Advanced CEC STANDARDS 4 Exceeds Expectations Issues are identified and addressed in depth. Extensive support from the literature is apparent. Broad knowledge about the topic is demonstrated. 3 Meets Expectations Issues are identified and generally addressed. Prompting is required. Some use of the literature is apparent. 2 Limited Knowledge Limited perspective is expressed. Minimal support from the literature presented significant prompting is required. 1 Does not Address Lacks knowledge. Reference to the literature in 1 Assessment Uses valid and reliable assessment practices to minimize bias. Minimizes bias in assessment. Designs and implements assessments to evaluate the effectiveness to practices and programs. 2 Curricular Content Knowledge Uses knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. Aligns educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. Continuously broadens and deepens 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. Uses understanding of diversity and individual learning. 3 Programs, Services, and Outcomes Facilitates the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. Uses, designs and implements evaluation activities to improve programs, supports, and services for individuals with exceptionalities Uses 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. Applies knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. Evaluates progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. Research & Inquiry Conducts, evaluates, and uses inquiry to guide professional practice. Special education specialists evaluate research and inquiry to identify effective practices. Uses knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. Fosters an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry. 5 Leadership and Policy 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. Models respect for and ethical practice for all individuals and encourages challenging expectations for individuals with expectations. Supports and uses linguistically and culturally responsive practices. Creates and maintains collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and families. Advocates for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities. Advocates for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individual with exceptionalities. 6 Professional and Ethical Practice Uses 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