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Director of Special
Education and Pupil Services |
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The Director of Special
Education and Pupil Services will demonstrate
knowledge of and
skills in: |
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Wisconsin Standard |
Core Competency |
Licensure Competency |
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1.
Historical, theoretical and legal foundations of
special education and pupil services including: |
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School Law: Special Needs (1) |
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Historical
and evolving special education laws, regulations, and
policies and procedures that effect the lives of
children with disabilities and their families. |
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School Law: Special Needs |
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Models,
theories and philosophies that provide the basis for
general and special educational systems. |
Leadership (4) |
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Organizational and systems theory including political
and economic issues that effect policy development
within state and local education agencies and across
other service systems. |
Leadership (3, 4) |
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Federal,
state, and local education reform initiatives and their
requirements for both general and special education. |
Curriculum (7) |
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Legal
responsibility with regard to school-based counseling,
psychological, social work, and nursing services
including the children’s code under Wis. Stats., Chapter
48. |
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School Law: Special Needs |
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2.
The characteristics of learners including: |
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Current
legal and policy issues surrounding assessment and
accountability related to children at risk and children
with disabilities. |
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School Law: Special Needs |
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Characteristics, appropriate use, and interpretation of
various types of education-related assessments,
including but not limited to norm-referenced, informal,
and performance-based portfolio. |
Research |
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3.
Assessment and diagnosis practices including: |
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Current
legal and policy issues surrounding assessment and
accountability related to children at risk and children
with disabilities. |
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School Law: Special Needs |
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Characteristics, appropriate use, and interpretation of
various types of education-related assessments,
including but not limited to norm-referenced, informal,
and performance-based portfolio. |
Curriculum (9)
Research |
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4.
Instructional content and practice including: |
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General
education curriculum theory, models, and implications
for child at risk and children with disabilities |
Curriculum (1-9) |
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General
education curriculum theory, instruction, and how
special education and related services support student
access to the general education curriculum. |
Curriculum (1-9) |
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5.
Planning and managing the educator and learning
environment including: |
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Research
methods and knowledge about issues and trends to improve
practice in schools and classrooms. |
Research |
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Coordination of curriculum and instructional programs
and practice strategies that facilitate the seamless
movement of students from early childhood into K-12
environments and from school to post-secondary settings. |
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Administration and Supervision of Special Education
Programs (6, 7)
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Organization, development and management of
collaborative and mutually supportive pupil services and
special education programs within educational settings. |
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Pupil Services Administration |
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Program
evaluation models, processes and accountability systems. |
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Administration and Supervision of Special Education
Programs (9) |
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Leadership
and human resources management including recruitment,
personnel assistance and development, on-going
supervision and evaluation of personnel, sites and
district services related to learning outcomes for all
students. |
Human Resources |
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Federal,
state and local fiscal and taxation policies related to
education and other social and health agencies. |
Finance |
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The
educator standards under s. PI 34.02 |
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See
PI34 matrix |
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Minority
group relations under s. PI 34.15 (4-c) |
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Special Seminar Work |
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6.
Managing student behavior and social
skills/interactions including: |
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Federal,
state and local policies and procedures governing the
discipline of all students and the implications for
child at risk and children with disabilities. |
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School Law: Special Needs |
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Knowledge
of legal and ethical issues surrounding use of various
forms of behavior and social skills management
procedures for children at risk and children with
disabilities. |
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School Law: Special Needs |
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7.
Communication and collaboration partnerships including: |
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Interacting successfully with students, parents,
educators, employers, and community support systems such
as juvenile justice, public health, vocational
rehabilitation, human services, and early childhood and
adult education. |
School-Community Relations |
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Approaches
for involving parents, family, and community members in
educational planning, implementation, and evaluation. |
School-Community Relations |
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The roles
of parents and various advocacy organizations as they
support children at risk and children with disabilities
and their families. |
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Administration and Supervision of Special Education
Programs (6, 7, 8, 9) |
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8.Professional and ethical practices including |
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The
professional ethics and social behaviors appropriate for
school and community. |
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Throughout program
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Interpersonal communication, intergroup communication,
and public communication both oral and written. |
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Throughout program
School-Community
Relations |
