Program Standards

Graduate Programs

The College of Education has established standards for each of our programs. These standards guide the development of our programs and assist our students in becoming effective professionals in the education field.

The program standards integrate state, national and specialty-area standards into one cohesive set of standards. These standards are used to formatively and summatively assess the knowledge and skills of our students related to their program content and skill sets.

Master of Arts in Education/Cross-Categorical Special Education

Domain One: Planning and Preparation

1A Knowledge of Content and Pedagogy
The proficient special educator:

1. Demonstrates an understanding of similarities and differences of individual learning needs.
2. Demonstrates solid knowledge of multi-discipline content and content-related pedagogy.
3. Exhibits skills and knowledge that reflect current research and best practices in special education.
4. Demonstrates an understanding of learning process.
5. Demonstrates an understanding of learner cognitive, behavioral, communication, sensory, and physical characteristics.
6. Understands the effects of cultural and linguistic differences on student learning.
7. Demonstrates a sound understanding of the use of adaptive equipment, augmentative communication devices, and technology operations to support learning.

1B Instructional Planning and Resources
The proficient special educator:

1. Establishes high expectations for all students.
2. Ties identified learner strengths and needs to curriculum selection.
3. Ties identified individualized instructional objectives to learning outcomes based on established goals and state standards.
4. Considers both content and processing demands when analyzing an instructional task.
5. Considers student background and interests when planning learning experiences.
6. Plans a variety of strategies that support student learning in a variety of settings.
7. Selects, adapts, and evaluates a variety of learning strategies and instructional materials to enhance student learning and extend content.
8. Selects learning materials and processes that actively engage students in their learning.
9. Plans and design effective learning environments and experiences supported by technology.
10. Plans appropriate transitions into a variety of settings and programs.

1C Instructional Design
The proficient special educator:

1. Designs instructional activities that are appropriate for both groups and individual students.
2. Creates instructional activities that reflect individual learning styles and processing abilities.
3. Applies his/her knowledge of learning theory and processes to lesson development.
4. Applies his/her understanding of the influences of students' cognitive, behavioral, communication, sensory, and physical characteristics to lesson development.
5. Uses differing strategies, modifications, and accommodations to teach subject matter concepts.
6. Designs learning experiences that facilitate student self-direction, self-monitoring, and independence.
7. Implements curriculum plans that include methods and strategies for applying technology to maximize student learning.

1D Assessment
The proficient special educator:

1. Solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.
2. Selects and uses unbiased formal and informal tools to assess student needs and progress.
3. Uses assessment information to make eligibility, program, and placement decisions.
4. Plans instruction using current levels of educational performance described in multidisciplinary evaluation reports.
5. Bases assessment on clear performance outcomes that have been communicated to all students.
6. Uses a variety of formal and informal strategies to assess and evaluate instructional outcomes.
7. Uses a variety of formal and informal strategies to suggest changes or modifications in the student’s individualized program.
8. Creates and maintains records of student progress.
9. Communicates assessment results to all stakeholders effectively.
10. Applies technology to facilitate a variety of effective assessment and evaluation strategies.

Domain Two: Learning Environment

2A Managing Classroom Procedures
The proficient special educator:

1. Organizes and manages tasks for individuals and groups.
2. Provides a structured and predictable environment for learning.
3. Teaches routines and procedural expectations.
4. Ensures that transitions occur smoothly.
5. Establishes efficient systems for non-instructional duties and scheduling.
6. Manages student-learning activities in a technology-enhanced environment.
7. Plans for the management of technology resources within the context of learning environments.

2B Managing Student Behavior
The proficient special educator:

1. States specific behavioral standards and reinforces them consistently.
2. Identifies realistic expectations for behavior in various settings.
3. Teaches social skills.
4. Monitors student behavior.
5. Assesses the function, duration, and frequency of inappropriate student behavior.
6. Uses effective behavior intervention and behavior management strategies.
7. Ensures that disciplinary actions are consistent with the needs of the individual learner.
8. Provides differentiated schedules to manage student behaviors.
9. Helps students transition from one activity to another.
10. Maintains the dignity of the learning community.
11. Applies technology to monitor and improve student behaviors.

2C Creating a Positive Learning Climate
The proficient special educator:

1. Establishes a learning community that is safe, accessible, warm, and caring.
2. Maintains interactions that are polite and respectful.
3. Creates a climate that supports diversity and is appropriate for a variety of developmental and cultural norms.
4. Creates a climate that maximizes student attention and focus.
5. Creates a climate that encourages active participation in all activities.
6. Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior.
7. Creates a physical setting conducive to classroom goals.
8. Creates a smoothly functioning learning community in which students assume responsibility for themselves and one another.
9. Creates an environment that encourages self-awareness, self-advocacy, and decision-making.
10. Creates a climate that encourages student self-reliance, independence, and self-esteem.
11. Applies technology to increase student productivity.

Domain Three: Instruction

3A Communication
The proficient special educator:

1. Models good verbal and written skills.
2. Effectively communicates expectations for learning.
3. Provides high-quality feedback in a timely manner and provides guidance for students to monitor their own progress.
4. Uses a vocabulary and communication style that reflects sensitivity to diverse backgrounds and needs.
5. Communicates in ways that are appropriate for diverse student populations.
6. Communicates the characteristics of students with exceptional learning needs.
7. Communicates effective instructional delivery systems for a variety of settings.
8. Consults with professionals and parents regarding effective instructional strategies and supports.
9. Plans collaboratively with professionals, students, and parents.
10. Maintains confidential communication with others about student needs and progress.
11. Directs activities of paraprofessionals, peer tutors, and volunteers.
12. Often uses technology to clearly communicate instruction and/or classroom procedures.

3B Student Engagement
The proficient special educator:

1. Designs instructional activities that accurately represent desired instructional outcomes.
2. Creates lessons and activities that are cognitively appropriate for all students.
3. Designs structured well-paced lessons that are aligned with clear goals and objectives.
4. Implements instruction effectively in a variety of settings.
5. Uses effective resource materials, including technology, to engage students.
6. Employs questioning strategies that are cognitively appropriate, allow time for student responses, and which generally engage all students.
7. Creates learning experiences consistent with learner characteristics and interests.
8. Creates concrete, functional, and multi-sensory learning experiences.
9. Uses charts, checklists, or other organizers to maintain on-task behaviors.
10. Modifies assignment scope or structure to maintain student focus and on-task behaviors.

3C Diversity
The proficient special educator:

1. Modifies lessons, instruction, assessments, and teaching style to accommodate the needs of diverse learners.
2. Successfully accommodates questions related to diverse interests within the context of a lesson.
3. Identifies when and how to access appropriate services or resources to meet exceptional learning needs.
4. Brings multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms.
5. Uses technology to support learner-centered strategies that address the diverse needs of students.

Domain Four: The Professional Educator

4A Parent and Community Involvement
The proficient special educator:

1. Provides frequent information to families about student learning and achievement.
2. Participates in collaborative meetings with students, parents, and outside agencies.
3. Engages parents and families in the educational process.
4. Promotes continuity for the students by sharing professional practices with parents.
5. Participates in professional organizations.
6. Volunteers to contribute to school and community projects.
7. Identifies and uses community resources to foster student learning.
8. Advocates for students with exceptional learning needs.

4B Professionalism
The proficient special educator:

1. Establishes a system for maintaining information on student progress.
2. Demonstrates sensitivity for diverse needs.
3. Is able to assess his/her professional growth.
4. Engages in professional activities that benefit students, families, and colleagues.
5. Seeks out opportunities for further professional development and inquiry.
6. Works as a team player within the school community.
7. Maintains an open mind in decision-making processes and is receptive to feedback from colleagues.
8. Understands social and human issues in education and applies those principles in practice.
9. Adheres to a professional code of ethical practice.
10. Adheres to legal requirements of professional practice.
11. Understands the social, ethical, legal and human issues surrounding the use of technology and applies those principles in practice.
12. Uses technology to enhance productivity and professional practice.

4C Reflection
The proficient special educator:

1. Describes a personal philosophy of special educations.
2. Uses observations, student information, technology, and professional literature to reflect on the effectiveness of instructional and assessment techniques.
3. Understands the impact of models, theories, and philosophies of special education on educational delivery systems.
4. Makes specific suggestions to improve teaching and student learning.
5. Uses feedback from students, parents, and colleagues to modify professional practice.
6. Implements practices, based on reflective processing, to improve teaching and student learning.
7. Reflects on and cites examples of ethical and legal issues as they apply to educational settings.