3.    The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

1.    The educator of students with exceptional needs is well versed in the history, philosophy, and foundations of applicability of current laws and contemporary issues in the field and uses this knowledge to enhance educational opportunities for all students.

4.    The educator of students with exceptional needs recognizes that optimal learning relates new information to the student’s prior experiences and knowledge.

1.    Subject Matter.  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

1.    Teachers are committed to students and their learning.

2.    Teachers know the subjects they teach and how to teach those subjects.

4.    Teachers think systematically about their practice and learn from experience.

2.    The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

5.    The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings which foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.

3.   Diverse Learners.  The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

1.    Teachers are committed to students and their learning.

3.    Teachers are responsible for managing and monitoring student learning.

3.    The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

6.    The educator of students with exceptional needs understands the developmental nature of learning and collaboratively implements multiple approaches and strategies to provide a variety of activities and opportunities to facilitate student success.

4.    Instructional Strategies.  The teacher understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills.

1.   Teachers are committed to students and their learning.

2.    Teachers know the subjects they teach and how to teach those subjects.

2.    The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

5.    The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings which foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.

7.    The educator of students with exceptional needs understands the importance of teaching appropriate behaviors and social skills and effectively applies and models these strategies in interactions with students, families, and colleagues.

5.    Learning Environment.  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1.   Teachers are committed to students and their learning.

5.    The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings which foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.

6.    Communication Techniques.  The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

2.    Teachers know the subjects they teach and how to teach those subjects.

3.   The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

6.    The educator of students with exceptional needs understands the developmental nature of learning and collaboratively implements multiple approaches and strategies to provide a variety of activities and opportunities to facilitate student success.

7.    Instructional Planning.  The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

1.   Teachers are committed to students and their learning.

2.    Teachers know the subjects they teach and how to teach those subjects.

3.   The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

8.    Assessment of Learner Development.  The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners.

3.    Teachers are responsible for managing and monitoring student learning.

8.    The educator of students with exceptional needs understands reflective practices and the importance of ongoing professional development and applies the knowledge gained to promote both student growth and professional outreach.

9.    Reflection and Professional Development.  The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

4.    Teachers think systematically about their practice and learn from experience.

5.    Teachers are members of learning communities.

9.   The educator of students with exceptional needs is aware of the needs to collaborate with families, school colleagues, and the larger community to support students’ learning and well-being and actively cultivates these partnerships.

10.  The educator of students with exceptional needs demonstrates an awareness of a wide array of community resources and accesses these services to support students’ needs.

10.  Collaboration/Ethics/Relationships.  The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

5.    Teachers are members of learning communities.