College of Education & Human Services. Special Education Programs

Transcription

1 College of Education & Human Services GRADUATE STUDENT PORTFOLIO HANDBOOK Special Education Programs 0 Updated April 1, 2006

2 Contents Topic Page Performance Assessment in the College of Education 2 Goals of Performance Assessment 2 Types of Performance Assessment 2 Introduction to Portfolios 2 What is a portfolio? 2 Why is a portfolio needed? 3 Types of portfolios 3 Introductory 3 Working 3 Professional 3 Employment 3 The CSU Model 3 Table 1. Cleveland State University Teacher Education, 5 Council for Exceptional Children and National Board for Professional Teaching Standards Relationships to Other Standards 8 The Portfolio Process 8 General Description 8 Checkpoints 9 Your Responsibilities 9 Table 2. Student Portfolio Responsibilities 9 Artifacts 11 Table 3. Examples of Artifacts for each Program Outcome 11 Portfolio Management 14 Organization 14 Table 4. Suggested Portfolio Components 15 Design 16 Portfolio Evaluation 16 Rubrics 16 Artifact Rubric Assessment Sheet 17 Standard Summary Sheet 17 Reflection Cover Sheets 17 Standards Self-Assessment Checklist 19 Artifacts Analysis Chart 21 Appendix A: Standards Alignment Chart 22 Appendix B: Standard Summary Sheet and Completed Sample 26 Appendix C: Sample Reflection Cover Sheet 32 Appendix D: Portfolio Checkpoint Criteria and Remediation 34 Appendix E: Artifact Rubric Assessment Sheet 37 Appendix F: Rubrics for 12 Program Standards 39 1

3 Performance Assessment in the College of Education The College of Education at Cleveland State University has developed a comprehensive performance assessment system. Required by both the State of Ohio Department of Education and the National Council for Accreditation of Teacher Education (NCATE), this performance assessment system is a very important part of what happens in the College. And it affects you directly, because it is your performance that is being assessed! Goals of Assessment The College s comprehensive performance assessment system has been designed to achieve the following goals: 1. Document the growth and achievement of you and our other students in meeting program standards having to do with your knowledge, your skills, and your dispositions (attitudes and values). 2. Measure the success of our programs. 3. Promote your learning and the reflection you do on your learning and your performance. 4. Upon program completion, demonstrate your competency and the competency of our other program graduates. Types of Assessment As part of the College s system, your performance will be assessed through a variety of means. These include: evaluation of assignments you do and tests you take in individual courses. observation and evaluation of your teaching performance and professional behaviors in course and field experiences. administration and evaluation of standardized (Principles of Teaching and Learning and Special Education content area PRAXIS tests) and comprehensive examinations, and/or a project. evaluation of the portfolio you develop as you move through your graduate program. Introduction to Portfolios The term portfolio may be new to you. Portfolios, however, are a key element in the College of Education s performance assessment system. Your portfolio will be the major piece of evidence that is assessed to determine the degree to which you meet the standards of our teacher preparation program, the Council for Exceptional Children Standards, and the National Board for Professional Teaching Exceptional Needs Standards. The main purpose of this handbook is to help you understand what portfolios are and what you will be expected to do as you develop and refine your own portfolio. The information in this handbook is very important. You should read the material and understand it thoroughly. If you have any questions after reading this handbook, ask your academic advisor or an instructor. What is a portfolio? In the most general terms, a portfolio is documentation of professional growth and achieved competence. Organized around a set of twelve standards, your portfolio will contain a collection 2

4 of documents, which provides tangible evidence of the wide range of knowledge, skills, and dispositions that you possess as a growing professional educator. Why is a portfolio needed? As you move through and then complete your program at Cleveland State, your portfolio will help you in a number of ways. Your portfolio will: show the faculty that you are making progress toward achieving the stated outcomes or standards of the program; help you keep track of how you are doing, your areas of strength, and the areas in which you need to make extra effort; guide you in preparing for the Praxis II and Praxis III high stakes tests you will be taking; demonstrate, at the end of your program, whether you have satisfactorily met all program standards and thus qualify for our endorsement of your teaching license application; help your job search by serving as the major method of presenting evidence of your competence to potential employers. Types of portfolios Your portfolio will evolve through four different types as you move through your program: Introductory Portfolio: This version of your portfolio will provide the means for introducing yourself as a person and as a practicing or future teaching professional; it will serve as a catalyst for self-reflection and continual sharing of ideas and insights throughout your teacher education graduate program. Working Portfolio: This portfolio will be a continual work in progress. It will be an ongoing systematic collection of selected work samples from courses and evidence of school/community activities. This collection forms the framework for self-assessment and goal-setting. It will be checked a number of times during your program. The number of times and in which course it takes place will vary from program to program. Professional Portfolio: As you near the end of your program, you will select the artifacts in your working portfolio which best reflect your achieved competence, individuality, and creativity as a professional teacher. Normally, two to three artifacts would be selected for each program outcome and will become part of your streamlined professional portfolio. As you finish your program, your professional portfolio will be evaluated to determine if you have satisfactorily achieved all program standards. Employment Portfolio: After still more selective streamlining and the addition of materials of special interest to prospective employers, this is the portfolio you will present as part of the job inquiry/application/interview process. You may decide to develop an electronic (web-based) version of this, as well as your Professional Portfolio. The College is prepared to assist you in this effort. The CSU Model The teacher preparation program at Cleveland State University is based on a model which sees the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL A PARTNER IN LEARNING. Many of you have seen this module in your teacher education course syllabi. As Figure 1 indicates, there are four related knowledge bases that form the framework of the CSU 3

5 model: inquiry, partnerships, contextualism, and professionalism. Professionalism encircles Inquiry, Contextualism, and Partnerships. The conceptual framework assumes that Professionalism is not a plateau but rather a careerlong process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnerships relate to the teachinglearning process. At the very center of the conceptual framework is the learner. CSU teacher education graduates take seriously their role in implementing and adapting the conceptual framework to a variety of instructional environments, urban and suburban, where learner diversity- measured in terms of gender, race, ethnicity, socio-economic status, and exceptionality- is often in high profile. This contextual approach accounts for the unique challenges facing educators today (The Teacher Education Conceptual Framework. The Teacher as a Responsive, Reflective Professional: A Partner in Learning. A Conceptual Framework for Undergraduate and Graduate Teacher Education Programs at Cleveland State University, College of Education). In practical terms, the teacher described by this model will satisfactorily meet each of the 12 program standards or outcomes, which serve as the cornerstone of our programs. The 12 standards are listed below in Table 1. In addition, the Council for Exceptional Children Standards and National Board for Professional Teaching Exceptional Needs Standards have also been included. As you read through and review the standards, consider them to be the goals toward which you are working in your teacher education program. Remember, in your portfolio, you will be providing evidence to demonstrate that you can meet each standard. The Council for Exceptional Children (CEC) has a set of performance-based standards for the preparation and licensure of special education teachers. The CEC s ten Content Standards are used across all special education teacher preparation programs. The CEC stresses the importance of teacher education programs comprehensively assessing each of the ten standards. Thus, it is important that these standards are integrated into the CSU model. All teachers, including special education teachers, should strive to be a quality educator. The National Board for Professional Teaching is a nonprofit, nonpartisan, and nongovernmental agency that strives to improve the quality of teaching and learning by maintaining high and 4

6 rigorous standards for what accomplished teachers should know and be able to do ( As a result, the National Board has based its work on five core propositions, which has been subdivided into 14 sub-propositions for accomplished special educators. These 14 sub-propositions have also been integrated into the CSU model. Table 1. Cleveland State University Teacher Education, Council for Exceptional Children and National Board for Professional Teaching Standards Cleveland State University Standards for Teacher Education 1. COE Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice [Knowledge Base: Professionalism]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism]. NBPTS Knowledge of Special Education. Accomplished Special Educators draw on their knowledge of philosophical, historical, and legal foundations of special education and their knowledge of effective special education practice to organize and design instruction. They draw on specialized knowledge of specific disabilities to set meaningful goals for students [Knowledge Base: Professionalism]. 2. COE Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live [Knowledge Base: Contextualism]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism, Contextualism]. NBPTS Knowledge of Special Education. Accomplished Special Educators draw on their knowledge of philosophical, historical, and legal foundations of special education and their knowledge of effective special education practice to organize and design instruction. They draw on specialized knowledge of specific disabilities to set meaningful goals for students [Knowledge Base: Professionalism]. 3. COE Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person [Knowledge Base: Inquiry]. CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge Base: Professionalism]. NBPTS Knowledge of Subject Matter. Accomplished Special Educators command a core body of knowledge in the disciplines and draw on that knowledge to establish curricular goals, design instruction, facilitate student learning, and assess student progress [Knowledge Base: Inquiry]. NBPTS Multiple Paths to Knowledge. Accomplished Special Educators use a variety of approaches to help students strengthen their understanding and gain command of essential knowledge and skills [Knowledge Base: Professionalism]. 4. COE Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge [Knowledge Base: Contextualism]. CEC Development and Characteristics of Learners. Special Educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). [Knowledge Base: Professionalism, Contextualism]. NBPTS Knowledge of Students. Accomplished Special Educators use their knowledge of human development and learning and their skills as careful observers of students to understand their student s knowledge, aptitudes, skills, interests, aspirations, and values [Knowledge Base: Professionalism, Contextualism]. 5

7 5. COE Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning [Knowledge Base: Contextualism]. CEC Individual Learning Differences. Special Educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. [Knowledge Base: Contextualism, Professionalism]. NBPTS Diversity. Accomplished Special Educators create an environment in which equal treatment, fairness, and respect for diversity are modeled, taught, and practiced by all and take steps to ensure access to quality learning opportunities for all students [Knowledge Base: Contextualism, Professionalism]. NBPTS Social Development. Accomplished Special Educators cultivate a sense of efficacy and independence in their students as they develop students character, sense of civic and social responsibility, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others [Knowledge Base: Partnerships, Professionalism]. 6. COE Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation [Knowledge Base: Contextualism, Partnerships]. CEC Learning Environment and Social Interactions. Special Educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. Special Educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. [Knowledge Base: Contextualism, Partnerships]. NBPTS Learning Environment. Accomplished Special Educators establish a caring, stimulating, and safe community for learning in which democratic values are fostered and students assume responsibility for learning, show willingness to take intellectual risks, develop self-confidence, and learn to work both independently and collaboratively [Knowledge Base: Partnerships, Contextualism, Professionalism]. NBPTS Social Development. Accomplished Special Educators cultivate a sense of efficacy and independence in their students as they develop students character, sense of civic and social responsibility, respect for diverse individuals and groups, and ability to work constructively and collaboratively with others [Knowledge Base: Partnerships, Professionalism]. 7. COE Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments [Knowledge Base: Inquiry, Partnerships]. CEC Language. Special educators understand the ways in which exceptional conditions can interact with an individual s experience with and use of language. They use and are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. [Knowledge Base: Inquiry, Partnerships, Contextualism]. NBPTS Communication. Accomplished Special Educators know the importance of communication in learning. They know how to use communication skills to help students access, comprehend, and apply information; help students acquire knowledge; enable them to develop and maintain interpersonal relationships [Knowledge Base: Inquiry, Contextualism, Partnerships]. 8. COE Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development [Knowledge Base: Contextualism, Inquiry]. CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their selfawareness, self- management, self-control, self-reliance, and self-esteem [Knowledge Base: Contextualism, Inquiry, Partnerships]. CEC Instructional Planning. Special Educators develop long-range plans anchored in both general and special curricula. Special Educators understand the factors and implications of an individual s 6

8 exceptional condition when creating individualized instructional and transition plans [Knowledge Base: Contextualism, Inquiry, Partnerships]. NBPTS Instructional Resources. Accomplished Special Educators select, adapt, create, and use rich and varied resources, both human and material [Knowledge Base: Professionalism]. NBPTS Meaningful Learning. Accomplished Special Educators work with students to explore (in purposeful ways) important and challenging concepts, topics, and issues to build competence and confidence [Knowledge Base: Inquiry, Contextualism]. 9. COE Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and give accounts of students' learning to the outside world [Knowledge Base: Inquiry, Contextualism]. CEC Assessment. Special Educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress [Knowledge Base: Inquiry, Contextualism, Partnerships]. NBPTS Assessment. Accomplished Special Educators design and select a variety of assessment strategies to obtain useful and timely information about student learning and development and to help students reflect on their own progress [Knowledge Base: Inquiry, Contextualism]. 10. COE Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs [Knowledge Base: Contextualism]. CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their selfawareness, self- management, self-control, self-reliance, and self-esteem [Knowledge Base: Contextualism, Inquiry, Partnerships]. NBPTS Multiple Paths to Knowledge. Accomplished Special Educators use a variety of approaches to help students strengthen their understanding and gain command of essential knowledge and skills [Knowledge Base: Professionalism]. 11. COE Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally [Knowledge Base: Inquiry, Professionalism, Partnerships] CEC Professional Ethical Practice. Special Educators practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special Educators engage in professional activities and participate in leaning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth [Knowledge Base: Inquiry, Professionalism, Contextualism, Partnerships]. NBPTS Reflective Practice. Accomplished Special Educators regularly analyze, evaluate, and strengthen the quality of their practice [Knowledge Base: Inquiry, Professionalism, Contextualism]. NBPTS Contributing to the Profession and to Education. Accomplished Special Educators work independently and collaboratively with colleagues and others to improve schools and to advance knowledge, policy, and practice in the field [Knowledge Base: Inquiry, Professionalism, Partnerships, Contextualism]. 12. COE Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/universities to support students' growth and well being [Knowledge Bases: Professionalism, Partnerships]. CEC Collaboration. Special Educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling [Knowledge Base: Professionalism, Contextualism, Partnerships]. NBPTS Family Partnerships. Accomplished Special Educators work collaboratively with parents, guardians, and other caregivers to understand their children and to achieve common educational goals [Knowledge Base: Professionalism, Partnerships]. 7

9 Relationships to Other Standards The 12 Cleveland State teacher education standards, Council for Exceptional Children standards, and National Board for Professional Teaching standards are just a few examples of standards for teacher preparation programs. There are many others. One set of standards has been developed as part of the Praxis assessment process. The areas covered by the Praxis II Principles of Learning and Teaching examination are based on these standards. You must pass this test to be eligible for student teaching (first licensure students) and/or a provisional teaching license (first and second licensure students). The Praxis III assessment, done during your first year of teaching (your entry year ), is based on these same standards. Success on the Praxis III assessment will be required to convert your teaching license from a provisional one to a professional one. The Interstate New Teacher Assessment and Support Consortium (INTASC) has identified another set of standards. INTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of teacher education programs, teacher licensure, and professional development of educators. INTASC is based on one basic premise: effective educators must be able to integrate content knowledge with the strengths and needs of their students to ensure that all students learn and perform at high levels (INTASC). When you achieve the 12 Cleveland State teacher education standards, you will also have to meet the other sets of standards. To verify this, we have lined up the Cleveland State standards with the Praxis and INTASC standards. The chart in Appendix A shows you what this looks like. Finally, there are subject area specific standards developed by the learned societies that support the different teaching content areas, such as mathematics, language arts, science, physical education, and others. You should be introduced to these standards in your programspecific courses. General Description The Portfolio Process The portfolio process, in general, is fairly simple. As you move through your program, you will analyze and collect evidence to show how you are achieving the 12 program standards. Evidence can be in the form of a written product, picture, or any other piece of evidence produced in class or in your job as an educator. Each piece of evidence is called an artifact. You will organize your artifacts in some kind of file (three ring binder, expandable folder) which will be referred to as your portfolio. At various predetermined checkpoints in your program, your portfolio will be evaluated to determine your progress in meeting the standards. In addition, your artifacts should be evaluated in each course for which they were prepared. In checkpoints toward the end of your program as well as throughout your program of study, you will find out whether your artifacts are UNACCEPTABLE, EMERGING, PROFICIENT, or EXEMPLARY in each standard. To complete your program and receive endorsement for your teaching license, you must be evaluated as (at a minimum) proficient in each standard. Criteria for success at other checkpoints are described in Appendix D: PORTFOLIO CHECKPOINT CRITERIA AND REMEDIATION. 8

10 Checkpoints Each special education teacher preparation program at Cleveland State has identified at least three checkpoints for portfolio evaluation. Table 2 lists the checkpoints for each graduate special education program. Your Responsibilities Table 2 summarizes your portfolio-related responsibilities at various stages of your program. Study this information carefully; keep up with your responsibilities; and your portfolio will become a showcase of your teaching competence. Do not expect your instructors to continually remind you to work on your portfolio. This is your responsibility! Table 2. Checkpoints and Student Responsibilities. The table below summarizes the portfolio-related responsibilities at various program stages for the graduate Early Childhood and Special Education Licensure Programs. Checkpoints CHECKPOINT 1 Between CHECKPOINT 1 and CHECKPOINT 2 SPED Checkpoint Course Developed in ESE 500 Introduction to Special Education; or in one of the major intro courses ECIS - ESE 501, M/M ESE 502, M/I ESE 503 Developed in major coursework between Checkpoint 1 and Checkpoint 2 courses Student Responsibilities Develop Introductory Portfolio by completing following tasks: 1. Obtain copy of Student Portfolio Handbook: download at: 2. Include required artifact(s) from completed and current courses with copy of ARTIFACT RUBRIC ASSESSMENT sheet and REFLECTION COVER SHEET for each artifact 3. Include other items listed for Introductory Portfolio in Student Portfolio Handbook Table 5, including optional artifacts (and a REFLECTION COVER SHEET for each optional artifact) 4. Record results of artifact assessment(s) on STANDARD SUMMARY SHEET; include this sheet with Checkpoint 1 Introductory Portfolio 5. Submit Introductory Portfolio to Checkpoint 1 course instructor Begin development of Checkpoint 2 Working Portfolio by completing following tasks: 1. Continue to produce and include required artifacts; collect and include appropriate optional artifacts 2. Complete and include REFLECTION COVER SHEETS for all artifacts 3. Include copies of ARTIFACT RUBRIC ASSESSMENT sheets with all required artifacts 4. Update STANDARD SUMMARY SHEET Include other items listed for Working Portfolio in Student Portfolio Handbook Table 5 9

11 Checkpoints CHECKPOINT 2 CHECKPOINT 3 SPED Checkpoint Course For ECIS, developed in ESE 514 Curriculum and Intervention for Infants and Young Children with Special M/M- Checkpoint Not Applicable (See Note) M/I- Checkpoint Not Applicable (See Note) Developed during Practicum or the semester before Student Teaching (ST) ECIS EST 576 M/M before ST M/I before ST Student Responsibilities Conclude development of Checkpoint 2 Working Portfolio by completing following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Submit Checkpoint 2 Working Portfolio to course instructor for assessment; include all ARTIFACT RUBRIC ASSESSMENT sheets, REFLECTION COVER SHEETS, updated copy of STANDARD SUMMARY SHEET, and other items listed for Checkpoint 2 Working Portfolio in Student Portfolio Handbook Table 5 3. To be eligible for Practicum, your Checkpoint 2 Working Portfolio must meet the following five criteria: o It is well organized (e.g., it includes a table of contents and all required sections) o It includes at least one required or optional artifact for each of the 12 college outcomes o It includes a REFLECTION COVER SHEET for each artifact o It includes an ARTIFACT RUBRIC ASSESSMENT sheet for each required artifact (signed by assessor) o It includes an updated STANDARD SUMMARY SHEET NOTE: M/M and M/I majors who have questions regarding the portfolio are responsible for seeking assistance from their advisor. Develop Checkpoint 3 Professional Portfolio by completing the following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Checkpoint 3 Professional Portfolio must include the following items: a. 1 to 3 selected artifacts for each of the 12 program outcomes; select those artifacts which best demonstrate competence for each outcome (artifacts may be required or optional) b. A minimum of 6 of your selected artifacts (required or optional) must be ones generated during your practicum; or for M/M or M/I a minimum of 6 selected artifacts developed in the assessment and methods courses, (e.g., ESE 510, 517, ESE 521, ESE 511, etc.) c. REFLECTION COVER SHEETS for all artifacts d. ARTIFACT RUBRIC ASSESSMENT sheets for all required artifacts selected e. An updated STANDARD SUMMARY SHEET 3. ECE majors submit Checkpoint 3 Professional Portfolio to course instructor or university supervisor for a Checkpoint 3 assessment; Special Education majors, submit portfolio to special education faculty at assigned meeting. To be eligible for Student Teaching the Checkpoint 3 Professional Portfolio must demonstrate achievement of at least Emerging on all 12 program outcomes and Proficient in at least 8 of these, including: #2 Social Foundations, #3 Knowledge of Subject Matter and Inquiry, #4 Knowledge of Development and Learning, #8 Instructional Strategies, and #10 Technology 10

12 Checkpoints CHECKPOINT 4 SPED Checkpoint Course Developed in Student Teaching ECIS EST 586 M/M EST 587 M/I EST 588 Student Responsibilities * ECIS = Early Childhood Intervention Specialist Program M/M = Mild/Moderate Intervention Specialist Program M/I = Moderate/Intensive Intervention Specialist Program Develop Checkpoint 4 Professional Portfolio by completing the following tasks: 1. Continue tasks #1-5 from initial development of Checkpoint 2 Working Portfolio outlined above 2. Checkpoint 4 Professional Portfolio must include the following items: a. 1 to 3 selected artifacts for each of the 12 program outcomes; select those artifacts which best demonstrate competence for each outcome (artifacts may be required or optional) b. A minimum of 6 of your selected artifacts (required or optional) must be ones generated during your student teaching experience c. REFLECTION COVER SHEETS for all artifacts d. ARTIFACT RUBRIC ASSESSMENT sheets for all required artifacts selected e. An updated STANDARD SUMMARY SHEET 3. ECE majors submit Checkpoint 4 Professional Portfolio to course instructor or university supervisor for a Checkpoint 4 assessment; Special Education majors, display portfolio and present it to the special education faculty on assigned day and time. 4. To be eligible for endorsement for teaching license, Checkpoint 4 Professional Portfolio must be assessed as Proficient on all 12 college outcomes 5. Prepare Employment Portfolio Note: Although Mild/Moderate and Moderate/Intensive Intervention Specialist Licensure Programs do not have a formal Checkpoint 2 because there is no practicum in these programs; support for continued development of the portfolio between Checkpoint 1 and 3 will be provided in the students special education courses and, upon request, by the academic advisor. Artifacts As indicated above, your portfolio will contain numerous artifacts as evidence of your competence in each of the 12 program standards. Some artifacts will be required in your courses and field experiences; these will represent the minimum evidence of your competence in each standard. To show your competence in a more robust and creative way, you will also want to include a wide variety of optional artifacts. Optional artifacts may be in the form of evidence collected as part of your job, your work in the community, or any other evidence you feel shows your competence in each standard. Examples of Artifacts for Each Program Outcome Table 3 provides examples of the kinds of artifacts you may include in your portfolio to provide evidence of your competence in each program standard. In addition, this table also lists specific course assignments that fit under each standard. Most of your professional courses will require specific artifacts that must be included in at least your working portfolio. The list is not 11

13 complete or all inclusive; you will surely come up with additional kinds of artifacts as you develop your portfolio. Table 3. Examples of Artifacts for Each Program Outcome Program Standard Examples of Artifacts 1. Personal Philosophy personal philosophy paper (EST 576, ESE 501, ESE 502, ESE 503, ESE 519) position paper on philosophical issue letter from student, parent, instructor, school administrator containing assessments of those aspects of your performance that give evidence of your philosophy (EST 586, EST 588) paper delineating the needs of children with disabilities and the role of the special education teacher (ESE 500) 2. Social Foundations essay on a complex social issue position paper on a complex social issue research paper/project on a complex social issue (ESE 521) 3. Knowledge of Subject resource reference in lesson plans Matter and Inquiry learning packet that demonstrate knowledge of content lesson plan, web site (self-designed), or outline in which content is clearly explained (EST 588) research conducted in preparation for instruction (ESE 502) research paper in content area (ESE 500, ESE 501, ESE 502) project done as part of content area coursework (ESE 518, ESE 521) article summary or critique (ESE 503, ESE 522) copy of evaluation that comments on and/or rates the knowledge of subject matter you demonstrate in your teaching 4. Knowledge of Development and Learning exams (ESE 521) case study (ESE 521) notes from observation of pupils (ES5 576, EST 586) example of differentiated curriculum (ESE 514, ESE 518, ESE 519, ESE 522, EST 588) adaptation of lesson or unit plan to account for individual differences (ESE 522) lesson plan including developmentally appropriate learning activities (ESE 514, ESE 519, EST 576, EST 586, EST 588) diagnostic tool used to get to know pupils (EST 576, ESDT 586) audio or videotape with analysis sample of checklist used to record development of pupils 5. Diversity curriculum, unit plan, or lesson plans incorporating content, materials, activities designed to enhance pupils appreciation for any ethnic group, gender, religion, handicapping condition, etc. classroom observation and observational journal (ESE 502) curriculum, unit plan, or lesson plan incorporating content, materials, activities differentiated to account for diverse learners essay or position paper on issue of diversity (ESE 501, ESE 522) copy of evaluation that comments on and/or rates your ability to interact with and plan/implement instruction for diverse learners audio or videotape with analysis copy of IEP you helped to develop (ESE 500, ESE 502, ESE 514, 12

14 ESE 517, ESE 519, ESE 520, ESE 521, ESE 522, EST 586, EST 588) journal reflection 6. Learning Environment copy of classroom management plan audio or videotape with analysis journal reflection lesson plan with evidence of planning for the management of time and materials (ESE 514, ESE 519, EST 576, EST 586, EST 588) picture of bulletin board picture of classroom written observation by supervisor lesson or unit plan incorporating strategies to enhance cooperation and collaboration among pupils record showing how pupil behavior was affected by implementation of management strategies 7. Communication copy of lesson or unit plan showing effective use of media copy of media developed for use in instruction picture of bulletin board assessment of communication skills by supervisor, cooperating teacher, peers, etc. audio or videotape with analysis copy of lesson plan with list of divergent questions asked of pupils journal reflection on use of effective communication 8. Instructional Strategies copy of lesson or unit plan (ESE 514, ESE 519, EST 576, EST 586, EST 588) audio or videotape with analyses sample of pupil work generated as part of the implementation of an instructional strategy journal reflection assessment of teaching by supervisor, cooperating teacher, peers, etc. copy (or picture) of materials developed for use in instructional strategies 9. Assessment copy of test developed to measure pupil status (EST 586, EST 588) description and/or videotape of assessment procedure with analysis (ESE 514, ESE 522) chart showing pre and post test results sample of pupil test with comments (ESE 517, EST 576) sample of pupil project/paper/essay with comments copy of communication to pupil or parents with results of assessment description of system used to record pupil assessment results and pupil progress (with sample materials) (ESE 519, ESE 521) Course Exams (ESE 519) 10. Technology copy of lesson or unit plan showing use of technology sample of media produced for use in instruction (ESE 502, ESE 518, ESE 522) copy of PowerPoint or similar presentation audio or videotape with analysis assessment of use of technology by supervisor, cooperating teacher, 13

15 11. Professional Development 12. Collaboration and Professionalism peers, etc. (ESE 501, ESE 503, ESE 511, ESE 512, ESE 520) journal reflection sample of media/technology produced by pupils journal reflection (ESE 500, ESE 502, ESE 503) copy of lesson or unit plan with reflective analysis (ESE 576) evidence of attendance at workshop, professional conference(est 588) evidence of membership in professional association list of personal goals with analysis of achievement evidence of presentation made at workshop or conference annotated list of books and journals read copy of article written for local, state, national journal report of action research conducted in a field setting report of how information and/or skills gained at workshop/conference or through reading was applied in your teaching evidence of participation in extra-curricular activities copy of communication with parents, colleagues, community members (ESE 512, EST 586, EST 588) documentation of meetings with parents, colleagues, community members sample of materials prepared for a meeting, class, etc., in which a leadership role was assumed (ESE 517, EST 576) thank you, certificate, testimonial to attest to work done in collaboration with others Portfolio Management Organization Each version of your portfolio should be organized around the 12 CSU program standards. The artifacts, which demonstrate your skills, knowledge, or dispositions for each standard, should be grouped together for the standard, along with self-reflections and self, peer, or instructor assessments of the artifacts. In addition, you may have some introductory materials to include before you present your artifacts; and you will probably have a summary section in which you would include documents relating to the overall assessment of your portfolio and your achievement of the standards. Table 4, suggests various components you might include in your different types of portfolios and the order in which they might be included. 14

16 Table 4. Suggested Portfolio Components Portfolio Types Suggested Portfolio Components Cover Table of Contents Introductory Statement (Introduction of yourself, why you want to be a teacher, your professional goals) Cover Letter Current Resume Field Experience/Practicum/Student Teaching Evaluations Letters of Recommendation Summary of Program Standards Assessments Self assessments Peer assessments Instructor assessments Artifacts Supporting Standard 1 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 2 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 3 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 4 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 5 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 6 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 7 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 8 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 9 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 10 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 11 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Artifacts Supporting Standard 12 (include Reflection Cover Sheet for each artifact and Artifact Rubric Assessment sheet for each required artifact)* Other relevant materials *NOTES: (1) Your Introductory Portfolio should have a section for each of the 12 standards. However, because you are just beginning your program, you may not have much in the way of artifacts to include in several of the sections. (2) You should not include Reflection Cover Sheets and Artifact Rubric Assessment sheets in your Employment Portfolio. 15 Introductory Working Professional Employment

17 Design When you present your portfolio to others, it is a reflection of you especially your professional side. You should therefore give careful consideration to its design. To house your portfolio, use a container that works best for you. The container you use should be easily accessible to those people who will be evaluating your artifacts. Experiment with many types of containers such as notebooks, expanding files, folders, or portfolio satchels. Be creative with your portfolio design, but not too cute. The cover is a good place to start; your portfolio might be organized around a theme such as: Traveling on a Journey Toward Professional Teaching. Such a theme can be easily integrated into the rest of your portfolio. Remember, the goal of your portfolio is to show others how you have met each of the 12 standards. Include a Table of Contents. Providing a table of contents for the reader will help them understand how you have organized your portfolio. Label each section clearly, as this will help the reader locate artifacts easily. Provide an abbreviated title for each standard so that someone viewing the portfolio will know what it means. Present your artifacts neatly and professionally. Check spelling and grammar; all work should be typed except those artifacts not typed originally. Make sure the style of the overall presentation is consistent. Make it a habit to save electronic copies of your papers so you will be able to make clean copies to eventually include in your employment portfolio. You will not want to include graded copies in your employment portfolio. Portfolio Evaluation As your portfolio moves through developmental stages from introductory to working to professional to employment, it will be subjected to a continuous process of analysis and assessment. Much of the analysis will be your responsibility, as you decide things like what artifacts to include under each standard, the level of competence each artifact demonstrates, and which artifacts to eliminate or replace. Other evaluations may be done by your course instructors, field experience cooperating teachers, supervisors, or peers. A number of tools will be used in the portfolio evaluation process. Each of these tools is described below. Rubrics A rubric is an instrument used to help you or others make a judgment as to whether an artifact or set of artifacts demonstrates that you are at the unacceptable, emerging, proficient, or exemplary level for each of the 12 program standards. There is a separate rubric for each of the 12 standards. Eventually you will become familiar with all of the rubrics. Each of the 12 rubrics can be found in Appendix E. Sometimes, you may be asked to use a rubric to evaluate one of your artifacts or to evaluate a set of artifacts to make a judgment about one of the standards. At other times, a course instructor may ask your peers to use a rubric to evaluate one of your artifacts. Your course instructors and program faculty will also use rubrics to evaluate individual artifacts or to judge your 16

18 performance on one of the 12 program standards as unacceptable, emerging, proficient, or exemplary. Artifact Rubric Assessment Sheet When a course instructor or practicum/student teaching supervisor uses a rubric to evaluate one of your artifacts, he or she will complete an Artifact Rubric Assessment sheet and give you a copy. (NOTE: Often the instructor or supervisor will ask you to submit one of these sheets with the artifact to be evaluated.) Completed Artifact Rubric Assessment sheets should be attached to the artifacts in your working or professional portfolio. You can find a copy of an Artifact Rubric Assessment Sheet in Appendix E. Standard Summary Sheet When you present your portfolio for evaluation at one of the checkpoints listed in Table 2, you will be asked to summarize all of the assessments done on the artifacts included for each standard. You will use a Standard Summary Sheet to do this. A copy of this sheet is included in Appendix B along with a sample of how it might be filled out. Reflection Cover Sheets Readers of your portfolio will not necessarily know why an artifact was chosen for a particular standard; you should attach a Reflection Cover Sheet to each artifact. The Reflection Cover Sheet should not summarize the artifact. Instead, it should answer the questions: What is the artifact? Why is it filed under this standard? and what does it say about my growing competence? A copy of a Reflection Cover Sheet is on the next page. A sample of a completed Reflection Cover Sheet is included in Appendix C. 17

19 The CSU Teacher is a Responsive, Reflective Professional: A Partner in Learning Reflection Cover Sheet Name: Date: Licensure Area: Course/Activity: Standard #: Title of Standard (CEOHS/CEC): Name of Artifact: Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric): 18

20 Standards Self-Assessment Checklist The following self-assessment should be included in your portfolio and is required for all checkpoint reviews. A self-assessment checklist will help you analyze your progress in meeting the program standards. Here is an example of such a checklist. SELF-ASSESSMENT OF PROGRAM STANDARDS Name CSU Program Standard My Current Strengths My Current Weaknesses Date Current Self- Assessment Unacceptable Emerging Proficient Exemplary

21

22 Artifacts Analysis Chart As you develop your portfolio, you might want to analyze the artifacts you are including in it to determine: (a) if you have enough support for your competence in each standard; and (b) if you are including a wide enough variety of artifacts. A chart such as the one below will help you in this analysis. ARTIFACT ANALYSIS CHART Name Kind of artifact (e.g., curriculum plan) Name of artifact (e.g., unit on Fractions in Daily Life ) Date CSU Program Standard Adapted from Melograno, V.J. (1998). Professional and Student Portfolios for Physical Education. Champaign, IL: Human Kinetics. 21

23 Appendix A Alignment of 12 CSU Program Standards with Praxis Standards and INTASC Standards 22

24 Alignment Chart: INTASC, CSU, Praxis Standards INTASC Standards CSU Program Standards PRAXIS Standards 1. Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. 2. Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live. 1. Knowledge of Subject Matter. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students. 2. Knowledge of Human Development and Learning. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. 3. Adaptation of Instruction for Individual Needs. The teacher 3. Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person. 4. Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge. 5. Diversity. The CSU teacher education student understands 23 A3. demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future. C2. making content comprehensible to students A1. becoming familiar with the relevant aspect of student s backgrounds and experiences A2. articulating clear learning goals for the lesson that are appropriate for students A4. creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson A5. creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson B1. creating a climate that promotes fairness A1. becoming familiar with the relevant aspect of student s

25 INTASC Standards CSU Program Standards PRAXIS Standards understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning. 5. Skills. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Classroom Motivation and Management. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6. Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation. 7. Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments. backgrounds and experiences B1. creating a climate that promotes fairness B1. creating a climate that promotes fairness B2. establishing and maintaining rapport with students B3. communicating challenging learning expectations to each student B4. establishing and maintaining consistent standards of classroom behavior B5. making the physical environment as safe and conducive to learning as possible B3. communicating challenging learning expectations to each student C1. making learning goals and instructional procedures clear to students C2. making content comprehensible to students C3. encouraging students to extend their thinking C5. using instructional time effectively 24

26 4. Multiple Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. 7. Instructional Planning Skills. The teacher plans instruction based upon knowledge of the subject matter, students, the community, and curriculum goals. 8. Assessment of Student Learning. The teacher uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Professional Commitment and Responsibility. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. Partnerships. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well being. 8. Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development. 10. Technology. The CSU teacher education student understands and uses up-todate technology to enhance the learning environment across the full range of learner needs. 9. Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students learning to the outside world. 11. Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally. 12. Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/universities to support students growth and well being. A2. articulating clear learning goals for the lesson that are appropriate for students A4. creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson C3. encouraging students to extend their thinking D2. demonstrating a sense of efficacy A5. creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson C4. monitoring students understanding of the content through a variety of means, providing feedback to students to assist in learning, and adjusting learning activities as the situation demands. D1. reflecting on the extent to which the learning goals were met D2. demonstrating a sense of efficacy D3. building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students D4. communicating with parents or guardians about student learning 25

27 Appendix B Standard Summary Sheet and Completed Sample 26

28 Standard Summary Sheet Name: Date: Standard Name of Artifact Self-Assessment Peer Assessment (if done) 1 Personal Philosophy 2 Social Foundations 3 Knowledge of Subject Matter 4 Knowledge of Development and Learning 5 Diversity 6 Learning Environment Faculty Assessment 27

29 Standard Summary Sheet page 2 Name: Date: Standard Name of Artifact Self-Assessment Peer Assessment (if done) 7 Communication 8 Instructional Strategies 9 Assessment 10 Technology 11 Professional Development 12 Collaboration and Professionalism Faculty Assessment 28

30 SAMPLE Standard Summary Sheet Name: Dick Hurwitz Date: April 12, 2003 Standard Name of Artifact Self-Assessment Peer Assessment (if done) Faculty Assessment 1 Personal Philosophy 2 Social Foundations 3 Knowledge of Subject Matter 4 Knowledge of Development and Learning 5 Diversity 6 Learning Environment Philosophy Paper 10/13/01 U M E U M E U M E Position Paper on Academic U M E U M P E U P E Freedom Essay on voucher system U M P U M P E U M E Research paper on home U M E U M P E U M E schooling Learning Packet U M E U M P E U M E Syllabification Unit Plan English U M E U M E U M E Literature Cooperating Teacher U M E U M P E U M P E Evaluation Lesson Plan U M E U M P E U P E Observational Checklist U M P U M E U M E Lesson Plan U M E U M P E U M E IEP U M E U M P E U M P Essay on Diversity U M E U M P E U M E Pictures of Bulletin Board U M E U M P E U M P E Letters from parents U M P U M P E U M P E Classroom Management Plan U M E U M E U P E Cooperating Teacher U M E U M P E U M P E Evaluation Videotape of classroom U M E U M P E U M P E 29

31 SAMPLE Standard Summary Sheet page 2 Name: Dick Hurwitz Date: April 12, 2003 Standard Name of Artifact Self-Assessment Peer Assessment (if done) CD developed for imagery lesson Picture of Halloween 7 Communication 8 Instructional Strategies 9 Assessment 10 Technology 11 Professional Development 12 Collaboration bulletin board Divergent questions: 10/12/02 lesson Faculty Assessment U M E U M P E U M E U M P U M P E U M E U M E U M P E U M E Unit plan: Poetry U M E U M E U M E Videotape of 11/2/02 lesson U M P U M P E U M P w/ analysis Poetry notebooks of pupils U M P U M P E U M P Assessment plan: Unit on U M E U M P E U P E short stories Copy of pupil portfolio U M E U M P E U M E handbook Copy of unit test: Poetry U M P U M P E U M P Analysis of pupil U M P U M P E U M E performance Pupil papers U M E U M P E U M P E Technology plan: Poetry U M E U M E U M E unit PowerPoint for 11/14/02 U M E U M P E U P E Journal reflections: U M E U M P E U M E Practicum Self-assessment of poetry unit Program from state convention List of books/articles read in last year Letter home to parents: Short Story Unit U M E U M P E U M P E U M P U M P E U M P E U M P U M P E U M P E U M P U M P E U M P 30

32 and Professionalism Recommendations from teachers Agenda from community meeting U M E U M P E U M P E U M E U M P E U M P E 31

33 Appendix C Sample Reflection Cover Sheet 32

34 SAMPLE The CSU Teacher is a Responsive, Reflective Professional: A Partner in Learning Reflection Cover Sheet Name: Dick Hurwitz Date: February 3, 2003 Licensure Area: Mild/Moderate Course/Activity: EST 487 Standard #: 9 Title of Standard (CEOHS/CEC): Assessment/Assessment Name of Artifact: Copy of unit test: Poetry Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric): I developed this test during student teaching to assess how well my students met the objectives of my poetry unit. It relates specifically to these objectives and is a good example of the kind of assessment that challenges students cognitive abilities while taking into account their disabilities. Both my student teaching supervisor and I evaluated this test as Exemplary. In addition, most students commented that it was fair and comprehensive and even a little fun to take. I think the test shows that I am competent at developing assessment instruments that challenge students, are appropriate to their abilities, and are keyed directly to learning objectives. 33

35 Appendix D Portfolio Checkpoint Criteria and Remediation 34

36 PORTFOLIO CHECKPOINT CRITERIA AND REMEDIATION CHECKPOINT Checkpoint 2 (ECSE majors only checked in Practicum or Student Teaching) Checkpoint 3 (Professional Portfolio checked in Practicum or equivalent course) Checkpoint 4 (Professional and/or Employment Portfolio checked during Student CRITERIA FOR MOVING ON To qualify for Practicum, student must have: a well-organized portfolio adequate artifacts for each program outcome (including required artifacts) a reflective cover sheet for each artifact an Artifact Rubric Assessment sheet for each required artifact (signed by assessor) a current Standard Summary Sheet To qualify for Student Teaching, student must have achieved at least Emerging on all 12 program outcomes and Proficient in at least 8 of these, including: #2---Social Foundations #3 Knowledge of Subject Matter and Inquiry; #4 Knowledge of Development and Learning; #8 Instructional Strategies; #10 Technology. To qualify for Provisional Teaching License endorsement, student must have achieved at least Proficient on all 12 program outcomes. 35 REMEDIATION PROCESS IF CRITERIA ARE NOT MET Throughout the program, each student will be encouraged to: use suggested tools for monitoring his/her status on each program outcome engage in self-directed activities to develop increased levels of competence in selected program outcomes develop additional artifacts in support of competence in selected program outcomes re-do required artifacts for reassessment by original assessor Student will receive an Incomplete grade in the checkpoint course and will not be approved for Practicum until the Working Portfolio is judged as satisfactory by the course instructor and a grade for the checkpoint course is submitted. Student will be notified by Associate Dean that criteria to qualify for Student Teaching have not been met and that a Concern Conference will convene to recommend appropriate remediation. Remediation may include engaging in specific self-improvement activities, redoing selected artifacts, re-taking Practicum, or other activities. Before qualifying for Student Teaching, student must demonstrate required levels of competence in program outcomes. Student will be notified by Associate Dean that criteria to qualify for License endorsement have not been met and that a Concern Conference will convene to recommend appropriate

37 Teaching) remediation. Remediation may include engaging in specific self-improvement activities, re-doing selected artifacts, re-taking Student Teaching, or other activities. Before qualifying for License endorsement, student must demonstrate required levels of competence in program outcomes. 36

38 Appendix E Artifact Rubric Assessment Sheet 37

39 Student is to Complete Items Below Student Name: CSU ID: Name of Atifact: Course/Field Experience: Standard (If an artifact applies to more than one standard, use a separate Artifact Rubric Assessment sheet for each standard.) 1. Personal Philosophy/CEC Personal Philosophy 2. Social Foundations/CEC Social Foundations 3. Knowledge of Subject Matter/Inquiry/CEC Foundations 4. Knowledge of Development/Learning/CEC Knowledge of Development and Characteristics of Learners 5. Diversity/ CEC Individual Learning Differences 6. Learning Environment/CEC Learning Environment and Social Interaction 7. Communication/CEC Language 8 Instructional Strategies/CEC Instructional Strategies 9. Assessment/CEC Assessment 10.Technology/CEC Instructional Strategies 11. Professional Development/CEC Professional Development 12.Collaboration/Professionalism/CEC Collaboration Instructor/Supervisor is to Complete Items Below Rubric Assessment Unacceptable Emerging Proficient Exemplary Not Part of Assignment* Comments Knowledge & Understanding Performance & Skills Dispositions *The Not Part of Assignment box should be checked only if the artifact clearly does not provide an opportunity to demonstrate competence in one of the areas of assessment. Assessor Signature: Assessor Name: Date: 38

40 Appendix F Rubrics for 12 Program Standards 39

41 Outcome 1 PERSONAL PHILOSOPHY The CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. CEC OUTCOME PERSONAL PHILOSOPHY Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society. CRITERIA LEVELS OF ACHIEVEMENT Knowledge & Understanding Understands the need to develop and articulate a personal philosophy in special education grounded in theory and practice. Performance & Skills Applies philosophical reasoning to a critical assessment of the consequences and implications of special educational decisions. Dispositions Displays beliefs that are congruent with professional and ethical standards (for education in general and for special education specifically) and that are free from bias. UNACCEPTABLE (0) EMERGING (1) PROFICIENT (2) EXEMPLARY (3) Defines educational beliefs with Provides an explanation of general justifications that are educational beliefs consistent largely based on personal with current ideas of best experience. Philosophy is only practice as justified by theory slightly grounded in special and research both in general and education theory and practice. special education. Does not provide a clear explanation of beliefs. Educational philosophy as described is incomprehensible or contradictory. Is written without regard for special education research, laws or litigation. Little or no evidence that the candidate can assess the educational implications and consequences of instructional decisions. Writing is incoherent. Unable to cogently summarize, analyze, or evaluate information, ideas, and opinions. Has no reference to special education. Personal philosophy violates professional and/or ethical standards including those specific to special education; reflects biased, stereotypical, or prejudicial attitudes and beliefs; and provides no evidence of a commitment to continued professional development, or of self-awareness. Some evidence that the candidate can assess the consequences of instructional decisions related to working with students who have disabilities, but lacks skill in philosophical reasoning. Writing is somewhat incoherent. Able to cogently summarize information, ideas, and opinions. Personal philosophy is congruent with professional and ethical standards both for education in general and for special education specifically. Beliefs and attitudes expressed are relatively free from bias; however, scant evidence is provided to suggest an ongoing commitment to continued professional development. Provides evidence of emerging self-awareness. Some evidence that the candidate can apply philosophical reasoning to assess the consequences and implications of instructional decisions related to working with students who have disabilities. Writing is clear with minor incoherence. Able to cogently summarize and analyze information, ideas, and opinions. Personal philosophy is congruent with professional and ethical standards both for education in general and for special education specifically, provides some evidence of a commitment to continued professional development, and is free from bias. Provide some evidence of self-awareness. Provides an explanation of educational beliefs consistent with current ideas of best practice both for education in general and for special education specifically that includes detailed and appropriate references to personal experiences. Clearly and articulately explains the theoretical and philosophical bases for personal beliefs that reflect special education research, laws and litigation. Clear evidence that the candidate can apply philosophical reasoning to the critical assessment of his/her own beliefs and actions. Writing is clear and coherent. Able to cogently summarize, analyze and evaluate information, ideas, and opinions. Philosophy fully reflects special education best practices. Personal philosophy is congruent with professional and ethical standards both for education in general and for special education specifically, provides ample evidence of a commitment to continued professional development, and is free from bias. Provides evidence of a strong selfawareness. 40

42 Outcome 2 SOCIAL FOUNDATIONS The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on community, state, national and international levels. CEC OUTCOME SOCIAL FOUNDATIONS Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society. CRITERIA LEVELS OF ACHIEVEMENT Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Knowledge & Understanding Understands the need to see education as part of a complex socio-cultural fabric and how it affects students with disabilities. Recognizes the potential to effect social change through educational processes. Performances & Skills Displays knowledge of social issues in education and the ability to use that knowledge to build conceptual relationships between socio-cultural issues and the practice of education for all students including those with disabilities. Dispositions Understands the value of working collaboratively with students, colleagues, parents, and community; feels a sense of empowerment to effect change in the field of education through an understanding of social issues and educational practice as it affects the quality of education of students with disabilities. Lacks an understanding of the need to view education within the framework of broader social issues. Lacks an understanding of the social issues related to the education of students with disabilities. Lacks the ability to build conceptual relationships between education and other socio-cultural concepts, including issues related to teaching students with disabilities. Lacks desire to effect social collaboration and change in the education of all students including those with disabilities through understanding of social issues. Displays some limited concept of the need to understand education within a broader framework of social issues as it relates to students with disabilities. Displays some limited evidence of ability to articulate conceptual relationships between education and other socio-cultural fields of study including the articulation of the effect of these issues on students with disabilities. Displays some limited interest and effort in working collaboratively with students, colleagues, parents and community to foster and support the learning of students with disabilities. Displays some sense of responsibility and empowerment of effecting social change through the practice of education including the education of students with disabilities. Acceptable understanding of education as part of a complex socio-cultural fabric and its effect on the lives of students with disabilities. Knowledge of the effect of social change through educational practice and how that has affected the lives of students with disabilities and their families. Provides acceptable evidence of building conceptual relations among education and a wide variety of sociocultural issues including those that affect the lives of students with disabilities. Works consistently with colleagues to plan ways to involve a broader community in the process of the practice of education and educational reform as it effects the education of students with disabilities. Displays evidence of a belief that educational practice can effect social change, particularly for students with disabilities. Displays evidence through exemplary written and oral communication indicating a profound understanding of socio-cultural issues and how they are effected by and how they affect the practice of education. Understands the impact of the values and attitudes of society and the impact of socio-cultural issues on the lives of students with disabilities. Shows exemplary evidence using synthesis to build complex conceptual relations between education and a wide variety of socio-cultural issues; synthesizes these relations as they apply to the education of students with disabilities. Provides exemplary positive leadership in working with colleagues and families to affect the process of educational change and reform. Displays considerable evidence of a belief that educational practice can affect social change and have a positive effect on the lives of individuals with disabilities. 41

43 Outcome 3 KNOWLEDGE OF SUBJECT MATTER AND INQUIRY The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.[intasc #1; PRAXIS A3 & C2)] CEC OUTCOME FOUNDATIONS Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society. CRITERIA Knowledge & Understanding Displays comprehensive knowledge of subject matter and content area standards and how to help students with disabilities meet standards. Understands strategies, methods, and materials to create and implement developmentally-appropriate activities, including those for students with disabilities. Performances & Skills Uses multiple representations of key disciplinary ideas to make subject matter accessible and meaningful to students, including those with disabilities. Engages in extensive inquiry for preparation. Dispositions Has an extensive awareness of the synergistic relationship between content and inquiry as applied to planning and teaching for all students including those with disabilities. LEVELS OF ACHIEVEMENT UNACCEPTABLE (0) EMERGING (1) PROFICIENT (2) EXEMPLARY (3) Displays limited knowledge of Displays substantial knowledge of subject matter and content area subject matter and content area standards. Has limited standards. Knows how to apply understanding of modifying standards to the learning activities standards to accommodate the of students with disabilities. learning needs of students with Evidences adequate understanding disabilities. Evidences some of strategies, methods, and understanding of strategies, materials needed to create and methods, and materials needed to implement developmentallyappropriate create and implement a activities. Can modify developmentally-appropriate subject matter strategy, methods activity. and materials in response to the needs of students with disabilities. Does not have a grasp of subject matter, content area standards or strategies required to create and implement developmentallyappropriate activities. Has little understanding of how the standards apply to students with disabilities. Uses representations of disciplinary ideas that are inaccurate or unclear. Engages in little or no inquiry for preparation. Does not recognize the importance of content knowledge as it relates to the needs of students with disabilities. Lacks the motivation to engage in inquiry to learn new content for panning and teaching Uses limited representations of disciplinary ideas to make subject matter accessible to students, including those with disabilities. Engages in limited inquiry for preparation. Has limited recognition of the importance of content knowledge for effective teaching of all students, including those with disabilities. Has some motivation to engage in inquiry to learn new content for planning and teaching. Consistently uses representations of key disciplinary ideas to make subject matter accessible and meaningful to students, including those with disabilities. Engages in an adequate amount of inquiry for preparation. Consistently recognizes the importance of content knowledge for all students, including those with disabilities. Motivated to engage in inquiry to learn new content for planning and teaching. Displays comprehensive knowledge of subject matter and content area standards. Knows how to adapt subject matter to a varied set of standards to meet the needs of students with disabilities. Understands strategies, methods, and materials to create and implement developmentallyappropriate activities and those for students with disabilities. Uses multiple representations of key disciplinary ideas to make subject matter accessible and meaningful to students, including those with disabilities. Engages in extensive inquiry for preparation. Has an extensive awareness of the synergistic relationship between content and inquiry as applied to planning and teaching for all students including those with disabilities. 42

44 Outcome 4 KNOWLEDGE OF DEVELOPMENT AND LEARNING The teacher candidate understands how individuals learn and develop, and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge [INTASC #2; PRAXIS A1, A2, A4, A5, & B1] CEC OUTCOME KNOWLEDGE OF DEVELOPMENT AND CHARACTERISTICS OF LEARNERS Special Educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). CRITERIA Knowledge & Understanding Understands major theories of cognitive, physical, emotional, social, and moral development, including the similarities and references in human development and the characteristics between and among individuals with and without exceptional needs; understands how exceptionality may impact student s construction of knowledge and acquisition of cognitive and metacognitive skills; is aware of typical and atypical developmental progressions. LEVELS OF ACHIEVEMENT Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Lacks knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students with and without exceptional needs construct knowledge and acquire cognitive and metacognitive skills, and of typical and atypical developmental progressions. Has limited knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students with and without exceptional needs construct knowledge and acquire cognitive and metacognitive skills, and of typical and atypical developmental progressions. Has acceptable knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students with and without exceptional needs construct knowledge and acquire cognitive and metacognitive skills, and of typical and atypical developmental progressions. Has extensive knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students with and without exceptional needs construct knowledge and acquire cognitive and metacognitive skills, and of typical and atypical developmental progressions. Performances & Skills Demonstrates ability to apply knowledge of educational theories and concepts, including the similarities and differences in human development and the characteristics between and among individuals with and without exceptional needs; builds on prior knowledge in the development of students thinking and the implementation of appropriate instructional activities; demonstrates awareness of cultural and individual differences and similarities. Lacks ability to apply knowledge of educational theories and concepts related to individuals with and without exceptional learning needs, to build on prior knowledge in the development of students thinking and the implementation of appropriate instructional activities; lacks ability to integrate awareness of cultural and individual differences and similarities into practice. Has limited ability to apply knowledge of educational theories and concepts related to individuals with and without exceptional learning needs, to build on prior knowledge in the development of students thinking and the implementation of appropriate instructional activities; has limited ability to integrate awareness of cultural and individual differences and similarities into practice. Consistently applies knowledge of educational theories and concepts related to individuals with and without exceptional learning needs, to build on prior knowledge in the development of students thinking and the implementation of appropriate instructional activities; consistently integrates awareness of cultural and individual differences and similarities into practice. Consistently and deliberately applies knowledge of educational theories and concepts related to individuals with and without exceptional learning needs, provides opportunities for students to discover connections between prior knowledge and present learning; consistently and deliberately integrates awareness of cultural and individual differences and similarities into practice. Dispositions Appreciates and respects both developmental changes and individual differences between and among individuals with and without exceptional learning needs; values the importance of self-efficacy; appreciates that all students are able to achieve; sees students misconceptions as an instructional opportunity. Lacks appreciation and respect for: developmental changes, individual differences, and self-efficacy between and among individuals with and without exceptional learning needs, the fact that all students are able to achieve, and the instructional opportunity created by students misconceptions. Has limited appreciation and respect for: developmental change, individual differences, self-efficacy between and among individuals with and without exceptional learning needs, the fact that all students are able to achieve, and the instructional opportunity created by students misconceptions. Consistently appreciates and respects: developmental changes, individual differences, self-efficacy between and among individuals with and without exceptional learning needs, the fact that all students are able to achieve, and the instructional opportunity created by students misconceptions. Consistently and deliberately appreciates and respects: developmental changes, individual differences, self-efficacy between and among individuals with and without exceptional learning needs, the fact that all students are able to achieve, and the instructional opportunity created by students misconceptions. 43

45 Outcome 5 DIVERSITY The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning [INTASC #3; PRAXIS A1 & B1] CEC OUTCOME INDIVIDUAL LEARNING DIFFERENCES Special Educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. CRITERIA LEVELS OF ACHIEVEMENT Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Knowledge & Understanding Understands differences in approaches to learning and performance for students with disabilities; is able to explain areas of varying abilities, cultural issues that effect learning, culturally responsive pedagogy, and issues related to teaching second language learners; understands how learning is influenced by individual experiences, talents and prior learning; understands cultural and community diversity and resources. Performances & Skills Uses instructional approaches that are sensitive to the different learning and performance modes of students with disabilities; makes appropriate provisions to meet individual needs of youngsters with varying abilities, second language learners, or those from diverse cultures; can access appropriate community services and resources; responds sensitively to students families and cultures. Dispositions Values high expectations for the learning of all students with disabilities; values human diversity; respects students varied abilities, linguistic histories, and cultural backgrounds; is sensitive to diverse family needs and to community and cultural norms. Lacks a grasp of varying individual learning abilities for students with disabilities; lacks knowledge of the need to vary instructional assessments and approaches for students with disabilities, including those with varying abilities, second language learners and those from diverse cultural backgrounds; lacks understanding of the importance of community resources to learning of diverse learners. Lacks the ability to design instruction that responds to the needs of individual and diverse learners with disabilities; demonstrates only modest expectations for students with disabilities, second language learners, and those from diverse cultural backgrounds; does not respond sensitively to the needs of students families from diverse cultures or abilities. Places little value on high expectations for all students with disabilities or on the importance of culturally responsive pedagogy to meet the needs of diverse learners; shows little respect for students varied talents, interests, linguistic histories, or cultural backgrounds; shows little regard for the importance of community resources for diverse learners and their families. Has limited knowledge of varying individual learning abilities and of the need to vary instructional assessments, appropriate activities, response modes, etc. to accommodate the needs of learners with disabilities who have varying abilities, and who may be second language learners, and from diverse cultural backgrounds; has limited knowledge of the community resources. Has limited ability to design instruction that is responsive to individual student needs; does not display consistent expectations for students with disabilities; has limited ability to respond to sensitively to differing and diverse family cultures and needs. Places little value on the need to vary goals, instruction, activities, and assessment in response to individual students needs for individuals with disabilities, those from diverse cultural backgrounds, and second language learners; shows little appreciation for human diversity and how human differences have an impact on the learning process; places some value on using community resources in the educational process for diverse learners and their families. Has acceptable levels of knowledge of varying learning abilities and of the need to vary instructional assessments, appropriate activities, response modes and adaptations of instruction for students with disabilities, has knowledge of educational needs of second language learners and those from diverse cultural backgrounds; understands the importance of community resources to diverse learners and their families. Designs instruction that appropriately challenges students with disabilities as well as those from diverse cultures, and linguistic histories; communicates effectively with families of students with disabilities, from diverse cultures and those of second language learners; utilizes community services and resources to support students learning needs. Places high value on the importance of responding sensitively to the varied abilities, cultures, and linguistic histories of students with disabilities; appreciates and seeks ways to represent community and cultural norms in the learning environment; appreciates the importance of families and the community in the educational process. Has deep knowledge of culturally responsive pedagogy, including assessments plus curricular and instructional design for students with disabilities, for second language learners, and for those from diverse cultural backgrounds; has deep understanding of the importance of community resources to meet the needs of diverse learners and their families. Consistently plans and implements effective instruction which responds to individual students diverse needs; consistently utilizes community resources that support the learning of students with disabilities, second language learners, and those from diverse cultural backgrounds; works effectively with families as partners in their students learning. Places high value on human variability and the importance of varying instruction to meet the needs of students with disabilities, second language learners, and those from diverse cultural backgrounds; expects students to achieve at their highest levels; has a deep appreciation of the importance of family and community involvement in the educational process. 44

46 Outcome 6 LEARNING ENVIRONMENT The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation. [INTASC #5; PRAXIS B1, B2, B3, B4 & B5]. CEC OUTCOME LEARNING ENVIRONMENT AND SOCIAL INTERACTIONS Special Educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. Special Educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. CRITERIA LEVELS OF ACHIEVEMENT Knowledge & Understanding Understands major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; understands how materials, tasks, and features of the physical environment contribute to students learning; understands why environmental supports and modifications are needed to promote success for students with disabilities. Performances & Skills Uses strategies that demonstrate ability to apply knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; utilizes understanding of how materials, tasks, and features of the physical environment contribute to students learning; uses strategies that demonstrates the ability to modify the environment to support the needs of students with disabilities. UNACCEPTABLE (0) EMERGING (1) PROFICIENT (2) EXEMPLARY (3) Has limited knowledge and Has acceptable knowledge and understanding of major theories of understanding of major theories of motivation and learning, self-efficacy, motivation and learning, self-efficacy, goal orientations, group dynamics, and goal orientations, group dynamics, and development as well as cultural development as well as cultural variations and classroom applications; variations and classroom applications; has limited knowledge of how has acceptable knowledge of how materials, tasks, and features of the materials, tasks, and features of the physical environment contribute to physical environment contribute to students learning; has limited students learning; has acceptable knowledge and understanding about knowledge and understanding about the the environmental supports needed by environmental supports needed by students with disabilities. students with disabilities. Lacks knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; lacks knowledge of how materials, tasks, and features of the physical environment contribute to students learning; lacks knowledge and understanding of the environmental supports needed by students with disabilities. Lacks ability to use strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; lacks ability to utilize understanding of how materials, tasks, and features of the physical environment contribute to students learning; lacks the ability to modify the environment to support the needs of students with disabilities. Has limited ability to use strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; has limited ability to utilize understanding of how materials, tasks, and features of the physical environment contribute to students learning; has limited ability to modify the environment to support the needs of students with disabilities. Consistently uses strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; consistently applies understanding of how materials, tasks, and features of the physical environment contribute to students learning; consistently uses strategies to modify the environment to support the needs of students with disabilities. Has extensive knowledge and understanding of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development as well as cultural variations and classroom applications; has extensive knowledge of how materials, tasks, and features of the physical environment contribute to students learning; has extensive knowledge and understanding about the environmental supports needed by students with disabilities. Consistently and deliberately uses strategies that demonstrate knowledge of major theories of motivation and learning, self-efficacy, goal orientations, group dynamics, and development in culturally appropriate ways; consistently and deliberately applies understanding of how materials, tasks, and features of the physical environment contribute to students learning; consistently and deliberately uses strategies to modify the environment to support the needs of students with disabilities. Dispositions Appreciates the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and selfmotivation in culturally appropriate ways; appreciates the degree to which materials, tasks, and features of the physical environment contribute to students learning; appreciates the importance of modifying the environment to support the needs of students with disabilities. Lacks appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; lacks appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students learning; lacks an appreciation for the importance of modifying the environment to support the needs of students with disabilities. Has limited appreciation for the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and selfmotivation in culturally appropriate ways; has limited appreciation for the degree to which materials, tasks, and features of the physical environment contribute to students learning; has limited appreciation for the importance of modifying the environment to support the needs of students with disabilities. Consistently appreciates the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and selfmotivation in culturally appropriate ways; consistently appreciates the degree to which materials, tasks, and features of the physical environment contribute to students learning; consistently appreciates the importance of modifying the environment to support the needs of students with disabilities. Consistently and explicitly appreciates the importance of establishing a positive learning environment in the classroom that promotes social interaction, active engagement in learning and self-motivation in culturally appropriate ways; consistently and explicitly appreciates the degree to which materials, tasks, and features of the physical environment contribute to learning; consistently and explicitly appreciates the importance of modifying the environment to support the needs of students with disabilities. 45

47 Outcome 7 COMMUNICATION The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments. [INTASC #6; PRAXIS B3, C1, C2, C3, & C5] CEC OUTCOME LANGUAGE Special educators understand the ways in which exceptional conditions can interact with an individual s experience with and use of language. They use and are familiar with augmentative. CRITERIA LEVELS OF ACHIEVEMENT Knowledge and Understanding Understands subject well enough to communicate it effectively to students with disabilities; communicates ideas clearly; understands techniques of structuring classroom discussion; questioning strategies, and how to structure group work; understands the uses of non-verbal communication to maintain student engagement and to manage student behavior. Performances and Skills Communicates challenging learning expectations clearly to students and parents; listens carefully to students and helps students articulate and extend their thinking; uses multiple representations to make content comprehensible to students with disabilities; uses instructional time effectively, including introductions, closure, transitions, questioning, discussion strategies, and management of individual and group work. Dispositions Views students with disabilities as a valid source of information; cares about student ideas and student thinking; values group work as a way to promote conversation and team work, recognizes the importance of multiple representations to engage learners with special needs. Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Relatively weak knowledge of subject may Knowledge of subject supports ability to hinder ability to provide understandable, provide understandable, accurate accurate statements about content; limited statements about content; understands repertoire of methods of presenting multiple methods of presenting information to students with disabilities; information to students with disabilities; limited awareness of how to structure understands how to structure classroom classroom discussion or how to question discussion and how to question students to students to probe their thinking; little or no probe their thinking; understands how to understanding of nonverbal use nonverbal communication as a communication strategies. communication tool. Weak knowledge of subject may hinder ability to provide understandable, accurate statements about content; understands multiple methods of presenting information to students with disabilities; understands how to structure classroom discussion and how to question students to probe their thinking; no understanding of how to use nonverbal communication strategies. Communicates learning expectations poorly to students with disabilities; ineffective use of instructional time; uses lecturing as the only mode of communication, never uses group work; presentations of content are incomprehensible or incorrect; rarely attempts to probe or encourage diversity of student thinking; manages group work ineffectively. Demonstrates mastery of some major conventions of standard English. Views self as deliverer of information; shows little regard for ideas of students; believes that students with disabilities have no prior knowledge to use in making sense of new content; believes that students should be kept silent, even if that means not allowing them to speak to one another; believes that saying the same thing over and over again will ultimately help students with disabilities learn material. Communicates non-challenging learning expectations clearly to students with disabilities; ineffective use of instructional time, which includes doing two or three or more of the following poorly; primarily uses lecturing as a mode of communication, with occasional questions interspersed; group work used sporadically; presentations of content are difficult to follow or contain relatively serious factual errors; rarely attempts to probe or encourage diversity of student thinking; manages group work ineffectively. Demonstrates mastery of most major and some minor conventions of standard English. Views self as deliverer of information, with an occasional need to solicit input from student with disabilities; occasionally fosters student inquiry; few attempts to promote student collaboration; believes mainly in one planned representation of content, supplemented occasionally with other representations (visual, audio). Communicates challenging learning expectations with some clarity to students with disabilities; uses instructional time effectively; varies methods of presentation of new material, including group work; presentations of content are comprehensible and correct; makes some attempts to probe or encourage diversity of student thinking; manages group work effectively. Demonstrates mastery of major and many minor conventions of standard English. Views students with disabilities as a valid source of information, offers additional information to clarify and extend student thinking; believes in the importance of listening to students ideas; fosters student inquiry by providing situations, tasks or problems and inviting students to engage with them individually; believes in regular use of student collaboration; believes in importance of multiple representations of content to make content comprehensible to students with special needs. Strong knowledge of subject makes it possible to offer multiple powerful representations of content; understands multiple methods of presenting information to students with disabilities; understands how to structure classroom discussion and how to question students to probe their thinking; understands how to use nonverbal communication as a communication tool. Communicates challenging learning expectations clearly to students with disabilities; uses instructional time effectively; varies methods of presentation of new material, including group work; presentations of content are powerful, comprehensible and correct; regularly probes and encourages diversity of student thinking; manages group work effectively. Demonstrates complete mastery of major and minor conventions of standard English. Views students with disabilities as a valid source of information, offers additional information to clarify or extend student thinking; believes in the importance of listening to students ideas; fosters student inquiry by providing situations, tasks or problems and inviting students to engage with them individually or in groups; believes in the importance of multiple representations of content that address multiple learning styles to make content comprehensible to students with special needs. 46

48 Outcome 8 INSTRUCTIONAL STRATEGIES The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical development. [INTASC #4 & #7; PRAXIS A2, A4, C3, & D2] CEC OUTCOME INSTRUCTIONAL STRATEGIES CEC Instructional Strategies: Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self- management, self-control, self-reliance, and self-esteem. CEC Instructional Planning: Special Educators develop long-range plans anchored in both general and special curricula. Special Educators understand the factors and implications of an individual s exceptional condition when creating individualized instructional and transition plans. CRITERIA LEVELS OF ACHIEVEMENT Knowledge & Understanding Understands the importance of developing critical thinking and problem solving skills for students with disabilities; knowledgeable in using instructional strategies to foster social, emotional, creative, and physical development; understands that appropriate instructional strategies can lead to successful learning and to increasing self-esteem for individuals with disabilities. Performance & Skills Uses developmentally, exceptionality, and instructionally appropriate assessments in several instructional areas, including critical thinking, problem-solving, and performance areas as the first step in the instructional process; uses an array of instructional strategies to foster social and emotional development and creativity for students with disabilities. Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Possesses some knowledge and Possesses knowledge and understanding understanding of a range of instructional of an adequate range of instructional strategies, including some specialized strategies, including adequate knowledge techniques for use with students with of specialized techniques for use with disabilities. Understands that students with disabilities. Understands instructional strategies are somewhat that instructional strategies are important important for students social, emotional, for students social, emotional, creative, creative, and physical development. Has and physical development. Has limited knowledge of how instructional acceptable knowledge of how strategies promote critical thinking and instructional strategies promote critical problem solving skills, and decisionmaking thinking and problem solving skills, and skills for students with decision-making skills for students with disabilities. disabilities. Possesses little or no knowledge and understanding of a range of instructional strategies, particularly as they relate to teaching students with disabilities. Does not understand that instructional strategies are important for students social, emotional, creative, and physical development. Lacks knowledge of how instructional strategies promote critical thinking and problem solving skills, as well as assist students with disabilities in decision-making skills. Lacks a range of instructional techniques, particularly specialized techniques used with students with disabilities, and does not use assessment properly, in general, and as it relates to students with disabilities. Demonstrates little or no ability to choose appropriate activities for instructional objectives as required on the IEP, and lacks flexibility to adapt instructional strategies to classroom needs, and the needs of individual students with disabilities. Demonstrates a limited range of instructional techniques, particularly specialized techniques used with students with disabilities, with little understanding of assessment, in general, and as it relates to students with disabilities. Demonstrates some ability to choose appropriate activities for instructional objectives, as required on the IEP and some degree of flexibility to adapt instructional strategies to classroom needs, and the needs of individual students with disabilities. Demonstrates a range of instructional techniques, including some specialized techniques used with students with disabilities, based on various types of assessment, including but not limited to cooperative learning, presentation skills, task analysis, individualized instruction, learning strategies, and discussion learning. Demonstrates an adequate ability to choose appropriate activities for instructional objectives, as required on the IEP and a degree of flexibility to adapt instructional strategies to classroom needs, and the needs of individual students with disabilities. Possesses knowledge and understanding of a broad range of instructional strategies, including a broad range of specialized strategies for use with students with disabilities. Understands that instructional strategies are an essential prerequisite for students social, emotional, creative and physical development. Has extensive knowledge of how instructional strategies promote critical thinking and problem solving skills, and decision-making skills for students with disabilities. Demonstrates mastery of an extensive range of instructional techniques, including many specialized techniques for use with students with disabilities, based on a wide range of assessment procedures, including but not limited to cooperative learning, presentation skills, task analysis, individualized instruction, learning strategies, and leading discussions. Demonstrates ability to choose appropriate activities for instructional objectives, as required on the IEP and a high degree of flexibility to adapt instructional strategies to classroom needs, and the needs of individual students with disabilities. 47

49 Dispositions Appreciates individual instructional needs for students with disabilities; believes in the importance of using assessments to guide instructional decision making; believes in the importance of addressing many domains of development. Does not value the use of many types of instructional strategies, or the need for individualized instruction based on students needs. Does not value the importance of adapting instructional strategies to classroom and individual student needs, in various educational settings, including general education. A limited acknowledgement of the value of using many types of instructional strategies, and the need for individualized instruction based on students needs. Values somewhat the importance of adapting instructional strategies to classroom and individual student needs, in various educational settings, including general education. Believes in the value of using many types of instructional strategies, and the need for individualized instruction based on students needs. Values the importance of adapting instructional strategies to classroom and individual student needs, in all educational settings, including general education. Believes in the value of using many types of instructional strategies, and the need for individualized instruction based on students needs. Values the importance of adapting instructional strategies to classroom and individual student needs, in all educational settings, including general education. Values the importance of students engaging in performance, critical thinking, and problem solving activities, as well as decision-making and life skills activities. 48

50 Outcome 9 ASSESSMENT The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students learning to the outside world. [INTASC #8; PRAXIS A5 & C4] CEC OUTCOME ASSESSMENT Special Educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. LEVELS OF ACHIEVEMENT CRITERIA Unacceptable (0). Emerging (1) Proficient (2) Exemplary (3) Knowledge and Understanding Understands that an assessment is related to objectives and learning goals. Is required for the multifactored evaluation. Is knowledgeable about a variety of formal and informal assessment strategies. Knowledgeable of constructs such as validity and reliability. Performances & Skills Selects and uses procedures and instruments for assessment that are congruent with learning goals and eligibility criteria. Can develop, administer, and interpret a variety of formal and informal activities and instruments to evaluate products. Employs reliable scoring procedures, clearly written items and prompts, and unambiguous directions to assess pupil present level of performance. Clearly and accurately explains and reports assessment strategies and results to students, administrators, parents, and other audiences. Lacks understanding of rationale for adopting assessment procedures to meet students individual needs. Is familiar with a very limited range of formal and informal assessment strategies. Lacks understanding of the multifactored evaluation process. Lacks understanding of fundamental test statistics and constructs such as validity and reliability. Selects and uses instruments for assessment that are incongruent with learning goals and criteria to determine eligibility for special education services. Lacks ability to develop, administer, and interpret a variety of formal and informal instruments to evaluate processes and products. Is unable to devise and employ appropriate and reliable scoring procedures for evaluating work of students with disabilities and determining present level of performance. Cannot adapt assessment procedures to meet students individual needs or employs inappropriate adaptations. Cannot explain, utilize, or report assessment strategies and results to students, administrators, parents, and other audiences. Is familiar with a limited range of formal and informal assessment strategies. Limited understanding of the multifactored evaluation process. Possesses initial understanding of fundamental test statistics and constructs such as validity and reliability. Selects and uses procedures and instruments for assessment that are congruent with learning goals, but lacks proficiency in designing and interpreting measures to assess complex tasks and higher order knowledge and skills. Limited understanding of criteria to determine eligibility for special education services. Can develop, administer, and interpret a limited range of formal and informal activities and instruments to evaluate products and determine present level of performance for students with disabilities. Has difficulty adapting assessment procedures to meet the individual needs of students; heavily relies on only one type of assessment. Accurately explains and reports assessment strategies and results to students, administrators, parents, and other audiences. 49 Is familiar with a variety of formal and informal assessment strategies. Possess satisfactory knowledge of the multifactored evaluation process. Understands and can accurately calculate fundamental test statistics. Possesses satisfactory knowledge of constructs such as reliability and validity. Selects and uses procedures and instruments for assessment that are congruent with learning goals and is somewhat proficient in designing and interpreting measures for assessing complex tasks and higher order knowledge and skills. Understands criteria required to determine eligibility for special education services. Can develop, administer, and interpret a variety of formal and informal activities and instruments to evaluate products and determine present level of performance for students with disabilities. Usually employs reliable scoring procedures, clearly written items and prompts, and unambiguous directions to assess pupil progress. Inconsistently adapts assessment procedures to meet the individual needs of students. Clearly and accurately explains and reports assessment strategies and results to students, administrators, parents, and other audiences. Very knowledgeable about a variety of formal and informal assessment strategies, including their inherent strengths and limitations. Possess thorough understanding of the multifactored evaluation process. Understands and can accurately calculate fundamental test statistics. Knowledgeable of different types of validity and reliability. Selects and uses procedures and instruments for assessment that are congruent with learning goals and is proficient in designing and interpreting measures for assessing complex tasks and higher order knowledge and skills. Understands criteria required to determine eligibility for special education services. Can develop, administer, and interpret a variety of formal and informal activities and instruments to evaluate both products and processes and determine present level of performance for students with disabilities. Consistently employs reliable scoring procedures, clearly written items and prompts, and unambiguous directions to assess pupil progress. Routinely adapts assessment procedures to meet the individual needs of students. Using multiple forms, clearly and accurately explains and reports assessment strategies and results to students, administrators, parents, and other audiences.

51 Dispositions Values assessment as an integral part of instruction and identification. Consistently uses the results of formative and summative assessments to determine eligibility for special education services, reflect on practice and improve instruction. Believes in adapting assessment procedures to meet the individual needs of students with disabilities but utilizes adaptations while maintaining standardized testing procedures. Unacceptable (0). Emerging (1) Proficient (2) Exemplary (3) Somewhat values the role of Values assessment as an integral assessment in evaluating pupil part of instruction and endeavors to progress, but generally fails to use the results of formative and make use of the results of formative summative assessments to reflect and summative measures to reflect on practice and improve on practice and improve instruction. Sees value in the instruction. Sees limited value in critical role of assessment to the critical role of assessment to determine eligibility for special determine eligibility for special education services. Believes in education services. Believes in adapting assessment procedures to occasionally adopting assessment meet the individual needs of procedures to meet the individual students with disabilities but needs of students with disabilities. inconstantly utilizes adaptations Does not perceive assessment as an integral part of instruction as evidence by its lack of use in instructional planning. Does not perceive the critical role of assessment in determining eligibility for special education services. Does not believe in adopting assessment procedures to meet the individual needs of students with disabilities. Values assessment as an integral part of instruction and consistently uses the results of formative and summative assessments to reflect on practice and improve instruction. Values the critical role of assessment to determine eligibility for special education services. Constantly demonstrates a belief in the adaptation of assessment procedures by utilizing adaptations in instruction and assessment practice to meet the individual needs of students with disabilities. 50

52 Outcome 10 TECHNOLOGY The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs. [INTASC #4 & #7; PRAXIS A2, A4, C3, & D2] CEC OUTCOME INSTRUCTIONAL STRATEGIES Special Educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self- management, self-control, self-reliance, and self-esteem. CRITERIA Knowledge & Understanding Demonstrates a sound understanding of technology operations and concepts as they are incorporated within Special Education. Understands the social, ethical, legal, and human issues surrounding the use of technology in schools and applies those principles in practice. Performances & Skills Plans and designs effective learning environments and experiences supported by technology for students with disabilities. Implements curriculum plans that include methods and strategies for applying technology to maximize student learning. Applies technology to facilitate a variety of effective assessment and evaluation strategies. LEVELS OF ACHIEVEMENT UNACCEPTABLE (0) EMERGING (1) PROFICIENT (2) EXEMPLARY (3) Doesn t understand basic technology operations and concepts. Unfamiliar with the social, ethical, legal and human issues surrounding the use of technology in schools. Does not provide equal access of technology within the curriculum and instruction for students with disabilities. Does not incorporate technology into learning environments and experiences. Does not implement curriculum plans which include technological components. Does not apply technology to assessment or evaluation needs. No knowledge of benefits of technology to the teaching and learning by students with special needs. Is aware of basic technology operations and concepts, and has begun to apply this awareness to professional growth. Is aware of the social, ethical, legal and human issues surrounding the use of technology in schools, and has begun to apply them in practice as it relates to individual student s right to equal access to meet individual needs for persons with disabilities. Has begun to tentatively incorporate technology into their learning environments and experiences and begins to understand the value of technology to meet the needs of students. Implements curriculum plans which incorporate minor technological components which have limited effect on student learning through modifications and adaptations. Aware of methods for using technology in assessment and evaluation, and have begun to implement these methods in their own practice in tentative ways. Understands basic technology operations in most but not all areas described in state or national (e.g. ISTE) standards, and is actively working to develop an understanding in the areas which have not yet been mastered. Has functional understanding of the social, ethical, legal and human issues surrounding the use of technology in schools, and is actively working to transform classroom practice to address these issues in order to provide equal access to technology for all students including those with disabilities. Incorporates a variety of learner-appropriate technology-enhanced activities within the classroom learning environment, but has not yet adopted a proactive stance with regard to technological developments. Implements curriculum plans which incorporate substantial technological components likely to significantly enhance student learning outcomes and makes use of a variety of assistive technology devices for students with disabilities. Applies technology regularly as a substantial and meaningful component in their assessment and evaluation activities while meeting the individual needs of students with disabilities. Understands technology concepts and skills as described in state or national (e.g. ISTE) standards documents, and demonstrate continuing professional growth in staying abreast of current and unacceptable technologies. Models and teaches legal & ethical technology use; applies technology resources to empower diverse learners; promotes safe and healthy use of technology resources; and facilitates equitable access to technology resources for all students. Designs developmentally appropriate learning activities that incorporate technology-enhanced instructional strategies; applies current research on teaching and learning with technology; identifies, locates and evaluates technology resources; plans for the management of technology resources within learning activities; and plans strategies to manage learning in a technology-enhanced environment for students with disabilities. Facilitate technology enhanced experiences that address content standards and student technology standards; uses technology to support learnercentered strategies; applies technology to develop students higher order thinking skills and creativity; and manages student learning activities in a technology-enhanced format that includes the use of assistive technology for those with disabilities. Applies technology in assessing student learning using a variety of assessment techniques; uses technology resources to collect and analyze data, interprets results, and communicates findings; and applies multiple methods of evaluation to determine appropriate uses of technology resources for students with disabilities. 51

53 Dispositions Uses technology to enhance their productivity and professional practice in working with students who have disabilities. Does not value technology within professional practice as it relates to the needs of individual students. Somewhat values the use of technology for periodic professional communications and to provide minor increases in professional productivity in report writing and for developing plans and interventions for students with disabilities. Values the use technology for regular, substantial professional communications and to provide significant increases in professional productivity. Has begun to value technology as a means of acquiring new knowledge and skills, in the ability to gather and interpret data, and for developing plans for modifications and adaptations of the curriculum for students with disabilities. Appreciates the use of technology to: engages in ongoing professional development; increases professional productivity, and communicates/collaborates with others in order to nurture student learning. Appreciates the use of technology in report writing and monitoring the delivery of services for all students including those with disabilities. 52

54 Outcome 11 PROFESSIONAL DEVELOPMENT The teacher is a reflective practitioner who evaluates his/her interactions with others (e.g. learners parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally. [INTASC #9; PRAXIS D1 & D2] CEC OUTCOME PROFESSIONAL ETHICAL PRACTICE Special Educators practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special Educators engage in professional activities and participate in learing communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. CRITERIA LEVELS OF ACHIEVEMENT Knowledge and Understanding Understands and communicates personal goals for learning and development; knows about appropriate avenues for personal growth including professional organizations in special education. Engages in thoughtful reflection on one s teaching, involving critical thought about planning and student learning, and can provide specific evidence of learning goals. Performances and Skills Reflects regularly on one s teaching through conversation with others, writing about one s teaching, or thinking about ways to improve. Sets specific goals, develops means for accomplishing those goals and keeps track of the success of these efforts. Involved in professional organizations including those in special education, attends professional learning opportunities, involved in school, outside the classroom. Dispositions Believes that there is always more to learn; treats special education teaching experiences as opportunities to grow rather than mere demonstrations of skill; recognizes that there is no such thing as perfect teaching; believes that other school professionals have valuable knowledge; believes in the importance of parental involvement Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Has limited knowledge about how Has adequate knowledge about to reflect on teaching with how to reflect on teaching with students who have disabilities. students who have disabilities. Has some understanding of the Understands the need for need for professional development professional development goals. goals. Has some awareness of Has some awareness of strategies strategies for promoting for promoting professional professional development. development. Has no knowledge about how to reflect on teaching with students who have disabilities. Does not understand the importance of professional development goals. Has little or no awareness of strategies for promoting professional development. Does not reflect on teaching with students who have disabilities, and makes no effort to improve. Does not participate in professional opportunities. Is not involved in school activities outside the classroom. Is not involved in professional organizations for special educators. Does not acknowledge the importance of professional growth as a special educator; views course work, supervision, and other professional development activities as hurdles rather than growth opportunities. Does not value supervisors, other professionals, or parents as resources for growth. Reflects minimally on teaching with students who have disabilities (only surface level awareness of classroom events), and makes few efforts to improve. Occasionally participates in professional opportunities. Is somewhat involved in school activities outside the classroom. Is minimally involved in professional organizations for special educators. Acknowledges minimal need for professional growth as a special educator; views course work, supervision, and other professional development activities as hurdles. Values supervisors, other professionals, and parents somewhat as resources for growth. Reflects adequately on teaching with students who have disabilities, and seeks to improve, based on others suggestions. Reflects adequately on teaching. Participates in professional opportunities such as conferences and workshops. Demonstrates involvement in school activities outside the classroom. Is adequately involved in professional organizations for special educators. Values the need for professional growth as a special educator. Views course work, supervision, and other professional development activities as opportunities to learn. Values supervisors, other professionals, and parents as resources for growth. Knows how to think critically about planning, teaching, and student learning to reflect on teaching those with disabilities. Understands the need for several specific professional development goals and a clear plan for accomplishing those goals. Knows about available strategies for promoting professional development including professional organizations in special education. Reflects thoughtfully and critically on teaching with students who have disabilities, and actively seeks to improve teaching based on others suggestions and self-identified goals. Participates actively in professional opportunities such as conferences and workshops. Demonstrates extensive involvement in school activities outside the classroom. Is extensively involved in professional organizations for special educators. Demonstrates a keen interest in personal growth as a special educator. Values course work, supervision, and other professional development activities as opportunities to pursue learning goals. Shows a keen interest in the suggestions of supervisors, other professionals, and parents as resources for growth. 53

55 Outcome 12 COLLABORATION AND PROFESSIONALISM The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university to support students growth and well-being. [INTASC #10; PRAXIS D3 & D4] CEC OUTCOME COLLABORATION Special Educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. CRITERIA LEVELS OF ACHIEVEMENT Unacceptable (0) Emerging (1) Proficient (2) Exemplary (3) Knowledge & Understanding Understands the concepts of collaboration and professionalism for special educators; understands the need for sharing teaching insights and for coordinating of learning activities for students with regular and special education colleagues. Performances & Skills Uses approaches that foster building positive professional relationships between regular and special educators; develops strategies for assisting others in collaborative efforts; assists others in developing collaborative activities for students with disabilities & colleagues who are assisting them. Lacks the concept of the need for working positively with regular and special education colleagues, parents or the community, or how to actively build successful partnerships. Lacks the evidence of fostering relationships with regular and special education colleagues, parents/guardians, or agencies to support the growth and wellbeing of students with disabilities. Displays some limited knowledge and understanding for working collaboratively with regular and special education colleagues, parents or the community. Displays some limited evidence of fostering relationships with colleagues, parents/ guardians, or agencies to support the growth and well-being of students with disabilities through collaborative efforts. Has an acceptable understanding and knowledge of collaboration with regular and special educators to explain concepts necessary for planning positive partnerships with students, regular and special education colleagues or the community. Gives acceptable evidence of fostering relationships and reflections with regular and special education colleagues, parents/ guardians, or agencies to support the growth and well-being of students with disabilities through collaborative efforts. Has comprehensive knowledge of the need for and the planning of positive collaborative activities with students, regular and special education colleagues or the community. Demonstrates extensive evidence of fostering relationships and reflections with regular and special education colleagues, parents/guardians, or agencies to support the growth and wellbeing of students with disabilities; has evidence of participation beyond basic requirements. Dispositions Understands the value of working collaboratively with colleagues, parents, and community; recognizes the importance of collaboration and professionalism in the formation of effective partnerships, especially those related to serving students with disabilities. Lacks interest in working positively with regular or special education colleagues, parents or the community Displays limited interest and effort in working collaboratively with regular or special education colleagues, parents or the community. Through acceptable evidence in written and oral interactions, indicates an understanding of the need for positive collaboration. Has a desire to develop successful partnerships, especially related to serving students with disabilities. Believes that the teacher must provide positive leadership in developing relationships and attitudes with regular and special education colleagues and others regarding social issues affecting students with special needs. Displays a sense of efficacy. 54