You may consider the CEC Special Education Professional Practice Standards (CEC-SEPPS), Georgia Code of Ethics for Educators (GCE), and Dispositions Rubric Professional and Behavioral Studies (PBDR) from the State University of West Georgia, as three distinctly separate tools, but there are inevitable connections between them. These connections reside primarily in the CEC Standards for Special Education Professional Practice: 1.0 Teaching and Assessment, 3.0 Professional Development, and 4.0 Professional Colleagues along with the GCE Standard 4-Honesty. These standards are echoed in the PBDR in concerns of collaboration, professionalism, and the belief that everyone can learn. Exemplifying compliance with these standards and concerns demonstrates an educator's character and indicates his or her willingness to enter the teaching profession as a truly qualified educator. An educator who cares about collaboration, according to the PBDR, is one who “always participates as expected” and “seeks to build collaboration with other professionals” (PBDR). The CEC Special Education Professional Practice Standards echo this concern in the 3.0 Professional Development and 4.0 Professional Colleagues standards. Both address a special educator's willingness to collaborate with "professional colleagues from other disciplines" (CEC-SEPPS 4.1), "colleagues from other agencies (CEC-SEPS 4.3)" or with "professional colleagues from general and special education" ( CEC -SEPPS 4.4). CEC-SEPPS extends collaborative activities to participate “in supervised systematic field experiences for candidates in preparation programs” (CEC-SEPPS 3.5) and also “as mentors for other special educators” (CEC-SEPPS 3.6). The inherent message... middle of paper... concerns, and many others, outlined in the CEC Special Education Standards of Professional Practice and the Georgia Code of Ethics for Educators, are echoed in the Professional Dispositions and Conduct Rubric from West Georgia State University for Advanced Special Education Programs. These three tools provide a framework to which prep program candidates, teachers, and administrators can return for problem solving, growth, and professional development. This framework not only encompasses concerns of collaboration, professionalism, and the belief that all can learn, but also safeguards the integrity of the field of education and ensures that students can receive an education in an environment that makes every effort to “respect the culture, dignity and fundamental human rights of individuals with exceptions" (CEC-SEPPS 1.7).