The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

1. The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
2. The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
3. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

1. The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
2. The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
3. The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
4. The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
5. The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
6. The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

1. Drawing upon her/his understanding of second language acquisition, exceptional needs, and learners’ background knowledge, the teacher observes individual and groups of learners to identify specific needs and responds with individualized support, flexible grouping, and varied learning experiences. (1g; 2b; 2c; 2d; 2e; 2f; 2g; 2h; 2i; 2j; 2l; 2m; 2o) Recognizing how diverse learners process information and develop skills, the teacher incorporates multiple approaches to learning that engage a range of learner preferences. (2a; 2d; 2g; 2h; 2m; 8p) Using information on learners’ language proficiency levels, the teacher incorporates tools of language development into planning and instruction, including strategies for making content and academic language accessible to linguistically diverse learners. (1g; 2b; 2e; 2g; 2i; 2j; 2l; 2m; 2o; 8p) The teacher includes multiple perspectives in the presentation and discussion of content that include each learner’s personal, family, community, and cultural experiences and norms. (2c; 2d; 2j; 2k; 2m) The teacher applies interventions, modifications, and accommodations based on IEPs, IFSPs, 504s and other legal requirements, seeking advice and support from specialized support staff and families. (2f) The teacher follows a process, designated by a school or district, for identifying and addressing learner needs (e.g., Response to Intervention) and documents learner progress. (2f; 2g)
2. Drawing on her/his understanding of child and adolescent development, the teacher observes learners, noting changes and patterns in learners across areas of development, and seeks resources, including from families and colleagues, to adjust teaching. (1a; 7i; 9d) The teacher actively seeks out information about learner interests in order to engage learners in developmentally appropriate learning experiences. (1b) The teacher engages learners in a variety of learning experiences to capitalize on strengths and build areas of development that are weaker. (1i; 1j)

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

1. The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
2. The teacher develops learning experiences that engage learners in collaborative and self-directed learning extend learner interaction with ideas and people locally and globally.
3. The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, individual and group responsibility for quality work.
4. The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
5. The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
6. The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
7. The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
8. The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

1. The teacher manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time. (3d; 8n) The teacher varies learning activities to involve whole group, small group and individual work, to develop a range of learner skills. (3p) The teacher provides opportunities for learners to use interactive technologies responsibly. (3g; 3m

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

1. The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
2. The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
3. The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
4. The teacher stimulates learner reflection on prior content knowledge links new concepts to familiar concepts makes connections to learners’ experiences.
5. The teacher recognizes learner misconceptions in a discipline that interfere with learning and creates experiences to build accurate conceptual understanding.
6. The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness accuracy for representing particular concepts in the discipline appropriateness for his/her learners.
7. The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
8. The teacher creates opportunities for students to learn, practice, and master academic language in their content.
9. The teacher accesses school and/or district-based resources to evaluate the learner’s content knowledge in their primary language.

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

1. The teacher accurately and effectively communicates concepts, processes, and knowledge in the discipline, and uses vocabulary and academic language that is clear, correct, and appropriate for learners. (4h; 4j; 4l; 5i) The teacher draws upon his/her initial knowledge of common misconceptions in the content area, uses available resources to address them, and consults with colleagues on how to anticipate learner’s need for explanations and experiences that create accurate understanding in the content area. (4e; 4k; 4r; 9d)
2. The teacher uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. (4a; 4j; 4n; 4r; 8e) The teacher engages learners in applying methods of inquiry used in the discipline. (4c) The teacher links new concepts to familiar concepts and helps learners see them in connection to their prior experiences. (4d; 4r) The teacher models and provides opportunities for learners to understand academic language and to use vocabulary to engage in and express content learning. (4c; 4h; 4o) The teacher consults with other educators to make academic language accessible to learners with different linguistic backgrounds. (4g)

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

1. The teacher develops and implements projects that guide learners in analyzing the complexities of an issue question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
2. The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
3. The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
4. The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
5. The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
6. The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
7. The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
8. The teacher develops and implements supports for learner literacy development across content areas.

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

1. The teacher helps learners see relationships across disciplines by making connections between curriculum materials in a content area and related perspectives from another content area or areas. (5i; 5j) The teacher engages learners in applying content knowledge and skills in authentic contexts. (5b)
2. The teacher engages learners in learning and applying the critical thinking skills used in the content area(s). S/he introduces them to the kinds of problems or issues addressed by the content area(s) as well as the local/global contexts for those issues. (5d; 5k; 5m) The teacher engages learners in developing literacy and communication skills that support learning in the content area(s). S/he helps them recognize the disciplinary expectations for reading different types of text and for writing in specific contexts for targeted purposes and/or audiences and provides practice in both. (5e; 5h; 5n; 8h) The teacher provides opportunities for learners to demonstrate their understanding in unique ways, such as model making, visual illustration and metaphor. (5h) The teacher guides learners in gathering, organizing, and evaluating information and ideas from digital and other resources and from different perspectives. (5c; 5g; 5k; 5l) The teacher structures interactions among learners and with local and global peers to support and deepen learning. (5p)

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

1. The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
2. The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
3. The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
4. The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
5. The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
6. The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
7. The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
8. The teacher prepares all learners for the demands of particular assessment formats and makes appropriate modifications in assessments or testing conditions especially for learners with disabilities and language learning needs.
9. The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

1. The teacher uses, designs or adapts a variety of classroom formative assessments, matching the method with the type of learning objective. (6a; 6b; 6j; 6k; 6r; 6t) The teacher uses data from multiple types of assessments to draw conclusions about learner progress toward learning objectives that lead to standards and uses this analysis to guide instruction to meet learner needs. S/he keeps digital and/or other records to support his/her analysis and reporting of learner progress. (6c; 6g; 6j; 6l; 6o; 6t) The teacher participates in collegial conversations to improve individual and collective instructional practice based on formative and summative assessment data. (6c)
2. The teacher engages each learner in examining samples of quality work on the type of assignment being given. S/he provides learners with criteria for the assignment to guide performance. Using these criteria, s/he points outs strengths in performance and offers concrete suggestions for how to improve their work. S/he structures reflection prompts to assist each learner in examining his/her work and making improvements. (6d; 6f; 6n; 6o; 6q; 6r; 6s) The teacher makes digital and/or other records of learner performance so that s/he can monitor each learner’s progress. (6i)
3. The teacher matches learning goals with classroom assessment methods and gives learners multiple practice assessments to promote growth. (6b; 6j; 6k) The teacher engages in ethical practice of formal and informal assessment implementing various kinds of assessments in the ways they were intended to be used and accurately interpreting the results. (6j; 6k; 6v) The teacher implements required accommodations in assessments and testing conditions for learners with disabilities and language learning needs. (6i; 6k; 6p; 6u) The teacher differentiates assessments, which may include providing more challenging learning goals for learners who are advanced academically. (6k)

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community co

1. The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards and are relevant to learners.
2. The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
3. The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
4. The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
5. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
6. The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

1. The teacher uses the provided curriculum materials and content standards to identify measurable learning objectives based on target knowledge and skills. (7a; 7g) The teacher plans and sequences common learning experiences and performance tasks linked to the learning objectives and makes content relevant to learners. (7a; 7c; 7k) The teacher identifies learners who need additional support and/or acceleration and designs learning experiences to support their progress. (7j; 7l; 7p) The teacher integrates technology resources into instructional plans. (7k; 7m; 8o; 8r)
2. The teacher plans instruction using formative and summative data from digital and/or other records of prior performance together with what s/he knows about learners, including developmental levels, prior learning, and interests. (7d; 7f; 7n) The teacher uses data from formative assessments to identify adjustments in planning. (7d; 7l; 7q) The teacher identifies learners with similar strengths and/or needs and groups them for additional supports. (7d; 7l; 7q)
3. The teacher uses learner performance data and his/her knowledge of learners to identify learners who need significant intervention to support or advance learning. S/he seeks assistance from colleagues and specialists to identify resources and refi ne plans to meet learner needs. (7d; 7e; 7n; 7p) The teacher uses data on learner performance over time to inform planning, making adjustments for recurring learning needs. (7f; 7p) The teacher uses information from informal interactions with families to adjust his/ her plans and to incorporate home-based resources to provide further support. (7o; 7q)

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

1. The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
2. The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
3. The teacher collaborates with learners to design and implement relevant learning experiences identify their strengths access family and community resources to develop their areas of interest.
4. The teacher varies his/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 learners.
5. The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
6. The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
7. The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
8. The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.
9. The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). curiosity, and helping learners to question).

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

1. The teacher directs students’ learning experiences through instructional strategies linked to learning objectives and content standards. (7k) The teacher makes the learning objective(s) explicit and understandable to learners, providing a variety of graphic organizers, models, and representations for their learning. (8a; 8e; 8m) As appropriate to the learning objective, the teacher prepares learners to use specific content-related processes and academic language. S/he also incorporates strategies to build group work skills. (4j) The teacher analyzes individual learner needs (e.g., language, thinking, processing) as well as patterns across groups of learners and uses instructional strategies to respond to those needs. (7j; 8b; 8l; 8p) The teacher integrates primary language resources into instruction. (8k; 8m; 8p) The teacher seeks assistance in identifying general patterns of need in order to support language learners. (8k; 8m)
2. The teacher helps learners use a variety of sources and tools, including technology, to access information related to an instructional objective. S/he helps students learn to evaluate the trustworthiness of sources and to organize the information in a way that would be clear to an authentic audience. (8g; 8j; 8n; 8o; 8r) The teacher poses questions that elicit learner thinking about information and concepts in the content areas as well as learner application of critical thinking skills such as inference making, comparing, and contrasting. (8f; 8g; 8q) The teacher models the use of non-linguistic representations, concept mapping, and writing to show how learners can express their understanding of content area concepts and assigns work that allows the learners to practice doing so. (8e; 8m; 8q) The teacher develops learners’ abilities to participate in respectful, constructive discussions of content in small and whole group settings. S/ he establishes norms that include thoughtful listening, building on one another’s ideas, and questioning for clarification. (8i; 8q)

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

1. The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
2. The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
3. Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
4. The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
5. The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
6. The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

1. The teacher engages in structured individual and group professional learning opportunities to reflect on, identify, and address improvement needs and to enable him/her to provide all learners with engaging curriculum and learning experiences. (5r; 9a; 9b; 9k; 9n; 10f; 10t) The teacher completes professional learning processes and activities required by the state in order to meet re-certification or re-licensure requirements. (9b; 9k; 9nl; 10t) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving. (9d)
2. The teacher observes and reflects upon learners’ responses to instruction to identify areas and set goals for improved practice. (7p; 9c; 9g; 9l) The teacher seeks and reflects upon feedback from colleagues to evaluate the effects of her/his actions on learners, colleagues and community members. (9a; 9g; 9m; 9n) The teacher gathers, synthesizes and analyzes a variety of data from sources inside and outside of the school to adapt instructional practices and other professional behaviors to better meet learners’ needs. (9a; 9c; 9g; 9h; 9k; 9l; 9n)
3. The teacher acts in accordance with ethical codes of conduct and professional standards. (9o) The teacher complies with laws and policies related to learners’ rights and teachers’ responsibilities. (9j; 9o) The teacher accesses information and uses technology in safe, legal and ethical ways. (9f; 9j; 9o; 9o) The teacher follows established rules and policies to ensure learners access information and technology in safe, legal, and ethical ways. (9f) The teacher recognizes how his/her identity affects perceptions and biases and reflects on the fairness and equity of his/her decisions. (4q; 9e; 9m) The teacher accesses resources to deepen his/ her understanding of the cultural, ethnic, gender and learning differences among learners and their communities. (9e) The teacher reflects on the needs of individual learners and how well they are being addressed, seeking to build support for all learners. (9l)

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

1. The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
2. The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
3. The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
4. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
5. Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well-being.
6. The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
7. The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.
8. The teacher uses and generates meaningful research on education issues and policies.
9. The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
10. The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.
11. The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

1. The teacher participates on the instructional team(s) and uses advice and support from colleagues to meet the needs of all learners. (10a; 10n; 10r) The teacher participates in school-wide efforts to implement a shared vision and contributes to a supportive culture. (10a; 10c; 10n; 10o; 10p; 10r) The teacher elicits information about learners and their experiences from families and communities and uses this ongoing communication to support learner development and growth. (10d; 10m; 10q) The teacher uses technology and other forms of communication to develop collaborative relationships with learners, families, colleagues, and the local community. (8h; 10d; 10g)
2. The teacher leads in his/her own classroom, assuming responsibility for and directing student learning toward high expectations. (9l) The teacher makes practice transparent by sharing plans and inviting observation and feedback. (10r) The teacher works to improve practice through action research. (10h)

A program that prepares individuals to teach specific social science subjects and programs at various educational levels.

A program that prepares individuals to teach general social studies programs at various educational levels.

A program that prepares individuals to teach geography at various grade levels.

A program that prepares individuals to teach students in the secondary grades, which may include grades seven through twelve, depending on the school system or state regulations. May include preparation to teach a comprehensive curriculum or specific subject matter.

A program that prepares individuals to teach students at more than one educational level, such as a combined program in elementary/secondary, early childhood/elementary, elementary/middle school, or junior high/high school teacher education.

A program that prepares individuals to teach students at various grade levels according to the pedagogical principles and methods developed by Maria Montessori and her followers.

Waldorf/Steiner Teacher Education

A program that prepares individuals to teach students at various academic levels through online instructional technologies. Includes instruction in andragogy, pedagogy, assessment, instructional design and technology, and learning science.

This class provides an introduction to the fundamentals of physical, cognitive, social, and emotional development, from the prenatal period through adolescence, with an emphasis on children grades K- 12. Various contemporary psychological perspectives and theories on human development will be introduced and discussed. Practical application of theory and concepts to classroom and recreational settings will be emphasized. 10 – 15 hours of observation of children and adolescents will be required. Upon completing this course, the student will be able to: Compare and contrast major theories of child and adolescent development, including those of Piaget, Erikson, and Kohlberg. Describe and discuss the general principles of growth and development as they apply to children from conception through adolescence, including the influence of genetics, environment, and culture. Describe fundamental sequences of physical, cognitive, language, perceptual, emotional and social development for children and adolescents. Explain how theory relates to real life situations through discussion of case studies and observations. Demonstrate competence in observing and reporting various aspects of development by writing observation reports according to guidelines provided. Discuss current issues and concerns affecting children’s development.

This course examines the educational challenges and related challenges students (Kgrade 12) with documented learning difficulties may encounter. The history and current philosophy of special education services in the United States will be reviewed. Laws governing individuals and students with documented learning challenges and disabilities along with the implications for educating these students will be presented and discussed. The roles and responsibilities of the teacher, paraeducator, and members of the IEP team will be examined. Teaching methods, appropriate accommodations, and modifications for the curriculum related to special education will be presented and discussed. Students will research a specific educational challenge and will be required to complete 8-10 hours of observation in a public school or other approved setting. Upon completing this course, the student will be able to: Explain and describe federal laws governing special education and related services for children with documented learning challenges and/or disabilities and analyze the legal responsibilities for schools, parents, and students. Identify common types and categories of learning challenges and disabilities including their definitions and characteristics. Explain the possible effects of learning challenges and disabilities on children’s academic endeavors and social/emotional, cognitive, and motoric development. Describe the IEP process, identify members of the IEP team, and discuss their roles and responsibilities.Identify and propose appropriate instructional methods, strategies, accommodations, and modifications suitable to the child, subject matter, and situation. Explore and explain the history and philosophy of Special Education in the United States and its implications for education services currently provided. Critically evaluate the instructional methods and strategies, accommodations and modifications, setting, and classroom management techniques observed in an educational setting. Demonstrate an awareness of the role of technology, including assistive technology, in the special education process.

This course examines the philosophical, historical, legal and social/cultural aspects of education in the United States. Students will explore current issues and trends in education, how schools and classrooms function organizationally and academically, and teaching as a profession. Discussions will focus on the goals of education, the role of state, local, and federal agencies, educational law and policy, and the roles and responsibilities of teachers. The Interstate New Teacher Assessment and Support Consortium (INTASC) Model of Standards for Beginning Teacher Licensing will be introduced. Students will be required to complete 20 hours of observation in a school setting. Upon completing this course, the student will be able to: Analyze historical and contemporary social, historical, political, and economic issues in education and their relationship to present practices and policies in schools. (INTASC Standards 6, 9 & 10) Describe the philosophies and philosophers that influence education and formulate a personal philosophy statement. (INTASC Standards 6, 9 & 10) Describe and discuss the legal principles that affect public education. (INTASC Standards 6, 9 & 10) Explain how schools are organized and financed. (INTASC Standards 6, 9 & 10) Explore the sociocultural contexts of schooling and examine the effects of factors such as race, class, gender and ethnicity on instruction and learning. (INTASC Standards 2, 3, 5, & 6) Analyze the many dimensions, roles, and responsibilities of the teaching profession. (INTASC Standards 1, 4, 5, & 6)

This course will provide students with an in-depth study of the application of educational practices and pedagogical theory necessary to succeed as classroom teachers. Focus will be on understanding the context in which teaching and learning occurs, classroom organization and management, lesson planning and decision making, effective teaching strategies, and assessment methods. The concepts presented will enhance and build upon material from prior courses. Students will incorporate current research and instructional strategies into their teaching repertoire. Students will complete a service learning project incorporating at least 10 hours of service in a school setting as well as a capstone project that will demonstrate student competencies. Upon completing this course, the student will be able to: Describe the theoretical base, practical strategies, and teaching skills associated with several models of instruction, including accommodations and modifications for diverse learners. (INTASC Standards 1,2,4,7,8,) List and explain the multiple contextual factors which impact teaching and learning, including students diverse learning styles, challenges, and backgrounds (INTASC Standards 1, 2, 3,5,7,8) Design and implement instructional activities responding to a variety of teaching and learning styles (INTASC Standards 1, 2, 4, 6, 7, 8) Discuss methods for creating and managing a classroom environment that supports learning for all students (INTASC Standards 1, 2, 3, 6, 7, 8, 9) Demonstrate the ability to align assessment practices and results with the curriculum content in order to optimally respond to the needs of learners (INTASC Standard 1, 4, 5, 6, 7, 9) Demonstrate effective techniques that foster a positive working relationship with parents and families (INTASC Standards 2, 9, 10) Critically reflect on the teaching and learning process (INTASC Standard s 9, 10) Develop a capstone project which will include a personal plan for developing the knowledge, skills, and dispositions to meet standards of professional performance, and effective teaching practices as related to the areas of interests (INTASC Standards 3, 4, 5, 7, 8, 9, 10)

This course will provide students with an in-depth understanding of classroom management and child guidance techniques. Strategies to support the development of a positive, supportive, and respectful classroom environment, including teaching social competencies that facilitate responsible student behavior will be examined. Theories and research related to approaches to classroom management and guidance will be presented and discussed. Specific behavioral challenges and issues will be investigated. The course provides students with a broad theoretical foundation of behavioral intervention strategies to support children with emotional, behavioral, and social challenges. Students will be required to complete 10 hours of observation in a classroom setting throughout the semester. Pre-requisites: TCHE100M (Child and Adolescent Development) or ECE100M AND either TCHE104M or ECE104M or TCHE110M (Intro to School Age Programming) Upon completing this course, the student will be able to: Discuss, compare, and contrast developmental theories and philosophies related to child guidance and behavioral intervention such as Kohlberg, behavior modification, Adlerian, Humanistic, etc. Identify and critique various classroom management strategies including prevention of behavioral problems and strategies to support a caring and supportive community of learners. Identify and list factors impacting behavior including but not limited to inherent endowment, special needs, culture, family life and stressors, illness, traumatic events, etc. Identify children with specific behavioral challenges and describe appropriate intervention strategies. Explain and interpret the identification and classification systems of disordered behavior. Develop a comprehensive behavioral management plan for possible implementation. Explain the factors and components that lead to successful partnerships between families and schools in responding to behavior. Describe appropriate collaboration techniques as members of the IEP team.

This course will provide students with strategies for positive and productive interactions among teachers, parents, co-workers, and other professionals working with children. Students will explore and develop collaborative and communication skills for participating in IEP teams, co-teaching, and working with families as partners in the process. Students will also investigate the ethical issues in working with educational teams, families, and other professionals. Students will develop strategies for establishing and maintaining positive and supportive relationships with families. Students will also become familiar with community resources that support children and their families. Students will be required to complete 8 hours of community service that benefits children and/or families. Prerequisite: TCHE104M or TCHE104M or TCHE110M. Upon completing this course, the student will be able to: Investigate and discuss ethical issues in working with educational teams, professional partners, and families. Demonstrate and explain effective communication skills. Describe and demonstrate the characteristics of effective collaboration. Explain barriers to effective communication and collaboration. Explain the factors and components that lead to successful partnerships between families, schools, and programs for children. Explain and demonstrate the process of co-planning and co-teaching. Describe methods of establishing and maintaining positive and supportive relationships with parents. Identify resources within the community that support children and their families. Describe and explain the roles and responsibilities of IEP team members.

Provides students with an overview of effective instructional strategies, curricula, materials, student assessments, and assistive techniques for children with special educational needs. Classroom accommodations and instructional modifications to meet the goals of the IEP/IFSP, which can be implemented in a variety of instructional settings, will be introduced. Collaborative planning, co-teaching strategies, and effective methods for working with members of the IEP/IFSP team and families will be reviewed. Prerequisite: Grade of “C” or better in TCHE101M and EDU104M or TCHE104M and TCHE114M. Upon completing this course, the student will be able to: Explain and demonstrate a variety of planning processes and instructional models to meet the needs of children with unique learning characteristics. Analyze the dimensions of the learning environment in relation to students’ needs. Explain and facilitate various instructional arrangements for children with unique learning characteristics. Provide modifications, accommodations, and adaptations to children with unique learning characteristics. Design, demonstrate and evaluate learning activities and curricula modifications and adaptations that will meet the goals of a child’s IEP/IFSP. Discuss, demonstrate, and modify a variety of student assessment techniques. Discuss and critique characteristics of effective collaboration and professional partnerships.

This course provides an overview of theory and strategies for effective integration of technology resources, technology-based methods of instruction, and assistive technology designed for students with disabilities, based on the National Educational Technology Standards for teachers (NETS-T). An emphasis will be placed on technology as a tool that facilitates learning and enhances the teaching process. Students will explore the value of technology as it directly relates to student achievement, professional growth, and classroom management. The course focuses on both knowledge and performance and includes hands-on technology activities. Upon completing this course, the student will be able to: Discuss the legal, ethical, social, and human issues related to computing and technology. (NETS-T Standard 4; INTASC Standard 9) List and explain the National Educational Technology Standards for teachers and students. (NETS-T Standards 1 - 5; INTASC Standard 1) Explore, evaluate, and use computer/technology resources including applications, tools, educational Web sites and software. (NETS-T Standards 3 & 5; INTASC Standards 4 & 6) Identify elements of the curriculum for which technology applications are appropriate and ways they can be implemented. (NETS-T Standards 1 & 2; INTASC Standards 1, 2, 4, 6, & 8) Demonstrate a variety of teaching techniques that incorporate the use of technology. (NETS-T Standards 1 & 2; INTASC Standards 1, 2, 4, & 6) Articulate a personal philosophy and goals for using technology in education. (NETS-T Standards 3 & 5; INTASC Standards 6 & 9) Identify and explain the purposes of various assistive technologies. (NETS-T Standards 1 & 2; INTASC Standards 2, 3, & 4)

This course will provide students with an in-depth study of literacy in education. The areas of reading, writing, listening, and speaking will be viewed as interrelating processes. A broad theoretical foundation will be given to promote a focus on literacy in today’s classroom. Students will also preview current research and methods of support available to teachers. Material in this course will be discussed consistent with the themes of reflective practice and acknowledging and responding to the unique learning characteristics of all students. Upon completing this course, the student will be able to: Examine the process of literacy development and the factors that promote it. Investigate current research involving reading, writing, listening, and speaking. Describe and demonstrate ways to model the processes of reading, writing, listening, and speaking for children. Develop methods to create a print rich classroom environment and to extend those ideas into the home and community. Develop methods to integrate literacy into all areas of the curriculum. Describe effective methods needed to meet the individual needs of students with linguistic differences. Examine techniques to incorporate technology into a classroom that promotes literacy.

This course will explore the history, philosophy, principles, organization, and operation of career and technical education in the United States. Students will develop a functional understanding of the role and responsibilities of a professional career and technical educator. This course will provide the participant with the foundation and skills needed to design, implement, and manage a curriculum in career and technical education. Identification of resources and occupational analysis, derivation of content, formulation of objectives, defining measurable outcomes, and the selection and development of activities and evaluation methods will be explored. Upon completing this course, the student will be able to: Describe the history, legislation, philosophical foundations, and current trends of career and technical education. Identify and use appropriate resources to meet continuing professional development needs, including educational, industry-based, and professional organizations to stay current in the field. Using resources (e.g. Directory of Occupational Titles and SCANS), evaluate occupational position descriptions for the identification of tasks and required competencies. Explain and demonstrate the role of the following major components of competency-based career and technical programs that relate workplace expectations to work-based learning opportunities: program advisory committees, goals and objectives, occupational analysis, community surveys, student follow-up studies, and evaluation techniques using state performance indicators. Explain and discuss basic classroom management skills. Explain the process of providing assistance and guidance to career and technical students concerning further educational opportunities and/or employment. Describe the appropriate laws and policies relating to safe environments and demonstrate understanding of appropriate safety standards in all learning areas and curriculum. Explain the process for implementing a career and technical student organization that enables students to acquire workplace, leadership, and communication skills as an integral part of the curriculum. Explain the relationship between career and technical education and all other curricula areas and/or core competencies fostering the integration of the curriculum frameworks. Infuse all aspects of an industry in curriculum design and implementation. Use lesson plans, activities, and technical resources to improve teaching and learning. Explain and demonstrate the management responsibilities of the career and technical educator in directing the program, facility needs, equipment, supplies, and material handling, including reporting and budgeting responsibilities. Explain the process of setting appropriate academic standards and developing assessment strategies to inform the curriculum and foster the high academic achievement of students.

This course is designed to provide the knowledge and skills individuals need to care for schoolage children and adolescents in group educational and recreational settings. In this course students will review professional ethics, standards of quality, and NH licensing regulations relevant to programs for school age children and youth, and observe and discuss the effects of space, equipment, materials, and relationships upon play and learning in various school age settings. Focus will be on development of the skills and strategies that the school-age providers need to select, plan, and implement developmentally appropriate activities to engage children & youth in active learning, support academic and personal development, and facilitate caring and trusting relationships with adults and peers. At least 10 hours of observation and community service in programs for school age children will be required. This course will only be offered during the summer term. Prerequisite: TCHE110M or permission of Department Chair Upon completing this course, the student will be able to: Review & identify the developmental characteristics and needs of school-age children & youth. Describe, discuss, and practice the professional ethics and state regulations relevant to school age care programs. Explain and discuss the effect of physical setting and curriculum materials upon behavior, learning, and development. Identify and practice appropriate health and safety practices in school age settings. Explain and demonstrate appropriate interaction, guidance, and discipline techniques for school aged children/adolescents and identify ways to create a positive, caring community of learners Plan, implement, and evaluate developmentally appropriate curriculum activities for school agers and/or adolescents Describe and utilize appropriate methods of observation and assessment