District of Columbia Standards for Post‐Baccalaureate Non ... · post‐baccalaureate,...

DistrictofColumbiaStandards

for

Post‐BaccalaureateNon‐Degree

EducatorPreparationPrograms

DivisionofElementaryandSecondaryEducationEducatorLicensureandAccreditation

810FirstStreet,NE,FifthFloorWashington,DC20002

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TableofContents

Section I - Introduction 3

Section II - Organizational Standards 4 Standard 1 – Candidate Knowledge, Skills and Professional Dispositions 5 Standard 2 – Assessment System and Organizational Evaluation 7 Standard 3 – Field Experiences 8 Standard 4 – Diversity 10 Standard 5 – Faculty Qualifications, Performance and Development 12 Standard 6 – Organizational Governance and Resources 14

Section III – Subject Area Program Standards 15 Art 16

Biology (Secondary) 18 Computer Science 26 Early Childhood Education 30 Educational Administration 36 Elementary Education 42 English as a Second Language 51 General Science (Secondary) 56 Health and Physical Education 65 Mathematics (Elementary Grades) 76 Mathematics (Middle Grades) 80 Modern Foreign Language 85 Music 92 Physics (Secondary) 95 Chemistry (Secondary) 103 English/Language Arts (Secondary) 112 Mathematics (Secondary) 116 Social Studies (Secondary) 121 Special Education (Non-Categorical) 133

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I.Introduction

ThisdocumentpresentstheDistrictofColumbia’sstandardsfororganizationsandinstitutionsseekingStateaccreditationasprovidersofstate‐onlyteacherpreparationprograms.Standardsforthespecificsubjectareaprogramsofferedbytheseorganizationsandinstitutionsarealsopresentedherein.Thestandardsinthisdocumentarespecificallyintendedforinstitutionsandorganizationswhichprovidepost‐baccalaureate,non‐degreeeducatorpreparationprograms,andwhichpreparepractitionersatthe“initiallicensure”orcertificationlevel.OrganizationsandinstitutionswhichdemonstratethattheymeettheOrganizationalStandardsandtheSubjectAreaProgramStandardsfortheprogramstheyofferwillbeeligibletorecommendteacherand/oradministratorcandidatesforlicensureintheDistrictofColumbia.InaccordancewiththeproceduresandrequirementspublishedintheRequestforApplications‐State‐ApprovedEducatorPreparationPrograms,organizationsandinstitutionsseekingStateaccreditationthroughthisprocessshallprovideadetaileddescriptionandevidenceofhowtheywillmeetthesestandardsinpreparingeducatorsinthedisciplinesforwhichtheapplicantorganizationisapplyingforapproval.OrganizationsapplyingforapprovalofprogramsinEducationalAdministrationandLeadershipshallprovideadetaileddescriptionofhowtheywillpreparecandidatesforschoolleadershippositions.TheDistrictofColumbiaOfficeoftheStateSuperintendentofEducation(OSSE)recognizesandencouragesmultiplepathwaystoteacherpreparationandwelcomesthoseenthusiasticaboutteachingtheDistrictofColumbia’schildren—whatevertheircurrentprofessionalexperience—intothecommunityofeducationalpractice.OSSEhonorsthecommitmentthatdrawssomanytalentedpeopleintothisfield,andweareconfidentthattheseandotherprofessionalstandardswillhelpfosteraunifiedvisionofexcellenceintheDistrictofColumbia,withavarietyofwell‐designedprofessionalpathwaysintotheeducationprofession.

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II.OrganizationalStandards

Institutions and organizations seeking State‐OnlyAccreditation and approval for post‐baccalaureate non‐degree programs that prepare and recommendcandidates for licensure as teachers and administratorsshall be required to demonstrate that they meet thefollowing organizational standards. The Standards thatfollow are an adapted version of the 2007 ProfessionalStandardsoftheNationalCouncilfortheAccreditationofTeacherEducation(NCATE).

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OrganizationalStandard1

CandidateKnowledge,SkillsandProfessionalDispositionsCandidatespreparingtoworkinschoolsasteachersorotherschoolprofessionalsknowanddemonstratethecontentknowledge,pedagogicalcontentknowledgeandskills,pedagogicalandprofessionalknowledgeandskills,andprofessionaldispositionsnecessarytohelpallstudentslearn.Assessmentsindicatethatcandidatesmeetprofessionalandstatestandards.

Description Indicator

1a.PedagogicalContentKnowledgeandSkillsforTeacherCandidates

Eightypercentormoreoftheorganization’sprogramcandidatespassthestate’scontentexaminationsforlicensurepriortoprogramentry.Teachercandidates:• Knowthecontentthattheyplantoteach• Canexplainimportantprinciplesandconceptsdelineatedin

professionalandstatestandards.• Understandtherelationshipofcontentandcontent‐specificpedagogy

delineatedinprofessionalandstatestandards.• Haveabroadknowledgeofinstructionalstrategiesthatdrawsupon

contentandpedagogicalknowledgeandskillsdelineatedinprofessionalandstatestandardstohelpallstudentslearn.

• Facilitatestudentlearningofthecontentthroughpresentationofthecontentinclearandmeaningfulwaysandthroughtheintegrationoftechnology.

• Areabletoselectanduseabroadrangeofinstructionalstrategiesandtechnologiesthatpromotestudentlearningandareabletoclearlyexplainthechoicestheymakeintheirpractice.

1b.ProfessionalandPedagogicalKnowledgeandSkillsforTeacherCandidates

Teachercandidates:• Canapplytheprofessionalandpedagogicalknowledgeandskills

delineatedinprofessional,state,andinstitutionalstandardstofacilitatelearning.

• Haveathoroughunderstandingofandconsidertheschool,family,andcommunitycontextsinwhichtheyworkandthepriorexperienceofstudentstodevelopmeaningfullearningexperiences.

• Knowmajorschoolsofthoughtaboutschooling,teaching,andlearning.

• Areabletoanalyzeeducationalresearchfindingsandincorporatenewinformationintotheirpracticeasappropriate.

• Reflectontheirpracticeandareabletoidentifytheirstrengthsandareasofneededimprovement.

• Engageinprofessionalactivities.• Collaboratewithmembersoftheprofessionalcommunitytocreate

meaningfullearningexperiencesforallstudents.• Areawareofcurrentresearchandpoliciesrelatedtoschooling,

teaching,learning,andbestpractices.• Areabletoanalyzeeducationalresearchandpoliciesandcanexplain

theimplicationsfortheirownpracticeandfortheprofession.

1c.StudentLearningfor Teachercandidates:

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TeacherCandidates

• Assessandanalyzestudentlearning,makeappropriateadjustmentstoinstruction,andmonitorstudentprogress.

• Focusonstudentlearning.• Areabletodevelopandimplementmeaningfullearningexperiences

forstudentsbasedontheirdevelopmentallevelsandpriorexperience.• Analyzestudent,classroom,andschoolperformancedataandmake

datadrivendecisionsaboutstrategiesforteachingandlearningsothatallstudentslearn.

• Areawareofandutilizeschoolandcommunityresourcesthatsupportstudentlearning.

1d.KnowledgeandSkillsforOtherSchoolProfessionals

Candidatesforotherprofessionalschoolroleshaveanadequateunderstandingoftheknowledgeexpectedintheirfieldsanddelineatedinprofessional,state,andinstitutionalstandards.Candidates:• Knowtheirstudents,families,andcommunities;• Usedataandcurrentresearchtoinformtheirpractices;• Usetechnologyintheirpractices;• Supportstudentlearningthroughtheirprofessionalservices.• Knowandimplementstateandfederaleducatorqualityrequirements.

1e.StudentLearningforOtherSchoolProfessionals

Candidates:• Areabletocreatepositiveenvironmentsforstudentlearning.• Understandandbuilduponthedevelopmentlevelsofstudentswith

whomtheywork;thediversityofstudents’familiesandcommunities;andthepolicycontextswithinwhichtheywork.

1f.ProfessionalDispositionsforAllCandidates

Candidates:• Demonstrateclassroombehaviorsthatareconsistentwiththeidealof

fairnessandthebeliefthatallstudentscanlearn.• Workwithstudents,families,colleaguesandcommunitiesreflectthese

professionaldispositions.

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AssessmentSystemandOrganizationEvaluationTheorganizationhasanassessmentsystemthatcollectsandanalyzesdataonapplicantqualifications,candidateandcompleterperformance,andorganizationoperationstoevaluateandimprovetheperformanceofcandidates,theorganization,anditsprograms.


2a.AssessmentSystem

Theorganizationhas:• Anassessmentsystemthatreflectstheoverallorganization’s

designandvision,andprofessionalandstatestandards.• Asystemthatincludescomprehensiveandintegratedassessment

andevaluationmeasurestomonitorcandidateperformanceandmanageandimprovetheorganization’soperations.

• Takeneffectivestepstoeliminatebiasinassessmentsandisworkingtoestablishthefairness,accuracy,andconsistencyofitsassessmentproceduresandorganization’soperations.

• Decisionsaboutcandidateperformancearebasedonmultipleassessmentsatadmissionintoprograms,appropriatetransitionpoints,andprogramcompletion.

2b.DataCollection,Analysis,andEvaluation

Theorganization:• Maintainsanassessmentsystemthatprovidesregularand

comprehensiveinformationonapplicantqualifications,candidateproficiencies,effectivenessofcompleters,theorganization’soperations,andprogramquality.

• Usesmultipleassessmentsfrominternalandexternalsources,andcollectsdatafromapplicants,candidates,completers,faculty,andothermembersoftheprofessionalcommunity.Assessmentdataareregularlyandsystematicallycollected,compiled,aggregated,summarized,andanalyzedtoimprovecandidateperformance,programquality,andorganization’soperations.

• Maintainsrecordsofformalcandidatecomplaintsanddocumentationoftheirresolution.

• Maintainsitsassessmentsystemthroughtheuseofinformationtechnologiesappropriatetothesizeoftheprogramandorganization/institution.

2c.UseofDatainOrganizationalImprovement

Theorganization:• Regularlyandsystematicallyusesdata,includingcandidateand

completerperformanceinformation,toevaluatetheefficacyofitscourses,programs,andfieldexperiences.

• Analyzesprogramevaluationandperformanceassessmentdatatoinitiatechangesinprogramsandorganizationoperations.

• Facultyhasaccesstocandidateassessmentdataand/ordatasystems.Candidateassessmentdataareregularlysharedwithcandidatesandfacultytohelpthemreflectonandimprovetheirperformanceandprograms.

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OrganizationalStandard3FieldExperiences

Theorganizationanditsschoolpartnersdesign,implement,andevaluatefieldexperiencesandclinicalpracticesothatteachercandidatesandotherschoolprofessionalsdevelopanddemonstratetheknowledge,skills,andprofessionaldispositionsnecessarytohelpallstudentslearn.


3a.CollaborationbetweenOrganizationandLEA/SchoolPartners

Theorganization’sprogramanditsschoolpartners:• Design,deliver,andevaluatefieldexperiencesandclinicalpractice

tohelpcandidatesdeveloptheirknowledge,skills,andprofessionaldispositions.

• Jointlydeterminethespecificplacementofteachersandinternsforotherprofessionalrolestoprovideappropriatelearningexperiences.

• Shareexpertisetosupportcandidates’learninginfieldexperiencesandclinicalpractice.

3b.Design,Implementation,andEvaluationofFieldExperiencesandClinicalPractice

Candidatesparticipateinfieldexperiencesthat:• Facilitatecandidates’developmentaseducatorsbyproviding

opportunitiesforcandidatestoobserveinschoolsandotheragencies,tutorstudents,andparticipateinothereducationally‐relatedcommunityevents,suchasinteractingwithfamiliesofstudents,attendingschoolboardmeetings,andassistingteachersorotherschoolprofessionals.

• AnalyzeP–12studentlearning,andreflectontheirpracticeinthecontextoftheoriesonteachingandlearning.

• Reflecttheorganization’soveralldesignandvisionandhelpcandidatescontinuetodevelopthecontent,professional,andpedagogicalknowledge,skills,andprofessionaldispositionsdelineatedinstandards.

• Engageinstructuredactivitiesrelatedtotherolesforwhichtheyarepreparing.Theseactivitiesinvolvetheanalysisofdata,theuseoftechnologyandcurrentresearch,andtheapplicationofknowledgerelatedtostudents,familiesandcommunities.

• Allowcandidatestoparticipateasteachersorotherprofessionaleducators,aswellaslearnersintheschoolsetting.

• Issufficientlyextensiveandintensiveforcandidatestodevelopanddemonstrateproficienciesintheprofessionalrolesforwhichtheyarepreparingand/oremployed.

FieldExperienceSupervisors• Usemultiplemeasuresandmultipleassessmentstoevaluate

candidateskills,knowledge,andprofessionaldispositionsinrelationtoprofessionalandstatestandards.

• Provideregularandcontinuingsupportforteachersandinternsinconventionalanddistancelearningprogramsthroughsuchprocessesasobservation,conferencing,groupdiscussion,email,andtheuseofothertechnology.

• Areclearandknowntoalloftheinvolvedparties.• Areaccomplishedprofessionalswhoarepreparedfortheirrolesas

mentorsandsupervisors.• Havescheduleswiththecapacitytoaccommodateanintensive

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mentoringprogram.3c.Candidates’DevelopmentandDemonstrationofKnowledge,Skills,andProfessionalDispositionsToHelpAllStudentsLearn

Candidates:• Areassessedusingmultiplestrategiestoevaluatetheir

performanceandimpactonstudentlearning.• Havetimeforreflectionandincludefeedbackfrompeersandfield

experiencesupervisors.• Collectandanalyzedataonstudentlearning,reflectontheirwork,

anddevelopstrategiesforimprovinglearning.• Participateinfieldexperiencesthatincludestudentswith

exceptionalitiesandstudentsfromdiverseethnic/racial,linguistic,gender,andsocioeconomicgroups.

FieldExperienceSupervisors,ProgramandSchool‐BasedStaff:• Jointlyconductassessmentsofcandidateperformancethroughout

clinicalpractice.• SystematicallyexamineresultsrelatedtoP–12learning,usinga

processofcontinuousassessment,reflection,andactiondirectedatsupportingP–12studentlearning.

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OrganizationalStandard4Diversity

Theorganizationdesigns,implements,andevaluatescurriculumandprovidesexperiencesforcandidatestoacquireanddemonstratetheknowledge,skills,andprofessionaldispositionsnecessarytohelpallstudentslearn.Assessmentsindicatethatcandidatescandemonstrateandapplyproficienciesrelatedtodiversity.Experiencesprovidedforcandidatesincludeworkingwithdiversepopulations,includingP‐12schoolfaculty,candidates,andstudentsinP–12schools.


4a.Design,Implementation,andEvaluationofCurriculumandExperiences

Theorganizationclearlyarticulatesproficienciesrelatedtodiversitythatcandidatesareexpectedtodevelop.Curriculumandfieldexperiencesprovideawell‐groundedframeworkforunderstandingdiversity,includinginstructionofEnglishlanguagelearnersandstudentswithexceptionalities.Candidates:• Areawareofdifferentlearningstylesandadaptinstructionor

servicesappropriatelyforallstudents,includinglinguisticallyandculturallydiversestudentsandstudentswithexceptionalities.

• Connectlessons,instruction,orservicestostudents’experiencesandcultures.

• Communicatewithstudentsandfamiliesinwaysthatdemonstratesensitivitytoculturalandgenderdifferences.

• Incorporatemultipleperspectivesinthesubjectmatterbeingtaughtorservicesbeingprovided.

• Developaclassroomandschoolclimatethatvaluesdiversity.• Demonstrateclassroombehaviorsthatareconsistentwiththe

ideasoffairnessandthebeliefthatallstudentscanlearn.Proficienciesrelatedtodiversityareassessed,andthedataareusedtoprovidefeedbacktocandidatesforimprovingtheirknowledge,skills,andprofessionaldispositionsforhelpingstudentsfromdiversepopulationslearn.

4b.ExperiencesWorkingwithDiverseFaculty

Candidates:• Interactwithfaculty,bothmaleandfemale,fromatleasttwo

ethnic/racialgroups.• WorkwithFacultyinprofessionaleducationclassesandclinical

practicehaveknowledgeandexperiencesrelatedtopreparingcandidatestoworkwithdiversestudentpopulations,includingEnglishlanguagelearnersandstudentswithexceptionalities.

Affirmationofthevalueofdiversityisshownthroughgood‐faitheffortstoincreaseormaintainfacultydiversity.

4c.ExperiencesWorkingwithDiverseCandidates

Candidates:• Engagewithothermaleandfemalecandidatesfromdifferent

socioeconomicgroups,andatleasttwoethnic/racialgroups.• Worktogetheroncommitteesandeducationprojectsrelatedto

educationandthecontentareas.

Affirmationofthevalueofdiversityisshownthroughgood‐faitheffortstheorganizationmakestoincreaseormaintainapoolofcandidates,bothmaleandfemale,fromdiversesocioeconomicandethnic/racialgroups.

4d.ExperiencesWorkingwithDiverseStudentsinP–12Schools

Candidates:• Havefieldexperiencesthatprovideexperienceswithmaleand

femaleP–12studentsfromdifferentsocioeconomicgroupsandatleasttwoethnic/racialgroups.

• AlsoworkwithEnglishlanguagelearnersandstudentswithdisabilitiesduringsomeoftheirfieldexperiencestodevelopandpracticetheirknowledge,skills,andprofessionaldispositionsforworkingwithallstudents.

• Receivefeedbackfrompeersandsupervisorstohelpcandidatesreflectontheirabilitytohelpallstudentslearn.

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FacultyQualifications,PerformanceandDevelopmentFacultyarequalifiedandmodelbestprofessionalpractices,includingtheassessmentoftheirowneffectivenessasrelatedtocandidateperformance;theyalsocollaboratewithcolleagues.Theprogramsystematicallyevaluatesfacultyperformanceandfacilitatesprofessionaldevelopment.


5a.QualifiedFaculty

Professionaleducationfacultyhaveexpertisethatqualifiesthemfortheirassignments.Facultyhave:• Previousexperiencewithsimilareducatorpreparationprogram

instructionandprofessionaldevelopment.• Appropriateeducationalbackground,relevantlicensesor

certifications.• Professionalteachingexperienceinavarietyofsettings.• Professionalteachingexperienceinthesettingandcontentarea

directlyrelevanttothesubjectareaforwhichcandidatesarebeingprepared.

• Otherprofessionalexperiencesthatpromoteandrewardqualitiesnecessaryforeducators:workingsuccessfullywithpeopleofwiderangingskillsandbackgrounds;beingwell‐preparedbutalsoabletoimproviseandrespond;andcollaboratingwithothers.

5b.ModelingBestProfessionalPracticesinTeaching

Professionaleducationfacultyhaveathoroughunderstandingofthecontenttheyteach.Teachingbyprofessionaleducationfacultyincludes:• Helpingcandidatesdeveloptheproficienciesoutlinedinthestate

standards.• Guidingcandidatesintheapplicationofresearch,theories,and

currentdevelopmentsintheirfieldsandinteaching.• Encouragingcandidates’developmentofreflection,criticalthinking,

problemsolving,andprofessionaldispositions.

Professionaleducationfaculty:• Valuecandidates’learningandassesscandidateperformance.• Useavarietyofinstructionalstrategiesthatreflectanunderstanding

ofdifferentlearningstyles.• Integratediversityandtechnologythroughouttheirteaching.• Assesstheirowneffectivenessasteachers,includingthepositive

effectstheyhaveoncandidates’learningandperformance.5c.ModelingBestProfessionalPracticesinService

Mostprofessionaleducationfaculty:• Provideservicetothebroadercommunityinwaysthatareconsistent

withtheorganization’smission.• CollaboratewiththeprofessionalworldofpracticeinP–12schoolsand

withcolleaguestoimproveteaching,candidatelearning,andthepreparationofeducators.

• Areactivelyinvolvedinprofessionalassociationsorprovidecommunityoreducation‐relatedservices.

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5d.OrganizationEvaluationofProfessionalEducationFacultyPerformance

Theorganizationconducts:• Systematicandcomprehensiveevaluationsoffacultyteaching

performancetoenhancethecompetenceandintellectualvitalityoftheprofessionaleducationfaculty.

• Evaluationsofprofessionaleducationfacultyareusedtoimprovethefaculty’steaching,scholarshipandservice.

5f.OrganizationFacilitationofProfessionalDevelopment

Baseduponneedsidentifiedinfacultyevaluations,theorganizationprovidesopportunitiesforfacultytodevelopnewknowledgeandskills,especiallyastheyrelatetoemergingpractices.

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OrganizationalStandard6OrganizationalGovernanceandResources

Theorganizationhastheleadership,authority,budget,personnel,facilities,andresources,includinginformationtechnologyresources,forthepreparationofcandidatestomeetprofessionalandstatestandards.


6a.LeadershipandAuthority

Theorganization:• Adequatelyplans,delivers,andoperatescoherentprogramsof

study.• Effectivelymanagesorcoordinatesallprogramssothat

candidatesarepreparedtomeetstandards.Incorporatesmultipleperspectivesinthesubjectmatterbeingtaughtorservicesbeingprovided.

• Producesacademiccalendars,catalogs,publications,gradingpolicies,andadvertisingareaccurateandcurrent.

6b.Budget

Theorganization(’s):• Budgetsupportspre‐serviceworkessentialforpreparationof

professionaleducators.• Projectedbudgetsarereasonable,consistentwithsimilar

programs,andapplyrealisticprojectionsforsourcesandusesoffunds.

• Budgetaryandfiscaloperationsareconsistentwithaccountingpractices.

• Hasatrackrecordofsolidfinancialperformance.

6c.Personnel

Theorganization(’s):• Workloadpoliciesallowfacultymemberstobeeffectively

engagedinteaching,assessment,collaborativeworkinP–12schools,andservice.

• Employeesworktogetheroncommitteesandeducationprojectsrelatedtoeducationandthecontentareas.

• Providesanadequatenumberofsupportpersonnelsothatprogramscanpreparecandidatestomeetstandards.

• Providesadequateresourcesandopportunitiesforprofessionaldevelopmentoffaculty.

6d.Facilities

Theorganization:• Hasadequatecampusandschoolfacilitiestosupportcandidates

inmeetingstandards.

6e.ResourcesincludingTechnology

Theorganization(‘s):• Allocatesresourcesacrossprograms(whereapplicable)to

preparecandidatestomeetstandardsfortheirfields.• Hasadequateinformationtechnologyresourcestosupportfaculty

andcandidates.• Professionaleducationalfacultyandcandidateshaveaccessboth

tosufficientandcurrentlibraryandcurricularresourcesandelectronicinformation,includingresourcesavailablewithinsurroundingcommunityandthroughpartners.

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II.SubjectAreaProgramStandards

In addition to meeting the Organizational StandardsoutlinedinSectionI,institutionsandorganizationsseekingState‐Only Approval for Organizational Accreditation toprepare and recommend candidates for licensure asteachers and administrators shall be required todemonstrate how they will meet the program standardsthatcorrespondtoeachprogramdisciplineforwhichtheyareseekingapproval.

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ArtInstitutionsandorganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasArtteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007standardsoftheNationalAssociationofSchoolsofArtandDesign(NASAD)forthepreparationofArtteachers.

Standard1:PersonalQualities

Indicators

Desirablecharacteristicsoftheprospectiveart/designteacherare:• Thepotentialtoinspireothersandtoexcitetheimaginationofstudents,engenderingarespectanddesireforartandvisualexperiences;

• Theabilityanddesireconstantlytoseekout,evaluate,andapplynewideasanddevelopmentsinbothartandeducation;

• Theabilitytomaintainpositiverelationshipswithindividualsofvarioussocialandethnicgroups,andempathizewithstudentsandcolleaguesofdifferingbackgrounds;

• Theabilitytoarticulateandcommunicatethegoalsofanartprogramtopupils,colleagues,administrators,andparentsinaneffectiveandprofessionallyresponsiblemanner.

Standard2:ArtCompetencies

Indicators

Thefollowingbasiccompetenciesareessentialtoallprospectiveartteachers:

a.StudioArtTheprospectiveartteachermustbeabletodemonstratefamiliaritywiththebasicexpressive,technical,proceduralandorganizationalskills,andconceptualinsightswhichcanbedevelopedthroughstudioartanddesignexperiences.Instructionshouldincludetraditionalprocessesaswellasnewertechnologicaldevelopmentsinenvironmentalandfunctionaldesignfields.Prospectiveartteachersmustbeabletomakestudentsemphaticallyawareoftheall‐importantprocessofartisticcreationfromconceptualizedimagetofinishedartwork.

b.ArtHistoryandAnalysisTheprospectiveartteachermusthaveanunderstandingof:• themajorstylesandperiodsofarthistory,analyticalmethods,andtheoriesofcriticism;• thedevelopmentofpastandcontemporaryartforms;• contendingphilosophiesofart;• thefundamentalandintegralrelationshipsofallthesetothemakingofart.c.AdvancedWorkThestudentinaBachelorofArtsprogramshouldhaveanopportunityforadvancedworkinatleastoneormorestudioand/orartapplicationareas.d.TechnicalProcessesTheprospectiveartteachershouldhavefunctionalknowledgeinsuchareasasthephysicsoflight,chemistryofpigments,thechemicalandthermalaspectsofshapingmaterials,andthebasictechnologiesinvolvedinprintmaking,photography,filmmaking,andvideo.

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Standard3.TeachingCompetencies

Indicators

Theartist‐teachermustbeabletoconnectanunderstandingofeducationalprocessesandstructureswithanunderstandingofrelationshipsamongthearts,sciences,andhumanities,inordertoapplyartcompetenciesinteachingsituationsandtointegrateart/designinstructionintothetotalprocessofeducation.Specificcompetenciesinclude:

• Anunderstandingofchilddevelopmentandtheidentificationandunderstandingofpsychologicalprinciplesoflearningastheyrelatetoarteducation.

• Anunderstandingofthephilosophicalandsocialfoundationunderlyingartineducationandtheabilitytoexpressarationaleforpersonalattitudesandbeliefs.

• Abilitytoassessaptitudes,experientialbackgrounds,andinterestsofindividualsandgroupsofstudentsandtodeviselearningexperiencestomeetassessedneeds.

• Knowledgeofcurrentmethodsandmaterialsavailableinallfieldsandlevelsofarteducation.• Basicunderstandingoftheprinciplesandmethodsofdevelopingcurriculaandtheshortandlong‐terminstructionalunitsthatcomprisethem.

• Theabilitytoaccept,amend,orrejectmethodsandmaterialsbasedonpersonalassessmentofspecificteachingsituations.

• Anunderstandingofevaluativetechniquesandtheabilitytoapplytheminassessingboththeprogressofstudentsandtheobjectivesandproceduresofthecurriculum.

• Abilitytoorganizecontinuingstudyandtoincorporateknowledgegainedintoself‐evaluationandprofessionalgrowth.

4.ProfessionalProcedures

Indicators

ProgramsinArtEducationshouldbedesignedwiththefollowingcomponents:• Arteducationmethodscoursesshouldbetaughtbyfacultywhohavehadsuccessfulexperienceteachingartinelementaryandsecondaryschoolsandwhomaintainclosecontactwithsuchschools.

• Institutionsshouldencourageobservationanddiscussionofteachingpriortobeginningformalstudyinteachereducation,whetheratthefreshmanoratthemoreadvancedlevel.

• Supervisedpracticeteachingopportunitiesshouldbeprovidedinactualschoolsituations.Theseactivities,aswellascontinuinglaboratoryexperience,mustbesupervisedbyqualifiedarteducationpersonnelfromtheinstitutionandthecooperatingschools.Theprospectiveartteacherforcertificationforkindergartenthroughhighschool(K–12)ideallyshouldhaveaperiodofinternshipatbothelementaryandsecondarylevelsandshouldbegivensubstantialresponsibilityforthefullrangeofteachingandclassroommanagementintheseexperiences.Thechoiceofsitesmustenablestudentstodevelopcompetenciesconsistentwiththestandardsoutlinedabove,andmustbeapprovedbyqualifiedartpersonnelfromthedegree‐grantinginstitution.

• Institutionsshouldencourageongoingprofessionalstudioinvolvementforartteachers.• Institutionsshouldestablishspecificevaluativeprocedurestoassessstudentprogressandachievement.• Theprogramofevaluationshouldincludeaninitialassessmentofstudentpotentialforadmissiontotheprogram,periodicassessmenttodetermineprogressthroughouttheprogram,andfurthercontactaftergraduation.Itisrecommendedthatacollegesupervisorbeenabledtomakeatleasttwovisitseachmonthduringtheinternshiptoconductindividualconferenceswiththestudentteacherandconferwithcooperatingschoolpersonnel.

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BiologyInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasBiologyteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003standardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.

Standard1:ContentKnowledgeTeachersofscienceunderstandandcanarticulatetheknowledgeandpracticesofcontemporaryscience.Theycaninterrelateandinterpretimportantconcepts,ideas,andapplicationsintheirfieldsoflicensure;andcanconductscientificinvestigations.

ElementsToshowtheyarepreparedtoteachcontent,teachersofsciencemustdemonstratethatthey:

a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,andinterrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.

b. UnderstandandcansuccessfullyconveytostudentstheunifyingconceptsofsciencedelineatedbytheNationalScienceEducationStandards.

c. Understandandcansuccessfullyconveytostudentsimportantpersonalandtechnologicalapplicationsofscienceintheirfieldsoflicensure.

d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheir

field(s)oflicensure.

Indicators

Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledge

ofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.Allteachersofbiologyshouldbepreparedtoleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Lifeprocessesinlivingsystemsincludingorganizationofmatterandenergy.• Similaritiesanddifferencesamonganimals,plants,fungi,microorganisms,andviruses.• Principlesandpracticesofbiologicalclassification.• Scientifictheoryandprinciplesofbiologicalevolution.• Ecologicalsystemsincludingtheinterrelationshipsanddependenciesoforganismswitheachotherandtheirenvironments.

• Populationdynamicsandtheimpactofpopulationonitsenvironment.• Generalconceptsofgeneticsandheredity.• Organizationandfunctionsofcellsandmulti‐cellularsystems.• Behavioroforganismsandtheirrelationshipstosocialsystems.• Regulationofbiologicalsystemsincludinghomeostaticmechanisms.• Fundamentalprocessesofmodelingandinvestigatinginthebiologicalsciences.

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• Applicationsofbiologyinenvironmentalqualityandinpersonalandcommunityhealth.

Inadditiontothesecorecompetencies,teachersofbiologyasaprimaryfieldshouldbepreparedtoeffectivelyleadstudentstounderstand:• Bioenergeticsincludingmajorbiochemicalpathways.• Biochemicalinteractionsoforganismswiththeirenvironments.• Moleculargeneticsandheredityandmechanismsofgeneticmodification.• Molecularbasisforevolutionarytheoryandclassification.• Causes,characteristicsandavoidanceofviral,bacterial,andparasiticdiseases.• Issuesrelatedtolivingsystemssuchasgeneticmodification,usesofbiotechnology,cloning,andpollutionfromfarming.

• Historicaldevelopmentandperspectivesinbiologyincludingcontributionsofsignificantfiguresandunderrepresentedgroups,andtheevolutionoftheoriesinbiology.

• Howtodesign,conduct,andreportresearchinbiology.• Applicationsofbiologyandbiotechnologyinsociety,business,industry,andhealthfields.Allteachersofbiologyshouldalsobepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofbiologyincludingbasicconceptsof:• Chemistry,includinggeneralchemistryandbiochemistrywithbasiclaboratorytechniques.• Physicsincludinglight,sound,optics,electricity,energyandorder,magnetism,andthermodynamics.• Earthandspacesciencesincludingenergyandgeochemicalcycles,climate,oceans,weather,naturalresources,andchangesintheEarth.

• Mathematics,includingprobabilityandstatistics.

Standard2:NatureofScienceTeachersofscienceengagestudentseffectivelyinstudiesofthehistory,philosophy,andpracticeofscience.Theyenablestudentstodistinguishsciencefromnon‐science,understandtheevolutionandpracticeofscienceasahumanendeavor,andcriticallyanalyzeassertionsmadeinthenameofscience.

ElementsToshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:

a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheirdiscipline.

b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnologyandfromotherwaysofknowingtheworld.

c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysisoffalseordoubtfulassertionsmadeinthenameofscience.

Indicators

Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).

• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.

• Engageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsin

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science,andtoidentifystrengthsandweaknessesoffindings.• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.

Standard3:InquiryTeachersofscienceengagestudentsbothinstudiesofvariousmethodsofscientificinquiryandinactivelearningthroughscientificinquiry.Theyencouragestudents,individuallyandcollaboratively,toobserve,askquestions,designinquiries,andcollectandinterpretdatainordertodevelopconceptsandrelationshipsfromempiricalexperiences.

ElementsToshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:

a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientificknowledge.

b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.

Indicators

• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge;itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.

• Thepreparationofteachersfortheelementarylevel,especiallygeneralists,shouldrequireinquiry‐baseduniversitysciencecourses.Stalheim‐SmithandScharmann(1996)andStoddart,Connell,StofflettandPeck(1993)foundthattheuseofconstructivistteachingmethodologiesandlearningcycles,methodsthataregenerallyinquiry‐based,improvedthelearningofsciencebycandidatesinelementaryeducation.Suchcoursesalsomayincreasetheconfidencelevelofgeneralists,whoareoftennotconfidentintheirabilitytodoscience.

• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenotusedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.

• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesareconducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.

• Inquirydemandsskillintheanalysisofdataandassessmentofresultstoreachreasonableandvalidconclusions.Candidatesmustbeabletodemonstratenotonlythattheyknowandunderstandcommonanddifferentmodesofscientificinquiry,butalsothattheycananddoeffectivelyengagestudentsininquiries.Theyshouldbeabletodemonstratetheireffectivenessthroughstudentdataprofilesorsimilarmeansthattheyareeffectiveinconductingsuchactivities.

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Standard4:IssuesTeachersofsciencerecognizethatinformedcitizensmustbepreparedtomakedecisionsandtakeactiononcontemporaryscience‐andtechnology‐relatedissuesofinteresttothegeneralsociety.Theyrequirestudentstoconductinquiriesintothefactualbasisofsuchissuesandtoassesspossibleactionsandoutcomesbasedupontheirgoalsandvalues.

Elements

Toshowthattheyarepreparedtoengagestudentsinstudiesofissuesrelatedtoscience,teachersofsciencemustdemonstratethatthey:

a. Understandsociallyimportantissuesrelatedtoscienceandtechnologyintheirfieldoflicensure,aswellasprocessesusedtoanalyzeandmakedecisionsonsuchissues.

b. Engagestudentssuccessfullyintheanalysisofproblems,includingconsiderationsofrisks,costs,andbenefitsofalternativesolutions;relatingthesetotheknowledge,goalsandvaluesofthestudents.

Indicators

• Scienceteacherpreparationprogramsshouldgiveexplicitattentiontothestudyofsociallyimportantissuesrelatedtoscienceandtechnologysuchasspeciespreservation,landuse,chemicalpollution,weaponsdevelopment,andcloning,tonamebutafew.Suchissuesmaybeintroducedinsciencecourses,butseldomdosciencecoursesprovideforstructuredcost‐benefitanalysesordecision‐makingontheseissuesthatconsidersallperspectives.Programsmustensurethatcandidatesarepreparedtoleadstudentsinlearninghowtodissectandanalyzeissuesusingdataandinformationasresources.

• Thequestionofhowtoconsideranissueisjustasimportantastheissuesconsidered.Tothatend,candidateswillthemselvesneedtolearnhowtoexploreissueswithanopenmind.Oncethisisaccomplished,theywillneedtolearnhowtoleadstudentstoexploretheseissueswiththegoalofmakinganinformedandjustifieddecision.

• Tomeetthisstandard,candidatesmustdemonstratethattheyareawareofimportantissuesandareknowledgeableofapproachestoanalyzingtheseissues.Candidatesshouldaccesscommonsourcesofinformation(newspapers,magazines,televisedreports)torelatetheirscienceinstructiontocontemporaryissuesandevents.Theymustthendemonstratethroughstudentachievementthattheyareabletoeffectivelyleadtheminthestudyofanimportantissue.

Standard5:GeneralSkillsofTeachingTeachersofsciencecreateacommunityofdiverselearnerswhoconstructmeaningfromtheirscienceexperiencesandpossessadispositionforfurtherexplorationandlearning.Theyuse,andcanjustify,avarietyofclassroomarrangements,groupings,actions,strategies,andmethodologies.

ElementsToshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:

a. Varytheirteachingactions,strategies,andmethodstopromotethedevelopmentofmultiplestudentskillsandlevelsofunderstanding.

b. Successfullypromotethelearningofsciencebystudentswithdifferentabilities,needs,interests,andbackgrounds.

c. Successfullyorganizeandengagestudentsincollaborativelearningusingdifferentstudentgrouplearningstrategies.

d. Successfullyusetechnologicaltools,includingbutnotlimitedtocomputertechnology,toaccessresources,collectandprocessdata,andfacilitatethelearningofscience.

e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.

f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.

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Indicators

• Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.

• Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.

• Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.

• TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).

• Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.

• Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.

• Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.

Standard6:CurriculumTeachersofscienceplanandimplementanactive,coherent,andeffectivecurriculumthatisconsistentwiththegoalsandrecommendationsoftheNationalScienceEducationStandards.Theybeginwiththeendinmindandeffectivelyincorporatecontemporarypracticesandresourcesintotheirplanningandteaching.

Elements

Toshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:

a. UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify,access,and/orcreateresourcesandactivitiesforscienceeducationthatareconsistentwiththestandards.

b. PlanandimplementinternallyconsistentunitsofstudythataddressthediversegoalsoftheNationalScienceEducationStandardsandtheneedsandabilitiesofstudents.

Indicators

• Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.

• Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.

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• Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.ThisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskillsinrelationtoStandard20.

Standards7:ScienceintheCommunityTeachersofsciencerelatetheirdisciplinetotheirlocalandregionalcommunities,involvingstakeholdersandusingtheindividual,institutional,andnaturalresourcesofthecommunityintheirteaching.Theyactivelyengagestudentsinscience‐relatedstudiesoractivitiesrelatedtolocallyimportantissues.

ElementsToshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:

a. Identifywaystorelatesciencetothecommunity,involvestakeholders,andusecommunityresourcestopromotethelearningofscience.

b. Involvestudentssuccessfullyinactivitiesthatrelatesciencetoresourcesandstakeholdersinthecommunityortotheresolutionofissuesimportanttothecommunity.

Indicators

• Tomeetthisstandard,candidatesmustknowthecommunityinwhichtheyteach.Programsshouldprovidecandidateswiththebackgroundandtoolstheyneedtolearnaboutthecommunity.Thiscouldincludeacommunitysurveyorvisitstoacommunitywebsitethatprovidesdemographicandresourceinformationaboutthecommunity.Candidatesshouldalsoknowhowtoobtaininformationfromtheirstudentsthatmighthelpthemtounderstandtheirneeds,andmightleadtoguestspeakersfromthestudents’families.

• Agoodresourceforfindingoutaboutthecommunityisthelocalnewspaper.Newsmediamayreportonissuesrelevanttoscienceandtechnology,whichthenmaybeusedasthefocusofdiscussionandcost‐benefitanalysis.Itmaybedesirableforcandidatestocreateandmaintainaresourcelistfortopicsintheirfieldandarrangetoeithertakestudentstothefieldorhaveguestspeakerscomein.TheInternetcanalsobeausefultoolforfindingresourcesinsomecommunities.

• Itisnotalwaysnecessaryforcandidatestoarrangeforguestspeakersorafieldtripinordertomakeuseofcommunityresources.Students,aloneorinsmallstudygroups,maybeaskedtoinvestigatequestions,collectdata,visitsites¸attendpresentations,orinterviewpeopleafterschooloronweekends.

Standards8:AssessmentTeachersofscienceconstructanduseeffectiveassessmentstrategiestodeterminethebackgroundsandachievementsoflearnersandfacilitatetheirintellectual,social,andpersonaldevelopment.Theyassessstudentsfairlyandequitably,andrequirethatstudentsengageinongoingself‐assessment.

ElementsToshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:

a. Usemultipleassessmenttoolsandstrategiestoachieveimportantgoalsforinstructionthatarealignedwithmethodsofinstructionandtheneedsofstudents.

b. Usetheresultsofmultipleassessmentstoguideandmodifyinstruction,theclassroomenvironment,ortheassessmentprocess.

c. Usetheresultsofassessmentsasvehiclesforstudentstoanalyzetheirownlearning,engagingstudentsinreflectiveself‐analysisoftheirownwork.

Indicators

• Animportanttenetofeducationisthatthemodeofassessmentoftendrivesmethodsofinstructionratherthantheotherwayaround.Theverynatureofaperformancebasedteacherpreparationprogramrequirescandidatestopayfarmoreattentiontodeterminingtheresultsofinstructionthanhasbeennecessaryinthepast.

• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.For

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example,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.

• Itwouldbeexpectedthatcandidatesshouldshowatleastsomedispositiontouseassessmentstoguideandchangeinstruction.Theseassessmentsmaybeformalorinformal,formativeorsummative.Asupervisormaynotethisoccurringandassistantthecandidateinreflectinguponthischange.Alternatively,candidatesmayusepretestsormaycollectdataformativelytodeterminewhetherfurtherinstructiononaconceptorinaskillisneeded.Someteachershavefounditeffectivetoasksstudentsattheendofeachclassperiodtowritesomethingtheyhavelearnedthatday;theyhavethenusedthestudentresponsetoguidetheirworkthenextdayandclearupmisconceptionsormisunderstandings.

• Itisalsoimportantthatteachersbeabletoinvolvestudentsinself‐analysis.Toooftenassessmentissomethingdonetostudents.Ittakeslittleeffortforcandidatestoincludeitemsthatrequirestudentreflectionontests,projects,oractivitiestheyhavecompleted.Conferencingwithstudentsusingdatafromtheirassessmentsmayalsobeawayofinvolvingstudentsinselfassessmentaslongasthestudentsthemselvesaredoingtheassessing:suchconferenceswouldnotmeetstandard25ifitisjustanotherformofteacherassessment.

Standard9:SafetyandWelfareTeachersofscienceorganizesafeandeffectivelearningenvironmentsthatpromotethesuccessofstudentsandthewelfareofalllivingthings.Theyrequireandpromoteknowledgeandrespectforsafety,andoverseethewelfareofalllivingthingsusedintheclassroomorfoundinthefield.

ElementsToshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:

a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.

b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,anddisposalofallmaterialsusedinscienceinstruction.

c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyproceduresappropriatefortheactivitiesandtheabilitiesofstudents.

d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethicalmannerandrespectlegalrestrictionsontheircollection,keeping,anduse.

Indicators

• Teacherpreparationprogramsmustensurethatcandidatespossesstheknowledgeneededtomaintainasafeenvironmentforallstudents.Thisincludesknowledgeofhowtoavoidorcontrolhazardousmaterialsororganisms,howtoprepareand/orstorematerialsproperly,andhowtocleanupspillsanddisposeofchemicalssafely.

• Candidatesmustknowhowtocheckandusesafetyequipmentproperlyandthehazardsofimproperlyshieldedequipment,andmustbeabletoavoidrisksfromfirehazardsandbiologicalcontaminants.

• Itisalsoimportantthatcandidatesactuallybehaveinasafemanner,modelethicalandsafebehavior,andensurethatstudentsbehavesafelyatalltimes.Theymustgivepropersafetyinstructionandcausations,andmustlabelmaterialsandequipmentinsuchawayastomaintainsafety.

• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbeknowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.

• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwith

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accordingtorulesandregulationsthatapplytoalllaboratories.• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.

• Finally,theyshouldknowthecommonemergencyprecautions,responses,andreportingproceduresthattheyaretofollowintheeventproblemsarise.

• Bothknowledgeandbehaviorsareessentialcomponentsindemonstratingthatthisstandardismet.Safetyreadings,tests,artifacts,projects,classroomsafetyevaluations,andsoforthmaybeusedtodemonstrateknowledgeandattentiontosafetymatters.Reviewsofregulationsrelatedtothecollectionanduseoflivingthingsandgeneralguidelinesforsafetyanduseoflivingthingsmayalsocontributetoevidenceofpreparation.Actualperformanceintheclassroommightbedemonstratedbycompletionofasafetyandethicalbehaviorsrubricorchecklistbycooperatingteachers.

Standard10:ProfessionalGrowthTeachersofsciencestrivecontinuouslytogrowandchange,personallyandprofessionally,tomeetthediverseneedsoftheirstudents,school,community,andprofession.Theyhaveadesireanddispositionforgrowthandbetterment.

ElementsToshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:

a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreachbeyondminimumjobrequirements.

b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrowprofessionally.

c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingandfacilitatetheirprofessionalgrowth.

d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositiverelationshipswiththecommunity.

Indicators

• Programsmusthelpcandidatestheprofessionalcommunityasscienceeducators.• Scienceteachingisacompositeprofessionrequiringknowledgeandskillsinbothscienceandeducation.Ideally,theseskillscometogetherinthepreparationprogram.

• Associationsandactivitiesrelatedtoscienceteachingareabundant.Participationinsuchactivitiesatthelocal,stateandnationallevelsshouldbeencouraged,somebeingrequired.

• Theyarearesourceforimprovingone’steaching,butalsotheyprovidetheopportunityforconstructiveinteractionwithothersinthesamefield.

• Teacherpreparationprogramsshouldkeeprecordsofsuchactivitysothattheymaythentrytoincreasetheactivityoftheircandidatesyearbyyear.

• Thebestteacherstendtobegoal‐focused,butflexibleandreflective.Thesecharacteristicsallowthemtorelatetostudentsandtomodifyandimprovetheirpractices.

• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwelltothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.

• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.

• Dispositionalfactorscanbeassessedthroughthebehaviorsofcandidates;candidatesshouldbeheldaccountableforbehaviorsthatarecontrarytotheexpectationsoftheprofessionasdeterminedbythefacultyandreflectedinthesestandards.

• Carefullyconstructedcriteriaareneededandmaybeusedasasourceofdataforcandidatepreparationandpracticebytheprogram.

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ComputerScienceInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasEducationalComputingandTechnologyTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheInternationalSocietyforTechnologyinEducation(ISTE)andtheNationalEducationalTechnologyStandards(NETS)forTeachersforthepreparationofEducationalComputingandTechnologyTeachers.

StandardI.ProgrammingandAlgorithmDesignCSendorsementcandidateswilldemonstrateproficiencyinprogrammingthatrequirestheuseofdataabstractiontosolvenon‐trivialprogrammingproblemsinmultipleprogrammingparadigms.

Elements Indicators

1.1Laboratory‐basedProgrammingExperiencesComputerScience(CS)endorsementcandidateswillperformlaboratory‐basedactivitiesthatdemonstrateprogrammingproficiencyinamodernhigh‐levelprogramminglanguage.Asequenceofexperiencesisrecommendedtoprovideaconnected,orderlyapproachtocomputerscienceduringtheinitialstudyofthediscipline.

Candidatesandtheirstudentswill:• Demonstrateknowledgeofandskillregardingthesyntaxandsemanticsofahighlevelprogramminglanguage,itscontrolstructures,anditsbasicdatarepresentations.

• Demonstrateknowledgeofandskillregardingcommondataabstractionmechanisms(e.g.,datatypesorclassessuchasstacks,trees,etc.).

• Demonstrateknowledgeofandskillregardingprogramcorrectnessissuesandpractices(e.g.,testingprogramresults,testdatadesign,loopinvariants).

• Design,implement,andtestprogramsofsufficientcomplexitytodemonstrateknowledgeandskills.

1.2MultipleParadigmsCSendorsementcandidateswilldemonstrateanunderstandingofandflexibilitywithdifferingapproaches/paradigmsinprogramming(e.g.,imperative,functional,object‐oriented).

Candidatesandtheirstudentswill:• Design,implement,andtestprogramsinlanguagesfromtwodifferentprogrammingparadigmsinamannerappropriatetoeachparadigm.

Standard2.ComputerSystems‐‐Components,Organization,andOperation

Description Indicators

CSendorsementcandidateswilldemonstratein‐depthknowledgeofhowcomputersystemsworkindividuallyandcollectively.

Thecandidatesandtheirstudentswill:• Effectivelyuseavarietyofcomputingenvironments(e.g.,single‐andmulti‐usersystemsandvariousoperatingsystems).

• Describetheoperationofacomputersystem‐CPU&instructioncycle,peripherals,operatingsystem,networkcomponents,andapplications‐indicatingtheirpurposesandinteractionsamongthem.

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Standard3.DataRepresentationandInformationOrganization


CSendorsementcandidateswilldemonstrateanunderstandingofdataandinformationrepresentationandorganizationatavarietyoflevels‐‐machinelevelrepresentation(forprogramcorrectness);datastructures(forprogramimplementation);problemrepresentation(forsolutiondesign);filesanddatabases(forgeneralapplications);andinteractionsamongsystemsandpeople(foroverallsystemdesignandeffectiveness).

Candidatesandtheirstudentswill:• Describehowdataisrepresentedatthemachinelevel(e.g.,character,boolean,integer,floatingpoint).

• Identifyandprovideusageexamplesofthevariousdatastructuresandfilesprovidedbyaprogramminglanguage(e.g.,objects,variouscollections,files).

• Describetheelements(people,hardware,software,etc.)andtheirinteractionswithininformationsystems(databasesystems,theWeb,etc.).

Standard4.SocialAspectsofComputingWelivewithinaculturalenvironmentandinteractdailywithotherpeople.Computingspecialistsneedtocommunicateandworkwitheachotherandwithnon‐specialists.Specialistsandnon‐specialistsneedtobecognizantofissuesandrisksrelatedtocomputinginoursocietyandtolearnindependentlyasnewdevelopmentsintechnologyarise.CSendorsementcandidateswilldemonstrateskillsandunderstandingrelativetosocialaspectsofcomputingthatareappropriateforspecialistsandnon‐specialists.

Elements Indicators

4.1‐SocietalImpactandIssuesInordertopreparehighschoolgraduatestomakeinformeddecisionsregardingcomputingintheirpersonallivesandwithrespecttosocietallawsandnorms,CSendorsementcandidateswilldemonstrateanunderstandingofcomputingandpotentialissuesandskillatrecognizing,researching,andanalyzingissuestoreachdefensibleconclusions.Theywillpromoteunderstandingsrelativetosocialaspectsofcomputingamongtheirsecondarystudents.

Candidatesandtheirstudentswill:• Demonstrateawarenessofsocialissuesrelatedtotheuseofcomputersinsocietyandprinciplesformakinginformeddecisionsregardingthem(e.g.,security,privacy,intellectualproperty,equitableaccesstotechnologyresources,genderissues,culturaldiversity,differencesinlearnerneeds,limitsofcomputing,rapidchange).

• Analyzevarioussocialissuesinvolvingcomputing,producingdefensibleconclusions.

• Demonstrateanunderstandingofsignificanthistoricaleventsrelativetocomputing.

4.2‐IndependentLearningandCommunicationCSendorsementcandidateswilldemonstratetheabilitytohelptheirstudentslearnindependentlyaboutcomputingandcommunicatewhathasbeenlearnedtoothers.

Candidateswill:• Conductindependentlearningonspecific,unfamiliartopicsingeneralareascentraltocomputerscienceandprovidetheirstudentswithopportunitiestodothesame.

• Produceandpresentreportsofsubstantialindependentlearningandprovidetheirstudentswithopportunitiestodothesame.

4.3‐CollaborativeSoftwareDevelopmentCSendorsementcandidateswilldemonstrateknowledgeandexperienceincollaborativesoftwaredevelopmentandprovideopportunitiesfortheirstudentstodothesame.

Candidateswill:• Participateinteamsoftwaredevelopmentprojectsthatapplysoundsoftwareengineeringprinciples.

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Standard5.PlanningInstruction


CSendorsementcandidateswilldemonstrateanunderstandingoftheteachingtasksandapproachesandbeabletoapplyandevaluatethemwithrespecttothestudentsincomputerscienceclasses.Evidenceofthesecapabilitiesshouldincludeexamplesofstudentperformanceresultingfromthisplanning.

Candidateswill:• Identifyresources,strategies,activities,andmanipulativesappropriatetoteachingsecondarycomputerscience.

• Planlessons/modules/coursesrelatedtoeachofprogrammingprocess,knowledge/concepts,andissueexamination.

• Developassessmentstrategiesappropriatetolessongoalsandtheneedtoprovidestudentfeedback

• Performcourseandlessonplanningthataddressesstudentpopulationcharacteristics(e.g.,academicability,culturalexperience,gender).

Standard6.ClassroomandFieldExperiencesinComputerScience‐‐DeliveringInstruction


CSendorsementcandidateswillobserveandparticipateininstructionalplanninganddeliveryinsecondarycomputerscienceclassrooms.Evidenceshouldincludesomeexamplesofeffectsonstudentperformance.

Candidateswill:• Observeanddiscusstheteachingofsecondarycomputerscience

• Participateintheteachingofsecondarycomputerscience(labassistant,tutoring,mini‐teaching,etc.)

• Plananddeliveraunitofinstruction

Standard7.Classroom&CourseManagement


CSendorsementcandidateswillapplymethodsandskillsappropriatetothemanagementofthesecondarycomputerscienceclassroom.Evidenceshouldincludesomeexamplesofeffectsonstudentperformance.

Candidateswill:• Plandirectinstructioninvolvingsimultaneoususeofcomputingfacilitiesbystudents(e.g.,holdingclassinthelab,closedlabs)

• Planinstructioninvolvingstudentsindependentlyusingcomputingfacilities

Standard8.InstructionalAssessment


Reflectionuponone'sownperformanceasateacherisessentialforimprovingthatperformance.Thus,teachercandidateswillexamineandworktoimprovetheirteachingpractice.Assessingsecondarystudentperformanceisessentialtodeterminingsuccessinteachingpractice,aswell.

Candidateswill:• Developapersonalplanforevaluatingtheirownpracticeofteaching

• Makeuseoftheirplanforself‐evaluationintheinstructionaldeliveryactivities

• Developassessmentcriteriaandprocedurestodeterminesuccessfulperformanceandanalyzeresultstoimproveinstructionalpractice.

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Standard9.ProfessionalDevelopment


CSendorsementcandidatesmustrecognizeandplanforongoingprofessionaldevelopmentthatwillbeneededtosustainthemselvesandtheirstudents.

Candidateswill:• Discussguidancerolesandpossibleenrichmentactivitiesforsecondarycomputersciencestudents(e.g.,computingcareerguidance,preparationforcollege,genderequity,culturaldiversity,andextracurricularactivitiessuchascomputerclubsandorganizedcompetitions)

• Planforprofessionalgrowthafteridentifyingprofessionalcomputerscienceandcomputerscienceeducationsocieties,organizations,groups,etc.thatprovideprofessionalgrowthopportunitiesandresources

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EarlyChildhoodEducation(Pre‐Kindergarten–3rdGrade)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofteachercandidatesforlicensureinEarlyChildhoodEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheNationalAssociationfortheEducationofYoungChildren(NAEYC)forthepreparationofEarlyChildhoodEducationteachers.

Standard1.PromotingChildDevelopmentandLearningCandidatesusetheirunderstandingofyoungchildren’scharacteristicsandneeds,andofmultipleinteractinginfluencesonchildren’sdevelopmentandlearning,tocreateenvironmentsthatarehealthy,respectful,supportive,andchallengingforallchildren.

Elements Indicators

1a:Knowingandunderstandingyoungchildren’scharacteristicsandneeds

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofyoungchildren’scharacteristicsandneeds.Asaresult,candidates’workreflectscurrent,research‐basedknowledgeinmostrespects;candidatesareknowledgeableaboutdevelopmentinallareasandcangiveexamplesofinterrelationshipsamongdevelopmentalareas.

1b:Knowingandunderstandingthemultipleinfluencesondevelopmentandlearning

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofthemultipleinfluencesonyoungchildren’sdevelopmentandlearning.Asaresult,candidates’workshowsthattheycandescribethenatureoftheseinfluencesandunderstandthatinfluencesmayinteractincomplexways.Theirworkdemonstratesfamiliaritywiththemostwellknownearlyinterventionprograms,andtheycanciteresearchabouttheinfluenceoftheseprogramsonchildoutcomes.

1c:Usingdevelopmentalknowledgetocreatehealthy,respectful,supportive,andchallenginglearningenvironments

Candidatesareprovidedwithmultiple,developmentalopportunitiestoapplychilddevelopmentknowledgeincreatinglearningenvironmentsthatarehealthy,respectful,supportive,andchallenging.Asaresultoftheseexperiences,candidates’workshowsthattheycandescribetheessentialsofdevelopmentalresearchandtheprinciplesthattheyareusingasabasisforcreatingeffectivelearningenvironments.Thereisadequateevidencethattheenvironmentscreatedbythesecandidatessupportchildren’shealth,respecttheircultureandindividuality,promotepositivedevelopment,andchallengechildrentogainnewcompetencies.

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Standard2.BuildingFamilyandCommunityRelationshipsCandidatesknowabout,understand,andvaluetheimportanceandcomplexcharacteristicsofchildren’sfamiliesandcommunities.Theyusethisunderstandingtocreaterespectful,reciprocalrelationshipsthatsupportandempowerfamilies,andtoinvolveallfamiliesintheirchildren’sdevelopmentandlearning.

Elements Indicators

2a:Knowingaboutandunderstandingfamilyandcommunitycharacteristics

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingoffamilyandcommunitycharacteristicsastheyaffectearlychildhoodpractice.Asaresult,candidates’workshowsgeneralknowledgeoffamilytheoryandresearch,anditshowsthatcandidatescanidentifyavarietyoffamilyandcommunityfactorsastheyimpactyoungchildren’slives.Candidatesdemonstratethattheyknowthesignificantcharacteristicsofthefamiliesandcommunitiesinwhichtheyarepracticing.

2b:Supportingandempoweringfamiliesandcommunitiesthroughrespectful,reciprocalrelationships

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsinusingrespectful,reciprocalrelationshipstosupportandempowerfamilies.Asaresult,candidates’workshowsthattheycandescribehowtouseknowledgeoffamilies’goals,languageandculture,andindividualcharacteristicstobuildtheserelationships.Candidatesapplytheirknowledgeinusingvariedfamilycommunicationstrategiesincludingtechnology;inlinkingfamilieswithkeycommunityresources;andinaccessinginformationaboutotherresourcesasneeded.

2c:Involvingfamiliesandcommunitiesintheirchildren’sdevelopmentandlearning

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningfamilyandcommunityinvolvement.Asaresult,candidates’workshowsthattheycanarticulatetheoryandresearchtosupporttheconceptthatfamiliesareyoungchildren’sprimaryteachers,andthatfamilyandcommunityinvolvementarecriticaltosuccessfulearlylearning.Theirknowledgeisshownintheirvariedapproachestofamilyandcommunityinvolvement,andtheirmodificationofapproacheswhentheirfirstattemptsarenotsuccessful.

Standard3.Observing,Documenting,andAssessingtoSupportYoungChildrenandFamiliesCandidatesknowaboutandunderstandthegoals,benefits,andusesofassessment.Theyknowaboutandusesystematicobservations,documentation,andothereffectiveassessmentstrategiesinaresponsibleway,inpartnershipwithfamiliesandotherprofessionals,tosupportchildren’sdevelopmentandlearning.

Elements Indicators

3a:Understandingthegoals,benefits,andusesofassessment

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofthegoals,benefits,andusesofassessment.Asaresult,candidates’workshowsknowledgeoftheimportantgoalsofearlychildhoodassessment.Theirworkgenerallyshowsalignmentbetweengoals,curriculum,teachingstrategies,and

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assessments.Intheirwork,candidatesexplainhowassessmentmaybeusedinpositiveways,andtheyalsoexplainhowinappropriateassessmentmayharmchildrenandfamilies.

3b:Knowingaboutandusingobservation,documentation,andotherappropriateassessmenttoolsandapproaches

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningappropriateassessmenttoolsandapproaches.Asaresultoftheseopportunities,candidates’workshowsresearch‐basedknowledgeandbasiccompetenceinobservation,documentation,andotherassessmenttools.Theirworkreflectsessentialknowledgeofthecharacteristics,strengths,limitations,andappropriateusesofthemostfrequentlyusedassessmenttoolsandapproaches,includingapproachesforchildrenwithdisabilitiesandculturallyandlinguisticallydiversechildren.Candidatesdemonstrateessentialskillsinusingassessments,interpretingassessmentresults,makingreferrals,andusingassessmentinformationtoinfluencepractice.

3c:Understandingandpracticingresponsibleassessment

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningtheconceptofresponsibleassessment.Asaresult,candidates’workshowsthattheycanidentifycurrenteducational,legal,andethicalissueswithrespecttoassessmentpractices.Candidatescanprovideexamplesofresponsibleaswellasirresponsibleassessment.Intheirpractice,theyapplyresponsibleassessmentpracticeswhenworkingwithdiversechildren.

3d:Knowingaboutassessmentpartnershipswithfamiliesandotherprofessionals

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofassessmentpartnershipsinvolvingfamiliesandotherprofessionals.Asaresult,candidates’workarticulatestheresearchandlegalbasethatsupportsthesepartnerships.Candidatesdemonstratecoreskillsinteambuildingandincommunicationwithfamiliesandotherprofessionalsaroundassessmentissues.

Standard4.TeachingandLearningCandidatesintegratetheirunderstandingofandrelationshipswithchildrenandfamilies;theirunderstandingofdevelopmentallyeffectiveapproachestoteachingandlearning;andtheirknowledgeofacademicdisciplines,todesign,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforallchildren.

Elements Indicators

4a:Knowing,understanding,andusingpositiverelationshipsandsupportiveinteractions

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainknowledgeandskillinbuildingpositiverelationshipsandsupportiveinteractions.Asaresult,candidates’workshowsessentialknowledgeoftheoryandresearchunderlyingtheearlychildhoodfield’sfocusonrelationshipsandinteractions.Theyknowtheimportanceofcreatingrelationshipswithallchildren,asseenintheircompetent,beginningskillsinrelationshipbuildingwithdiversechildrenandfamilies.

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4b:Knowing,understanding,andusingappropriate,effectiveapproachesandstrategiesforearlyeducation

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainknowledgeandskillinhowtosupportdevelopmentandlearningthroughawiderangeofapproachesandstrategies.Asaresult,candidates’workdemonstrateseachofthefollowingapproachesandstrategieswithcompetenceandwithknowledgeoftheunderlyingtheoryandresearch:fosteringorallanguageandcommunication;drawingfromacontinuumofteachingstrategies;makingthemostofenvironmentsandroutines;capitalizingonincidentalteaching;focusingonchildren’scharacteristics,needs,andinterests;linkingchildren’slanguageandculturetotheearlychildhoodprogram;teachingthroughsocialinteractions;creatingsupportforplay;addressingchildren’schallengingbehaviors;supportinglearningthroughtechnology;andusingintegrativeapproachestocurriculum.

4c:Knowingandunderstandingtheimportance,centralconcepts,inquirytools,andstructuresofcontentareasoracademicdisciplines

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialknowledgeandskillineachcontentarea:languageandliteracy;thearts;mathematics;physicalactivityandphysicaleducation;science;andsocialstudies,withspecialdepthintheareasoflanguageandliteracyandmathematics.Asaresult,candidates’workshowsknowledgeofthetheoriesandresearchunderlyingtheearlychildhoodfield’sfocusoncontent,bothingeneralandwithrespecttoeachcontentarea,includingacademicsubjects.Takingdevelopmentalandindividualdifferencesintoaccount,candidates’workshowsthattheyusethisknowledgetoarticulateprioritiesforhighquality,meaningfulexperiencesineachcontentarea,withdesiredoutcomesforchildrenthatconnectwithprofessionalstandardsandresources.Candidatesarefamiliarwithauthoritativeresourcestosupplementtheirowncontentknowledge.

4d:Usingownknowledgeandotherresourcestodesign,implement,andevaluatemeaningful,challengingcurriculumtopromotepositiveoutcomes

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialskillindesigning,implementing,andevaluatingmeaningful,challenging,curriculum.Asaresult,candidates’workshowsabilitytointegratemultipleareasofknowledgeincurriculumdesign,withsuccessfulfocusonbuildingsecurityandself‐regulation;problem‐solvingandthinkingskills,andacademicandsocialcompetence.Candidates’curriculumdevelopmenttakesintoaccountchildren’sdevelopmental,individual,andculturalcharacteristics,anditmakesuseofreflective,ongoingevaluation.Candidates’curriculumdevelopmentischaracterizedbyuseofhighqualityprofessionalresourcestosupplementandinformtheirownunderstanding.

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Standard5.BecomingaProfessionalCandidatesidentifyandconductthemselvesasmembersoftheearlychildhoodprofession.Theyknowanduseethicalguidelinesandotherprofessionalstandardsrelatedtoearlychildhoodpractice.Theyarecontinuous,collaborativelearnerswhodemonstrateknowledgeable,reflective,andcriticalperspectivesontheirwork,makinginformeddecisionsthatintegrateknowledgefromavarietyofsources.Theyareinformedadvocatesforsoundeducationalpracticesandpolicies.

Elements Indicators

5a:Identifyingandinvolvingoneselfwiththeearlychildhoodfield

Candidatesareprovidedwithmultiple,developmentalopportunitiestogainabeginningidentificationwithandinvolvementintheearlychildhoodfield.Asaresult,candidates’workshowsanunderstandingoftheearlychildhoodfieldasadistinctiveprofessionandoftheessentialsofitshistory.Intheirwork,candidatesdemonstrateunderstandingoftheirownemergingprofessionalrolesandthepossibilities,opportunities,andchallengeswithintheearlychildhoodfield.Theyshowsomeevidenceofactiveinvolvementintheprofession.

5b:Knowingaboutandupholdingethicalstandardsandotherprofessionalguidelines

Candidatesareprovidedwithmultiple,developmentalopportunitiestolearnaboutandpracticeupholdingthefield’sethicalstandardsandotherprofessionalguidelines.Asaresult,candidates’workshowsessentialknowledgeofNAEYC’sCodeofEthicalConduct,asseenincitationsofexamplesofhowtheCodemaybeusedtoanalyzeandresolveethicaldilemmas.Candidatesarefamiliarwithrelevantlegalstandardsandotherprofessionalguidelinesandcanapplytheseinpractice.

5c:Engagingincontinuous,collaborativelearningtoinformpractice

Candidatesareprovidedwithmultiple,developmentalopportunitiestobecomecontinuous,collaborativelearners.Asaresult,candidates’workshowsevidenceofanorientationtowardinquiryandself‐motivation,combinedwithinvolvementandbeginningskillsincollaborativelearning,includingcollaborationacrossdisciplinesandininclusivesettings.Candidates’workshowspositiveeffectsofthislearningorientation,intheirpracticeandineffectsonchildren.

5d:Integratingknowledgeable,reflective,andcriticalperspectivesonearlyeducation

Candidatesareprovidedwithmultiple,developmentalopportunitiestoconstructandapplyknowledgeable,reflective,andcriticalperspectivesontheirfield.Asaresult,candidates’workshowsessentialunderstandingofthefield’scentralissues,standards,andresearchfindings.Intheirwork,candidatesanalyzeandreflectupontheirpracticeanddemonstratecriticalthinkingabouttheissuesinthefieldandanunderstandingofthevalueofdialogueinresolvingdifferences.Candidates’workshowspositiveeffectsoftheseprofessionalperspectives,intheirpracticeandineffectsonchildren.

5e:Engagingininformedadvocacyforchildrenandtheprofession

Candidatesareprovidedwithmultiple,developmentalopportunitiestodevelopearlychildhoodadvocacyskills.Asaresult,candidates’workshowsessentialknowledgeofthe

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centralpolicyissuesinthefield,asseenintheirdiscussionsofethicalandsocietalissuesinearlyeducation.Intheirwork,candidatescanoutlinehowpublicpoliciesaredevelopedatthestateandfederallevels.Candidatespossessbeginningadvocacyskills,includingwrittenandverbalcommunicationandcollaboration.

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EducationalAdministrationandLeadershipInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasPrincipalsandAssistantPrincipalsshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheEducationalLeadershipConstituentCouncil(ELCC)forthepreparationofPrincipalsandSuperintendents.

Standard1‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyfacilitatingthedevelopment,articulation,implementation,andstewardshipofaschoolordistrictvisionoflearningsupportedbytheschoolcommunity.

Elements Indicators

1.1DevelopaVision • Candidatesdevelopavisionoflearningforaschoolthatpromotesthesuccessofallstudents.

• Candidatesbasethisvisiononrelevantknowledgeandtheories,includingbutnotlimitedtoanunderstandingoflearninggoalsinapluralisticsociety,thediversityoflearnersandlearners’needs,schoolsasinteractivesocialandculturalsystems,andsocialandorganizationalchange.

1.2ArticulateaVision • Candidatesdemonstratetheabilitytoarticulatethecomponentsofthisvisionforaschoolandtheleadershipprocessesnecessarytoimplementandsupportthevision.

• Candidatesdemonstratetheabilitytousedata‐basedresearchstrategiesandstrategicplanningprocessesthatfocusonstudentlearningtoinformthedevelopmentofavision,drawingonrelevantinformationsourcessuchasstudentassessmentresults,studentandfamilydemographicdata,andananalysisofcommunityneeds.

• Candidatesdemonstratetheabilitytocommunicatethevisiontostaff,parents,students,andcommunitymembersthroughtheuseofsymbols,ceremonies,stories,andotheractivities.

1.3ImplementaVision • Candidatescanformulatetheinitiativesnecessarytomotivatestaff,students,andfamiliestoachievetheschool’svision.

• Candidatesdevelopplansandprocessesforimplementingthevision(e.g.,articulatingthevisionandrelatedgoals,encouragingchallengingstandards,facilitatingcollegialityandteamwork,structuringsignificantwork,ensuringappropriateuseofstudentassessments,providingautonomy,supportinginnovation,delegatingresponsibility,developingleadershipinothers,andsecuringneededresources).

1.4StewardaVision • Candidatesdemonstrateanunderstandingoftheroleeffectivecommunicationskillsplayinbuildingasharedcommitmenttothevision.

• Candidatesdesignoradoptasystemforusingdata‐basedresearchstrategiestoregularlymonitor,evaluate,andrevisethevision.

• Candidatesassumestewardshipofthevisionthroughvariousmethods.1.5PromoteCommunityInvolvementintheVision

• Candidatesdemonstratetheabilitytoinvolvecommunitymembersintherealizationofthevisionandinrelatedschoolimprovementefforts.

• Candidatesacquireanddemonstratetheskillsneededtocommunicateeffectivelywithallstakeholdersaboutimplementationofthevision.

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Standard2‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbypromotingapositiveschoolculture,providinganeffectiveinstructionalprogram,applyingbestpracticetostudentlearning,anddesigningcomprehensiveprofessionalgrowthplansforstaff.

Elements Indicators

2.1PromotePositiveSchoolCulture

• Candidatesassessschoolcultureusingmultiplemethodsandimplementcontext‐appropriatestrategiesthatcapitalizeonthediversity(e.g.,population,language,disability,gender,race,socio‐economic)oftheschoolcommunitytoimproveschoolprogramsandculture.

2.2ProvideEffectiveInstructionalProgram

• Candidatesdemonstratetheabilitytofacilitateactivitiesthatapplyprinciplesofeffectiveinstructiontoimproveinstructionalpracticesandcurricularmaterials.

• Candidatesdemonstratetheabilitytomakerecommendationsregardingthedesign,implementation,andevaluationofacurriculumthatfullyaccommodateslearners’diverseneeds.

• Candidatesdemonstratetheabilitytouseandpromotetechnologyandinformationsystemstoenrichcurriculumandinstruction,tomonitorinstructionalpracticesandprovidestafftheassistanceneededforimprovement.

2.3ApplyBestPracticetoStudentLearning

• Candidatesdemonstratetheabilitytoassistschoolpersonnelinunderstandingandapplyingbestpracticesforstudentlearning.

• Candidatesapplyhumandevelopmenttheory,provenlearningandmotivationaltheories,andconcernfordiversitytothelearningprocess.

• Candidatesdemonstrateanunderstandingofhowtouseappropriateresearchstrategiestopromoteanenvironmentforimprovedstudentachievement.

2.4DesignComprehensiveProfessionalGrowthPlans

• Candidatesdesignanddemonstrateanabilitytoimplementwell‐planned,context‐appropriateprofessionaldevelopmentprogramsbasedonreflectivepracticeandresearchonstudentlearningconsistentwiththeschoolvisionandgoals.

• Candidatesdemonstratetheabilitytousestrategiessuchasobservations,collaborativereflection,andadultlearningstrategiestoformcomprehensiveprofessionalgrowthplanswithteachersandotherschoolpersonnel.

• Candidatesdevelopandimplementpersonalprofessionalgrowthplansthatreflectacommitmenttolife‐longlearning.

Standard3‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbymanagingtheorganization,operations,andresourcesinawaythatpromotesasafe,efficient,andeffectivelearningenvironment.

Elements Indicators

3.1ManagetheOrganization • Candidatesdemonstratetheabilitytooptimizethelearningenvironmentforallstudentsbyapplyingappropriatemodelsandprinciplesoforganizationaldevelopmentandmanagement,includingresearchanddatadrivendecisionmakingwithattentiontoindicatorsofequity,effectiveness,andefficiency.

• Candidatesdevelopplansofactionforfocusingoneffectiveorganizationandmanagementoffiscal,human,andmaterialresources,givingprioritytostudentlearning,safety,curriculum,andinstruction.

• Candidatesdemonstrateanabilitytomanagetimeeffectivelyanddeployfinancialandhumanresourcesinwaysthatpromotestudentachievement.

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3.2ManageOperations • Candidatesdemonstratetheabilitytoinvolvestaffinconductingoperationsandsettingprioritiesusingappropriateandeffectiveneedsassessment,research‐baseddata,andgroupprocessskillstobuildconsensus,communicate,andresolveconflictsinordertoalignresourceswiththeorganizationalvision.

• Candidatesdevelopcommunicationsplansforstaffthatincludesopportunitiesforstafftodeveloptheirfamilyandcommunitycollaborationskills.

• Candidatesdemonstrateanunderstandingofhowtoapplylegalprinciplestopromoteeducationalequityandprovidesafe,effective,andefficientfacilities.

3.3ManageResources • Candidatesuseproblem‐solvingskillsandknowledgeofstrategic,long‐range,andoperationalplanning(includingapplicationsoftechnology)intheeffective,legal,andequitableuseoffiscal,human,andmaterialresourceallocationandalignmentthatfocusesonteachingandlearning.

• Candidatescreativelyseeknewresourcestofacilitatelearning.• Candidatesapplyandassesscurrenttechnologiesforschoolmanagement,

businessprocedures,andscheduling.

Standard4‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbycollaboratingwithfamiliesandothercommunitymembers,respondingtodiversecommunityinterestsandneeds,andmobilizingcommunityresources.

Elements Indicators

4.1CollaboratewithFamiliesandOtherCommunityMembers

• Candidatesdemonstrateanabilitytobringtogethertheresourcesoffamilymembersandthecommunitytopositivelyaffectstudentlearning.

• Candidatesdemonstrateanabilitytoinvolvefamiliesintheeducationoftheirchildrenbasedonthebeliefthatfamilieshavethebestinterestsoftheirchildreninmind.

• Candidatesdemonstratetheabilitytousepublicinformationandresearch‐basedknowledgeofissuesandtrendstocollaboratewithfamiliesandcommunitymembers.

• Candidatesapplyanunderstandingofcommunityrelationsmodels,marketingstrategiesandprocesses,data‐baseddecisionmaking,andcommunicationstheorytocreateframeworksforschool,family,business,community,government,andhighereducationpartnerships.

• Candidatesdevelopvariousmethodsofoutreachaimedatbusiness,religious,political,andserviceorganizations.

• Candidatesdemonstratetheabilitytoinvolvefamiliesandotherstakeholdersinschooldecision‐makingprocesses,reflectinganunderstandingthatschoolsareanintegralpartofthelargercommunity.

• Candidatesdemonstratetheabilitytocollaboratewithcommunityagenciestointegratehealth,social,andotherservices.

• Candidatesdevelopacomprehensiveprogramofcommunityrelationsanddemonstratetheabilitytoworkwiththemedia.

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4.2RespondtoCommunityInterestsandNeeds

• Candidatesdemonstrateactiveinvolvementwithinthecommunity,includinginteractionswithindividualsandgroupswithconflictingperspectives.

• Candidatesdemonstratetheabilitytouseappropriateassessmentstrategiesandresearchmethodstounderstandandaccommodatediverseschoolandcommunityconditionsanddynamics.

• Candidatesprovideleadershiptoprogramsservingstudentswithspecialandexceptionalneeds.

• Candidatesdemonstratetheabilitytocapitalizeonthediversity(cultural,ethnic,racial,economic,andspecialinterestgroups)oftheschoolcommunitytoimproveschoolprogramsandmeetthediverseneedsofallstudents.

4.3MobilizeCommunityResources

• Candidatesdemonstrateanunderstandingofandabilitytousecommunityresources,includingyouthservices,tosupportstudentachievement,solveschoolproblems,andachieveschoolgoals.

• Candidatesdemonstratehowtouseschoolresourcesandsocialserviceagenciestoservethecommunity.

• Candidatesdemonstrateanunderstandingofwaystousepublicresourcesandfundsappropriatelyandeffectivelytoencouragecommunitiestoprovidenewresourcestoaddressemergingstudentproblems.

Standard5‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyactingwithintegrity,fairly,andinanethicalmanner.

Elements Indicators

5.1ActswithIntegrity • Candidatesdemonstratearespectfortherightsofotherswithregardtoconfidentialityanddignityandengageinhonestinteractions.

5.2ActsFairly • Candidatesdemonstratetheabilitytocombineimpartiality,sensitivitytostudentdiversity,andethicalconsiderationsintheirinteractionswithothers.

5.3ActsEthically • Candidatesmakeandexplaindecisionsbaseduponethicalandlegalprinciples.

Standard6‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyunderstanding,respondingto,andinfluencingthelargerpolitical,social,economic,legal,andculturalcontext.

Elements Indicators

6.1UnderstandtheLargerContext

• Candidatesactasinformedconsumersofeducationaltheoryandconceptsappropriatetoschoolcontextandcandemonstratetheabilitytoapplyappropriateresearchmethodstoaschoolcontext.

• Candidatesdemonstratetheabilitytoexplainhowthelegalandpoliticalsystemsandinstitutionalframeworkofschoolshaveshapedaschoolandcommunity,aswellastheopportunitiesavailabletochildrenandfamiliesinaparticularschool.

• Candidatesdemonstratetheabilitytoanalyzethecomplexcausesofpovertyandotherdisadvantagesandtheireffectsonfamilies,communities,children,andlearning.

• Candidatesdemonstrateanunderstandingofthepolicies,laws,andregulationsenactedbylocal,state,andfederalauthoritiesthataffectschools,especiallythosethatmightimproveeducationalandsocialopportunities.

• Candidatesdemonstratetheabilitytodescribetheeconomicfactorsshapingalocalcommunityandtheeffectseconomicfactorshaveonlocalschools.

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• Candidatesdemonstratetheabilitytoanalyzeanddescribetheculturaldiversityinaschoolcommunity.

• Candidatescandescribecommunitynormsandvaluesandhowtheyrelatetotheroleoftheschoolinpromotingsocialjustice.

• Candidatesdemonstratetheabilitytoexplainvarioustheoriesofchangeandconflictresolutionandtheappropriateapplicationofthosemodelstospecificcommunities.

6.2RespondtotheLargerContext

• Candidatesdemonstratetheabilitytocommunicatewithmembersofaschoolcommunityconcerningtrends,issues,andpotentialchangesintheenvironmentinwhichtheschooloperates,includingmaintenanceofanongoingdialoguewithrepresentativesofdiversecommunitygroups.

6.3InfluencetheLargerContext

• Candidatesdemonstratetheabilitytoengagestudents,parents,andothermembersofthecommunityinadvocatingforadoptionofimprovedpoliciesandlaws.

• Candidatesapplytheirunderstandingofthelargerpolitical,social,economic,legal,andculturalcontexttodevelopactivitiesandpoliciesthatbenefitstudentsandtheirfamilies.

• Candidatesadvocateforpoliciesandprogramsthatpromoteequitablelearningopportunitiesandsuccessforallstudents,regardlessofsocioeconomicbackground,ethnicity,gender,disability,orotherindividualcharacteristics.

Standard7‐TheinternshipprovidessignificantopportunitiesforcandidatestosynthesizeandapplytheknowledgeandpracticeanddeveloptheskillsidentifiedinStandards1‐6throughsubstantial,sustained,standards‐basedworkinrealsettings,plannedandguidedcooperativelybytheinstitutionandschooldistrictpersonnelforgraduatecredit.

Elements

Indicators7.1Substantial • Candidatesdemonstratetheabilitytoacceptgenuineresponsibilityfor

leading,facilitating,andmakingdecisionstypicalofthosemadebyeducationalleaders.

• Theexperience(s)shouldprovideinternswithsubstantialresponsibilitiesthatincreaseovertimeinamountandcomplexityandinvolvedirectinteractionandinvolvementwithstaff,students,parents,andcommunityleaders.

• Eachcandidateshouldhaveaminimumofsixmonths(orequivalent,seenotebelow)offulltimeinternshipexperience.

7.2Sustained • Candidatesparticipateinplannedinternactivitiesduringtheentirecourseoftheprogram,includinganextendedperiodoftimeneartheconclusionoftheprogramtoallowforcandidateapplicationofknowledgeandskillsonafull‐timebasis.

7.3Standards‐based • Candidatesapplyskillsandknowledgearticulatedinthesestandardsaswellasstateandlocalstandardsforeducationalleaders.

• Experiencesaredesignedtoaccommodatecandidates’individualneeds.7.4RealSettings • Candidates’experiencesoccurinmultiplesettingsthatallowforthe

demonstrationofawiderangeofrelevantknowledgeandskills.• Candidates’experiencesincludeworkwithappropriatecommunityorganizationssuchassocialservicegroupsandlocalbusinesses.

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7.5PlannedandGuidedCooperatively

• Candidates’experiencesareplannedcooperativelybytheindividual,thesitesupervisor,andinstitutionpersonneltoprovideinclusionofappropriateopportunitiestoapplyskills,knowledge,andresearchcontainedinthestandards.

• Thethreeindividualsworktogethertomeetcandidateandprogramneeds.• Mentorsareprovidedtrainingtoguidethecandidateduringtheinternexperience.

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ElementaryEducationInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofElementaryEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007StandardsoftheAssociationforChildhoodEducationInternationalforthepreparationofElementarySchoolTeachers.

Standard1–Development,LearningandMotivation


Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearningopportunitiesthatsupportindividualstudents’development,acquisitionofknowledge,andmotivation.

Candidatesforelementaryteachingbasetheirteachingandrelatedprofessionalresponsibilitiesonathoroughunderstandingofdevelopmentalperiodsofchildhoodandearlyadolescence.Incurriculumplanning,instruction,andassessmentofstudentlearning,candidates:• Consider,accommodate,andintegratethephysical,social,emotional,cognitive,andlinguisticdevelopmentalcharacteristicsofchildrenandyoungadolescents.

• Drawupondevelopmentalknowledgetoplancurriculumthatisachievablebutalsochallengingforchildrenatvariousdevelopmentallevels.

• Drawuponanin‐depthknowledgeofchildandyoungadolescentdevelopmentandlearningtounderstandstudents'abilities,interests,individualaspirations,andvalues.

• Adaptcurriculumandteachingtomotivateandsupportstudentlearninganddevelopment.

• Understandthatthewaysinwhichculturesandsocialgroupsdifferareimportantandaffectlearning.

• Recognizewhenanindividualstudent’sdevelopmentdiffersfromtypicaldevelopmentalpatternsandcollaboratewithspecialiststoplanandimplementappropriatelearningexperiencesthataddressindividualneeds.

• Knowthatallchildrencanlearnwhendevelopmentalfactorsarerecognized,respected,andaccommodatedanddemonstratethatknowledgeintheirpractice.

• Considerdiversityanassetandrespondpositivelytoit.

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Standard2‐Curriculum


Standard2.1Reading,Writing,andOralLanguageCandidatesdemonstrateahighlevelofcompetenceinuseofEnglishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,toteachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheirdevelopingskillstomanydifferentsituations,materials,andideas.

CandidatesareadeptatteachingthefundamentalsoftheEnglishLanguageArts.Candidates:• ModeleffectiveuseofEnglish,includingitssyntax,lexicon,history,varieties,literature,andoralandwrittencomposingprocesses.

• Understandhowelementarychildrendevelopandlearntoread,write,speak,view,andlisteneffectively.

• Usetheirknowledgeandunderstandingoflanguage,firstandsecondlanguagedevelopment,andthelanguageartstodesigninstructionalprogramsandstrategiesthatbuildonstudents'experiencesandexistinglanguageskillsandresultintheirstudentsbecomingcompetent,effectiveusersoflanguage.

• Teachstudentstoreadcompetentlyandencouragestudents'enjoymentofreadingthroughmultipleinstructionalstrategies,technologies,andavarietyoflanguageactivities.

• Teachchildrentoreadwithabalancedinstructionalprogramthatincludesanemphasisonuseofletter/soundrelationships(phonics),context(semanticandsyntactic),andtextthathasmeaningforstudents.

• Teachstudentsavarietyofstrategiestomonitortheirownreadingcomprehension.

• Arealsofamiliarwith,abletouse,andrecommendtostudentsmanyreadingmaterialsbasedondifferenttopics,themes,andavarietyofsituationsandconsistingofdifferenttypes,includingstories,poems,biography,non‐fiction,manycategoriesofliteraturewrittenforchildren,andtextsfromvarioussubjectareas.

• Encourageelementarystudents’understandingoftheirindividualresponsestowhattheyreadandsharingthoseresponses.

• Helpstudentsthinkcriticallyaboutwhattheyread.• Providebothinstructioninandopportunitiesforelementarystudentstodevelopeffectivewritingandspeakingskillssothattheycancommunicatetheirknowledge,ideas,understanding,insights,feelings,andexperiencestootherstudentsandtoparents,teachers,andotheradults.

• Providetheirstudentswithmanydifferentwritingandspeakingexperiencesinordertoteachtheskillsofwritingandspeaking.

• Enablestudentstoexploretheusesofdifferenttypesofwritingandspeakingwithdifferentaudiencesandindifferentsituations.

• Helpstudentsdeveloptheircapacitiestolistensothattheyunderstand,consider,respondto,anddiscussspokenmaterial,includingnon‐fiction,stories,andpoems.

• Knowwhatpreconceptions,errorpatterns,andmisconceptionstheymayexpecttofindinstudents'understandingofhowlanguagefunctionsincommunication,andtheyareabletohelpstudentscorrecttheirmisunderstandingsofthedevelopmentandusesoflanguage.

• Useformativeandsummativeassessmenttodeterminethelevelofstudents'competenceintheirunderstandingofanduseoflanguage.

• Usetheresultsofsuchassessmenttoplanfurtherinstruction.

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2.2ScienceCandidatesknow,understand,andusefundamentalconceptsofphysical,life,andearth/spacesciences.Candidatescandesignandimplementage‐appropriateinquirylessonstoteachscience,tobuildstudentunderstandingforpersonalandsocialapplications,andtoconveythenatureofscience.

Candidateshaveabroadgeneralunderstandingofscienceandtheyteachelementarystudentsthenatureofscience,andthecontentandfundamentalsofphysical,life,earthandspacesciences,andtheirinterrelationships.Candidates:• Arefamiliarwith,andteach,themajorconceptsandprinciplesthatunifyallscientificeffortandthatareusedineachofthesciencedisciplines:(1)systems,order,andorganization;(2)evidence,models,andexplanation;(3)change,constancy,andmeasurement;(4)evolutionandequilibrium;and(5)formandfunction.

• Engageelementarystudentsinthescienceinquiryprocessthatinvolvesaskingquestions,planningandconductinginvestigations,usingappropriatetoolsandtechniquestogatherdata,thinkingcriticallyandlogicallyaboutrelationshipsbetweenevidenceandexplanations,constructingandanalyzingalternativeexplanations,andcommunicatingscientificargumentsandexplanations.

• Introducestudentstounderstandingsaboutscienceandtechnologyandtodistinctionsbetweennaturalobjectsandobjectsmadebyhumansbycreatingexperiencesinmakingmodelsofusefulthings,andbydevelopingstudents’abilitiestoidentifyandcommunicateaproblem,andtodesign,implement,andevaluateasolution.

• Knownaivetheoriesandmisconceptionsmostchildrenhaveaboutscientificandtechnologicalphenomenaandhelpchildrenbuildunderstanding.

• Understandtheuseofassessmentthroughdiversedata‐collectionmethodsaswaystoinformtheirteachingandtohelpstudentslearnscientificinquiry,scientificunderstandingofthenaturalworld,andthenatureandutilityofscience.

2.3MathematicsCandidatesknow,understand,andusethemajorconceptsandproceduresthatdefinenumberandoperations,algebra,geometry,measurement,anddataanalysisandprobability.Indoingsotheyconsistentlyengageproblemsolving,reasoningandproof,communication,connections,andrepresentation.

Candidatesareabletoteachelementarystudentstoexplore,conjecture,andreasonlogicallyusingvariousmethodsofproof;tosolvenon‐routineproblems;tocommunicateaboutandthroughmathematicsbywritingandorallyusingeverydaylanguageandmathematicallanguage,includingsymbols;torepresentmathematicalsituationsandrelationships;andtoconnectideaswithinmathematicsandbetweenmathematicsandotherintellectualactivity.Candidates:• Helpstudentsunderstandandusemeasurementsystems(includingtime,money,temperature,twoandthreedimensionalobjectsusingnon‐standardandstandardcustomaryandmetricunits);explorepre‐numerationconcepts,wholenumbers,fractions,decimals,percentsandtheirrelationships;applythefourbasicoperations(addition,subtraction,multiplication,anddivision)withsymbolsandvariablestosolveproblemsandtomodel,explain,anddevelopcomputationalalgorithms;usegeometricconceptsandrelationshipstodescribeandmodelmathematicalideasandreal‐worldconstructs;formulatequestions,andcollect,organize,represent,analyze,andinterpretdatabyuseoftables,graphs,andcharts.

• Helpelementarystudentsidentifyandapplynumbersequencesandproportionalreasoning,predictoutcomesandconductexperimentstotestpredictionsinreal‐worldsituations;computefluently;makeestimationsandcheckthereasonablenessofresults;selectanduse

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appropriateproblem‐solvingtools,includingmentalarithmetic,pencil‐and‐papercomputation,avarietyofmanipulativeandvisualmaterials,calculators,computers,electronicinformationresources,andavarietyofotherappropriatetechnologiestosupportthelearningofmathematics.

• Knowandareabletohelpstudentsunderstandthehistoryofmathematicsandcontributionsofdiverseculturestothathistory.

• Knowwhatmathematicalpreconceptions,misconceptions,anderrorpatternstolookforinelementarystudentworkasabasistoimproveunderstandingandconstructappropriatelearningexperiencesandassessments.

2.4SocialstudiesCandidatesknow,understand,andusemajorconceptsandmodesofinquiryfromthesocialstudies—theintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareas—topromoteelementarystudents’abilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyandinterdependentworld.

Thesocialstudiesincludehistory,geography,thesocialsciences(suchasanthropology,archaeology,economics,politicalscience,psychology,andsociology)andotherrelatedareas(suchashumanities,law,philosophy,religion,mathematics,scienceandtechnology).Candidatesareableto:• Useknowledge,skills,anddispositionsfromsocialstudiestoorganizeandprovideintegratedinstructioningradesK‐6forthestudyofmajorthemes,conceptsandmodesofinquirydrawnfromacademicfieldsthataddress:(1)culture;(2)time,continuity,andchange;(3)people,places,andenvironment;(4)individualdevelopmentandidentity;(5)individuals,groups,andinstitutions;(6)power,governance,andauthority;(7)production,distribution,andconsumption;(8)science,technology,andsociety;(9)globalconnections;and(10)civicidealsandpractices.

• Usetheirknowledgeofsocialstudiestohelpstudentslearnaboutacademicfieldsofknowledge,aswellasmajorthemesthatintegrateknowledgeacrossacademicfields.

• Developexperiencestohelpelementarystudentslearnaboutthehistoricaldevelopmentofdemocraticvalues;thebasicprinciplesofgovernmentandcitizenshipinademocraticrepublic;thepast,present,andfuture;spatialrelations;thedevelopmentofnations,institutions,economicsystems,culture,andculturaldiversity;theinfluencesofbeliefsystems;andthehumanities

• Helpstudentsread,write,listen,discuss,speak,andresearchtobuildbackgroundknowledge;examineavarietyofsources(e.g.,primaryandsecondarysources,maps,statisticaldata,andelectronictechnology‐basedinformation);acquireandmanipulatedata;analyzepointsofview;formulatewell‐supportedoralandwrittenarguments,policies,andpositions;constructnewknowledgeandapplyknowledgeinnewsettings.

• Useformativeandsummativeassessmentsinplanningandimplementinginstruction.

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2.5TheArtsCandidatesknow,understand,anduse—asappropriatetotheirownunderstandingandskills—thecontent,functions,andachievementsoftheperformingarts(dance,music,theater)andthevisualartsasprimarymediaforcommunication,inquiry,andengagementamongelementarystudents.

Candidatesunderstanddistinctionsandconnectionsbetweenartsstudyandartsexperiences.Candidates:• Recognizethatartsinstructionmustbesequential.• Encouragethekindofstudyandactiveparticipationthatleadstocompetenceandappreciation.

• Workalone,withartsspecialistteachers,and/orwithotherqualifiedartsprofessionalsenablingstudentsto:1. communicateatabasiclevelinthefourartsdisciplines‐‐dance,

music,theater,andthevisualarts‐‐includingknowledgeandskillsintheuseofbasicvocabularies,materials,traditionalandtechnology‐basedtools,techniques,andthinkingprocessesofeachartsdiscipline;

2. developandpresentbasicanalysesofworksofartfromstructural,historical,andculturalperspectives;

3. haveaninformedacquaintancewithexemplaryworksofartfromavarietyofculturesandhistoricalperiods;and

4. relatebasictypesofartsknowledgeandskillswithinandacrosstheartsdisciplines,andtomakeconnectionswithotherdisciplines.

• Understandthatstudentcompetenceatabasiclevelservesasthefoundationformoreadvancedwork.

• Understandthattherearemanyroutestocompetence,thatelementarystudentsmayworkindifferentartsatdifferenttimes,thattheirstudymaytakeavarietyofapproaches,andthattheirabilitiesmaydevelopatdifferentrates.

2.6HealtheducationCandidatesknow,understand,andusethemajorconceptsinthesubjectmatterofhealtheducationtocreateopportunitiesforstudentdevelopmentandpracticeofskillsthatcontributetogoodhealth.

Candidatesunderstandthefoundationsofgoodhealth,includingthestructureandfunctionofthebodyanditssystemsandtheimportanceofphysicalfitnessandsoundnutrition.Candidates:• Helpstudentsunderstandthebenefitsofahealthylifestyleforthemselvesandothersaswellasthedangersofdiseasesandactivitiesthatmaycontributetodisease.

• Arealerttomajorhealthissuesconcerningchildrenandthesocialforcesthataffectthem,andoftheneedtoimpartinformationontheseissuessensitively.

• Addressissuesinwaysthathelpstudentsrecognizepotentiallydangeroussituations,clarifymisconceptions,andfindreliablesourcesofinformation.

2.7PhysicaleducationCandidatesknow,understand,anduse—asappropriatetotheirownunderstandingandskills—humanmovementandphysicalactivityascentralelementstofosteractive,healthylifestylesandenhancedqualityoflifeforelementarystudents.

Candidatesunderstandphysicaleducationcontentrelevanttothedevelopmentofphysicallyeducatedindividuals.Candidates:• Structurelearningactivitiestoensurethatstudentsdemonstratecompetenceinmanymovementforms,andcanapplymovementconceptsandprinciplestothelearninganddevelopmentofmotorskills.

• Knowthatphysicalinactivityisamajorhealthriskfactorinoursocietyandrecognizethecriticalimportanceofphysicallyactivelifestylesforallstudents.

• Helpstudentsdevelopknowledgeandskillsnecessarytoachieveandmaintainahealth‐enhancinglevelofphysicalfitness.

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• Appreciatetheintrinsicvaluesandbenefitsassociatedwithphysicalactivity.

• Areabletostructuremovementexperiencesthatfosteropportunitiesforenjoyment,challenge,self‐expression,andsocialinteraction,andthatelicitresponsiblepersonalandsocialbehaviorandrespectforindividualdifferencesamongpeopleinphysicalactivity.

Standard3‐InstructionDescription Indicators

3.1IntegratingandapplyingknowledgeforinstructionCandidatesplanandimplementinstructionbasedonknowledgeofstudents,learningtheory,connectionsacrossthecurriculum,curriculargoals,andcommunity.

Candidatesunderstandlearningtheorysubjectstaughtinelementaryschools,curriculumdevelopment,andstudentdevelopmentandknowhowtousethisunderstandinginplanninginstructiontomeetcurriculumgoalswhilemakingconnectionsacrossthedisciplines.Candidates:• Areabletomotivatestudentstoappreciateandbeengagedinthe

subjectmatter.• Selectandcreatelearningexperiencesthatareappropriatefor

curriculumgoals,meaningfultoelementarystudents,andbaseduponprinciplesofeffectiveteaching(e.g.thatactivatestudents'priorknowledge,anticipatepreconceptions,encourageexplorationandproblem‐solving,andbuildnewskillsonthosepreviouslyacquired).

• Useavarietyofresources,includingtechnologyandtextbooks,andlookbeyondtheirclassroomtodeterminehownumerousinformationresourcesinbothprintandelectronicformmightbenefittheirstudents.

• Understandanduseappropriatetechnologytohelpstudentsbecomecapabletechnologyusersthroughcommunication;throughaccess,management,analysisandproblemsolvingwithinformation;andthroughcollaborativeandself‐directedlearning.

• Collaboratewithspecialiststopromotelearninginallareasofthecurriculumforallelementarystudents.

3.2AdaptationtodiversestudentsCandidatesunderstandhowelementarystudentsdifferintheirdevelopmentandapproachestolearning,andcreateinstructionalopportunitiesthatareadaptedtodiversestudents;

Candidatesunderstandandcanidentifydifferencesinapproachestolearningandperformance,includingdifferentlearningstylesandwaysstudentsdemonstratelearning.Candidates:• Understandhowelementarystudents'learningisinfluencedby

individualexperiences,talents,disabilities,andpriorlearning,aswellaslanguage,culture,family,andcommunityvalues.

• Candidatesknowhowtoseekassistanceandguidancefromspecialistsandotherresourcestoaddresselementarystudents’exceptionallearningneedsandunderstandtheimportanceofcollaborationwithspecialistsandfamilies.

• IdentifyanddesigninstructionappropriatetoK‐6students'levelsofdevelopment,learningstyles,strengths,andneeds,usingteachingapproachesthataresensitivetothemultipleexperiencesofstudents.

• Planinstructionaltasksandactivitiesappropriatetotheneedsofstudentswhoareculturallydiverseandthosewithexceptionallearningneedsinelementaryschools.

• Areabletoapplyknowledgeoftherichnessofcontributionsfromdiverseculturestoeachcontentareastudiedbyelementarystudents.

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3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyofteachingstrategiesthatencourageelementarystudents’developmentofcriticalthinkingandproblemsolving.

Candidatesunderstandcognitiveprocessesassociatedwithvariouskindsoflearningandhowtheseprocessescanbestimulated.Candidates:• Understandprinciplesandtechniques,advantagesandlimitations,

associatedwithappropriateteachingstrategies(e.g.cooperativelearning,directinstruction,inquiry,wholegroupdiscussion,independentstudy,interdisciplinaryinstruction).

• Knowhowtoenhancelearningthroughuseofawidevarietyofmaterialsaswellascollaborationwithspecialists,othercolleagues,andtechnologicalresources,andthroughmultipleteachingandlearningstrategiesthatwillpromotedevelopmentofcriticalthinking,problemsolving,andperformancecapabilities.

3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualandgroupmotivationandbehavioramongstudentsattheK‐6leveltofosteractiveengagementinlearning,selfmotivation,andpositivesocialinteractionandtocreatesupportivelearningenvironments;

Teachercandidatesunderstandprinciplesofeffectiveclassroommanagementaswellashumanmotivationandbehaviorfromthefoundationalsciencesofpsychology,anthropology,andsociology.Candidates:• Usearangeofstrategiesandcancollaboratewithspecialiststo

promotepositiverelationships,cooperation,conflictresolution,andpurposefullearningintheclassroom.

• Createlearningcommunitiesinwhichelementarystudentsassumeresponsibilityforthemselvesandoneanother,participateindecisionmaking,workcollaborativelyandindependently,andengageinpurposefullearningactivities.

• Understandanduseappropriateandeffectiveinterpersonalandsmallgroupcommunicationtechniquestocreateaneffectivelearningenvironment.

3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingofeffectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportiveinteractionintheelementaryclassroom.

Candidatesunderstandcommunicationtheory,languagedevelopment,andtheroleoflanguageinlearningamongelementarystudents,andtheyalsounderstandhowculturalandgenderdifferencescanaffectcommunicationintheclassroom.Candidates:• Modeleffectivecommunicationstrategiesinconveyingideasand

informationaskingquestions(e.g.monitoringtheeffectsofmessagesrestatingideasanddrawingconnections;usingvisual,aural,andkinestheticcues;beingsensitivetononverbalcuesgivenandreceived).

• Useoralandwrittendiscoursebetweenthemselvesandtheirstudents,andamongstudents,todevelopandextendelementarystudents'understandingofsubjectmatter.

• Knowhowtouseavarietyofmediacommunicationtools,includingaudio‐visualaidsandcomputer‐basedtechnologies,toenrichlearningopportunities.

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Standard4‐Assessment


4.0AssessmentforInstructionCandidatesknow,understand,anduseformalandinformalassessmentstrategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,andphysicaldevelopmentofeachelementarystudent.

Candidatesknowthatassessmentisanessentialandintegralpartofinstruction.Itdefinesthebeginningpoint;helpsidentifyobjectives,materialsandeffectiveteachingmethodsortechniques;andinformstheneedtore‐teachoradaptinstruction.Candidates:• Understandthecharacteristics,uses,advantages,andlimitationsofdifferenttypesofassessmentappropriateforevaluatinghowK‐6studentslearn,whattheyknow,andwhattheyareabletodoineachsubjectarea.

• Recognizethatmanydifferentassessmenttoolsandstrategies,accuratelyandsystematicallyused,arenecessaryformonitoringandpromotinglearningforeachstudent.

• Appropriatelyuseavarietyofformalandinformalassessmenttechniques(e.g.observation,portfoliosofelementarystudentwork,teacher‐madetests,performancetasks,projects,studentself‐assessments,peerassessment,andstandardizedtests)toenhancetheirknowledgeofindividualstudents,evaluatestudents'progressandperformances,modifyteachingandlearningstrategies,andcollaboratewithspecialistsonaccommodatingtheneedsofstudentswithexceptionalities.

• Useformativeandsummativeassessmentstodeterminestudentunderstandingofeachsubjectareaandtakecaretoalignassessmentswithinstructionalpractice.

• Areawarethattechnologycanfacilitateappropriateformsofassessmentandprovideevidenceacrossmultipledimensionsofstudentperformance.

• Usetechnologytoimprovetheefficiencyandeffectivenessofassessmentprocessesandinmanagementofinstruction.

• Monitortheirownteachingstrategiesandbehaviorinrelationtostudentsuccess,modifyingplansandinstructionalapproachesaccordingly.

Standard5‐Professionalism


5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheirpracticeinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearning;theycontinuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsinthelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.

Whilesynthesisofknowledgeisalifetimeprocessforaprofessional,bytheendofteacherpreparation,candidatesreadytoentertheclassroomaselementarygeneralistteachersshouldbe:

• Workingindependentlyonavarietyofdisciplinaryandpedagogicalproblemsandresponsibilitiesbycombiningasappropriatetheirknowledgeandskillsin(a)childdevelopment;(b)Englishlanguagearts,science,mathematics,socialstudies,thearts,healthandphysicaleducation,(c)instructionaltechniqueandlearningtechnologies,and(d)assessment.

• Focusinganddefendingindependentanalysesandvaluejudgmentsaboutdisciplinarycontentandteachingmethodologies,theirvariouspotentialrelationships,andtheirapplicationstospecificcircumstances.

• Acquiringtheintellectualtoolstoworkwithevolvingissuesand

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conditionsastimeandsituationschange,includingtheabilitytomakewisedecisionsaccordingtotime,place,andpopulation.

• Identifying,accessing,andusingtechnology‐basedresourcesinsupportoftheircontinuingprofessionaldevelopment.

• Demonstratingawarenessofandcommitmenttotheprofession'scodesofethicalconduct.

• Understandingbasicinterrelationshipsandinterdependenciesamongthevariousprofessionsandactivitiesthatconstitutethedisciplines,content,andprocessesofelementaryeducation.

Candidatesknowmajorareasofresearchonteachingandofresourcesavailableforprofessionallearning(e.g.professionalliterature,colleagues,professionalassociations,professionaldevelopmentactivities).Theyuseclassroomobservation,informationaboutstudents,andresearchassourcesforevaluatingtheoutcomesofteachingandlearningandasabasisforexperimentingwith,reflectingon,andrevisingpractice.

5.2Collaborationwithfamilies,colleagues,andcommunityagenciesCandidatesknowtheimportanceofestablishingandmaintainingapositivecollaborativerelationshipwithfamilies,schoolcolleagues,andagenciesinthelargercommunitytopromotetheintellectual,social,emotional,physicalgrowthandwell‐beingofchildren.

Candidatesunderstanddifferentfamilybeliefs,traditions,values,andpracticesacrossculturesandwithinsocietyandusetheirknowledgeeffectively.Candidates:• Involvefamiliesaspartnersinsupportingtheschoolbothinsidean

outsidetheclassrooms.• Involvefamiliesinassessingandplanningforindividualchildren,

includingchildrenwithdisabilities,developmentaldelays,orspecialabilities.

• Understandschoolsasorganizationswithinthelargercommunitycontextandtheoperationsofrelevantaspectsofthesystemsinwhichtheywork.

• Understandhowfactorsintheelementarystudents'environmentsoutsideofschoolmayinfluencethestudents'cognitive,emotional,social,andphysicalwellbeingand,consequently,theirlivesandlearning.

• Participateincollegialactivitiesdesignedtomaketheentireschoolaproductivelearningenvironmentanddevelopeffectivecollaborationswithspecialists.

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EnglishasaSecondLanguage(ESL)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofEnglishasaSecondLanguageshallberequiredtodemonstratethattheirprogramsmeetthefollowingstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsofTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)forthepreparationofteachersofEnglishasaSecondLanguage.

Standard1:LanguageCandidatesknow,understand,andusethemajorconcepts,theories,andresearchrelatedtothenatureandacquisitionoflanguagetoconstructlearningenvironmentsthatsupportESOLstudents’languageandliteracydevelopmentandcontentareaachievement.

Elements Indicators

Standard1.a.DescribingLanguageCandidatesdemonstrateunderstandingoflanguageasasystemanddemonstrateahighlevelofcompetenceinhelpingESOLstudentsacquireanduseEnglishinlistening,speaking,reading,andwritingforsocialandacademicpurposes.

Candidates:• Applyknowledgeofphonology(thesoundsystem)tohelpESOLstudentsdeveloporal,reading,andwriting(includingspelling)skillsinEnglish.

• Applyknowledgeofmorphology(thestructureofwords)toassistESOLstudents’developmentoforalandliteracyskillsinEnglish.

• Applyknowledgeofsyntax(phraseandsentencestructure)toassistESOLstudentsindevelopingwrittenandspokenEnglish.

• Applyunderstandingofsemantics(word/sentencemeaning)toassistESOLstudentsinacquiringandproductivelyusingawiderangeofvocabularyinEnglish.

• Applyknowledgeofpragmatics(theeffectofcontextonlanguage)tohelpESOLstudentscommunicateeffectivelyanduseEnglishappropriatelyforavarietyofpurposesinspokenandwrittenlanguage,andinformalandinformalsettings.

• DemonstrateabilitytohelpESOLstudentsdevelopsocialandacademiclanguageskillsinEnglish.

• DemonstrateabilitytohelpESOLstudentsacquirearangeofgenres,rhetoricalanddiscoursestructures,andwritingconventionsinEnglish.

• DemonstrateunderstandingofthenatureandvalueofWorldEnglishanddialectvariation,andbuildonthelanguagethatESOLstudentsbringinordertoextendtheirlinguisticrepertoire.

• LocateanduselinguisticresourcestolearnaboutthestructureofEnglishandofstudents’homelanguages.

• DemonstrateproficiencyinEnglishandserveasagoodlanguagemodelforESOLstudents.

Standard1.b.LanguageAcquisitionandDevelopmentCandidatesunderstandandapplyconcepts,theories,research,andpracticetofacilitatetheacquisitionofaprimaryandanewlanguageinandoutofclassroomsettings.

Candidates:• ProviderichexposuretoEnglish.• Providecomprehensibleinputandscaffolding.• Provideopportunitiesformeaningfulinteraction.• Createasecure,positive,andmotivatinglearningenvironment.• Understandandapplycurrenttheoriesandresearchinlanguageandliteracydevelopment.

• RecognizeandbuildontheprocessesandstagesofEnglishlanguageandliteracydevelopment.

• RecognizetheimportanceofESOLstudents’homelanguagesandlanguagevarietiesandbuildontheseskillsasafoundationforlearning

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English.• Understandandapplyknowledgeofsocio‐culturalandpoliticalvariablestofacilitatetheprocessoflearningEnglish.

• UnderstandandapplyknowledgeoftheroleofindividuallearnervariablesintheprocessoflearningEnglish.

• Provideappropriateinstructionandfeedback.• HelpESOLstudentstocommunicateinsociallyandculturallyappropriateways.

• HelpESOLstudentsdevelopacademiclanguageproficiency.• HelpESOLstudentsdevelopeffectivelanguagelearningstrategies.

Standard2:CultureCandidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureandculturalgroupstoconstructlearningenvironmentsthatsupportESOLstudents’culturalidentities,languageandliteracydevelopment,andcontentareaachievement.

Elements Indicators

Standard2.a.NatureandRoleofCulture.Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureinlanguagedevelopmentandacademicachievementthatsupportindividualstudents’learning.

Candidates:• UnderstandandapplyknowledgeaboutculturalvaluesandbeliefsinthecontextofteachingandlearningESL.

• Understandandapplyknowledgeabouttheeffectsofracism,stereotyping,anddiscriminationtoESLteachingandlearning.

• Understandandapplyknowledgeabouthome/schoolcommunicationtoenhanceESLteachingandbuildpartnershipswithESOLfamilies.

• Understandandapplyconceptsabouttheinterrelationshipbetweenlanguageandculture.

Standard2.b.CulturalGroupsandIdentity.Candidatesknow,understand,anduseknowledgeofhowculturalgroupsandstudents’culturalidentitiesaffectlanguagelearningandschoolachievement.

Candidates:• Usearangeofresources,includingtheInternet,tolearnaboutworldculturesandculturesofstudentsintheirclassroomsandapplythatlearningtoinstruction.

• Understandandapplyknowledgeabouthowanindividual’sculturalidentityaffectstheirESLlearningandhowlevelsofculturalidentitywillvarywidelyamongstudents.

• Understandandapplyknowledgeaboutculturalconflictsandhome‐areaeventsthatcanhaveanimpactonESOLstudents’learning.

• Understandandapplyknowledgeabouttheimpactofstudents’socioeconomicstatus,race,religion,class,nationalorigin,disability,andgenderonlearningandteachingESL.

• UnderstandandapplyknowledgeofU.S.immigrationhistoryandpatternsinteachingESL.

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Standard3:Planning,Implementing,andManagingInstructionCandidatesknow,understand,andusestandards‐basedpracticesandstrategiesrelatedtoplanning,implementing,andmanagingESLandcontentinstruction,includingclassroomorganization,teachingstrategiesfordevelopingandintegratinglanguageskills,andchoosingandadaptingclassroomresources.

Elements Indicators

Standard3.a.PlanningforStandards‐BasedESLandContentInstructionCandidatesknow,understand,andapplyconcepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLstudents.CandidatesserveaseffectiveEnglishlanguagemodels,astheyplanformultilevelclassroomswithlearnersfromdiversebackgroundsusingstandards‐basedESLandcontentcurriculum.

Candidates:• Planstandards‐basedESLandcontentinstruction.• Createenvironmentsthatpromotestandardsbasedlanguagelearninginsupportive,acceptingclassroomsandschools.

• Planstudents’learningexperiencesbasedonassessmentoflanguageproficiencyandpriorknowledge.

• Provideforparticularneedsofstudentswithlimitedformalschooling(LFS).

Standard3.b.ManagingandImplementingStandards‐basedESLandContentInstructionCandidatesknow,manage,andimplementavarietyofstandards‐basedteachingstrategiesandtechniquesfordevelopingandintegratingEnglishlistening,speaking,reading,andwriting,andforaccessingthecorecurriculum.CandidatessupportESOLstudentsinaccessingthecorecurriculumastheylearnlanguageandacademiccontenttogether.

Candidates:• Organizelearningaroundstandards‐basedsubjectmatterandlanguagelearningobjectives.

• Incorporateactivities,tasks,andassignmentsthatdevelopauthenticusesoflanguage,asstudentslearnaboutcontent‐areamaterial.

• Provideactivitiesandmaterialsthatintegratelistening,speaking,reading,andwriting.

• Developstudents’listeningskillsforavarietyofacademicandsocialpurposes.

• Developstudents’speakingskillsforavarietyofacademicandsocialpurposes.

• Providestandardsbasedinstructionthatbuildsuponstudents’oralEnglishtosupportlearningtoreadandwrite.

• ProvidestandardsbasedreadinginstructionadaptedtoESOLlearners.• ProvidestandardsbasedwritinginstructionadaptedtoESOLlearners.• Developstudents’writingthrougharangeofactivities,fromsentenceformationtoexpositorywriting.

Standard3.c.UsingResourcesEffectivelyinESLandContentInstructionCandidatesarefamiliarwithawiderangeofstandards‐basedmaterials,resources,andtechnologies,andchoose,adapt,andusethemineffectiveESLandcontentteaching.

Candidates:• Select,adapt,anduseculturallyresponsive,age‐appropriate,andlinguisticallyaccessiblematerials.

• Selectmaterialsandotherresourcesthatareappropriatetostudents’developinglanguageandcontentareaabilities,includingappropriateuseofL1.

• Employanappropriatevarietyofmaterialsforlanguagelearning,includingbooks,visualaids,props,andrealia.

• Useappropriatetechnologicalresourcestoenhancelanguageandcontent‐areainstructionforESOLstudents(e.g.,Web,software,computers,andrelateddevices).

• UsesoftwareandInternetresourceseffectivelyinESLandcontentinstruction.

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Standard4:AssessmentCandidatesunderstandissuesofassessmentandusestandards‐basedassessmentmeasureswithESOLstudents.

Elements Indicators

Standard4.a.IssuesofAssessmentforESLCandidatesunderstandvariousissuesofassessment(e.g.,culturalandlinguisticbias;political,social,andpsychologicalfactors)inassessment,IQ,andspecialeducationtesting(includinggiftedandtalented);theimportanceofstandards;andthedifferencebetweenlanguageproficiencyandothertypesofassessment(e.g.,standardizedachievementtestsofoverallmastery),astheyaffectESOLstudentlearning.

Candidates:• DemonstrateanunderstandingofthepurposesofassessmentastheyrelatetoESOLlearnersanduseresultsappropriately.

• Demonstrateanunderstandingofthequalityindicatorsofassessmentinstruments.

• DemonstrateunderstandingofthelimitationsofassessmentsituationsandmakeaccommodationsforESOLstudents.

• Distinguishbetweenalanguagedifference,giftedandtalented,andspecialeducationneedsforESOLstudents.

Standard4.b.LanguageProficiencyAssessmentCandidatesknowanduseavarietyofstandards‐basedlanguageproficiencyinstrumentstoinformtheirinstructionandunderstandtheirusesforidentification,placement,anddemonstrationoflanguagegrowthofESOLstudents.

Candidates:• Understandandimplementnationalandstaterequirementsforidentification,reclassification,andexitofESOLstudentsfromlanguagesupportprograms.

• Understand,develop,andusenormreferencedassessmentsappropriatelywithESOLlearners.

• Understand,develop,andusecriterion‐referencedassessmentsappropriatelywithESOLlearners.

• Understand,construct,anduseassessmentmeasuresforavarietyofpurposesforESOLstudents.

• AssessESOLlearners’languageskillsandcommunicativecompetenceusingmultiplesourcesofinformation.

Standard4.c.Classroom‐BasedAssessmentforESLCandidatesknowanduseavarietyofperformance‐basedassessmenttoolsandtechniquestoinforminstruction.

Candidates:• UseperformancebasedassessmenttoolsandtasksthatmeasureESOLlearners’progresstowardstateandnationalstandards.

• Usevariousinstrumentsandtechniquestoassess• Content‐arealearning(e.g.,math,science,socialstudies)forESOLlearnersatvaryinglevelsoflanguageandliteracydevelopment.

• PrepareESOLstudentstouseself‐andpeer‐assessmenttechniqueswhenappropriate.

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Standard5:ProfessionalismCandidatesdemonstrateknowledgeofthehistoryofESLteaching.Candidateskeepcurrentwithnewinstructionaltechniques,researchresults,advancesintheESLfield,andpublicpolicyissues.Candidatesusesuchinformationtoreflectuponandimprovetheirinstructionalpractices.CandidatesprovidesupportandadvocateforESOLstudentsandtheirfamiliesandworkcollaborativelytoimprovethelearningenvironment.

Elements Indicators

Standard5.a.ESLResearchandHistoryCandidatesdemonstrateknowledgeofhistory,research,andcurrentpracticeinthefieldofESLteachingandapplythisknowledgetoimproveteachingandlearning.

Candidates:• Demonstrateknowledgeoflanguageteachingmethodsintheirhistoricalcontexts.

• DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESLprofession.

Standard5.b.PartnershipsandAdvocacyCandidatesserveasprofessionalresources,advocateforESOLstudents,andbuildpartnershipswithstudents’families.

Candidates:• Advocateandserveaslanguageandeducationresourcesforstudentsandfamiliesintheirschoolsandcommunities.

• Serveasprofessionalresourcepersonnelintheireducationalcommunities.

• AdvocateforESOLstudents’accesstoallavailableacademicresources,includinginstructionaltechnology.

Standard5.c.ProfessionalDevelopmentandCollaborationCandidatescollaboratewithandarepreparedtoserveasaresourcetoallstaff,includingparaprofessionals,toimprovelearningforallESOLstudents.

Candidates:• EstablishprofessionalgoalsandpursueopportunitiestogrowinthefieldofESL.

• Workwithotherteachersandstafftoprovidecomprehensive,challengingeducationalopportunitiesforESOLstudentsintheschool.

• Engageincollaborativeteachingingeneraleducationandcontent‐areaclassrooms.

• ModelacademicproficiencyintheEnglishlanguage.

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GeneralScienceInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasGeneralScienceteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.


ElementsToshowthattheyarepreparedincontent,teachersofchemistrymustdemonstratethatthey:

a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,andinterrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.



d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,in

theirfield(s)oflicensure.Indicators

Allsecondaryscienceteachersshouldbepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledge

ofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.

Generalscienceteachersshouldbepreparedwithastrongemphasisoncollaborativeinquiryinthelaboratoryandfield.Theyshouldhaveadeeperunderstandingofthefieldthangeneralists,butshouldhavethesamethematicandinterdisciplinaryperspectiveonscience.Toachievethis,scienceteachersatthislevelshouldbepreparedinbiologytoleadstudentstounderstand:• Factorsgoverningthestructures,functions,andbehaviorsoflivingsystems.• Multiplesystemsofclassificationoforganisms.• Cyclesofmatter,andflowofenergy,throughlivingandnonlivingpathways.• Naturalselection,adaptation,diversity,andspeciation.• Structure,function,andreproductionofcells,includingmicroorganisms.• Levelsoforganizationfromcellstobiomes.• Reproductionandheredity,includinghumanreproductionandcontraception.• Behavioroflivingsystemsandtheroleoffeedbackintheirregulation.• Hazardsrelatedtolivingthingsincludingallergies,poisons,disease,andaggression.

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Inrelationtothephysicalsciences,generalscienceteachersatthislevelshouldbepreparedinchemistryandphysicstoleadstudentstounderstand:• Propertiesandapplicationsofsound,light,magnetism,andelectricity.• Potentialandkineticenergiesandconceptsofwork.• Energyflowinphysicalandchemicalsystems,includingsimplemachines• Statesofmatterandbondinginrelationtomolecularbehaviorandenergy.• Conservationofmatterandenergy.• Classificationsofelementsandcompounds.• Solvents(especiallywater)andsolutions.• Chemicalnatureoftheearthanditslivingorganisms.• Natureofradioactivesubstances.• Chemical,electricalandradiationhazards.IntheEarthandspacesciences,generalscienceteachersatthislevelshouldpreparedintheEarthandspacesciencestoleadstudentstounderstand:• Structuresofobjectsandsystemsinspace.• Earth’sstructure,evolution,history,andplaceinthesolarsystem.• Characteristicsandimportanceofoceans,lakes,rivers,andthewatercycle.• Characteristicsoftheatmosphereincludingweatherandclimate.• ChangesintheEarthcausedbychemical,physical,andbiologicalforces.• Causesandoccurrencesofhazardssuchastornados,hurricanes,andearthquakes.• Characteristicsandimportanceofcyclesofmattersuchasoxygen,carbon,andnitrogen.• Characteristicsofrenewableandnonrenewablenaturalresourcesandimplicationsfortheiruse.• Interactionsamongpopulations,resources,andenvironments.Tocreateinterdisciplinaryperspectivesandtohelpstudentsunderstandwhyscienceisimportanttothem,scienceteachersshouldbepreparedtoleadstudentstounderstand:• Interrelationshipsofpureandappliedsciences,andtechnology.• Applicationsofsciencetolocalandregionalproblemsandtherelationshipofsciencetoone’spersonalhealth,

well‐being,andsafety.• Historicaldevelopmentandperspectivesonscienceincludingcontributionsofunderrepresentedgroupsand

theevolutionofmajorideasandtheories.• Applicationsofsciencetotheinvestigationofindividualandcommunityproblems.• Useoftechnologicaltoolsinscience,includingcalculatorsandcomputers.


ElementsToshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:

a.Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheirdiscipline.b.Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnologyandfromotherwaysofknowingtheworld.c.Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysisoffalseordoubtfulassertionsmadeinthenameofscience.

Indicators

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Elements

Toshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientific

knowledge.b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelop

conceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.

Indicators

• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge:Itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.


• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenot


• Theyshouldberequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.

• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.

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usedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.




Elements




Indicators




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Indicators

• Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.

• Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.

• Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.

• TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).

• Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.

• Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.

• Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.

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ElementsToshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:



Indicators

• Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.

• Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.

• Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.


ElementsToshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:



Indicators



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Elements

Toshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:




Indicators


• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.



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Elements

Toshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,the

propertreatmentofanimals,andthemaintenanceanddisposalofmaterials.b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,and

disposalofallmaterialsusedinscienceinstruction.c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyprocedures

appropriatefortheactivitiesandtheabilitiesofstudents.d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethical

mannerandrespectlegalrestrictionsontheircollection,keeping,anduse.

Indicators





• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.

• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.



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Elements

Toshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreach

beyondminimumjobrequirements.b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrow

professionally.c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingand

facilitatetheirprofessionalgrowth.d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositive

relationshipswiththecommunity.

Indicators










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HealthandPhysicalEducationInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofHealthandPhysicalEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsoftheAmericanAssociationforHealthEducation(AAHE)forthepreparationofHealthEducationTeachers;the2001standardsoftheAmericanAllianceforHealth,PhysicalEducation,Recreation,andDance(AAPHERD);andtheNationalAssociationforSportandPhysicalEducation(NASPE)forthepreparationofPhysicalEducationTeachers.

HealthStandard2‐Candidatesplaneffectivehealtheducationprograms.

Elements Indicators

2.aCandidatesrecruitschoolandcommunityrepresentativestosupportandassistinprogramplanning.

Candidates:•Identifyindividualsand/orgroupswhosecooperationandsupportwillbeessentialtoprogramsuccess.•Integrateotherschoolandcommunityresourcesandrecommendationswithinthehealtheducationprogramplan.

2.bCandidatesdevelopalogicalscopeandsequenceplanforahealtheducation

Candidates:•Applydecision‐making,communication,goal‐setting,self‐

Elements Indicators

1.aCandidatesobtainhealth‐relateddataaboutsocialandculturalenvironments,growthanddevelopmentfactors,needs,andinterestsofstudents.

Candidates:•Selectvalid,reliable,andcrediblesourcesofdataandinformationabouthealthneeds,interests,andconcerns.•Usetechnology‐basedsourcesofinformation.•Identifyappropriatedata‐gatheringinstruments.•Applyvariousmethodstocollecthealth‐relateddataandinformation.

1.bCandidatesdistinguishbetweenbehaviorsthatfosterandthosethathinderwell‐being.

Candidates:•Identifyphysical,social,emotional,intellectual,andotherfactorsthatinfluenceoneormorehealth‐relatedbehaviorsofschool‐agedyouth.•Distinguishbetweenriskandprotectivefactorswithinthefamily,school,peergroup,andcommunity.•Identifyindividualbehaviorsthatpromoteand/orcompromisepersonalhealthandwell‐being.•Articulatehowcognitive,affective,andskill‐basedlearningandotherexperiencesimpactpatternsofhealthbehavior.

1.cCandidatesdeterminehealtheducationneedsbasedonobservedandobtaineddata.

Candidates:•Review,display,andinterpretneedsassessmentdatafordiversestudentpopulations.•Establishcriteriaforprioritizingareasbasedondiversestudentneeds.•Applyestablishedcriteriatoidentifypriorityneedsforschool‐basedhealtheducationandCSHPs.

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program.

management,andadvocacyskillsastheyrelatetohealthcontent.•Displayfunctionalknowledgeofhealthconceptsrelatedtoalcoholandotherdrugs,injuryprevention,nutrition,physicalactivity,sexualhealth,tobacco,mentalhealth,personalandcon‐sumerhealth,andcommunityandenvironmentalhealth.•Determinetherangeofessentialhealthconceptsandskillsthataredevelopmentally‐appropriateandculturally‐sensitivetoadiversestudentpopulation.•Organizeandprioritizethescopeofahealtheducationprograminalogicalsequence.

2.cCandidatesformulateappropriateandmeasurablelearnerobjectives.

Candidates:•Usethescopeandsequenceplanandstate/nationalstandardsandguidelinestodesignateperformanceindicatorsthatdescribefunctionalhealthconceptsandessentialstudentskills.•Designmeasurablecognitive,affective,andskills‐basedlearnerobjectivesthataredevelopmentally‐appropriate.•Reviewandreviseperformanceindicatorsbasedoncurrentneedsassessmentfindings.

2.dCandidatesdesigneducationalstrategiesconsistentwithspecifiedlearnerobjectives.

Candidates:•Accessandreviewexistingornewhealtheducationcurriculaforconsistencywithperformanceindicatorsandresearch‐basedbestpractice.•Delineateawidevarietyofinstructionalstrategiesalignedtomeetdiversestudentneeds.•Planservicelearningopportunitiesthatreinforcemasteryofpreviouslyidentifiedlearnerobjectives.

HealthStandard3‐Candidatesimplementhealtheducationprograms.

Elements Indicators

3.aCandidatesanalyzefactorsaffectingthesuccessfulimplementationofhealtheducationandCoordinatedSchoolHealthPrograms(CSHPs).

Candidates:•Gatherinformationaboutstudents’previousknowledge,attitudes,perceptions,andskillstodeterminereadinessforproposedinstructionalstrategies.•IdentifysupportsandbarrierstosuccessfulimplementationofhealtheducationcurriculaandCSHPsandstrategiestoovercomebarriers.

3.bCandidatesselectresourcesandmediabestsuitedtoimplementprogramplansfordiverselearners.

Candidates:•Analyzediverselearnercharacteristicsandotherfactorswhenchoosingappropriatematerials,technology,andmedia.•Accessandusestate‐of‐the‐artresources,educationalmedia,andinstructionaltechnologyandequipment.•DevelopcriteriaforchoosingmostpromisinginstructionalresourcesandCSHPstrategiestomatchobjectivesfordiverselearners.

3.cCandidatesexhibitcompetenceincarryingoutplannedprograms.

Candidates:•Employ“bestpractice”experientialmethodsthatimpact

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cognitive,affective,andskilldomains.•Applypedagogicallysoundlearningstrategiesfordiverseindividualsandgroups.•Usedevelopmentally‐appropriateandculturally‐sensitiveclassroomstrategiesandservice‐learningexperiencestosupportdesignatedlearnerobjectives.•Manageclassroomlogisticsandmaintainorder.•Request,access,anduseavailablefacilitiesandspaceforinstruction.•Effectivelyuseavarietyofresourcesandmedia.

3.dCandidatesmonitoreducationalprograms,adjustingobjectivesandinstructionalstrategiesasnecessary.

Candidates:•Monitoreducationalstrategies,resources,andmaterialsasrelevanttolearnerobjectives.•Addressemergingstudentquestions,concerns,andinterestsonanongoingbasis.•Monitorstudentworkasitrelatestostatedstudentoutcomes.•Reviselearnerobjectivesandinstructionalstrategiestomeetemergingdiversestudentneeds.

HealthStandard4‐Candidatesevaluatetheeffectivenessofcoordinatedschoolhealthprograms.

Elements Indicators

4.aCandidatesdevelopplanstoassessstudentachievementofprogramobjectives.

Candidates:•Developstandardsofperformanceascriteriaforassessingimpactonstudentlearning.•DevisearealisticandfeasibleevaluationplanthatspanshealtheducationandCSHPimplementation.•Developanelectronicinventoryofvalidandreliableevaluationinstruments.•SelectappropriateformativeandsummativeevaluationmethodstodeterminestudentprogressandlevelsofCSHPimplementationandimpact.

4.bCandidatescarryoutevaluationplans.

Candidates:•Delineatestepstoimplementevaluationplans;administermeasurementinstrumentsasspecifiedinevaluationplan.•Useappropriatedatacollectionmethodstoassessimpactonstudentlearning.•Usecomputertechnologyandbasicstatisticalprocedurestoinputandanalyzeevaluationdata.

4.cCandidatesinterpretresultsofprogramevaluation.

Candidates:•Useevaluationresultstodetermineimpactofinstructiononstudentlearningandgroupprogressbasedoncriteriastatedinperformanceindicators.•Interpretevaluationresults.•Demonstratedispositionsandskillstopresentfindingstostudents,families,schoolpersonnel,andcommunitymembers.•Identifylimitationsofevaluationdesign.•Useaggregatedatatorecommendchangesinhealthinstruction.

4.dCandidatesinferimplicationsofevaluationfindingsforfutureprogram

Candidates:•Interpretevaluationresultstodrawinferencesaboutfuture

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planning.

programefforts.•Describerelationshipsamongstudentoutcomes,candidatedispositionsandskills,andevaluationstrategies.•Explorepossibleexplanationsforevaluationfindings.•Provideexplanationsforbiasinevaluationresults.•Useresultstodetermineandrecommendmodificationsofinstructionalprogramand/orCSHPs.

HealthStandard5‐Candidatescoordinateprovisionofhealtheducationprogramsandservices.

Elements Indicators

5.aCandidatesdevelopaplanforcoordinatinghealtheducationwithothercomponentsofaschoolhealthprogram.

Candidates:•DescribecomponentsofaCSHP.•ExplainthevalueofcoordinatingCSHPcomponents.•Determinetheextentofexistinghealth‐relatedprogramsandservicesintheschoolandcommunity.•IdentifygapsandduplicationintheprovisionofCSHP.•DevelopaplanforcoordinationofCSHP.

5.bCandidatesdemonstratethedispositionsandskillstofacilitatecooperationamonghealtheducators,otherteachers,andappropriateschoolstaff.

Candidates:•Identifyformalandinformalchannelsofcommunication.•Demonstratedispositionandskilltofacilitatecooperationamongschool‐sitestaffandstaffatotherschoolsand/orthedistrict‐level.•AnalyzetheroleofschoolhealtheducatorsasliaisonsamongCSHPstaffandrepresentativesofcommunity‐basedagenciesandorganizations.

5.cCandidatesformulatepracticalmodesofcollaborationamonghealtheducatorsinallsettingsandotherschoolandcommunityhealthprofessionals.

Candidates:•Describestrategiesforenhancingcommunicationamonghealtheducatorsandotherpersonnelresponsibleforschoolandcommunityhealth‐relatedprogramsandservices.•Suggestapproachesforintegratingcomprehensivehealtheducationwithcommunityprograms.•Identifycommonalitiesanddifferencesamongselectedhealthagenciesandorganizations.•Specifythebenefitsandchallengesofcollaboration.

5.dCandidatesorganizeprofessionaldevelopmentprogramsforteachers,otherschoolpersonnel,communitymembers,andotherinterestedindividuals

Candidates:•Plancompetency‐basedprofessionaldevelopmentsessions.•Determineappropriateeducationalandtechnologicalresourcesandinstructionalmethodstomeetdiverseneedsofteachersandotherschoolpersonnel.

HealthStandard6‐Candidatesactasaresourcepersoninhealtheducation.

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Elements Indicators

6.aCandidatesutilizecomputerizedhealthinformationretrievalsystemseffectively.

Candidates:•Usebasiccommunicationtechnologies/applications(e.g.,electronicmail,dataprocessing,graphicsprograms,wordprocessing).•UsetheInternettoaccesshealthresearchdatabaseandsurveillancesystemsandinteractwithweb‐basedprograms.•Identifyon‐linelearningactivitiesandresourcesalignedwithhealthinstructionalgoalsandmeaningfultostudents.•Useavarietyofcommunicationandtechnologysystemsthatprovidehealthinformation(e.g.,compactdiscs,DVDplayers,videotapeandaudiotape,teleconferences/videoconferences).•Evaluatecomputerizedhealthinformationforvalidity,reliability,credibility,andaccuracy.

6.bCandidatesestablisheffectiveconsultativerelationshipswiththoserequestingassistanceinsolvinghealth‐relatedproblems.

Candidates:•Reflectonneedforcommunicationskillsineffectiveconsultativerelationships.•Demonstratedispositionsandskillstointeractandcommunicatewithotherschoolstaff,students,parents,andcommunitystakeholders.•Discussethicalandprofessionaldispositionsrelatedtostudentdisclosureandconfidentiality,sensitiveissues,andadherencetoschoolpolicyandstatemandates.•Identifyspecialistsandservicesavailableforstudentsincrisis.

6.cCandidatesinterpretandrespondtorequestsforhealthinformation.

Candidates:•Usedatafromnational,state,andlocalchildandadolescenthealthresearchtorespondtorequestsforinformationabouthealthissues,schoolpolicydevelopment,andadoptionofhealthcurricula.•Helpallstudentslocatecurrent,reliable,andcrediblesourcesofinformation.•Identifyhealthandsafetyyouth‐servingorganizations,agencies,andassociations.

6.dCandidatesselecteffectiveeducationalresourcematerialsfordissemination.

Candidates:•Select,assemble,anddistributevalidandreliablehealthinformationrelatedtodiverseschool‐agedyouth.•Formulatecriteriaforselectionofinstructionalmaterials.

HealthStandard7‐Candidatescommunicatehealthandhealtheducationneeds,concerns,andresources.

Elements Indicators

7.aCandidatesinterpretconcepts,purposes,andtheoriesofhealtheducation.

Candidates:•Definehealtheducationandidentifycurrentgoals,objectives,andpracticeindiversesettings;examineeducational,psychological,sociological,andanthropologicaltheoryinrelationtohealtheducationpractice.•Describethehistoricalbasisofhealtheducation.•Reflectonknowledge,dispositions,andskillsofhealtheducators.

7.bCandidatespredicttheimpactofsocietalvaluesystemsonhealtheducation

Candidates:•Investigatepotentialimpactofsocialforces,values,andsystems

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programs.

onindividualandcommunityperspectivesrelatedtohealthissues.•Identifystrategiesfordealingwithcontroversyrelatedtohealtheducationneedsandconcerns.

7.cCandidatesselectavarietyofcommunicationmethodsandtechniquesinprovidinghealthinformation.

Candidates:•Deliverhealth‐promotingmessagesclearlyandconcisely.•Identifyarangeofstrategiesforcommunicatinghealthinformationtoindividuals,smallgroups,andlargegroups.•Facilitatesmallandlargegroupdiscussionsbymodelingappropriatedispositionsandskills.

7.dCandidatesfostercommunicationbetweenhealthcareprovidersandconsumers.

Candidates:•Identifyfactorsinfluencingstudents’andparents’understandingofhealthinformationandacceptanceofhealthservices.•Translatescientificconceptsforunderstandingbystudents,parents,andstaff.•Actasaliaisonbetweenhealthcareprovidersanddiversestudents,parents,andstaff.

PhysicalEducationStandard1:ContentKnowledgePhysicaleducationteachersunderstandphysicaleducationcontentanddisciplinaryconceptsrelatedtothedevelopmentofaphysicallyeducatedperson.

Elements Indicators

1.1Identifycriticalelementsofmotorskillperformance,andcombinemotorskillsintoappropriatesequencesforthepurposeofimprovinglearning.

Teachercandidatessatisfactorilydemonstratetheabilitytoidentifycriticalelementsbothverballyandbywrittenanalysis.Motorskillsarecombinedsequentiallytofacilitatemotorperformance.

1.2Demonstratecompetentmotorskillperformanceinavarietyofphysicalactivities.

Teachercandidatesdemonstratecompetentmotorskillperformanceinseveralphysicalactivitiesandproficiencyinsome.

1.3Describeperformanceconceptsandstrategiesrelatedtoskillfulmovementandphysicalactivity(e.g.,fitnessprinciples,gametactics,skillimprovementprinciples).

Teachercandidatesdemonstrateanunderstandingofconceptsandstrategiesrelatedtoskillfulmovementthroughaccurateanalysisof“why”movementperformanceoccursasitdoes,andbytheidentificationoffactorsthatdistinguishnovicefromexpertmovementperformance.

1.4Describeandapplybioscience(anatomical,physiological,andbiomechanical)andpsychologicalconceptstoskillfulmovement,physicalactivity,andfitness.

Teachercandidatesdemonstratebioscienceknowledgeandusethisknowledgeappropriatelytoplanandteachforskillfulmovement,physicalactivity,andfitness.

1.5Understandanddebatecurrentphysicaleducation/activityissuesandlawsbasedonhistorical,philosophical,andsociologicalperspectives.

Teachercandidatesdemonstratetheabilitytothinkcriticallyaboutissuesrelatedtophysicalactivity,throughverbalandwrittenanalysis,andanunderstandingofthelawasitrelatestoPhysicalEducationteaching.

1.6Demonstrateknowledgeofapprovedstateandnationalcontentstandardsandlocalprogramgoals.

Teachercandidatesareabletodemonstrate,throughverbalandwrittendocumentation,knowledgeofapprovedstandardsincludingthecontentstandardsforPhysicalEducation.

PhysicalEducationStandard2:GrowthandDevelopment.Physicaleducationteachersunderstandhowindividualslearnanddevelopandcanprovideopportunitiesthatsupporttheirphysical,cognitive,social,andemotionaldevelopment.

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Elements Indicators

2.1Monitorindividualandgroupperformanceinordertodesignsafeinstructionthatmeetsstudentdevelopmentalneedsinthephysical,cognitive,andsocial/emotionaldomains.

Teachercandidatesdemonstratetheabilitytodeterminestudentneedsthroughappropriatemonitoringwhichisfollowedbydesignofsafelearningenvironments.

2.2Understandthebiological,psychological,sociological,experiential,andenvironmentalfactors(e.g.neurologicaldevelopment,physique,gender,socio‐economicstatus)thatimpactdevelopmentalreadinesstolearnandrefinemovementskills.

Teachercandidatescanidentifyandimplementdevelopmentallyappropriatelearningopportunitiesforawholeclass,andareabletoextendandrefinecontentfortheclassasappropriate.

2.3Identify,select,andimplementappropriatelearning/practiceopportunitiesbasedonunderstandingthestudent,thelearningenvironment,andthetask.

Teachercandidatesdemonstrateunderstandingoftheinteractionofstudent,learningenvironment,andtask,andcanidentify/selectappropriatelearning/practiceopportunitiesbasedonthisunderstanding.

PhysicalEducationStandard3:DiverseStudentsPhysicaleducationteachersunderstandhowindividualsdifferintheirapproachestolearning,andcreateappropriateinstructionadaptedtothesedifferences.

Elements Indicators

3.1Identify,select,andimplementappropriateinstructionthatissensitivetostudents’strengths/weaknesses,multipleneeds,learningstyles,andpriorexperiences(e.g.,cultural,personal,family,community).

Teachercandidatesdemonstratetheabilitytoidentify,select,andimplementappropriateinstructionbasedonstudentneeds.

3.2Useappropriateservicesandresourcestomeetdiverselearningneeds.

Teachercandidatesuseappropriatestrategies,services,andresourcestomeetdiverselearningneeds.

PhysicalEducationStandard4:ManagementandMotivationPhysicaleducationteachersuseanunderstandingofindividualandgroupmotivationandbehaviortocreateasafelearningenvironmentthatencouragespositivesocialinteraction,activeengagementinlearning,andself‐motivation.

Elements Indicators

4.1Usemanagerialroutinesthatcreatesmoothlyfunctioninglearningexperiencesandenvironments.

Teachercandidatesareabletousemanagerialroutinesthatcreatesmoothlyfunctioninglearningexperiences.

4.2Organize,allocate,andmanageresources(e.g.,students,time,space,equipment,activities,teacherattention)toprovideactiveandequitablelearningexperiences.

Teachercandidatesareabletoorganize,allocate,andmanageresources(e.g.,students,time,space,equipment,activities,andteacherattention)toprovideactiveandequitablelearningexperiences.

4.3Useavarietyofdevelopmentallyappropriatepracticestomotivatestudentstoparticipateinphysicalactivityinsideandoutsideoftheschool.

Teachercandidatesuseavarietyofdevelopmentallyappropriatepracticestomotivateschoolagestudentstoparticipateinphysicalactivityinsideandoutsideoftheschool.

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4.4Usestrategiestohelpstudentsdemonstrateresponsiblepersonalandsocialbehaviors(e.g.,mutualrespect,supportforothers,safety,cooperation)thatpromotepositiverelationshipsandaproductivelearningenvironment.

Teachercandidatesuseappropriatestrategiestohelpstudentsdemonstrateresponsiblepersonalandsocialbehaviors(e.g.,mutualrespect,supportforothers,safety,andcooperation)thatpromotepositiverelationshipsandaproductivelearningenvironment.

4.5Developaneffectivebehaviormanagementplan

Teachercandidatesareabletodevelopaneffectivebehaviormanagementplan.

PhysicalEducationStandard5:CommunicationPhysicaleducationteachersuseknowledgeofeffectiveverbal,nonverbal,andmediacommunicationtechniquestoenhancelearningandengagementinphysicalactivitysettings.

Elements Indicators

5.1Describeanddemonstrateeffectivecommunicationskills(e.g.,useoflanguage,clarity,conciseness,pacing,givingandreceivingfeedback,ageappropriatelanguage,nonverbalcommunication).

Teachercandidatesdemonstrateeffectivecommunicationskills(e.g.,useoflanguage,clarity,conciseness,pacing,givingandreceivingfeedback,ageappropriatelanguage,non‐verbalcommunication.

5.2Communicatemanagerialandinstructionalinformationinavarietyofways(e.g.,bulletinboards,music,taskcards,posters,Internet,video).

Teachercandidatescommunicatemanagerialandinstructionalinformationinavarietyofways(e.g.,bulletinboards,music,taskcards,posters,Internet,video).

5.3Communicateinwaysthatdemonstratesensitivitytoallstudents(e.g.,considerateofethnic,cultural,socio‐economic,ability,genderdifferences).

Teachercandidatescommunicateinwaysthatdemonstratesensitivitytoallstudents(e.g.,considerateofethnic,cultural,socio‐economic,ability,genderdifferences).

5.4Describeandimplementstrategiestoenhancecommunicationamongstudentsinphysicalactivitysettings.

Teachercandidatesimplementstrategiestoenhancecommunicationamongstudentsinphysicalactivitysettings.

PhysicalEducationStandard6:PlanningandInstructionPhysicaleducationteachersplanandimplementavarietyofdevelopmentallyappropriateinstructionalstrategiestodevelopphysicallyeducatedindividuals,basedonstateandnational(NASPEK‐12)standards.

Elements Indicators

6.1Identify,develop,andimplementappropriateprogramandinstructionalgoals.

Teachercandidatesidentify,develop,andimplementdevelopmentallyappropriateprogramandinstructionalgoalsanddemonstrateeffectivegoalsettingtechniques.

6.2Developlongandshort‐termplansthatarelinkedtobothprogramandinstructionalgoals,andstudentneeds.

Teachercandidatesdemonstratetheabilitytodevelopshortandlongtermplansthatarelinkedtobothlearninggoals,studentneeds/performance.

6.3Selectandimplementinstructionalstrategies,basedonselectedcontent,studentneeds,andsafetyissues,tofacilitatelearninginthephysicalactivitysetting.

Teachercandidatesselectandimplementinstructionalstrategiesthatarebasedoncontent,studentneeds,andsafetyissues,tofacilitatestudentlearning.

6.4Designandimplementlearningexperiencesthataresafe,appropriate,relevant,andbasedonprinciplesofeffectiveinstruction.

Teachercandidatesareabletodesignandimplementlearningexperiencesthataresafe,developmentallyappropriate,andbasedonprinciplesofeffectiveinstruction.

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6.5Applydisciplinaryandpedagogicalknowledgeindevelopingandimplementingeffectivelearningenvironmentsandexperiences.

Teachercandidatesdemonstratetheabilitytoapplydisciplinaryandpedagogicalknowledgeindevelopingandimplementingeffectiveinstruction.

6.6Providelearningexperiencesthatallowstudentstointegrateknowledgeandskillsfrommultiplesubjectareas.

Teachercandidatesdemonstrate,througheffectivelessonplanningandimplementation,theunderstandingthatPhysicalEducationcanprovideanenvironmentforintegratedlearningexperiencesthatdrawonstudents’classroomexperiences.

6.7Selectandimplementappropriate(i.e.,comprehensive,accurate,useful,safe)teachingresourcesandcurriculummaterials.

Teachercandidatesdemonstratetheirabilitytoselectandimplementdevelopmentallyappropriate(i.e.,comprehensive,accurate,useful,andsafe)teachingresourcesandcurriculummaterials.

6.8Useeffectivedemonstrationsandexplanationstolinkphysicalactivityconceptstoappropriatelearningexperiences.

Teachercandidatesareabletouseeffectivedemonstrationsandexplanationstolinkphysicalactivityconceptstoappropriatephysicalactivityexperiences.

6.9Developanduseappropriateinstructionalcuesandpromptstofacilitatecompetentmotorskillperformance.

Teachercandidatesareabletodevelopteachingcuesandprompts,asevidencedbylessonplancontents.Thesecueswillbesufficienttofacilitatecompetentmotorskillperformance.

6.10Developarepertoireofdirectandindirectinstructionalformatstofacilitatestudentlearning(e.g.,askquestions,posescenarios,promoteproblemsolvingandcriticalthinking,facilitatefactualrecall).

Teachercandidatesdemonstratedirectandindirectinstructionalformatstofacilitatestudentlearning(e.g.,askquestions,posescenarios,facilitatefactualrecall,promoteproblemsolvingandcriticalthinking,).

PhysicalEducationStandard7:StudentAssessmentPhysicaleducationteachersunderstandanduseassessmenttofosterphysical,cognitive,social,andemotionaldevelopmentofstudentsinphysicalactivity.

Elements Indicators

7.1Identifykeycomponentsofvarioustypesofassessment,describetheirappropriateandinappropriateuse,andaddressissuesofvalidity,reliability,andbias.

Teachercandidatesareabletoidentifykeycomponentsofvarioustypesofassessment,describetheirappropriateandinappropriateuse,andaddressissuesofvalidity,reliability,andbias.

7.2Useavarietyofappropriateauthenticandtraditionalassessmenttechniques(includingbothselfandpeerassessments)toassessstudentunderstandingandperformance,providefeedback,andcommunicatestudentprogress(i.e.,forbothformativeandsummativepurposes).

Teachercandidatesuseavarietyofappropriateauthenticandtraditionalassessmenttechniquestoassessstudentperformance,providefeedback,andcommunicatestudentprogress(i.e.,forbothformativeandsummativepurposes).

7.3Interpretanduselearningandperformancedatatomakeinformedcurricularand/orinstructionaldecisions.

Teachercandidatesinvolvestudentsinselfandpeerassessment.

7.4Interpretanduseperformancedatatoinformcurricularandinstructionaldecisions.

Teachercandidatesinterpretanduseperformancedatatoinformcurricularandinstructionaldecisions.

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PhysicalEducationStandard8:ReflectionPhysicaleducationteachersarereflectivepractitionerswhoevaluatetheeffectsoftheiractionsonothers(e.g.,students,parents/guardians,fellowprofessionals),andseekopportunitiestogrowprofessionally.

Elements Indicators

8.1Useareflectivecycleinvolvingdescriptionofteaching,justificationofteachingperformance,critiqueoftheteachingperformance,thesettingofteachinggoals,andimplementationofchange.

Teachercandidatesdemonstrateasufficientabilitytouseareflectivecycleinvolvingdescriptionofteaching,justificationoftheteachingperformance,critiqueoftheteachingperformance,thesettingofteachinggoals,andimplementationofchange,asevidencedbylessonreflectionsandlessonmodificationsimplementedinsubsequentlessonsofacomparablenature.

8.2Useavailableresources(e.g.,colleagues,literature,professionalassociations)todevelopasareflectiveprofessional.

Teachercandidatesavailthemselvesofseveralresourcessuchascolleagues,literature,andprofessionalassociationstodevelopasareflectiveprofessional.

8.3Constructaplanforcontinuedprofessionalgrowthbasedontheassessmentofpersonalteachingperformance.

Teachercandidatesareabletoeffectivelyassesspersonalteachingperformanceanddevelopaprofessionaldevelopmentplanbasedonthisdata.

PhysicalEducationStandard9:TechnologyPhysicaleducationteachersuseinformationtechnologytoenhancelearningandtoenhancepersonalandprofessionalproductivity.

Elements Indicators

9.1Demonstrateknowledgeofcurrenttechnologiesandtheirapplicationinphysicaleducation.

Teachercandidatespossessanadequateknowledgeofcurrenttechnologiesandareabletoapplythesetechnologiesappropriatelytophysicaleducationcontentandinstruction.

9.2Design,develop,andimplementstudentlearningactivitiesthatintegrateinformationtechnology.

Teachercandidatesareabletoemployseveraltypesofinformationtechnologyinthedesign,development,andimplementationofstudentlearningactivities.

9.3Usetechnologiestocommunicate,network,locateresources,andenhancecontinuingprofessionaldevelopment.

Teachercandidatesdemonstrateasufficientuseoftechnologiestocommunicate,network,locateresources,andenhancecontinuingprofessionaldevelopment.

PhysicalEducationStandard10:CollaborationPhysicaleducationteachersfosterrelationshipswithcolleagues,parents/guardians,andcommunityagenciestosupportstudents'growthandwell‐being.

Elements Indicators

10.1Identifystrategiestobecomeanadvocateintheschoolandcommunitytopromoteavarietyofphysicalactivityopportunities.

Teachercandidatesareabletoidentifyseveralappropriatestrategiesnecessarytobecomeanadvocateintheschoolandcommunity.Teachercandidatesdemonstratetheabilitytopromoteamoderatevarietyofphysicalactivityopportunities.

10.2Activelyparticipateintheprofessionalphysicaleducationcommunity(e.g.,local,state,district,

Teachercandidatesparticipateintheprofessionalphysicaleducationcommunityatthelocaland/orstatelevelsanddemonstratelimitedparticipationwithinthebroaderfieldof

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national)andwithinthebroadereducationfield.

education.

10.3Identifyandactivelyseekcommunityresourcestoenhancephysicalactivityopportunities.

Teachercandidatescanidentifysomecommunityresourcestoenhancephysicalactivityopportunitiesandseektousethemonalimitedbasis.

10.4Pursueproductiverelationshipswithparents/guardiansandschoolcolleagues,tosupportstudentgrowthandwell‐being.

Teachercandidatesareabletoestablishsomewhatproductiverelationshipswithparents/guardiansandschoolcolleaguesonalimitedbasis,tosupportstudentgrowthandwellbeing.

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MathematicsElementaryLevel(1‐6)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofElementaryMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheAssociationforChildhoodEducationInternationalforthepreparationofElementaryMathematicsTeachers.

Standard1:KnowledgeofMathematicalProblemSolving


Candidatesknow,understand,andapplytheprocessofmathematicalproblemsolving.

Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.

• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinothercontexts.

• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.

Standard2:KnowledgeofReasoningandProof


Candidatesreason,construct,andevaluatemathematicalargumentsanddevelopanappreciationformathematicalrigorandinquiry.

Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.

• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.

Standard3:KnowledgeofMathematicalCommunication


Candidatescommunicatetheirmathematicalthinkingorallyandinwritingtopeers,faculty,andothers.

Candidatesareableto:• Communicatetheirmathematicalthinkingcoherentlyandclearlytopeers,faculty,andothers.

• Usethelanguageofmathematicstoexpressideasprecisely.• Organizemathematicalthinkingthroughcommunication.• Analyzeandevaluatethemathematicalthinkingandstrategiesofothers.

Standard4:KnowledgeofMathematicalConnections


Candidatesrecognize,use,andmakeconnectionsbetweenandamongmathematicalideasandincontextsoutsidemathematicstobuildmathematicalunderstanding.

Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.

• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.

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Standard5:KnowledgeofMathematicalRepresentation


Candidatesusevariedrepresentationsofmathematicalideastosupportanddeepenstudents’mathematicalunderstanding.

Candidatesareableto:• Userepresentationstomodelandinterpretphysical,social,and

mathematicalphenomena.• Createanduserepresentationstoorganize,record,and

communicatemathematicalideas.• Select,apply,andtranslateamongmathematicalrepresentationsto

solveproblems.

Standard6:KnowledgeofTechnology


Candidatesembracetechnologyasanessentialtoolforteachingandlearningmathematics.

Candidatesareableto:• Useknowledgeofmathematicstoselectanduseappropriatetechnologicaltools,suchasbutnotlimitedto,spreadsheets,dynamicgraphingtools,computeralgebrasystems,dynamicstatisticalpackages,graphingcalculators,data‐collectiondevices,andpresentationsoftware.

Standard7:Dispositions


Candidatessupportapositivedispositiontowardmathematicalprocessesandmathematicallearning.

Candidatesareableto:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Committolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.

Standard8:KnowledgeofMathematicsPedagogy


Candidatespossessadeepunderstandingofhowstudentslearnmathematicsandofthepedagogicalknowledgespecifictomathematicsteachingandlearning.

Thecandidate:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.

• Selectsandusesappropriateconcretematerialsforlearningmathematics.

• Usesmultiplestrategies,includinglisteningtoandunderstandingthewaysstudentsthinkaboutmathematics,toassessstudents’mathematicalknowledge.

• Planslessons,unitsandcoursesthataddressappropriatelearninggoals,includingthosethataddresslocal,state,andnationalmathematicsstandardsandlegislativemandates.

• Participatesinprofessionalmathematicsorganizationsandusestheirprintandon‐lineresources.

• Demonstratesknowledgeofresearchresultsintheteachingandlearningofmathematics.

• Usesknowledgeofdifferenttypesofinstructionalstrategiesinplanningmathematicslessons.

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• Demonstratestheabilitytoleadclassesinmathematicalproblemsolvingandindevelopingin‐depthconceptualunderstanding,andtohelpstudentsdevelopandtestgeneralizations.

• Developlessonsthatusetechnology’spotentialforbuildingunderstandingofmathematicalconceptsanddevelopingimportantmathematicalideas.

Standard9:KnowledgeofNumberandOperation


Candidatesdemonstratecomputationalproficiency,includingaconceptualunderstandingofnumbers,waysofrepresentingnumber,relationshipsamongnumberandnumbersystems,andmeaningsofoperations.

Candidatesareableto:• Developthemeaningofaddition,subtraction,multiplication,anddivisionandprovidemultiplemodelsforwholenumberoperationsandtheirapplications.

• Recognizethemeaninganduseofplacevalueinrepresentingwholenumbersandfinitedecimals,comparingandorderingnumbers,andunderstandingtherelativemagnitudeofnumbers.

• Demonstrateproficiencyinmulti‐digitcomputationusingalgorithms,mentalmathematics,andcomputationalestimation.

• Analyzeintegersandrationalnumbers,theirrelativesize,andhowoperationswithwholenumbersextendtointegersandrationalnumbers.

• Demonstrateknowledgeofthehistoricaldevelopmentofnumberandnumbersystemsincludingcontributionsfromdiversecultures.

Standard10:KnowledgeofDifferentPerspectivesonAlgebra


Candidatesemphasizerelationshipsamongquantitiesincludingfunctions,waysofrepresentingmathematicalrelationships,andtheanalysisofchange.

Candidatesareableto:• Exploreandanalyzepatterns,relations,andfunctions.• Recognizeandanalyzemathematicalstructures.• Investigateequalityandequations.• Usemathematicalmodelstorepresentquantitativerelationships.• Analyzechangeinvariouscontexts.• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.

Standard11:KnowledgeofGeometries


Candidatesusespatialvisualizationandgeometricmodelingtoexploreandanalyzegeometricshapes,structures,andtheirproperties.

Candidatesareableto:• Usevisualization,thepropertiesoftwo‐andthree‐dimensionalshapes,andgeometricmodeling.

• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsusingconcretemodels,drawings,anddynamicgeometrysoftware.

• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry.

• Applytransformationsandusesymmetry,congruence,andsimilarity.

• DemonstrateknowledgeofthehistoricaldevelopmentofEuclideanandnon‐Euclideangeometriesincludingcontributionsfromdiversecultures.

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Standard12:KnowledgeofDataAnalysis,Statistics,andProbability


Candidatesdemonstrateanunderstandingofconceptsandpracticesrelatedtodataanalysis,statistics,andprobability.

Candidatesareableto:• Designinvestigationsthatcanbeaddressedbycreatingdatasetsandcollecting,organizing,anddisplayingrelevantdata.

• Useappropriatestatisticalmethodsandtechnologicaltoolstoanalyzedataanddescribeshape,spread,andcenter.

• Applythebasicconceptsofprobability.• Demonstrateknowledgeofthehistoricaldevelopmentofprobabilityandstatisticsincludingcontributionsfromdiversecultures.

Standard13:KnowledgeofMeasurement


Candidatesapplyandusemeasurementconceptsandtools.

Candidatesareableto:• Recognizeandapplymeasurableattributesofobjectsandtheunits,systems,andprocessesofmeasurement.

• Employestimationasawayofunderstandingmeasurementunitsandprocesses.

• Demonstrateknowledgeofthehistoricaldevelopmentofmeasurementandmeasurementsystemsincludingcontributionsfromdiversecultures.

Standard14:Field‐BasedExperiences


Candidatescompletefield‐basedexperiencesinmathematicsclassrooms.

Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginmiddlegradesmathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.

• Experiencefull‐timestudentteachinginelementarygradesmathematicsthatissupervisedbyanexperiencedandhighlyqualifiedteacherandanorganizationalsupervisorwithelementarygradesmathematicsteachingexperience.

• Demonstratetheabilitytoincreasestudents’knowledgeofmathematics.

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MathematicsMiddleLevel(4‐8)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofMiddle‐levelMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalCouncilofTeachersofMathematicsforthepreparationofMiddle‐levelMathematicsTeachers.

Standard1:KnowledgeofMathematicalProblemSolving



Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.

• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinother

• contexts.• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.




Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.

• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.









Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.

• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.

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mathematicalphenomena.• Createanduserepresentationstoorganize,record,and

communicatemathematicalideas.• Select,apply,andtranslateamongmathematical

representationstosolveproblems.








Candidatesareableto:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Committolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.




Candidatesareableto:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.






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Candidatesareableto:• Developthemathematicsthatunderliestheproceduresusedforoperationsinvolvingwholenumbers,integers,andrationalnumbers.

• Usepropertiesinvolvingnumberandoperations,mentalcomputation,andcomputationalestimation.

• Provideequivalentrepresentationsoffractions,decimals,andpercents.

• Create,solve,andapplyproportions.• Applythefundamentalideasofnumbertheory.• Makesenseoflargeandsmallnumbersandusescientificnotation.

• Analyzeandexplainthedistinctionsamongwholenumbers,integers,rationalnumbers,andrealnumbersandwhetherornotthefieldaxiomshold.





Candidatesareableto:• Explore,analyze,andrepresentpatterns,relations,andfunctions.

• Representandanalyzemathematicalstructures.• Investigateequality,equations,andproportionalrelationships.• Usemathematicalmodelstorepresentquantitativerelationships.

• Analyzechangeinvariouscontexts.• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.




Candidatesareableto:• DemonstrateknowledgeofcoreconceptsandprinciplesofEuclideanandnon‐Euclideangeometriesintwoandthreedimensionsfrombothformalandinformalperspectives.

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• Exhibitknowledgeoftheroleofaxiomaticsystemsandproofsingeometry.

• Analyzecharacteristicsandrelationshipsofgeometricshapesandstructures.

• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsandvisualizeobjectsfromdifferentperspectives.

• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry,vectors,andotherrepresentationalsystems.

• Applytransformationsandusesymmetry,similarity,andcongruencetoanalyzemathematicalsituations.

• Useconcretemodels,drawings,anddynamicgeometricsoftwaretoexploregeometricideasandtheirapplicationsinreal‐worldcontexts.


Standard12:KnowledgeofCalculus


Candidatesdemonstrateaconceptualunderstandingoflimit,continuity,differentiation,andintegrationandathoroughbackgroundinthetechniquesandapplicationofthecalculus.

Candidatesareableto:• Demonstrateaconceptualunderstandingofbasiccalculusconcepts.

• Demonstrateknowledgeofthehistoricaldevelopmentofcalculusincludingcontributionsfromdiversecultures.

Standard13:KnowledgeofDiscreteMathematics


Candidatesapplythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblems.

Candidatesareableto:• Demonstrateaconceptualunderstandingofthefundamentalideasofdiscretemathematics

• Usetechnologicaltoolstoapplythefundamentalconceptsofdiscretemathematics.

• Demonstrateknowledgeofthehistoricaldevelopmentofdiscretemathematicsincludingcontributionsfromdiversecultures.




Candidatesareableto:• Designinvestigations,collectdatathroughrandomsamplingorrandomassignmenttotreatments,anduseavarietyofwaystodisplaythedataandinterpretdatarepresentations.

• Drawconclusionsinvolvinguncertaintybyusinghands‐onandcomputer‐basedsimulationforestimatingprobabilitiesandgatheringdatatomakeinferencesanddecisions.

• Identifymisusesofstatisticsandinvalidconclusionsfromprobability.

• Useappropriatestatisticalmethodsandtechnologicaltoolstoanalyzedataanddescribeshape,spread,andcenter.

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• Investigate,interpret,andconstructrepresentationsforconditionalprobability,geometricprobability,andforbivariatedata.

• Demonstrateknowledgeofthehistoricaldevelopmentofprobabilityandstatisticsincludingcontributionsfromdiversecultures.




Candidatesareableto:• Recognizemeasurementattributesandtheireffectonthechoiceofappropriatetoolsandunits.

• Applytechniques,tools,andformulastodeterminemeasurements.

• Employestimationasawayofunderstandingmeasurementunitsandprocesses.

• Completeserroranalysisthroughdeterminingthereliabilityofthenumbersobtainedfrommeasurement.





Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginmiddlegradesmathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.

• Experiencefull‐timestudentteachinginmiddlegradesmathematicsthatissupervisedbyanexperiencedandhighlyqualifiedteacherandauniversityorcollegesupervisorwithmiddlegradesmathematicsteachingexperience.


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ModernForeignLanguageInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofModernForeignLanguagesshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2002StandardsoftheAmericanCouncilontheTeachingofForeignLanguages(ACTFL)forthepreparationofForeignLanguageTeachers.

Standard1:Language,Linguistics,Comparisons

Elements Indicators

Standard1.a.DemonstratingLanguageProficiencyCandidatesdemonstrateahighlevelofproficiencyinthetargetlanguage,andtheyseekopportunitiestostrengthentheirproficiency.

• ForFrench,German,Hebrew,Italian,Portuguese,Russian,andSpanish,candidatesspeakattheAdvanced‐LowlevelontheACTFLscale:theyparticipateactivelyinmostinformalandsomeformalconversationsdealingwithtopicsrelatedtoschool,home,andleisureactivities,andtoalesserdegree,thoserelatedtoeventsofworkcurrent,public,andpersonalinterest;theynarrateanddescribeinpresent,past,andfuturetimeframes,butcontrolofaspectmaybelackingattimes;theycombineandlinksentencesintoconnecteddiscourseofparagraphlength;theyhandleappropriatelyaroutinesituationorfamiliarcommunicativetaskthatpresentsacomplicationorunexpectedturnofevents;theyareunderstoodbynativespeakersunaccustomedtodealingwithnon‐natives,eventhoughthismaybeachievedonlythroughrepetitionandrestatement.

• ForArabic,Chinese,Japanese,andKorean,candidatesspeakattheIntermediate‐HighlevelontheACTFLscale:theyhandlesuccessfullyuncomplicatedtasksandsocialsituationsrequiringanexchangeofbasicinformationrelatedtowork,school,recreation,andparticularinterests,thoughhesitationanderrorsmaybeevident;theyhandlethetaskspertainingtotheAdvancedlevel,buttheirperformanceofthesetaskswillexhibitoneormorefeaturesofbreakdownsuchasthefailuretomaintainthenarrationordescriptionsyntacticallyintheappropriatetimeframe,thedisintegrationofconnecteddiscourse,themisuseofcohesivedevices,areductioninvocabulary,orasignificantamountofhesitation;theyaregenerallyunderstoodbynativespeakersunaccustomedtodealingwithnon‐natives,althoughgapsincommunicationmayoccur.

• Aslisteners,candidatesmovebeyondliteralcomprehension,inferthemeaningofunfamiliarwordsandphrasesinnewcontexts,inferandinterprettheauthor’sintent,andofferapersonalinterpretationofthemessage.

• ForreadersoftargetlanguagesthatuseaRomanalphabet,includingclassicallanguages,candidatesmovebeyondliteralcomprehension,inferthemeaningofunfamiliarwordsandphrasesinnewcontexts,inferandinterprettheauthor’sintent,andofferapersonalinterpretationoftext.

• Forreadersoftargetlanguagesthatuseanon‐Romanalphabetorcharacters,candidatesidentifymainideasandmostimportantdetails,begintomovebeyondliteralcomprehension,andidentifyeithertheauthor’sperspective(s)orculturalperspective(s).

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• Candidatesdeliveroralpresentationsextemporaneously,withoutreadingnotesverbatim.Presentationsconsistoffamiliarliteraryandculturaltopicsandthoseofpersonalinterest.Theyspeakinconnecteddiscourseusingavarietyoftimeframesandvocabularyappropriatetothetopic.Theyuseextra‐linguisticsupportasneededtofacilitateaudiencecomprehension(e.g.,visuals).

• FortargetlanguagesthatusetheRomanalphabet,candidateswriteattheAdvanced‐LowlevelontheACTFLscale:theywriteroutinesocialcorrespondence,theywriteaboutfamiliartopicsbymeansofnarratives,descriptionsandsummariesofafactualnatureinmajortimeframeswithsomecontrolofaspect;theycombinesentencesintextsofparagraphlength;theyincorporatealimitednumberofcohesivedevices;theirwritingdemonstratescontrolofsimpletarget‐languagesentencestructuresandpartialcontrolofmorecomplexstructuressyntacticstructures;theirwritingisunderstoodbyreadersaccustomedtothewritingofsecondlanguagelearnersalthoughadditionaleffortmayberequiredinreadingthetext.Fortargetlanguagesthatanon‐Romanalphabetorcharacters,candidateswriteattheIntermediate‐HighlevelontheACTFLscale:theymeetallpracticalwritingneeds(uncomplicatedletters,simplesummaries,compositionsrelatedtowork,school,andtopicsofcurrentandgeneralinterest);theyconnectsentencesintoparagraphsusingalimitednumberofcohesivedevicesthattendtoberepeated;theywritesimpledescriptionsandnarrationsofparagraphlengthoneverydayeventsandsituationsindifferenttimeframes,althoughwithsomeinaccuracies;theirwritingisgenerallycomprehensibletonativesnotusedtothewritingofnon‐natives,butgapsincomprehensionmayoccur.

• Candidatesmaintainandenhancetheirproficiencybyinteractinginthetargetlanguageoutsideoftheclassroom,reading,andusingtechnologytoaccesstargetlanguagecommunities.

Standard1.b.UnderstandingLinguisticsCandidatesknowthelinguisticelementsofthetargetlanguagesystem,recognizethechangingnatureoflanguage,andaccommodateforgapsintheirownknowledgeofthetargetlanguagesystembylearningontheirown.

• Candidatesidentifyphonemesandallophonesofthetargetlanguage.Theyunderstandtherulesofthesoundsystemofthetargetlanguage.Theydiagnosetheirowntargetlanguagepronunciationdifficulties.

• Candidatesidentifymorphemes(affixesandstems)inthetargetlanguageanddescribehowtheyareputtogethertoformwords.Theyrecognizethemeaningofnewwordsbyusingmorphologicalclues(e.g.,wordfamilies).

• Candidatesdescribesyntacticpatternsofthetargetlanguage,suchasformationofsimplesentencesandquestions,andcontrastthemwiththoseoftheirnativelanguages.Candidatesrecognizekeycohesivedevicesusedinconnecteddiscourse(e.g.,conjunctions,adverbs).

• Candidatesunderstandtheinferredmeaningofwordsandsentencesaswellashigh‐frequencyidiomaticexpressions.Candidatesunderstandandidentifysemanticdifferencesbetweentheirnativelanguagesandthetargetlanguage.

• Candidatesexplaintherulesthatgoverntheformationofwordsandsentencessuchasthosepertainingtotheverbalsystem,agreement,useofpronouns,prepositionsandpostpositions,wordorder,andinterrogativesintermsofregularitiesandirregularities.Theyexemplifytheseruleswithtargetlanguageexamples.

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• Candidatesidentifythepragmaticandsociolinguisticfeatures(e.g.,politenessconventions,formal/informalformsofaddress)oftargetlanguagediscourse.Theyidentifytargetlanguagefeaturesforcreatingcoherenceinextendedspokenandprintedtexts.

• Candidatesidentifykeychangesinthetargetlanguagethathaveoccurredovertime(suchaswritingsystem,introductionofnewwords,spellingconventions,grammaticalelements,etc.).Theyidentifydiscrepanciesthatmayexistbetweenthetargetlanguageoftheirinstructionalmaterialsandcontemporaryusage.

• Candidatesinvestigatethetargetlanguagesystemandexamplesontheirownwhenfacedwithspecificaspectsofthesystemwithwhichtheyarenotfamiliar.

Standard1.c.IdentifyingLanguageComparisonsCandidatesknowthesimilaritiesanddifferencesbetweenthetargetlanguageandotherlanguages,identifythekeydifferencesinvarietiesofthetargetlanguage,andseekopportunitiestolearnaboutvarietiesofthetargetlanguageontheirown.

• Candidatesidentifykeydifferencesbetweenthetargetandotherlanguagesandincludethisinformationinlanguageinstruction.

• Candidatesidentifykeyfeaturesofvarietiesofthetargetlanguageintermsofgenderanddialectaldifferencesandprovideexamplestostudents.

• Candidateslearnabouttargetlanguagevarietiesthroughinteractionwithnativespeakersoutsideofclassandbyaccessingauthentictargetlanguagesamplesthroughavarietyofmeanssuchastechnology.

Standard2:Cultures,Literatures,Cross‐DisciplinaryConcepts

Elements Indicators

Standard2.a.DemonstratingCulturalUnderstandingsCandidatesdemonstratethattheyunderstandtheconnectionsamongtheperspectivesofacultureanditspracticesandproducts,andtheyintegratetheculturalframeworkforforeignlanguagestandardsintotheirinstructionalpractices.

• Candidatescitekeyculturalperspectivesandprovidesupportthroughdescriptionofproductsandpractices.

• Candidateshavespentplannedtimeinatargetcultureorcommunitysothattheyhavepersonalexperiencetosupportacademicstudy.

• Candidatesdemonstratethattheycananalyzeandhypothesizeaboutunfamiliarorunknownculturalissues.Theyusetheframeworkoftheforeignlanguagestandardsoranotherculturalmodeltoinvestigatehypothesesthatarisefrommaterialsoreventsthatcontainculturalquestionsorassumptions.

• Candidatesusethestandardsframeworkorotherculturalmodeltointegratecultureintodailylessonsandunitsofinstruction.Theyengagestudentsinexploringtheproductsandpracticesthatrelatetospecificperspectivesofthetargetculture.

• Candidatesintegrateculturalinsightswiththetargetlanguageinitscommunicativefunctionsandcontentareas.Theyworktoextendtheirknowledgeofculturethroughindependentworkandinteractionswithnativespeakers.

Standard2.b.DemonstratingUnderstandingofLiteraryandCulturalTextsandTraditionsCandidatesrecognizethevalueandroleofliteraryandculturaltextsandusethemtointerpret

• Candidatesinterpretliterarytextsthatrepresentdefiningworksinthetargetcultures.Theyidentifythemes,authors,historicalstyle,andtexttypesinavarietyofmediathattheculturesdeemimportantinunderstandingthetraditionsofthecultures.

• Candidatesselectliteraryandculturaltextsappropriatetoage,interests,andproficiencyleveloftheirstudents.Theyintegratethesetextsintolessons,designactivitiesthatdeveloplanguagecompetenciesbasedon

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andreflectupontheperspectivesofthetargetculturesovertime.

thesetexts,andengagestudentsininterpretingtheirmeaningandtheculturalperspectivesthattheyrepresent.

• Candidatesidentifyfromtheirstudieslistsoftextstheyplantouseandadaptintheirteaching.Theyenrichclassroomcontentwithtextsandtopicsvaluedbytheculture.Thesetextsaretakenfromliteratureandothermedia.

Standard2.c.IntegratingOtherDisciplinesInInstructionCandidatesintegrateknowledgeofotherdisciplinesintoforeignlanguageinstructionandidentifydistinctiveviewpointsaccessibleonlythroughthetargetlanguage.

• Candidatesintegrateconceptsfromothersubjectareassuchasmath,science,socialstudies,art,andmusic.Theyteachstudentsstrategiesforlearningthisnewcontentintheforeignlanguage.

• Candidatescollaboratewithcolleaguesinmakingconnectionsbetweenlanguageandothersubjectareas.Theylocateauthenticresourcesappropriatetotheage,gradelevel,programgoals,andinterestsoftheirstudents.

• Candidatesdevotetimetofindingwaystointegratesubject‐areacontentandtolocatingauthenticresources.Theyarewillingtolearnnewcontentwithstudents.

Standard3:LanguageAcquisitionTheoriesandInstructionalPractices

Elements Indicators

Standard3.a.UnderstandingLanguageAcquisitionandCreatingaSupportiveClassroomCandidatesdemonstrateanunderstandingoflanguageacquisitionatvariousdevelopmentallevelsandusethisknowledgetocreateasupportiveclassroomlearningenvironmentthatincludestargetlanguageinputandopportunitiesfornegotiationofmeaningandmeaningfulinteraction.

• Candidatesexhibitanunderstandingoflanguageacquisitiontheories,includingtheuseoftargetlanguageinput,negotiationofmeaning,interaction,andasupportivelearningenvironment.Theydrawontheirknowledgeoftheories,astheyapplytoK‐12learnersatvariousdevelopmentallevels,indesigningteachingstrategiesthatfacilitatelanguageacquisition.

• Candidatesusethetargetlanguagetothemaximumextentinclassesatalllevelsofinstruction.Theydesignatecertaintimesforspontaneousinteractionwithstudentsinthetargetlanguage.Theytailorlanguageusetostudents’developingproficiencylevels.Theyuseavarietyofstrategiestohelpstudentsunderstandoralandwritteninput.Theyusethetargetlanguagetodesigncontent‐basedlanguagelessons.

• Candidatesnegotiatemeaningwithstudentswhenspontaneousinteractionoccurs.Theyteachstudentsavarietyofwaystonegotiatemeaningwithothersandprovideopportunitiesforthemtodosoinclassroomactivities.

• Candidatesdesignactivitiesinwhichstudentswillhaveopportunitiestointeractmeaningfullywithoneanother.Themajorityofactivitiesandtasksarestandards‐basedandhavemeaningfulcontextsthatreflectcurricularthemesandstudents’interests.

• Candidatesemployexercisesandactivitiesthatrequirestudentstoprovideopen‐ended,personalizedresponses.

• Candidatesoftenassumetheroleoffacilitatorinclassroomactivities.Someactivitiesprovideopportunitiesforthemtolearnwiththeirstudents.

• Candidatesprovidefeedbacktostudentsthatfocusesonmeaningaswellaslinguisticaccuracy.Theyviewerrorsasanormalpartofthelanguageacquisitionprocess.

• Candidatesemploystrategiestoencourageandaffirmstudentprogress.Candidatesencouragestudentstotakerisksinusingthetargetlanguage.

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Standard3.b.DevelopingInstructionalPracticesthatReflectLanguageOutcomesandLearnerDiversityCandidatesdevelopavarietyofinstructionalpracticesthatreflectlanguageoutcomesandarticulatedprogrammodelsandaddresstheneedsofdiverselanguagelearners.

• Candidatesdescribethephysical,cognitive,emotional,andsocialdevelopmentalcharacteristicsofK‐12students.Theyimplementavarietyofinstructionalmodelsandtechniquestoaccommodatethesedifferences.

• Candidatesdescribehowforeignlanguageprogrammodels(e.g.,FLES,FLEX,immersion)leadtodifferentlanguageoutcomes.

• Candidatesseekoutinformationregardingtheirstudents’languagelevels,languagebackgrounds,andlearningstyles.Theyimplementavarietyofinstructionalmodelsandtechniquestoaddressthesestudentdifferences.

• Candidatesidentifymultiplewaysinwhichstudentslearnwhenengagedinlanguageclassroomactivities.

• Candidatesimplementavarietyofinstructionalmodelsandtechniquesthataddressspecificspecialneedsoftheirstudents.

• Candidatesimplementactivitiesthatpromotecriticalthinkingandproblem‐solvingskills.

• Candidatesrecognizethatquestioningstrategiesandtask‐basedactivitiesservedifferentinstructionalobjectives.Theyusetasksastheyappearintheirinstructionalmaterials.

• Candidatesseekoutopportunitiestolearnabouttheirstudents,theirbackgrounds,andtheirspecialneeds.Theyadaptinstructiontoaddressstudents’needs.

STANDARD4:IntegrationOfStandardsIntoCurriculumandInstruction

Elements Indicators

Standard4.a.UnderstandingandIntegratingStandardsInPlanningCandidatesdemonstrateanunderstandingofthegoalareasandstandardsoftheStandardsforForeignLanguageLearningandtheirstatestandards,andtheyintegratetheseframeworksintocurricularplanning.

• Candidatesdescribehowthegoalareasandstandards(bothnationalandstate)areaddressedininstructionalmaterialsand/orclassroomactivities.

• Candidatescreateunit/lessonplanobjectivesthataddressspecificgoalareasandstandards(nationalandstate).Theydesignactivitiesand/oradaptinstructionalmaterialsandactivitiestoaddressspecificstandards.

• Candidatesintegratenationalandstatestandardsintotheircurricularplanning,eveniftheirinstructionalmaterialsarenotstandards‐based.

Standard4.b.IntegratingStandardsinInstructionCandidatesintegratetheStandardsforForeignLanguageLearningandtheirstatestandardsintolanguageinstruction.

• CandidatesadaptexercisesandactivitiesasnecessarytoaddressspecificgoalareasandstandardsoftheStandardsforForeignLanguageLearningandtheirstatestandards.

• Candidatesdesignopportunitiesfortheirstudentstocommunicatebyusingtheinterpersonal,interpretive,andpresentationalmodesinanintegratedmanner.

• Candidatesdesignopportunitiesfortheirstudentstoexplorethetargetlanguageculture(s)bymeansofculturalproducts,practices,andperspectives.

• Candidatesplanforanddesignopportunitiesfortheirstudentstolearnaboutothersubjectareasintheforeignlanguage.Theyobtaininformationaboutothersubjectareasfromcolleagueswhoteachthosesubjects.

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• Candidatesprovideopportunitiesfortheirstudentstoconnecttotargetlanguagecommunitiesthroughavarietyofmeanssuchastechnologyandauthenticmaterials.

• Candidatesdesignandimplementactivitiesthatarestandardsbased,eveniftheirinstructionalmaterialsandcurriculumarenotstandardsbased.Theyacquireknowledgeandskillstobeabletodothis.

Standard4.c.SelectingandDesigningInstructionalMaterialsCandidatesusestandardsandcurriculargoalstoevaluate,select,design,andadaptinstructionalresources.

• Candidatesusetheirknowledgeofstandardsandcurriculargoalstoevaluate,select,anddesignmaterials,includingvisuals,realia,authenticprintedandoralmaterials,andotherresourcesobtainedthroughtechnology.

• Candidatesidentifyandintegrateauthenticmaterialsintoclassroomactivities(e.g.,taperecordednewsbroadcastsandtalkshows,magazineandnewspaperarticles,literaryselections,videotapedtalkshows,realia).Theyhelpstudentstoacquirestrategiesforunderstandingandinterpretingauthentictexts.

• Candidatesadaptmaterialsasnecessarytoreflectstandards‐basedgoalsandinstructionwhenmaterialsfallshort.

• Candidateslocateadditionalresourcesthatenhancetopics/themesinthecurriculum.

STANDARD5:AssessmentOfLanguagesandCultures

Elements Indicators

Standard5.a.KnowingAssessmentModelsandUsingThemAppropriatelyCandidatesbelievethatassessmentisongoing,andtheydemonstrateknowledgeofmultiplewaysofassessmentthatareage‐andlevel‐appropriatebyimplementingpurposefulmeasures.

• Candidatesdesignformativeassessmentstomeasureachievementwithinaunitofinstructionandsummativeassessmentstomeasureachievementattheendofaunitorchapter.

• Candidatesdesignperformanceassessmentsthatmeasurestudents’abilitiestocomprehendandinterpretauthenticoralandwrittentextsfromthetargetcultures.Theassessmentstheydesignanduseencompassavarietyofresponsetypesfromforcedchoicetoopen‐ended.

• Candidatesdesignperformanceassessmentsthatmeasurestudents’abilitiestonegotiatemeaningaslisteners/speakersandasreaders/writersinaninteractivemode.Assessmentsfocusontasksatstudents’levelsofcomfortbutposesomechallenges.

• Candidatesdesignanduseassessmentsthatcapturehowwellstudentspeakandwriteinplannedcontexts.Theassessmentsfocusonthefinalproductscreatedafteradraftingprocessandlookathowmeaningisconveyedinculturallyappropriateways.Theycreateanduseeffectiveholisticand/oranalyticalscoringmethods.

• Candidatesdeviseassessmentsthatallowstudentstoapplytheculturalframeworktoauthenticdocuments.Studenttasksincludeidentifyingtheproducts,practices,andperspectivesembeddedinthosedocuments.

• Candidatesutilizeexistingstandards‐basedperformanceassessments(e.g.,integratedperformanceassessments),thatallowstudentstoworkthroughaseriesofcommunicativetasksonaparticulartheme(e.g.,wellness,travel).Theyareabletoevaluateperformanceinaglobalmanner.

• Candidatesassesswhatstudentsknowandareabletodobyusinganddesigningassessmentsthatcapturesuccessfulcommunicationandculturalunderstandings.Theycommittheeffortnecessarytomeasureendperformances.

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Standard5.b.ReflectingonAssessmentCandidatesreflectontheresultsofstudentassessments,adjustinstructionaccordingly,analyzetheresultsofassessments,andusesuccessandfailuretodeterminethedirectionofinstruction.

• Candidatesobserveandanalyzetheresultsofstudentperformancessoastodiscernbothglobalsuccessandunderlyinginaccuracies.

• Candidatesuseinsightsgainedfromassessingstudentperformancestoadapt,change,andreinforceinstruction.

• Candidatesincorporatewhattheyhavelearnedfromassessmentsandshowhowtheyhaveadjustedinstruction.Thecommitmenttodothisisestablishedintheirplanning.

Standard5.c.ReportingassessmentresultsCandidatesinterpretandreporttheresultsofstudentperformancestoallstakeholdersandprovideopportunityfordiscussion.

• Candidatesinterpretandreportaccuratelytheprogressstudentsaremakingintermsoflanguageproficiencyandculturalknowledge.Theyusetheperformancestoillustratebothwhatstudentscandoandhowtheycanadvance.

• Candidatesreportstudentprogresstostudentsandparents.Theyuseappropriateterminologyandshareexamplesthatillustratestudentlearning.

• Candidatesreportassessmentresultsaccuratelyandclearly.

Standard6:Professionalism

Elements Indicators

Standard6.a.EngaginginProfessionalDevelopmentCandidatesengageinprofessionaldevelopmentopportunitiesthatstrengthentheirownlinguisticandculturalcompetenceandpromotereflectiononpractice.

• Candidatesidentifyandparticipateinatleastoneprofessionalorganization.

• Candidatesidentifyimmediateprofessionaldevelopmentneeds.• Candidatesframetheirownreflectionandresearchquestionsandshowevidenceofengaginginareflectiveprocesstoimproveteachingandlearning.

• Candidatesseekopportunitiesforprofessionalgrowth.

Standard6.b.KnowingtheValueofForeignLanguageLearningCandidatesknowthevalueofforeignlanguagelearningtotheoverallsuccessofallstudentsandunderstandthattheywillneedtobecomeadvocateswithstudents,colleagues,andmembersofthecommunitytopromotethefield.

• Candidatesdeveloparationalethatincludeskeybenefitsofforeignlanguagelearning.

• Candidateschooseappropriatedatasourcestodevelopproductsinsupportofforeignlanguagelearningfordesignatedaudiences.

• CandidatesprovideevidenceoftheimportanceofbuildingalliancestoadvocateforK‐12foreignlanguagelearning.

• Basedonreadingsandfieldexperiences,candidatesbelievethatallstudentsshouldhaveopportunitiestolearnaforeignlanguage.

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MusicEducation(VocalorInstrumental)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasMusicteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007StandardsofNationalAssociationofSchoolsofMusicforthepreparationofMusicTeachers.

Standard1:DesirableAttributes

Indicators

Candidatesshoulddemonstrate:• Personalcommitmenttotheartofmusic,toteachingmusicasanelementofcivilization,andto

encouragingtheartisticandintellectualdevelopmentofstudents,plustheabilitytofulfillthesecommitmentsasanindependentprofessional.

• Theabilitytoleadstudentstoanunderstandingofmusicasanartform,asameansofcommunication,andasapartoftheirintellectualandculturalheritage.

• Thecapabilitytoinspireothersandtoexcitetheimaginationofstudents,engenderingarespectformusicandadesireformusicalknowledgeandexperiences.

• Theabilitytoarticulatelogicalrationalesformusicasabasiccomponentofgeneraleducation,andtopresentthegoalsandobjectivesofamusicprogrameffectivelytoparents,professionalcolleagues,andadministrators.

• Theabilitytoworkproductivelywithinspecificeducationsystems,promoteschedulingpatternsthatoptimizemusicinstruction,maintainpositiverelationshipswithindividualsofvarioussocialandethnicgroups,andbeempatheticwithstudentsandcolleaguesofdifferingbackgrounds.

• Theabilitytoevaluateideas,methods,andpoliciesinthearts,thehumanities,andinartseducationfortheirimpactonthemusicalandculturaldevelopmentofstudents.

• Theabilityanddesiretoremaincurrentwithdevelopmentsintheartofmusicandinteaching,tomakeindependent,in‐depthevaluationsoftheirrelevance,andtousetheresultstoimprovemusicianshipandteachingskills.

Standard2:MusicCompetencies

Indicators

Theprofessionofschoolmusicteachernowencompassesawiderangeoftraditional,emerging,andexperimentalpurposes,approaches,content,andmethods.Eachinstitutionmakeschoicesaboutwhat,amongmanypossibilitiesitwillofferprospectivespecialistmusicteachers.Institutionsmayofferacomprehensivecurriculuminvolvingtwoormorespecializationsand/orfocusononeormoreparticularspecializations.Thefollowingstandardsprovideaframeworkfordevelopingandevaluatingawidevarietyofteacherpreparationprogramgoalsandachievements.Thefollowingcompetenciesapplytothepreparationofmusicteachers:

(1)ConductingandMusicalLeadershipAcandidatemustdemonstratethathe/sheisacompetentconductor,abletocreateaccurateandmusicallyexpressiveperformanceswithvarioustypesofperforminggroupsandingeneralclassroomsituations.Instructioninconductingincludesscorereadingandtheintegrationofanalysis,style,performancepractices,instrumentation,andconductingtechniques.Laboratoryexperiencesthatgivethestudentopportunitiestoapplyrehearsaltechniquesandproceduresareessential.Prospectiveteachersinprogramswithlessfocusonthepreparationofensembleconductorsmustacquireconductingandmusicalleadershipskillssufficienttoteacheffectivelyintheirarea(s)ofspecialization.

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(2)ArrangingThecandidatemustbeabletoarrangeandadaptmusicfromavarietyofsourcestomeettheneedsandabilitylevelsofindividuals,schoolperforminggroups,andinclassroomsituations.(3)FunctionalPerformanceInadditiontotheskillsrequiredforallmusicians,functionalperformanceabilitiesinkeyboardandthevoiceareessential.Functionalperformanceabilitiesininstrumentsappropriatetothestudent’steachingspecializationarealsoessential.(4)Analysis/History/LiteratureTheprospectivemusicteachershouldbeabletoapplyanalyticalandhistoricalknowledgetocurriculumdevelopment,lessonplanning,anddailyclassroomandperformanceactivities.Teachersshouldbepreparedtorelatetheirunderstandingofmusicwithrespecttostyles,literature,multipleculturalsources,andhistoricaldevelopment,bothingeneralandasrelatedtotheirarea(s)ofspecialization.

Standard3:SpecializationCompetencies

Description

Institutionsandothereducationalauthoritiesmakedecisionsabouttheextenttowhichmusicteacherswillbepreparedinoneormorespecializations.Thefollowingcompetenciesapplysinglyorincombinationconsistentwiththespecializationobjectivesofeachteacherpreparationprograminmusic.

(1)GeneralMusicListedbelowareessentialcompetenciesandexperiencesforthegeneralmusicteachingspecialization:• Musicianship,vocal,andpedagogicalskillssufficienttoteachgeneralmusic.• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforgeneralmusic.

• Theabilitytoleadperformance‐basedinstruction.• Laboratoryandfieldexperiencesinteachinggeneralmusic.

(2)Vocal/ChoralMusicListedbelowareessentialcompetenciesandexperiencesforthevocal/choralteachingspecialization:• Vocalandpedagogicalskillsufficienttoteacheffectiveuseofthevoice.• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforvocal/choralmusic.

• Experiencesinsolovocalperformance,aswellasinbothlargeandsmallchoralensembles.• Performanceabilitysufficienttouseatleastoneinstrumentasateachingtoolandtoprovide,transpose,andimproviseaccompaniments.

• Laboratoryexperienceinteachingbeginningvocaltechniquesindividually,insmallgroups,andinlargerclasses.

(3)InstrumentalMusicListedbelowareessentialcompetenciesandexperiencesfortheinstrumentalmusicteachingspecialization:• Knowledgeofandperformanceabilityonwind,string,andpercussioninstrumentssufficienttoteachbeginningstudentseffectivelyingroups.

• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforinstrumentalmusic.

• Experiencesinsoloinstrumentalperformance,aswellasinbothsmallandlargeinstrumentalensembles.

• Laboratoryexperienceinteachingbeginninginstrumentalstudentsindividually,insmallgroups,andinlargerclasses.

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(4)SpecificMusicFieldsorCombinationsListedbelowareessentialcompetenciesandexperiencesformusicteachingspecialization(s)focusedoneitheroneoracombinationofareassuchascomposition,electronicandcomputermusic,ethnicmusic,guitar,smallensembles,jazz,keyboard,orchestralmusic,musichistoryandtheory,musicincombinationwithotherdisciplines,musictechnologies,andpopularmusic;orcombinationsofoneormoreofthesetypesofcontentwithaspectsofthegeneral,vocal/choral,orinstrumentalspecializations:• Knowledgeandskillintheselectedarea(s)ofspecializationsufficienttoteachbeginningandintermediatestudentseffectively.

• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforthearea(s)ofspecialization.

• In‐depthexperienceswiththecreativeand/orperformanceand/orscholarlyaspectsoftheselectedareaofspecializationasrequiredbythenatureandcontentofthatspecialization.

• Theabilitytouseinstruments,equipment,andtechnologiesassociatedwiththearea(s)ofspecialization.

• Laboratoryexperienceinteachingbeginningstudentsinthearea(s)ofspecialization,individually,insmallgroups,andinlargerclasses.

Standard4:TeachingCompetencies

Indicators

Themusician‐teachermustbeabletoleadstudentstocompetency,applymusicknowledgeandskillsinteachingsituations,andintegratemusicinstructionintotheprocessofP–12education.Essentialcompetenciesare:

• Abilitytoteachmusicatvariouslevelstodifferentagegroupsandinavarietyofclassroomandensemblesettingsinwaysthatdevelopknowledgeofhowmusicworkssyntacticallyasacommunicationmediumanddevelopmentallyasanagentofcivilization.Thissetofabilitiesincludeseffectiveclassroomandrehearsalmanagement.

• Anunderstandingofchildgrowthanddevelopmentandanunderstandingofprinciplesoflearningastheyrelatetomusic.

• Theabilitytoassessaptitudes,experientialbackgrounds,orientationsofindividualsandgroupsofstudents,andthenatureofsubjectmatter,andtoplaneducationalprogramstomeetassessedneeds.

• Knowledgeofcurrentmethods,materials,andrepertoriesavailableinvariousfieldsandlevelsofmusiceducationappropriatetotheteachingspecialization.

• Theabilitytoaccept,amend,orrejectmethodsandmaterialsbasedonpersonalassessmentofspecificteachingsituations.

• Anunderstandingofevaluativetechniquesandabilitytoapplytheminassessingboththemusicalprogressofstudentsandtheobjectivesandproceduresofthecurriculum.

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PhysicsInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasPhysicsTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.


Elements

Toshowthattheyarepreparedincontent,teachersofphysicsmustdemonstratethatthey:a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,and

interrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.



d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheir

field(s)oflicensure.

Indicators

Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledgeof

science.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.

Allteachersofphysicsshouldbepreparedleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Energy,work,andpower.• Motion,majorforces,andmomentum.• Newtonianprinciplesandlawsincludingengineeringapplications.• Conservationofmass,momentum,energy,andcharge.• Physicalpropertiesofmatter.• Kinetic‐molecularmotionandatomicmodels.• Radioactivity,nuclearreactors,fission,andfusion.• Wavetheory,sound,light,theelectromagneticspectrumandoptics.• Electricityandmagnetism• Fundamentalprocessesofinvestigatinginphysics.• Applicationsofphysicsinenvironmentalqualityandtopersonalandcommunityhealth.

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Inadditiontothecorecompetencies,teachersofphysicsasaprimaryfieldshouldbepreparedtoeffectivelyleadstudentstounderstand:• Thermodynamicsandrelationshipsbetweenenergyandmatter.• Nuclearphysicsincludingmatter‐energydualityandreactivity.• Angularrotationandmomentum,centripetalforces,andvectoranalysis.• Quantummechanics,space‐timerelationships,andspecialrelativity.• Modelsofnuclearandsubatomicstructuresandbehavior.• Lightbehavior,includingwave‐particledualityandmodels.• Electricalphenomenaincludingelectricfields,vectoranalysis,energy,potential,capacitance,andinductance.• Issuesrelatedtophysicssuchasdisposalofnuclearwaste,lightpollution,shieldingcommunicationsystemsand

weaponsdevelopment.• Historicaldevelopmentandcosmologicalperspectivesinphysicsincludingcontributionsofsignificantfiguresand

underrepresentedgroups,andevolutionoftheoriesinphysics.• Howtodesign,conduct,andreportresearchinphysics.• Applicationsofphysicsandengineeringinsociety,business,industry,andhealthfields.

Allteachersofphysicsshouldbepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofphysicsincludingconceptsof:• Biology,includingorganizationoflife,bioenergetics,biomechanics,andcyclesofmatter.• Chemistry,includingorganizationofmatterandenergy,electrochemistry,thermodynamics,andbonding.• Earthsciencesorastronomyrelatedtostructureoftheuniverse,energy,andinteractionsofmatter.• Mathematicalandstatisticalconceptsandskillsincludingstatisticsandtheuseofdifferentialequationsandcalculus.


Elements

Toshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheir

discipline.b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnology

andfromotherwaysofknowingtheworld.c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysis

offalseordoubtfulassertionsmadeinthenameofscience.

Indicators


• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsand

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interpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.


Elements

Toshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientific

knowledge.b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconcepts

andrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.

Indicators






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Elements




Indicators





Elements

Toshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:





e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.

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Indicators

•Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.•Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.•Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.•Theabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofthisstandard.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).•Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.•Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.•Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.


ElementsToshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:



Indicators

•Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.•Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.•Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteria

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andmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.


Elements

Toshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:



Indicators





Elements





Indicators


• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbe

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calledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.




ElementsToshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:

a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.

b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,anddisposalofallmaterialsusedinscienceinstruction.

c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyproceduresappropriatefortheactivitiesandtheabilitiesofstudents.

d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethicalmannerandrespectlegalrestrictionsontheircollection,keeping,anduse.

Indicators





• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafety

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forstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.





ElementsToshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:

a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreachbeyondminimumjobrequirements.

b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrowprofessionally.

c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingandfacilitatetheirprofessionalgrowth.

d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositiverelationshipswiththecommunity.

Indicators










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ChemistryInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasChemistryTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.


Elements

Toshowthattheyarepreparedincontent,teachersofchemistrymustdemonstratethatthey:a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,and

interrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.



d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.

e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheirfield(s)oflicensure.

Indicators

Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesand

knowledgeofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.Allteachersofchemistryshouldbepreparedleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Fundamentalstructuresofatomsandmolecules.• Basicprinciplesofionic,covalent,andmetallicbonding.• Physicalandchemicalpropertiesandclassificationofelementsincludingperiodicity.• Chemicalkineticsandthermodynamics.• Principlesofelectrochemistry.• Moleconcept,stoichiometry,andlawsofcomposition.• Transitionelementsandcoordinationcompounds.• Acidsandbases,oxidation‐reductionchemistry,andsolutions.• Fundamentalbiochemistry.• Functionalandpolyfunctionalgroupchemistry.• Environmentalandatmosphericchemistry.

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• Fundamentalprocessesofinvestigatinginchemistry.• Applicationsofchemistryinpersonalandcommunityhealthandenvironmentalquality.Teachersofchemistryasaprimaryfieldshouldalsobepreparedtoeffectivelyleadstudentstounderstand:• Molecularorbitaltheory,aromaticity,metallicandionicstructures,andcorrelationtopropertiesofmatter.• Superconductorsandprinciplesofmetallurgy.• Advancedconceptsofchemicalkinetics,andthermodynamics.• Lewisadductsandcoordinationcompounds.• Solutions,colloids,andcolligativeproperties.• Majorbiologicalcompoundsandnaturalproducts.• Solventsystemconceptsincludingnon‐aqueoussolvents.• Chemicalreactivityandmolecularstructureincludingelectronicandstericeffects.• Organicsynthesisandorganicreactionmechanisms.• Energyflowthroughchemicalsystems.• Issuesrelatedtochemistryincludinggroundwaterpollution,disposalofplastics,anddevelopmentof

alternativefuels.• Historicaldevelopmentandperspectivesinchemistryincludingcontributionsofsignificantfiguresand

underrepresentedgroups,andtheevolutionoftheoriesinchemistry.• Howtodesign,conduct,andreportresearchinchemistry.• Applicationsofchemistryandchemicaltechnologyinsociety,business,industry,andhealthfields.Allteachersofchemistryshouldbepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofchemistryincluding:• Biology,includingmolecularbiology,bioenergetics,andecology.• Earthscience,includinggeochemistry,cyclesofmatter,andenergeticsofEarthsystems.• Physics,includingenergy,stellarevolution,propertiesandfunctionsofwaves,motionsandforces,electricity,

andmagnetism.• Mathematicalandstatisticalconceptsandskillsincludingstatisticsandtheuseofdifferentialequationsand

calculus.


Elements

Toshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheir

discipline.b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefrom

technologyandfromotherwaysofknowingtheworld.c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecritical

analysisoffalseordoubtfulassertionsmadeinthenameofscience.

Indicators

Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.

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Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).

• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.

• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.


ElementsToshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:

a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientificknowledge.

b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.

Indicators




• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesare

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conducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.



Elements




Indicators









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Indicators

•Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.•Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.•Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.•TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).•Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.•Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.•Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.


Elements

Toshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:



Indicators

•Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.Practiceinimplementingunitsthathavebeen

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designedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.•Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.•Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.


Elements

Toshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:



Indicators





Elements





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Indicators


• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.




Elements

Toshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,

thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,and

disposalofallmaterialsusedinscienceinstruction.c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyprocedures

appropriatefortheactivitiesandtheabilitiesofstudents.d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethical

mannerandrespectlegalrestrictionsontheircollection,keeping,anduse.

Indicators




• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbe

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knowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.

• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.





Elements

Toshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreach

beyondminimumjobrequirements.b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrow

professionally.c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingand

facilitatetheirprofessionalgrowth.d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositive

relationshipswiththecommunity.

Indicators






• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwell

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tothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.



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English/LanguageArtsInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasTeachersofSecondaryEnglishLanguageArtsshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsoftheNationalCouncilofTeachersofEnglish(NCTE)forthepreparationofSecondaryEnglish/LanguageArtsteachers.

Standard1‐ProgramStructure


Candidatesfollowaspecificcurriculumandareexpectedtomeetappropriateperformanceassessmentsforpre‐serviceEnglishlanguageartsteachers.

Candidates:• Completeaprogramofstudyreflectingaframe‐workthat

encompassesboththecontentandpracticeappropriateforELAteachers.

• ExploreboththeoryandpracticeintheirELApreparationandmeetperformancerequirementsinarangeoffieldexperiences,includingaminimumoftenweeksofstudentteachinginELAclassrooms,thataresupervisedandassessedasapartoftheoverallpreparationprogrambyELAlicensedteachers

• WorkwithfacultyinEnglishandeducationwhodemonstratethroughthecoursestheyteachandtheirprofessionaldevelopmentactivitiesthattheyarecurrentintheircontentknowledgeandintheirpracticeofeffectivepedagogyandattitudesappropriatetopreparingELAteachers.

• Meetperformancecriteriawithinanassessmentsystemthatassessescandidates'performancesatappropriatetransitionpointsthroughouttheELAprogram.

Standard2‐CandidateAttitudes


Throughmodeling,advisement,instruction,fieldexperiences,assessmentofperformance,andinvolvementinprofessionalorganizations,candidatesadoptandstrengthenprofessionalattitudesneededbyEnglishlanguageartsteachers.

Candidates:• Createaninclusiveandsupportivelearningenvironment

inwhichallstudentscanengageinlearning.• UseELAtohelptheirstudentsbecomefamiliarwiththeir

ownandothers’cultures.• Demonstratereflectivepractice,involvementin

professionalorganizations,andcollaborationwithbothfacultyandothercandidates.

• Usepracticesdesignedtoassiststudentsindevelopinghabitsofcriticalthinkingandjudgment.

• MakemeaningfulconnectionsbetweentheELAcurriculumanddevelopmentsinculture,society,andeducation.

• Engagetheirstudentsinactivitiesthatdemonstratetheroleofartsandhumanitiesinlearning.

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Standard3‐CandidateKnowledgeCandidatesareknowledgeableaboutlanguage;literature;oral,visual,andwrittenliteracy;printandnon‐printmedia;technology;andresearchtheoryandfindings.

Elements Indicators3.1Candidatesdemonstrateknowledgeof,andskillsintheuseof,theEnglishlanguage.

Candidates:• Useknowledgeofstudents'languageacquisitionand

developmentasabasisfordesigningappropriatelearningactivitiesthatpromotestudentlearning.

• Demonstratehowreading,writing,speaking,listening,viewing,andthinkingareinterrelatedintheirownlearningandintheirstudents’learningofELA.

• Demonstrateanawarenessintheirteachingoftheimpactofcultural,economic,political,andsocialenvironmentsonlanguage.

• Knowandrespectdiversityinlanguageuse,patterns,anddialectsacrosscultures,ethnicgroups,geographicregionsandsocialrolesandshowattentiontoaccommodatingsuchdiversityintheirteaching

• DemonstrateknowledgeoftheevolutionoftheEnglishlanguageandthehistoricalinfluencesonitsvariousformsandusethisknowledgeintheirteaching

• UsetheirknowledgeofEnglishgrammarsinteachingstudentsbothoralandwrittenformsofthelanguage.

• Usetheirknowledgeofsemantics,syntax,morphology,andphonologyinteachingtheirstudentshowtouseoralandwrittenlanguage.

3.2Candidatesdemonstrateknowledgeofthepracticesoforal,visual,andwrittenliteracy.

Candidates:• Usetheirunderstandingoftheinfluenceoflanguageand

visualimagesonthinkingandcomposingintheirownworkandintheirteaching.

• Usewriting,speaking,andobservingasmajorformsofinquiry,reflection,andexpressionintheircourseworkandteaching.

• Usecomposingprocessesincreatingvariousformsoforal,visual,andwrittenliteracyoftheirownandengagestudentsintheseprocesses.

• Demonstrate,throughtheirownlearningandteaching,howwriting,visualimages,andspeakingcaneffectivelyperformavarietyoffunctionsforvariedaudiencesandpurposes.

• Demonstratetheirknowledgeoflanguagestructureandconventionsbycreatingandcritiquingtheirownprintandnon‐printtextsandbyassistingtheirstudentsinsuchactivities.

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3.3Candidatesdemonstratetheirknowledgeofreadingprocesses.

Candidates:• Respondtoandinterpret,invariedways,whatisread,

teachingtheirstudentshowtodothisaswell.• Discoverandcreatemeaningfromtextsandguide

studentsinthesameprocesses.• Useawidevarietyofstrategiestocomprehend,interpret,

evaluate,andappreciatetextsandteachthosestrategiestostudents.

3.4Candidatesdemonstrateknowledgeofdifferentcomposingprocesses.

Candidates:• Useavarietyofwritingstrategiestogeneratemeaning

andclarifyunderstandinganddrawuponthatknowledgeandskillintheirteaching.

• Producedifferentformsofwrittendiscourseandunderstandhowwrittendiscoursecaninfluencethoughtandaction.

3.5Candidatesdemonstrateknowledgeof,andusesfor,anextensiverangeofliterature.

Candidatesknowanduseavarietyofteachingapplicationsfor:• Worksrepresentingabroadhistoricalandcontemporary

spectrumofUnitedStates,British,andworld,includingnon‐Western,literature.

• Worksfromawidevarietyofgenresandcultures,worksbyfemaleauthors,andworksbyauthorsofcolor.

• Numerousworksspecificallywrittenforolderchildrenandyoungeradults.

• Arangeofworksofliterarytheoryandcriticism.

3.6Candidatesdemonstrateknowledgeoftherangeandinfluenceofprintandnon‐printmediaandtechnologyincontemporaryculture.

Candidates:• Understandhowmediacaninfluenceconstructionsofa

text’smeaning,andhowexperiencingvariousmediacanenhancestudents'composingprocesses,communication,andlearning.

• Showanabilitytoconstructmeaningfrommediaandnon‐printtexts,andtoassiststudentsinlearningtheseprocesses.

• Incorporatetechnologyandprint/non‐printmediaintotheirownworkandinstruction.

3.7CandidatesdemonstrateknowledgeofresearchtheoryandfindingsinEnglishlanguagearts.

Candidates:• Usemajorsourcesofresearchandtheoryrelatedto

Englishlanguageartstosupporttheirteachingdecisions.• Useteacher‐researchermodelsofclassroominquiryto

informtheirownstudyandteaching.

Standard4‐CandidatePedagogy

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CandidatesacquireanddemonstratethedispositionsandskillsneededtointegrateknowledgeofEnglishlanguagearts,students,andteaching.

Candidates:• Examineandselectresourcesforinstructionsuchas

textbooks,otherprintmaterials,videos,films,records,andsoftware,appropriateforsupportingtheteachingofEnglishlanguagearts.

• Aligncurriculumgoalsandteachingstrategieswiththeorganizationofclassroomenvironmentsandlearningexperiencestopromotewhole‐class,small‐group,andindividualwork.

• Integrateinterdisciplinaryteachingstrategiesandmaterialsintotheteachingandlearningprocessforstudents.

• Createandsustainlearningenvironmentsthatpromoterespectfor,andsupportof,individualdifferencesofethnicity,race,language,culture,gender,andability.

• Engagestudentsofteninmeaningfuldiscussionsforthepurposesofinterpretingandevaluatingideaspresentedthroughoral,written,and/orvisualforms.

• Engagestudentsincriticalanalysisofdifferentmediaandcommunicationstechnologies.

• Engagestudentsinlearningexperiencesthatconsistentlyemphasizevariedusesandpurposesforlanguageincommunication.

• Engagestudentsinmakingmeaningoftextsthroughpersonalresponse.

• Demonstratethattheirstudentscanselectappropriatereadingstrategiesthatpermitaccessto,andunderstandingof,awiderangeofprintandnon‐printtexts.

• Integrateassessmentconsistentlyintoinstructionbyusingavarietyofformalandinformalassessmentactivitiesandinstrumentstoevaluateprocessesandproducts,andcreatingregularopportunitiestouseavarietyofwaystointerpretandreportassessmentmethodsandresultstostudents,parents,administrators,andotheraudiences.

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SecondaryMathematics(7‐12)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofSecondaryMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofNationalCouncilofTeachersofMathematicsforthepreparationofSecondaryMathematicsTeachers.

Standard1:KnowledgeofMathematicalProblem‐Solving



Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinothercontexts.

• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.




Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.









Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.

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mathematicalphenomena.• Createanduserepresentationstoorganize,record,andcommunicate

mathematicalideas.• Select,apply,andtranslateamongmathematicalrepresentationstosolve

problems.








Candidates:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Haveacommitmenttolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.




Candidatesareableto:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.







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Candidatesareableto:• Analyzeandexplainthemathematicsthatunderliestheproceduresusedforoperationsinvolvingintegers,rational,real,andcomplexnumbers.

• Usepropertiesinvolvingnumberandoperations,mentalcomputation,andcomputationalestimation.

• Provideequivalentrepresentationsoffractions,decimals,andpercents.• Create,solve,andapplyproportions.• Applythefundamentalideasofnumbertheory.• Makesenseoflargeandsmallnumbersandusescientificnotation.• Compareandcontrastpropertiesofnumbersandnumbersystems.• Represent,use,andapplycomplexnumbers.• Recognizematricesandvectorsassystemsthathavesomeofthepropertiesoftherealnumbersystem.





Candidatesareableto:• Analyzepatterns,relations,andfunctionsofoneandtwovariables.• Applyfundamentalideasoflinearalgebra.• Applythemajorconceptsofabstractalgebratojustifyalgebraicoperationsandformallyanalyzealgebraicstructures.

• Usemathematicalmodelstorepresentandunderstandquantitativerelationships.

• Usetechnologicaltoolstoexplorealgebraicideasandrepresentationsofinformationandinsolvingproblems.

• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.




Candidatesareableto:• DemonstrateknowledgeofcoreconceptsandprinciplesofEuclideanandnon‐Euclideangeometriesintwoandthreedimensionsfrombothformalandinformalperspectives.

• Exhibitknowledgeoftheroleofaxiomaticsystemsandproofsingeometry.

• Analyzecharacteristicsandrelationshipsofgeometricshapesandstructures.

• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsandvisualizeobjectsfromdifferentperspectives.

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• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry,vectors,andotherrepresentationalsystems.

• Applytransformationsandusesymmetry,similarity,andcongruencetoanalyzemathematicalsituations.

• Useconcretemodels,drawings,anddynamicgeometricsoftwaretoexploregeometricideasandtheirapplicationsinreal‐worldcontexts.


Standard12:KnowledgeofCalculus


Candidatesdemonstrateaconceptualunderstandingoflimit,continuity,differentiation,andintegrationandathoroughbackgroundinthetechniquesandapplicationofthecalculus.

Candidatesareableto:• Demonstrateaconceptualunderstandingofandproceduralfacilitywithbasiccalculusconcepts.

• Applyconceptsoffunction,geometry,andtrigonometryinsolvingproblemsinvolvingcalculus.

• Usetheconceptsofcalculusandmathematicalmodelingtorepresentandsolveproblemstakenfromreal‐worldcontexts.

• Usetechnologicaltoolstoexploreandrepresentfundamentalconceptsofcalculus.

• Demonstrateknowledgeofthehistoricaldevelopmentofcalculusincludingcontributionsfromdiversecultures.

Standard13:KnowledgeofDiscreteMathematics


Candidatesapplythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblems.

Candidatesareableto:• Demonstrateknowledgeofbasicelementsofdiscretemathematicssuchasgraphtheory,recurrencerelations,finitedifferenceapproaches,linearprogramming,andcombinatorics.

• Applythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblemsarisingfromreal‐worldsituations.

• Usetechnologicaltoolstosolveproblemsinvolvingtheuseofdiscretestructuresandtheapplicationofalgorithms.

• Demonstrateknowledgeofthehistoricaldevelopmentofdiscretemathematicsincludingcontributionsfromdiversecultures.




Candidatesareableto:• Designinvestigations,collectdata,anduseavarietyofwaystodisplaydataandinterpretdatarepresentationsthatmayincludebivariatedata,conditionalprobabilityandgeometricprobability.

• Useappropriatemethodssuchasrandomsamplingorrandomassignmentoftreatmentstoestimatepopulationcharacteristics,testconjecturedrelationshipsamongvariables,andanalyzedata.

• Useappropriatestatisticalmethodsandtechnologicaltoolstodescribeshapeandanalyzespreadandcenter.

• Usestatisticalinferencetodrawconclusionsfromdata.• Identifymisusesofstatisticsandinvalidconclusionsfromprobability.• Drawconclusionsinvolvinguncertaintybyusinghands‐onandcomputer‐basedsimulationforestimatingprobabilitiesandgatheringdatatomakeinferencesandconclusions.

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• Determineandinterpretconfidenceintervals.• Demonstrateknowledgeofthehistoricaldevelopmentofstatisticsandprobabilityincludingcontributionsfromdiversecultures.




Candidatesareableto:• Recognizethecommonrepresentationsandusesofmeasurementandchoosetoolsandunitsformeasuring.

• Applyappropriatetechniques,tools,andformulastodeterminemeasurementsandtheirapplicationinavarietyofcontexts.

• Completeserroranalysisthroughdeterminingthereliabilityofthenumbersobtainedfrommeasures.





Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginbothmiddleandsecondarymathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.

• Experiencefull‐timestudentteachinginsecondarymathematicsthatissupervisedbyahighlyqualifiedteacherandauniversityorcollegesupervisorwithsecondarymathematicsteachingexperience.


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SocialStudiesInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofSocialStudiesshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofNationalCouncilfortheSocialStudies(NCSS)forthepreparationofSocialStudiesTeachers.

Standard1–INTERDISCIPLINARYTHEMATICSTANDARDS

Elements Indicators

1.1CULTUREANDCULTURALDIVERSITYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofCultureandCultureDiversity.

Candidates:• Enablelearnerstoanalyzeandexplainhowgroups,societies,andculturesaddresshumanneedsandconcerns;

• Guidelearnersastheypredicthowexperiencesmaybeinterpretedbypeoplefromdiverseculturalperspectivesandframesofreferences;

• Assistlearnerstoapplyanunderstandingandofcultureasanintegratedwholethatgovernsthefunctionsandinteractionsoflanguage,literature,arts,traditions,beliefs,values,andbehaviorpatterns;

• Encouragelearnerstocompareandtoanalyzesocietalpatternsfortransmittingandpreservingculturewhileadaptingtoenvironmentalandsocialchange;

• Asklearnerstogiveexamplesanddescribetheimportanceofculturalunityanddiversitywithinandacrossgroups;

• Havelearnersinterpretpatternsofbehaviorasreflectingvaluesandattitudes,thatcontributetoorposeobstaclestocross‐culturalunderstanding;

• Guidelearnersastheyconstructreasonedjudgmentsaboutspecificculturalresponsestopersistenthumanissues;

• Havelearnersexplainandapplyideas,theories,andmodesofinquirydrawnfromanthropologyandsociologyintheexaminationofpersistentissuesandsocialproblems.

1.2TIME,CONTINUITY,ANDCHANGECandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofTime,Continuity,andChange.

Candidates:• Assistlearnerstounderstandthathistoricalknowledgeandtheconceptoftimearesociallyinfluencedconstructionsthatleadhistorianstobeselectiveinthequestionstheyseektoanswerandtheevidencetheyuse;

• Helplearnersapplykeyconceptsfromthestudyofhistory—suchastime,chronology,causality,change,conflict,andcomplexity—toexplain,analyze,andshowconnectionsamongpatternsofhistoricalchangeandcontinuity;

• Enablelearnerstoidentifyanddescribesignificanthistoricalperiodsandpatternsofchangewithinandacrosscultures,includingbutnotlimitedto,thedevelopmentofancientculturesandcivilizations,theemergenceofreligiousbeliefsystems,theriseofnation‐states,andsocial,economic,andpoliticalrevolutions;

• Guidelearnersinusingprocessesofcriticalhistoricalinquiryto

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reconstructandreinterpretthepast,suchasusingavarietyofsourcesandcheckingtheircredibility,validatingandweighingevidenceforclaims,andsearchingforcausality,anddistinguishingbetweeneventsanddevelopmentsthataresignificantfromthosethatareinconsequential;

• Providelearnerswithopportunitiestoinvestigate,interpret,andanalyzemultiplehistoricalandcontemporaryviewpointswithinandacrossculturesrelatedtoimportantevents,recurringdilemmas,andpersistentissues,whileemployingempathy,skepticism,andcriticaljudgment;

• Enablelearnerstoapplyideas,theories,andmodesofhistoricalinquirytoanalyzehistoricalandcontemporarydevelopments,andtoinformandevaluateactionsconcerningpublicpolicyissues.

1.3PEOPLE,PLACES,ANDENVIRONMENTSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofPeople,Places,andEnvironments.

Candidates:• Enablelearnerstouse,interpret,anddistinguishvariousrepresentationsofEarth,suchasmaps,globesandphotographs,andtouseappropriategeographictools;

• Encouragelearnerstoconstruct,use,andrefinemapsandmentalmaps;calculatedistance,scale,area,anddensity;andorganizeinformationaboutpeople,places,regions,andenvironmentsinaspatialcontext;

• Helplearnerstolocate,distinguish,anddescribetherelationshipsamongvaryingregionalandglobalpatternsofphysicalsystemssuchaslandforms,climate,andnaturalresources,andexplainchangesinthephysicalsystems;

• Guidelearnersinexploringcharacteristics,distribution,andmigrationofhumanpopulationsonEarth’ssurface;

• Assistlearnersindescribinghowpeoplecreateplacesthatreflectculture,humanneeds,currentvaluesandideals,andgovernmentpolicies;

• Helplearnerstoexamine,interpret,andanalyzeinteractionsbetweenhumanbeingsandtheirphysicalenvironments,andtoobserveandanalyzesocialandeconomiceffectsofenvironmentalchanges,bothpositiveandnegative;

• Challengelearnerstoconsider,compare,andevaluateexistingusesofresourcesandlandincommunities,regions,countries,andtheworld;

• HelplearnersexplorewaysinwhichEarth’sphysicalfeatureshavechangedovertime,anddescribeandassesswayshistoricaleventshaveinfluencedandbeeninfluencedbyphysicalandhumangeographicfeatures.

1.4INDIVIDUALDEVELOPMENTANDIDENTITYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofIndividualDevelopmentandIdentity.

Candidates• Helplearnerscomprehendandapplyconcepts,theories,andprinciplesassociatedwithhumancognitive,emotional,andpersonaldevelopment;

• Enablelearnerstounderstandhowthedevelopmentandmaturationofthebrainandbodyinfluencethoughtandperception.

• Assistlearnersinarticulatingpersonalconnectionstotime,place,andsocial/culturalsystems;

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• Helplearnerstoappreciateanddescribetheinfluenceofcultures,pastandpresent,uponthedailylivesofindividuals;

• Assistlearnerstodescribehowfamily,religion,gender,ethnicity,nationality,socioeconomicstatus,andothergroupandculturalinfluencescontributetothedevelopmentofasenseofself;

• Enablelearnerstoapplyconcepts,inquirymethods,andtheoriesinthestudyofhumangrowthanddevelopment,learning,motivation,behavior,perception,andpersonality;

• Guidelearnersastheyanalyzetheinteractionsamongethical,ethnic,national,andculturalfactorsinspecificsituations;

• Helplearnerstoanalyzetheroleofperceptions,attitudes,values,andbeliefsinthedevelopmentofpersonalidentityandonhumanbehavior;

• Enablelearnerstocompareandtoevaluatetheimpactofstereotyping,conformity,actsofaltruism,discrimination,andotherbehaviorsonindividualsandgroups;

• Helplearnersunderstandhowindividualperceptionsdevelop,vary,andcanleadtoconflict;

• Assistlearnersastheyworkindependentlyandcooperativelywithingroupsandinstitutionstoaccomplishgoals;

• Encouragelearnerstoexaminefactorsthatcontributetoanddamageone’smentalhealthandtoanalyzeissuesrelatedtomentalhealthandbehavioraldisordersincontemporarysociety.

1.5INDIVIDUALS,GROUPS,ANDINSTITUTIONSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofIndividuals,Groups,andInstitutions.

Candidates:• Helplearnersunderstandtheconceptsofrole,status,andsocialclassandusethemindescribingtheconnectionsandinteractionsamongindividuals,groups,andinstitutionsinsociety;

• Helplearnersanalyzegroupsandcalculatetheinfluenceofinstitutionsonpeople,events,andelementsofculturesinbothhistoricalandcontemporarysettings;

• Helplearnersunderstandthevariousformsinstitutionstake,theirfunctions,theirrelationshipstooneanother,andexplainhowtheydevelopandchangeovertime;

• Assistlearnersinidentifyingandanalyzingexamplesoftensionsbetweenexpressionsofindividualityandeffortsofgroupsandinstitutionstopromotesocialconformity;

• Enablelearnerstodescribeandexaminebeliefsystemsbasictospecifictraditionsandlawsincontemporaryandhistoricalsocieties;

• Enablelearnerstoevaluatetheroleofinstitutionsinfurtheringbothcontinuityandchange;

• Guidelearneranalysisoftheextenttowhichgroupsandinstitutionsmeetindividualneedsandpromotethecommongoodincontemporaryandhistoricalsettings;

• Assistlearnersastheyexplainandapplyideasandmodesofinquirydrawnfrombehavioralsciencesintheexaminationofpersistentissuesandsocialproblems.

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1.6POWER,AUTHORITY,ANDGOVERNANCECandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofPower,Authority,andGovernance.

Candidates:• Enablelearnerstoexaminetherightsandresponsibilitiesofindividualsinrelationtotheirfamilies,theirsocialgroups,theircommunities,andtheirnation;

• Helpstudentsexplainthepurposeofgovernmentandhowitspowersareacquired,used,andjustified;

• Enablelearnerstoexamineissuesinvolvingtherights,roles,andstatusofindividualsinrelationtothegeneralwelfare;

• Assistlearnersindescribingthewaysnationsandorganizationsrespondtoforcesofunityanddiversityaffectingorderandsecurity;

• Enablelearnerstoexplainconditions,actions,andmotivationsthatcontributetoconflictandcooperationwithinandamongnations;

• Helplearnersanalyzeandexplaingovernmentalmechanismstomeettheneedsandwantsofcitizens,regulateterritory,manageconflict,andestablishorderandsecurity;

• HelplearnersidentifyandexplainthebasicfeaturesoftheAmericanpoliticalsystem,andidentifyleadersofthevariouslevelsandbranchesofgovernment;

• Challengelearnerstoapplyconceptssuchaspower,role,status,justice,democraticvalues,andinfluencetotheexaminationofpersistentissuesandsocialproblems;

• Helplearnersexplainhowgovernmentsattempttoachievetheirstatedidealsathomeandabroad.

1.7PRODUCTION,DISTRIBUTION,ANDCONSUMPTIONCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofProduction,Distribution,andConsumptionofgoodsandservices.

Candidates:• Enablelearnerstounderstandhowthescarcityof

productiveresources(human,capital,technological,andnatural)requiresthedevelopmentofeconomicsystemstomake

• decisionsabouthowgoodsandservicesaretobeproducedanddistributed;

• Helplearnersanalyzetherolethatsupplyanddemand,prices,incentives,andprofitsplayindeterminingwhatisproducedanddistributedinacompetitivemarketsystem;

• Helplearnerscomparethecostsandbenefitstosocietyofallocatinggoodsandservices

• throughprivateandpublicmeans;• Assistlearnersinunderstandingtherelationshipsamongthe

variouseconomicinstitutionsthatcompriseeconomicsystemssuchashouseholds,businesses,financialinstitutions,governmentagencies,laborunions,andcorporations;

• Guidelearnersinanalyzingtherolesofspecializationandexchangeineconomicprocesses;

• Assistlearnersinassessinghowvaluesandbeliefsinfluenceeconomicdecisionsindifferentsocieties;

• Enablelearnerstocompareeconomicsystemsaccordingtohowtheydealwithdemand,supply,prices,theroleofgovernment,banks,laborandlaborunions,savingsandinvestments,andcapital;

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• Challengelearnerstoapplyeconomicconceptsandreasoningwhenevaluatinghistoricalandcontemporarysocialdevelopmentsandissues;

• Enablelearnerstodistinguishbetweendomesticandglobaleconomicsystems,andexplainhowthetwointeract;

• Guidelearnersintheapplicationofeconomicconceptsandprinciplesintheanalysisofpublicissuessuchastheallocationofhealthcareandtheconsumptionofenergy,andindevisingeconomicplansforaccomplishingsociallydesirableoutcomesrelatedtosuchissues;

• Helplearnerscriticallyexaminethevaluesandassumptionsunderlyingthetheoriesandmodelsofeconomics;

• Helplearnersdistinguishbetweeneconomicsasafieldofinquiryandtheeconomy.

1.8SCIENCE,TECHNOLOGY,ANDSOCIETYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofScience,Technology,andSociety.

Candidates:• Enablelearnerstoidentify,describe,andexaminebothcurrentandhistoricalexamplesoftheinteractionandinterdependenceofscience,technology,andsocietyinavarietyofculturalsettings;

• Assistlearnersinmakingjudgmentsabouthowscienceandtechnologyhavetransformedthephysicalworldandhumansocietyaswellasourunderstandingoftime,space,place,andhuman‐environmentinteractions;

• Helplearnersanalyzethewayinwhichscienceandtechnologyinfluencecoresocietalvalues,beliefs,andattitudesandhowsocietalattitudesinfluencescientificandtechnologicalendeavors;

• Promptlearnerstoevaluatevariouspoliciesproposedtodealwithsocialchangesresultingfromnewtechnologies;

• Helplearnersidentifyandinterpretvariousperspectivesabouthumansocietiesandthephysicalworld,usingscientificknowledge,technologies,andanunderstandingofethicalstandardsofthisandothercultures;

• Encouragelearnerstoformulatestrategiesanddeveloppolicyproposalspertainingtoscience/technology/societyissues.

1.9GLOBALCONNECTIONSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofGlobalConnectionsandInterdependence.

Candidates:• Enablelearnerstoexplainhowinteractionsamongpeoplewithdifferentlanguages,beliefscanfacilitateglobalunderstandingorcausemisunderstanding;

• Helplearnersexplainconditionsandmotivationsthatcontributetoconflict,cooperation,andinterdependenceamonggroups,societies,andnations;

• Assistlearnersinanalyzingandevaluatingtheeffectsofchangingtechnologiesontheglobalcommunity;

• Challengelearnerstoanalyzethecauses,consequences,andpossiblesolutionstopersistent,contemporary,andemergingglobalissues,suchasthosepertainingtohumanhealth,security,resourceallocation,economicdevelopment,andenvironmentalquality;

• Guidelearneranalysisoftherelationshipsandtensionsbetweennationalsovereigntyandglobalinterestsinsuchmattersasterritorialdisputes,economicdevelopment,weapons

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deployment,useofnaturalresources,andhumanrightsconcerns;

• Helplearnersanalyzeorformulatepolicystatementsthatdemonstrateanunderstandingofconcerns,standards,issues,andconflictsrelatedtouniversalhumanrights;

• Helplearnersdescribeandevaluatetheroleofinternationalandmultinationalorganizationsintheglobalarena;

• Havelearnersillustratehowbehaviorsanddecisionsofindividualsandgroupsaffectandareaffectedbyglobalsystems.

1.10CIVICIDEALSANDPRACTICESCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofCivicIdealsandPractices.

Candidates:• Assistlearnersinunderstandingthemeaning,origins,andcontinuinginfluenceofkeyidealsofthedemocraticrepublicanformofgovernment,suchasindividualhumandignity,liberty,justice,equality,generalwelfare,domesticpeace,andtheruleoflaw;

• Guidelearnereffortstoidentify,interpret,analyze,andevaluatesourcesandexamplesofcitizens’rightsandresponsibilities;

• Helplearnerslocate,access,analyze,organize,synthesize,evaluate,andapplyinformationaboutselectedpublicissues—identifying,describing,andevaluatingmultiplepointsofviewandtakingreasonedpositionsonsuchissues;

• Enablelearnerstopracticeformsofcivicdiscussionandparticipationconsistentwiththeidealsofcitizenshipinademocraticrepublic;

• Helplearnersanalyzeandevaluatetheinfluenceofvariousformsofcitizenactiononpublicpolicy;

• Preparelearnerstoanalyzeavarietyofpublicpoliciesandissuesfromtheperspectivesofformalandinformalpoliticalactors;

• Guidelearnersastheyevaluatetheeffectivenessofpublicopinionininfluencingandshapingpublicpolicydevelopmentanddecision‐making;

• Encouragelearnereffortstoevaluatethedegreetowhichpublicpoliciesandcitizenbehaviorsreflectorfosterthestatedidealsofademocraticrepublicanformofgovernment;

• Helplearnerstoconstructreasonedpolicystatementsandactionplanstoachievegoalsrelatedtoissuesofpublicconcern;

• Guidelearnerparticipationincivic/politicalactivitiestostrengthenthe“commongood,”baseduponcarefulevaluationofpossibleoptionsforcitizenaction.

Standard2‐DISCIPLINARYSTANDARD

Elements Indicators

2.1HISTORYCandidateswhoaretobelicensedtoteachhistoryatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofhistory.

Candidates:• Assistlearnersinutilizingchronologicalthinkingsothattheycandistinguishbetweenpast,present,andfuturetime;canplacehistoricalnarrativesintheproperchronologicalframework;caninterpretdatapresentedintimelinesandcancomparealternativemodelsforperiodization;

• Enablelearnerstodevelophistoricalcomprehensioninorderthattheymightreconstructtheliteralmeaningofahistoricalpassage;identifythecentralquestionsaddressedinhistoricalnarrative;

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drawupondatainhistoricalmaps,charts,andothergraphicorganizers;anddrawuponvisual,literary,ormusicalsources;

• Guidelearnersinpracticingskillsofhistoricalanalysisandinterpretation,suchascompareandcontrast,differentiatebetweenhistoricalfactsandinterpretations,considermultipleperspectives,analyzecauseandeffectrelationships,comparecompetinghistoricalnarratives,recognizethetentativenatureofhistoricalinterpretations,andhypothesizetheinfluenceofthepast;

• Helplearnersunderstandhowhistoriansstudyhistory;• Assistlearnersindevelopinghistoricalresearchcapabilitiesthatenablethemtoformulatehistoricalquestions,obtainhistoricaldata,questionhistoricaldata,identifythegapsinavailablerecords,placerecordsincontext,andconstructsoundhistoricalinterpretations;

• Helplearnersidentifyissuesandproblemsinthepast,recognizefactorscontributingtosuchproblems,identifyandanalyzealternativecoursesofaction,formulateapositionorcourseofaction,andevaluatetheimplementationofthatdecision;

• AssistlearnersinacquiringknowledgeofhistoricalcontentinUnitedStateshistoryinordertoasklargeandsearchingquestionsthatcomparepatternsofcontinuityandchangeinthehistoryandvaluesofthemanypeopleswhohavecontributedtothedevelopmentofthecontinentofNorthAmerica;

• Guidelearnersinacquiringknowledgeofthehistoryandvaluesofdiversecivilizationsthroughouttheworld,includingthoseoftheWest,andincomparingpatternsofcontinuityandchangeindifferentpartsoftheworld;

• Enablelearnerstodevelophistoricalunderstandingthroughtheavenuesofsocial,political,economic,andculturalhistoryandthehistoryofscienceandtechnology.

2.2GEOGRAPHYCandidateswhoaretobelicensedtoteachgeographyatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofgeography.

Candidates:• Helplearnersusemapsandothergeographicrepresentations,tools,andtechnologiestoacquire,process,andreportinformationfromaspatialperspective;

• Enablelearnerstousementalmapstoorganizeinformationaboutpeople,places,andenvironmentsinaspatialcontext;

• Assistlearnerstoanalyzethespatialinformationaboutpeople,places,andenvironmentsonEarth’ssurface;

• Helplearnerstounderstandthephysicalandhumancharacteristicsofplaces;

• AssistlearnersindevelopingtheconceptofregionsasameanstointerpretEarth’scomplexity;

• Enablelearnerstounderstandhowcultureandexperienceinfluencepeople’sperceptionsofplacesandregions;

• HelplearnersunderstandandanalyzethephysicalprocessesthatshapeEarth’ssurface;

• ChallengelearnerstoconsiderthecharacteristicsandspatialdistributionofecosystemsonEarth’ssurface;

• Guidelearnersinexploringthecharacteristics,distribution,andmigrationofhumanpopulationsonEarth’ssurface;

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• Helplearnersunderstandandanalyzethecharacteristics,distribution,andcomplexityofEarth’sculturalmosaics;

• AssistlearnerexplorationofthepatternsandnetworksofeconomicinterdependenceonEarth’ssurface;

• Enablelearnerstodescribetheprocesses,patterns,andfunctionsofhumansettlement;

• ChallengelearnerstoexaminehowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth’ssurface;

• Helplearnersseehowhumanactionsmodifythephysicalenvironment;

• Enablelearnerstoanalyzehowphysicalsystemsaffecthumansystems;

• Challengelearnerstoexaminethechangesthatoccurinthemeaning,use,distribution,andimportanceofresources;

• Helplearnersapplygeographytointerpretthepastandpresentandtoplanforthefuture;

• Enhancelearners’abilitiestoaskquestionsandtoacquire,organize,andanalyzegeographicinformationsotheycananswergeographicquestionsastheyengageinthestudyofsubstantivegeographiccontent.

2.3CIVICSANDGOVERNMENTCandidateswhoaretobelicensedtoteachcivicsand/orgovernmentatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofcivicsandgovernment.

Candidates:• Assistlearnersindevelopinganunderstandingofciviclife,politics,andgovernmentsothatthelearnerscanexplaintheoriginsofgovernmentalauthority,recognizetheneedforgovernment,andidentifythecrucialfunctionsofgovernment,includinglawsandrules;

• Enablelearnerstoevaluaterulesandlaws,differentiatebetweenlimitedandunlimitedgovernment,andjustifytheneedforlimitationsongovernmentalpower;

• GuidelearnersastheyexploreAmericandemocracy,includingtheAmericanideaofconstitutionalgovernment,theimpactofthedistinctivecharacteristicsofAmericansocietyonourgovernment,thenatureoftheAmericanpoliticalculture,andthevaluesandprinciplesthatarebasictoAmericanlifeandgovernment;

• HelplearnersunderstandhowthegovernmentoftheUnitedStatesoperatesundertheConstitutionandthepurposes,values,andprinciplesofAmericandemocracy,includingtheideasofdistributed,shared,andlimitedpowersofgovernment;howthenational,state,andlocalgovernmentsareorganized;andtheplaceoflawinthesystem;

• EnablelearnerstounderstandtherelationshipoftheUnitedStatestoothernationsandtoworldaffairs;

• Assistlearnersindevelopinganunderstandingofcitizenship,itsrightsandresponsibilities,andindevelopingtheirabilitiesanddispositionstoparticipateeffectivelyinciviclife;

• InsurethatlearnersaremadeawareofthefullrangeofopportunitiestoparticipateascitizensintheAmericandemocracyandoftheirresponsibilitiesfordoingso.

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2.4ECONOMICSCandidateswhoaretobelicensedtoteacheconomicsatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofeconomics.

Candidatesshouldknowanddemonstrateanin‐depthunderstandingofthefollowingconcepts:• Productiveresourcesarelimited.Therefore,peoplecannothaveallthegoodsandservicesthattheywant;asaresult,theymustchoosesomethingsandgiveupothers.

• Effectivedecisionmakingrequirescomparingtheadditionalcostsofalternativeswiththeadditionalbenefits.Mostchoicesinvolvedoingalittlemoreoralittlelessofsomething;fewchoicesareallornothingdecisions.

• Differentmethodscanbeusedtoallocategoodsandservices.People,actingindividuallyorcollectivelythroughgovernment,mustchoosewhichmethodstousetoallocatedifferentkindsofgoodsandservices.

• Peoplerespondpredictablytopositiveandnegativeincentives.• Voluntaryexchangeoccursonlywhenallpartiesexpecttogain.Thisistruefortradeamongindividualsororganizationswithinanation,oramongindividualsororganizationsindifferentnations.

• Whenindividuals,regions,andnationsspecializeinwhattheycanproduceatthelowestcostandthentradewithothers,bothproductionandconsumptionincrease.

• Marketsexistwhenbuyersandsellersinteract.Thisinteractiondeterminesmarketpricesandtherebyallocatesscarcegoodsandservices.

• Pricessendsignalsandprovideincentivestobuyersandsellers.Whensupplyanddemandchange,marketpricesadjust,affectingincentives.

• Competitionamongsellerslowerscostsandprices,encouragingproducerstoproducemoreofwhatconsumersarewillingandabletobuy.Competitionamongbuyersincreasespricesandallocatesgoodsandservicestothosepeoplewhoarewillingandabletopaythemostforthem.

• Institutionsevolveinmarketeconomiestohelpindividualsandgroupsaccomplishtheirgoals.Banks,laborunions,corporations,legalsystems,andnot‐for‐profitorganizationsareexamplesofimportantinstitutions.

• Moneymakesiteasiertotrade,borrow,save,invest,andcomparethevalueofgoodsandservices.

• Interestrates,adjustedforinflation,riseandfalltobalancetheamountsavedwiththeamountborrowed,thusaffectingtheallocationofscarceresourcesbetweenpresentandfutureusers.

• Incomeformostpeopleisdeterminedbythemarketvalueoftheproductiveresourcestheysell.Whatworkersearndepends,primarily,onthemarketvalueofwhattheyproduceandhowproductivetheyare.

• Entrepreneursarepeoplewhotaketherisksoforganizingproductiveresourcesto

• makegoodsandservices.Profitisanimportantincentivethatleadsentrepreneursto

• accepttherisksofbusinessfailure.• Investmentinfactories,machinery,andnewtechnology,andinthehealth,education,

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• andtrainingofpeoplecanraisefuturestandardsofliving.• Thereisaneconomicroleforgovernmenttoplayinamarketeconomywheneverthebenefitsofagovernmentpolicyoutweighitscosts.Governmentsoftenprovidefornationaldefense,addressenvironmentalconcerns,defineandprotectpropertyrights,andattempttomakemarketsmorecompetitive.Mostgovernmentpoliciesalsoredistributeincome.

• Costsofgovernmentpoliciessometimesexceedbenefits.Thismayoccurbecauseofincentivesfacingvoters,governmentofficials,andgovernmentemployees;becauseofactionsbyspecialinterestgroupsthatcanimposecostsonthegeneralpublic;orbecausesocialgoalsotherthaneconomicefficiencyarebeingpursued.

• Costandbenefitanalysisiscomplexandinvolvesplacingvalueinbothtangibleandintangiblefactorswhenmakingpolicydecisions.

• Anation’soveralllevelsofincome,employment,andpricesaredeterminedbytheinteractionofspendingandproductiondecisionsmadebyallhouseholds,firms,governmentagencies,andothersintheeconomy.

• Unemploymentimposessignificantpersonalcostsonindividualsandfamilies.Itcanalsoplaceaheavyburdenongovernments.Unexpectedinflationimposescostsonmanypeopleandbenefitssomeothersbecauseitarbitrarilyredistributespurchasing

• power.• IntheUnitedStates,federalgovernmentbudgetarypolicyandtheFederalReserveSystem’smonetarypolicyinfluencetheoveralllevelsofemployment,output,andprices.

• Theassumptionsandvaluesonwhicheconomictheoryandpublicpolicyarebasedrequirecarefulanalysis.

2.5PSYCHOLOGYCandidateswhoaretobelicensedtoteachpsychologyatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofpsychology.

Candidates:• Assistlearnersincomprehendingandapplyingconcepts,theories,andprinciplesassociatedwithhumanperceptionandcognition;emotional,social,andpersonaldevelopment;andgrowthandchange;

• Helplearnersunderstandhumanthinking,memory,perception,learning,development,andbehavior;

• Assistlearnersincomprehendingfactorsassociatedwithhumanadjustmentandcopingbehaviorsinvarioussituations,duringdifferentstagesoflife,andinrespecttoparticularpersonalandenvironmentalsituations;

• Helplearnersconsiderhowsuchfactorsasmemory,thinking,beliefs,emotions,personality,perceptions,attitude,andabilitiesaffectpeople’sdecisionsandactionsatanyparticularmoment;

• Enablelearnerstoexaminefactorsassociatedwiththeconstruction,revision,anduseofself‐conceptsandidentityandhowthesemayaffectanindividual’sthinking,feelings,decisions,andactionstowardself,others,andtheworld;

• Assistlearnerexaminationoffactorsthatmayhavecontributedtotheirownself‐conceptsandidentity,includinghowtheirfamily,groups,peers,andcommunitiesmayhavebeenamong

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thosefactors;• Enablelearnerstoexamineandcomprehendfactorsassociatedwithpersonalityandindividualdifferencesandhowpersonalityandindividualdifferencesmaybedescribed,classified,assessed,andinterpreted;

• Assistlearnerstoexamine,comprehend,andapplyideasassociatedwithmentalandemotionalhealthaswellaspsychologicaldisorders,includingfactorscontributingtosuchdisordersandtheirtreatment;

• Enablelearnerstounderstandinterconnectionsbetweenthemselvesandparticularsituations,places,time,events,andsocial/culturalenvironmentsandsystemsthatmayinfluencethemaswellasbeinfluencedbythem;

• Insurethatlearnerscomprehend,considertheadvantagesanddisadvantagesof,andapplyconcepts,principles,andproceduresforconducting,monitoring,andinterpretingpsychologicalresearchactivities;

• Insurethatlearnersunderstandandcanapplythecodesofethicsacceptedbypsychologistsregardingtheconductofresearchonhumanandanimalsubjectsandthereportingofresearchfindings;

• Enablestudentstoengageinpreliminarybehavioralscienceresearch,usingvariousresearchparadigmsandperspectives.

Standard3‐PEDAGOGICALSTANDARDSDuetothecomplexityandtheinterdisciplinarynatureofthesocialstudies,candidateneedsarebestmetwhentheirexperiencesincludethefollowing.

Elements Indicators

3.1COURSEORCOURSESONTEACHINGSOCIALSTUDIESInstitutionspreparingsocialstudiesteachersshouldprovideandrequireprospectivesocialstudiesteacherstocompleteacourseorcoursesthatfocusonthepedagogicalcontentknowledgethatdealsspecificallywiththenatureofthesocialstudiesandwithideas,strategies,andtechniquesforteachingsocialstudiesattheappropriatelicensurelevel.

Instructionshould:• Bespecifictotheteachingofsocialstudiesandthedisciplinesfromwhichsocialstudiescontentisdrawn;

• Engageteachercandidatesinananalysisofthepurposesofsocialstudies,howtoselectcontentappropriatetothosepurposes,andhowtoassessstudentlearningintermsofsocialstudiesgoals.

• Enableteachercandidatestoselect,integrate,andtranslatethecontentandmethodsofinvestigationofhistoryandthesocialsciencedisciplinesforuseinsocialstudiesinstruction;

• Prepareteachercandidatestouseavarietyofapproachestoinstructionthatareappropriatetothenatureofsocialstudiescontentandgoalsandtousethemindiversesettingsandwithstudentswithdiversebackgrounds,interests,andabilities;

• Betaughtbyinstructorswhoseprofessionalexperienceandeducationthroughthegraduatelevelisappropriatebothtothecontentandgoalsofsocialstudiesandtotheleveloflicensure.

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3.2QUALIFIEDSOCIALSTUDIESFACULTYInstitutionspreparingsocialstudiesteachersshouldprovidefacultywhoarerecognizedas(a)exemplaryteachers,(b)scholarsinthefieldsofsocialstudiesandsocialstudieseducation,and(c)informedaboutmiddleandsecondaryschoolclassroomsandteaching.

Thefacultyshould:• Demonstrateteachingthatmodelsexemplarypracticefortheirteachercandidatestudents;

• Includethosewhohavehadsuccessfulmiddleorsecondaryschoolteachingexperienceinsocialstudiesaswellascontinuingcloserelationshipswiththeseschools;

• Includesocialstudieseducationspecialistswhocomparablyqualifiedfortheirsocialstudieseducationroles.

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SpecialEducation(Non‐Categorical)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofSpecialEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofCouncilofExceptionChildrenforthepreparationofSpecialEducationTeachers.

Indicators

Candidatesunderstand:• Thefieldasanevolvingandchangingdisciplinebasedonphilosophies,evidence‐basedprinciplesand

theories,relevantlawsandpolicies,diverseandhistoricalpointsofview,andhumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationandtreatmentofindividualswithexceptionalneedsbothinschoolandsociety.

• Howtheseissuesinfluenceprofessionalpractice,includingassessment,instructionalplanning,implementation,andprogramevaluation.

• Howissuesofhumandiversitycanimpactfamilies,cultures,andschools,andhowthesecomplexhumanissuescaninteractwithissuesinthedeliveryofspecialeducationservices.

• Therelationshipsoforganizationsofspecialeducationtotheorganizationsandfunctionsofschools,schoolsystems,andotheragencies.Specialeducatorsusethisknowledgeasagrounduponwhichtoconstructtheirownpersonalunderstandingsandphilosophiesofspecialeducation.

Standard2:DevelopmentandCharacteristicsofLearners

Indicators

Candidates:• Knowanddemonstraterespectfortheirstudentsfirstasuniquehumanbeings.• Understandthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutexceptionallearningneeds(ELN).

• Understandhowexceptionalconditionscaninteractwiththedomainsofhumandevelopmentandtheyusethisknowledgetorespondtothevaryingabilitiesandbehaviorsofindividual’swithELN.

• UnderstandhowtheexperiencesofindividualswithELNcanimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,andliveasfulfilledcontributingmembersofthecommunity.

Standard3:IndividualLearningDifferences

Indicators

Candidates:• Understandtheeffectsthatanexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.

• Understandthatthebeliefs,traditions,andvaluesacrossandwithinculturescanaffectrelationshipsamongandbetweenstudents,theirfamilies,andtheschoolcommunity.

• Areactiveandresourcefulinseekingtounderstandhowprimarylanguage,culture,andfamilialbackgroundsinteractwiththeindividual’sexceptionalconditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,interests,andcareeroptions.

• BeabletoindividualizeinstructiontoprovidemeaningfulandchallenginglearningforindividualswithELN.

Standard1.Foundations

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Standard4:InstructionalStrategies

Indicators

Candidates:• Possesarepertoireofevidence‐basedinstructionalstrategiestoindividualizeinstructionforindividualswithELN.

• Select,adapt,andusetheseinstructionalstrategiestopromotechallenginglearningresultsingeneralandspecialcurriculaandtoappropriatelymodifylearningenvironmentsforindividualswithELN.

• Enhancethelearningofcriticalthinking,problemsolving,andperformanceskillsofindividualswithELN,andincreasetheirself‐awareness,self‐management,self‐control,self‐reliance,andself‐esteem.

• Emphasizethedevelopment,maintenance,andgeneralizationofknowledgeandskillsacrossenvironments,settings,andthelifespan.

Standard5:LearningEnvironmentsandSocialInteractions

IndicatorsCandidates:• ActivelycreatelearningenvironmentsforindividualswithELNthatfosterculturalunderstanding,safetyandemotionalwellbeing,positivesocialinteractions,andactiveengagementofindividualswithELN.

• Fosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughttoliveharmoniouslyandproductivelyinaculturallydiverseworld.

• Shapeenvironmentstoencouragetheindependence,self‐motivation,self‐direction,personalempowerment,andself‐advocacyofindividualswithELN.

• HelptheirgeneraleducationcolleaguesintegrateindividualswithELNinregularenvironmentsandengagetheminmeaningfullearningactivitiesandinteractions.

• UsedirectmotivationalandinstructionalinterventionswithindividualswithELNtoteachthemtorespondeffectivelytocurrentexpectations.

• SafelyintervenewithindividualswithELNincrisis.Specialeducatorscoordinatealltheseeffortsandprovideguidanceanddirectiontopara‐educatorsandothers,suchasclassroomvolunteersandtutors.

Standard6:Language

Indicators

Candidates:• Understandtypicalandatypicallanguagedevelopmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’sexperiencewithanduseoflanguage.

• UseindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskillstoindividualswithELN.

• Arefamiliarwithaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunicationofindividualswithexceptionalneeds.

• Matchtheircommunicationmethodstoanindividual’slanguageproficiencyandculturalandlinguisticdifferences.

• Provideeffectivelanguagemodels,andtheyusecommunicationstrategiesandresourcestofacilitateunderstandingofsubjectmatterforindividualswithELNwhoseprimarylanguageisnotEnglish.

Standard7:InstructionalPlanningIndicators

Candidates:• RecognizethatIndividualizeddecision‐makingandinstructionisatthecenterofspecialeducationpractice.• Developlong‐rangeindividualizedinstructionalplansanchoredinbothgeneralandspecialcurricula.• Systematicallytranslatetheseindividualizedplansintocarefullyselectedshorter‐rangegoalsandobjectivestakingintoconsiderationanindividual’sabilitiesandneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors.

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• CreateIndividualizedinstructionalplanswhichemphasizeexplicitmodelingandefficientguidedpracticetoassureacquisitionandfluencythroughmaintenanceandgeneralization.

• Understandthatthesefactorsaswellastheimplicationsofanindividual’sexceptionalcondition,guidesthespecialeducator’sselection,adaptation,andcreationofmaterials,andtheuseofpowerfulinstructionalvariables.

• ModifyInstructionalplansbasedonongoinganalysisoftheindividual’slearningprogress.• Facilitatethisinstructionalplanninginacollaborativecontextincludingtheindividualswithexceptionalities,families,professionalcolleagues,andpersonnelfromotheragenciesasappropriate.

• Developavarietyofindividualizedtransitionplans,suchastransitionsfrompreschooltoelementaryschoolandfromsecondarysettingstoavarietyofpostsecondaryworkandlearningcontexts.

• Arecomfortableusingappropriatetechnologiestosupportinstructionalplanningandindividualizedinstruction.

Standard8:Assessment

IndicatorsCandidates:• Usemultipletypesofassessmentinformationforavarietyofeducationaldecisions.• Usetheresultsofassessmentstohelpidentifyexceptionallearningneedsandtodevelopandimplementindividualizedinstructionalprograms,aswellastoadjustinstructioninresponsetoongoinglearningprogress.

• Understandthelegalpoliciesandethicalprinciplesofmeasurementandassessmentrelatedtoreferral,eligibility,programplanning,instruction,andplacementforindividualswithELN,includingthosefromculturallyandlinguisticallydiversebackgrounds.

• Understandmeasurementtheoryandpracticesforaddressingissuesofvalidity,reliability,norms,bias,andinterpretationofassessmentresults.

• Specialeducatorsunderstandtheappropriateuseandlimitationsofvarioustypesofassessments.• Collaboratewithfamiliesandothercolleaguestoassurenon‐biased,meaningfulassessmentsanddecision‐making.

• Conductformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesignlearningexperiencesthatsupportthegrowthanddevelopmentofindividualswithELN.

• UseassessmentinformationtoidentifysupportsandadaptationsrequiredforindividualswithELNtoaccessthegeneralcurriculumandtoparticipateinschool,system,andstatewideassessmentprograms.

• RegularlymonitortheprogressofindividualswithELNingeneralandspecialcurricula.• Useappropriatetechnologiestosupporttheirassessments.

Standard9:ProfessionalandEthicalPractice

Indicators

Candidates:• Areguidedbytheprofession’sethicalandprofessionalpracticestandards.• Practiceinmultiplerolesandcomplexsituationsacrosswideageanddevelopmentalranges.• Giveongoingattentiontolegalmattersalongwithseriousprofessionalandethicalconsiderations.• EngageinprofessionalactivitiesandparticipateinlearningcommunitiesthatbenefitindividualswithELN,theirfamilies,colleagues,andtheirownprofessionalgrowth.

• Viewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheirpractice.• Areawareofhowtheirownandothersattitudes,behaviors,andwaysofcommunicatingcaninfluencetheirpractice.

• Understandthatcultureandlanguagecaninteractwithexceptionalities,andaresensitivetothemanyaspectsofdiversityofindividualswithELNandtheirfamilies.

• Activelyplanandengageinactivitiesthatfostertheirprofessionalgrowthandkeepthemcurrentwithevidence‐basedbestpractices.

• Knowtheirownlimitsofpracticeandpracticewithinthem.

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Standard10:Collaboration

Indicators

Candidates:• routinelyandeffectivelycollaboratewithfamilies,othereducators,relatedserviceproviders,andpersonnelfromcommunityagenciesinculturallyresponsiveways.

• assurethattheneedsofindividualswithELNareaddressedthroughoutschooling.• embracetheirspecialroleasadvocateforindividualswithELN.• promoteandadvocatethelearningandwellbeingofindividualswithELNacrossawiderangeofsettingsandarangeofdifferentlearningexperiences.

• areviewedasspecialistsbyamyriadofpeoplewhoactivelyseektheircollaborationtoeffectivelyincludeandteachindividualswithELN.

• arearesourcetotheircolleaguesinunderstandingthelawsandpoliciesrelevanttoIndividualswithELN.• usecollaborationtofacilitatethesuccessfultransitionsofindividualswithELNacrosssettingsandservices.

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