Program Standards, Goals, Objectives, and Competencies

Student Learning Outcomes

  • Reflect critically on their teaching during field experiences, relating their work to professional standards
  • Write an Individualized Education Program (IEP) that interprets assessments and translates results into appropriate goals for a child with a disability
  • Develop lesson plans to bridge curricula with students’ IEP goals

Additionally, the key assessments outlined below are used to evaluate student competencies, excluding student teaching.  The goals and objectives of each key assessment address one or more of the CEC Standards ( ensuring teachers graduating from our program are prepared to respect the diverse characteristics and meet the educational needs of students with exceptionalities and their families. 

IEP (CEC Standards 4,5) Rationale:
Writing IEP’s is one of the major roles and responsibilities of special educators. The ability to interpret assessments to translate into goals is a key ability for an effective special educator.

Behavior Intervention (CEC Standard 2) Rationale:
Designing effective behavioral interventions and supports is one of the major roles and responsibilities of special educators. The ability to design and implement evidence-based, appropriate behavior interventions is a key abilities for an effective special educator.

Philosophy of Education (CEC Standard 6) Rationale:
Teachers must be able to articulate the beliefs and underpinning theories that inform their teaching.

Clinical Reflection (Students choose to address 4 of the 7 CEC Standards) Rationale:
The role of the observation is critical to developing and implementing the best evidence-based teaching practice and positive behavioral supports for students.

Lesson Plan (CEC Standards 3,4,5) Rationale:
Lesson plans are the bridge between the curriculum and the IEP. Developing well-described lesson plans and associated progress monitoring are key skills for an effective special educator.

Professional Dispositions

Acceptable professional behavior (based on the 2003 Code of Ethics for the Association of American Educators) includes the following:

Professional Conduct Toward Students

Candidates deal with students in the following ways:

  • a fair and just manner
  • showing preference toward no individual or any particular group of students
  • showing respect and value to all; accepting every individual for who they are
  • showing respect for the cultural and family traditions of the students

Professional Practice

Candidates follow expected professional standards of practice including the following:

  • assumes responsibility and accountability for all personal and professional actions
  • complies with school building/district rules and/or procedures that are not in conflict with professional ethics
  • complies with course and program area policies and expectations in the university setting (e.g., classes, interactions with faculty, staff and peers)
  • does not use institutional or professional privileges for personal gain or advantage
  • demonstrates appropriate manner including being punctual to work, being prepared for class, showing affection/warmth appropriately (e.g., using praise, rewards, or smiles),
  • completes work in a timely fashion, models educated language devoid of profanity, vulgarity, dresses professionally, etc.
  • all confidential information remains confidential and is only shared with those directly involved with the case at hand continues to work on, and take advantage of, professional growth opportunities, feedback from peers, etc.

Professional Conduct Toward Professional Colleagues

Candidates demonstrate proper professional respect in the following ways:

  • equitable treatment of all professional colleagues that he or she has contact with
  • does not willfully make false statements about a colleague or the school system
  • respects each colleague’s freedom of choice and expression and does not attempt to violate any individual’s professional integrity

Professional Conduct Toward Parents and the General Community

Candidates support the school system and community by:

  • making every effort to fully inform parents about their children and to assist families in their educational endeavors
  • making every effort to understand and respect the values and traditions of diverse cultures and groups represented in the educational community
  • maintaining a positive and active role in the educational process and working for the betterment of all children