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CEC Common Core Standards |
Professional
Artifacts Relating To CEC Standards
After making an appraisal of my abilities and experiences
of three semesters of course work, internships, and my semester of student
teaching that correspond with the Council for Exceptional Children Core
Competencies,1 I have identified professional activities and
products specific to each core area.
These examples reflect how I have refined my competence in working
with community, school personnel, families, and students as a pre-service,
cross-categorical special education teacher.
1Council for Exceptional Children. (1998). Core
competencies: knowledge and skills for beginning special educators.
Reston, CA: CEC.
Common
Core: 1
Philosophical, Historical, and Legal Foundations Of
Special Education
Common
Core: 2
Characteristics of Learners
Common
Core: 3
Assessment, Diagnosis, and Evaluation
Common
Core: 4
Instructional Content and Practice
Common
Core: 5
Planning and Managing the Teaching and Learning
Environment
Common
Core: 6
Managing Student Behavior and Social Interaction Skills
Common
Core: 7
Communication and Collaborative Partnerships
Common
Core: 8
Professionalism and Ethical Practices
Common
Core: 1
Philosophical, Historical, and Legal Foundations Of
Special Education
Numerous
activities throughout my coursework and each semester have given me a broader
knowledge and skill base of special education philosophies, historical and
cultural connections, and due process procedures. I have also gained competence in knowledge and skills
related to the rights and responsibilities of individuals. During my first semester I expressed
this knowledge in writing responses to situational vignettes and exam
questions. In particular, the exam questions expressed
my understanding of the historical perspective of special education. During my third semester, after
making an evaluation of my combined experiences, I articulated a personal philosophy of inclusion relating to
special and regular education. As a result, I have conducted instructional and professional
activities consistent with laws, regulations, and policies throughout my
internships and student teaching.
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Common
Core: 2
Characteristics of Learners
Consistent
through all my studies were opportunities to identify and interpret the
similarities and differences among individuals with and without special
needs. This knowledge was
necessary in order to plan and deliver effective instruction. Family interviews, observations, and
ecological assessments were some of the activities where I gained competence
in evaluating the effects of cultural and linguistic diversity among students
and families. The ability
to access learner characteristics is evident in the following examples.
During my second semester
practicum, I designed, implemented, and analyzed a data based instructional
unit while considering the individual characteristics of learners. During my third semester general
education practicum, I completed a similar assignment of presenting a social
studies thematic unit within an inclusion classroom to students from various
cultural backgrounds.
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Common
Core: 3
Assessment, Diagnosis, and Evaluation
During
all four semesters of the teacher preparation program I developed my
knowledge and experience for a broad range of formal and informal assessments
and evaluation methods, their purposes, interpretations, and implications for
instruction. I also gained
knowledge of assessment procedures, terminology and scores, and ethical,
legal, and cultural concerns. I
have increased my understanding of screening, prereferral, and referral,
diagnosis, individual program development, placement decisions, and
monitoring. Furthermore, I
completed a course specifically devoted to assessment
and evaluation. Assignments, such as analyzing case
studies, allowed me to demonstrate competence in this area through written
and oral reports. During
my second semester practicum, and thereafter, I have had several hands-on
experiences to administer screenings and evaluations related to instructional
planning.
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Common
Core: 4
Instructional Content and Practice
Throughout each semester I demonstrated my ability to
select, adapt and modify curricula and environments according to the
students’ learning needs, similarities and differences. I became familiar with instructional
content that encompassed academics, technology, life skills, career
development, as well as social and leisure development. Through my data based instruction
unit I demonstrated successful instruction for career development. I accomplished my unit objective by
using assessment data, task analysis, generalization and maintenance
strategies, and test-taking strategies. I gained experience with adapting instruction, materials, and
environment. Professional
self-evaluation was also an enlightening project. Varied opportunities in
lesson plan
development and implementation gave me
additional practice for this area of competency.
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Common
Core: 5
Planning and Managing the Teaching and Learning
Environment
I strengthened my knowledge and skills of management and
organization, scheduling, and working with paraprofessionals through varied
coursework activities, such as, simulated Child Assistant Teams and planning
sessions. My Power Point
presentation of the paraprofessional interview is a practical demonstration
of my competence for this standard. Embedded throughout my teacher preparation program were experiences
that focused on maintaining a positive environment that promoted active
participation, self-advocacy, functional integration, and safety. Attending various student-led
activities and writing responses to peers’ questions about SLIEPs is
evidence of my understanding.
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Common
Core: 6
Managing Student Behavior and Social Interaction Skills
Several ways that I gained knowledge and strengthened
skills were through my practicum and behavior management course. Assignments related to this core area
included functional behavior analysis, behavior intervention plans, data
based behavior management project, monitoring student/teacher interactions,
evaluating social skills curricula, and attending a crisis intervention
seminar. Analyzing behavior scenarios, comparing various
models of management, and articulating a behavior
philosophy expresses the application of my knowledge. Other courses that supported my progression
towards competency encompassed cultural and linguistic diversity and
multicultural communication. By
applying my knowledge and skill to my student teaching semester, I feel have
achieved much success.
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Common
Core: 7
Communication and Collaborative Partnerships
I successfully completed specific courses that emphasized
effective communication and collaboration between families, community, and
school. Cultural responsiveness,
ethical considerations, and family systems theory underscored the importance
of positive partnerships. The
authentic experiences of conducting interviews and ecological assessments
with families of children with special needs accentuated my understanding of
their concerns, roles, strengths, and needed supports. Together
with cohorts, I presented a father
involvement in-service to encourage active involvement, and to promote
beneficial and respectful relationships. Simulations, such as a family conference, IEP
meetings, planning sessions, and child
assistance teams helped me put into practice my skills. I also honed my collaboration and
communication skills through my internships and student teaching.
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Common
Core: 8
Professionalism and Ethical Practices
I feel fairly competent in my understanding and knowledge
of this core area through my own past experience as a Head Start teacher,
parent, and student. Through
assigned activities and coursework experiences I have further developed my
competence. During my first
semester, I completed a personal genogram in order to understand my own
cultural biases and differences. I also applied my professional knowledge by writing report about why
students
fail in the “teacher’s lounge.” Furthermore, I have engaged in numerous professional activities.
For example, I volunteered as a
district career development representative for Head Start and attended the
conference for the National Association for the Education of Youth and
Children. I am also a member of
the Phoenix West Reading Council. Increasing my professional knowledge and competence is an ongoing
personal goal and so, it is reflected in my personal educational
philosophy.
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