Standards and Dispositions
Standards
| Standards of Effective Practice & INTASC Standards | Conceptual Framework | Council for Exceptional Children Standards | ISTE/NET Standards for Teachers |
|---|---|---|---|
Standard 1: Subject Matter Standard 2: Student Learning Standard 3: Diverse Learners Standard 4: Instructional Strategies Standard 5: Learning Environment Standard 6: Communication Standard 7: Planning Instruction Standard 8: Assessment Standard 9: Reflection and Professional Development Standard 10: Collaboration, Ethics, and Relationships |
Diversity (D) Reflection (R) Empowerment (E) Collaboration (C) Technology (T) |
Standard 1: Philosophical, Historical, and Legal Foundations of Special Education Standard 2: Characteristics of Learners Standard 3: Assessment, Diagnosis, and Evaluation Standard 4: Instructional Content and Practice Standard 5: Planning and Managing the Teaching and Learning Environment Standard 6: Managing Student Behavior and Social Interaction Skills Standard 7: Communication and Collaborative Partnerships Standard 8: Professional and Ethical Practices |
Standard 1: Technology Operations and Concepts Standard 2: Planning and Designing Learning Environments and Experiences Standard 3: Teaching, Learning and the Curriculum Standard 4: Assessment and Evaluation Standard 5: Productivity and Professional Practice Standard 6: Social, Ethical, Legal, and Human Issues |
Course Outcomes
Based on the UMD College of Education and Human Service Profession´s "Learner–Sensitive Teacher" model, this course additionally emphasizes the five themes of diversity (d), collaboration (c), reflection (r), empowerment, (e), and technology (t). The focus on collaboration, ethics, and relationships for teachers embraces Minnesota Board of Teaching Standards (SEP) for developing effective practices for teachers. Through this course you will develop these practices as a teacher (or other professional) by being able to:
| Outcome | Standards of Effective Practice | INTASC | Conceptual Framework | CEC | Assignment |
|---|---|---|---|---|---|
| Critically examine and interpret complex social or interpersonal situations in programs involving children and families. | 7.12 7.32 7.21 |
7B–D |
R,E,D |
CC7:K2 CC7:K5 |
Reading: Appendix A Activity: Comparison of family systems models small group project |
| Build relationships with children and their families as a foundation for designing appropriate learning experiences. | 10.12 10.25 10.32 |
10B 10G 10I |
C,R,E |
CC7:K2 |
Part I – Description of Family Systems, chapters 1–4 Lambie (2000) |
| Demonstrate skills and strategies for communicating and collaborating with families and agencies, (a) communicate and consult with individuals, parents, and other school and community personnel, (b) demonstrate commitment to developing the highest educational and quality of life potential of individuals with exceptional learning needs. | 6.11–15 6.21 6.23 6.31 |
6.A–D 6E–F 6H |
E,C,D |
CC4:K4 CC4:S16 CC7:K CC7:K2 CC7:S1 CC7:S3–7 |
Part III: Application of Family Systems Chapters 10–12 Lambie (2000) Thomas–Kilman Communication Style Co–teaching project |
| Use information generated by families to set short and long range goals for their children´s learning. | C,R,E |
CC1:S1 CC4:K4 CC4:S6 CC7:K2 |
Lambie (2000) Chapter 12 – Family Involvement and Planning for FFI & IEP |
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| Build on children´s home environments, their strengths and needs in preparing children for participation in society. | D,R,E |
CC1:K2 |
Lambie (2000) Chapter 13 Classroom and Group extension of family systems concepts Chapter topics include Techniques used in Family Systems Approaches and Socialization |
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| Respect families´ choices and goals for their children and communicate with families about curriculum and individualized education programs. | 10.34 |
10L |
D,C,E |
CC1:K2 CC7:K1 CC7:K2 CC7:K3 CC7:K4 |
Lambie (2000) Chapter 11 Family Conferences and Teacher–Student Support Teams & Chapter 13 Classroom and Group Extension of Family Systems Concepts |
| Discuss theories of family dynamics, roles, and relationships within families and between families and communities (agencies). | 7.12 7.32 7.21 8710.5000 2.D.1–9 |
7B–D |
C,E |
CC1:K2 |
Lambie (2000) Chapter 3 Family Interaction Patterns & Chapter 10 Team Functioning and Family Involvement |
| Research and obtain information for understanding of families and children in a specific education setting. | C,T |
Parent/Family Interview |
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| Be sensitive to differences in family structures, social and cultural backgrounds. | D,C |
CC1:K3 CC1:K5 CC4:K7 |
Lambie (2000) Part II Chapter 5 At Risk students and environmental factors Chapter 6 At risk students from nontraditional families Chapter 7 At risk students from dysfunctional families Chapter 8 Special needs students from dysfunctional family systems |
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| Collaborate with community professionals to support family and children. | 10.12 10.25 10.32 |
10B 10G 10I |
C,E |
CC1:K3 |
Lambie(2000) Chapter 10 Team Functional and Family Involvement Lecture Fundamentals of Collaboration Pragmatic Issues of Collaboration |
| Use information gained by observation and interview of family culture and relationships to support the child´s learning. | D,R |
Parent/Family/Guardian interview |
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| Demonstrate your ability to integrate, synthesize, and apply the attitudes, knowledge and skills you gain from course readings, lectures, class activities, and pre–practicum experiences, (a) importance of the teacher serving as a model for individuals with exceptional learning needs. | 9.12 9.22 |
9B 9E |
R,E,C,D |
CC8:K1–2 CC8:S1–9 |
Mid–term examinations over chapters 1–8 of Lambie (2000) |
| Direct the activities of a classroom paraprofessional, aide, volunteer, or peer tutor. | C |
Lecture Paraprofessionas and ´U´ ParaElink |
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| Increase awareness of the roles, responsibilities, complexities, and reciprocal influences of family, school, and community participants involved in the special education process, (a) roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program | 10.12 10.25 10.32 |
10B 10G 10I |
D,C,R,E,T |
Lecture topics include Teams, team functioning with families, Family conferences, co–teaching |
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| Examine and apply techniques and skills used in group process facilitation, problem solving, decision–making, collaboration, and teamwork in order to effectively with parents, families, professionals, paraprofessionals, and community agency personnel in the special education process. | 10.25 10.32 |
10G 10I |
D,C,R,E,T |
Topics Interpersonal problem solving, Critical thinking, Small group facilitiation Thomas Kilman Communication Style |
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| Examine and develop professional best practices that are sensitive and empowering to children and their families when developing and implementing individualized education plans. | D,C,R,E,T |
Lambie (2000) Chapter 10 Team Functioning and Family Involvement Chapter 11 Family conferences and teacher–student support teams |
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| Understand standards of professional conduct in the Code of Ethics for Minnesota Teacher in part 8700.7500 | 9L |
URL link provided to MN Teacher Code of Ethics |
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| the need to respect families' choices and goals for their children and the need to communicate with families about curriculum and their children's progress | E. 1,4,5 |
Lecture Topic Collaboration Rights and Responsibilities of parents, families, students, teachers, and schools. Lambie (2000) Chapter 12 Family involvement and planning |
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| how to support families in assessing educational options and in making decisions related to child development and parenting; and how to link families with a range of family–oriented services based on identified resources, priorities, and concerns. | D1 |
Resource Guide Chapter 9 (Lambie 2000) Resiliency and the Village |
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| the life–long impacts of disabilities on students and their families | D1 |
Lambie (2000) Part I – Description of Family Systems |
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| family systems theory and knowledge of the dynamics, roles, and relationships within families and communities to planning and implementing services | D2 |
Lambie (2000) Part I – Description of Family Systems Chapter 9 (Lambie 2000) Resiliency and the Village |
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| how to work collaboratively with family members in designing, implementing, and evaluating individual educational program plans | D5 |
Lambie (2000) Chapter 12 Family involvement and planning Lecture Fundamentals of Collaboration Pragmatic Issues of Collaboration |
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| how to provide consultation and training in content areas specific to services for students and families and program organization and development, and how to direct and monitor the activities of paraprofessionals, aides, volunteers, and peer tutors. | D8, D9 |
Topic Staff Development Consultation Paraprofessionals and "U" Para Elink |
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| understand data practices | 10F |
Lecture Topic Data and how it influences planning – what parents need to know. |
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| collaborate with other professionals to improve the overall learning environment for students | 10G |
Lecture Fundamentals of Collaboration Pragmatic Issues of Collaboration |
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| sources of unique services, networks, agencies, and organizations for young children who exhibit a broad range of developmental delays or disabilities or medical complications; school community and social services appropriate for young children with special needs and how to identify and access services that will enhance programs for young children with developmental disabilities or disabilities and medical conditions. | D3 |
Resource Guide Chapter 9 (Lambie 2000) Resiliency and the Village esource Guide |
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| consult with parents, counselors, teachers of other classes and activities within the school, and professionals in other community agencies to link student environments; | 10 I |
Part III: Application of Family Systems Chapters 10–12 Lambie (2000) |
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| identify and use community resources to foster student learning; | 10 J |
Resource Guide Chapter 9 (Lambie 2000) Resiliency and the Village |
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| establish productive relationships with parents and guardians in support of student learning and well–being; and | 10 K |
Part III: Application of Family Systems Chapters 10–12 Lambie (2000) |
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| understand mandatory reporting laws and rules. | 10 C |
Lecture Topic Mandatory Reporting |
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| American Indian History, Culture & Language Curriculum Framework |
Dispositions
- Professional Conduct
- Accepts responsibility
- Completes assignments on time
- Carries out assignments independently when needed
- Arrives on time
- Presents self in a manner appropriate to the setting
- Demonstrates a commitment to short and long term planning
- Professional Qualities
- Adapts easily to changing circumstances
- Seeks and accepts suggestions of others
- Demonstrates ability and willingness to self assess
- Shows appreciation for diversity
- Responds appropriately to issues of bias and discrimination as they arise
- Takes initiative in making a contribution to the learning community
- Demonstrates enthusiasm about the subject matter
- Demonstrates a commitment to continuous learning
- Demonstrates a commitment to the individual student
- Expresses responsibility for helping all students achieve
- Values educational technology in teaching and learning
- Communication and Collaboration
- Collaborates effectively with others
- Uses good judgment in interactions with others
- Displays sensitivity in interacting with others
- Behaves ethically in dealings with others
- Respects and responds appropriately to differences in point of view
- Demonstrates effective written communication skills
- Demonstrates effective oral communication skills
- Demonstrates a commitment to working with families
- Demonstrates a commitment to working with colleagues