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Cleveland State University - College of Education - Conceptual Model and the Council for Exceptional Children Standards

The Teacher As A Responsive, Reflective Professional: A Partner In Learning

Course number and title_________________________________________________________________

The table below lists the program outcomes for the College of Education teacher education model. They are followed by the standards of the Council for Exceptional Children that are which guide programs in the preparation of teachers in Special Education. Your instructor has indicated with a code of E, D, RA, or N how this course prepares you for these outcomes.

Program Outcomes
E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus
Code
1. COE Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice [Knowledge Base: Professionalism]
CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge base: Professionalism].

2. COE Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live [Knowledge Base: Contextualism]
CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies, which continue to influence the education and treatment of individuals with exceptional needs both in school and society [Knowledge base: Professionalism, Contextualism].

3. COE Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person [Knowledge Base: Inquiry]
CEC
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