M.Ed. Special Education for Certified Educators

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SPE 560

Special Education Program Development

Overview

Evaluation Method

Specified Standards

Module 8 - required

Pros and Cons Chart

Directions

Specified Standards

The purpose of this chart is to demonstrate understanding and knowledge of the characteristics of students with mental retardation and knowledge of special education program development and the resources that help to promote lifelong learning according to what the needs of the student are.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 9:1-6, which requires the teacher to demonstrate knowledge of how to collaborate with other professionals and parents, the special education teacher, participates in the design, implementation, and assessment of individualized education programs.

The performance assessment shall measure the extent to which the special education teacher will design and plan special education program development that focuses on students' abilities to meet Arizona's academic standards and the district's assessment plan through the demonstration and knowledge of disabilities and their educational implications, knowledge of state and federal special education laws, rules, and regulations, and the ability to use a variety of assistive devices that support student learning.

The teacher is also required to create and maintain a learning climate that supports the development of students' abilities to meet Arizona's academic standards. This is done by applying specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability, design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques, and utilizing paraeducators and paratherapists effectively through training and supervision.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 1, Area of Performance has also been demonstrated by knowledge of how a school administrator is 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 understanding is demonstrated through documented research of the principles of developing and implementing strategic plans for which the administrator believes in, values, and is committed to a willingness to continuously examine one’s own assumptions, beliefs, and practices while facilitating processes and engaging in activities ensuring that the vision shapes the educational programs, plans, and actions.

AZ- Arizona's Professional Teacher Standards

Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programsThe performance assessment shall measure the extent to which the special education teacher:

Assessed performance 1: Demonstrates knowledge of disabilities and their educational implications

Assessed performance 2: Demonstrates knowledge of state and federal special education laws, rules, and regulations

Assessed performance 3: Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning

Assessed performance 4: Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability

Assessed performance 5: Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques

Assessed performance 6: Utilizes paraeducators and paratherapists effectively through training and supervision

USA- ISLLC - Standards for School Leaders (With Competencies)

Standard: Standard 1: A school administrator is 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.

Area: KnowledgeThe administrator has knowledge and understanding of:

Competency: the principles of developing and implementing strategic plans

Area: DispositionsThe administrator believes in, values, and is committed to:

Competency: a willingness to continuously examine one’s own assumptions, beliefs, and practices

Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:

Competency: the vision shapes the educational programs, plans, and actions

File Attachments:

Module 3 - optional

School Culture and Curriculum

Directions

Specified Standards

The purpose of this paper is to relate educational philosophy and school culture to individual school curriculum, to explain the process of school organization and culture, explain school curriculum policies and how they relate to the culture of the school, and to explain what the goal is for both the curriculum and the culture of the school.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 2:1, 3-6 that require the teacher to create and maintain a learning climate that supports the development of students' abilities to meet Arizona's academic standards.

The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that establishes and maintains standards of mutual respect, encourages the student to demonstrate self-discipline and responsibility to self and others, respects the individual differences among learners, facilitates people working productively and cooperatively with each other, and provides a motivating learning environment.

Mastery of USA- ISLLC - Standards for School Leaders (With Competencies), Standard 1 is also demonstrated within this paper. Standard 1 states that “A school administrator is 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 is demonstrated through the knowledge and understanding of the principles of developing and implementing strategic plans, the belief in and values of a school vision of high standards of learning, and is commitment to these beliefs and values. The administrator facilitates processes and engages in activities ensuring that the core beliefs of the school vision are modeled for all stakeholders.

AZ- Arizona's Professional Teacher Standards

Standard 2: The teacher creates and maintains a learning climate that supports the development of students' abilities to meet Arizona's academic standards.The performance assessment shall measure the extent to which the teacher:

Assessed performance 1: Establishes and maintains standards of mutual respect

Assessed performance 3: Encourages the student to demonstrate self-discipline and responsibility to self and others

Assessed performance 4: Respects the individual differences among learners

Assessed performance 5: Facilitates people working productively and cooperatively with each other

Assessed performance 6: Provides a motivating learning environment

USA- ISLLC - Standards for School Leaders (With Competencies)

Area: KnowledgeThe administrator has knowledge and understanding of:

Competency: the principles of developing and implementing strategic plans

Area: DispositionsThe administrator believes in, values, and is committed to:

Competency: a school vision of high standards of learning

Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:

Competency: the core beliefs of the school vision are modeled for all stakeholders

File Attachments:

School Culture and Curriculum

Author: Nekane Arriaga
Last modified: 6/4/2012 4:13 PM (EDT)

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M.Ed. Special Education for Certified Educators

SPE 560

Module 8 - required

Module 3 - optional