Teacher Preparation Program
Spring 2008 Common Exit Survey Results
Mary E. Yakimowski and Katherine Picho
University of Connecticut
April 2008
This report summarizes findings from the Teachers for New Era
(TNE)’s Common Exit Survey administered to the students in the
Teacher Education Program at the Neag School of Education
(Neag School), at the University of Connecticut (UConn) in 2008.
All graduating students in the Neag School Teacher Education
Integrated Bachelor’s/Master’s Teacher Education (IB/M), Music
and the Teacher Certification Program for College Graduates
(TCPCG), were asked to participate.
Introduction
The Teachers for a New Era (TNE) goal is to prepare excellent teachers
who are committed to enhancing the learning and opportunities of their
pupils. The three design principles driving the TNE initiative are: decisionsdriven by evidence, engagement with the Arts and Sciences faculty, and
teaching as an academically taught clinical practice profession. The
Common Exit Survey, and the Common Entry Survey, is designed to inform
decisions driven by evidence- the first of the three guiding principles.
By administering both the entry and the exit survey, we strive to obtain
students’ views, expectations, goals, and perceptions of their teacher
preparation program, as well as attitudes and opinions on a number of
related topics. This year both the common entry and common exit survey
have been modified; the self-efficacy scales have been refined and for the
very first time two new sections, dispositions and standards, have been
added and administered.The exit survey instrument can be found in
Appendix A. This report also provides a comparative analysis between
common entry and common exit results for TCPCG as well as dispositions
and standards comparisons for both IBM and TCPCG 2007 entry and exit
2008 results.
2
Method
Participants
In the spring of 2008, TNE invited individuals in the Teacher Preparation
Program to complete the Common Exit Survey. The survey was actually
completed by (---) students from IB/M, (---) students from TCPCG, and (--) students from Music Education.
Instrument
In addition to the two newly added sections on dispositions and standards,
the Common Exit Survey consists of the following categories: students’
area of focus in the Teacher Preparation Program, number of subject area
specialties, level of satisfaction with the teacher preparation program and
perceptions of teaching during studies at the Neag School. The survey also
includes self report scales on students’ efficacy on teaching and the use of
technology as well as their future plans about teaching in terms of school
location, SES, students’ race, and students’ achievement level. There are
also some basic demographic questions included such as the type of school
they attended, school location, school socioeconomic status (SES),
students’ race, and students’ achievement level.
Procedures
In April 2008, IB/M, TCPCG and Music students were contacted during their
Epsy 381 seminar class to take the survey online. Each of the sessions
lasted approximately fifteen minutes. We analyzed data separately for
IB/M, TCPCG and Music with SPSS. Missing data was omitted from the
analysis.
Results
These results are presented in terms of student demographics, goals and
intentions, teacher preparation program, self-efficacy, technology, future
teaching plans and dispositions and standards.
Student Demographics
In 2008 the majority of graduating students in the IB/M program did not
have a career before entering the program (what %?). As presented in
Table 1, (how many students in the TCPCG program did not have a career
3
before entering the program? what %?). (How many) students in the Music
program stated that they did not have a career before entering the
program (what %?).
Most students in the three samples came from public suburban schools.
The majority of the sample attended schools of primarily White population
of middle SES. What % of the IB/M sample reported that they attended an
average achieving school, and what (--) % reported that they attended a
high achieving school. How does this compare to TCPCG and Music?
(see Table 2). (Is there variance in this cohort compared to last year’s
cohort or is this still a homogenous group?)
Goals/Intentions
Of the (n=?) students in the IB/M sample, most focus on (elementary and
high school?) education (? %), while the majority of TCPCG students (what
%) focus on high school education (see Table 3). The concentration of TCPCG
in high school education is not surprising since selection criteria for this cohort
is for secondary education and special education only. See table 3 for break
down of data.
(What percentage of the IB/M sample reported having a subject area
specialty? Which was the most preferred specialty area? What about TCPCG?
Table 4 presents the frequencies of subject specialties being selected by both
IB/M and TCPCG students. Give a comparative analysis between TCPCG area
of focus for exit 2007 and exit 2008. Also compare 2005 IB/M entry with 2008
IB/M exit surveys for the same. See tables 4a, b and c).
Teacher Preparation Program
We asked students to indicate their level of satisfaction with the teacher
preparation program on a seven-point Likert scale (1-Very dissatisfied to 7Very satisfied, see Table 5a and 5b). In general, (how many students were
satisfied with all six aspects of their teacher preparation program? Which
items had higher satisfaction rates? Compare this to last year’s exit results.
Is there a difference or is it the same? See table 5b. Discuss the
significance of the highest means, lowest means, compare this to last year
for both IB/M, Music and TCPCG and draw conclusions.)
We also used six items on a six-point Likert scale from 1-Very different to
6-Very similar were included to evaluate students’ perceptions of the
similarity of feedback from their teacher preparation program and clinical
placement regarding practices of good teaching. (What was the rating of
TCPCG students compared to IB/M and Music students on all the six items?
4
What item received the highest rating from TCPCG, versus IB/M and Music?
What item received the lowest rating from each of the groups? What are
the implications? See table 6 for details.)
Efficacy of Classroom Teaching
Self-efficacy for classroom teaching was measured on a five-point Likert scale
from 1-Not at all confident to 5-Extremely confident. (How confident were
IB/M and TCPCG students with the teaching abilities, what are the means on
a) the General teaching efficacy scale, b) on the Teaching to all students
efficacy scale, and c) on the Teaching students with special needs efficacy
scale? (see Table 7). Table 8 presents the means of the individual items of
the teaching efficacy scales for all the students. (How confident were most
students about teaching as they were completing the teacher preparation
program? Analyze means and standard deviations for this). Students were
asked to rank their skills as educators on a six point scale (1- strongest
skills/qualities; 6 - your least strong skills/qualities) and results show
that...(what?)
Future Teaching Plans
We asked students to describe both, the type of school they would like to
teach for the majority of their career, and they type of school they actually
believed that they would end up teaching in. Both items regarding schools
were classified according to the SES of the students in that school, the
racial composition, and achievement level. Most students reported that
they planned on teaching in a (suburban school, with middle SES students,
with a mix of both students of color and white students for the majority of
their career?). (How many students indicated that they plan to teach in the
next two years? what %? How many do not know yet what school they will
be teaching?).
There seemed to be congruence between the type of schools students
desired to teach and the type of schools they believed they would end up
teaching in (see Table 9 a and b). (Are the TCPCG 2008 exit results much
different from TCPCG 2007? Do a comparative analysis between the two.
Refer to table 9b). When asked about years they expect to teach, the IB/M
students reported (---) years; the TCPCG students reported (---) years;
and the Music students reported (---) years. (How consistent is this with
previous years’ results?) On average, (--what percentage) were intending
to teach for between 20 and 30 years. Students were asked to describe the
type of school and students they will be teaching. An overwhelming
majority of students elected to teach in (what percentage?). The majority
5
of the students will be teaching students of both white and color and with
an average achievement level (see Table 9a).
From table 10a, it appears that (where do most IB/M students reported
that they would be teaching? What about TCPCG? And Music?) Table 10b
presents the subject area specialty the students plan to teach in their
career. Students in the Music program would be teaching music; most IB/M
students plan to teach English, Mathematics, and Social Studies; and
English was the subject area picked by 13 TCPCG students (what %). *
Compare this to last year (any similarities and/ or differences?)
Technology
This section dealt with students’ efficacy regarding the use of educational
technology. Five items were included with a five-point Likert scale from 1Not at all confident to 5-Very confident. Table 11 presents the means of
the items. In general, students were moderately confident in using
technology in teaching. (Which group of students had higher efficacy levels
for the integration and use of educational technology in their classroom
than others? How do the TCPCG results compare to last year’s exit results?
Compare and contrast.)
Dispositions
Since the dispositions and standards items were administered for the first
time in the fall 2007 common entry survey, we shall compare common
entry 2007 dispositions and standards results to the 2008 common exit
dispositions & standards results to evaluate whether there have been
common gains during the academic year. The dispositions section aims at
establishing the degree to which the students think they possess certain
teacher disposition characteristics. (How do the IB/M and TCPCG group
rate themselves on teacher dispositions)? This is (--) in comparison to fall
2007 data where both the IB/M and TCPCG groups rated themselves as
average on teacher dispositions. Additionally, (---what did TCPCG rate
highest in 08?) compared to fall 2007 where the two most highly ranked
items were intellectual enthusiasm and the desire to make learning more
enjoyable. (If 08 exit data is different, what are the implications?)
Standards
This section aims at acquiring students’ perceptions of how well they’re
delivering content standards that satisfy the National Council for
Accreditation of Teacher Education, NCATE.
6
The number of students by subject area standards is stated in Table 13.
The set of tables following represent the students by subject area response
to the standards established by the respective organization. More
specifically, students were asked their level of comfort tied to content
standards as the survey had “customized” items tied to the chosen field.
Results demonstrated little variation between programs within subject.
Across both programs, results ranged from (list means for history, science,
math, foreign language and special education) compared to 2.45 to 4.07,
2.29-4.33 for history, 2.64-4.11 for science, 2.70-4.12 for mathematics,
2.62-3.75 for foreign language, and 2.33-4.00 for special education in fall
entry 2007. (Have there been gains on the Common Exit Survey?
Evaluate.)
Discussion
Summarize percentage of students (% IB/M students, % TCPCG students,
andMusic Education) who had no career before entering the program. How
many (% of IB/M and of TCPCG students) attended average/high achieving
schools and (what %) Music Education students attend high achieving
schools. Most students are from public suburban schools of primarily White
population with middle socioeconomic status.
How many IB/M students (%) now plan to teach elementary/high schools
and (% TCPCG) students plan to teach high school. A total of how many
students (% IB/M and % TCPCG students) planned to have a subject area
specialty; with what percent (% IB/M and % TCPCG) selecting (what subject)
as the most preferred area. As expected, all Music Education students
specialized in music.
Are these percentages higher or lower than the
previous year?
How many students feel moderately satisfied with teacher preparation
program? (means > X on a 7-point scale) on aspects such as learning
environment, amount of learning, clinical placements, caliber of the faculty,
levels of supervisory support and relationships with instructors. Which
group had the lowest level of satisfaction? How confident are most students
are confident in teaching students with a disability or not native English
speakers?
Have there been any gains in dispositions and standards between fall 2007
and spring 2008? What are the implications, if any?
7
TABLE 1
Status of Having a Career before Entering the Program
IB/M
N
%
TCPCG
N
%
Music
N
%
Tota
l
N
%
Yes
No
TABLE 2.A
High School Type, Location, Socioeconomic Status, Racial Composition, and
Achievement Levels
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
High School Racial Composition
Primarily students of color
A mix of both students
Primarily White students
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
IB/M
N
%
TCPCG
N
%
Music
N
%
Total
N
%
8
TABLE 2.B
High School Type, Location, Socioeconomic Status, Racial Composition, and
Achievement Levels: Cohort Comparison for IB/M Fall 2005 vs. Spring 2008
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
Primarily students of color
A mix of both students
Primarily White students
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
Fall 2005
N
%
Spring 2008
N
%
Difference
N
%
TABLE 2.C
High School Type, Location, Socioeconomic Status, Racial Composition, and
Achievement Levels: Cohort Comparison for TCPCG Fall 2007 vs. Spring 2008
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
Primarily students of color
A mix of both students
Primarily White students
High School Achievement Level
Fall 2007
N
%
Spring 2008
N
%
Difference
N
%
9
Fall 2007
Spring 2008
Difference
A low achieving school
An average achieving school
A high achieving school
TABLE 3A:
Places of Focus in the Program *
IB/M
N
Music
TCPCG
%
N
%
N
Total
%
N
%
Early childhood
Elementary school
Middle school
High school
* More than one choice was allowed.
TABLE 3.B
Places of Focus in the Program: Cohort Comparison for IB/M Fall 2005 vs. Spring 2008 *
Fall 2005
N
Difference
Spring 2008
%
N
%
N
%
Early childhood
Elementary school
Middle school
High school
* More than one choice was allowed.
TABLE 3.C
Places of Focus in the Program: Cohort Comparison for TCPCG Fall 2007 vs. Spring
2008 *
Fall 2007
N
%
Early childhood
Elementary school
Middle school
High school
* More than one choice was allowed.
Difference
Spring 2008
N
%
N
%
10
TABLE 4.A: Subject Specialties Planned by Students *
TCPCG
IB/M
%
N
N
%
Elementary
Bilingual; English Language Learners
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
* More than one choice was allowed.
TABLE 4.B
Subject Specialties Planned by Students: Cohort Comparison for IB/M Fall 2005 vs.
Spring 2008 *
Fall 2007
%
N
Spring 2008
N
%
Bilingual; English Language Learners
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
* More than one choice was allowed.
TABLE 4.C Subject Specialties Planned by Students:
Cohort Comparison for TCPCG Fall 2007 vs. Spring 2008 *
Fall 2007
N
Bilingual; English Language Learners
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
%
Spring 2008
N
%
11
TABLE 5
Satisfaction with the Teacher Preparation Program *
IB/M
SM
Music
TCPCG
SD
M
SD
M
Total
SD
M
SD
The learning environment
With amount of learning
Caliber of the faculty
Clinical placements
Relationships with your instructors
Levels of supervisory support
*
Likert scale used was 1-Very dissatisfied to 7-Very satisfied.
TABLE 6
Similarity of the Messages Received
IB/M
M
TCPCG
SD
Curriculum to cover
Classroom management issues
Planning lessons
Issues of diversity in the classroom
Individualizing instruction for students
Motivating students
*
Likert scale used was 1-Very different to 6-Very similar.
M
Music
SD
M
Total
SD
M
SD
12
TABLE 7
Descriptive Statistics for All Self-Efficacy Items
IB/M
M
TCPCG
SD
M
Music
SD
M
Total
SD
M
General teaching efficacy
Providing stimulating lessons for
students
Motivating students to participate in
academic tasks
Creating learning experiences that are
meaningful to students
Teaching to all students efficacy
Teaching even the most challenging
students
Addressing effectively classroom
management issues
Addressing the learning needs of
students who struggle with behavioral
issues in school
Facilitating learning for all of your
students
Teaching students with special needs efficacy
Changing the way to present material to
accommodate the learning needs of all
students
Knowing what procedures to follow if
you believe a student has a disability
Implementing a variety of teaching
strategies to reach students who are not
native English speakers
Meeting the needs of special education
students
TABLE 8
Results of Factor Analysis
Factor #
1
2
3
Factor Name
General Teaching
Teaching to All Students
Teaching Students with
Special Needs
# Items
3
4
4
Cronbach’s Alpha
Scale
Mean
Scale
SD
SD
13
Table 9.A
Teaching Wishes for School Type, Location, Socioeconomic Status, Racial Composition,
and Achievement Levels
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
High School Racial Composition
Primarily students of color
A mix of both students
Primarily White students
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
N
IB/M
%
TCPCG
N
%
Music
N
%
Total
N
%
14
TABLE 9.B
Teaching Wishes for School Type, Location, Socioeconomic Status, Racial Composition,
and Achievement Levels: Cohort Comparison for IB/M Fall 2005 vs. Spring 2008
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
Primarily students of color
A mix of both students
Primarily White students
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
Fall 2005
N
%
Spring 2008
N
%
Difference
N
%
TABLE 9.C
Teaching Wishes for School Type, Location, Socioeconomic Status, Racial Composition,
and Achievement Levels: Cohort Comparison for TCPCG Fall 2007 vs. Spring 2008
High School Type
International School
Private(non-religious)
Private(religious or parochial)
Public
High School Location
Rural
Suburban
Urban
High School SES
Low SES
Middle SES
High SES
Primarily students of color
A mix of both students
Primarily White students
Fall 2007
N
%
Spring 2008
N
%
Difference
N
%
15
Fall 2007
Spring 2008
Difference
High School Achievement Level
A low achieving school
An average achieving school
A high achieving school
TABLE 10.A
Students They Plan to Teach *
IB/M
Music
TCPCG
N
%
N
%
N
Total
%
N
Early childhood
Elementary school
Middle school
High school
* More than one choice was allowed.
TABLE 10.B
Students They Plan to Teach: Cohort Comparison for IB/M Fall 2005 vs. Spring 2008 *
Fall 2005
N
Difference
Spring 2008
%
N
%
N
%
Early childhood
Elementary school
Middle school
High school
* More than one choice was allowed.
TABLE 10.C
Students They Plan to Teach: Cohort Comparison for TCPCG Fall 2007 vs. Spring 2008 *
Fall 2007
N
Early childhood
Elementary
school
Middle school
High school
* More than one choice was allowed.
Difference
Spring 2008
%
N
%
N
%
%
16
TABLE 11
Skills in the Use of Technology
M
Provided instruction to
you on how to use
educational technology
Using computers
effectively in your
classroom
Using different types of
educational technology
Integrating educational
technology into your
lessons
Having students better
learn to using technology
IB/M
SD
TCPCG
M
SD
Music
M
SD
Total
M
SD
17
Table 12
Students’ teacher dispositions entry 2007
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Content
Theory
Pedagogy
The use of technology to enhance learning
Curiosity/intellectual enthusiasm
A desire to make the learning process enjoyable
A belief that all students can learn
The value of diversity in our culture
Working with diverse student population
Asking reflective questions about important
problems.
11. Producing new instructional methods
12. Using multiple methods to enhance learning
opportunities
13.Constructing knowledge around the abilities,
interests, & learning styles of all students
14. Using varied methods to assess student
learning
15. Using differentiated instruction
16. Using appropriate classroom management
17. Collaborative learning communities
IB/M
M
SD
2.15 0.48
2.25 0.57
3.38 0.67
3.09 0.89
3.08 0.94
3.07 0.89
3.78 0.58
3.92 0.55
3.88 0.52
3.72 0.61
TCPCG
M
SD
3.32
0.76
3.20
0.68
3.12
0.64
3.02
0.88
3.73
0.67
3.76
0.70
3.59
0.74
3.49
0.81
3.24
0.89
3.49
0.78
3.47
3.30
0.75
0.73
3.41
3.39
0.95
0.77
3.08
0.93
3.32
0.85
3.22
0.84
3.34
0.85
3.20
3.18
3.30
0.81
0.88
0.96
3.41
3.34
3.20
0.84
0.82
0.87
18
Table 12B
Students’ teacher dispositions exit 2008
IB/M
M
SD
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Content
Theory
Pedagogy
The use of technology to enhance learning
Curiosity/intellectual enthusiasm
A desire to make the learning process enjoyable
A belief that all students can learn
The value of diversity in our culture
Working with diverse student population
Asking reflective questions about important
problems.
28. Producing new instructional methods
29. Using multiple methods to enhance learning
opportunities
30.Constructing knowledge around the abilities,
interests, & learning styles of all students
31. Using varied methods to assess student
learning
32. Using differentiated instruction
33. Using appropriate classroom management
34. Collaborative learning communities
TCPCG
M
SD
19
Table 13A
English standards entry 2007
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Standard
Follow a specific curriculum & are expected to meet
appropriate performance …
Adopt and strengthen professional attitudes needed
by English language arts…
Demonstrate knowledge of the practices of, and skills
in the use of, the English language
Demonstrate knowledge of the practices of oral,
visual, and written literacy
Demonstrate my knowledge of reading processes.
Demonstrate knowledge of different composing
processes
Demonstrate knowledge of, and uses for, an
extensive range of literature
Demonstrate knowledge of the range and influence of
print and non print media
Demonstrate knowledge of research theory and
findings in English language arts.
Acquire and demonstrate the dispositions and skills
needed to integrate knowledge of English
Assist students who are English language learners.
Assist students with special needs.
IB/M
M
SD
3.41 1.25
TCPCG
M
SD
3.36 1.29
3.08
1.22
3.27
1.27
2.77
1.18
3.82
1.40
3.33
0.62
3.91
1.45
3.60
4.07
0.74
0.88
3.73
3.45
1.49
1.51
3.87
0.83
3.64
1.57
3.93
0.70
3.45
1.51
3.47
0.92
2.82
1.54
4.00
0.76
3.55
1.37
3.40
3.20
0.74
0.77
2.45
2.91
1.63
1.30
20
Table 13A
English standards exit 2008
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Standard
Follow a specific curriculum & are expected to meet
appropriate performance …
Adopt and strengthen professional attitudes needed
by English language arts…
Demonstrate knowledge of the practices of, and skills
in the use of, the English language
Demonstrate knowledge of the practices of oral,
visual, and written literacy
Demonstrate my knowledge of reading processes.
Demonstrate knowledge of different composing
processes
Demonstrate knowledge of, and uses for, an
extensive range of literature
Demonstrate knowledge of the range and influence of
print and non print media
Demonstrate knowledge of research theory and
findings in English language arts.
Acquire and demonstrate the dispositions and skills
needed to integrate knowledge of English
Assist students who are English language learners.
Assist students with special needs.
IB/M
M
SD
TCPCG
M
SD
21
Table 13B
History/Social Studies standards entry 2007
IB/M
TCPCG
M
SD
M
SD
1.
Culture and Culture Diversity.
4.07
0.80
3.11
1.27
2.
Time, Continuity, and Change.
3.13
1.06
3.78
1.09
3.
People, Places, and Environments.
2.80
0.94
3.89
0.93
4.
Individual Development and Identity.
3.50
0.52
3.22
1.09
5.
Interactions among Individuals, Groups, and
Institutions.
3.21
0.43
3.78
1.09
6.
Power, Authority, and Governance.
3.07
0.73
3.89
1.17
7.
How people organize for the Production, Distribution,
and Consumption of Goods and Services.
3.07
0.27
3.33
1.22
8.
Science, Technology, and Society.
3.36
0.74
3.11
1.05
9.
Global Connections and Interdependence.
3.29
0.83
4.11
0.93
10.
Civic Ideals and Practices.
2.86
0.86
4.00
1.12
11.
History.
2.93
0.73
4.33
0.87
12.
Geography.
2.79
0.70
3.89
1.17
13.
Civics and Government.
3.07
0.73
4.00
1.12
14.
Economics.
3.43
0.85
2.56
1.13
15.
Psychology.
3.29
1.07
3.33
0.87
16.
Complete a course or courses that focus on the
pedagogical content knowledge that deals specifically
with the nature of the social studies and with ideas,
strategies, and techniques for teaching social studies at
the appropriate licensure level.
3.00
0.55
3.78
0.97
17.
Have faculty in the social studies and social studies
education components of the program who are
recognized as a) exemplary teachers, b) scholars in the
fields of social studies and social studies education,
and c) informed about middle and secondary school
classrooms and teaching.
2.29
0.91
3.78
0.97
18.
Assist students who are English language learners.
2.64
0.74
2.78
1.09
19.
Assist students with special needs.
3.36
0.63
3.22
0.83
22
Table 13B
History/Social Studies standards exit 2008
IB/M
M
1
Culture and Culture Diversity.
2
Time, Continuity, and Change.
3
People, Places, and Environments.
4
Individual Development and Identity.
5
Interactions among Individuals, Groups, and
Institutions.
6
Power, Authority, and Governance.
7
How people organize for the Production, Distribution,
and Consumption of Goods and Services.
8
Science, Technology, and Society.
9
Global Connections and Interdependence.
10
Civic Ideals and Practices.
11
History.
12
Geography.
13
Civics and Government.
14
Economics.
15
Psychology.
16
Complete a course or courses that focus on the
pedagogical content knowledge that deals specifically
with the nature of the social studies and with ideas,
strategies, and techniques for teaching social studies at
the appropriate licensure level.
17
Have faculty in the social studies and social studies
education components of the program who are
recognized as a) exemplary teachers, b) scholars in the
fields of social studies and social studies education,
and c) informed about middle and secondary school
classrooms and teaching.
18
Assist students who are English language learners.
19
Assist students with special needs.
SD
TCPCG
M
SD
23
Table 13C
Science standards entry 2007
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Standards
Understand and can articulate the knowledge and
practices of contemporary science.
Can interrelate and interpret important concepts, ideas,
and applications in my fields of licensure.
Can conduct scientific investigations.
Engage students effectively in studies of the history,
philosophy, and practice of science.
Enable students to distinguish science from non-science,
understand the evolution and practice of science as a
human endeavor, and critically analyze assertions made
in the name of science.
Engage students both in studies of various methods of
scientific inquiry and in active learning through scientific
inquiry.
Encourage students, individually and collaboratively, to
observe, ask questions, design inquiries, and collect and
interpret data in order to develop concepts and
relationships from empirical experiences.
Recognize that informed citizens must be prepared to
make decisions and take action on contemporary scienceand technology-related issues of interest to the general
society.
Require students to conduct inquiries into the factual
basis of such issues and to assess possible actions and
outcomes based upon their goals and values.
Create a community of diverse learners who construct
meaning from their science experiences and possess a
disposition for further exploration and learning.
Use, and can justify, a variety of classroom
arrangements, groupings, actions, strategies, and
methodologies.
Plan and implement an active, coherent, and effective
curriculum that is consistent with the goals and
recommendations of the National Science Education
Standards.
Begin with the end in mind and effectively incorporate
contemporary practices and resources into my planning
and teaching.
Relate my discipline to my local and regional
communities, involving stakeholders and using the
individual, institutional, and natural resources of the
community in my teaching.
Actively engage students in science-related studies or
activities related to locally important issues.
IB/M
M
SD
3.50 0.76
TCPCG
M
SD
3.80
0.45
2.79
0.80
3.40
0.89
2.64
3.33
0.74
1.22
3.60
4.00
0.55
0.71
3.22
1.09
3.40
0.55
3.22
1.30
3.60
0.55
3.00
1.00
4.00
0.71
3.33
1.50
3.60
0.55
3.33
1.32
3.60
0.89
3.56
1.42
3.60
0.89
3.11
1.45
3.40
1.14
2.67
0.87
3.40
1.14
3.22
1.09
2.80
1.48
3.22
1.48
3.60
0.55
3.00
1.58
3.60
1.14
24
Science Standards entry 2007 continued…
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Standards
Construct and use effective assessment strategies to
determine the backgrounds and achievements of learners
and facilitate their intellectual, social, and personal
development.
Understand and can articulate the knowledge and
practices of contemporary science.
Can interrelate and interpret important concepts, ideas,
and applications in my fields of licensure.
Can conduct scientific investigations.
Engage students effectively in studies of the history,
philosophy, and practice of science.
Enable students to distinguish science from non-science,
understand the evolution and practice of science as a
human endeavor, and critically analyze assertions made
in the name of science.
Engage students both in studies of various methods of
scientific inquiry and in active learning through scientific
inquiry.
Encourage students, individually and collaboratively, to
observe, ask questions, design inquiries, and collect and
interpret data in order to develop concepts and
relationships from empirical experiences.
Recognize that informed citizens must be prepared to
make decisions and take action on contemporary scienceand technology-related issues of interest to the general
society.
Require students to conduct inquiries into the factual
basis of such issues and to assess possible actions and
outcomes based upon their goals and values.
Create a community of diverse learners who construct
meaning from their science experiences and possess a
disposition for further exploration and learning.
Use, and can justify, a variety of classroom
arrangements, groupings, actions, strategies, and
methodologies.
Plan and implement an active, coherent, and effective
curriculum that is consistent with the goals and
recommendations of the National Science Education
Standards.
Begin with the end in mind and effectively incorporate
contemporary practices and resources into my planning
and teaching.
Relate my discipline to my local and regional
communities, involving stakeholders and using the
individual, institutional, and natural resources of the
community in my teaching.
Actively engage students in science-related studies or
activities related to locally important issues.
IB/M
M
SD
3.00 1.41
TCPCG
M
SD
4.00
1.00
3.50
0.76
3.80
0.45
2.79
0.80
3.40
0.89
2.64
3.33
0.74
1.22
3.60
4.00
0.55
0.71
3.22
1.09
3.40
0.55
3.22
1.30
3.60
0.55
3.00
1.00
4.00
0.71
3.33
1.50
3.60
0.55
3.33
1.32
3.60
0.89
3.56
1.42
3.60
0.89
3.11
1.45
3.40
1.14
2.67
0.87
3.40
1.14
3.22
1.09
2.80
1.48
3.22
1.48
3.60
0.55
3.00
1.58
3.60
1.14
25
32. Construct and use effective assessment strategies to
determine the backgrounds and achievements of learners
and facilitate their intellectual, social, and personal
development.
3.00
1.41
4.00
1.00
Table 13C
Science standards exit 2008
1. 1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Standards
Understand and can articulate the knowledge and
practices of contemporary science.
Can interrelate and interpret important concepts,
ideas, and applications in my fields of licensure.
Can conduct scientific investigations.
Engage students effectively in studies of the
history, philosophy, and practice of science.
Enable students to distinguish science from nonscience, understand the evolution and practice of
science as a human endeavor, and critically
analyze assertions made in the name of science.
Engage students both in studies of various
methods of scientific inquiry and in active
learning through scientific inquiry.
Encourage students, individually and
collaboratively, to observe, ask questions, design
inquiries, and collect and interpret data in order to
develop concepts and relationships from empirical
experiences.
Recognize that informed citizens must be
prepared to make decisions and take action on
contemporary science- and technology-related
issues of interest to the general society.
Require students to conduct inquiries into the
factual basis of such issues and to assess possible
actions and outcomes based upon their goals and
values.
Create a community of diverse learners who
construct meaning from their science experiences
and possess a disposition for further exploration
and learning.
Use, and can justify, a variety of classroom
arrangements, groupings, actions, strategies, and
methodologies.
Plan and implement an active, coherent, and
effective curriculum that is consistent with the
goals and recommendations of the National
Science Education Standards.
Begin with the end in mind and effectively
incorporate contemporary practices and resources
into my planning and teaching.
IB/M
M
SD
TCPCG
M
SD
26
Science Standards exit 2008 continued
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Standards
Relate my discipline to my local and regional
communities, involving stakeholders and using the
individual, institutional, and natural resources of the
community in my teaching.
Actively engage students in science-related studies
or activities related to locally important issues.
Construct and use effective assessment strategies to
determine the backgrounds and achievements of
learners and facilitate their intellectual, social, and
personal development.
Understand and can articulate the knowledge and
practices of contemporary science.
Can interrelate and interpret important concepts,
ideas, and applications in my fields of licensure.
Can conduct scientific investigations.
Engage students effectively in studies of the
history, philosophy, and practice of science.
Enable students to distinguish science from nonscience, understand the evolution and practice of
science as a human endeavor, and critically analyze
assertions made in the name of science.
Engage students both in studies of various methods
of scientific inquiry and in active learning through
scientific inquiry.
Encourage students, individually and
collaboratively, to observe, ask questions, design
inquiries, and collect and interpret data in order to
develop concepts and relationships from empirical
experiences.
Recognize that informed citizens must be prepared
to make decisions and take action on contemporary
science- and technology-related issues of interest to
the general society.
Require students to conduct inquiries into the
factual basis of such issues and to assess possible
actions and outcomes based upon their goals and
values.
Create a community of diverse learners who
construct meaning from their science experiences
and possess a disposition for further exploration and
learning.
Use, and can justify, a variety of classroom
arrangements, groupings, actions, strategies, and
methodologies.
Plan and implement an active, coherent, and
effective curriculum that is consistent with the goals
and recommendations of the National Science
IB/M
M
SD
TCPCG
M
SD
27
29.
30.
31.
32.
Education Standards.
Begin with the end in mind and effectively
incorporate contemporary practices and resources
into my planning and teaching.
Relate my discipline to my local and regional
communities, involving stakeholders and using the
individual, institutional, and natural resources of the
community in my teaching.
Actively engage students in science-related studies
or activities related to locally important issues.
Construct and use effective assessment strategies to
determine the backgrounds and achievements of
learners and facilitate their intellectual, social, and
personal development.
28
Table 13D
Mathematics Standards, entry 2007
IB/M
M
SD
TCPCG
M
SD
1
Know, understand, and apply the process of
mathematical problem solving.
2.71 1.15
4.80
0.45
2
Reason, construct, and evaluate mathematical arguments
and develop an appreciation for mathematical rigor and
inquiry.
2.83 1.27
4.80
0.45
3
Communicate my mathematical thinking orally and in
writing to peers, faculty, and others.
2.70 1.40
4.40
0.55
4
Recognize, use, and make connections between and
among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
2.95 1.17
4.20
0.84
5
Use varied representations of mathematical ideas to
support and deepen students’ mathematical
understanding.
2.96 1.26
4.00
1.00
6
Embrace technology as an essential tool for teaching and
learning mathematics.
3.00 1.29
3.80
1.10
7
Support a positive disposition toward mathematical
processes and mathematical learning.
4.12 5.53
4.60
0.55
8
Possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific
to mathematics teaching and learning.
3.28 1.31
3.20
1.30
9
Demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of
representing number, relationships among number and
number systems, and meanings of operations.
3.17 1.23
5.00
0.00
10
Emphasize relationships among quantities including
functions, ways of representing mathematical
relationships, and the analysis of change.
2.87 1.10
4.80
0.45
11
Use spatial visualization and geometric modeling to
explore and analyze geometric shapes, structures, and
their properties.
3.09 1.04
4.60
0.89
12
Demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a
thorough background in the techniques and application
of the calculus.
3.19 0.98
5.00
0.00
13
Apply the fundamental ideas of discrete mathematics in
3.32 1.11
4.80
0.45
29
the formulation and solution of problems.
14
Demonstrate an understanding of concepts and practices
related to data analysis, statistics, and probability.
3.17 1.20
4.00
1.00
15
Apply and use measurement concepts and tools.
3.17 1.25
4.60
0.89
16
Complete field-based experiences in mathematics
classrooms.
3.33 0.97
3.40
1.14
17
Assist students who are English language learners.
3.33 0.97
2.60
0.55
18
Assist students with special needs.
3.21 1.27
3.00
0.00
30
Table 13D
Mathematics Standards, exit 2008
IB/M
M
1
Know, understand, and apply the process of
mathematical problem solving.
2
Reason, construct, and evaluate mathematical arguments
and develop an appreciation for mathematical rigor and
inquiry.
3
Communicate my mathematical thinking orally and in
writing to peers, faculty, and others.
4
Recognize, use, and make connections between and
among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
5
Use varied representations of mathematical ideas to
support and deepen students’ mathematical
understanding.
6
Embrace technology as an essential tool for teaching and
learning mathematics.
7
Support a positive disposition toward mathematical
processes and mathematical learning.
8
Possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific
to mathematics teaching and learning.
9
Demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of
representing number, relationships among number and
number systems, and meanings of operations.
10
Emphasize relationships among quantities including
functions, ways of representing mathematical
relationships, and the analysis of change.
11
Use spatial visualization and geometric modeling to
explore and analyze geometric shapes, structures, and
their properties.
12
Demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a
thorough background in the techniques and application
of the calculus.
13
Apply the fundamental ideas of discrete mathematics in
SD
TCPCG
M
SD
31
the formulation and solution of problems.
14
Demonstrate an understanding of concepts and practices
related to data analysis, statistics, and probability.
15
Apply and use measurement concepts and tools.
16
Complete field-based experiences in mathematics
classrooms.
17
Assist students who are English language learners.
18
Assist students with special needs.
32
Table 13E
World Language standards entry 2007
1.
Standards
Demonstrate a high level of proficiency in the target language, and
seek opportunity to strength my proficiency.
IB/M
TCPCG
M
SD M SD
3.05 1.22 4.80 0.45
3.22 1.11 4.80 0.45
2.
Know the linguistic elements of the target language system,
recognize the changing nature of language, and accommodate for
gaps in my own knowledge of the target language system by
learning on my own.
3.11 1.02 4.40 0.55
3.
Know the similarities and differences between the target language
and other languages, identify the key differences in varieties of the
target language, and seek opportunities to learn about varieties of
the target language on my own.
3.25 1.13 4.20 0.84
4.
Demonstrate that I understand the connections among the
perspectives of a culture and its practices and products, and
integrate the cultural framework for foreign language standards
into my instructional practices.
Recognize the value and role of literary and cultural texts and use
them to interpret and reflect upon the perspectives of the target
cultures over time.
2.88 0.96 3.80 1.00
5.
Integrate knowledge of other disciplines into foreign language
instruction and identify distinctive viewpoints through the target
language.
3.15 1.21 4.60 1.10
6.
2.62 1.04 3.20 0.55
7.
Demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a
supportive classroom learning environment that includes target
language input and opportunities for negotiation of meaning and
meaningful interaction.
2.86 1.03 5.00 1.30
8.
Develop a variety of instructional practices that reflect language
outcomes and articulated program models and address the needs of
diverse language learners.
3.29 1.14 4.80 0.00
9.
Demonstrate an understanding of the goal areas and standards of
the Standards for Foreign Language Learning and my state
standards, and integrate these frameworks into curriculum
planning.
10.
Integrate the Standards for Foreign Language Learning and my
state standards into language instruction.
3.00 1.00 4.60 0.45
11.
Use standards and curricular goals to evaluate, select, design, and
adapt instructional resources.
3.54 1.20 5.00 0.89
33
Believe that assessment is ongoing, and demonstrate knowledge of
12. multiple ways of assessment that are age- and level-appropriate by
implementing purposeful measures.
3.75 1.29 4.80 0.00
Reflect on the results of student assessments, adjust instruction
13. accordingly, analyze the results of assessments, and use success
and failure to determine the direction of instruction.
3.00 1.18 4.00 0.45
Interpret and report the results of student performances to all
stakeholders and provide opportunity for discussion.
3.42 1.38 4.60 1.00
Engage in professional development opportunities that strengthen
15. my own linguistic and cultural competence and promote reflection
on practice.
2.91 1.22 3.40 0.89
Know the value of foreign language learning to the overall success
of all students and understand that I will need to become advocates
16.
with students, colleagues, and members of the community to
promote the field.
3.18 1.33 2.60 1.14
17. Assist students who are English language learners.
3.82 1.17 3.00 0.55
14.
18.
Assist students with special needs.
3.36 1.43 3.00 0.00
34
Table 13E
World Language standards exit 2008
Standards
Demonstrate a high level of proficiency in the target language, and
19.
seek opportunity to strength my proficiency.
Know the linguistic elements of the target language system,
recognize the changing nature of language, and accommodate for
20.
gaps in my own knowledge of the target language system by
learning on my own.
Know the similarities and differences between the target language
and other languages, identify the key differences in varieties of the
21.
target language, and seek opportunities to learn about varieties of
the target language on my own.
Demonstrate that I understand the connections among the
perspectives of a culture and its practices and products, and
22.
integrate the cultural framework for foreign language standards
into my instructional practices.
Recognize the value and role of literary and cultural texts and use
23. them to interpret and reflect upon the perspectives of the target
cultures over time.
Integrate knowledge of other disciplines into foreign language
24. instruction and identify distinctive viewpoints through the target
language.
Demonstrate an understanding of language acquisition at various
developmental levels and use this knowledge to create a
25. supportive classroom learning environment that includes target
language input and opportunities for negotiation of meaning and
meaningful interaction.
Develop a variety of instructional practices that reflect language
26. outcomes and articulated program models and address the needs of
diverse language learners.
Demonstrate an understanding of the goal areas and standards of
the Standards for Foreign Language Learning and my state
27.
standards, and integrate these frameworks into curriculum
planning.
28.
Integrate the Standards for Foreign Language Learning and my
state standards into language instruction.
29.
Use standards and curricular goals to evaluate, select, design, and
adapt instructional resources.
IB/M
M
SD
TCPCG
M SD
35
Believe that assessment is ongoing, and demonstrate knowledge of
30. multiple ways of assessment that are age- and level-appropriate by
implementing purposeful measures.
Reflect on the results of student assessments, adjust instruction
31. accordingly, analyze the results of assessments, and use success
and failure to determine the direction of instruction.
32.
Interpret and report the results of student performances to all
stakeholders and provide opportunity for discussion.
Engage in professional development opportunities that strengthen
33. my own linguistic and cultural competence and promote reflection
on practice.
Know the value of foreign language learning to the overall success
of all students and understand that I will need to become advocates
34.
with students, colleagues, and members of the community to
promote the field.
35. Assist students who are English language learners.
36.
Assist students with special needs.
36
Table 13F
Special Education standards entry 2007
IB/M
Standards
M
SD
TCPCG
M
SD
1.
Understand the field as an evolving and changing discipline based on 4.00 1.00 3.00 1.00
philosophies, evidence-based principles and theories, relevant laws
and policies, diverse and historical points of view, and human issues
that have historically influenced and continue to influence the field of
special education and the education and treatment of individuals with
exceptional needs both in school and society.
2.
Understand how these influence professional practice, including
assessment, instructional planning, implementation, and program
evaluation.
4.00 1.00 2.56 1.13
3.
Understand how issues of human diversity can impact families,
cultures, and schools, and how these complex human issues can
interact with issues in the delivery of special education services
4.00 1.00 2.63 1.19
4.
Understand the relationships of organizations of special education to 4.00 1.00 3.00 1.22
the organizations and functions of schools, school systems, and other
agencies.
5.
Use this knowledge as a ground upon which to construct my own
personal understandings and philosophies of special education.
6.
Know and demonstrate respect for my students first as unique human 4.00 1.00 3.18 0.98
beings.
7.
Understand the similarities and differences in human development
and the characteristics between and among individuals with and
without exceptional learning needs (ELN).
8.
Understand how the experiences of individuals with ELN can impact 3.67 0.58 2.89 1.17
families, as well as the individual’s ability to learn, interact socially,
and live as fulfilled contributing members of the community.
9.
Understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life.
4.00 1.00 3.11 1.27
10. Understand that the beliefs, traditions, and values across and within
cultures can affect relationships among and between students, their
families, and the school community.
3.67 0.58 2.78 1.20
11. Are active and resourceful in seeking to understand how primary
language, culture, and familial backgrounds interact with the
individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career
options.
3.33 1.15 3.00 1.15
12. Individualize instruction to provide meaningful and challenging
learning for individuals with ELN.
3.00 1.00 3.57 1.27
4.00 1.00 3.10 0.88
4.00 1.00 3.00 1.00
37
Special Education Standards, entry 2007 Continued…
IB/M
Standards
M
SD
TCPCG
M
SD
13. Possess a repertoire of evidence-based instructional strategies to
individualize instruction for individuals with ELN.
3.67 0.58 3.29 0.76
14. Select, adapt, and use these instructional strategies to promote
challenging learning results in general and special curricula and to
appropriately modify learning environments for individuals with
ELN.
3.00 1.00 3.56 1.13
15. Enhance the learning of critical thinking, problem solving, and
performance skills of individuals with ELN, and increase their selfawareness, self-management, self-control, self-reliance, and selfesteem.
3.33 1.15 2.78 0.67
16. Emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
3.00 1.00 3.40 1.07
17. Actively create learning environments for individuals with ELN that
foster cultural understanding, safety and emotional well being,
positive social interactions, and active engagement of individuals
with ELN.
3.67 0.58 3.10 1.10
18. Foster environments in which diversity is valued and individuals are
taught to live harmoniously and productively in a culturally diverse
world.
3.67 0.58 3.27 1.27
19. Shape environments to encourage the independence, self-motivation, 3.33 0.58 3.20 1.03
self-direction, personal empowerment, and self-advocacy of
individuals with ELN.
20. Help my general education colleagues integrate individuals with ELN 3.33 0.58 3.08 1.00
in regular environments and engage them in meaningful learning
activities and interactions.
21. Use direct motivational and instructional interventions with
individuals with ELN to teach them to respond effectively to current
expectations.
3.67 0.58 2.75 0.97
22. When necessary, can safely intervene with individuals with ELN in
crisis.
3.67 0.58 3.20 1.14
23. Coordinate all these efforts and provide guidance and direction to
paraeducators and others, such as classroom volunteers and tutors.
3.67 0.58 3.25 1.04
24. Understand typical and atypical language development and the ways
in which exceptional conditions can interact with an individual’s
experience with and use of language.
3.67 0.58 3.38 1.06
25. Use individualized strategies to enhance language development and
teach communication skills to individuals with ELN.
2.33 0.58 3.38 1.19
38
Special Education Standards, entry 2007 Continued…
IB/M
Standards
M
SD
TCPCG
M
SD
26. Am familiar with augmentative, alternative, and assistive
technologies to support and enhance communication of individuals
with exceptional needs.
3.33 1.15 3.38 0.74
27. Match my communication methods to an individual’s language
proficiency and cultural and linguistic differences.
3.33 1.15 3.63 0.92
28. Provide effective language models, and use communication strategies 3.33 1.15 3.22 1.30
and resources to facilitate understanding of subject matter for
individuals with ELN whose primary language is not English.
29. Develop long-range individualized instructional plans anchored in
both general and special curricula.
3.33 0.58 3.90 1.20
30. Systematically translate these individualized plans into carefully
selected shorter-range goals and objectives taking into consideration
an individual’s abilities and needs, the learning environment, and a
myriad of cultural and linguistic factors.
3.00 1.00 3.60 1.07
31. Facilitate this instructional planning in a collaborative context
3.00 1.00 3.10 0.99
including the individuals with exceptionalities, families, professional
colleagues, and personnel from other agencies as appropriate.
32. Develop a variety of individualized transition plans, such as
transitions from preschool to elementary school and from secondary
settings to a variety of postsecondary work and learning contexts.
3.00 1.00 3.91 0.94
33. Comfortable using appropriate technologies to support instructional
planning and individualized instruction.
3.33 1.15 3.45 1.04
34. Use multiple types of assessment information for a variety of
educational decisions.
3.00 1.00 3.30 1.06
35. Use the results of assessments to help identify exceptional learning
needs and to develop and implement individualized instructional
programs, as well as to adjust instruction in response to ongoing
learning progress.
2.67 1.15 3.50 1.08
36. Understand the legal policies and ethical principles of measurement 3.33 0.58 3.55 1.13
and assessment related to referral, eligibility, program planning,
instruction, and placement for individuals with ELN, including those
from culturally and linguistically diverse backgrounds.
37. Understand measurement theory and practices for addressing issues
of validity, reliability, norms, bias, and interpretation of assessment
results.
3.33 1.15 3.90 1.10
38. Understand the appropriate use and limitations of various types of
assessments.
3.33 1.15 3.70 1.25
39
Special Education Standards, entry 2007 Continued…
IB/M
Standards
M
SD
TCPCG
M
SD
39. Collaborate with families and other colleagues to assure non-biased,
meaningful assessments and decision-making.
3.67 1.53 3.58 1.16
40. Conduct formal and informal assessments of behavior, learning,
achievement, and environments to design learning experiences that
support the growth and development of individuals with ELN.
3.33 1.15 3.58 1.00
41. Use assessment information to identify supports and adaptations
required for individuals with ELN to access the general curriculum
and to participate in school, system, and statewide assessment
programs.
3.33 1.15 3.33 0.89
42. Regularly monitor the progress of individuals with ELN in general
and special curricula.
3.67 0.58 3.45 1.29
43. Use appropriate technologies to support my assessments.
3.67 0.58 3.18 1.08
44. Am guided by the profession’s ethical and professional practice
standards.
3.67 0.58 3.18 1.17
45. Practice in multiple roles and complex situations across wide age and 3.67 0.58 3.25 1.06
developmental ranges.
46. Engage in professional activities and participate in learning
communities that benefit individuals with ELN, their families,
colleagues, and my own professional growth.
3.67 0.58 3.33 0.98
47. View myself as lifelong learners and regularly reflect on and adjust
my practice.
3.67 0.58 3.27 1.19
48. Am aware of how my own and others attitudes, behaviors, and ways
of communicating can influence my practice.
3.33 1.15 3.09 1.30
49. Understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of
individuals with ELN and their families.
3.33 1.15 3.25 1.22
50. Actively plan and engage in activities that foster my professional
growth and keep them current with evidence-based best practices.
3.33 1.15 3.73 1.42
51. Know my own limits of practice and practice within them.
4.00 1.00 3.36 1.29
52. Routinely and effectively collaborate with families, other educators, 3.67 0.58 3.33 1.15
related service providers, and personnel from community agencies in
culturally responsive ways.
53. Embrace my special role as advocate for individuals with ELN.
3.67 0.58 3.69 1.32
54. Promote and advocate the learning and well being of individuals with 3.33 1.15 3.33 1.44
ELN across a wide range of settings and a range of different learning
experiences.
40
55. Am viewed as specialists by a myriad of people who actively seek my 3.67 0.58 3.27 1.42
collaboration to effectively include and teach individuals with ELN.
56. Is a resource to my colleagues in understanding the laws and policies 3.67 0.58 3.09 0.94
relevant to Individuals with ELN.
57. Use collaboration to facilitate the successful transitions of individuals 3.00 1.00 3.09 1.30
with ELN across settings and services.
41
Table 13F
Special Education standards exit 2008
IB/M
Standards
1 Understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws
and policies, diverse and historical points of view, and human issues
that have historically influenced and continue to influence the field of
special education and the education and treatment of individuals with
exceptional needs both in school and society.
2 Understand how these influence professional practice, including
assessment, instructional planning, implementation, and program
evaluation.
3 Understand how issues of human diversity can impact families,
cultures, and schools, and how these complex human issues can
interact with issues in the delivery of special education services
4 Understand the relationships of organizations of special education to
the organizations and functions of schools, school systems, and other
agencies.
5 Use this knowledge as a ground upon which to construct my own
personal understandings and philosophies of special education.
6 Know and demonstrate respect for my students first as unique human
beings.
7 Understand the similarities and differences in human development
and the characteristics between and among individuals with and
without exceptional learning needs (ELN).
8 Understand how the experiences of individuals with ELN can impact
families, as well as the individual’s ability to learn, interact socially,
and live as fulfilled contributing members of the community.
9 Understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life.
10 Understand that the beliefs, traditions, and values across and within
cultures can affect relationships among and between students, their
families, and the school community.
11 Are active and resourceful in seeking to understand how primary
language, culture, and familial backgrounds interact with the
individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career
options.
12 Individualize instruction to provide meaningful and challenging
learning for individuals with ELN.
M
SD
TCPCG
M
SD
42
Special Education Standards, entry 2008 Continued…
IB/M
Standards
13 Possess a repertoire of evidence-based instructional strategies to
individualize instruction for individuals with ELN.
14 Select, adapt, and use these instructional strategies to promote
challenging learning results in general and special curricula and to
appropriately modify learning environments for individuals with
ELN.
15 Enhance the learning of critical thinking, problem solving, and
performance skills of individuals with ELN, and increase their selfawareness, self-management, self-control, self-reliance, and selfesteem.
16 Emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
17 Actively create learning environments for individuals with ELN that
foster cultural understanding, safety and emotional well being,
positive social interactions, and active engagement of individuals
with ELN.
18 Foster environments in which diversity is valued and individuals are
taught to live harmoniously and productively in a culturally diverse
world.
19 Shape environments to encourage the independence, self-motivation,
self-direction, personal empowerment, and self-advocacy of
individuals with ELN.
20 Help my general education colleagues integrate individuals with ELN
in regular environments and engage them in meaningful learning
activities and interactions.
21 Use direct motivational and instructional interventions with
individuals with ELN to teach them to respond effectively to current
expectations.
22 When necessary, can safely intervene with individuals with ELN in
crisis.
23 Coordinate all these efforts and provide guidance and direction to
paraeducators and others, such as classroom volunteers and tutors.
24 Understand typical and atypical language development and the ways
in which exceptional conditions can interact with an individual’s
experience with and use of language.
25 Use individualized strategies to enhance language development and
teach communication skills to individuals with ELN.
M
SD
TCPCG
M
SD
43
Special Education Standards, exit 2008 Continued…
IB/M
Standards
26 Am familiar with augmentative, alternative, and assistive
technologies to support and enhance communication of individuals
with exceptional needs.
27 Match my communication methods to an individual’s language
proficiency and cultural and linguistic differences.
28 Provide effective language models, and use communication strategies
and resources to facilitate understanding of subject matter for
individuals with ELN whose primary language is not English.
29 Develop long-range individualized instructional plans anchored in
both general and special curricula.
30 Systematically translate these individualized plans into carefully
selected shorter-range goals and objectives taking into consideration
an individual’s abilities and needs, the learning environment, and a
myriad of cultural and linguistic factors.
31 Facilitate this instructional planning in a collaborative context
including the individuals with exceptionalities, families, professional
colleagues, and personnel from other agencies as appropriate.
32 Develop a variety of individualized transition plans, such as
transitions from preschool to elementary school and from secondary
settings to a variety of postsecondary work and learning contexts.
33 Comfortable using appropriate technologies to support instructional
planning and individualized instruction.
34 Use multiple types of assessment information for a variety of
educational decisions.
35 Use the results of assessments to help identify exceptional learning
needs and to develop and implement individualized instructional
programs, as well as to adjust instruction in response to ongoing
learning progress.
36 Understand the legal policies and ethical principles of measurement
and assessment related to referral, eligibility, program planning,
instruction, and placement for individuals with ELN, including those
from culturally and linguistically diverse backgrounds.
37 Understand measurement theory and practices for addressing issues
of validity, reliability, norms, bias, and interpretation of assessment
results.
38 Understand the appropriate use and limitations of various types of
assessments.
M
SD
TCPCG
M
SD
44
Special Education Standards, exit 2008 Continued…
IB/M
Standards
39 Collaborate with families and other colleagues to assure non-biased,
meaningful assessments and decision-making.
40 Conduct formal and informal assessments of behavior, learning,
achievement, and environments to design learning experiences that
support the growth and development of individuals with ELN.
41 Use assessment information to identify supports and adaptations
required for individuals with ELN to access the general curriculum
and to participate in school, system, and statewide assessment
programs.
42 Regularly monitor the progress of individuals with ELN in general
and special curricula.
43 Use appropriate technologies to support my assessments.
44 Am guided by the profession’s ethical and professional practice
standards.
45 Practice in multiple roles and complex situations across wide age and
developmental ranges.
46 Engage in professional activities and participate in learning
communities that benefit individuals with ELN, their families,
colleagues, and my own professional growth.
47 View myself as lifelong learners and regularly reflect on and adjust
my practice.
48 Am aware of how my own and others attitudes, behaviors, and ways
of communicating can influence my practice.
49 Understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of
individuals with ELN and their families.
50 Actively plan and engage in activities that foster my professional
growth and keep them current with evidence-based best practices.
51 Know my own limits of practice and practice within them.
52 Routinely and effectively collaborate with families, other educators,
related service providers, and personnel from community agencies in
culturally responsive ways.
53 Embrace my special role as advocate for individuals with ELN.
54 Promote and advocate the learning and well being of individuals with
ELN across a wide range of settings and a range of different learning
M
SD
TCPCG
M
SD
45
experiences.
55 Am viewed as specialists by a myriad of people who actively seek my
collaboration to effectively include and teach individuals with ELN.
56 Is a resource to my colleagues in understanding the laws and policies
relevant to Individuals with ELN.
57 Use collaboration to facilitate the successful transitions of individuals
with ELN across settings and services.