Knowledge and skills for teachers of individuals who are deaf or hard of hearing

maintain mutually agreed upon standards for teachers of children who are deaf and hard of hearing. This article presents the newly developed and validated standards of knowledge and skills for teachers who are working on advanced prepara-tion in their programs in deaf education. This is the third article in a set of companion pieces describing the process and outcomes of the most recent rounds of development, validation, and revalidation. Keywords: deaf; hard of hearing; exceptionalities; evidence-based practices; professional policy; licensure; certification This is the third in a three-piece series of articles onthe most recent efforts to develop standards of knowledge and skills for teacher preparation programs in deaf education (for the first article, see Easterbrooks & Putney, 2008 [this issue]; for the second, see Easterbrooks, 2008 [this issue]). The first article docu-ments the processes and procedures followed over a multiyear effort. The second article presents the initial set of standards, which pertain to beginning teachers; also presented is the evidence base upon which the stan-dards were built. This article presents the standards fo