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Professional Teaching Standards for Special Education

Special Education teachers possess the knowledge and expertise to effectively design, deliver, and evaluate comprehensive learning support services to a highly diverse group of students with special learning needs.

This is demonstrated by:

• knowledge of special education law and its intent, and current rules and regulations, including appropriate maintenance of records and reports.
• knowledge of typical and atypical academic, emotional, and social development.
• ability to prioritize and appropriately allocate resources to best meet the needs of students with special learning needs.
• knowledge of best instructional practices and state/district standards, especially in the areas of reading, math, and written language.
• ability to recognize students’ level of functioning on the educational continuum and individualize instruction to facilitate progress towards state and district standards.
• knowledge of basic behavior management techniques and social skills instruction.
• knowledge of facilitating learning in diverse educational settings, e.g. classroom, small group, and individual instruction.

Special Education teachers are responsible for providing specially designed instruction and curriculum to meet students’ needs within a supportive learning environment.

This is demonstrated by:

• shaping the environment to promote independence, self-motivation, self-direction, and self-advocacy on the part of students.
• providing a continuum of service delivery options as appropriate to student needs. May include pull-out, small group, in-class, consultation with teachers, staff inservice, and/or parent education
• selecting, adapting, and utilizing appropriate instructional strategies and materials based on students’ goals and needs.
• providing a supportive, respectful learning environment that is sensitive to, and accepting of, various student abilities.
• establishing rapport with students through patience, acceptance, and positive attitude.
• incorporating classroom management techniques for a continuum of behaviors.
• consulting and collaborating with general education teachers to support efforts to successfully integrate students with special learning needs.
• providing effective leadership/supervision for paraeducators and assigned program responsibilities (ESL, Title I, LAP, etc.)
• applying cultural perspectives of families, schools, and communities to provide effective, individualized instruction for students with special learning needs.

Special Education teachers take a leadership role in the initial and on-going assessment needed to identify students with special learning needs, plan for effective instruction, monitor progress and adjust learning activities as needed.

This is demonstrated by:

• conducting academic testing utilizing a variety of instruments, procedures, and techniques.
• working collaboratively with the building multidisciplinary team to determine appropriate student services, strategies and interventions in compliance with state, federal, and district regulations.
• using assessment results to develop IEPs and appropriate learning activities for students with special learning needs.
• documenting student progress toward goals and clearly communicating results with parents and classroom teachers.
• interpreting assessment results, explaining strengths and needs and sharing student progress with students and parents in a way that promotes increased understanding of individuals' special learning needs, encourages self-assessment, and develops student self-advocacy skills.

Special Education teachers nurture relationships between families, schools, and community agencies.

This is demonstrated by:

• regular collaboration with families, community agencies, and school personnel to effectively deliver learning support services to identified students.
• encouraging and facilitating self-advocacy on the part of families and students.
• advocating for students with special learning needs.

Special Education teachers will show their commitment to their profession by continuing their professional development.

This is demonstrated by:

• participating in building/district level work and decision-making that promotes understanding and consideration of students with special learning needs.
• building and fostering positive, collaborative relationships with students, parents, and colleagues regarding instructional strategies, goals, and classroom/home interventions.
• participating in planning and implementing professional growth opportunities to renew and update knowledge for themselves and colleagues, including paraeducators.
• reflecting on their practice and philosophy, adjusting to keep pace with on-going, research-based developments in the field.