The purpose of this teaching tool box is to demonstrate the completion and collection of a variety of tools and strategies that a special educator can utilize when working with students who are affected by Emotional Behavioral Disabilities. Knowledge of how to use different therapeutic methods as well as creating curriculum guides that address the students needs are also included within this collection of work.

In compliance with Arizona State Teaching Standards 1:9 and 2:2-3, a special educator will designs and plans instruction that develops students' abilities to meet Arizona's academic standards and the district's assessment plan. Also, the special educator will create and maintain a learning climate that supports the development of students' abilities to meet Arizona's academic standards. This will be accomplished through the inclusion of learning experiences that address a variety of cognitive levels, demonstrate effective classroom management, while encouraging the students to demonstrate self-discipline and responsibility to self and others.

The purpose of this paper is to demonstrate knowledge of special education classroom curriculum and cognitive interventions that can be used when working with students that are Emotionally Disabled.This will help to facilitate an ideal learning environment as well as allow the individual student to work through the process of ascertaining appropriate adaptive behavioral skills that will carry over into adult life according to what the students goals are for the Individual Educational Plan (IEP) that comply with laws set forth in IDEA 2004.This paper reflects the decision making rational behind the creation of a curriculum map and cognitive interventions for students affected by Emotional Disabilities.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 6, Indicator 2 which requires the teacher to demonstrate knowledge of how to review and evaluate his or her overall performance an implement a professional development plan. This is measured by how the teacher is able to design and continually adapt the professional development plan for improving instruction and student learning.

Mastery of the Arizona’s Professional Teaching Standard 8, Indicator 5 is also addressed which requires the teacher to demonstrate current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning. This is measured by the teacher’s performance in the ability to use methods for recognizing and accommodating exceptional children.

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 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.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 1, is demonstrated by an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. This Area of Performance has also been demonstrated by facilitating a process that addresses:

Area : Knowledge

The administrator has knowledge and understanding of:

Competency : the principles of developing and implementing strategic plans

Area : Dispositions

The administrator believes in, values, and is committed to:

Competency : a school vision of high standards of learning

Area : Performances

The administrator facilitates processes and engages in activities ensuring that:

Competency : the school community is involved in school improvement efforts