARDS Expectations Expectations Limited perspective is Address Issues are identified Issues are expressed. Minimal Lacks knowledge. and addressed in identified and support from the Reference to the depth. generally literature presented literature in Extensive support addressed. significant prompting is from the literature is Prompting is required. apparent. Broad required. knowledge about the Some use of the topic is demonstrated. literature is apparent. 1 Assessment Uses valid and reliable assessment practices to minimize bias. Minimizes bias in assessment. Designs and implements assessments to evaluate the effectiveness to practices and programs. 2 Curricular Content Knowledge Uses knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. Aligns educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. Continuously broadens and deepens professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content. Uses understanding of diversity and individual learning. 3 Programs, Services, and Outcomes Facilitates the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. Uses, designs and implements evaluation activities to improve programs, supports, and services for individuals with exceptionalities Uses understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of
Advanced CEC STANDARDS 4 Exceeds Expectations Issues are identified and addressed in depth. Extensive support from the literature is apparent. Broad knowledge about the topic is demonstrated. 3 Meets Expectations Issues are identified and generally addressed. Prompting is required. Some use of the literature is apparent. 2 Limited Knowledge Limited perspective is expressed. Minimal support from the literature presented significant prompting is required. 1 Does not Address Lacks knowledge. Reference to the literature in 1 Assessment Uses valid and reliable assessment practices to minimize bias. Minimizes bias in assessment. Designs and implements assessments to evaluate the effectiveness to practices and programs. 2 Curricular Content Knowledge Uses knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. Aligns educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. Continuously broadens and deepens professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content. Uses understanding of diversity and individual learning. 3 Programs, Services, and Outcomes Facilitates the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. Uses, designs and implements evaluation activities to improve programs, supports, and services for individuals with exceptionalities Uses understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of
SPED-Handbook-2013-2014.docx