| (21) develops and implements communication systems
appropriate to the mode and developmental level of the learner who
is DeafBlind.
(i) Professional Conduct and Leadership. The teacher
of students who are DeafBlind understands teaching as a profession,
maintains standards of professional conduct, adheres to ethical and
equitable practices, and provides leadership to improve students'
learning and well-being. The teacher of students who are DeafBlind:
(1) understands special education laws as they relate
to students who are DeafBlind;
(2) understands how appropriate placement and services
are determined for students who are DeafBlind;
(3) understands how appropriate service intensity is
determined;
(4) understands the professional code of ethics for
special educators and how it applies to his/her role;
(5) advocates for learners who are DeafBlind and their
families to obtain high-quality services ranging from early intervention
to transition to adult services;
(6) serves as the team lead for the entire instructional
team, including family members, to facilitate education, support,
and collaboration in the areas unique to DeafBlindness;
(7) demonstrates professional ethics and etiquette
across all settings; and
(8) demonstrates cultural competence across all settings.
(j) Reflection and Professional Growth. The teacher
of students who are DeafBlind is a reflective practitioner who has
knowledge of systems, available resources, organizations, and services
for students who are DeafBlind; who continually evaluates how teacher
choices and actions affect learners, family members, and other professionals
in the learning community; and who actively seeks ongoing opportunities
to grow professionally. The teacher of students who are DeafBlind:
(1) understands local, regional, state, and national
initiatives related to the field of DeafBlindness;
(2) understands the role of communities of practice
in enhancing professional growth;
(3) understands the professional organizations related
to the field of DeafBlindness and the benefits of memberships therein;
(4) understands the importance of professional development
and its positive impact on effective practice;
(5) understands the value of ongoing reflection as
a practice to improve instructional effectiveness;
(6) participates in local, regional, state, and national
efforts related to the field of DeafBlindness;
(7) connects with other professionals within the field
of DeafBlindness through a variety of sources, including professional
organizations that focus on DeafBlindness;
(8) joins communities of practice related to the field
of DeafBlindness;
(9) participates in professional development opportunities
and applies the information to his or her practice; and
(10) regularly utilizes self-evaluation and intentional
reflection on instructional practices and adjusts strategies accordingly.
|
