SPD In TSAC and CEC Standards PDF

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Essay- Careers in Special Education GCU SPD...

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InTASC and CEC Standards

Sierra M Lewis (Howell) School of Education, Grand Canyon University SPD 501: Foundations in Special Education Graduate Studies Instructor: K. Underdown May, 5, 2021

Page 2 InTASC and CEC Standards Standards Overview Instructional Planning & Professional Collaboration (InTASC) and Council for Exceptional Children (CEC) are fundamental aspects within schools and their educational teams. Most, if not all CEC preparation courses fall under that main standards of InTASC and are in coordination within schools educational standards and teams. This coordination helps establish strong, successful, informed, and progressive educational teams that schools can use to develop their educational value and knowledge. The way that these collaborate allows for InTASC to provide the information and details on how implementation of these standards could occur, while CEC takes those standards and puts them into professional instructional standards. Summary of Key Themes InTSAC Throughout the InTASC standards, each standard comes with significant elements in order to fully develop the Instructional Planning portion of the standards. These elements are broken down into the following sub-elements of Performances, Essential Knowledge, & Critical Dispositions. Those are discussed throughout the standards, and eventually loop into the idea and importance of professional Collaboration, which they describe as “a style of interactions between individuals engaged in shared decision-making as they work toward a common goal” (CCSSO, 2011). These factors only focus on some of the standards that are laid out within the InTASC documents, there is also a strong focus on knowledge and the application of skills throughout teaching, as well as an overall purpose “to describe a new vision of teaching to which we aspire as we work to transform our education system to meet the needs of today’s learners” (CCSSO, 2011).

Page 3 CEC CEC standards are derived and in line with InTASC standards with a most of the focus being on instructional planning and professional collaboration. These ideals are discussed as individual concepts within the Initial Preparation Standards and hold key aspects that educators can practically use within their classroom (CEC, 2015). Using these standards will allow for educators to focus on a few to help them develop their classroom and their skills throughout their time as an educator, especially when they use them in effecting planning and collaboration. These standards are used in order to help these educators continue to be knowledgeable and grow their abilities while the classroom changes based on need. Data-Driven Instructional Planning & Collaboration Both the InTASC and CEC standards place and immense amount of importance of evidence-based practices within instructional planning of a classroom. InTASC standards discusses the “range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs” (CCSSO, 2011). Essentially stating that teachers should know how to use evidence-based instruction in their classroom to achieve learning for all types of learners and their learning abilities. CEC then follows the ideals of the InTASC with their standard that “special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities” (CEC, 2015). In terms of collaboration both the InTASC and CEC standards discuss the critical use of collaboration within the workplace, and how crucial it is to the success of the educational workplace. Both specifically discuss the use of ethical and professional education throughout specialists, parents/guardians/caregivers, and other teachers of the workplace in order to have all

Page 4 the elements needed for a student’s success. InTASC stated “Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning” (CCSSO, 2011). Professional Expectations InTSAC standards specially identify that teachers “must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration” (CCSSO, 2011). Most schools have district wide learning days specifically used for the education and development of their educators, as well as, many implement these standards with constant teacher work weeks that are used before the school year starts in order to help their educators stay informed on new ideals, regulations, and standards that might have changed from the previous year. Conclusion In conclusion, both InTASC and CEC standards cover a wide range of information and practical implementation of instructional planning and professional collaboration. These standards are specifically oriented towards educators and help provide strategies and knowledge that they can use to grow both professionally academically, and personally with their students, families, communities, workplace, and colleagues.

Page 5 References Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Retrieved from https://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf Council for Exceptional Children. (2015). What every special educator must know: Professional ethics and standards. Retrieved from https://www.cec.sped.org/~/media/Files/Standards/Professional%20Preperation %20Standarrds/Initial%20Preperations%20Standards.pdf...