Standards for Professional Educators
UW-La Crosse Teacher Education Programs meet the Wisconsin Teacher Educator Standards (WTES). Special Education Candidates meet the Council for Exceptional Children (CEC) Professional Standards through certification coursework.
Wisconsin Teacher Educator Standards
Knowledge, Skills, and Dispositions
(K, S, Ds)
Council for Exceptional Children
(CEC) Professional Standards
Cross-Categorical Knowledge and Skill Sets by standard
doc; scroll down to
"Individualized General Education Curricula" link)
CEC Standard Principle Statement Descriptions
Standard #1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.
Standard #2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students and understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs.
Standard #3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life, and provide individualized instruction for meaningful and challenging learning for individuals with exceptional learning needs.
Standard #4: Instructional Strategies
Special educators select, adapt, and use evidence-based instructional strategies to enhance the learning of critical thinking, problem-solving, and performance skills of individuals with exceptional learning needs with an emphasis on self-determination skills.
Standard #5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety, acceptance and emotional well-being. Special educators help their general education colleagues include individuals with exceptional learning needs in general education environments and engage them in meaningful learning activities and interactions.
Standard #6: Language
Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators are familiar with augmentative, alternative and assistive technologies to support and enhance communication of individuals with exceptional needs.
Standard #7: Instructional Planning
Special educators develop long-range individualized instructional plans anchored in both general and special education curricula and systematically translate these individualized plans into carefully selected shorter-range goals and objectives. Special educators emphasize explicit modeling and efficient guided practice to assure acquisition and fluency and modify instruction based on ongoing analysis of the individual’s learning progress.
Standard #8: Assessment
Special educators understand measurement theory, practices, legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs including those from culturally and linguistically diverse backgrounds.
Standard #9: Professional and Ethical Practice
Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices and are aware of their own limits of practice and practice within them.
Standard #10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.
Updated: July 2013