Standard 1: Candidate Knowledge, Skills, and Dispositions-Communication Disorders
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional
knowledge skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional
standards.
1.1 Content Knowledge for Teacher Candidates
Element
1.1.1
1.1.2
Statement
Teacher candidates know the subject
matter that they plan to teach and can
explain important principles and concepts
delineated in professional, state, and
institutional standards.
Eighty percent or more of the unit’s program
completers pass the academic
examinations in states that require
examinations for licensure.
Course Number and Name
 NA – not a teacher
preparation program
(see 1.2.1 below)

Assessments
NA – not a teacher
preparation program
(see 1.2.1 below)

Evidence
NA – not a teacher
preparation program (see
1.2.1 below)
1.2 Content Knowledge for Other Professional School Personnel
Element
1.2.1
1.2.2
Statement
Candidates for other professional school
roles know their fields and can explain
principles and concepts delineated in
professional, state, and institutional
standards.
Eighty percent or more of the unit’s program
completers pass the academic examinations
in states that require examinations for
licensure.
Course Number and Name
 Sample undergraduate
and graduate programs
of study are attached
 Links between courses
and knowledge on
ASHA KASA*
document are provided
in a master document,
available in materials
room
 Professional Issues
Seminars (CDIS 599V,
for 4 semesters).
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Assessments
Praxis content scores
Comprehensive
examination
Presentations in
CDIS 599V
Achievement of
documented learning
outcomes in all
courses, with
outcomes linked to
ASHA’s KASA*
standards for clinical
certification
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Evidence
On Praxis Examination in
Speech-Language
Pathology, only 1 student
has failed the exam in 15
years, and that student
passed the Praxis at the
level set for state
licensure for education,
then retook and passed
the Praxis (98% pass
rate)
Passing grades on
comprehensive exam
(only 1 failure in past 15
years, 98%)
KASA master
Professional Issues topic
presentation handouts
Presentations at state
and national professional
conferences
Clinical report writing in
all semesters of graduate
program
KASA refers to the Knowledge and Skills Acquisition document now required by the American Speech-Language-Hearing Association to document that entrylevel practitioners have the knowledge and skills necessary for clinical practice. Although the KASA is required for the Certificate of Clinical Competence in
Speech-Language Pathology (CCC-SLP), all accredited graduate programs are charged with seeing that students demonstrate satisfactory skills and
knowledge prior to graduation. Thus, the accreditation of the graduate program in speech-language pathology is linked to meeting the CCC-SLP standards.
Basic KASA forms will be available in the materials room if site visitors are interested in viewing the scope of practice and both knowledge and skills required of
graduate students in the M.S. degree program in Communication Disorders.
1.3 Pedagogical Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
Element
1.3.1
1.3.2
Statement
Teacher candidates have a broad
knowledge of instructional strategies that
draws upon content and pedagogical
knowledge and skills delineated in
professional, state, and institutional
standards to help all students learn.
They facilitate student learning of the
subject matter through presentation of the
content in clear and meaningful ways and
through the integration of technology.
Course Number and Name
 NA—see below 1.5

Assessments
NA—see below 1.5

Evidence
NA—see below 1.5
1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
Element
1.4.1
1.4.2
Statement
Teacher candidates can apply their
professional and pedagogical knowledge
and skills delineated in professional, state,
and institutional standards to facilitate
learning.
They consider the school, family, and
community contexts in which they work and
the prior experience of students to develop
meaningful learning experiences.
Course Number and Name
 NA—see below 1.5

Assessments
NA—see below 1.5

Evidence
NA – see below 1.5
1.5 Professional Knowledge and Skills for Other School Personnel
Element
1.5.1
1.5.2
Statement
Candidates for other professional school
roles have an adequate understanding of the
professional knowledge expected in their
fields and delineated in professional, state,
and institutional standards.
They know their students, families, and
communities; use current research to inform
their practices; use technology in their
practices; and support student learning
through their professional services.
Course Number and Name
 All CDIS graduate
courses address
professional roles and
issues, and instructional
strategies (in this case,
clinical assessment and
treatment)
 Specific professional
knowledge related to
practice is provide in four
Professional Issues
Seminars (CDIS 599V)
 Practices in specific
clinical and educational
settings are addressed
through on-site and offsite clinical practicum
experiences (including
CDIS 528V, CDIS 428V,
CDIS 5381, CDIS 548V,
CDIS 558V, CDIS 568V,
CDIS 578V).
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All CDIS courses
consider children with
communication
disorders within the
larger context of family,
school, and
environment.
Graduate courses
emphasize coordination
of services with preschool or school
educational services to
facilitate learning (CDIS
5152:CognitiveCommunication Dev.
And Disorders, 5112:
Early Intervention, 5293,
5163: Seminar in
Language Topics
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Assessments
All course assessments,
including specific
documentation of
learning outcomes
Comprehensive Exams
On-site and off-site clinic
evaluations
Praxis data
Mid-term semester
evaluations by faculty
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Comprehensive exam
Praxis exam
Specific assessment
projects in CDIS 5293,
addressing ability to use
technology appropriately
to facilitate
communication
Specific projects in CDIS
5213 addressing
competence with
equipment
Grade of B or better in
clinical practicum courses
(428V) related to hearing
Grade of B or better in
clinical practicum
experiences requiring use
of augmentative
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Evidence
Comprehensive Exams
(98% pass rate)
Praxis exam (98% pass
rate)
Sample session plans
Sample Individualized
Treatment Plans
Intern evaluations
Sample clinical evaluation
forms used as formative
assessment of student’s
skills in assessment and
treatment
Sample research design
papers that demonstrate
ability to use electronic
resources to find current
best practice information
Sample projects from
relevant courses
Sample mid-term
evaluation forms
98% pass rate on Praxis
98% pass rate on comps
Sample projects from
5293 and 5214
Clinic evaluations and
grades
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CDIS 5293:
Augmentative and
Alternative
Communication directly
addresses use of
technology to enhance
communication
development
CDIS 5214 Voice
Disorders emphasizes
technology use for a
variety of disorders
CDIS 428(1) requires
use of extensive
audiological equipment
communication
1.6 Dispositions for All Candidates
Element
1.6.1
1.6.2
Statement
Candidates are familiar with the dispositions
expected of professionals.
Their work with students, families, and
communities reflects the dispositions
delineated in professional, state, and
institutional standards.
Course Number and Name
 Professional Issues
Seminars (CDIS
599V, for 4
semesters)
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Assessments
Presentations in
Professional Issues
coursework
Development of
questions for
community-based
practitioners as
illustration of perception
of issues
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Evidence
Handouts from
Professional Issues
course
Topic lists from
Professional Issues
courses
Successful completion
of materials to apply
for state and national
licensures and
certifications
1.7 Student Learning for Teacher Candidates
(Initial and Continuing Preparation of Teachers)
Element
1.7.1
Statement
Teacher candidates focus on student learning
as shown in their assessment of student
learning, use of assessments in instruction,
and development of meaningful learning
experiences for students based on their
developmental levels and prior experience.
Course Number and Name
 NA (see below) 1.8

Assessments
NA (see below) 1.8

Evidence
NA (see below) 1.8
1.8 Student Learning for Other Professional School Personnel
Element
1.8.1
Statement
Candidates for other professional school roles
are able to create positive environments for
student learning.
Course Number and Name
All clinical coursework,
including CDIS 528V, CDIS
428V, CDIS 5381, CDIS
548V, CDIS 558V, CDIS
568V, CDIS 578V.
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1.8.2
They understand and build upon the
developmental levels of students with whom
they work; the diversity of students, families,
and communities; and the policy contexts
within which they work.
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Much developmental
information is provided in
undergraduate courses
(e.g., CDIS 3124: Normal
Articulatory-Phonological
Development; CDIS
3224: Normal Language
Development; CDIS
3213: Anatomy and
Physiology: CDIS 4253:
Neurological Bases; and
CDIS 4273:
Communication and
Aging.
Program adopts a
lifespan perspective on
development as well as a
holistic approach to the
needs and environments
of persons
Diversity (multicultural)
content and clinical
experiences is
addressed through
inclusion in all relevant
graduate courses, as
mandated by ASHA
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Assessments
In each semester, students
go through a mid-term
assessment process for
clinical performance. This
process includes a strong
formative component of
self-analysis.
Off-campus supervisors in
schools evaluate all
aspects of performance in
educational setting
Comprehensive Exam
Praxis Content exam
Performance on course
level assessments in
courses designated in
column to left
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Evidence
Sample clinic evaluation
forms
Sample off-campus
evaluation forms
High pass rate on comps
High pass rate on Praxis
Sample discourse
analysis projects
reflecting adaptation to
multicultural differences
in language production
Sample projects in CDIS
5293 that require
students to plan
technology assessments
that take into
consideration pre-school
or school level contexts
(case assignments)
Course Syllabi
Sample papers from
Research Methods
courses or CDIS 4273
emphasizing diversity