The purpose of this paper is to demonstrate knowledge of special education law, rules, and regulations that help to facilitate due process and the dispute resolution process according to what the laws have set forth in IDEA 2004.This paper reflects the decision making rational behind the dispute resolution process as well as case law that helped to formulate this process.
This assignment shows mastery of the Arizona’s Professional Teaching Standard 9, Indicator 2 which requires the teacher to demonstrate knowledge of state and federal special education laws, rules, and regulations. The special education teacher participates in the design, implementation, and assessment of individualized education programs in order to develop a student’s abilities, which is imperative in the high school setting. In order to achieve this, the special education teacher needs to be knowledgeable of state and federal special education laws, rules, and regulations. This must be achieved to meet the Arizona standards and the transition from school to work or post-secondary education. Indicator 2 is definitive of that knowledge of state and federal special education laws, rules, and regulations.
Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by facilitating a process that addresses effective problem-framing and problem-solving skills to ensure that the teacher is following state and federal special education laws, rules, and regulations. By maintaining integrity by being legally responsible in managing the system that is in place the educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
The purpose of this paper is to become more knowledgeable of how the Tempe High School District follows the laws set forth in IDEA 2004. This paper also reflects how students and teachers are placed within the educational structure at the high school level as well as making a personal connection with the Director of Educational Services, Randy Lazar. This interview reflects the decision making rational behind the district’s take on how special education should be run.
This assignment shows mastery of the Arizona’s Professional Teaching Standard 5, indicator 5 which requires the teacher to collaborate with colleagues to achieve school and district goals. This standard requires the understanding of school policies as set forth by the school district. The collaboration to support learning programs that develop a student’s abilities is imperative in the high school setting. This must be achieved to meet the Arizona standards and the transition from school to work or post-secondary education. Indicator 5 is definitive of that collaboration between colleagues in order to achieve school and district goals.
Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 3, Area of Performance has also been demonstrated by facilitating a process that requires engagement in activities ensuring that organizational systems are regularly monitored and modified as needed as well as addressing effective problem-framing and problem-solving skills to ensure that the teacher is following district policies as well as maintaining integrity by being legally responsible in managing the system that is in place.
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