Full Answer Section

CEC Initial Preparation Standards

The CEC Initial Preparation Standards are a set of national standards for the preparation of special education teachers. They are designed to ensure that all special education teachers have the knowledge, skills, and dispositions necessary to provide effective instruction to students with disabilities. The CEC Initial Preparation Standards are divided into five domains:

• Foundations of Special Education: Teachers must have a strong understanding of the history, philosophy, and legal foundations of special education.
• Content Knowledge: Teachers must have a deep understanding of the content they teach, including the ways in which students with disabilities learn.
• Instructional Planning and Strategies: Teachers must be able to plan and deliver effective instruction that meets the needs of students with disabilities.
• Assessment and Evaluation: Teachers must be able to assess student learning and use that information to inform instruction.
• Professional Responsibilities: Teachers must be able to reflect on their practice, collaborate with others, and contribute to the profession.

Common Themes

There are a number of common themes between the InTASC standards and the CEC Initial Preparation Standards. These include:

• The importance of having a deep understanding of the content to be taught.
• The need to plan and deliver effective instruction that meets the needs of all learners.
• The importance of assessment and evaluation to inform instruction.
• The need to reflect on one’s practice and collaborate with others.
• The responsibility to contribute to the profession.

Professional Collaboration and Student-Driven, Data-Informed Instructional Decision-Making

Both the InTASC standards and the CEC Initial Preparation Standards emphasize the importance of professional collaboration and student-driven, data-informed instructional decision-making.

The InTASC standards state that teachers should “collaborate with others to improve teaching and learning” (Standard 10). They also state that teachers should “use data to monitor student learning and adjust instruction” (Standard 9).

The CEC Initial Preparation Standards state that teachers should “collaborate with families and other professionals to ensure the success of students with disabilities” (Standard 1). They also state that teachers should “use assessment data to plan and deliver instruction” (Standard 3).

These standards reflect the understanding that teachers cannot be effective in isolation. They need to work with others, such as other teachers, administrators, parents, and support staff, to create a learning environment that is best for all students. They also need to use data to inform their instruction and make sure that they are meeting the needs of their students.

Responsibilities of Improving Practice and Advancing the Profession

The InTASC standards state that teachers should “continuously improve their professional practice” (Standard 11). They also state that teachers should “contribute to the profession by participating in professional organizations and sharing their knowledge and expertise” (Standard 12).

The CEC Initial Preparation Standards state that teachers should “strive to improve their professional knowledge and skills” (Standard 2). They also state that teachers should “contribute to the profession by participating in professional organizations and sharing their knowledge and expertise” (Standard 5).

These standards reflect the expectation that teachers are lifelong learners who are committed to improving their practice and advancing the profession. They need to be willing to reflect on their practice, seek out new knowledge and skills, and share their expertise with others.