DRAFT June 2000 -- Reformatted 8/01

Professional Teaching Standards for Early Childhood (Special Education)

Teachers possess a strong knowledge of early childhood/special education.

This is demonstrated by applying knowledge of:

• professional standards for early childhood/special education.
  • Indicators may include use of District Frameworks, National Association for the Education of Young Children publications, National Board Professional Teaching Standards for Early Childhood/Generalists and High/Scope publications.
•   growth and development of typical and special needs children ages birth to 6.
• cognitive development theories for early childhood education.
• language development.
• developmentally appropriate practices for children.
• understanding of issues surrounding diversity and cultural sensitivity with families and children.

Teachers are responsible for providing curriculum and instruction appropriate to the needs of young children.

This is demonstrated by:

• choosing and varying learning activities based upon knowledge of early childhood development.
• creating a schedule of learning activities that attends to the physical needs of children for safety, movement, play, fine and gross motor development.
• supporting development of language acquisition by providing frequent opportunity for children to communicate to peers and adults either verbally, non-verbally, or by using an alternative communication system.
•   including play as an essential and natural means of learning.
  • Indicators may include a variety of learning centers (such as block, house areas, etc.), ample opportunities to explore these centers, child-directed play, and adults extending children’s play ideas.

Teachers are responsible for establishing a classroom environment that is conducive to learning.

This is demonstrated by:

• designing/adjusting classroom physical space to allow for movement and various groupings of children.
  • Indicators may include space allocation for whole group, small group and independent work, and safety adaptation for the physically handicapped.
• utilizing the classroom environment as a teaching tool that enhances and reinforces learning through the intentional use of materials and displays.
  • Indicators may include choice of toys/materials that encourage active learning, display of children’s works, picture schedules, bulletin boards that are appropriate to the needs and interests of the children.
• incorporating classroom management techniques that deal with a continuum of behaviors unique to the early childhood/special needs learner.

Teachers are responsible for providing opportunities for children’s social development.

This is demonstrated by:

• establishing ample opportunities for social interaction.
  • Indicators may include opportunities to interact throughout the daily schedule, teachers encourage interactions by modeling, cueing, and prompting children; and opportunities to interact with non-handicapped peers.
•  teaching social skills and providing opportunities for children to become “self-managers” of their behavior.
  • Indicators may include use of positive discipline techniques, and providing opportunities for children to resolve conflicts with teacher guidance.

Teachers are responsible for assessing children’s learning and developing reflective practices.

This is demonstrated by:

• employing a variety of assessment strategies.
  • Indicators may include informal observations, anecdotal records, portfolios, charting, behavior sampling, and performance sampling.
• adapting and monitoring classroom practices based upon ongoing reflection.
  • Indicators may include review of IEP goals and objectives, MDT meetings, and dialogue with families.

Teachers are responsible for fostering connections between children, families, and community.

• utilizing effective strategies to communicate with parents and families.
  • Indicators may include conference, phone calls, home/school logs, home visits, and newsletters.
• providing ongoing information to parents in the area of early childhood education and disabilities.
  • Indicators may include sharing articles, referring to community resources and professionals, and conducting parent classes or informational meetings.
• demonstrating effective methods for working with family and community members.
  • Indicators may include inviting parents/community members to volunteer in the classroom or chaperone on field trips, conducting open houses and other parent-child events, and doing home visits as needed.
• collaborating with providers of medical, mental health, childcare, and social services in the community.

Teachers are responsible for maintaining a commitment to professional development.

• renewing and updating knowledge of early childhood and special education.
  • Indicators may include reading professional literature, continuing education, visiting other programs, inservice training, and participating in workshops.
• collaborating with peer teachers regarding instructional decisions and practices in the early childhood/special education classroom.
  • Indicators may include on-line networking, meetings, and team planning.
• seeking out opportunities for professional dialogue and feedback.
  • Indicators may include formal and informal meetings, observations, peer evaluation, and videotaping.