Program Standards, Goals, Objectives, and Competencies

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

Evaluating Student Fitness and Performance

Teacher candidates in Special Education are monitored throughout their tenure in the program through a system of Benchmarks, which include Key Assessments and successful demonstration of Professional Dispositions. Key assessments are administered in designated classes including EDP 650A, EDP 596, EDP 571, and EDP 650C. Professional Dispositions describe expected professional behavior for teacher licensure candidates in pre-professional educational settings. Students who experience significant difficulty meeting the benchmarks and/ or professional dispositions will receive faculty advising for improvement. Should a teacher candidate not make progress or develop professional behavior in accordance with dispositions, the program reserves the right to counsel the student out of the major.

Grade Standards

A grade of “C” or better must be earned for all courses required for K-12 Intervention Specialist licensure. Students who earn a “C-” or lower grade will be required to repeat the course. Requirement applies to all courses.