Program Objectives

Candidates will:

1. demonstrate understanding of how learner development uses understanding of individual differences while creating an environment inclusive of high standards that supports individual and collaborative learning, and encourages positive social interaction, active engagement in learning, and self-motivation.
2. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the English/language arts (Reading, Writing, Speaking and Listening, and Language) to plan, implement, and assess language arts learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
3. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability) to plan, implement, and assess mathematical learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
4. demonstrate understanding and use of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem solving.
5. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of social studies (people and places, civics and government, geography, economics, history), to plan, implement, and assess social studies learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
6. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the arts (music, visual arts, dance, and theatre) to plan, implement, and assess artistic learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
7. demonstrate understanding and application of health, human movement and physical activity.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of the historical and philosophical foundations of general, special, and inclusive education, the development and characteristics of all learners including those with disabilities, the impacts of individual differences on education, and the legal parameters appropriate for each learner's educational needs.
2. use a variety of assessment instruments, procedures, and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring, and technology considerations.
3. use the Individual Educational Programs (IEPs), learning environments, consideration of individual learner characteristics, assessment, and technology for effective instructional planning and implementation.
4. engage, empower, and partner with families, professionals, and agencies using ethical and culturally responsive ways for effective communication and collaboration, IEP development and implementation, building relationships, program development and implementation, to fully meet the needs and rights of all students.
5. demonstrate knowledge and skill in the effective organization of physical space, the establishment of classroom rules and routines to manage student behavior, and the provision of an environment conducive to learning; the use of problem solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conduct Functional Behavioral Assessments (FBA), and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrate cultural sensitivity in the development and use of social skills curricula; and promote the self-determination skills of learners.
6. demonstrate understanding and use of the central concepts and structures of the English/language arts (Reading, Writing, Speaking, Listening, and Language) --as well as individual performance data to plan, implement, and assess language arts learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving taking into account personalized learning needs and supports through application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate.
7. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability) as well as individual performance data to plan, implement, and assess mathematical learning experiences that engage all students to plan, implement, and assess mathematical learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving taking into account personalized learning needs and supports through application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate.
8. demonstrate understanding and use of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem solving taking into account personalized learning needs and supports through application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate.
9. demonstrate understanding and use of the major concepts of social studies (the integrated study of history, geography, people and places, economics, civics and government) as well as individual performance data to plan, implement, and assess learning experiences with the goal to engage all students in critical thinking, creativity, and collaborative problem solving taking into account personalized learning needs and supports through the application of the principles of universal design for learning, technology, and intensive intervention as individually appropriate.
10. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the arts (music, visual arts, dance, and/or theatre), physical education, and wellness to plan, implement, and assess (with adaptations as needed) learning experiences that engage all learners (including those with special needs) in critical thinking, creativity, and collaborative problem-solving.
11. identify and conduct themselves as members of the elementary education profession. They know and use ethical guidelines and other professional standards. They are continuous, collaborative learners who engage in reflective practice, demonstrate critical perspectives, and make informed and ethical decisions. They are informed advocates for sound educational practices and policies.

Program Guide (PDF)

Candidates will:

1. stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2. advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
3. mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
4. dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
5. design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
6. create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of how learner development uses understanding of individual differences while creating an environment inclusive of high standards that supports individual and collaborative learning, and encourages positive social interaction, active engagement in learning, and self-motivation.
2. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the English/language arts (Reading, Writing, Speaking and Listening, and Language) to plan, implement, and assess language arts learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
3. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability) to plan, implement, and assess mathematical learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
4. demonstrate understanding and use of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem solving.
5. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of social studies (people and places, civics and government, geography, economics, history), to plan, implement, and assess social studies learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
6. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the arts (music, visual arts, dance, and theatre) to plan, implement, and assess artistic learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
7. demonstrate understanding and application of health, human movement and physical activity.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate, relevant, and rigorous learning experiences.
2. use understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.
3. work with others to create environments that support individual and collaborative learning, includes teacher and student use of technology, and encourages positive social interaction, active engagement in learning, and self-motivation.
4. demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create content-specific learning and literacy experiences that make the discipline accessible and relevant to assure mastery of the content.
5. engage learners through interdisciplinary lessons that utilize concept-based teaching and authentic learning experiences to involve students in effective communication and collaboration, and in critical and creative thinking.
6. use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions.
7. plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, technology, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. demonstrate understanding and use of a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in relevant ways.
9. engage in ongoing professional learning and uses evidence to continually evaluate their practices, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practices to meet the needs of each learner.
10. seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, support staff, and community members to ensure learner growth, and to advance the profession.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of the historical and philosophical foundations of special education, the characteristics of the disability, the impacts of the disability on education, and the legal parameters appropriate for each learner's educational needs.
2. use a variety of assessment instruments, procedures, and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring, and technology considerations.
3. use Individual Educational Programs (IEPs), learning environments, individual learner characteristics, assessment, teacher knowledge of subject matter, and technology for effective instructional planning and implementation.
4. use a variety of evidence-based instructional strategies; including effective adaptations, learner performance, and transitions; to promote learning and improve learner outcomes.
5. demonstrate effective communication skills to enhance collaboration and consultation among school professionals; to improve learner outcomes while planning for and implementing effective instruction and services; to implement the IEP, deliver instruction, and evaluate IEP implementation; and to plan for and implement effective transition services.
6. demonstrate understanding of the critical elements of language and literacy; identify and use evidence-based interventions to meet the instructional needs specific to reading, writing, math and other content areas; and include the principles of universal design for learning and the use of technology to support literacy and to make data-based decisions.
7. demonstrate knowledge and skill in the use of problem-solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conduct Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrate cultural sensitivity in the development and use of social skills curricula; and promote the self-determination skills of learners.
8. demonstrate understanding of the importance of family and community engagement in the special education process, include families in special education program development and implementation, demonstrate understanding of the legal rights of families, and work to actively engage and empower families as partners in the education of the learner.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of the historical and philosophical foundations of special education, the characteristics of the disability, the impacts of the disability on education, and the legal parameters appropriate for each learner's educational needs.
2. use a variety of assessment instruments, procedures, and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring, and technology considerations.
3. use Individual Educational Programs (IEPs), learning environments, individual learner characteristics, assessment, teacher knowledge of subject matter, and technology for effective instructional planning and implementation.
4. use a variety of evidence-based instructional strategies; including effective adaptations, learner performance, and transitions; to promote learning and improve learner outcomes.
5. demonstrate effective communication skills to enhance collaboration and consultation among school professionals; to improve learner outcomes while planning for and implementing effective instruction and services; to implement the IEP, deliver instruction, and evaluate IEP implementation; and to plan for and implement effective transition services.
6. demonstrate understanding of the critical elements of language and literacy; identify and use evidence-based interventions to meet the instructional needs specific to reading, writing, math and other content areas; and include the principles of universal design for learning and the use of technology to support literacy and to make data-based decisions.
7. demonstrate knowledge and skill in the use of problem-solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conduct Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrate cultural sensitivity in the development and use of social skills curricula; and promote the self-determination skills of learners.
8. demonstrate understanding of the importance of family and community engagement in the special education process; include families in special education program development and implementation; understand the legal rights of families; and work to actively engage and empower families as partners in the education of the learner.

Program Guide (PDF)

Candidates will:

1. demonstrate integrity, fairness, and a professional demeanor while caring for students in need of nursing care during the school day by applying nursing skills and knowledge, furthered by lifelong learning and ongoing professional development, in a manner that reflects a core set of values and priorities that promote equity, diversity, and community.
2. demonstrate familiarity with a variety of cultural and ethnic communication styles and practice effective interpersonal skills that enhance communication between students, teachers, administration, other providers, and family members.
3. demonstrate ability to make decisions based on data and input from stakeholders, utilizing a variety of problem-solving strategies coupled with critical thinking. Demonstrates capability to reach out to other providers and community contacts as appropriate, while maintaining strict confidentiality at all times.
4. demonstrate instructional capability to reach both children and adults in order to provide advocacy, nurturing, and sustaining of best practices to help the individual student flourish within the school and community.
5. demonstrate sensitivity to community and cultural norms while adhering firmly to best practices of the nursing profession and recommendations of the scientific community.
6. utilize technology where appropriate to enhance student outcomes.
7. utilize existing research to inform and guide practice.

Program Guide (PDF)

Candidates will:

1. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include change process, data use, technology, equity, diversity, digital citizenship, and community.
2. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
3. demonstrate the understanding and capacity to promote and advocate for the social emotional well-being of each student and adult, and promote the current and future success of each student and adult, by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
4. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying emerging knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent instructional leadership, including: leading change; curriculum; instruction; assessments; support systems; technology integration; and data systems.
5. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage, communicate, and intentionally collaborate with families, community members, business leaders, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
6. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to lead change, improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
7. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a transformational collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

Program Guide (PDF)

Candidates will:

1. model leadership and best practices throughout the school community to develop an effective school library program and serve as an advocate for student learning in support of career and technical education.
2. participate with members of the school community to develop district and school building level policies, practices, and curricula to guide student learning in content areas including instruction of information and technology literacy.
3. model the use of information and technology literacy skills and promote their importance in the curriculum as foundational learning tools.
4. effectively use instructional practices to teach students to become enthusiastic readers, critical thinkers, skillful researchers, and ethical users of information.
5. use principles of effective teaching and learning to create an active, inquiry-based learning environment.
6. manage and administer the school library and advocate for the success of its educational program in collaboration with building and district colleagues.

Program Guide (PDF)

Candidates will:

1. Plan, provide, and evaluate effective technology integration to create equitable and ongoing access to high-quality learning.
2. Lead and support educators in the design of learning experiences and environments to meet the needs and interests of all students.
3. Plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.
4. Collect, analyze, and utilize qualitative and quantitative data to inform practice and professional learning for themselves and other educators.
5. Establish productive relationships with educators to improve instructional practice.
6. Model and promote digital citizenship to support students and educators.

Program Guide (PDF)

Candidates will:

1. demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
2. use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
3. understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
4. demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
5. meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
6. demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
7. complete supervised, integrated, extended practica/clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in school-based setting(s); supervision includes observation and ongoing feedback by qualified supervisors.

Program Guide (PDF)

High Incidence

Candidates will:

1. demonstrate understanding of the historical and philosophical foundations of special education, the characteristics of the disability, the impacts of the disability on education, and the legal parameters appropriate for each learner's educational needs.
2. use a variety of assessment instruments, procedures, and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring, and technology considerations.
3. use Individual Educational Programs (IEPs), learning environments, individual learner characteristics, assessment, teacher knowledge of subject matter, and technology for effective instructional planning and implementation.
4. use a variety of evidence-based instructional strategies including effective adaptations, learner performance, and transitions to promote learning and improve learner outcomes.
5. demonstrate effective communication skills to enhance collaboration and consultation among school professionals; to improve learner outcomes while planning for and implementing effective instruction and services; to implement IEPs, deliver instruction, and evaluate IEP implementation; and to plan for and implement effective transition services.
6. demonstrate understanding of the critical elements of language and literacy; identify and use evidence-based interventions to meet the instructional needs specific to reading, writing, math and other content areas; and include the principles of universal design for learning and the use of technology to support literacy and to make data-based decisions.
7. demonstrate knowledge and skill in the use of problem-solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conduct Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrate cultural sensitivity in the development and use of social skills curricula; and promote the self-determination skills of learners.
8. demonstrate understanding of the importance of family and community engagement in the special education process; include families in special education program development and implementation; understand the legal rights of families; and work to actively engage and empower families as partners in the education of the learner.

Low Incidence

Candidates will:

1. demonstrate understanding and use of philosophical, historical, legal, professionalism and ethical practices.
2. demonstrate understanding of how disabilities may impact development and learning and use of this knowledge to provide meaningful and challenging learning experiences.
3. demonstrate understanding and use of multiple and collaborative methods of formal and informal assessment in making educational decisions.
4. demonstrate understanding and use of general and specialized curricula to individualize learning.
5. demonstrate understanding and use of planning, selecting, adapting, accommodating, and implementing researched and evidence-based instructional strategies and technologies to promote learning.
6. demonstrate understanding and use of strategies to create safe, inclusive, culturally responsive learning environments so that students become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
7. Demonstrate understanding of the roles of family and community in the special education process and use strategies of effective consultation, collaboration and communication with family members, professionals, teaching assistants, students, and community organization members.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of how learner development uses understanding of individual differences while creating an environment inclusive of high standards that supports individual and collaborative learning, and encourages positive social interaction, active engagement in learning, and self-motivation.
2. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the English/language arts (Reading, Writing, Speaking and Listening, and Language) to plan, implement, and assess language arts learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
3. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of mathematics (counting and cardinality, operations and algebraic thinking, number and operation in base ten and fractions, measurement and data, geometry, ratios and proportional relationships, statistics and probability) to plan, implement, and assess mathematical learning experiences that engage all students in critical thinking, creativity, and collaborative problem solving.
4. demonstrate understanding and use of scientific disciplinary core ideas, cross-cutting concepts, and science and engineering practices to plan, implement, and assess science learning experiences that engage all elementary learners in curiosity, exploration, sense-making, conceptual development, and problem solving.
5. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of social studies (people and places, civics and government, geography, economics, history), to plan, implement, and assess social studies learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
6. demonstrate understanding and use of the central concepts, tools of inquiry, and structures of the arts (music, visual arts, dance, and theatre) to plan, implement, and assess artistic learning experiences that engage all learners in critical thinking, creativity, and collaborative problem solving.
7. demonstrate understanding and application of health, human movement and physical activity.

Program Guide (PDF)

Candidates will:

1. demonstrate knowledge of language as a system, including phonology, morphology, syntax, pragmatics and semantics, in order to support ELLs as they acquire receptive and productive skills, English language proficiency and literacy in the content areas.
2. demonstrate knowledge of theories and research in language acquisition, including the role native literacy plays in SLA, and apply appropriate instructional strategies for effectively increasing English language proficiency and literacy in the content areas.
3. demonstrate knowledge of the cultural dynamics of themselves, individual learners, school, and community and their influence on classroom practice and learning.
4. have knowledge and understanding of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
5.  have knowledge of and effectively implement a variety of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
6. demonstrate understanding of language proficiency and content-based assessments. They know and can use a variety of language proficiency instruments and content-based assessments to evaluate language and academic growth, to guide instruction and communicate results. Candidates demonstrate understanding of assessment issues impacting ELLs.
7. demonstrate knowledge of history, educational public policy and current research in the field of ESOL. Candidates are involved in professional growth opportunities and apply knowledge gained to inform teaching and learning.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate, relevant, and rigorous learning experiences.
2. use understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.
3. work with others to create environments that support individual and collaborative learning, includes teacher and student use of technology, and encourages positive social interaction, active engagement in learning, and self-motivation.
4. demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create content-specific learning and literacy experiences that make the discipline accessible and relevant to assure mastery of the content.
5. engage learners through interdisciplinary lessons that utilize concept-based teaching and authentic learning experiences to involve students in effective communication and collaboration, and in critical and creative thinking.
6. use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions.
7. plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, technology, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. demonstrate understanding and use of a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in relevant ways.
9. engage in ongoing professional learning and uses evidence to continually evaluate their practices, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practices to meet the needs of each learner.
10. seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, support staff, and community members to ensure learner growth, and to advance the profession.

Program Guide (PDF)

Candidates will:

1. Demonstrate the knowledge and skills necessary for conducting research in workforce development and education subjects.
2. Engage in data gathering and statistical analysis, using software and tools in support of complex decisions.
3. Demonstrate competence in thinking skill, such as thinking creatively, decision making, problem solving, critical thinking, and reasoning as it applies to Career and Technical Education.
4. Effectively articulate about emerging trends and issues affecting career and technical education.
5. Demonstrate the ability to effectively assess, organize and administrate CTE programs and facilities through needs assessments and other development tools.
6. Understand how to effectively assess, develop, and implement curriculum and instructional techniques.
7. Describe emerging technologies, developments, leadership and management practices within a chosen specialty related to career and technical education.

Program Guide (PDF)

Candidates will:

1. demonstrate the understanding and systemic capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include change process, data use, technology, values, equity, diversity, digital citizenship, and community.
2. demonstrate the understanding and systemic capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms and culture.
3. demonstrate the understanding and capacity to promote and advocate for the social emotional well-being of each student and adult, and promote the current and future success of each student and adult, by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
4. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying emerging knowledge, skills, and commitments necessary to evaluate, design, cultivate, and implement coherent instructional leadership including: leading change; curriculum; instruction; assessments; support systems; technology integration; and data systems throughout the district.
5. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and engage, communicate, and intentionally collaborate with families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
6. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to lead change, develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.
7. demonstrate the understanding and capacity to promote the present and future success and well-being of students and district personnel by adapting and applying the knowledge, skills, and commitments necessary to cultivate relationships; lead district transformation, collaborative decision making, and governance; and, represent and advocate for district needs in broader policy conversations.

Program Guide (PDF)

Candidates will:

1. demonstrate understanding of the historical and philosophical foundations of special education, the characteristics of the disability, the impacts of the disability on education, and the legal parameters appropriate for each learner's educational needs.
2. use a variety of assessment instruments, procedures, and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring, and technology considerations.
3. use Individual Educational Programs (IEPs), learning environments, individual learner characteristics, assessment, teacher knowledge of subject matter, and technology for effective instructional planning and implementation.
4. use a variety of evidence-based instructional strategies; including effective adaptations, learner performance, and transitions; to promote learning and improve learner outcomes.
5. demonstrate effective communication skills to enhance collaboration and consultation among school professionals, to improve learner outcomes while planning for and implementing effective instruction and services; to implement the IEP, deliver instruction, and evaluate IEP implementation; and, to plan for and implement effective transition services.
6. understand the critical elements of language and literacy; identify and use evidence-based interventions to meet the instructional needs specific to reading, writing, math and other content areas; and include the principles of universal design for learning and the use of technology to support literacy and to make data-based decisions.
7. demonstrate knowledge and skill in the use of problem-solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conduct Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrate cultural sensitivity in the development and use of social skills curricula; and promote the self-determination skills of learners.
8. demonstrate understanding of the importance of family and community engagement in the special education process; include families in special education program development and implementation; uphold the legal rights of families; and work to actively engage and empower families as partners in the education of the learner.

Program Guide (PDF)

Candidates will:

1. utilize knowledge of medical aspects and implications for learning for individuals with developmental disabilities and ASD, recognizing the core and associate characteristics, as well as the ethical implications and obligations related to such diagnoses; coexisting conditions and ranges; sensory challenges; speech, language, and communication capabilities; and adaptive behavior needs of such individuals, while utilizing the effect of theory of mind, central coherence, executive function, neurological differences, and self-regulation on learning and behavior.
2. plan and implement instruction and related services for general education and for independent life skills and adaptive behavior in environments that are both age- and ability- appropriate, encouraging social participation across environments and basing specialized instruction on learner characteristics, interests, and ongoing assessment.
3. utilize evidence-based programs to provide pragmatic language instruction which facilitates social skills and includes strategies to avoid and repair miscommunications, including benefits of low- through high- technology supports across all areas of development and the criteria for evaluating effectiveness of interventions and strategies.
4. demonstrate understanding of and utilize specialized terminology used in assessment of individuals with developmental disabilities and ASD, including environmental assessments, assessments of core areas of the individual’s disability, individual strengths, skills, and learning styles, and functional behavior assessments which will lead to the development of behavior support plans, while selecting, adapting, and using assessment tools and methods in an unbiased manner which accommodate the abilities and needs of each individual being assessed, and developing strategies for monitoring and analyzing challenging behavior and its communicative intent, and then sharing thorough profiles of such individuals with families and current/future educational teams, articulating awareness of and the effects of mental health disorders on such individuals.
5. implement instructional programs that match the changing needs of the individual, promote effective communication skills, use proactive strategies and positive behavioral supports, involve students in the transition planning process, provide instruction in community-based settings and in physical environments structured for optimal learning, utilize student strengths to reinforce and maintain social skills, and include independent functional life skills and adaptive behavior.
6. demonstrate knowledge of definitions and issues related to identification of individuals with developmental disabilities and ASD, the effects of core and associated characteristics of such individuals, the continuum of placement and services available, the historical foundations and classic studies, trends and practices in the field, theories of behavior, perspectives held by individuals, social and ethical issues affecting education, and concepts of self-determination, self-advocacy, community, and family support, and their impact; remain informed of current research, legislation, and debate concerning developmental disabilities and ASD and interpret and relay research findings in layperson terms; teach others to actively engage individuals with developmental disabilities and ASD in individualized education and life planning, to use their individual strengths to reinforce and maintain skills, to model use and implementation of assistive technology and augmentative or alternative communication to aid in communication and engagement, to teach unstated rules and customs of social behavior, and provide professional service through leadership in the field and in professional organizations.
7. collaborate with services, networks, and organizations, as well as other team members, to support and interact with individuals with developmental disabilities and ASD, connecting families and professionals to educational and community resources; plan individual transition to adulthood that includes full community participation and issues such as sexuality, helping families to participate in informed and nonjudgmental decisions about interventions and life planning; promote high expectations in both staff and students; provide structure, ongoing training, and support for both families and staff while respecting individual family culture, dynamics and values; oversee and monitor routines, schedules, and sequences of events and activities; and act as a positive role model.

Program Guide (PDF)

Candidates will:

1. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include change process, data use, technology, equity, diversity, digital citizenship, and community.
2. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
3. demonstrate the understanding and capacity to promote and advocate for the social emotional well-being of each student and adult, and promote the current and future success of each student and adult, by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
4. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying emerging knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent instructional leadership, including: leading change; curriculum; instruction; assessments; support systems; technology integration; and data systems.
5. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage, communicate, and intentionally collaborate with families, community members, business leaders, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
6. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to lead change, improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
7. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a transformational collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

Program Guide (PDF)

Candidates will:

1. demonstrate the understanding and systemic capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include change process, data use, technology, values, equity, diversity, digital citizenship, and community.
2. demonstrate the understanding and systemic capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms and culture.
3. demonstrate the understanding and capacity to promote and advocate for the social emotional well-being of each student and adult, and promote the current and future success of each student and adult, by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
4. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying emerging knowledge, skills, and commitments necessary to evaluate, design, cultivate, and implement coherent instructional leadership including: leading change; curriculum; instruction; assessments; support systems; technology integration; and data systems throughout the district.
5. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and engage, communicate, and intentionally collaborate with families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
6. demonstrate the understanding and capacity to promote the current and future success and well-being of each student and adult by adapting and applying the knowledge, skills, and commitments necessary to lead change, develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.
7. demonstrate the understanding and capacity to promote the present and future success and well-being of students and district personnel by adapting and applying the knowledge, skills, and commitments necessary to cultivate relationships; lead district transformation, collaborative decision making, and governance; and, represent and advocate for district needs in broader policy conversations.

Program Guide (PDF)

Candidates will:

1. Plan, provide, and evaluate effective technology integration to create equitable and ongoing access to high-quality learning.
2. Lead and support the use of technology to meet the needs of all learners.
3. Collect and analyze student data to assist in making instructional decisions.
4. Build and maintain a supportive professional learning network with other educators.
5. Model and promote digital citizenship to support students and educators.

Program Guide (PDF)

Candidates will:

1. demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
2. use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
3. understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
4. demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
5. meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
6. demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
7. complete supervised, integrated, extended practica/clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in school-based setting(s); supervision includes observation and ongoing feedback by qualified supervisors.

Program Guide (PDF)

Candidates will:

1. model leadership and best practices throughout the school community to develop an effective school library program and serve as an advocate for student learning in support of career and technical education.
2. participate with members of the school community to develop district and school building level policies, practices, and curricula to guide student learning in content areas including instruction of information and technology literacy.
3. model the use of information and technology literacy skills and promote their importance in the curriculum as foundational learning tools.
4. effectively use instructional practices to teach students to become enthusiastic readers, critical thinkers, skillful researchers, and ethical users of information.
5. use principles of effective teaching and learning to create an active, inquiry-based learning environment.
6. manage and administer the school library and advocate for the success of its educational program in collaboration with building and district colleagues.

Program Guide (PDF)

Candidates will:

1. demonstrate knowledge of language as a system, including phonology, morphology, syntax, pragmatics and semantics, in order to support ELLs as they acquire receptive and productive skills, English language proficiency and literacy in the content areas.
2. demonstrate knowledge of theories and research in language acquisition, including the role native literacy plays in SLA, and apply appropriate instructional strategies for effectively increasing English language proficiency and literacy in the content areas.
3. demonstrate knowledge of the cultural dynamics of themselves, individual learners, school, and community and their influence on classroom practice and learning.
4. have knowledge and understanding of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
5. have knowledge of and effectively implement a variety of research-based pedagogy for the differentiation of classroom instruction in order to meet grade-level content and language standards.
6. demonstrate understanding of language proficiency and content-based assessments. They know and can use a variety of language proficiency instruments and content-based assessments to evaluate language and academic growth, to guide instruction and communicate results. Candidates demonstrate understanding of assessment issues impacting ELLs.
7. demonstrate knowledge of history, educational public policy and current research in the field of ESOL. Candidates are involved in professional growth opportunities and apply knowledge gained to inform teaching and learning.

Program Guide (PDF)

• Child Development and Learning: Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They understand and value learner differences. They use their understanding of young children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each learner.
• Content Knowledge: Candidates understand the central concepts, tools of inquiry and structures of the discipline he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Application of Content Knowledge: Candidates understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Observing, Documenting, and Assessing to Support Young Learners and Families: Candidates prepared in early childhood B - K degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of each and every learner.
• Planning for Instruction: Candidates prepared in early childhood B – K degree programs use their knowledge of pre-academic / academic disciplines to design, implement and evaluate experiences that promote positive development and learning for every learner.
• Using Developmentally Effective Strategies: Candidates in early childhood B - K degree programs understand that teaching and learning with young learners is a complex enterprise, and its details vary depending on learners’ ages, characteristics, and the settings within which teaching and learning occur. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect learners and families and positively influence each and every learner’s development and learning.
• Professional and Ethical Practice: Candidates prepared in early childhood B - K degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledge, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. They engage in structured appropriate early field experiences at all levels (B-2, 3-5, and kindergarten) in a variety of settings (kindergarten; childcare centers and homes/early intervention services, community agency programs).
• Leadership and Collaboration: Candidates prepared in early childhood B-K degree programs understand that successful early childhood education depends upon collaborative partnerships. They know about, understand, and value the importance and complex characteristics of learners’ families and communities and respect families as the primary decision-maker for their learners. They use this understanding to create respectful, reciprocal, and culturally sensitive relationships that support and empower families, and to involve all families in their learners’ development and learning.

Program Guide (PDF)

The FCS student will:

• develop a comprehensive and holistic knowledge base for a career in a chosen Family and Consumer Sciences specialty.
• demonstrate the skills and values necessary for applying the FCS knowledge base to communicating with children and adults and working with individuals and groups.
• acquire the knowledge base for the nine core areas in Family and Consumer Sciences. (The Family, Human Development, Consumer Economics and Resource Management, Nutrition, Food Science and Wellness, Textiles and Apparel, Housing and Living Environments, Careers, Community and Family.)

Program Guide (PDF)