Program Exit Survey

Dear Teacher;

As a Certification Central graduate, we ask that you complete this survey regarding the quality of our special education program, specifically how well our program prepared you to be a special education teacher. We will use the survey data to identify program strengths and areas of needed improvement. Your information will be confidential and combined with all other responses for reporting. Thank you very much for your time and valuable feedback! Also, be sure to check out our two-year mentorship program at the bottom of this page.

Please fill out the Completer Exit Survey below. Be sure to hit the "Submit" button. You will receive a confirmation email immediately.

Demographics

Name: *

First

Last

Phone

Email *

Address

Address Line 1

Address Line 2

City

State

Zip Code

Age (NCES): *

Less than 30 years
30-49 years
50-54 years
55 years or more

Gender at Birth *

Male
Female

Race (NCES): *

White, non-Hispanic
Black or African American, non-Hispanic
American Indian/Alaska Native, non-Hispanic
Asian, non-Hispanic
Native Hawaiian/Pacific Islander, non-Hispanic
Hispanic, regardless of race
Two or more races, non-Hispanic

Socioeconomic status: *

Low (less than $52,200)
Middle ($52,300 to $156,600)
High (More than $156,600)

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(select all that apply): *

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: *

School Address:

Address Line 1

Address Line 2

City

State

Zip Code

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:

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1.0 Beginning

I am unable to demonstrate this skill with appropriate procedures and/or complete it inaccurately; constant support/supervision is needed.

2.0 Emerging

I occasionally demonstrate this skill with some appropriate procedures and with some accuracy yet needs ongoing support/supervision.

3.0 Connecting

I usually demonstrate this skill using appropriate procedures and with accuracy; some support/supervision is still needed.

4.0 Proficient

I consistently and independently demonstrate this skill using appropriate procedures and with complete accuracy.

Learner Development (InTASC Standard 1, CEC Standard 2)

1. Using an understanding of growth and development to provide individuals with exceptionalities with high quality learning experiences reflective of strengths and needs. (InTASC 1b; CEC 2.1,2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

2. Maintaining challenging expectations for students in ways that respect dignity, culture, language, and background. (InTASC 1b; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

3. Respecting the dignity, culture, language, and background of students. (InTASC 1a,1c; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

4. Using research-supported instructional strategies for learner development (cognitive, linguistic, social, emotional, and physical) during both academic and nonacademic instruction. (InTASC 1a; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Learner Differences (InTASC Standard 2, CEC Standard 2)

5. Differentiating instruction for students’ learning differences. (InTASC 2a,2b,2c,2d; CEC 2.1, 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

6. Promoting meaningful and inclusive participation of students in their schools and communities. (InTASC 2f; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

7. Establishing and maintaining rapport with individuals with and without disabilities. (InTASC 2d; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Learning Environments (InTASC Standard 3, CEC Standards 2 and 6)

8. Using the knowledge of parents and students when planning, conducting, and evaluating special education services. (InTASC 3a,3b,3c,3e; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

9. Empowering parents and students as partners in the educational process. (InTASC 3a,3b,3c,3e; CEC 2.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

10. Creating a safe, equitable, positive, and supportive learning environment with realistic expectations for personal and social behavior. (InTASC 3a,3e; CEC 6.1,6.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

11. Creating safe, effective, and culturally responsive learning environments which contribute to stimulation of learning, and goals being met. (InTASC 3f; CEC 6.1,6.2,6.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Content Knowledge (InTASC Standard 4, CEC Standard 3)

12. Demonstrating an understanding of the central concepts and structure (i.e., HLPs) of special education by creating meaningful learning experiences for students. (InTASC 4d,4f,4g; CEC 3.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

13. Identifying and prioritizing areas of the general education curriculum which require accommodations for students. (InTASC 4e,4f,4g; CEC 3.1) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

14. Using assessment data, develop individualized goals and objectives aligned with the appropriate specialized curricula. (InTASC 4d,4f,4g; CEC 3.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Application of Content (InTASC Standard 5, CEC Standard 3)

15. Designing lessons that are inclusive of all learners. (InTASC 5c,5h; CEC 3.1,3.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

16. Accommodating the needs of students to ensure access to the general education curriculum. (InTASC 5c,5h; CEC 3.13.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

17. Using evidence-based practices. (InTASC 4d,4f,4g; CEC 3.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Assessment (InTASC Standard 6, CEC Standard 4)

18. Developing or modifying individualized assessment strategies while administering nonbiased formal and informal assessments. (InTASC 6a,6e,6g,6h; CEC 4.1,4.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

19. Reporting assessment results to all stakeholders using effective communication skills. (InTASC 6c; CEC 4.2,4.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

20. Creating and maintaining appropriate measurement and monitoring systems to evaluate instruction and monitor progress of students. (InTASC 6a,6c,6g,6i; CEC 4.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Planning for Instruction (InTASC Standard 7, CEC Standard 5)

21. Developing annual goals that are: written clearly and objectively, aligned with education content standards (where appropriate) to make progress in the general curriculum, measurable, and based on the student’s current level of performance. (InTASC 7b,7d; CEC 5.1,5.6) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

22. Designing both academic and behavior interventions that support skill acquisition and are clearly aligned with the student’s current level of performance. (InTASC 7a; CEC 5.2,5.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

23. Developing comprehensive and functional individualized programs in collaboration with team members. (InTASC 7e; CEC 5.5) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

24. Developing flexible grouping and intensive small group instruction to meet the individual needs of students. (InTASC 7b,7c; CEC 5.4,5.5) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Instructional Strategies (InTASC Standard 8, CEC Standard 5)

25. Implementing comprehensive, longitudinal, and functional individualized programs and intervention plans. (InTASC 8e,8h; CEC 5.1,5.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

26. Selecting instructional content, resources, assistive technology, and strategies that respond to cultural, linguistic, and gender differences. (InTASC 8g; CEC 5.1,5.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

27. Using ongoing assessment data to select, adapt, and modify instructional strategies and materials. (InTASC 8b; CEC 5.1,5.4) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

28. Developing adaptations that are evidence-based and enable students to participate in the general curriculum and other school offerings as fully as possible. (InTASC 8a; CEC 5.6) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Professional Learning and Ethical Practice (InTASC Standard 9, CEC Standard 1)

29. Using instructional data, research, and professional knowledge to inform practice. (InTASC 9c; CEC 1.2, 1.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

30. Maintaining protective and supportive practices for the physical and psychological safety of students. (InTASC 9d, 9e; CEC 1.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

31. Practicing within professional ethics, standards, and policies; upholding laws, regulations, and policies that influence professional practice. (InTASC 9f; CEC 1.1) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

32. Maintaining current knowledge of procedures, policies, and laws relevant to practice. (InTASC 9a,9b; CEC 1.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Leadership and Collaboration (InTASC Standard 10, CEC Standard 7)

33. Maintaining relationships with families based on mutual respect. (InTASC 10a,10d; CEC 7.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

34. Actively involving families and students in educational decision making. (InTASC 10d; CEC 7.2) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

35. Participating in the planning, policy development, management, and evaluation of special education programs. (InTASC 10c,10f; CEC 7.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

36. Seeking appropriate professional assistance, external support, and consultation whenever needed. (InTASC 10b,10e; CEC 7.1,7.2,7.3) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

37. Recognizing and respecting the skill and expertise of professional colleagues from other disciplines as well as colleagues from your own discipline. (InTASC 10e; CEC 7.1,7.2,7.4) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Professional Learning (In TASC 10; CEC 7)

38. 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. (InTASC 10c10h,10i; CEC 7.1) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

39. Engaging in and advocating for continuous improvement of professional performance and schoolwide professional development. (InTASC 10c10h,10i; CEC 7.1) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

40. Participating in professional development opportunities. (InTASC 10f; CEC 7.1) *

1.0 Beginning	2.0 Emerging	3.0 Connecting	4.0 Proficient
1.0 BeginningItem #1 1.0 Beginning	2.0 EmergingItem #1 2.0 Emerging	3.0 ConnectingItem #1 3.0 Connecting	4.0 ProficientItem #1 4.0 Proficient

Please stay connected to Certification Central by following us on our alumni Facebook page: Certification Central Alumni!

Congratulations on your completion of Certification Central! In your position as a licensed special education teacher, we are requesting you to stay connected during your first and second years of teaching. This allows us to provide mentorship to you and for us to study the effectiveness of our teacher training program.

The mentorship would entail meeting with us virtually at least once during each semester, as well as on-demand to meet your specific and timely needs. In addition, we request to observe your teaching once each semester, virtually or onsite. Lastly, we are asking to review the following records for CC’s accreditation requirement to track teacher effectiveness:

     • your annual teaching evaluation;
     • progress monitoring of at least 2 students, which may include the following:
       diagnostic report/IWAR, IEP, and quarterly progress reports.

For your participation, you will receive a $250 stipend for each year you participate. Should you be willing to participate in this two-year mentorship program with Certification Central, please click on button below to sign-up then we will be in touch.