Standard InTASC InTASC Category 1 The Learner and Learning InTASC Category 2 Content Knowledge InTASC Category 3 Instructional Practice InTASC Category 4 Professional Responsibility Description Learner Development, Learning Differences, and Learning Environments Content Knowledge, Application of Content Assessment, Planning for Instruction, Instructional Strategies Professional Learning and Ethical Practice, Leadership and Collaboration Courses/Experiences and Assessments SED 800, SED 826, SED 837, SED 886 SED 800, SED 826, SED 886 SED 800, SED 809, SED 812, SED 837 SED 800, SED 809, SED 812, SED 814, SED 816
Standard ISLLC Description (EPSB Board needs to adopt 2015 Standards) ISLLC Standards - 2008 Adopted by the EPSB November 5, 1998. These standards replace the Administrator Standards previously adopted by the board. The Educational Leadership Policy Standards: ISLLC 2008, as adopted by the National Policy Board for Educational Administration (NPBEA) revised in 2008. Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Functions: A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions: A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners Courses and Experiences EAD 849 SED 814; SED 816; EAD 849 SED 814; SED 816; EAD 849 SED 816; EAD 849
Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every student s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies SED 814; SED 816; SED 810; EAD 849 SED 814; SED 816; SED 810; EAD 849
Standard CEC Adv. Description CEC Standards - 2012 The 2001 edition of CEC Initial Standards is applicable to program reports submitted through Spring 2013. NCATE approved a new set of CEC standards in Fall 2012. Programs can use either set of standards through Fall 2014. Beginning in Spring 2015, programs submitting reports must use the new 2012 set of standards. CEC currently reviews the following advanced programs: Special Education Administration, Educational Diagnostician, Transition Specialist, Technology Specialist. The 2008 edition of the CEC Advanced Standards (MS Word) is applicable to program reports submitted through Spring 2013. NCATE approved a new set of CEC standards in Fall 2012. Programs can use either set of standards through Fall 2014. Beginning in Spring 2015, programs submitting reports must use the new 2012 set of standards. Courses/Experiences and Assessments 1 Standard 1: Assessment SED 575/775, 590/790, 800, 886 Special education specialists use valid and reliable assessment practices to minimize bias. (1.1) Special education specialists minimize bias in assessment. (1.2) Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs. 2 Standard 2: Curricular Content SED 575/775, 590/790, 800 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. (2.1) Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. (2.2) Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content (2.3) Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities 3 Standard 3: Programs, Services, and Outcomes SED 575/775, 590/790, 800, 886
Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. (3.1) Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities. (3.2) Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. (3.3) Special education specialists apply knowledge of theories, evidencebased practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities (3.4) Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities. (3.5) Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. 4 Standard 4: Research & Inquiry SED 575/775, 590/790, 800, 809 Special education specialists conduct, evaluate, and use inquiry to guide professional practice. (4.1) Special education specialists evaluate research and inquiry to identify effective practices. (4.2) Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families (4.3) Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry. 5 Standard 5: Leadership and Policy SED 575/775, 590/790, 800, 809, 810, 886 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments. (5.1) Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities. (5.2) Special education specialists support and use linguistically and culturally responsive practices. (5.3) Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families. (5.4) Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities. (5.5) Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.
6 Standard 6: Professional and Ethical Practice SED 575/775, 590/790, 800, 810, 814 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities. (6.1) A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership. (6.2) Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families. (6.3) Special education specialists model and promote respect for all individuals and facilitate ethical professional practice. (6.4) Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise. (6.5) Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels. (6.6) Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators. (6.7) Special education specialists actively promote the advancement of the profession 7 Standard 7: Collaboration SED 575/775, 590/790, 800, 809, 810, 814 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families. (7.1) Special education specialists use culturally responsive practices to enhance collaboration. (7.2) Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities (7.3) Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.
Standard TSSA Description TSSA Standards - Technology Standards for School Administrators (TSSA) standards adopted by the EPSB August 18, 2003. Courses/Experiences and Assessments I. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision. B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, longrange, and systemic technology plan to achieve the vision. C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology. D. use data in making leadership decisions. E. advocate for research-based effective practices in use of technology. F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan. EAD 849 II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement. B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning. C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners. D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills. E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology. EAD 849 III. Productivity and Professional Practice: Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders: A. model the routine, intentional, and effective use of technology. B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity. D. engage in sustained, job-related professional learning using technology resources. E. maintain awareness of emerging technologies and their potential uses in education. F. use technology to advance organizational improvement. EAD 849 IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. B. implement and use integrated technology-based management and operations systems. C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan. D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources. E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles. EAD 849
V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity. B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning. C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions. D. use technology to assess, evaluate, and manage administrative and operational systems. EAD 849 VI. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Educational leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators. B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology. C. promote and enforce privacy, security, and online safety related to the use of technology. D. promote and enforce environmentally safe and healthy practices in the use of technology. E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources. EAD 849
Standard ISTE Description ISTE Teacher The 2001 edition of ISTE Standards for Technology Facilitation and Leadership are applicable to program reports submitted through 2012. A new set of standards were approved in Fall 2012. Programs can use either set of standards through Fall 2014. Beginning in Spring 2015, programs must use Standard 1: Visionary Leadership - Technology coaches inspire and participate 1. Facilitate and inspire student learning in the development and implementation of a shared vision for the and creativity comprehensive integration of Teachers use their knowledge of subject matter, technology to promote excellence and support transformational change teaching and learning, and technology to facilitate throughout the instructional environment. Upon completion of the program: experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Courses/Experiences and Assessments Element 1.1 Shared Vision - Candidates contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students. Element 1.2 Strategic Planning - Candidates contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels. 2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching 3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning SED 590/790, 816
Element 1.3 Advocacy - Candidates advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines. Element 1.4 Innovation and Change - Candidates implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms. 4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in professional growth and leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and selfrenewal of the teaching profession and of their school and community SED 816
Standard NAEYC Description NAEYC Standards - NCATE approved a new set of NAEYC standards in 2010. Beginning in Fall 2012, programs submitting reports must use the 2010 standards. Programs that meet the criteria for a blended early childhood general and special education program should submit a blended report form that includes responses to both the NAEYC and CEC standards. Information about the criteria for blended programs is available on the NAEYC Website. Courses/Experiences and Assessments 1 Standard 1: Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. 1a 1a: Knowing and understanding young children's characteristics and needs, from birth through age 8. 1b 1b: Knowing and understanding the multiple influences on early development and learning 1c 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children. 2 Standard 2: Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children s families and communities. They know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. SED 814 2a 2a: Knowing about and understanding diverse family and community characteristics 2b 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c 2c: Involving families and communities in young children s development and learning. 3 Standard 3: Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. 3a 3a: Understanding the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children 3b 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 3d 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments. 4 Standard 4: Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child s development and learning. 4a 4b 4c 4d 4a: Understanding positive relationships and supportive interactions as the foundation of their work with youngchildren 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child. 5 Standard 5: Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. 5a 5b 5c 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, andevaluate developmentally meaningful and challenging curriculum for each child.
6 Standard 6: Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies 6a 6a: Identifying and involving oneself with the early childhood field 6b 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines 6c 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. 6d 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e 6e: Engaging in informed advocacy for young children and the early childhood profession. 7 Standard 7: FIELD EXPERIENCES AND CLINICAL PRACTICE STANDARD Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood in at least two of the three early childhood age groups (birth age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). SED 814, 816 7a 7b 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth age 3, 3-5, 5-8) 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)