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. And… The teacher continuously expands and deepens his/her understanding of differences and their impact on learning, using interactions with learners and data on learner performance to set goals for individual student learning, to monitor learner progress, and to adjust instruction. (2g; 2h; 2l; 2m) The teacher responds to student learning cues by pacing and adjusting instruction, enhancing access to challenging learning experiences, and making timely provisions (e.g., task demands, communication, assessment, and response modes) for individual learners with particular learning differences or needs. (2a; 2d; 2g; 2h; 2m; 2n; 3r) The teacher engages learners in assessing their strengths and learning preferences and identifies various ways to promote each student’s growth (2a; 2b; 2c; 2d; 2j; 2m; 2n) Refining her/his understanding of language proficiency levels, the teacher develops a range of supports to assist learners in developing content understanding and language proficiency. (1g; 2e; 2h; 2i; 2o) The teacher makes strategic use of learners’ primary language to support transfer of language skills and content knowledge. (1g; 2i; 2j; 2m; 2o) The teacher designs learning experiences that facilitate learners’ understanding of diverse communities within and outside of their own communities. (2j) The teacher adapts instruction and uses modified materials, resources, tools, and technology to address exceptional learner needs, including those associated with disabilities and giftedness. (2a; 2b; 2f; 2g; 2l; 4f; 8n; 8r; 9d)
3. And… Across a range of differences, the teacher anticipates and enhances access to challenging learning experiences by providing appropriate guidance, instruction, and resources. (8n; 9d) The teacher uses a variety of approaches to make concepts clear and provides extensions that engage learners in deepening academic content by connecting it to individual learners’ interests, background knowledge, and need for real-world application. (2a; 2b; 2c; 2h; 2l; 2m; 2n) The teacher challenges each learner by adapting, scaffolding, enriching, and accelerating instruction to facilitate higher order thinking such as analysis, inquiry, and creative expression. (2l; 2m) The teacher guides learners in taking responsibility for their own learning through individualized goal setting and progress monitoring. (2l; 2m; 2n) The teacher facilitates learners in taking responsibility for choosing approaches to a learning task that will be effective for them as individuals and produce quality work. (2l; 2m; 2n) The teacher interacts with language learners to build a common understanding of their language learning experiences and needs, and to collaborate on instructional modifications and strategies to support language learning. (1g; 2e; 2i; 2l; 2n; 2o) The teacher integrates diverse languages, dialects, and cultures into instructional practice to build on learners’ prior knowledge and experiences and promote the value of multilingual and multicultural perspectives. (1g; 2c; 2e; 2j; 2k; 2n; 2o; 8p) The teacher promotes an understanding of inter- and intra-group diversity to facilitate learners’ development of cultural competence and build respect across communities. (2j; 2k; 2n; 9e) The teacher collaborates with learners, families, and school colleagues to expand the range of resources that address exceptional learning needs and enable learners to meet and exceed high standards. (2f; 2l; 8n; 9d)
4. 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)
5. And… The teacher builds mental models of variations in typical development based on experience with each learner and uses those models to adjust instruction. (1d) The teacher incorporates the perspectives of the child and their family/community to integrate new resources and strategies for learner development. (1j; 1k; 9d) The teacher seeks and uses in-school and out-of-school resources to support and accelerate each student’s learning and development. (1j; 1k; 8n; 9d) The teacher identifies individual learner development and calibrates learning experiences, using an appropriate balance of support and challenge, to move learners toward their next levels of development. (1f)
6. And… The teacher uses understanding of the interconnections among different areas of development to find entry point(s) to support learner development. (1e; 1f) The teacher communicates regularly with families to mutually understand learner development and engages the learner in understanding, analyzing, and communicating their own growth and needs. (1c; 1k) The teacher regularly analyzes and reflects on learners’ abilities in order to individualize instruction and take responsibility for the optimal development of each and every learner. (1b

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
2. And... The teacher actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. (3d; 3i; 3p) The teacher provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and selfdirected learning. (3d; 3i; 3j; 8n; 9d) The teacher expands the options for responsible use of interactive technologies to extend learning. (3g; 3m)
3. And... The teacher supports learners' independence and selfdirection in identifying their learning needs, accessing resources, and using time to accelerate their learning. (3d; 3i; 9d) The teacher supports learners’ growing ability to participate in decision-making, problem solving, exploration, and invention, both suggesting resources and guiding their independent identification of resources. (3p; 9d) The teacher collaborates with learners in identifying possibilities for learning locally and globally through responsible use of interactive technologies. (3g; 3m; 9d)

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. And… The teacher seeks out ways to expand or deepen his/her content knowledge and ways of representing it for learners, presenting diverse perspectives to engage learners in understanding, questioning, and analyzing ideas. (4j; 4o; 4r) By analyzing group discourse and learner work, the teacher discovers additional learner misconceptions and uses the processes, vocabulary, and strategic tools of the discipline to build accurate and deep understanding. S/he seeks out or develops resources to fill gaps in learner understanding. (4e; 4k; 4r; 9d)
3. And… The teacher collaborates with others to expand her/his content knowledge in order to keep up with changes in the discipline. (4j; 4o) The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline and appropriateness for his/ her learners. (4f; 4n; 4p; 4r; 9d)
4. 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)
5. And… The teacher provides multiple representations and explanations of key ideas, with connections to varied learner background knowledge and experiences. S/he evaluates and modifies instructional resources and curriculum materials, when needed, to be more accessible and meaningful for his/her learners. (4a; 4d; 4g; 4p; 4r; 8e; 9d) The teacher guides learners in critiquing processes and conclusions using standards of evidence appropriate to the discipline. (4b; 4c; 4p) The teacher stimulates learner reflection on the connection between prior content knowledge and new ideas and concepts. (4d; 4r) The teacher uses a variety of methods to scaffold learner use of academic language allowing learners to engage in and express complex thinking (explanation, analysis, synthesis). (4c; 4h; 4l)
6. And… The teacher collaborates with colleagues to expand his/her repertoire of representations and explanations of content, including perspectives appropriate to learners from different cultures, linguistic backgrounds, and with varied interests, prior knowledge, and skill levels. (4a; 4m; 4o; 4p; 4r) The teacher facilitates learners’ independent use of methods of inquiry and standards of evidence in the discipline. (4b; 4c) The teacher facilitates learner autonomy in examining new concepts in relationship to their growing base of content knowledge. (4b; 4c) The teacher engages learners in identifying diverse perspectives in discipline specific inquiry to expand competence in the use of academic language. (4b, 4h)

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. And… The teacher collaborates with a colleague(s) in another discipline(s) to create learning experiences that engage learners in working with interdisciplinary themes. S/he guides learners to apply knowledge from more than one discipline to understand a complex concept or set of concepts and/or to address a real-world problem or issue. (5j; 5q)
3. And… The teacher engages learners in identifying real world problems, issues, or themes they can explore through projects, using their acquired and expanding knowledge and skill in the content areas. (5a; 5j; 5q) The teacher facilitates learners’ connections with local and global resources to aid the exploration of their chosen focus. (5l; 9d)
4. 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)
5. And… The teacher uses problems or questions to guide learner practice in applying the critical thinking skills and other tools in the content area(s). S/he reinforces learners’ awareness of how they can use these skills to solve problems or answer questions. (5b; 5d; 5m) The teacher guides learners in understanding and applying literacy and communication skills in the content area(s) and helps learners reflect on how these skills support their clear communication of understanding of issues and problems in the content area(s). (5e; 5h; 5n; 8h; 8q) The teacher supports learners in tailoring communications for different audiences and purposes, consistent with appropriate disciplinary conventions and standards of evidence and argument. (5e; 5h; 5n; 8h; 8q) The teacher guides learners in developing possible solutions to real world problems through invention, combinations of ideas, or other creative approaches. (5b; 5f; 5o) The teacher fosters learners’ abilities to question and challenge assumptions embedded in source material. (5c; 5d; 5k; 5n) The teacher engages learners in identifying and connecting with local and global people and resources relevant to a topic or question. (5b; 5p)
6. And… The teacher fosters learners’ abilities to independently identify issues or problems of interest in or across content area(s) and engages them in using critical thinking skills in the content area(s) to explore possible solutions, actions or answers. (5b; 5f; 5m; 5o) The teacher provides a variety of opportunities for learners to independently and collaboratively apply literacy and communication skills in gathering and analyzing information and in preparing and delivering oral and/or written presentations of their work, marked by clarity, rigor, and suitability for an identified audience. (5e; 5h; 5k; 5n; 5s; 8h; 8q) The teacher structures options that engage learners in independently and collaboratively focusing on a real-world problem or issue, carrying out the design for a solution, and communicating their work. (5a; 5e; 5n; 5o; 5s; 8q) The teacher engages learners in independent work to plan and carry out a research project, requiring that they make explicit their evaluation of sources and their reasoning for what they include or omit and presenting their results. (5a; 5k) The teacher fosters learner independence in identifying and accessing local and global people and resources to help them address questions or issues. (5c; 5l; 5s)

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. And… The teacher provides learners with multiple ways to demonstrate performance using contemporary tools and resources. (6a; 6b; 6e; 6g; 6i; 6j; 6o; 6r; 6t) The teacher uses data to guide the design of differentiated individual learning experiences and assessments. (6g) The teacher collaborates with colleagues to analyze performance on formative and summative assessments across groups of learners and engages in joint development of strategies for improving instruction and support to meet standards. (6c; 6l)
3. And… The teacher uses formative classroom assessments to maximize the development of knowledge, critical thinking, and problem-solving skills embedded in learning objectives. (6a; 6c; 6o; 6t) The teacher works individually and with colleagues to gather additional data needed to better understand what is affecting learner progress and to advocate for necessary change. S/he works with colleagues to analyze progress against standards and expand the range of supports for learners with varied learning needs. (6c; 6g; 6l) The teacher collaborates with others to use summative assessment information to evaluate the effect of the curriculum and instruction on the learner. (6c; 6j; 6l)
4. 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)
5. And… The teacher engages learners in generating criteria for quality work on a particular assignment. S/he identifies key areas in the criteria on which to give individual feedback that will reinforce each learner’s strengths and identifies critical next steps for growth. S/he designs learning experiences that help learners apply the feedback and strengthen their performance. (6d; 6f; 6m; 6n; 6o; 6q; 6r; 6s) The teacher makes digital and/or other records of performance available to learners so that they can monitor their progress and identify areas where they need additional practice and support. (6n)
6. And… The teacher engages learners in giving peers feedback on performance using criteria generated collaboratively. S/he builds learners’ metacognitive skills, guiding them to identify how specific elements of the performance contribute to effectiveness and to propose concrete strategies for improvement for themselves and for their peers. (6d; 6f; 6m; 6n; 6q; 6r; 6s) The teacher engages learners in analyzing their own records and work samples with regard to their progress toward learning objectives and to set new goals. (6m; 6n)
7. 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)
8. And… The teacher prepares learners for the content and cognitive demands of assessment formats by engaging them in identifying and applying strategies to address those demands. (6h; 6p; 6q) The teacher modifies classroom assessments and testing conditions appropriately to enable all learners, especially learners with disabilities, language learning needs, and gifts and talents to demonstrate their knowledge and skills. (6e; 6i; 6p; 6t; 6u) The teacher identifies and advocates for learners potentially needing modifications or adaptations to be able to demonstrate their learning. (6p; 6t; 6u)
9. And… The teacher uses multiple assessment methods/modes to scaffold individual learner development toward the learning objectives and to challenge learners to demonstrate their understanding in a variety of ways. (6e; 6e; 6u) The teacher works with others to minimize bias in assessment practices to ensure that all learners have a variety of opportunities to demonstrate their learning. (6k; 6u; 9e)

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 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 longrange 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, crossdisciplinary 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. And… The teacher refines learning objectives based on an understanding of student learning progressions and his/her students’ development. (7c; 7l; 7q; 9l) The teacher plans a variety of resources and learning experiences that build cross disciplinary skills and are matched to the experience, needs and interests of individuals and groups. (5a; 7b; 7h; 7m; 7n) The teacher plans how s/he will use technology to engage learners in meeting learning objectives. (7b; 7h; 7k; 8o; 8r) The teacher structures time in the plan to work with learners to build prerequisite skills, support steady progress, and/or extend learning. (7c) The teacher anticipates specific needs or misconceptions and addresses them by planning scaffolds and/or differentiated instruction. (4e; 7p) The teacher plans learning experiences that allow for learner choice as well as for varied pathways to the same goal. (7b)
3. And… The teacher collaborates with learners in identifying personalized learning objectives to reach long term goals. (7c; 7j; 7m; 7n) The teacher works with learners to identify pathways to goal achievement using a range of resources, learning experiences, and ways of demonstrating progress toward the learning goal. (7b; 7n) The teacher plans ways to support learners in taking responsibility for identifying learning challenges and using resources to support their progress. (7c; 7n; 9d) The teacher incorporates technology in a variety of innovative ways in planning (e.g., managing learner records, expanding options for learner choice, and documenting performance). (8o; 8r)
4. 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)
5. And… The teacher aggregates and disaggregates formative and summative data, identifies patterns, and uses these data to inform planning. (7f) The teacher uses data from formative assessments to adjust instruction in the moment, to modify planned scaffolds, and/or to provide additional supports/acceleration for individuals and groups of learners. (7d; 7l)
6. And… The teacher engages learners in assessing their own learning and uses this as one source of data to individualize and adjust plans. (7f; 7l) The teacher uses summative assessment data over time to identify and plan for areas where learners typically will need additional supports/ acceleration. (7d; 7l) The teacher collaborates with colleagues in using summative data to evaluate instruction and to inform grade level or content area planning at the building or district level. (7f; 7m; 7o)
7. 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)
8. And… The teacher uses learner performance data and her/his knowledge of learners to identify specific learning needs of individuals and groups. S/he collaborates with specialists, colleagues, and other learners to plan specific interventions to support or advance learning to meet those needs, thus continually expanding his/her repertoire of strategies. (7m; 7o; 7p) The teacher works collaboratively with families to plan ways to meet the needs of learners, incorporating and using assets in the family and community that support learner goals. (7e; 7m; 7o)
9. And… The teacher uses a wide repertoire of supports in planning to address individualized learner needs and interests in ongoing ways. (7n) The teacher engages learners as partners in planning, identifying the learning pathways that will help them pursue challenging goals. (7e; 7o) The teacher collaborates with a broad range of colleagues, specialists, and community members to understand and address each student’s learning needs (e.g., developmental, exceptional, linguistic). S/he employs cultural resources and varied community practices and perspectives to build a web of support to meet learners’ needs. (7e; 7m; 7o; 9l)

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. And… The teacher varies her/his role in the instructional process, acting as instructor, facilitator, coach, and learner in response to the content and purposes of instruction. (7k; 8a; 8d; 8j; 8s) The teacher offers learners choices about the topics and formats for major projects. S/he provides options for extensions and independent projects to challenge learners and to build their critical and creative thinking skills. (5a; 5o) The teacher engages individuals and groups of learners in identifying their strengths and specific needs for support and uses this information to adapt instruction. (7j) The teacher scaffolds student learning of academic language in the content area(s). (9l) The teacher supports learners’ use of their primary language to facilitate the transfer of language skills and content knowledge from the primary language to the target language. (8k; 8m; 8p)
3. And… The teacher serves as an advocate for learning by consciously selecting instructional roles to best meet the particular needs of learners as individuals and groups. (7k; 8d; 8j) The teacher engages learners in the design and implementation of higher order learning experiences that are aligned with learning objectives, result in a variety of products and performances, and build on learners’ interests and family and community resources. (8c) The teacher scaffolds learners’ ability to identify their own strengths and needs as learners and to take responsibility for setting individual learning goals, identifying, and using strategies to achieve the goals, and seeking resources to support ongoing growth. (8c; 8l) The teacher engages individual learners in recognizing how accommodations for learning modes, language proficiency, and special needs help them to be successful and/or in determining how the learner can best apply or adapt the accommodation. (8b; 8c; 8l; 8r)
4. 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)
5. And… The teacher engages learners in using learning skills (e.g., critical and creative thinking skills, study skills, managing goals and time) and technology tools to access, interpret and apply knowledge that promotes learners’ understanding of the learning objective(s). (8j; 8o; 8r) The teacher develops learners’ abilities to pose questions that can guide individual and group exploration of concepts and their application. S/he engages learners in demonstrating multiple ways to explain a concept or perform a process related to an instructional objective(s). (8f; 8m; 8q) The teacher models higher order questioning skills related to content areas (e.g., generating hypotheses, taking multiple perspectives, using metacognitive processes) and engages learners in activities that develop these skills. (8f; 8l; 8m) The teacher engages learners in expanding their abilities to use group discussion to learn from each other and to build skills of interpretation, perspective taking, and connection-making grounded in content. (8i; 8m; 8q)
6. And… The teacher engages learners in collaborative work to generate, synthesize, and communicate information useful to a specific audience. (8m; 8q; 8s) The teacher collaborates with learners to create learning opportunities in which learners generate questions and design approaches for addressing them. (8f; 8s) The teacher engages learners in connecting application of concepts from more than one content area to real world problems, community needs, and/or service learning. (5a)

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. And… Based on reflection and other sources of feedback, the teacher takes responsibility for his/her self-assessment of practice and ongoing professional learning by seeking out and participating in professional learning experiences to address identified needs and areas of professional interest. (9a; 9b; 9k; 9n; 10t) The teacher engages in professional learning experiences that broaden her/his understanding of learner development and diverse needs in order to increase the level of personalization of practice. (9b; 9l)
3. And… The teacher collaborates with colleagues to collectively reflect upon, analyze, and improve individual and collective practice to address learner, school, and professional needs. (9c; 9l; 10r) The teacher engages and leads colleagues within the school/district/community in designing and implementing professional learning experiences that address identified needs to improve practice. (9b; 9n; 10f; 10i; 10t)
4. 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)
5. And… The teacher reflects on and analyzes a wide range of evidence (e.g., feedback from families, students, and learners’ peers) to evaluate the impact of instruction on individual learners and to set goals for improvement. (9c) The teacher collaborates with colleagues and others to give, receive and analyze feedback on the effects of their actions on learners, colleagues and community members and to apply it to improve practice. (9i; 10i) The teacher collaborates with others to gather, synthesize and analyze data to adapt planning, instructional practices and other professional behavior to better meet individual learner needs. (9a; 9b; 9c; 9h; 9n; 10i; 10t)
6. And… The teacher leads other educators in gathering, synthesizing, and evaluating data to help them evaluate the effects of their individual and group decisions and actions on individuals and groups of learners, colleagues and community members and set goals for improvement. (9b; 9c; 9h; 9i; 9m; 10f; 10i; 10t) The teacher supports and assists others to extend and refi ne their instructional practices and other professional behaviors to meet the needs of each learner. (9b; 9c; 9h; 9m; 10f; 10i; 10t)
7. 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)
8. And… The teacher supports colleagues in exploring and making ethical decisions and adhering to professional standards. (9o) The teacher supports others in following the laws and policies related to learners’ rights and teachers’ responsibilities. (9j; 9o) The teacher anticipates how information and technology might be used in unethical or illegal ways and takes steps to prevent the misuse of information and technology. (8o; 8r; 9f; 9o) The teacher uses a deepening understanding of cultural, ethnic, gender and learning differences to reflect on the needs of learners and to design and implement strategies to better meet the needs of learners. (9e; 9m)
9. And… The teacher collaborates with colleagues to deepen the learning community’s awareness of the moral and ethical demands of professional practice. (9o; 10s; 10t) The teacher collaborates with others to evaluate how well laws and policies serve particular learners and advocates for changes in policies that would better meet learner needs. (9j; 9o; 10s; 10t) The teacher advocates for the safe, legal and ethical use of information and technology throughout the school community. (8r; 9f; 9o) The teacher assists others in exploring how personal identity can affect perceptions and assists them in reflecting upon their personal biases in order to act more fairly. (4q; 9e; 9i; 9m) The teacher shares resources and strategies with others to help them better understand the cultural, ethnic, gender and learning differences of learners and their communities. (9e; 10i) The teacher uses knowledge of learners’ cultural, ethnic, gender and learning differences to advocate for changes in policy and practice that better address the needs of learners. (9o)

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. And… The teacher collaborates with colleagues on the instructional team(s) to probe data and seek and offer feedback on practices that support learners. (10a; 10b; 10f; 10n; 10o; 10r) The teacher engages in school-wide decision making with colleagues to identify common goals and monitor and evaluate progress toward those goals. (10a; 10c; 10l; 10n; 10o; 10p; 10r) The teacher works with families to develop mutual expectations for learner performance and growth and how to support it. (10d; 10g; 10m; 10n; 10o; 10q) Working with school colleagues, the teacher connects families with community resources that enhance student learning and family well-being. (9l; 10b; 10d; 10e; 10m; 10n; 10o; 10r) The teacher structures interactions between learners and their local and global peers around projects that engage them in deep learning. (5a) The teacher builds ongoing communities of support for student learning, through exchanging information, advice and resources with families and colleagues. (9l; 10m; 10n; 10o; 10q)
3. And… The teacher brings innovative practices that meet learning needs to the instructional team(s) and supports colleagues in their use and in analyzing their effectiveness. (10a; 10f; 10i; 10k; 10s) The teacher advocates for continuous evaluation and improvement of the schoolwide vision, mission, and goals to ensure alignment with learner needs. (10b; 10c; 10k; 10l; 10p; 10s; 10t) The teacher supports colleagues in developing increasingly effective communication and collaboration with diverse families and community members. (8p; 10a; 10d; 10e; 10f; 10g; 10k; 10m; 10n; 10q; 10r) The teacher advocates in the school and community to meet the needs of learners and their families, and to strengthen the community/ school culture for learning. (10d; 10e; 10k;10l; 10m; 10o; 10p; 10q; 10t) The teacher works collaboratively across the learning community of learners, families, teachers, administrators, and others to support enhancement of student learning, for example by showcasing learner work physically and/or virtually for critique and celebration. (10a; 10d;10e; 10k; 10m; 10n; 10q)
4. 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)
5. And… The teacher works with other school professionals to plan and jointly facilitate ongoing learning to better meet diverse needs of learners. (8p; 10a; 10b; 10n; 10r) The teacher contributes to the growth of others through mentoring, feedback and/or sharing of practice. (10k; 10r) The teacher collaborates with colleagues to jointly conduct action research and share results with the learning community. (10a; 10k; 10n; 10r) The teacher contributes to establishing and maintaining a climate of trust, critical reflection, and inclusivity where diverse perspectives are welcomed in addressing challenges. (8p; 10k; 10n; 10o; 10p)
6. And… The teacher models effective instructional strategies for colleagues, leads professional learning activities, and serves in other leadership roles. (10i; 10k; 10n; 10r; 10s) The teacher motivates colleagues to consider leadership roles. (10k) The teacher works independently and collaboratively to generate research and use it as a way to impact education issues and policies. (10a;10h; 10k; 10n; 10r; 10s) The teacher advocates for learners, the school, the community, and the profession through leadership roles at the school, district, state, and/or national levels. (10e; 10k; 10p; 10s)

A program that prepares individuals to teach students ranging in age from infancy through eight years (grade three), depending on the school system or state regulations. Includes preparation to teach all relevant 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.

A program that prepares individuals to teach students at various grade levels according to the pedagogical principles and methods developed by Rudolf Steiner and his followers.

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 (K-grade 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 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 state 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

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.