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Special Education Early Intervention (MED SPED EI, Add-On EI, Post Bacculareate, MAT EI, Alt Cert EI,) Electronic Portfolio Handbook Revised August 2014 Southeastern Louisiana University College of Education Prepared for the Department of Teaching and Learning by The 2014 Early Intervention Portfolio Committee Department of Teaching and Learning Colleen Klein-Ezell, Ph.D., Associate Professor Camille Yates, Ph.D., Associate Professor
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Special Education Early Intervention · 2019-12-06 · Special Education Early Intervention (MED SPED EI, Add-On EI, Post Bacculareate, MAT EI, Alt Cert EI,) Electronic Portfolio

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Page 1: Special Education Early Intervention · 2019-12-06 · Special Education Early Intervention (MED SPED EI, Add-On EI, Post Bacculareate, MAT EI, Alt Cert EI,) Electronic Portfolio

Special Education Early Intervention (MED SPED EI, Add-On EI, Post Bacculareate, MAT

EI, Alt Cert EI,)

Electronic Portfolio

Handbook

Revised August 2014

Southeastern Louisiana University

College of Education

Prepared for the

Department of Teaching and Learning by

The 2014 Early Intervention Portfolio Committee Department of Teaching and Learning

Colleen Klein-Ezell, Ph.D., Associate Professor

Camille Yates, Ph.D., Associate Professor

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CONTACT INFORMATION PAGE

For information about admissions: Dr. Gwen Autin, Graduate Coordinator

Department of Teaching and Learning

SLU 10749

Hammond, LA 70402

[email protected]

985-549-5264

For information about advising and PASS-PORT evaluations: Dr. Colleen Klein-Ezell

Department of Teaching and Learning

SLU 10749

Hammond, LA 70402

[email protected]

985-549-5279

For information about academic matters contact: Dr. Cynthia B. Elliott, Interim Department Head

Department of Teaching and Learning

SLU 10749

Hammond, LA 70402

[email protected]

985-549-2221

For information about PASS-PORT: Dr. Camille Yates, PASS-PORT Coordinator

Department of Teaching and Learning

SLU 10749

Hammond, LA 70402

[email protected]

985-549-2406

For information about student teaching or internship contact: Dr. Ellen Ratcliff, Director of Student Teaching

Office of Student Teaching

SLU 10818

Hammond, LA 70402

[email protected]

985-549-2220

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Table of Contents

Only SPED MED EI:

Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . page 9

5 Portfolio Goals . . . . . . . . . . . . . . . . . . . . . . . . . page 9

SPED Capstone Presentation . . . . . . . . . . . . . . . . page 10

Appendix A: Philosophy of Early Intervention . . page 20

Appendix B: Reflective Summary. . . . . . . . . . page 21

Appendix C: SPED Advanced Dispositions . . . page 25

Appendix D: Competency Portfolio Presentation page 26

Appendix E: Glossary of Terms . . . . . . . . . . . . . page 27

Appendix F: COE Conceptual Framework . . . . . . . page 29

Appendix G: CEC EI Initial Standards . . . . . . . . page 31

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Master of

Education in

Special

Education

Early

Intervention

(MED-SPED-EI)

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MED SPED EI

All MED SPED EI candidates must submit three portfolios in PASS-PORT in order to complete the

requirements for the Master of Education in Special Education Early Intervention degree program.

These portfolios must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention

standards (See Appendix G, page 31) and 2) the College of Education’s Conceptual Framework (See

Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html).

MED SPED EI candidates will be assigned committees consisting of two advisors, one of whom will be

designated as Chair. The committee will guide the candidate throughout the portfolio process, and

oversee the candidate’s capstone presentation. Once the candidate is approved for his or her capstone

project, one additional committee member will be added based on: a) the candidate’s area of

concentration, b) capstone research topic, and c) faculty responsibilities.

PORTFOLIO TIMETABLE

Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio

artifacts that have not previously been submitted/completed, to the Chair of your committee by the

Friday prior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are

green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio.

Then the next portfolio should be created. See below:

The MED SPED EI portfolio process must include all of the following portfolios and components of

each:

After you have Green Checks on ALL Requirements AND Status: Requirement

Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio and you are ready for the next portal folio.

Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios.

This should automatically create your next folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

the evaluation did not meet thresholds set for that evaluation.

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Emerging Portfolio

The Emerging Portfolio PORTAL 7 should be created during the first semester as a graduate candidate

- usually with EDUC 601, ECE 601 and/or SPED 682 and is submitted at the end of 12 credit hours or

when all requirements have been successfully submitted and passed.

The following requirements are part of the Emerging Portfolio for SPED MED EI graduate candidates:

Masters of Professional Education Competencies (MPEC) Surveys, including (a) technology, b)

diversity, c) dispositions – should be completed in EDUC 601, ECE 601, and/or SPED 682 or by

the end of the second week of the first semester in the program.

Council for Exceptional Children (CEC) survey - completed on an individual basis (not in any

class).

Action Research Proposal - Attach the Action Research Proposal from EDUC 601 and the

appropriate standard and reflection and submit to instructor of EDUC 601 course.

Professional philosophy of early intervention special education (completed independently) and

submit through the portfolio to the Chair of your committee. (See Appendix A page 20)

Curriculum Vitae (see requirements page 9) and submit to the Chair of your committee.

Develop 5 Portfolio Goals - MED SPED EI candidates should reflect on the results of the surveys

and draft ideas for 5 goals aligned with the College of Education's Conceptual Framework and CEC

Early Intervention Standards. MED SPED EI graduate candidates will work toward achieving these

goals throughout the program. These goals are submitted through the portfolio to the Chair of your

committee. (see requirements page 9)

Field experience (FE) hours – A minimum of 10 Field experience hours are required for the

emerging portfolio. A minimum of 100 Field Experience Hours must be completed by the end of

the program. Attach one example of a field experience and the appropriate standard and

reflection and submit through the portfolio to the Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 25

total hours of professional development activities by the end of your program and to document the

required number of hours at each portal. For the emerging portfolio, five hours of professional

development are required under the professional development tab. Attach one example of a PDA

and the appropriate standard and reflection and submit through the portfolio to the Chair of your

committee. Your reflection should state the reason for choosing the standard, and show

understanding of the standard.

Reflective Summary - Candidates should submit a two to five page overall reflection for each

portfolio. The portal reflection should include a discussion of the artifacts submitted within the

portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the

guidelines in Appendix B (page 21) for more detailed information about the requirements. The

reflective summary should address what it means to be an effective early interventionist. Candidates

should reference the artifacts and standards attached to each artifact in the current portfolio when

addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. The reflective

summary should be submitted through the portfolio to the Chair of your committee.

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Proficiency Portfolio

The Proficiency Portfolio, PORTAL 8 should be created as soon as the Emerging Portfolio has been

reviewed and locked (which is your responsibility to do once all portal 7 requirements are shown “as

met”).

NOTE: Candidates should develop a topic for the study that will be completed during their Capstone

Portfolio in SPED 770. Candidates should work with their committee and submit a proposal to the

Institutional Review Board (IRB) during the semester they complete the proficiency portfolio. The IRB

meets on the first Wednesday of every month at 3 pm in McGee Hall, and all forms must be turned in on

the prior Thursday to be eligible for consideration. More information is available at:

http://www.selu.edu/admin/inst_rb/ . Committee chairs will help candidates refine their project based on

their goals and targeted areas of interest.

The Proficiency Portfolio will be submitted at approximately the end of 24 credit hours or when all of

the following artifacts have been successfully evaluated:

Updated Curriculum Vitae (with updates highlighted) -submit through the portfolio to the Chair of

your committee. (page 9)

Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of

your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and

submit through the portfolio to the Chair of your committee. (page 9)

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-

assessment of SPED Professional Dispositions during your SPED 683 class, upload into your

artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course

through the Proficiency Portfolio for evaluation. See Appendix C page 25.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your

instructor for the course through the Proficiency portfolio for evaluation.

SPED 683 Learning Centers - submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

SPED 689 Action Plan - submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 767680 Disney Case Study/IFSP - submit your artifact to your instructor for the course

through the Proficiency portfolio for evaluation.

Field experience (FX) hours– A minimum of 50 field experience hours must be completed for

the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the

end of the program. One example of a field experience and the appropriate standard and

reflection must be submitted through the portfolio to your Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 25

hours of professional development activities by the end of their programs and to document the

required number of hours at each portal. For the proficiency portfolio, ten hours of professional

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development are required. One example of a PDA and the appropriate standard and reflection

should be attached and submitted through the portfolio to the Chair of your committee.. The

reflection should state the reason for choosing the standard, and show understanding of the standard.

See Appendices D and I for the definition of professional development activities.

Reflective Summary: Candidates should submit a two to five page maximum portal (overall)

reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FE

hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your

reflective summary should address what it means to be an effective educator. Reference the artifacts

and standards attached when addressing lessons learned, strengths and weaknesses, impact on

student learning, applicability to future performance, and progress to meeting portfolio goals. Refer

to the guidelines in Appendix B page 21 for a detailed discussion of requirements. Submit through

the portfolio to the Chair of your committee.

Capstone Portfolio

The Capstone Portfolio PORTAL 9 should be created as soon as the Proficiency Portfolio has been

reviewed and locked (your responsibility to do once Portal 8 requirements are shown “as met”).

During the Capstone Portfolio and project, one additional committee member will be added to the

Committee based on: a) the candidate’s area of concentration, b) capstone research topic, and c)

faculty responsibilities.

The Capstone Portfolio will be submitted at the end of the last semester in the program when all of the

following artifacts have been successfully evaluated:

Updated Curriculum Vitae (with updates highlighted) and submit through the portfolio to the

Chair of your committee. Page 9.

Updated philosophy of Early Intervention - On your own (this is not assigned for any class), re-

visit your philosophy of early intervention beliefs and submit through the portfolio to the Chair of

your committee. Appendix A page 20.

Five Portfolio Goals and Progress - Describe the progress you have made towards achievement of

your five portfolio goals, upload in your artifact bin, add to your portfolio, attach to the tab, and

submit through the portfolio to the Chair of your committee. Page 9.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-

assessment of SPED Professional Dispositions during your SPED 770 class, upload into your

artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course

through the Capstone portfolio for evaluation. Appendix C page 25.

SPED 770 Capstone Artifact - The inquiry-based final project completed in SPED 770. Submit to

your instructor for course through the Capstone portfolio for evaluation. A minimum of one standard

must be attached.

SPED Capstone Presentation – Submit the presentation through the portfolio to your Committee

chair for evaluation. See page 10.

Field experience (FE) hours – A minimum of 100 Field Experience Hours must be completed by

the end of the program. Attach one example of a field experience and the appropriate standard

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and reflection and submit through the portfolio to the Chair of your committee. See Appendix I for

the definition of field experience.

Professional development activities (PDAs) - Candidates are required to complete a minimum of

25 hours of professional development activities by the end of their programs and to document the

required number of hours at each portal. Ten hours of professional development are required for

the Capstone portfolio. One example of a PDA and the appropriate standard and reflection

should be attached. The reflection should state the reason for choosing the standard, and show

understanding of the standard. Submit through the portfolio to the Chair of your committee. See

Appendices D and I for the definition of professional development activities.

Reflective Summary: Candidates should submit a two to five page maximum portal reflection

under the reflection tab as an overall reflection for each portfolio. The portal reflection should

include a discussion of the philosophy, FX hours, PDAs, SPA standards, dispositions, and course

artifacts included in the portfolio. The reflective summary should address what it means to be an

effective early interventionist. Candidates should reference the artifacts and standards attached when

addressing lessons learned, strengths and weaknesses, impact on student learning, applicability to

future performance, and progress to meeting portfolio goals. Submit through the portfolio to the

Chair of your committee. See Appendix B page 21.

Complete the 5 Portal Surveys: Advanced Dispositions: Candidate Self-Assessment, Advanced

Level Diversity(F09), Advanced Level Technology, PRE/POST LASS: Advanced Level Programs,

SPED Program CEC Competency Survey

Capstone presentation of portfolio Capstone presentations will be made to a minimum of three committee members (peers and other faculty

may attend) before candidates submit portfolios on Passport for Review. All candidates will make a

presentation evaluating their capstone study, professional development and progress towards meeting

their goals and applicable professional standards. The presentation will be followed by a

question/answer session, after which the candidate will be excused while the committee deliberates and

grades the presentation using the evaluation contained on page 10.

Capstone Portfolio Review/Submission

If all the requirements of Portal IX are shown as met, he or she should Submit for Review his/her

portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be

reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The

candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a

second time, he/she will be dismissed from the program.

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Curriculum Vitae Template

1. Education

i. Degrees Earned

ii. Certifications/licenses

2. Professional Experience

i. Academic

ii. Other

3. Scholarly and creative productivity

i. Publications

ii. Presentations

iii. Other

4. Professional Society Membership/Office

5. Leadership

6. Advisory boards

7. Awards/scholarships/recognition

8. Grants(Capstone)

9. Service (academic and community) Examples:

Conference volunteer

Educational volunteer (tutoring, advocate, etc.)

Develop 5 Portfolio Goals

1. Reflect on the results of the surveys

2. Draft ideas for 5 goals aligned with the College of Education and CEC-Early Intervention Initial

Standards.

3. Submit 5 goals to Chair of your committee through the portfolio.

4. Work toward achieving these goals throughout the program.

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Special Education Capstone (MED EI) Portfolio Presentation Scoring Rubric

Candidate Name: Scorer:

Presentation: Unsatisfactory

(0 pts.)

Meets Expectations

(1 pt.)

Exceeds Expectations

(2 pts.)

Points

Discussion of

Knowledge

Gained

(2point)

There is little mention or

explanation of knowledge

gained and skills mastered

during the program. Little or

no examples of skills

mastered and how they are

being used presently, or how

they will be used in the

future.

Provides an adequate

explanation of knowledge

gained and skills mastered

during the program. Offers

some examples of skills

mastered and how they are

being used presently, or

how they will be used in

the future.

Explains in detail,

knowledge gained and

skills mastered during the

program. Offers specific

examples of skills mastered

and how they are being

used presently, or how they

will be used in the future.

Discussion of

Accomplishmen

ts in the

Program

(2 points.)

The explanation about goals

accomplished in the program

is vague. Supplies only one or

no example of how goals

were accomplished. No link

between goals and CEC

standards are provided.

Provides an adequate

explanation about the goals

accomplished in the

program. Offers or

mentions a few general

examples of how the goals

were accomplished.

Provides some linkage

between goals and CEC

standards.

Provides a clear

explanation about the goals

accomplished in the

program. Offers specific

examples of how the goals

were accomplished.

Specifically links goals to

CEC standards.

Unsatisfactory

(0 pts.)

Meets Expectations

(1 pt.)

Goals Post

M. Ed.

(1 point)

Does not list and/or discuss

goals for the future. Does not

offer any action steps to

accomplish future goals.

Lists and discusses goals

for the future. Explains

action steps to accomplish

future goals.

Unsatisfactory

(0-2 pts.)

Meets Expectations

(3-4 pts.)

Exceeds Expectations

(5 pts.)

Introduction to

Research

(5 points)

Offers limited background

information, and supplies

little to no purpose of the

study.

Offers general background

information, and supplies a

general description of the

purpose of the study.

Provides specific

background information

and a clear description of

the purpose of the study.

Rationale

(5 points.)

Rationale vague, no

connection to research

purpose

Rationale adequately

derived, connected to

research purpose

Rationale clear and explicit,

logical development to

research purpose

Unsatisfactory

(less than 6 pts.)

Meets Expectations

(6-8 pts.)

Exceeds Expectations

(9-10 pts.)

Participants

(10 points)

The description of

participants is vague. One or

all of the information is

missing: age, gender,

ethnicity, disability, number

of participants. Description of

how participants were

selected (if applicable) is

vague or nonexistent.

Supplies a general

description of participants.

Includes age, gender,

ethnicity, disability (if

applicable), number of

participants. Offers a

general description how

participants were selected

(if applicable)

Describes in detail

participants. Includes age,

gender, ethnicity, disability

(if applicable), number of

participants. Describes in

detail how participants

were selected (if

applicable).

Instrumentation

(10 points)

Description of instrument(s)

used to collect data are

ambiguous. Little to no

Description of

instrument(s) used to

collect data are detailed

Description of

instrument(s) used to

collect data are very

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mention of how instrument(s)

will be used.

enough to have an

understanding of its use.

An explanation of how

instrument(s) will be used

is adequate.

detailed. An explanation of

how instrument(s) will be

used is clear and concise.

Procedures

(10 points.)

Procedures do not match

research purpose. Planning

inadequate.

Procedures appropriate for

research purpose. Planning

evident.

Procedures target research

purpose. Extensive

planning evident.

Results

(10 points.)

Results not clear. No

graphics used.

Results clearly presented

and graphically displayed

Results clearly presented.

Graphics high quality and

reflect results.

Discussion &

Conclusion

(10 points.)

Discussion weak, not

supported by results.

Objectives not addressed.

Disconnected from theories

and research. No implications

for teaching and learning. No

future research proposed.

Discussion connects to

results. Objectives

considered in discussion.

Connects to theories and

research. Makes

implications for teaching

and learning. Provides

some suggestions for future

research.

Discussion has a strong

connection to results.

Support of objectives

discussed. Strong

connections to theories,

research. Suggests specific

ideas for teaching and

learning. New research

questions proposed.

PowerPoint

(10 points.)

Contains errors, crowded text

density. Slides copied from

text of the paper. Reads

slides.

Free of mistakes, text

density appropriate. PPT

used as talking points

High quality professional

PPT augments oral

discussion. Graphics clear

and self-explanatory.

Unsatisfactory

(0-2 pts.)

Meets Expectations

(3-4 pts.)

Exceeds Expectations

(5 pts.)

Oral grammar

(5 points.)

3 or more grammatical

mistakes

2 or fewer grammatical

mistakes.

Free of grammatical

mistakes

Poise/Confidenc

e

(5 points.)

Speech too fast, avoids eye

contact, over reliance on

notes/PPT and exhibits other

nervous behavior negatively

affects presentation.

Speaks at an appropriate

rate, speaks clearly, and

otherwise exhibits self-

control

Relaxed, makes eye contact

with audience, and speaks

clearly.

Handout

(5 points)

The handout is nonexistent or

it is not organized and the

audience cannot follow along

with the presenter.

Handout is easy to follow

along with the presentation,

and is organized.

Handout is concise, easy to

follow along with the

presentation, and well

organized.

Summary of

project

(5 points.)

Incomplete. Does not

summarize project.

Complete summary of the

project. Organized.

Complete summary of the

project. Has professional

appearance. Well

organized.

Grammar/APA

style

(5 points.)

3 or more grammatical

mistakes. Contains errors in

APA style.

2 or fewer grammatical

mistakes. Correct use of

APA style.

Free of grammatical

mistakes. Correct use of

APA style

Total (100 pts.) * Minimum passing score

is 80%. (averaged)

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Post Baccalaureate

Certificate

and

Add-On Certification

Early Interventionist

Birth to Five

Add-On (Endorsement)

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Add-On EI & Post Baccalaureate

All Post Baccalaureate/Add-On EI candidates must submit one portfolio in PASS-PORT in order to

complete the requirements for the Post Baccalaureate/Add-On Early Intervention Certification program.

This portfolio must be connected to the 1) Council for Exceptional Children (CEC) Early Intervention

standards (See Appendix G, page 31) and 2) the College of Education’s Conceptual Framework (See

Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html).

All Post Baccalaureate/Add-On EI candidates will be assigned committees consisting of two advisors,

one of whom will be designated as Chair. The committee will guide the candidate throughout the

portfolio process.

PORTFOLIO TIMETABLE

Near the end of the semester your portfolio will be submitted, be sure to submit/complete all

portfolio artifacts that have not previously been submitted/completed, to the Chair of your committee

by the Friday prior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are

green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio.

Proficiency Portfolio

The Proficiency Portfolio, PORTAL 8 should be completed by all Add-On Early Intervention and Post

Baccalaureate candidates. The Proficiency Portfolio contains the following artifacts which will be

submitted for evaluation:

SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Proficiency portfolio for evaluation.

SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course

through the Proficiency portfolio for evaluation.

SPED 683 Learning Centers - submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

After you have Green Checks on ALL Requirements AND Status: Requirement

Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

the evaluation did not meet thresholds set for that evaluation.

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SPED 689 Action Plan - submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the

Proficiency portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your

instructor for the course through the Proficiency portfolio for evaluation.

Philosophy of early intervention special education (completed independently) and submitted

through the portfolio to the Chair of your committee. Appendix A page 20.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-

assessment of SPED Professional Dispositions during your SPED 683 class, upload into your

artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course

through the Proficiency Portfolio for evaluation. See Appendix C page 25.

Field experience (FX) hours– A minimum of 50 field experience hours must be completed for

the Proficiency portfolio. A minimum of 100 Field Experience Hours must be completed by the

end of the program. One example of a field experience and the appropriate standard and

reflection must be submitted through the portfolio to the Chair of your committee.

Reflective Summary: Candidates should submit a two to five page maximum portal (overall)

reflection for each portfolio. The portal reflection should include a discussion of the philosophy, FX

hours, PDAs, SPA standards, dispositions, and course artifacts included in the portfolio. Your

reflective summary should address what it means to be an effective early interventionist. Reference

the artifacts and standards attached when addressing lessons learned, strengths and weaknesses,

impact on student learning, applicability to future performance, and progress to meeting portfolio

goals. Refer to the guidelines in Appendix B page 21, for a detailed discussion of requirements.

Submit through the portfolio to the Chair of your committee.

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Master of Arts in

Teaching - Special

Education

Early Intervention

and

Early Interventionist

Special Education:

Certification-Only

Alternative Path

Program

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MAT EI & Alt Cert EI

All MAT EI & Alt Cert EI candidates must submit three portfolios in PASS-PORT in order to

complete the requirements for the Master of Arts in Teaching Early Intervention and/or Alternative

Certification Early Intervention programs. These portfolios must be connected to the 1) Council for

Exceptional Children (CEC) Early Intervention standards (See Appendix G, page 31) and 2) the College

of Education’s Conceptual Framework (See Appendix F, page 29)

(http://www.southeastern.edu/acad_research/colleges/edu_hd/about/conceptual_framework/index.html).

MAT EI & Alt Cert EI candidates will be assigned a committee consisting of two advisors, one of

whom will be designated as Chair. The committee will guide the candidate throughout the portfolio

process, and oversee the candidate’s competency presentation. Once the candidate is approved for his or

her Competency presentation, one additional committee member will be added.

PORTFOLIO TIMETABLE

Near the end of the semester a portfolio will be submitted, be sure to submit/complete all portfolio

artifacts that have not previously been submitted/completed, to the Chair of your committee by the

Friday prior to the final week of classes.

Candidates are responsible for checking that all evaluations have been completed and that there are

green checks and Requirement passed for all artifacts.

Candidates must then click the Submit for Review link to review and lock their portfolio.

Then the next portfolio should be created. See below:

The MAT EI & Alt Cert EI portfolio process must include all of the following portfolios and

components of each:

After you have Green Checks on ALL Requirements AND Status: Requirement

Passed, then you should click the button found just under the directions for completing your portfolio. This will allow the program to Review and Lock your portal

folio and you are ready for the next portal folio.

Once you have passed a portal folio, it is your responsibility to create the next one and begin entering artifacts. To do this: Click the Create Folio link beside the Portal Folios.

This should automatically create your next folio.

NOTE: If there is a Status: Unmet under any of the Unit Assessment Items in your portal folio, this will need to be corrected before submitting for Review. This usually means that

the evaluation did not meet thresholds set for that evaluation.

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Introductory Portfolio

The Introductory Portfolio PORTAL 2 should be created during the first semester as a graduate

candidate and is Submitted for Review when all requirements for the Introductory Portfolio have been

successfully passed.

The following requirements are part of the Introductory Portfolio for MAT EI & Alt Cert EI graduate

candidates:

Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention

(2011), EI – Essential Technology Knowledge and Skills

Philosophy of early intervention special education (completed independently) and submit to the

Chair of your committee. See Appendix A page 20.

Field experience (FE) hours – A minimum of 10 Field experience hours are required for the

introductory portfolio. A minimum of 100 Field Experience Hours must be completed prior to the

student teaching/internship semester. Attach one example of a field experience and the

appropriate standard and reflection. Submit to Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15

hours of professional development activities by the end of their programs and to document the

required number of hours at each portal. For the introductory portfolio, five hours of professional

development are required under the professional development tab. Attach one example of a PDA

and the appropriate standard and reflection and submit to Chair of your committee. Your

reflection should state the reason for choosing the standard, and show understanding of the standard.

Reflective Summary - Candidates should submit a two to five page overall reflection for each

portfolio. The portal reflection should include a discussion of the artifacts submitted within the

portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the

guidelines in Appendix B page 21, for more detailed information about the requirements. The

reflective summary should address what it means to be an effective early interventionist. Candidates

should reference the artifacts and standards attached to each artifact in the current portfolio when

addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. Submit to the

Chair of your committee.

Developing Portfolio

The Developing Portfolio PORTAL 3 should be created after the Introductory Portfolio has been

Reviewed and Locked (your responsibility to do once Portal 2 requirements are shown “as met”). The

following requirements are part of the Developing Portfolio for MAT EI & Alt Cert EI graduate

candidates:

SPED 767/680 Developing a Reliable Alliance with a Family and Supporting the Family -

submit your artifact to your instructor for the course through the Developing portfolio for evaluation.

SPED 767/680 Disney Case Study/IFSP - submit your artifact to your instructor for the course

through the Developing portfolio for evaluation.

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SPED 683 Learning Centers - submit your artifact to your instructor for the course through the

Developing portfolio for evaluation.

SPED 689 Action Plan - submit your artifact to your instructor for the course through the

Developing portfolio for evaluation.

SPED 688 Family Assessment – submit your artifact to your instructor for the course through the

Developing portfolio for evaluation.

SPED 685 Early Literacy and Language Activities Notebook – submit your artifact to your

instructor for the course through the Developing portfolio for evaluation.

Philosophy of early intervention special education (completed independently). See Appendix A

page 20.

SPED Advanced Candidate Assessment of Professional Dispositions – Complete the self-

assessment of SPED Professional Dispositions during your SPED 683 class, upload into your

artifact bin, add to your portfolio, attach to the tab, and submit to the instructor for the course

through the Developing Portfolio for evaluation. See Appendix C page 25.

Field experience (FE) hours – A minimum of 10 Field experience hours are required for the

Developing portfolio. A minimum of 100 Field Experience Hours must be completed by the end of

the program. Attach one example of a field experience and the appropriate standard and

reflection and submit to the Chair of your committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15

hours of professional development activities by the end of their programs and to document the

required number of hours at each portal. For the developing portfolio, five hours of professional

development are required under the professional development tab. Attach one example of a PDA

and the appropriate standard and reflection and submit to the Chair of your committee. Your

reflection should state the reason for choosing the standard, and show understanding of the standard.

Reflective Summary - Candidates should submit a two to five page overall reflection for each

portfolio. The portal reflection should include a discussion of the artifacts submitted within the

portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the

guidelines in Appendix B page 21, for more detailed information about the requirements. The

reflective summary should address what it means to be an effective educator. Candidates should

reference the artifacts and standards attached to each artifact in the current portfolio when addressing

lessons learned, strengths and weaknesses, impact on student learning, and the applicability to future

performance, and progress towards meeting portfolio goals. Submit to the Chair of your committee.

Competency Portfolio

The Competency Portfolio PORTAL 4 should be created after the Developing Portfolio has been

Reviewed and Locked (your responsibility to do once Portal 3 requirements are shown “as met”) and at

the beginning of Student Teaching/Internship. The following requirements are part of the Competency

Portfolio for MAT EI & Alt Cert EI graduate candidates:

Complete the 3 Portal Surveys: EI - Preparing for Diversity, Dispositions for Early Intervention

(2011), EI – Essential Technology Knowledge and Skills

Mid-Term Final Report on Student Teach./Intern (IMPLEMENTED LESSON PLAN) –

Submit to your University Student Teaching/Internship Supervisor when by due date assigned.

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Reflection and Critique of Videotaped Lesson – Submit to your University Student

Teaching/Internship Supervisor when by due date assigned.

Assessment Plan Student Teaching/Intern – Submit to your University Student

Teaching/Internship Supervisor when by due date assigned.

Philosophy of early intervention special education (completed independently) and submit to the

Chair of your committee. Appendix A page 20.

Field experience (FE) hours – A minimum of 180 Field experience hours are required for the

Competency portfolio in your student teaching/internship placement. A minimum of 280 Field

Experience Hours must be completed by the end of the program. Attach one example of a field

experience and the appropriate standard and reflection and submit to Chair of your

committee.

Professional development activities (PDA) - Candidates are required to complete a minimum of 15

hours of professional development activities by the end of their programs and to document the

required number of hours at each portal. For the competency portfolio, five hours of professional

development are required under the professional development tab. Attach one example of a PDA

and the appropriate standard and reflection. Your reflection should state the reason for choosing

the standard, and show understanding of the standard. Submit to the Chair of your committee.

Reflective Summary - Candidates should submit a two to five page overall reflection for each

portfolio. The portal reflection should include a discussion of the artifacts submitted within the

portal (example: philosophy, FE hours, PDAs, SPA standards, and course artifacts). Refer to the

guidelines in Appendix B page 21, for more detailed information about the requirements. The

reflective summary should address what it means to be an effective early interventionist. Candidates

should reference the artifacts and standards attached to each artifact in the current portfolio when

addressing lessons learned, strengths and weaknesses, impact on student learning, and the

applicability to future performance, and progress towards meeting portfolio goals. Submit to the

Chair of your committee.

Basic Program Follow-Up portal survey

Special Education Competency (MAT/Alt Cert) Portfolio Presentation – submit the presentation

through the Competency portfolio to your committee Chair for Evaluation. See Appendix D page 26.

Competency presentation of portfolio Competency presentations will be made to a minimum of three committee members (peers and other

faculty may attend) before candidates submit portfolios on Passport for Review. All candidates will

make a presentation evaluating their capstone study, professional development and progress towards

meeting their goals and applicable professional standards. The presentation will be followed by a

question/answer session, after which the candidate will be excused while the committee deliberates and

grades the presentation using the evaluation contained in Appendix D page 26.

Competency Portfolio Review/Submission

If all the requirements of Portal IV are shown as met, he or she should Submit for Review his/her

portfolio on Passport. If a candidate is unsuccessful, his/her portfolio on PASSPORT will not be

reviewed, and he/she is responsible for contacting the committee chair to set up a remediation plan. The

candidate has one semester to address the concerns of the committee. If the candidate is unsuccessful a

second time, he/she will be dismissed from the program.

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Appendix A

Statement of Philosophy of Early Intervention

Requirements and Rubric

Required components: (Use Subheadings for each section)

Introduction

o Short family background

o Reasons for entering early intervention program

o Five goals aligned with the College of Education and Human Development Conceptual

Framework and the relevant specialized area: Early Intervention, and general CEC Early

Intervention Standards.

The early interventionist as the Effective Educator

What do you believe about being an effective/ influential educator?

What are your thoughts to the role of the early interventionist as it relates to being an effective/

influential educator?

Appropriate Early Childhood Environments

What do you believe about appropriate early childhood environments?

What are your thoughts to the role of the early interventionist as it relates to early childhood

environments?

Participation Opportunities

What do you believe about providing opportunities for all children to participate?

What are your thoughts to the role of the early interventionist as it relates to participation

opportunities?

Family Involvement

What do you believe about family involvement?

What are your thoughts to the role of the early interventionist as it relates to family involvement?

Best Practices in Early Intervention

What are some of the evidence-based best practices in early intervention?

What are your thoughts to the role of the early interventionist as it relates to best practices?

The assignment is scored using the following rating scale:

Unacceptable: Missing two or more components with little to no organization or contains more than

five (5) error types in mechanics and conventions.

Approaching Expectations: Missing one component, more than three (3) error types in mechanics and

conventions, or flow of topics unorganized.

Acceptable: Each component addressed using subheadings with no more than two (2) error types in

mechanics and conventions.

Exceeds Expectations: All required components explained in detail with no errors in mechanics and

conventions and highly organized.

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Appendix B

SPED Graduate Reflective Summary

A critically reflective teacher is one who is equipped to communicate to colleagues, students and

themselves the rationales that act as a foundation to the strategies and methods used within their

practices of becoming an effective educator. The technique of active reflection progresses qualitatively

as one advances through his or her own specific curricular program. Thus, self-expectations should

increase as well and these should be noted in the products or artifacts presented and criteria applied

within the portfolio. Reflection is a continuum with increasingly stringent expectations at each level.

Reflection requires critical thinking. Critically reflective teachers are objective and can stand outside

their practices and see what they do in a wider perspective. Becoming critically reflective increases the

probability that informed actions will take place.

Describe – A clear and concise retelling of what happened in a situation that brings the reader into your

classroom and allows the reader to clearly visualize what is being described. Who? What? When?

Where?

Clearly – The language is clear and expressive. The reader can create a mental picture of the situation

being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to

an uninformed reader.

Rationale – A justification for doing something, decision that will achieve a purpose and address a

need. A rationale provides a framework and a reason for using a particular activity or teaching method.

Critically Analyze – …provides reasons, motives, and interpretation for what has been described and

moves beyond simple description of the experience to an analysis of how the experience contributed to

student understanding of self, others, and/or course concepts. An examination of why the elements

described are the way they are. Why? How? Why did you do this? Where does it fit? How did you do

this? Was it meaningful? How effective was this? What was the impact? How did this relate to your

goals? What was the value of this activity?

Making Connections - Linking thoughts, feelings, actions, and experiences with characteristics of an

Effective Educator. Your reflection should express significant patterns, themes, and connections that

emerged from your experiences and what this means in terms of your own development and challenges

as a teacher.

Reflective - A form of analysis which suggests self-analysis or consideration of practice, self-

examination following a teaching or learning experience. Reflection requires critical thinking. It is the

decision-making portion of the process. Where do I go from here? Why did it work? Why didn’t it

work? What can I change? How did it impact students? How does it impact ME as a teacher? What

might you change to make it better? How might your teaching change as a result? What have you

learned? The reflection demonstrates ability of the student to question their own biases, stereotypes,

preconceptions, and/or assumptions and define new modes of thinking as a result. The reflection

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demonstrates connections between the experience and material from other courses; past experience;

and/or personal goals.

Precisely – …exact as in performance, execution or amount, accurate, correct, definitely or strictly

stated, defined, or fixed, carefully expressed or delineated, definite.

Generalization - The act or process whereby a learned response is made to a stimulus similar to but not

identical with the conditioned stimulus

To write the Overall Reflection, you should create a document that addresses the points listed below.

Submit a two to five page (maximum) paper that includes the following:

Discussion of:

Philosophy of Early Intervention

FE hours

PDA’s

Course artifacts

Future plans for professional growth

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SPED Early Intervention Portfolio

Reflective Summary Rubric

Unacceptable Approaching

Expectations

Meets

Expectations

Exceeds

Expectations

Philosophy The candidate

does not

address his/her

philosophy of

early

intervention or

professional

goals.

The candidate is

beginning to

address his/her

philosophy of

early

intervention or

professional

goals, but has

not done so with

depth and

clarity.

The candidate has

addressed his/her

philosophy of

early intervention

and professional

goals with depth

and clarity.

The candidate has

addressed his/her

philosophy of

early intervention

and professional

goals with depth

and clarity and

ties the

philosophy with

standards and

examples.

Field

Experiences

The candidate

does not align

field

experiences

with artifacts

submitted

and/or with

CEC-EI

standards.

The candidate is

beginning to

align field

experiences with

artifacts

submitted and

CEC-EI

standards, but

has not done so

with depth and

clarity.

The candidate has

aligned field

experiences with

artifacts submitted

as well as CEC-EI

standards and has

done so with

depth and clarity.

The candidate has

aligned field

experiences with

artifacts submitted

as well as CEC-EI

standards and has

done so with

depth and clarity.

Additionally, field

experiences are

tied with PDAs,

the philosophy,

and dispositions.

Professional

Development

Hrs. (PDAs)

The candidate

does not align

PDAs with

artifacts

submitted

and/or with

CEC-EI

standards

The candidate is

beginning to

align PDAs with

artifacts

submitted and

CEC-EI

standards, but

has not done so

with depth and

clarity.

The candidate has

aligned PDAs

with artifacts

submitted as well

as CEC-EI

standards and has

done so with

depth and clarity.

The candidate has

aligned PDAs

with artifacts

submitted as well

as CEC-EI

standards and has

done so with

depth and clarity.

Additionally,

PDAs are tied

with field

experiences, the

philosophy, and

dispositions.

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CEC-EI

Standards

The candidate

has not aligned

artifacts, field

experiences,

and PDAs

with CEC-EI

standards.

The candidate is

beginning to

align artifacts,

field

experiences, and

PDAs with CEC-

EI standards, but

has not done so

with depth and

clarity.

The candidate has

aligned artifacts,

field experiences,

and PDAs with

CEC-EI standards,

and has done so

with depth and

clarity.

The candidate has

aligned artifacts,

field experiences,

and PDAs with

CEC-EI standards,

and has done so

with depth and

clarity and has

gone beyond

minimum

alignment.

Artifacts The candidate

does not

reflect on

artifacts.

The candidate is

beginning to

reflect on the

artifacts

submitted, but

does not do so

with depth or

clarity.

The candidate

reflects on the

artifacts submitted

with depth and

clarity.

The candidate

reflects on the

artifacts submitted

with depth and

clarity.

Additionally, the

candidate connects

the artifacts with

other parts of the

portal reflection.

Professional

Growth

The candidate

does not

reflect on

professional

growth.

The candidate is

beginning to

reflect on his/her

professional

growth, but does

not do so with

depth or clarity.

The candidate

reflects on his/her

professional

growth with depth

and clarity.

The candidate

reflects on his/her

professional

growth with depth

and clarity.

Additionally,

he/she includes

specific examples

of this growth.

COE Conceptual

Framework

The candidate

does not

reflect on the

Conceptual

Framework.

The candidate is

beginning to

align artifacts,

field

experiences, and

PDAs with the

conceptual

framework, but

has not done so

with depth and

clarity.

The candidate

aligns artifacts,

field experiences,

and PDAs with the

conceptual

framework and

does so with depth

and clarity.

The candidate

aligns artifacts,

field experiences,

and PDAs with the

conceptual

framework and

does so with depth

and clarity.

He/she does so

with very specific

examples.

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Appendix C

SPED Advanced Candidate Assessment of Professional Dispositions

0= Not Observed or Not Applicable 1= Unsatisfactory 2= Approaching Expectations 3=

Meets Expectations 4= Exceeds Expectations 1 Professional and Ethical Standards 0 1 2 3 4

a Meets obligations and deadlines

b Submits work that reflects high professional standard, commensurate with CEC EI

expectations

c Reflects upon and is responsible for own actions and decisions

d Displays a positive attitude and emotional maturity

e Utilizes sound professional judgment in decision making

f Demonstrates ethical behavior and integrity

g Receptive to change and responsive to professional feedback within the context of

current practice and professional standards

h Upholds high standards of competence

i Serves as an advocate for students with exceptionalities, both in the schools and the

community

j Manages conflict appropriately

2 Leadership & Innovative practice 0 1 2 3 4

a Exhibits creativity and intellectual curiosity and is willing to experiment with new

ideas and techniques

b Incorporates research based knowledge in practice

c Facilitates the utilization of technology in a variety of contexts

d Assumes leadership roles in improving professional practice

e Actively seeks to prevent and/or solve problems

3 Diversity and High expectations for all learners 0 1 2 3 4

a Demonstrates belief that all students can learn to their potential

b Promotes access, participation, and progress of students with exceptionalities in the

general education curriculum

c Displays a commitment to all students and their learning

d Responsive to ideas and views of all stakeholders

e Responsive to the readiness, learning profile, and interests of all students

f Values multiple aspects of diversity; respects children and adults of various cultures,

ethnicities, religions, sexual orientations, social classes, abilities, political beliefs, etc.

g Shows respect for differences by providing equitable learning opportunities for all.

4 Communication and Collaboration 0 1 2 3 4

a Interacts in a professional manner with all stakeholders

b Shares information, resources, and ideas with others

c Works effectively with professional colleagues, families, and other adults

d Serves as mentor and role model as appropriate

e Uses effective interpersonal skills

f Maintains confidentiality in communication and collaboration with all stakeholders

5 Goal Setting and Life-long learning 0 1 2 3 4

a Sets goals to improve practice based on reflection and self-evaluation

b Models life-long learning through inquiry-based practices

c Takes responsibility for professional development

d Maintains active involvement in professional organizations

e Commits to collaborating with families, community members, and other professionals

as partners in the educational process

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Appendix D Special Education Competency (MAT/Alt Cert) Portfolio Presentation Scoring Rubric

Candidate Name: Scorer:

Presentation: Unsatisfactory

(0-5 pts.)

Meets Expectations

(6-10 pt.)

Exceeds Expectations

(11-15 pts.)

Points

Discussion of

Knowledge

Gained

(15 points)

There is little mention or

explanation of knowledge

gained and skills mastered

during the program. Little or

no examples of skills

mastered and how they are

being used presently, or how

they will be used in the

future.

Provides an adequate

explanation of knowledge

gained and skills mastered

during the program. Offers

some examples of skills

mastered and how they are

being used presently, or

how they will be used in

the future.

Explains in detail,

knowledge gained and

skills mastered during the

program. Offers specific

examples of skills mastered

and how they are being

used presently, or how they

will be used in the future.

Discussion of

Accomplishments

in the Program

(15 points)

The explanation about goals

accomplished in the program

is vague. Supplies only one

or no example of how goals

were accomplished. No link

between goals and CEC EI

standards are provided.

Provides an adequate

explanation about the goals

accomplished in the

program. Offers or

mentions a few general

examples of how the goals

were accomplished.

Provides some linkage

between goals and CEC EI

standards.

Provides a clear

explanation about the goals

accomplished in the

program. Offers specific

examples of how the goals

were accomplished.

Specifically links goals to

CEC EI standards.

PowerPoint

(15 points)

Contains errors, crowded

text density. Slides copied

from text of the paper. Reads

slides.

Free of mistakes, text

density appropriate. PPT

used as talking points

High quality professional

PPT augments oral

discussion. Graphics clear

and self-explanatory.

Unsatisfactory (0-5 points) Meets Expectations (6-15

points)

Goals Post

MAT/Alt Cert

(15 points)

Does not list and/or discuss

goals for the future. Does

not offer any action steps to

accomplish future goals.

Lists and discusses goals

for the future. Explains

action steps to accomplish

future goals.

Unsatisfactory

(0-3 pts.)

Meets Expectations

(4-7 pts.)

Exceeds Expectations

(8-10 pts.)

Oral grammar

(10 points.)

3 or more grammatical

mistakes

2 or fewer grammatical

mistakes.

Free of grammatical

mistakes

Poise/Confidence

(10 points.)

Speech too fast, avoids eye

contact, over reliance on

notes/PPT and exhibits other

nervous behavior negatively

affects presentation.

Speaks at an appropriate

rate, speaks clearly, and

otherwise exhibits self-

control

Relaxed, makes eye contact

with audience, and speaks

clearly.

Handout

(10 points)

The handout is nonexistent

or it is not organized and the

audience cannot follow

along with the presenter.

Handout is easy to follow

along with the presentation,

and is organized.

Handout is concise, easy to

follow along with the

presentation, and well

organized.

Grammar/APA

style

(10 points.)

3 or more grammatical

mistakes. Contains errors in

APA style.

2 or fewer grammatical

mistakes. Correct use of

APA style.

Free of grammatical

mistakes. Correct use of

APA style

Total (100 pts.) * Minimum passing score

is 80%. (averaged)

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Appendix E

Glossary of Terms for Electronic Portfolio

ALERT: In PASS-PORT, a term to notify users that a task has been or needs to be completed.

Artifact: Products that provide evidence of the performance outcomes on which candidates will be assessed.

These artifacts are examples of work naturally occurring in ongoing classes and provide the most accurate

picture of student skills in practice.

Candidates: Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of

teachers; teachers continuing their professional development, or other professional school personnel. The term

is used to distinguish them from the PK-12 school students with whom they interact.

COE Conceptual Framework: The guidelines by which candidates will be assessed in their progress through

the program. In order to successfully plan, develop, and implement curricula to meet the needs of diverse

learners in today’s world and to prepare candidates for the future, the College of Education (COE) has identified

four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL),

Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction

for the development of effective professionals. Diversity, Technology, and Dispositions are included in the

assessment process as themes that are integrated throughout all programs in the educational unit.

All components of the conceptual framework must be addressed in each Portal Reflection.

COE: College of Education, from which all education majors receive their degrees.

Capstone/Competency Level: The final portal of portfolio assessment.

Conceptual Framework: In general, an underlying structure in a professional education unit that gives

conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for

programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.

Direct Teaching: Level Two field experience; an activity where the candidate instructs students in a one-one-

one, small group, or large group situation. The activity must be related to the University course in which the

candidate is enrolled.

Dispositions: The values, commitments and professional ethics that influence behaviors towards students,

families, colleagues and communities and affect student learning, motivation, and development as well as the

educator’s own professional growth.

Diversity: Differences among groups of people and individuals based on ethnicity, race, socioeconomic status,

gender, exceptionalities, language, religion, sexual orientation, and geographical area.

Field Experiences: A variety of early and ongoing opportunities in which candidates may observe, assist, tutor,

instruct, and/or conduct research; Field experiences may occur in off-campus settings such as schools, non-

school sites, community centers, laboratories, or natural environments. SPED MED EI and Add On candidates

should select the Advanced Teacher Preparation FX under the Graduate Field Experiences to submit FX data.

MAT EI and Alt Cert candidates should select the Initial Teacher Certification (F08) under the Undergraduate

Field Experiences where there are three levels of field experiences:

1. Level One: Observation of classroom teachers and PK-12 students

2. Level Two: Direct teaching

3. Level Three: Student teaching or internship

CEC Early Intervention Initial Standards: All CEC EI Initial Standards must be addressed by the end of the

degree program. One or more of the standards must be addressed in the candidate’s portal reflection for each

portfolio.

Knowledge of Learner (KL): Candidates’ understanding of the learner necessary to provide effective and

equitable instruction

KSD: Knowledge, skills, and dispositions, as they relate to the candidate’s field of study

LCET: Louisiana Components of Effective Teaching.

Learners: Children or youth in PK-12 schools as distinguished from teacher education candidates; also referred

to as “students.”

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Observation: activities in which the teacher candidate observes a setting or student to gain greater insight

into classroom management, time management, classroom environments, teaching strategies, etc.

PASS-PORT: Professional Accountability Support System Using a Portal Approach; an electronic tool that

allows candidates to create and upload artifacts that document KSD, build electronic portfolios, and have

artifacts and portfolios routed to faculty for evaluation.

PASS-PORT Help page: pdf and video clip files can be found on the Southeastern PASS-PORT Help page

http://www.southeastern.edu/acad_research/colleges/edu_hd/passport/index.html

Portal: The transition point which candidates must exhibit specific knowledge, skills, and dispositions defined

by the COE in order to proceed to the next level of a program.

Portfolio Levels: Submission of portfolios for assessment at each level of the program: Graduate = Emerging,

Proficiency, and Capstone; MAT and Alt Cert = Introductory, Developing, Competency.

Professional Development Activity (PDA): Opportunities for candidates to identify resources, engage and

participate in activities that develop and expand knowledge and skills through community service, conferences,

lecture series, workshops, and training.

Professional Standards (PS): Established criteria that guide effective professionals in each discipline area.

Reflection: A thoughtful and thought-provoking process of deriving meaning and knowledge from the

experience that occurs before, during and after teaching. Reflection is a process of self-examination and self-

evaluation.

Rubric: A guide used to score performance assessments in a reliable, fair, and valid manner; generally

composed of dimensions for judging candidate’s performance, a scale for rating performances on each

dimension, and standards of excellence for specified performance levels.

Site: The name of the school or location which the candidate completes a field experience.

Site Contact: The name of the person (teacher, supervisor, mentor) at the site (e.g., school) who is responsible

for the group of students in the field experience.

Standard: Statements of what candidates should know and be able to do. Different types of standards address

various aspects important to learning:

• Content standards cover what candidates are to learn in various subject areas, such as mathematics and

science.

• Performance standards specify what levels of learning are expected. (www.ascd.org)

Strategies and Methods (SM): Strategies and methods appropriate to each program within the educational unit

necessary to develop effective professionals.

Students: Children or youth in PK-12 settings (day care, home, schools) as distinguished from teacher

education candidates; also referred to as “learners.”

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Appendix F

Conceptual Framework for the College of Education

The Effective Professional

General Statement:

The College of Education’s Conceptual Framework provides direction for the development of effective

professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The

four components of the CF are the institutional standards used for candidate assessment in undergraduate and

graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content

Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the

assessment process as themes that are integrated throughout all programs in the educational unit.

Knowledge of Learner

Candidates’ understanding of the learner which is necessary to provide effective and equitable

instruction The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners.

Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress

through their educational experiences at Southeastern. As effective professionals, they continue that practice

throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is

integrated throughout the program.

Strategies and Methods

Strategies and methods appropriate to each program within the educational unit which are necessary to

develop effective professionals The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking.

Constructive and reflective problem-solving processes require the effective professional to consider and

integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is

integrated throughout the program.

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Content Knowledge

Candidates’ thorough understanding of the content appropriate to the area of specialization Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general

subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and

Technology is integrated throughout the program.

Professional Standards

Established criteria that guide effective professionals in each discipline area The educational unit is based on professional standards that enable candidates to develop the knowledge, skills,

and dispositions to become effective professionals. University course objectives and learner outcomes are

aligned with national, state, and institutional standards. Candidates incorporate professional standards as they

progress through their educational experiences at Southeastern and continue that practice throughout their

careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout

the program.

Mission Statement: The College of Education exists to serve communities, develop effective professionals,

and implement innovative programs.

Vision Statement: The faculty of the College of Education sets the standard for excellence through best

practices.

The following definitions are offered to help the reader understand the conceptual framework:

Diversity: All forms of differences among all levels of learners.

Technology: Access and delivery for assessment, problem solving, and productivity.

Dispositions: Values, beliefs, attitudes the foundation of the profession.

Knowledge of the Learner: The cognitive, physical, emotional, social development of the learner.

Strategies and Methods: The tools and processes for effective pedagogical practice.

Content Knowledge: The core concepts, ideas, and theories of the specific content area being taught.

Professional Standards: The valued goals and outcomes in a specific content area to be mastered by the

learner

Learner: A broad meaning of the term “learner” is intended to include all levels and types of learning.

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Terminology specific to Initial Special Education Professionals in Early Childhood Special Education/Early

Intervention (Birth to Eight) standards:

• Infants and Young Children: all children birth to age 8 years

• Exceptional Needs: in response to Exceptional Learning Needs (ELN) specified in the CEC standards, “infants and

young children with exceptional needs” will be used, and not Exceptional Learning Needs, because infants and young

children have developmental needs as well as learning needs

• Infants and Young Children with Exceptional Needs: refers to infants and young children, birth to age 8 years, who

have, or are at risk for, developmental delays and disabilities

• Development and Learning: terms to be used, and in that order, to convey the focus of the following knowledge and

skills for personnel – to support the developmental and learning needs of infants and young children, and their families

• Individualized family services plan/Individualized education program: The language of the standards requires spelling

out IFSP and IEP. K&S suggests using “family or educational plan” to (a) simplify the expressions and (b) include

Canadian terminology in the standards. Division for Early Childhood respectfully requests the use of “individualized

plan” to simplify the language since the IFSP is an educational plan, too

• Developmental Domains: Term to be used to simplify the listing of the five developmental domains specified in

federal law – cognitive, communicative, social-emotional, motor, and adaptive development

• Settings for Infants and Young Children: to avoid lists, these settings refer to home, community-based, and school-

based settings

• Developmental and academic content refers to curriculum

Appendix G

Initial Special Education Professionals in Early Childhood Special Education/

Early Intervention (Birth to Eight)

Standard 1: Foundations

Knowledge

ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice

ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation

ICC1K3 Relationship of special education to the organization and function of educational agencies

ICC1K4

Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs

ICC1K5

Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds

ICC1K6

Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services

ICC1K7 Family systems and the role of families in the educational process

ICC1K8 Historical points of view and contribution of culturally diverse groups

ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them

ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school

ECSEK1

Historical, philosophical foundations, and legal basis of services for infants and young children both with and without exceptional needs

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ECSE1K2

Trends and issues in early childhood education, early childhood special education, & early intervention

Skills

ICC1S1

Articulate personal philosophy of special education

ECSE1S1

Implement family services consistent with due process safeguards

Standard 2: Development and Characteristics of Learners

Knowledge

ICC2K1

Typical and atypical human growth and development

ICC2K2

Educational implications of characteristics of various exceptionalities

ICC2K3

Characteristics and effects of the cultural and environmental milieu of the individual with exceptional

learning

needs and the family

ICC2K4

Family systems and the role of families in supporting development

ICC2K5

Similarities and differences among individuals with exceptional learning needs

ICC2K6

Similarities and differences of individuals with and without exceptional learning needs

ICC2K7

Effects of various medications on individuals with exceptional learning needs

ECSE2K1

Theories of typical and atypical early childhood development

ECSE2K2

Biological and environmental factors that affect pre-, peri-, and postnatal development and learning

ECSE2K3

Specific disabilities, including the etiology, characteristics, and classification of common disabilities in

infants

and young children, and specific implications for development and learning in the first years of life

ECSE2K4

Impact of medical conditions and related care on development and learning

ECSE2K5

Impact of medical conditions on family concerns, resources, and priorities

ECSE2K6

Factors that affect the mental health and social-emotional development of infants and young children

ECSE2K7

Infants and young children develop and learn at varying rates

Skills

ECSE2S1

Apply current research to the five developmental domains, play and temperament in learning situations

Standard 3: Individual Learning Differences

Knowledge

ICC3K1 Effects an exceptional condition(s) can have on an individual’s life

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ICC3K2

Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and

career development

ICC3K3

Variations in beliefs, traditions, and values across and within cultures and their effects on relationships

among individuals with exceptional learning needs, family, and schooling

ICC3K4

Cultural perspectives influencing the relationships among families, schools, and communities as related

to instruction

ICC3K5

Differing ways of learning of individuals with exceptional learning needs, including those from

culturally diverse backgrounds and strategies for addressing these differences

ECSE3K1

Impact of child’s abilities, needs, and characteristics on development and learning

ECSE3K2

Impact of social and physical environments on development and learning

Skills

ECSE3S1

Develop, implement, and evaluate learning experiences and strategies that respect the diversity of

infants and young children, and their families

ECSE3S2

Develop and match learning experiences and strategies to characteristics of infants and young children

Standard 4: Instructional Strategies

Knowledge

ICC4K1

Evidence-based practices validated for specific characteristics of learners and settings

ECSE4K1

Concept of universal design for learning

Skills

ICC4S1

Use strategies to facilitate integration into various settings

ICC4S2

Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their

needs

ICC4S3

Select, adapt, and use instructional strategies and materials according to characteristics of the individual

with exceptional learning needs

ICC4S4

Use strategies to facilitate maintenance and generalization of skills across learning environments

ICC4S5

Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance,

and self-esteem

ICC4S6

Use strategies that promote successful transitions for individuals with exceptional learning needs

ECSE4S1 Plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based

on knowledge of individual children, the family, and the community

ECSE4S2

Facilitate child-initiated development and learning

ECSE4S3

Use teacher-scaffolded and initiated instruction to complement child-initiated learning

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ECSE4S4

Link development, learning experiences, and instruction to promote educational transitions

ECSE4S5

Use individual and group guidance and problem-solving techniques to develop supportive

relationships with and among children

ECSE4S6

Use strategies to teach social skills and conflict resolution

ECSE4S7

Use a continuum of intervention strategies to support access of young children in the general

curriculum and daily routines

ECSE4S8

Implement and evaluate preventative and reductive strategies to address challenging behaviors

Standard 5: Learning Environments/Social Interactions

Knowledge

ICC5K1

Demands of learning environments

ICC5K2

Basic classroom management theories and strategies for individuals with exceptional learning

needs

ICC5K3

Effective management of teaching and learning

ICC5K4

Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning

needs

ICC5K5

Social skills needed for educational and other environments

ICC5K6

Strategies for crisis prevention and intervention

ICC5K7

Strategies for preparing individuals to live harmoniously and productively in a culturally diverse

world

ICC5K8

Ways to create learning environments that allow individuals to retain and appreciate their own and

each other’s respective language and cultural heritage

ICC5K9

Ways specific cultures are negatively stereotyped

ICC5K10

Strategies used by diverse populations to cope with a legacy of former and continuing racism

None in addition to Common Core

Skills

ICC5S1

Create a safe, equitable, positive, and supportive learning environment in which diversities are

valued

ICC5S2

Identify realistic expectations for personal and social behavior in various settings

ICC5S3

Identify supports needed for integration into various program placements

ICC5S4

Design learning environments that encourage active participation in individual and group activities

ICC5S5

Modify the learning environment to manage behaviors

ICC5S6

Use performance data and information from all stakeholders to make or suggest modifications in

learning environments

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ICC5S7

Establish and maintain rapport with individuals with and without exceptional learning needs

ICC5S8

Teach self-advocacy

ICC5S9

Create an environment that encourages self-advocacy and increased independence

ICC5S10

Use effective and varied behavior management strategies

ICC5S11

Use the least intensive behavior management strategy consistent with the needs of the individual

with exceptional learning needs

ICC5S12

Design and manage daily routines

ICC5S13

Organize, develop, and sustain learning environments that support positive intracultural and

intercultural experiences

ICC5S14

Mediate controversial intercultural issues among individuals with exceptional learning needs

within the learning environment in ways that enhance any culture, group, or person

ICC5S15

Structure, direct, and support the activities of para-educators, volunteers, and tutors

ICC5S16

Use universal precautions

ECSE5S1

Select, develop, and evaluate developmentally and functionally appropriate materials,

equipment, and environments

ECSE5S2

Organize space, time, materials, peers, and adults to maximize progress in natural and structured

environments

ECSE5S3

Embed learning opportunities in everyday routines, relationships, activities, and places

ECSE5S4

Structure social environments, using peer models and proximity, and responsive adults, to

promote interactions among peers, parents, and caregivers

ECSE5S5

Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and

adaptive and assistive technology, responsive to individual differences

ECSE5S6

Implement basic health, nutrition and safety management procedures for infants and young

children

ECSE5S7

Use evaluation procedures and recommend referral with ongoing follow-up to community

health and social services

Standard 6: Language

Knowledge

ICC6K1

Effects of cultural and linguistic differences on growth and development

ICC6K2

Characteristics of one’s own culture and use of language and the ways in which these can differ

from other cultures and uses of languages

ICC6K3

Ways of behaving and communicating among cultures that can lead to misinterpretation and

misunderstanding

ICC6K4

Augmentative and assistive communication strategies

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ECSE6K1

Impact of language delays on cognitive, social-emotional, adaptive, play, temperament and

motor development

ECSE6K2

Impact of language delays on behavior

Skills

ICC6S1

Use strategies to support and enhance communication skills of individuals with exceptional

learning needs

ICC6S2

Use communication strategies and resources to facilitate understanding of subject matter for

individuals with exceptional learning needs whose primary language is not the dominant

language

ECSE6S1

Support and facilitate family and child interactions as primary contexts for development and

learning

ECSE6S2

Support caregivers to respond to child’s cues and preferences, establish predictable routines and

turn-taking, and facilitate communicative initiations

ECSE6S3

Establish communication systems for young children that support self-advocacy

Standard 7: Instructional Planning

Knowledge

ICC7K1

Theories and research that form the basis of curriculum development and instructional practice

ICC7K2

Scope and sequences of general and special curricula

ICC7K3

National, state or provincial, and local curricula standards

ICC7K4

Technology for planning and managing the teaching and learning environment

ICC7K5

Roles and responsibilities of the para-educator related to instruction, intervention, and direct

service

ECSE7K1

Theories and research that form the basis of developmental and academic curricula and

instructional strategies for infants and young children

ECSE7K2

Developmental and academic content

ECSE7K3

Connection of curriculum to assessment and progress monitoring activities

Skills

ICC7S1

Identify and prioritize areas of the general curriculum and accommodations for individuals with

exceptional learning needs

ICC7S2

Develop and implement comprehensive, longitudinal individualized programs in collaboration

with team members

ICC7S3

Involve the individual and family in setting instructional goals and monitoring progress

ICC7S4

Use functional assessments to develop intervention plans

ICC7S5

Use task analysis

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ICC7S6

Sequence, implement, and evaluate individualized learning objectives

ICC7S7

Integrate affective, social, and life skills with academic curricula

ICC7S8

Develop and select instructional content, resources, and strategies that respond to cultural,

linguistic, and gender differences

ICC7S9

Incorporate and implement instructional and assistive technology into the educational program

ICC7S10

Prepare lesson plans

ICC7S11

Prepare and organize materials to implement daily lesson plans

ICC7S12

Use instructional time effectively

ICC7S13

Make responsive adjustments to instruction based on continual observations

ICC7S14

Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions

ICC7S15

Evaluate and modify instructional practices in response to ongoing assessment data

ECSE7S2

Plan and implement developmentally and individually appropriate curriculum

ECSE7S3

Design intervention strategies incorporating information from multiple disciplines

IECSE7S3

Implement developmentally and functionally appropriate activities, using a variety of formats,

based on systematic instruction

ECSE7S5

Align individualized goals with developmental and academic content

ECSE7S6

Develop individualized plans that support development and learning as well as caregiver

responsiveness

ECSE7S7

Develop an individualized plan that supports the child’s independent functioning in the child’s

natural environments

ECSE7S8

Make adaptations for the unique developmental and learning needs of children, including those

from diverse backgrounds

Standard 8: Assessment

Knowledge

ICC8K1

Basic terminology used in assessment

ICC8K2

Legal provisions and ethical principles regarding assessment of individuals

ICC8K3

Screening, pre-referral, referral, and classification procedures

ICC8K4

Use and limitations of assessment instruments

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ICC8K5

National, state or provincial, and local accommodations and modifications

ECSE8K1

Role of the family in the assessment process

ECSE8K2

Legal requirements that distinguish among at-risk, developmental delay and disability

ECSE8K3

Alignment of assessment with curriculum, content standards, and local, state, and federal

regulations

Skills

ICC8S1

Gather relevant background information

ICC8S2

Administer nonbiased formal and informal assessments

ICC8S3

Use technology to conduct assessments

ICC8S4

Develop or modify individualized assessment strategies

ICC8S5

Interpret information from formal and informal assessments

ICC8S6

Use assessment information in making eligibility, program, and placement decisions for

individuals with exceptional learning needs, including those from culturally and/or linguistically

diverse backgrounds

ICC8S7

Report assessment results to all stakeholders using effective communication skills

ICC8S8

Evaluate instruction and monitor progress of individuals with exceptional learning needs

ICC8S9

Create and maintain records

ECSE8S1

Assist families in identifying their concerns, resources, and priorities

ECSE8S2

Integrate family priorities and concerns in the assessment process

ECSE8S3

Assess progress in the five developmental domains, play, and temperament

ECSE8S4

Select and administer assessment instruments in compliance with established criteria

ECSE8S5

Use informal and formal assessment to make decisions about infants and young children’s

development and learning

ECSE8S6

Gather information from multiple sources and environments

ECSE8S7

Use a variety of materials and contexts to maintain the interest of infants and young children in the

assessment process

ECSE8S8

Participate as a team member to integrate assessment results in the development and

implementation of individualized plans

ECSE8S9

Emphasize child’s strengths and needs in assessment reports

ECSE8S10

Produce reports that focus on developmental domains and functional concerns

Conduct ongoing formative child, family, and setting assessments to monitor instructional

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ECSE8S11 effectiveness

Standard 9: Professional and Ethical Practice

Knowledge

ICC9K1

Personal cultural biases and differences that affect one’s teaching

ICC9K2

Importance of the teacher serving as a model for individuals with exceptional learning needs

ICC9K3

Continuum of lifelong professional development

ICC9K4

Methods to remain current regarding research-validated practice

ECSE9K1

Legal, ethical, and policy issues related to educational, developmental, and medical services for

infants and young children, and their families

ECSE9K2

Advocacy for professional status and working conditions for those who serve infants and young

children, and their families

Skills

ICC9S1

Practice within the CEC Code of Ethics and other standards of the profession

ICC9S2

Uphold high standards of competence and integrity and exercise sound judgment in the practice of

the professional

ICC9S3

Act ethically in advocating for appropriate services

ICC9S4

Conduct professional activities in compliance with applicable laws and policies

ICC9S5

Demonstrate commitment to developing the highest education and quality-of-life potential of

individuals with exceptional learning needs

ICC9S6

Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic

status, and sexual orientation of individuals

ICC9S7

Practice within one’s skill limits and obtain assistance as needed

ICC9S8

Use verbal, nonverbal, and written language effectively

ICC9S9

Conduct self-evaluation of instruction

ICC9S10

Access information on exceptionalities

ICC9S11

Reflect on one’s practice to improve instruction and guide professional growth

ICC9S12

Engage in professional activities that benefit individuals with exceptional learning needs, their

families, and one’s colleagues

ICC9S13

Demonstrate commitment to engage in evidence-based practices

ECSE9S1

Recognize signs of emotional distress, neglect, and abuse, and follow reporting procedures

ECSE9S2

Integrate family systems theories and principles into professional practice

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ECSE9S3

Respect family choices and goals

ECSE9S4

Apply models of team process in early childhood

ECSE9S5

Participate in activities of professional organizations relevant to early childhood special

education and early intervention

ECSE9S6

Apply evidence-based and recommended practices for infants and young children including

those from diverse backgrounds

ECSE9S7

Advocate on behalf of infants and young children and their families

Standard 10: Collaboration

Knowledge

ICC10K1

Models and strategies of consultation and collaboration

ICC10K2

Roles of individuals with exceptional learning needs, families, and school personnel, and

community members in planning of an individualized program

ICC10K3

Concerns of families of individuals with exceptional learning needs and strategies to help address

these concerns

ICC10K4

Culturally responsive factors that promote effective communication and collaboration with

individuals with exceptional learning needs, families, school personnel, and community members

ECSE10K1

Structures supporting interagency collaboration, including interagency agreements, referral, and

consultation

Skills

ICC10S1

Maintain confidential communication about individuals with exceptional learning needs

ICC10S2

Collaborate with families and others in assessment of individuals with exceptional learning needs

ICC10S3

Foster respectful and beneficial relationships between families and professionals

ICC10S4

Assist individuals with exceptional learning needs and their families in becoming active

participants in the educational team

ICC10S5

Plan and conduct collaborative conferences with individuals with exceptional learning needs and

their families

ICC10S6

Collaborate with school personnel and community members in integrating individuals with

exceptional learning needs into various settings

ICC10S7

Use group problem-solving skills to develop, implement, and evaluate collaborative activities

ICC10S8

Model techniques and coach others in the use of instructional methods and accommodations

ICC10S9

Communicate with school personnel about the characteristics and needs of individuals with

exceptional learning needs

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ICC10S10

Communicate effectively with families of individuals with exceptional learning needs from

diverse backgrounds

ICC10S11

Observe, evaluate, and provide feedback to paraeducators

ECSE10S1

Collaborate with caregivers, professionals, and agencies to support children’s development and

learning

ECSE10S2

Support families’ choices and priorities in the development of goals and intervention strategies

ECSE10S3

Implement family-oriented services based on the family’s identified resources, priorities, and

concerns

ECSE10S4

Provide consultation in settings serving infants and young children

ECSE10S5

Involve families in evaluation of services

ECSE10S6

Participate as a team member to identify and enhance team roles, communication, and problem-

solving

ECSE10S7

Employ adult learning principles in consulting and training family members and service

providers

ECSE10S8

Assist the family in planning for transition

ECSE10S9

Implement processes and strategies that support transitions among settings for infants and young

children