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University of Rochester Warner School of Education
Portfolio Inclusion (2014 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
 
1. Content Principle
For each principle, based on the narrative and artifacts provided by the candidate, please first evaluate the extent to which the candidate has demonstrated the desired level of proficiency with respect to each of the CEC standards and then provide an overall score for each group of CEC standards.

For your evaluation, please use the following rubrics and report your scores in the table below:  
1. Insufficient – i.e., you did not find evidence that the candidate has the necessary content knowledge in this area.
3. Basic proficiency – i.e., you found evidence that the candidate has at least the minimum content knowledge in this area.
4. Outstanding performance – i.e., you found evidence that the candidate has a solid background in this area.
CEC 2012P 3 Curricular Content Knowledge Overall
CEC 2012P 3.0 Curricular Content Knowledge Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
CEC 2012P 3.1 Content connections Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities
CEC 2012P 3.2 Teacher role in instruction Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities
 
2. Learning Principle
CEC 2012P 1 Learner Development and Individual Learning Differences Overall
CEC 2012P 1.0 Learner Development and Individual Learning Differences Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
CEC 2012P 1.1 Response to student diversity / Culturally responsive teaching Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
 
3. Equity Principle
CEC 2012P 1 Learner Development and Individual Learning Differences Overall
CEC 2012P 1.0 Learner Development and Individual Learning Differences Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
CEC 2012P 1.2 Developmental needs of students Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
CEC 2012P 6 Professional and Ethical Practice. Overall
CEC 2012P 6.3 Understanding diversity Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
 
4. Pedagogy Principle
CEC 2012P 3 Curricular Content Knowledge Overall
CEC 2012P 3.3 Adaptations and modifications Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities
CEC 2012P 5 Instructional Planning and Strategies Overall
CEC 2012P 5.1 Use of evidence-based strategies Beginning special education professionals consider an individual's abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
CEC 2012P 5.2 Resources and materials Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
CEC 2012P 5.5 Understandings of language development Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
CEC 2012P 5.6 Individualized instructional planning Beginning special education professionals teach to mastery and promote generalization of learning.
CEC 2012P 5.7 Teach Cross-disciplinary skills Beginning special education professionals teach cross-disciplinary and skills such as critical thinking and problem solving to individuals with exceptionalities.
 
5. Learning Community Principle
CEC 2012P 2 Learning Environments Overall
CEC 2012P 2.0 Learning Environments Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
CEC 2012P 2.1 Classroom environment management / planning Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
CEC 2012P 2.2 Student engagement Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
CEC 2012P 2.3 Monitoring and response to student behavior Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
 
6. Communication Principle
CEC 2012P 1 Learner Development and Individual Learning Differences Overall
CEC 2012P 1.2 Developmental needs of students Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
CEC 2012P 5 Instructional Planning and Strategies Overall
CEC 2012P 5.3 Use of AAC and / or Assistive Technology Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
CEC 2012P 5.4 Cross-disciplinary knowledge, critical and creative thinking, and problem solving skills Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities
 
7. Planning Principle
CEC 2012P 5 Instructional Planning and Strategies Overall
CEC 2012P 5.0 Use of evidence-based strategies Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
CEC 2012P 5.1 Use of evidence-based strategies Beginning special education professionals consider an individual's abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
CEC 2012P 5.5 Understandings of language development Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
 
8. Assessment Principle
CEC 2012P 4 Assessment. Overall
CEC 2012P 4.0 Assessment Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
CEC 2012P 4.1 Types of assessments Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
CEC 2012P 4.2 Student progress monitoring Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
CEC 2012P 4.3 Using data to plan instruction Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
CEC 2012P 4.4 Quality Learning and Performance Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
 
9. Professional Practice Principle
CEC 2012P 6 Professional and Ethical Practice. Overall
CEC 2012P 6.0 Professional Learning and Ethical Practice Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
CEC 2012P 6.1 Legal and ethical issues Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
CEC 2012P 6.2 The field as a discipline Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
CEC 2012P 6.4 Advocacy and mentoring Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
CEC 2012P 6.5 Professional development Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring
CEC 2012P 6.6 Ethical practice Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
 
10. Community Principle
CEC 2012P 7 Collaboration. Overall
CEC 2012P 7.0 Collaboration Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
CEC 2012P 7.1 Positive relationships Beginning special education professionals use the theory and elements of effective collaboration.
CEC 2012P 7.2 Working with families Beginning special education professionals serve as a collaborative resource to colleagues.
CEC 2012P 7.3 Collaboration Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
 
Notes: