TEACHER OF STUDENTS w/DISABILITIES
SUPPLEMENTAL PROGRAM ASSESSMENT
WORKSHEET
(Based on Council for Exceptional Children [CEC] 2012 Standards)
College of Education
Kean University
Union, NJ 07083
Dr. Anthony Pittman, Acting Dean
PLEASE COMPLETE THIS CONTENT ASSESSMENT NO EARLIER THAN THE LAST MONTH OF THE STUDENT'S INTERNSHIP.
Semester:
Cooperating Teacher Name:
Cooperating Teacher Email:
District, School and Grade:
Professional Intern:
(Last, First, Program, Status, OCC Student)
Intern Email Address:
University Supervisor/Clinical Instructor:
University Supervisor/Clinical Instructor Email Address
Program Email Address
 blee@kean.edu
DIRECTIONS: This assessment is based on the Council for Exceptional Children (CEC) standards (2012) that the student
should be achieving throughout the internship and focuses directly on what teachers of students with disabilities should
know and be able to do. Rate the student for each standard. This assessment should be discussed with all parties and
submitted after the candidate’s final assessment.
This assessment must be submitted online. Go to www.kean.edu/~tpc and click on Submit Online Assessment in lefthand menu. (Further information on submitting online assessments, including the password to submit the assessment,
can be located in the cooperating teacher packet that was received at the beginning of the semester.)
TSD Supplemental Program Assessment Worksheet
Rev. November 2015
Scoring Rubric
Unacceptable
Teacher candidate has significant weaknesses
in knowledge/teaching skill and shows an
unproductive and ineffective use of the
standard/element to further student learning.
Acceptable
Teacher candidate’s knowledge/teaching
skill is appropriate for this level in the
program and shows a positive and
generally effective approach to
supporting student learning.
Target
Teacher candidate’s
knowledge/teaching skill is often
beyond that expected of this
level. Consistent and effective
use of standard/element
contributes to student learning.
CEC STANDARD 1: LEARNER DEVELOPMENT AND INDIVIDUAL LEARNING DIFFERENCES
CEC Standard 1.0 Beginning special education professional understand how exceptionalities may interact with
development and learning and use this knowledge to provide meaningful and challenging learning experiences for
individual with exceptionalities.
Unacceptable
Acceptable
Target
Element 1.1: Beginning special education professional understands
how language, culture, and family background influences the learning
of individuals with exceptionalities.
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Element 1.2: Beginning special education professional uses
understanding of development and individual differences to respond
to the needs of individuals with exceptionalities.
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CEC STANDARD 2: LEARNING ENVIRONMENTS
CEC Standard 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and develop emotional wellbeing, positive social interactions, and self-determination.
Unacceptable
Acceptable
Target
Element 2.1: Beginning special education professional through
collaboration with general educators and other colleagues creates
safe, inclusive, culturally responsive learning environments to engage
individuals with exceptionalities in meaningful learning activities and
social interactions.
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Element 2.2: Beginning special education professional uses
motivational and instructional interventions to teach individuals with
exceptionalities how to adapt to different environments.
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Element 2.3: Beginning special education professional knows how to
intervene safely and appropriately with individuals with
exceptionalities in crisis.
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TSD Supplemental Program Assessment Worksheet
Rev. November 2015
CEC STANDARD 3: CURRICULAR CONTENT KNOWLEDGE
CEC Standard 3.0Beginning special education professionals use knowledge of general and specialized curricula to
individualize learning for individuals with exceptionalities.
Unacceptable
Acceptable
Target
Element 3.1: Beginning special education professional understands
the central concepts, structures of the discipline, and tools of inquiry
of the content areas he/she teaches, and can organize this
knowledge, integrate cross-disciplinary skills, and develop meaningful
learning progressions for individuals with exceptionalities.
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Element 3.2: Beginning special education professional understands
and uses general and specialized content knowledge for teaching
across curricular content areas to individualize learning for individuals
with exceptionalities.
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Element 3.3: Beginning special education professional modifies
general and specialized curricula to make them accessible to
individuals with exceptionalities.
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CEC STANDARD 4: ASSESSMENT
CEC Standard 4.0 Beginning special education professionals use multiple methods of assessment and data-sources in
making educational decisions.
Unacceptable
Acceptable
Target
Element 4.1: Beginning special education professional selects and
uses technically sound formal and informal assessments that
minimize bias.
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Element 4.2: Beginning special education professional uses
knowledge of measurement principles and practices to interpret
assessment results and guide educational decisions for individuals
with exceptionalities.
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Element 4.3: Beginning special education professional, in
collaboration with colleagues and families, uses multiple types of
assessment information in making decisions about individuals with
exceptionalities.
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Element 4.4: Beginning special education professional engages
individuals with exceptionalities to work toward quality learning and
performance and provides feedback to guide them.
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TSD Supplemental Program Assessment Worksheet
Rev. November 2015
CEC STANDARD 5: INSTRUCTIONAL PLANNING AND STRATEGIES
CEC Standard 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based
instructional strategies to advance learning of individuals with exceptionalities.
Unacceptable
Acceptable
Target
Element 5.1: Beginning special education professional considers an
individual's abilities, interests, learning environment, and cultural and
linguistic factors in the selection, development, and adaptation of
learning experiences for individuals with exceptionalities.
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Element 5.2: Beginning special education professional uses
technologies to support instructional assessment, planning, and
delivery for individuals with exceptionalities.
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Element 5.3: Beginning special education professional is familiar with
augmentative and alternative communication systems and a variety
of assistive technologies to support the communication and learning
of individuals with exceptionalities.
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Element 5.4: Beginning special education professional uses strategies
to enhance language development and communication skills of
individuals with exceptionalities.
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Element 5.5: Beginning special education professional develops and
implements a variety of education and transition plans for individuals
with exceptionalities across a wide range of settings and different
learning experiences in collaboration with individuals, families, and
teams.
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Element 5.6: Beginning special education professional teaches to
mastery and promotes generalization of learning.
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Element 5.7: Beginning special education professional teaches crossdisciplinary knowledge and skills such as critical thinking and problem
solving to individuals with exceptionalities.
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TSD Supplemental Program Assessment Worksheet
Rev. November 2015
CEC STANDARD 6: PROFESSIONAL LEARNING AND ETHICAL PRACTICE
CEC Standard 6.0 Beginning special education professionals use foundational knowledge of the field and their
professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning,
and to advance the profession.
Unacceptable
Acceptable
Target
Element 6.1: Beginning special education professional uses
professional Ethical Principles and Professional Practice Standards to
guide his/her practice.
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Element 6.2: Beginning special education professional understands
how foundational knowledge and current issues influence
professional practice.
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Element 6.3: Beginning special education professional understands
that diversity is a part of the families, cultures, and schools, and that
complex human issues can interact with the delivery of special
education services.
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Element 6.4: Beginning special education professional understands
the significance of lifelong learning and participates in professional
activities and learning communities.
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Element 6.5: Beginning special education professional advances the
profession by engaging in activities such as advocacy and mentoring.
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Element 6.6: Beginning special education professional provides
guidance and direction to paraeducators, tutors, and volunteers.
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CEC STANDARD 7: COLLABORATION
CEC Standard 7.0 Beginning special education professionals collaborate with families, other educators, related service
providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to
address the needs of individuals with exceptionalities across a range of learning experiences.
Unacceptable
Acceptable
Target
Element 7.1: Beginning special education professional uses the theory
and elements of effective collaboration.
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Element 7.2: Beginning special education professional serves as a
collaborative resource to colleagues.
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Element 7.3: Beginning special education professional uses
collaboration to promote the well-being of individuals with
exceptionalities across a wide range of settings and collaborators.
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Comments:
TSD Supplemental Program Assessment Worksheet
Rev. November 2015