MAT Conceptual Framework

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School of Graduate

Education - TeacherEducation

Master of Arts in Teaching

Conceptual Framework


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Kaplan University School of Graduate Education

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Conceptual Framework

Congratulations on yourdecision to become ateacher and to earn yourMaster of Arts inTeaching degree in theSchool of GraduateEducation (SoGE).Teaching is anintellectually rich andextraordinarily rewardingprofession.

This document presents the conceptual framework upon which the Master of Arts inTeaching (MAT) is based. It is important that you understand the framework since itguides the experiences you will have and the skills you will develop while completingthe program.

The framework includes the mission statement, four goals, and nine competencies withassociated knowledge, disposition and performance (KDP) indicators. Together, theypresent a picture of what effective teaching looks like.

Mission

The SoGE provides quality instruction in an intellectually stimulating environment.Dedicated to preparing highly effective classroom teachers who value educational bestpractices, technology, and self-reflection, the Teacher Education program is designed todevelop competent, caring, and skilled professionals for the global community of todayand tomorrow.

Goals

Effective teaching is profoundly complex, rigorous, and highly skilled work. Effectiveteachers are reflective decision makers who draw upon several domains of knowledgesimultaneously as they work to promote student learning.

Effective teachers know their students and understand the variety of ways in whichthose students learn. They know their academic subject matter and can draw upon arepertoire of instructional strategies to help students engage with the subject matter and


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make it their own. They know how to assess what their students have learned and howto use that assessment information to plan what students should learn next. Theyfunction competently and responsibly in all of their professional relationships, whichinclude working with parents or caregivers, colleagues, supervisors, and the widercommunity to promote student learning.

There are four broad knowledge goals in the Teacher Education program (see Figure1). Candidates who achieve the goals will be well prepared to start careers as beginningteachers.

Figure 1: The four goals (the 4Ks) are Knowledge

To demonstrate your knowledge in these four areas, you will provide evidence thatyouve developed nine related competencies as measured by specific knowledge,disposition, and performance indicators.

Competencies

The nine competencies for beginning teachers are based on the best thinking in thefield reflected in the standards set by the Interstate New Teacher Assessment andSupport Consortium (INTASC), the Iowa Board of Educational Examiners ProfessionalEducation Core, and the Iowa Teaching Standards and Model Criteria (see Appendices

A - C). The competencies are displayed in Table 1.

The four goals (the 4Ks) are Knowledge of:

Diverse LearnersAcademic Content and PedagogyAssessmentProfessional Responsibilities and Relationships


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TABLE 1SoGE Goals and Competencies

Program Goals Program Competencies Competency Characteristics

Knowledge of

Diverse Learners

Competency 1: Explain how

students learn and develop, andprovide developmentally appropriatelearning experiences that supportstudent academic, social, andpersonal growth.

Student Learning Promoter of Student

Learning

Competency 2:Plan and provideequitable learning opportunities forstudents with diverse learning needsand for students from diverse culturaland linguistic backgrounds.

Student Diversity Advocate for Cultural andLearning Diversity

Knowledge of

Academic ContentAnd Pedagogy

Competency 3:Plan instruction

based upon knowledge of subjectmatter, students, curriculum goals,research-based strategies, and theschool/community context.

Content Matter Mastery

and InstructionalPlanning

Curriculum / Program

Designer

Competency 4:Select andimplement a variety of appropriateinstructional strategies, includingappropriate instructional technologyand effective communicationtechniques, in order to developstudents' content knowledge, criticalthinking, problem solving, andperformance skills.

Instructional Delivery Effective Instructor /Communicator/TechnologyUser/Producer

Competency 5:Integrateunderstandings of individual andgroup motivation and behavior inorder to establish and manage apositive learning environment thatsupports positive social interaction,self-motivation, inquiry, and activeengagement.

Classroom Management Classroom Manager/Problem Solver

Knowledge ofAssessment

Competency 6:Select andimplement appropriate formal andinformal assessment strategies toevaluate and ensure students'continuous academic, social, andphysical development.

Assessment Student AchievementAnalyst


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Program Goals Program Competencies Competency Characteristics

Knowledge ofProfessionalResponsibilitiesand Relationships

Competency 7: Pursue and integratenew professional knowledge andcontribute to the knowledge base of

the profession.

Professional Knowledge Scholar/ Researcher

Competency 8: Develop a habit ofreflective practice by continuallyevaluating the effects of choices andactions on students,parents/caregivers, and otherprofessionals in order to improveinstruction and support studentlearning.

Reflective DecisionMaking

Reflective DecisionMaker

Competency 9:Practice in aresponsible, ethical manner and

foster positive professionalrelationships with colleagues, schooladministrators, other professionals,parents/caregivers, and communityagencies to support student learning.

ProfessionalResponsibilities,

Relationships, andEthics

Professional Colleagueand Collaborator

As you develop these competencies, you will be prepared for the varied roles performedby effective teachers:

Figure 2: varied roles performed by effective teachers

Varied roles performed by effective teachers:

o successful promoter of student learningo advocate for cultural and learning diversityo curriculum/program designero classroom managero problem solvero effective instructoro user and producer of educational technologyo student achievement analysto scholar-researchero reflective decision maker

o professional colleague and collaborator.


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Table 2 shows how the four program goals match the nine competencies, eight IowaTeaching Standards, ten Iowa BoEE 14.123(4) Professional Education Core, and tenINTASC standards.

While course work in the program addresses all nine program competencies, you will

build Competency 7 (Professional Knowledge) primarily through course work. The fieldexperience strand, culminating in student teaching, allows candidates to applyprofessional and pedagogical knowledge, practice reflection, and refine and integrateteaching skills in the service of students learning, thus meeting all nine competencies.

Table 2: Goals, Competencies and Standards for Beginning Teachers

SoGE Goals MAT ProgramCompetencies

Iowa TeachingStandards

Iowa BoEE 14.123(4)Professional Ed. Core

INTASC Standards

Goal 1:Knowledge ofDiverse

Learners

Competency 1:Student Learning.

Explain how

students learn anddevelop, andprovidedevelopmentallyappropriatelearningexperiences thatsupport studentacademic growth.

Standard 1.

Demonstratesability to enhance

academicperformance/support forimplementation ofthe schoolsstudentachievementgoals.

a. Student Learning.

The practitionerunderstands how students

learn and develop, andprovides learningopportunities that supportintellectual, career, socialand personal development.

2. Student Development.

The teacherunderstands how

children learn anddevelop, and canprovide learningopportunities thatsupport a childsintellectual, social, andpersonal development.

Competency 2:Student Diversity.

Plan and provideequitable learningopportunities forstudents with

diverse learningneeds and forstudents fromdiverse cultural &linguistic areas.

Standard 4.

Uses strategies todeliver instructionthat meets themultiple learningneeds of students.

b. Diverse Learners.

The practitionerunderstands how studentsdiffer in their approaches tolearning and createsinstructional opportunities

that are equitable and areadaptable to diverselearners.

3. Diverse Learners.

The teacherunderstands howstudents differ in theirapproaches to learningand creates

instructionalopportunities that areadapted to diverselearners.

Goal 2:Knowledge of

AcademicContent andPedagogy

Competency 3:Content MatterMastery andInstructional Planning.

Plan instructionbased uponknowledge ofsubject matter,students,curriculum goals,

research-basedstrategies, and theschool/communitycontext.

Standard 2.Demonstratescompetence incontentknowledgeappropriate to theteaching position.

Standard 3.

Demonstrates

competence inplanning andpreparing forinstruction.

c. Instructional Planning.

The practitioner plansinstruction based uponknowledge of subjectmatter, students, thecommunity, curriculumgoals, and state curriculummodels.

1. Content Pedagogy.

The teacherunderstands the centralconcepts, tools ofinquiry, and structuresof the discipline he orshe teaches and cancreate learningexperiences that makethese aspects of subjectmatter meaningful forstudents.

7. Planning.

The teacher plansinstruction based uponknowledge of subject,students, community,and curriculum goals.


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INTASC Standards

Competency 4:Instructional Delivery.

Select andimplement a varietyof instructionalstrategies,includingappropriateinstructionaltechnology andeffectivecommunicationtechniques, in orderto develop studentcontent knowledge,critical thinking,problem solving,and performance

skills.

Standard 4.

Uses strategies todeliver instruction

that meets themultiple learningneeds of students.

d. Instructional Strategies.

The practitionerunderstands and uses a

variety of instructionalstrategies to encouragestudents development ofcritical thinking, problemsolving, and performanceskills.

f.Communication.

The practitioner usesknowledge of effectiveverbal, nonverbal, andmedia communicationtechniques, and otherforms, to foster active

inquiry, collaboration, andsupport interaction in theclassroom.

j. Computer technology relatedto instruction.

4. Multiple InstructionalStrategies.

The teacherunderstands and uses avariety of instructionalstrategies to encouragestudent development ofcritical thinking, problemsolving, andperformance skills.

6. Communication and

Technology. The teacheruses knowledge ofeffective verbal,nonverbal, and mediacommunicationtechniques to fosteractive inquiry,collaboration, andsupportive interaction inthe classroom.

Goal 2:Knowledge of

AcademicContent andPedagogy

Competency 5:ClassroomManagement.

Integrateunderstandings ofindividual andgroup motivationand behavior inorder to establishand manage a

positive learningenvironment thatsupports positivesocial interaction,self-motivation,inquiry, and activeengagement inlearning.

Standard 6.Demonstratescompetence inclassroommanagement.

e. LearningEnvironment/ClassroomManagement.

The practitioner uses anunderstanding of individualand group motivation andbehavior to create alearning environment thatencourages positive socialinteraction, active

engagement in learning,and self-motivation

5. Motivation andManagement.

The teacher uses anunderstanding ofindividual and groupmotivation and behaviorto create a learningenvironment thatencourages positivesocial interaction, activeengagement in learning,and self-motivation.

Goal 3:Knowledge of

Assessment

Competency 6:Assessment.

Select andimplementappropriate formaland informalassessmentstrategies toevaluate andensure studentscontinuousacademic, social,and physicaldevelopment.

Standard 5 .

Uses a variety ofmethods tomonitor studentlearning

g. Assessment.

The practitionerunderstands and usesformal and informalassessment strategies toevaluate the continuousintellectual, social, andphysical development ofthe learner.

8. Assessment.

The teacherunderstands and usesformal and informalassessment strategiesto evaluate and ensurethe continuousintellectual, social, andphysical development ofthe learner.


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INTASC Standards

Goal 4:Knowledge ofProfessionalResponsibilities

Relationships

Competency 7:ProfessionalKnowledge.

Pursue and

integrate newprofessionalknowledge andcontribute to theknowledge base ofthe profession.

Standard 7.

Engages inprofessionalgrowth

h. Foundations, reflection andprofessional development.

The practitioner continuallyevaluates the effects of the

practitioners choices andactions on students,parents, and otherprofessionals in thelearning community, andactively seeks outopportunities to growprofessionally.

9. Reflective Practice:Professional Growth.

The teacher is areflective practitioner

who continuallyevaluates the effects ofhis or her choices andactions on others(students, parents, andother professionals inthe learning community)and who actively seeksout opportunities togrow professionally.

Competency 9:ProfessionalResponsibilities,Relationships, andEthics.

Practice in aresponsible, ethicalmanner and fosterpositiveprofessionalrelationships withcolleagues, schooladministrators,other professionals,parents/caregivers,and communityagencies to supportstudent learning.

Standard 8.

Fulfillsprofessionalresponsibilitiesestablished by the

school district

i. Collaboration, Ethics andRelationships.

The practitioner fostersrelationships with parents,school colleagues, and

organizations in the largercommunity to supportstudents learning anddevelopment.

10. School and CommunityInvolvement.

The teacher fostersrelationships withschool colleagues,

parents, and agenciesin the larger communityto support students'learning and well-being.

Collectively, the competencies present a picture of what competent beginning teachersshould know and be able to do in order to practice responsibly, regardless of the subjectmatter or grade level being taught.


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The Reflective Decision Maker Model

Figure 3: Reflective Decision Making

The Program Goals and Competencies comprise the interrelated body of professionalknowledge and skills that operate together within the Reflective Decision Maker Modelupon which the Teacher Education programs are based, as shown in Figure 3.

The reflective decision maker applies the four areas of knowledge to the decisionmaking process when considering the effects of his or her actions on student learning,and when making professional decisions about how to better foster that learning. He orshe is able to articulate a solid rationale for his or her choices in terms of teachingpractices and professional actions based on the four key areas of professionalknowledge.

In the SoGE programs, you will reflect, in writing, upon these four areas of professionalknowledge through seminars, discussion board assignments, course assignments,reflective journals, and ePortfolio artifacts.


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Knowledge, Disposition, and Performance (KDP) Indicators

The SoGE has established Knowledge, Disposition, and Performance Indicators foreach competency to help evaluate your progress toward meeting the ninecompetencies.

Figure 4: Knowledge, Disposition, and Performance Indicators

The competency criteria are displayed on the following pages and are used to assesscandidate progress and program effectiveness by looking at selected assignments

across candidates within the program. This program evaluation process does not impactcourse grades.

Knowledge Indicators describe concepts, theories, or educationalresearch findings that you will understand and draw upon to guide yourteaching practice. They are numbered under each ProgramCompetency with a K.

Disposition Indicators describe the attitudes and commitments that ateacher must display in order to help all students learn to high levels.They are numbered under each Program Competency with a "D".

Performance Indicators depict what you will be able to do as you applyyour knowledge and dispositions to your actual work with students,colleagues, and parents/caregivers. They are numbered under eachPro ram Com etenc with a P.


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Conclusion

You will begin your teaching career with a solid practical and theoretical foundationdeveloped while completing the SoGE program.

You will have developed knowledge of:

diverse learners,academic content and pedagogy,assessment,

professional responsibilities and relationships.

The habit of reflective decision making thatyou cultivate by consciously drawing uponthese areas of knowledge through your pre-service training will prepare you to

responsibly select effective ways to promotestudent learning and to seek additionalinformation as you build your practice. Theprogram will get you off to a strong start onyour professional journey, and you willcontinue to hone and develop your teachingpractice in the years that follow.

Competencies

The mission of the program is to support your successful development as a competent,effective beginning teacher. The knowledge base of the teaching profession is vast and

successful teachers take years to hone and polish their skills.

The purpose of teaching in K-12 schools is to promote learning, school achievement,and healthy development of students. Effective teachers understand that their ownwork of study, planning, instruction, and fulfillment of other professional responsibilitiesis informed in a dynamic, day-to-day way by their particular students' progress,difficulties, and needs.


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As mentioned, the nine competencies in our program have been drawn from therigorous standards of the Interstate New Teacher Assessment and Support Consortium(INTASC), the Iowa Board of Educational Examiners Professional Education Core, andthe Iowa Teaching Standards and Model Criteria (see Appendices A-C).

As you look across the competencies on the following pages, you will note thatteaching and learning are inextricably linked and yet there is a "foreground/background"quality to the nine competencies in terms of which element teaching practice orstudent learning is being emphasized. In Competencies 1 and 2, the students theirlearning needs and their diversity are in the foreground and you are working to adaptyour own teaching activities to the students, in order to help them learn and achieve. InCompetencies 3, 4, and 5, your work as a teacher moves to the foreground as you plan,deliver, and manage instruction. In Competency 6 the students are once again thefocus, as you collect information about what they are learning from your instruction.Competencies 7, 8, and 9 put your own actions forward again in terms of your activeprofessional growth and your fulfillment of professional responsibilities in collaboration

with others. All nine competencies, separately and together, promote students' learningand school achievement.

Using Table 3

Your growth will be monitored by a set of criteria that you will meet Knowledge,Disposition, and Performance Indicators associated with each competency. The numberbefore the K, D, or P indicates the competency. For example, 1K represents theknowledge indicator for competency one, while 2K represents the knowledge indicatorfor competency two.

The number after the K, D, or P represents the indicator number. For example, 1K1 and1K2 shows us that there are two knowledge indicators for competency one, while 2K1,2K2, 2K3, and 2K4 shows us that there are four knowledge indicators for competencytwo.

Listed below are a variety of questions that may help you and your support system tomonitor and reflect on your growth over the course of the degree program.


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Table 3: Goal 1 Knowledge of Diverse Learners

GOAL 1 KNOWLEDGE OF DIVERSE LEARNERSCompetency 1: Student Learning

Explain how students learn and develop, and provide developmentally appropriate learning experiencesthat support student academic, social, and personal growth.

Knowledge Indicator

1K1 Understands How Students Learn

1K2 Understands Child / AdolescentDevelopment

How well does the candidate demonstrate understanding of howlearning occurs how students construct knowledge, acquire skills,and develop habits of mind; how to use instructional strategies thatpromote learning for all students?

How well does the candidate understand how student's learning isinfluenced by their social development, emotional development,physical development, cognitive development, moral development?

How well does the candidate understand how these aspects of studentdevelopment guide instructional decisions?

Disposition Indicator

1D1 Demonstrates Commitment to

Each Student's Learning

How well does the candidate demonstrate appreciation for individualvariation in student learning and development?

How well does the candidate demonstrate a commitment to usestudents' strengths and errors as opportunities for learning?

Performance Indicator

1P1 Incorporates DevelopmentallyAppropriate Instruction

1P2 Uses Educational Technology toPromote Student Learning

How well does the candidate set developmentally appropriate learningexpectations? How well does the candidate plan, design and/orimplement activities to help students meet those expectations?

How well does the candidate activate students' prior knowledge, makeconnections to students' experiences, provide opportunities for activeengagement, encourage students to assume responsibility forlearning?

How well does the candidate select and/or use appropriate educationaltechnology to deliver instruction to students at different developmentallevels?

Competency 2: Student Diversity

Plan and provide equitable learning opportunities for students with diverse learning needs and forstudents from diverse cultural and linguistic backgrounds.

Knowledge Indicator

2K1 Understands Student LearningDifferences

2K2 Understands ExceptionalLearning Needs

2K3 Understands Student CulturalDifferences

2K4 Understands Language LearningNeeds

How well does the candidate demonstrate understanding of ways inwhich students differ in their approaches to learning (i.e., learningstyles, multiple intelligences, performance modes)? How well doesthe candidate identify instructional strategies that meet diverselearning needs?

How well does the candidate demonstrate understanding of when andhow to access appropriate resources and services to meet thelearning needs of gifted students and students with special learningchallenges?

How well does the candidate demonstrate understanding of how

students' learning is influenced by individual experiences, talents, andprior learning or language, culture, family, and community values?How well does the candidate identify strategies to incorporatestudents' experiences, cultures, and community resources intoinstruction?

How well does the candidate explain the process of second languageacquisition? How well does the candidate identify strategies to supportthe learning of English Language Learners?


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GOAL 1 KNOWLEDGE OF DIVERSE LEARNERSDisposition Indicator

2D1 Demonstrates Commitment toUnderstanding Students' Cultural,Linguistic, & Learning Diversity

How well does the candidate demonstrate sensitivity to communityand cultural norms, appreciation for students' varied talents andcultural perspectives, belief that all students can learn at high levels,willingness to persist in efforts to help all students achieve academicsuccess?

Performance Indicator

2P1 Incorporates Learner-CenteredInstruction

2P2 Incorporates Instruction forExceptional Students

2P3 Incorporates Instruction forEnglish Language Learners

2P4 Creates Classroom LearningCommunity

2P5 Incorporates CommunityResources

2P6 Uses Educational Technology toMeet Exceptional and LanguageLearning Needs

How well does the candidate design and/or implement instructionalactivities that are equitable, inclusive, and adaptable to diverselearners, are based on individual student differences, students priorknowledge and interests, or multiple cultural perspectives?

How well does the candidate design and/or implement instructionalstrategies and activities to meet the learning needs of gifted students,students with special learning challenges?

How well does the candidate design and/or implement instructionalstrategies and activities to meet the learning needs of EnglishLanguage Learners?

How well does the candidate plan and/or establish a classroomlearning community characterized by mutual respect, openness,support, inquiry?

How well does the candidate plan and/or implement instructionalactivities that incorporate school resources, family resources,community resources?

How well does the candidate select and/or use appropriateeducational technology to meet the learning needs of individualstudents, gifted students, students with special learning challenges?

GOAL 2 KNOWLEDGE OF ACADEMIC CONTENT AND PEDAGOGY

Competency 3 Content Matter Mastery and Instructional PlanningPlan instruction based upon knowledge of subject matter, students, curriculum goals, research-basedstrategies, and the school/community context.

Knowledge Indicators

3K1 Understands Subject Matter

3K2 Understands Discipline-based Student Learning

3K3 Understands Discipline-

based Content Standards andBest Practices

3K4 Considers ContextualFactors

How well does the candidate demonstrate expanding, up-to-dateunderstanding of major concepts, assumptions, debates, and processes ofinquiry of his or her discipline? How well does the candidate relate thisdisciplinary knowledge to other subject areas in instructional planning?

How well does the candidate explain how students' prior understandings andmisconceptions influence their learning of content in a particular discipline?How well does the candidate demonstrate understanding of national, state,and local curriculum content standards in his or her discipline?

How well does the candidate incorporate research-based best practices in

instructional planning?

How well does the candidate's instructional planning reflect knowledge ofschool goals, student interests, available instructional materials, theclassroom's physical environment, community resources?


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Disposition Indicators

3D1 Demonstrates Enthusiasmtoward for Subject Matter

3D2 Demonstrates Commitmentto Planning

How well does the candidate demonstrate enthusiasm for his or herdiscipline? How well does the candidate demonstrate commitment tocontinuous learning in order to remain current in his or her field?

How well does the candidate demonstrate commitment to both long- andshort-term instructional planning, openness to revising plans, appreciation fora collegial planning process?

Performance Indicators

3P1 Incorporates Discipline-based Best Practices inInstructional Planning

3P2 IncorporatesInterdisciplinary InstructionalPlanning

3P3 Incorporates InstructionalPlanning to AccommodateMultiple Learning Needs

3P4 Incorporates Short- andLong-term Instructional Planning

3P5 Uses EducationalTechnology for InstructionalPlanning

How well does the candidate align learning outcomes, curriculum resources,and instructional activities with state, national, or district learning standards?How effectively does the candidate use multiple representations ofdisciplinary concepts, link key ideas to students' prior understandings?

How well does the candidate design and/or implement learning experiencesthat allow students to integrate academic concepts, skills, and methods ofinquiry from several subject areas?

How well does the candidate design learning outcomes and plan learningopportunities that address variation in student learning needs, capitalize onstudent progress and motivation, operate at multiple levels to meet

developmental and individual needs of diverse students?

How well does the candidate create short- and long-term instructional plans?How effectively does the candidate adjust or modify instructional plans basedon student responses, achievement data, supervisor feedback, othercontingencies?

How well does the candidate select and/or use appropriate educationaltechnology as part of instructional planning?

GOAL 2 KNOWLEDGE OF ACADEMIC CONTENT AND PEDAGOGYCompetency 4: Instructional Delivery

Select and implement a variety of instructional strategies, including appropriate instructional technologyand effective communication techniques, in order to develop student content knowledge, critical thinking,problem solving, and performance skills.


4K1 Understands How toStimulate Student Thinking

4K2 Understands InstructionalStrategies

4K3 UnderstandsCommunication Techniques

4K4 Understands EducationalTechnology

How well does the candidate understand how to stimulate students' cognitiveprocesses of critical and creative thinking, problem structuring and problemsolving, invention, memorization, recall?

How well does the candidate understand when and how to effectively selectactivities from a repertoire of research-based instructional strategies andavailable resources, including direct instruction, cooperative learning, project-based inquiry learning, whole-group discussion, independent study,interdisciplinary instruction, local experts, primary documents and artifacts,texts, reference books, and library resources?

How well does the candidate understand the role of language in learning,including verbal and nonverbal communication techniques that foster studentengagement, and ways in which cultural and gender differences can affectclassroom communication?

How well does the candidate know when and how to enhance learningthrough computer programs, enhance learning through other audio-visualtechnologies?


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GOAL 2 KNOWLEDGE OF ACADEMIC CONTENT AND PEDAGOGYDisposition Indicators

4D1 Demonstrates Commitmentto Teach for StudentAchievement

4D2 Demonstrates Commitmentto Effective Communication

How well does the candidate demonstrate commitment to the development ofstudents' critical thinking, independent problem solving, performancecapabilities?

How well does the candidate practice thoughtful listening, demonstrateappreciation of the cultural dimensions of communication, demonstrate acommitment to fostering culturally sensitive and supportive communicationwithin the classroom?


4P1 Implements a Variety ofInstructional Strategies

4P2 Adjusts Instruction Basedon Feedback

4P3 Varies Teacher's Role

4P4 Communicates Effectively

4P5 Uses EducationalTechnology to EnhanceInstruction

How well does the candidate select and/or implement multiple instructionalstrategies to meet specific learning goals, promote students' critical thinking,promote students' problem solving, enhance students' performancecapabilities?

How well does the candidate monitor and adjust his or her instruction inresponse to learner feedback?

How well does the candidate vary his or her role in the instructional process(e.g. instructor, facilitator, coach, audience) in relation to the content and

purposes of instruction? the needs of students?

How well does the candidate respond to learner verbal and nonverbal cues?How well does the candidate select and/or implement effective verbal andnonverbal communication methods in order to establish a positive learningenvironment?

How well does the candidate select and/or implement appropriateinstructional technology to develop students'content knowledge, critical thinking, problem solving, performance skills?


Competency 5:Classroom Management

Integrate understandings of individual and group motivation and behavior in order to establish andmanage a positive learning environment that supports positive social interaction, self-motivation, inquiry,and active engagement in learning.


5K1 Understands Motivation,Behavior, and Social Groups

5K2 Understands ClassroomManagement

How well does the candidate organize and support productive individual andgroup work in the classroom by using knowledge of motivation, behavior, andhow social groups function?

How well does the candidate understand principles of effective classroommanagement strategies for promoting positive relationships, cooperation, andpurposeful learning in the classroom?


5D1 Assumes Responsibility forthe Classroom LearningEnvironment

How well does the candidate take responsibility for establishing a positiveclimate in the classroom and managing student learning and behavior?

Performance Indicators5P1 Organizes, Manages, andMonitors

5P2 Provides PositiveBehavioral Support

How well does the candidate promote productive engagement in learning,positive social interaction, and student safety by organizing, managing, andmonitoring time, physical space,materials, routines, procedures, and student activities?

How well does the candidate design positive behavioral support plans toinfluence student motivation and learning?


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GOAL 3 KNOWLEDGE OF ASSESSMENT

Competency 6: AssessmentSelect and implement appropriate formal and informal assessment strategies to evaluate and ensurestudents continuous academic, social, and physical development.


6K1 Understands Formal andInformal Assessments

How well does the candidate explain formal and informal assessment

strategies, tools, and instruments in terms of their characteristics,advantages, limitations, and appropriate uses? How well does the candidateunderstand the appropriate uses for criterion-referenced and norm-referenced standardized tests, performance assessments, portfolioassessments?

How well does the candidate demonstrate a commitment to regularassessment of student learning, using assessment data to modify instruction?

Disposition Indicators6D1 Demonstrates Commitmentto Ongoing Assessment

How well does the candidate demonstrate a commitment to regularassessment of student learning, using assessment data to modify instruction?


6P1 Uses Formal and InformalAssessments

6P2 Uses Data to InformInstruction

6P3 Maintains Records ofStudent Performance

How well does the candidate select, construct, and/or use appropriateassessment strategies, tools, and instruments, aligned to instruction, toevaluate students' strengths, progress, and learning needs? How well does

the candidate use observation, portfolios of student work, teacher-madetests, pre- and post-tests, performance tasks, projects, student self-assessments and peer assessment, information from parents and fromstudents themselves, standardized tests?

How well does the candidate evaluate data from multiple assessmentmeasures in order to modify and adapt further instruction, plan and facilitatetransition for students with exceptional needs?

How well does the candidate design and/or maintain accurate records ofstudent work and performance? How well does the candidate responsiblycommunicate substantive, timely, and constructive feedback about studentprogress, based on appropriate indicators, to students, parents/caregivers,and supervisors?

GOAL 4 KNOWLEDGE OF PROFESSIONAL RESPONSIBILITIES ANDRELATIONSHIPS

Competency 7: Professional KnowledgePursue and integrate new professional knowledge and contribute to the knowledge base of theprofession.


7K1 Builds ProfessionalKnowledge

How well does the candidate demonstrate an expanding base of professionalknowledge gained through professional literature, colleagues, professionalassociations, and professional development activities?


7D1 Demonstrates Commitmentto Continuous Inquiry

How well does the candidate demonstrate habits of continuous inquiry andlearning?


7P1 Exhibits ProfessionalGrowth

How well does the candidate actively seek out opportunities for professionalgrowth, apply new knowledge to his or her teaching practice, modify teachingpractice based upon constructive feedback, develop short- and long-termplans for further professional growth?


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Competency 8: Reflective Decision MakingDevelop a habit of reflective practice by continually evaluating the effects of choices and actions onstudents, parents/caregivers, and other professionals in order to improve instruction and support.


8K1 Understands ReflectiveDecision Making

How well does the candidate demonstrate understanding of self-assessmentand problemsolving strategies that lead to reflective decision making toimprove teaching and learning?


8D1 Demonstrates Commitmentto Improving Teaching Practicethrough Reflection

How well does the candidate demonstrate commitment to improve his or herteaching practice through reflection?


8P1 Reflects on Practice

How well does the candidate evaluate the effects of his or her instructional,assessment, and classroom management choices on students' learning?


Competency 9: Profession Responsibilities, Relationships, & EthicsPractice in a responsible, ethical manner and foster positive professional relationships with colleagues,school administrators, other professionals, parents/caregivers, and community agencies to supportstudent learning.


9K1 Understands ExternalFactors

9K2 Understands Law

9K3 UnderstandsCommunication with Caregivers

9K4 Understands ProfessionalCollaboration

9K5 Understands ProfessionalResources

How well does the candidate understand the roles and responsibilities of theteacher in light of other factors in a students environment outside of schoolthat may influence student learning, including family circumstances,community environments, health, andeconomic conditions?

How well does the candidate explain laws related to students' rights andteacher responsibilities, including equal education, appropriate education forhandicapped students, confidentiality, privacy, appropriate treatment, andreporting of possible child abuse?

How well does the candidate explain effective ways in which to communicatewith parents/caregivers for the purpose of improving the overall learningexperience of the student?

How well does the candidate demonstrate understanding of school boardpolicies, district procedures, and contractual obligations? How well does thecandidate demonstrate understanding of effective ways in which to organizeor participate in school staff meetings, parent-teacher conferences, teacherlearning networks?

How well does the candidate explain effective ways in which to consult withprofessionals in community agencies and child study teams in order topromote student learning?


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9D1 Demonstrates Commitmentto Student Well-Being

9D2 Demonstrates Commitmentto Collaboration

How well does the candidate demonstrate appreciation for all aspects of astudent's experience, alertness to signs of difficulty, willingness to consultwith other adults regarding the education and well-being of the student?

How well does the candidate demonstrate commitment to collaborate withstudents, families, colleagues, and the community to enhance studentlearning?


9P1 Builds Relationships withParents/Caregivers

9P2 Collaborates with OtherProfessionals

9P3 Behaves Professionally andEthically

9P4 Displays ProfessionalDemeanor

How well does the candidate establish productive relationships withparents/caregivers in support of student learning?

How well does the candidate collaborate with other professionals to improvethe overall learning environment for students?

Does the candidate treat students and colleagues fairly, impartially, andcourteously? Does the candidate display ethical and responsible behavior in

all situations?

Does the candidate demonstrate professional demeanor and appearanceappropriate to the context?


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APPENDIX A INTASC STANDARDS*

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures ofthe discipline(s) he or she teaches and can create learning experiences that make theseaspects of subject matter meaningful for students.

Knowledgeo The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways

of knowing that are central to the discipline(s) s/he teaches.o The teacher understands how students' conceptual frameworks and their misconceptions for an

area of knowledge can influence their learning.o The teacher can relate his/her disciplinary knowledge to other subject areas.

Dispositionso The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and

ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field.o The teacher appreciates multiple perspectives and conveys to learners how knowledge is

developed from the vantage point of the knower.o The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday

life.o The teacher is committed to continuous learning and engages in professional discourse about

subject matter knowledge and children's learning of the discipline.

Performanceso The teacher effectively uses multiple representations and explanations of disciplinary concepts

that capture key ideas and link them to students' prior understandings.o The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods

of inquiry in his/her teaching of subject matter concepts.o The teacher can evaluate teaching resources and curriculum materials for their

comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.o The teacher engages students in generating knowledge and testing hypotheses according to the

methods of inquiry and standards of evidence used in the discipline.o The teacher develops and uses curricula that encourage students to see, question, and interpret

ideas from diverse perspectives.o The teacher can create interdisciplinary learning experiences that allow students to integrate

knowledge, skills, and methods of inquiry from several subject areas.


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Principle 2: The teacher understands how children learn and develop, and can provide learningopportunities that support their intellectual, social and personal development.

Knowledgeo The teacher understands how learning occurs--how students construct knowledge, acquire skills,

and develop habits of mind--and knows how to use instructional strategies that promote student

learning.o The teacher understands that students' physical, social, emotional, moral and cognitive

development influence learning and knows how to address these factors when makinginstructional decisions.

o The teacher is aware of expected developmental progressions and ranges of individual variationwithin each domain (physical, social, emotional, moral and cognitive), can identify levels ofreadiness in learning, and understands how development in any one domain may affectperformance in others.

Dispositionso The teacher appreciates individual variation within each area of development, shows respect for

the diverse talents of all learners, and is committed to help them develop self-confidence and

competence.o The teacher is disposed to use students' strengths as a basis for growth, and their errors as an

opportunity for learning.

Performanceso The teacher assesses individual and group performance in order to design instruction that meets

learners' current needs in each domain (cognitive, social, emotional, moral, and physical) andthat leads to the next level of development.

o The teacher stimulates student reflection on prior knowledge and links new ideas to alreadyfamiliar ideas, making connections to students' experiences, providing opportunities for activeengagement, manipulation, and testing of ideas and materials, and encouraging students toassume responsibility for shaping their learning tasks.

o The teacher accesses students' thinking and experiences as a basis for instructional activities by,for example, encouraging discussion, listening and responding to group interaction, and elicitingsamples of student thinking orally and in writing.


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Principle 3: The teacher understands how students differ in their approaches to learning and

creates instructional opportunities that are adapted to diverse learners.

Knowledgeo The teacher understands and can identify differences in approaches to learning and

performance, including different learning styles, multiple intelligences, and performance modes,

and can design instruction that helps use students' strengths as the basis for growth.o The teacher knows about areas of exceptionality in learning--including learning disabilities, visual

and perceptual difficulties, and special physical or mental challenges.o The teacher knows about the process of second language acquisition and about strategies to

support the learning of students whose first language is not English.o The teacher understands how students' learning is influenced by individual experiences, talents,

and prior learning, as well as language, culture, family and community values.o The teacher has a well-grounded framework for understanding cultural and community diversity

and knows how to learn about and incorporate students' experiences, cultures, and communityresources into instruction.

Dispositionso The teacher believes that all children can learn at high levels and persists in helping all children

achieve success.o The teacher appreciates and values human diversity, shows respect for students' varied talents

and perspectives, and is committed to the pursuit of "individually configured excellence."o The teacher respects students as individuals with differing personal and family backgrounds and

various skills, talents, and interests.o The teacher is sensitive to community and cultural norms.o The teacher makes students feel valued for their potential as people, and helps them learn to

value each other.

Performanceso The teacher identifies and designs instruction appropriate to students' stages of development,

learning styles, strengths, and needs.o The teacher uses teaching approaches that are sensitive to the multiple experiences of learners

and that address different learning and performance modes.o The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks

assigned, communication and response modes) for individual students who have particularlearning differences or needs.

o The teacher can identify when and how to access appropriate services or resources to meetexceptional learning needs.

o The teacher seeks to understand students' families, cultures, and communities, and uses thisinformation as a basis for connecting instruction to students' experiences (e.g. drawing explicitconnections between subject matter and community matters, making assignments that can berelated to students' experiences and cultures).

o The teacher brings multiple perspectives to the discussion of subject matter, including attention to

students' personal, family, and community experiences and cultural norms.o The teacher creates a learning community in which individual differences are respected.


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Principle 4: The teacher understands and uses a variety of instructional strategies toencourage students' development of critical thinking, problem solving, and performance skills.

Knowledgeo The teacher understands the cognitive processes associated with various kinds of learning (e.g.

critical and creative thinking, problem structuring and problem solving, invention, memorization

and recall) and how these processes can be stimulated.o The teacher understands principles and techniques, along with advantages and limitations,

associated with various instructional strategies (e.g. cooperative learning, direct instruction,discovery learning, whole group discussion, independent study, interdisciplinary instruction).

o The teacher knows how to enhance learning through the use of a wide variety of materials as wellas human and technological resources (e.g. computers, audio-visual technologies, videotapesand discs, local experts, primary documents and artifacts, texts, reference books, literature, andother print resources).

Dispositionso The teacher values the development of students' critical thinking, independent problem solving,

and performance capabilities.o The teacher values flexibility and reciprocity in the teaching process as necessary for adapting

instruction to student responses, ideas, and needs.

Performanceso The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching

strategies and materials to achieve different instructional purposes and to meet student needs(e.g. developmental stages, prior knowledge, learning styles, and interests).

o The teacher uses multiple teaching and learning strategies to engage students in active learningopportunities that promote the development of critical thinking, problem solving, and performancecapabilities and that help student assume responsibility for identifying and using learningresources.

o The teacher constantly monitors and adjusts strategies in response to learner feedback.o The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach,

audience) in relation to the content and purposes of instruction and the needs of students.o The teacher develops a variety of clear, accurate presentations and representations of concepts,

using alternative explanations to assist students' understanding and presenting diverseperspectives to encourage critical thinking.


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Principle 5: The teacher uses an understanding of individual and group motivation andbehavior to create a learning environment that encourages positive social interaction, activeengagement in learning, and self-motivation.

Knowledgeo The teacher can use knowledge about human motivation and behavior drawn from the

foundational sciences of psychology, anthropology, and sociology to develop strategies fororganizing and supporting individual and group work.

o The teacher understands how social groups function and influence people, and how peopleinfluence groups.

o The teacher knows how to help people work productively and cooperatively with each other incomplex social settings.

o The teacher understands the principles of effective classroom management and can use a rangeof strategies to promote positive relationships, cooperation, and purposeful learning in theclassroom.

o The teacher recognizes factors and situations that are likely to promote or diminish intrinsicmotivation, and knows how to help students become self-motivated.

Dispositionso The teacher takes responsibility for establishing a positive climate in the classroom and

participates in maintaining such a climate in the school as whole.o The teacher understands how participation supports commitment, and is committed to the

expression and use of democratic values in the classroom.o The teacher values the role of students in promoting each other's learning and recognizes the

importance of peer relationships in establishing a climate of learning.o The teacher recognizes the value of intrinsic motivation to students' life-long growth and learning.o The teacher is committed to the continuous development of individual students' abilities and

considers how different motivational strategies are likely to encourage this development for eachstudent.

Performanceso The teacher creates a smoothly functioning learning community in which students assume

responsibility for themselves and one another, participate in decision making, work collaborativelyand independently, and engage in purposeful learning activities.

o The teacher engages students in individual and cooperative learning activities that help themdevelop the motivation to achieve, by, for example, relating lessons to students' personalinterests, allowing students to have choices in their learning, and leading students to askquestions and pursue problems that are meaningful to them.

o The teacher organizes, allocates, and manages the resources of time, space, activities, andattention to provide active and equitable engagement of students in productive tasks.

o The teacher maximizes the amount of class time spent in learning by creating expectations andprocesses for communication and behavior along with a physical setting conducive to classroomgoals.


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Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and mediacommunication techniques to foster active inquiry, collaboration, and supportive interaction inthe classroom.

Knowledgeo

The teacher understands communication theory, language development, and the role of languagein learning.o The teacher understands how cultural and gender differences can affect communication in the

classroom.o The teacher recognizes the importance of nonverbal as well as verbal communication.o The teacher knows about and can use effective verbal, nonverbal, and media communication

techniques.

Dispositionso The teacher recognizes the power of language for fostering self-expression, identity development,

and learning.o The teacher values many ways in which people seek to communicate and encourages many

modes of communication in the classroom.o

The teacher is a thoughtful and responsive listener.o The teacher appreciates the cultural dimensions of communication, responds appropriately, and

seeks to foster culturally sensitive communication by and among all students in the class.

Performanceso The teacher models effective communication strategies in conveying ideas and information and in

asking questions (e.g. monitoring the effects of messages, restating ideas and drawingconnections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues givenand received).

o The teacher supports and expands learner expression in speaking, writing, and other media.o The teacher knows how to ask questions and stimulate discussion in different ways for particular

purposes, for example, probing for learner understanding, helping students articulate their ideas

and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall,encouraging convergent and divergent thinking, stimulating curiosity, helping students toquestion.

o The teacher communicates in ways that demonstrate sensitivity to cultural and gender differences(e.g. appropriate use of eye contact, interpretation of body language and verbal statements,acknowledgment of and responsiveness to different modes of communication and participation).

o The teacher knows how to use a variety of media communication tools, including audio-visualaids and computers, to enrich learning opportunities.


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Principle 7: The teacher plans instruction based upon knowledge of subject matter, students,the community, and curriculum goals.

Knowledgeo The teacher understands learning theory, subject matter, curriculum development, and student

development and knows how to use this knowledge in planning instruction to meet curriculum

goals.o The teacher knows how to take contextual considerations (instructional materials, individual

student interests, needs, and aptitudes, and community resources) into account in planninginstruction that creates an effective bridge between curriculum goals and students' experiences.

o The teacher knows when and how to adjust plans based on student responses and othercontingencies.

Dispositionso The teacher values both long term and short term planning.o The teacher believes that plans must always be open to adjustment and revision based on

student needs and changing circumstances.o The teacher values planning as a collegial activity.

Performanceso As an individual and a member of a team, the teacher selects and creates learning experiences

that are appropriate for curriculum goals, relevant to learners, and based upon principles ofeffective instruction (e.g. that activate students' prior knowledge, anticipate preconceptions,encourage exploration and problem-solving, and build new skills on those previously acquired).

o The teacher plans for learning opportunities that recognize and address variation in learningstyles and performance modes.

o The teacher creates lessons and activities that operate at multiple levels to meet thedevelopmental and individual needs of diverse learners and help each progress.

o The teacher creates short-range and long-term plans that are linked to student needs andperformance, and adapts the plans to ensure and capitalize on student progress and motivation.

o The teacher responds to unanticipated sources of input, evaluates plans in relation to short- andlong-range goals, and systematically adjusts plans to meet student needs and enhance learning.


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Principle 8: The teacher understands and uses formal and informal assessment strategies toevaluate and ensure the continuous intellectual, social and physical development of thelearner.

Knowledgeo The teacher understands the characteristics, uses, advantages, and limitations of different types

of assessments (e.g. criterion-referenced and norm-referenced instruments, traditionalstandardized and performance-based tests, observation systems, and assessments of studentwork) for evaluating how students learn, what they know and are able to do, and what kinds ofexperiences will support their further growth and development.

o The teacher knows how to select, construct, and use assessment strategies and instrumentsappropriate to the learning outcomes being evaluated and to other diagnostic purposes.

o The teacher understands measurement theory and assessment-related issues, such as validity,reliability, bias, and scoring concerns.

Dispositionso The teacher values ongoing assessment as essential to the instructional process and recognizes

that many different assessment strategies, accurately and systematically used, are necessary for

monitoring and promoting student learning.o The teacher is committed to using assessment to identify student strengths and promote student

growth rather than to deny students access to learning opportunities.

Performanceso The teacher appropriately uses a variety of formal and informal assessment techniques (e.g.

observation, portfolios of student work, teacher-made tests, performance tasks, projects, studentself-assessments, peer assessment, and standardized tests) to enhance her or his knowledge oflearners, evaluate students' progress and performances, and modify teaching and learningstrategies.

o The teacher solicits and uses information about students' experiences, learning behavior, needs,and progress from parents, other colleagues, and the students themselves.

o The teacher uses assessment strategies to involve learners in self-assessment activities, to helpthem become aware of their strengths and needs, and to encourage them to set personal goalsfor learning.

o The teacher evaluates the effect of class activities on both individuals and the class as a whole,collecting information through observation of classroom interactions, questioning, and analysis ofstudent work.

o The teacher monitors his or her own teaching strategies and behavior in relation to studentsuccess, modifying plans and instructional approaches accordingly.

o The teacher maintains useful records of student work and performance and can communicatestudent progress knowledgeably and responsibly, based on appropriate indicators, to students,parents, and other colleagues.


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Principle 9: The teacher is a reflective practitioner who continually evaluates the effects ofhis/her choices and actions on others (students, parents, and other professionals in thelearning community) and who actively seeks out opportunities to grow professionally.

Knowledgeo The teacher understands methods of inquiry that provide him/her with a variety of self-

assessment and problem-solving strategies for reflecting on his/her practice, its influences onstudents' growth and learning, and the complex interactions between them.

o The teacher is aware of major areas of research on teaching and of resources available forprofessional learning (e.g. professional literature, colleagues, professional associations, andprofessional development activities).

Dispositionso The teacher values critical thinking and self-directed learning as habits of mind.o The teacher is committed to reflection, assessment, and learning as an ongoing process.o The teacher is willing to give and receive help.o The teacher is committed to seeking out, developing, and continually refining practices that

address the individual needs of students.o The teacher recognizes his/her professional responsibility for engaging in and supporting

appropriate professional practices for self and colleagues.

Performanceso The teacher uses classroom observation, information about students, and research as sources

for evaluating the outcomes of teaching and learning and as a basis for experimenting with,reflecting on, and revising practice.

o The teacher seeks out professional literature, colleagues, and other resources to support his/herown development as a learner and a teacher.

o The teacher draws upon professional colleagues within the school and other professional arenasas supports for reflection, problem-solving and new ideas, actively sharing experiences and

seeking and giving feedback.


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Principle 10: The teacher fosters relationships with school colleagues, parents, and agenciesin the larger community to support students' learning and well-being.

Knowledgeo The teacher understands schools as organizations within the larger community context and

understands the operations of the relevant aspects of the system(s) within which s/he works.

o The teacher understands how factors in the students' environment outside of school (e.g. familycircumstances, community environments, health and economic conditions) may influencestudents' life and learning.

o The teacher understands and implements laws related to students' rights and teacherresponsibilities (e.g. for equal education, appropriate education for handicapped students,confidentiality, privacy, appropriate treatment of students, reporting in situations related topossible child abuse).

Dispositionso The teacher values and appreciates the importance of all aspects of a child's experience.o The teacher is concerned about all aspects of a child's well-being (cognitive, emotional, social,

and physical), and is alert to signs of difficulties.

o The teacher is willing to consult with other adults regarding the education and well-being ofhis/her students.

o The teacher respects the privacy of students and confidentiality of information.o The teacher is willing to work with other professionals to improve the overall learning environment

for students.

Performanceso The teacher participates in collegial activities designed to make the entire school a productive

learning environment.o The teacher makes links with the learners' other environments on behalf of students, by

consulting with parents, counselors, teachers of other classes and activities within the schools,and professionals in other community agencies.

o The teacher can identify and use community resources to foster student learning.o The teacher establishes respectful and productive relationships with parents and guardians from

diverse home and community situations, and seeks to develop cooperative partnerships insupport of student learning and well being.

o The teacher talks with and listens to the student, is sensitive and responsive to clues of distress,investigates situations, and seeks outside help as needed and appropriate to remedy problems.

o The teacher acts as an advocate for students.

*Source: Interstate New Teacher Assessment and Support Consortium. Model Standards for Beginning Teacher

Licensing, Assessment and Development: A Resource for State Dialogue

http://www.ccsso.org/content/pdfs/corestrd.pdf

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