ACEI.1
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Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation.
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ACEI.2.a
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...Central concepts, tools of inquiry, and structures of content--Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students' competence in subject matter and skills for various developmental levels
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ACEI.3.a
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...Integrating and applying knowledge for instruction-Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community
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ACEI.3.b
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...Adaptation to diverse students--Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students
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ACEI.3.c
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...Development of critical thinking, problem solving, performance skills--Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills
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ACEI.3.d
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...Active engagement in learning--Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments
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ACEI.4
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ASSESSMENT for instruction--Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
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ACEI.5.a
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...Practices and behaviors of developing career teachers-Candidates understand and apply practices and behaviors that are characteristic of developing career teachers
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ACEI.5.b
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...Reflection and evaluation-Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally
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ACEI.5.d
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...Collaboration with colleagues and the community-Candidates foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being.
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ACTFL.3.b
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Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.
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ACTFL.4.b
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Candidates integrate the Standards for Foreign Language Learning in the 21st Century and their state standards into language instruction.
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ACTFL.5.a
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Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures.
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ACTFL.5.b
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Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.
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ACTFL.5.c
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Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.
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ACTFL.6
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STANDARD: Professionalism
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INTASC.1
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STANDARD: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
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INTASC.1.A
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K: The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
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INTASC.1.B
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K: The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
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INTASC.1.C
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K: The teacher can relate his/her disciplinary knowledge to other subject areas.
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INTASC.1.F
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D: The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
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INTASC.1.G
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D: The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline.
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INTASC.1.H
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P: The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
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INTASC.1.I
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P: The teacher can represent and use differing viewpoints, theories, 'ways of knowing' and methods of inquiry in his/her teaching of subject matter concepts.
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INTASC.2
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STANDARD: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
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INTASC.2.A
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K: The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning.
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INTASC.2.B
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K: The teacher understands that students' physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.
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INTASC.2.D
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D: The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
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INTASC.2.E
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D: The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.
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INTASC.2.F
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P: The teacher assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
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INTASC.2.G
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P: The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
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INTASC.2.H
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P: The teacher accesses students' thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.
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INTASC.3
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STANDARD: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
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INTASC.3.A
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K: The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as the basis for growth.
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INTASC.3.F
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D: The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
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INTASC.3.K
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P: The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs.
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INTASC.3.L
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P: The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.
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INTASC.3.Q
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P: The teacher creates a learning community in which individual differences are respected.
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INTASC.4
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STANDARD: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
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INTASC.4.A
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K: The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.
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INTASC.4.B
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K: The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction).
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INTASC.4.D
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D: The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.
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INTASC.4.E
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D: The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.
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INTASC.4.F
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P: The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests).
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INTASC.4.G
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P: The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help student assume responsibility for identifying and using learning resources.
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INTASC.4.H
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P: The teacher constantly monitors and adjusts strategies in response to learner feedback.
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INTASC.4.I
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P: The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
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INTASC.4.J
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P: The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.
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INTASC.5
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STANDARD: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
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INTASC.5.A
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K: The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.
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INTASC.5.E
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K: The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated.
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INTASC.5.J
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D: The teacher is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development for each student.
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INTASC.7
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STANDARD: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
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INTASC.7.A
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K: The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.
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INTASC.7.B
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K: The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.
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INTASC.7.C
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K: The teacher knows when and how to adjust plans based on student responses and other contingencies.
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INTASC.7.D
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D: The teacher values both long term and short term planning.
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INTASC.7.G
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P: As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students' prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
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INTASC.7.H
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P: The teacher plans for learning opportunities that recognize and address variation in learning styles and performance modes.
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INTASC.7.I
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P: The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.
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INTASC.8
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STANDARD: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
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INTASC.8.E
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D: The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
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INTASC.8.F
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P: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.
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INTASC.8.I
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P: The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.
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INTASC.8.J
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P: The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
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INTASC.8.K
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P: The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.
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INTASC.9
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STANDARD: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
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INTASC.9.A
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K: The teacher understands methods of inquiry that provide him/her with a variety of self- assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.
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INTASC.9.B
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K: The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).
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INTASC.9.C
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D: The teacher values critical thinking and self-directed learning as habits of mind.
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INTASC.9.D
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D: The teacher is committed to reflection, assessment, and learning as an ongoing process.
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INTASC.9.E
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D: The teacher is willing to give and receive help.
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INTASC.9.F
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D: The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students.
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INTASC.9.H
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P: The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
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INTASC.9.I
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P: The teacher seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.
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INTASC.9.J
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P: The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.
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NAEYC-INI.3b
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> Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
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NAEYC-INI.3c
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> Understanding and practicing responsible assessment
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NAEYC-INI.4
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STANDARD: TEACHING AND LEARNING -- Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all young children.
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NAEYC-INI.5a
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> Identifying and involving oneself with the early childhood field
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NAEYC-INI.5c
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> Engaging in continuous, collaborative learning to inform practice
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NAEYC-INI.5d
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> Integrating knowledgeable, reflective, and critical perspectives on early education
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NAEYC-INI.5e
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> Engaging in informed advocacy for children and the profession.
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NCSS.1.1
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THEME ONE -- Culture and Cultural Diversity: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Culture and Cultural Diversity. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of culture and cultural diversity.
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NCSS.1.5
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THEME FIVE -- Individuals, Groups and Institutions: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individuals, Groups, and Institutions. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of interactions among Individuals, Groups, and Institutions.
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NCSS.1.9
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THEME NINE -- Global Connections: Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Global Connections. Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence.
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NCTE.
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NCTE.1.2
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...gain knowledge and skills through on-campus and field experiences designed to promote knowledge of theory and practice in English language arts;
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NCTE.2.3
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...engage in reflective practice and pursue continued professional growth and collaboration with colleagues;
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NCTE.3.2
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The program prepares the candidate in the practices of oral, visual, and written literacy; as a result...
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NCTE.3.7.1
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...use major sources of research and theory (i.e., books, periodicals, reports, proceedings of professional conferences, videotapes, electronic and non-electronic data bases) to understand the relationship between research and practice;
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NCTE.3.7.2
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...use teacher-researcher models of classroom inquiry;
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NCTE.4.1
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...examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software which support the teaching of English language arts;
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NSTA.1.D
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...Apply mathematics in problem-solving and scientific investigation.
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NSTA.10.C
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...Engage in reflective practices and make continuous efforts to improve in practice.
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