Demographics Were you a paraprofessional before becoming a special education teacher? * If you were a paraprofessional before becoming a special education teacher, how many years were you a paraprofessional? Select the type of school where you are teaching or will be teaching: * As part of our accreditation, we must gather input from employers about the strengths and areas of needed improvement within our program. Please consider providing us with the contact information of your employer/supervisor where you will be/are employed. The survey you are completing is anonymous; your name will not be provided to your employer. The employer survey will read, “You have a Certification Central graduate employed in your organization…” Name of school: * Name of supervisor: * Supervisor's work email: * Supervisor's phone number: * For each of the skill areas, indicate your level of proficiency (1, 2, 3, or 4) using the definitions of the levels of proficiency below: Layout 1.0 Very Unprepared
I have not yet learned this skill.
I learned this skill, but am not proficient enough to use it without support.
I learned this skill, but need support occassionally.
4.0 Very Prepared
I learned this skill and feel confident to demonstrate it without support.
Learner Development 1. Using an understanding of growth and development to provide individuals with exceptionalities with high quality learning experiences reflective of strengths and needs
* 2. Maintaining challenging expectations for students
* 3. Respecting the dignity, culture, language, and background of students.
* 4. Using research-supported instructional strategies for learner development (cognitive, linguistic, social, emotional, and physical) during both academic and nonacademic instruction.
* Learner Differences 5. Differentiating instruction for students’ learning differences.
* 6. Promoting meaningful and inclusive participation of students in their schools and communities.
* 7. Establishing and maintaining rapport with individuals with and without disabilities.
* Learning Environments 8. Using the knowledge of parents and students when planning, conducting, and evaluating special education services.
* 9. Empowering parents and students as partners in the educational process.
* 10. Creating a safe, equitable, positive, and supportive learning environment with realistic expectations for personal and social behavior
* 11. Creating safe, effective, and culturally responsive learning environments which contribute to stimulation of learning, and goals being met.
* Content Knowledge 12. Demonstrating an understanding of the central concepts and structure of special education by creating meaningful learning experiences for students.
* 13. Identifying and prioritizing areas of the general education curriculum which require accommodations for students.
* Application of Content 14. Designing lessons that are inclusive of all learners
* 15. Accommodating the needs of students to ensure access in the general education curriculum.
* 16. Using evidence-based practices.
* Assessment 17. Developing or modifying individualized assessment strategies while administering nonbiased formal and informal assessments.
* 18. Reporting assessment results to all stakeholders using effective communication skills.
* 19. Creating and maintaining appropriate measurement and monitoring systems to evaluate instruction and monitor progress of students.
* Planning for Instruction 20. Developing annual goals that are: written clearly and objectively, aligned with education content standards (where appropriate) to make progress in the general curriculum, and based on the student’s current level of performance.
* 21. Designing both academic and behavior interventions that support skill acquisition and are clearly aligned with the student’s current level of performance.
* 22. Developing comprehensive and functional individualized programs in collaboration with team members.
* 23. Developing flexible grouping and intensive small group instruction to meet the individual needs of students.
* Instructional Strategies 24. Implementing comprehensive and functional individualized programs and intervention plans.
* 25. Selecting instructional content, resources, assistive technology, and strategies that respond to cultural, linguistic, and gender differences.
* 26. Using ongoing assessment data to select, adapt, and modify instructional strategies and materials.
* 27. Developing adaptations that are evidence-based and enable students to participate in the general curriculum and other school offerings as fully as possible.
* Professional Learning and Ethical Practice 28. Using instructional data, research, and professional knowledge to inform practice.
* 29. Maintaining protective and supportive practices for the physical and psychological safety of students.
* 30. Practicing within professional ethics, standards, and policies; upholding laws, regulations, and policies that influence professional practice.
* 31. Maintaining current knowledge of procedures, policies, and laws relevant to practice.
* Leadership and Collaboration 32. Maintaining relationships with families based on mutual respect.
* 33. Actively involving families and students in educational decision making.
* 34. Participating in the planning, policy development, management, and evaluation of special education programs
* 35. Seeking appropriate professional assistance, external support, and consultation whenever needed.
* 36. Recognizing and respecting the skill and expertise of professional colleagues from other disciplines as well as colleagues from your own discipline.
* Professional Learning 37. Engaging in and advocating for the objective and systematic evaluation of yourself, colleagues, services, and programs for the purpose of continuous improvement of professional performance and schoolwide professional development.
* 38. Participating in professional development opportunities