|
Association of Childhood Education International |
|
|
|
Elementary Education Standards (1999
ed-rev. 2003) - Summary DEVELOPMENT, LEARNING
AND MOTIVATION 1. Development, Learning and
Motivation--Candidates know, understand, and use the major concepts, principles,
theories, and research related to development of children and young
adolescents to construct learning opportunities that support individual
students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates
demonstrate a high level of competence in use of English language arts and
they know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their developing
skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand,
and use fundamental concepts in the subject matter of science—including
physical, life, and earth and space sciences—as well as concepts in
science and technology, science in personal and social perspectives, the
history and nature of science, the unifying concepts of science, and the
inquiry processes scientists use in discovery of new knowledge to build a
base for scientific and technological literacy; 2.3. Mathematics—Candidates know,
understand, and use the major concepts, procedures, and reasoning processes
of mathematics that define number systems and number sense, geometry,
measurement, statistics and probability, and algebra in order to foster
student understanding and use of patterns, quantities, and spatial
relationships that can represent phenomena, solve problems, and manage data; 2.4. Social studies—Candidates know,
understand, and use the major concepts and modes of inquiry from the social
studies—the integrated study of history, geography, the social
sciences, and other related areas —to promote elementary
students’ abilities to make informed decisions as citizens of a culturally
diverse democratic society and interdependent world; 2.5. The arts—Candidates know, understand,
and use—as appropriate to their own understanding and skills—the
content, functions, and achievements of dance, music, theater, and the
several visual arts as primary media for communication, inquiry, and insight
among elementary students; 2.6. Health education—Candidates know,
understand, and use the major concepts in the subject matter of health
education to create opportunities for student development and practice of skills
that contribute to good health; 2.7. Physical education—Candidates know,
understand, and use—as appropriate to their own understanding and
skills—human movement and physical activity as central elements to
foster active, healthy life styles and enhanced quality of life for
elementary students; 2.8. Connections across the
curriculum—Candidates know, understand, and use the connections among
concepts, procedures, and applications from content areas to motivate
elementary students, build understanding, and encourage the application of
knowledge, skills, and ideas to real world issues. INSTRUCTION 3.1. Integrating and applying knowledge for
instruction—Candidates plan and implement instruction based on
knowledge of students, learning theory, subject matter, curricular goals, and
community; 3.2. Adaptation to diverse students--Candidates
understand how elementary students differ in their development and approaches
to learning, and create instructional opportunities that are adapted to
diverse students; 3.3. Development of critical thinking, problem
solving, performance skills--Candidates understand and use a variety of
teaching strategies that encourage elementary students’ development of
critical thinking, problem solving, and performance skills; 3.4. Active engagement in learning--Candidates
use their knowledge and understanding of individual and group motivation and
behavior among students at the K-6 level to foster active engagement in
learning, self motivation, and positive social interaction and to create
supportive learning environments; 3.5. Communication to foster
collaboration—Candidates use their knowledge and understanding of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the elementary
classroom. ASSESSMENT 4. Assessment for instruction--Candidates
know, understand, and use formal and informal assessment strategies to
plan, evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and physical development of each
elementary student. PROFESSIONALISM 5.1. Practices and behaviors of developing
career teachers—Candidates understand and apply practices and behaviors
that are characteristic of developing career teachers; 5.2. Reflection and evaluation—Candidates
are aware of and reflect on their practice in light of research on teaching
and resources available for professional learning; they continually evaluate
the effects of their professional decisions and actions on students, parents,
and other professionals in the learning community and actively seek out
opportunities to grow professionally; 5.3. Collaboration with
families—Candidates know the importance of establishing and maintaining
a positive collaborative relationship with families to promote the academic,
social and emotional growth of children; 5.4.
Collaboration with
colleagues and the community—Candidates foster relationships with
school colleagues and agencies in the larger community to support
students’ learning and well-being. FULL TEXT of ELEMENTARY EDUCATION STANDARDS Rubrics for the standards can be accessed at this link: http://www.udel.edu/bateman/acei/Rubrics.htm DEVELOPMENT, LEARNING, AND MOTIVATION STANDARD 1.
Development, learning, and motivation--Candidates know, understand,
and use the major concepts, principles, theories, and research related to
development of children and young adolescents to construct learning
opportunities that support individual students' development, acquisition of
knowledge, and motivation. Supporting explanation
Candidates for elementary teaching base their teaching
and related professional responsibilities on a thorough understanding of
developmental periods of childhood and early adolescence. In curriculum planning, instruction, and
assessment of student learning, they consider, accommodate, and integrate the
physical, social, emotional, cognitive, and linguistic developmental
characteristics of children and young adolescents. Candidates draw on
developmental knowledge to plan curriculum that is achievable but also
challenging for children at various developmental levels. They draw upon an in-depth knowledge of
child and young adolescent development and learning to understand students'
abilities, interests, individual aspirations, and values, and they adapt
curriculum and teaching to motivate and support student learning and
development. Candidates for elementary
teaching understand that the ways in which cultures and social groups differ
are important and affect learning.
They recognize when an individual student’s development differs
from typical developmental patterns and collaborate with specialists to plan
and implement appropriate learning experiences that address individual
needs. Candidates know that all
children can learn when developmental factors are recognized,
respected, and accommodated, and they demonstrate that knowledge in their
practice. They consider diversity an
asset and respond positively to it. Source documents for
Development, Learning, and Motivation
NAEYC Position
Statement on Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through Age 8, National
Association for Education of Young Children, 1997 NMSA/NCATE-Approved
Curriculum Guidelines Handbook, National Middle School
Association, 1997 Draft Standards for Teachers
of Middle Childhood, Indiana Professional Standards
Board, 1996 Promoting
Social and Emotional Learning: Guidelines for Educators, Maurice J. Elias et al., Association for Supervision and
Curriculum Development, 1997
CURRICULUM STANDARD 2.1. English language arts--Candidates
demonstrate a high level of competence in use of the English language arts
and they know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their developing
skills to many different situations, materials, and ideas; Supporting explanation
Candidates are adept at teaching
the fundamentals of the English Language Arts. They model effective use of English,
including its syntax, lexicon, history, varieties, literature, and oral and
written composing processes.
Candidates understand how elementary children develop and learn to
read, write, speak, view, and listen effectively. They use their knowledge and understanding
of language, first and second language development, and the language arts to
design instructional programs and strategies that build on students'
experiences and existing language
skills and result in their students becoming competent, effective users of
language. They teach students to read competently and
encourage students' enjoyment of reading through multiple instructional
strategies, technologies, and a variety of language activities. Candidates teach children to read with a
balanced instructional program that includes an emphasis on use of
letter/sound relationships (phonics), context (semantic and syntactic), and
text that has meaning for students. In
addition, candidates teach students a variety of strategies to monitor their
own reading comprehension. They are
also familiar with, able to use, and recommend to students many reading
materials based on different topics, themes, and a variety of situations and
consisting of different types, including stories, poems, biography,
non-fiction, many categories of literature written for children, and texts
from various subject areas. As a part
of teaching students how to read, candidates encourage elementary
students’ understanding of their individual responses to what they read
and sharing those responses. They help
students think critically about what they read. Candidates provide both instruction in and
opportunities for elementary students to develop effective writing and
speaking skills so that they can communicate their knowledge, ideas,
understanding, insights, feelings, and experiences to other students and to
parents, teachers, and other adults.
They provide their students with many different writing and speaking
experiences in order to teach the skills of writing and speaking. They enable students to explore the uses of
different types of writing and speaking with different audiences and in
different situations. Candidates help students
develop their capacities to listen so that they understand, consider,
respond to, and discuss spoken material, including non-fiction, stories, and
poems. Candidates know what preconceptions, error
patterns, and misconceptions they may expect to find in students'
understanding of how language functions in communication, and they are able
to help students correct their misunderstandings of the development and uses
of language. Candidates use formative
and summative assessment to determine the level of students' competence in
their understanding of and use of language.
They use the results of such assessment to plan further instruction. Source documents for English
Language Arts
Guidelines for the
Preparation of Teachers of English Language Arts,
National Council of Teachers of English, 1996 edition Standards for the
English Language Arts, National Council of Teachers of
English and the International Reading Association, 1996 Standards for Reading
Professionals, International Reading
Association, 1998 Preventing Reading
Difficulties in Young Children, Committee on the Prevention of
Reading Difficulties in Young Children, Catherine E. Snow, M. Susan Burns,
and Peg Griffin, editors; National Research Council, 1998 STANDARD 2.2. Science--Candidates know, understand, and
use fundamental concepts in the subject matter of science—including
physical, life, and earth and space sciences—as well as concepts in
science and technology, science in personal and social perspectives, the
history and nature of science, the unifying concepts of science, and the inquiry
processes scientists use in discovery of new knowledge to build a base for
scientific and technological literacy; Supporting explanation
Candidates have a broad general understanding of
science and they teach elementary students the nature of science, and the content
and fundamentals of physical, life, earth and space sciences, and their
interrelationships. They are familiar
with, and teach, the major concepts and principles that unify all scientific
effort and that are used in each of the science disciplines: (1) systems,
order, and organization; (2) evidence, models, and explanation; (3) change,
constancy, and measurement; (4) evolution and equilibrium; and (5) form and
function. Candidates engage elementary
students in the science inquiry process that involves asking questions,
planning and conducting investigations, using appropriate tools and
techniques to gather data, thinking critically and logically about
relationships between evidence and explanations, constructing and analyzing
alternative explanations, and communicating scientific arguments and
explanations. They introduce students
to understandings about science and technology and to distinctions between
natural objects and objects made by humans by creating experiences in making
models of useful things, and by developing students’ abilities to
identify and communicate a problem, and to design, implement, and evaluate a
solution. They know naive theories and
misconceptions most children have about scientific and technological
phenomena and help children build understanding. Candidates understand the use of assessment
through diverse data-collection methods as ways to inform their teaching and
to help students learn scientific inquiry, scientific understanding of the
natural world, and the nature and utility of science. Source documents for science
National Science
Education Standards, National Academy Press,
especially chapters 3, Science Teaching Standards, 4, Standards for
Professional Development for teachers of Science, and 6, Science Content
Standards, 1996 Pathways to the Science
Standards: Elementary School Edition, L. Lowery,
National Science Teachers Association, Arlington, 1997 Benchmarks for Science
Literacy, Project 2061, American Association for the Advancement
of Science, Oxford University Press, 1993 The Future of Science
in Elementary Schools: Educating Prospective Teachers, Senta A. Raizen
and Arie M. Michelsohn,
editors, The National Center for Improving Science Education, 1994 NCATE Program Standards,
"Programs for Initial Preparation of Teachers of Science," prepared
by the National Science Teachers Association, approved by National Council
for Accreditation of Teacher Education, 1998 Technology for All
Americans: A Rationale and Structure for the Study of Technology,
International Technology Education Association, 1996 Standards
for Technology: Content for the Study of Technology, International Technology Education Association, March,
1999
STANDARD 2.3. Mathematics--Candidates know, understand,
and use the major concepts, procedures, and reasoning processes of
mathematics that define number systems and number sense, geometry,
measurement, statistics and probability, and algebra in order to foster
student understanding and use of patterns, quantities, and spatial
relationships that can represent phenomena, solve problems, and manage data; Supporting explanation Candidates are able to teach elementary students
to explore, conjecture, and reason logically using various methods of proof;
to solve non-routine problems; to communicate about and through mathematics
by writing and orally using everyday language and mathematical language,
including symbols; to represent mathematical situations and relationships;
and to connect ideas within mathematics and between mathematics and other
intellectual activity. They help
students understand and use measurement systems (including time, money,
temperature, two and three dimensional objects using non-standard and
standard customary and metric units); explore pre-numeration concepts, whole
numbers, fractions, decimals, percents and their relationships; apply the
four basic operations (addition, subtraction, multiplication, and division)
with symbols and variables to solve problems and to model, explain, and
develop computational algorithms; use geometric concepts and relationships to
describe and model mathematical ideas and real-world constructs; as well as
formulate questions, and collect, organize, represent, analyze, and interpret
data by use of tables, graphs, and charts.
They also help elementary students identify and apply number sequences
and proportional reasoning, predict outcomes and conduct experiments to test
predictions in real-world situations; compute fluently; make estimations and
check the reasonableness of results; select and use appropriate
problem-solving tools, including mental arithmetic, pencil-and-paper
computation, a variety of manipulatives and visual
materials, calculators, computers, electronic information resources, and a
variety of other appropriate technologies to support the learning of
mathematics. Candidates know and are
able to help students understand the history of mathematics and contributions
of diverse cultures to that history.
They know what mathematical preconceptions, misconceptions, and error
patterns to look for in elementary student work as a basis to improve
understanding and construct appropriate learning experiences and assessments.
Source documents for mathematics
Professional Standards
for Teaching Mathematics, National Council of Teachers
of Mathematics, 1991 Curriculum and
Evaluation Standards for School Mathematics, NCTM, 1989 Principles and
Standards 2000 for School Mathematics, NCTM,
(forthcoming, April 2000) Assessment Standards for
School Mathematics, NCTM, 1995 NCATE Program
Standards, "Programs for Initial Preparation of
Teachers of Mathematics,” prepared by the National Council of Teachers
of Mathematics, approved by the National Council for Accreditation of Teacher
Education, 1998 STANDARD 2.4. Social studies--Candidates know,
understand, and use the major concepts and modes of inquiry from the social
studies--the integrated study of history, geography, the social sciences, and
other related areas--to promote elementary students' abilities to make
informed decisions as citizens of a culturally diverse democratic society and
interdependent world; Supporting explanation The social studies include history, geography,
the social sciences (such as anthropology, archaeology, economics, political
science, psychology, and sociology) and other related areas (such as
humanities, law, philosophy, religion, mathematics, science and
technology). Candidates are able to
use knowledge, skills, and dispositions from social studies to organize and
provide integrated instruction in grades K-6 for the study of major themes,
concepts and modes of inquiry drawn from academic fields that address: (1)
culture; (2) time, continuity, and change; (3) people, places, and
environment; (4) individual development and identity; (5) individuals,
groups, and institutions; (6) power, governance, and authority; (7)
production, distribution, and consumption; (8) science, technology, and
society; (9) global connections; and (10) civic ideals and practices. Candidates use their knowledge of social
studies to help students learn about academic fields of knowledge, as well as
major themes that integrate knowledge across academic fields. They develop experiences to help elementary
students learn about the historical development of democratic values; the
basic principles of government and citizenship in a democratic republic; the
past, present, and future; spatial relations; the development of nations,
institutions, economic systems, culture, and cultural diversity; the
influences of belief systems; and the humanities. Candidates are able to help students read,
write, listen, discuss, speak, and research to build background knowledge;
examine a variety of sources (e.g., primary and secondary sources, maps,
statistical data, and electronic technology-based information); acquire and
manipulate data; analyze points of view; formulate well-supported oral and
written arguments, policies, and positions; construct new knowledge and apply
knowledge in new settings. They use
formative and summative assessments in planning and implementing instruction. Source documents for social studies NCSS Standards for
Social Studies Teachers, National Council for the Social
Studies, 1998 Expectations of
Excellence: Curriculum Standards for Social Studies,
National Council for the Social Studies, 1994 National Standards for
History, National Center for History in the Schools, 1996 Geography for Life:
National Geography Standards, The Geographic Education Standards Project, National Geographic
Society, 1994 Voluntary National
Content Standards in Economics, The National Council on
Economic Education, 1997 National Standards for
Civics and Government, Center for Civic Education,
1994 STANDARD
2.5. The arts—Candidates know, understand, and use—as appropriate
to their own knowledge and skills—the content, functions, and
achievements of dance, music, theater, and the several visual arts as primary
media for communication, inquiry, and insight among elementary students; Supporting explanation Candidates understand distinctions and
connections between arts study and arts experiences. They recognize that arts instruction must
be sequential. Candidates encourage
the kind of study and active participation that leads to competence and
appreciation. Consistent with their
own knowledge and skills in the arts disciplines, they work alone, with arts
specialist teachers, and/or with other qualified arts professionals enabling
students: (1) to communicate at a basic level in the four arts
disciplines--dance, music, theater, and the visual arts-- including knowledge
and skills in the use of basic vocabularies, materials, traditional and
technology-based tools, techniques, and thinking processes of each arts
discipline; (2) to develop and present basic analyses of works of art from
structural, historical, and cultural perspectives; (3) to have an informed
acquaintance with exemplary works of art from a variety of cultures and
historical periods; and (4) to relate basic types of arts knowledge and
skills within and across the arts disciplines, and to make connections with
other disciplines. Candidates
understand that student competence at a basic level serves as the foundation
for more advanced work. They
understand that there are many routes to competence, that
elementary students may work in different arts at different times, that their
study may take a variety of approaches, and that their abilities may develop
at different rates. Source document for the arts National Standards for
Arts Education; What Every Young American Should Know and Be Able to Do in
the Arts, Consortium of National Arts Education
Associations (American Alliance for Theatre & Education, Music Educators
National Conference, National Art Education Association, and National Dance
Association), 1994 STANDARD 2.6. Health education--Candidates know,
understand, and use the major concepts in the subject matter of health
education to create opportunities for student development and practice of
skills that contribute to good health; Supporting explanation
Candidates understand the foundations of good
health, including the structure and function of the body and its systems and
the importance of physical fitness and sound nutrition. They help students understand the benefits
of a healthy lifestyle for themselves and others as well as the dangers of
diseases and activities that may contribute to disease. Teacher candidates
are alert to major health issues concerning children and the social forces
that affect them, and of the need to impart information on these issues
sensitively. They address issues in
ways that help students recognize potentially dangerous situations, clarify
misconceptions, and find reliable sources of information. Source document for health
education
National Health
Education Standards; Achieving Health Literacy, Joint
Committee on National Health Education Standards (Association for the
Advancement of Health Education, American School Health Association, American
Public Health Association), American Cancer Society, 1995 STANDARD 2.7. Physical education—Candidates know,
understand, and use—as appropriate to their own understanding and
skills—human movement and physical activity as central elements to
foster active, healthy life styles and enhanced quality of life for
elementary students; Supporting explanation Candidates
understand physical education content relevant to the development
of physically educated individuals. They
structure learning activities to ensure that students demonstrate competence
in many movement forms, and can apply movement concepts and principles to the
learning and development of motor skills.
Teacher candidates know that physical inactivity is a major health
risk factor in our society and recognize the critical importance of
physically active life styles for all students. They help students develop knowledge and
skills necessary to achieve and maintain a health-enhancing level of physical
fitness. Teacher candidates appreciate
the intrinsic values and benefits associated with physical activity. They are able to structure movement
experiences that foster opportunities for enjoyment, challenge,
self-expression, and social interaction, and that elicit responsible personal
and social behavior and respect for individual differences among people in
physical activity. Source documents for physical
education
Moving Into the Future;
National Standards for Physical Education, National
Association for Sport and Physical Education, 1995 National Standards for
Beginning Physical Education Teachers, Beginning
Teacher Standards Task Force of the National Association for Sport and
Physical Education, the American Alliance for Health, Physical Education,
Recreation and Dance, 1995 STANDARD 2.8. Connections across the
curriculum--Candidates know, understand, and use the connections among
concepts, procedures, and applications from content areas to motivate
elementary students, build understanding, and encourage the application of
knowledge, skills, tools, and ideas to real world issues. Supporting explanation
In their instruction, candidates make connections
across the disciplines and draw on their knowledge of developmental stages to
motivate students, build understanding, and encourage the application of
knowledge, skills, and ideas to lives of elementary students across fields of
knowledge and in real world situations.
Candidates help elementary students learn the power of multiple
perspectives to understand complex issues.
Through personal actions and teaching, they demonstrate scholarly
habits of mind, including: (1) a desire to know, (2) constructive
questioning, (3) use of information and systematic data, (4) acceptance of
ambiguity where it exists, (5) willingness to modify explanations, (6) a
cooperative manner in responding to questions and solving problems, (7)
respect for reason, imagination, and creativity and (8) honesty. INSTRUCTION STANDARD 3.1. Integrating and applying knowledge for instruction—Candidates
plan and implement instruction based on knowledge of students, learning
theory, subject matter, curricular goals, and community; Supporting explanation
Candidates understand learning theory, subjects
taught in elementary schools (described in sections 2a through 2i of the Program Standards), curriculum development, and student
development and know how to use this understanding in planning instruction to
meet curriculum goals. They are able
to help students appreciate and be engaged in the subject matter. Candidates select and create learning
experiences that are appropriate for curriculum goals, meaningful to
elementary students, and based upon principles of effective teaching (e.g.
that activate students' prior knowledge, anticipate preconceptions, encourage
exploration and problem-solving, and build new skills on those previously
acquired). They use a variety of
resources, including technology and textbooks, and look beyond their
classroom to determine how numerous information resources in both print and
electronic form might benefit their students.
Candidates understand and use appropriate technology to help students
become capable technology users through communication; through access, management,
analysis and problem solving with information; and through collaborative and
self-directed learning. They
collaborate with specialists to promote learning in all areas of the
curriculum for all elementary students. Source documents for planning
and implementing instruction
Draft Standards for
Teachers of Middle Childhood, Indiana Professional Standards
Board, 1996 National Educational
Technology Standards for Students, National Educational
Technology Standards Project, International Society for Technology in
Education, 1998 STANDARD 3.2. Adaptation to diverse
students—Candidates understand how elementary students differ in their
development and approaches to learning, and create instructional
opportunities that are adapted to diverse students; Supporting explanation
Candidates understand and can identify
differences in approaches to learning and performance, including different
learning styles, and ways students demonstrate
learning. They understand how elementary students' learning is influenced by
individual experiences, talents, disabilities, and prior learning, as well as
language, culture, family, and community values. Candidates know how to seek assistance and
guidance from specialists and other resources to address elementary
students’ exceptional learning needs and understand the importance of
collaboration with specialists and families.
They identify and design instruction appropriate to K-6 students'
levels of development, learning styles, strengths, and needs, using teaching
approaches that are sensitive to the multiple experiences of students. Candidates plan instructional tasks and
activities appropriate to the needs of students who are culturally diverse
and those with exceptional learning needs in elementary schools. They are able to apply knowledge of the
richness of contributions from diverse cultures to each content area studied
by elementary students. STANDARD 3.3. Development of critical thinking, problem
solving and performance skills—Candidates understand and use a variety
of teaching strategies that encourage elementary students' development of
critical thinking, problem solving, and performance skills; Supporting explanation
Candidates understand cognitive processes
associated with various kinds of learning and how these processes can be
stimulated. They also understand
principles and techniques, advantages and limitations, associated with
appropriate teaching strategies (e.g. cooperative learning, direct
instruction, inquiry, whole group discussion, independent study,
interdisciplinary instruction).
Candidates know how to enhance learning through use of a wide variety
of materials as well as collaboration with specialists, other colleagues, and
technological resources, and through multiple teaching and learning
strategies that will promote development of critical thinking, problem
solving, and performance capabilities. STANDARD 3.4. Active engagement in
learning—Candidates use their knowledge and understanding of individual
and group motivation and behavior among students at the K-6 level to foster
active engagement in learning, self motivation, and positive social
interaction and to create supportive learning environments; Supporting explanation Teacher candidates understand principles of
effective classroom management as well as human motivation and behavior from
the foundational sciences of psychology, anthropology, and sociology. They use a range of strategies and can
collaborate with specialists to promote positive relationships, cooperation,
conflict resolution, and purposeful learning in the classroom. They create learning communities in which
elementary students assume responsibility for themselves and one another,
participate in decisionmaking, work collaboratively
and independently, and engage in purposeful learning activities. They understand and use appropriate and
effective interpersonal and small group communication techniques to create an
effective learning environment. STANDARD 3.5. Communication to foster
learning—Candidates use their knowledge and understanding of effective
verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the elementary
classroom. Supporting explanation Candidates understand communication theory,
language development, and the role of language in learning among elementary
students, and they also understand how cultural and gender differences can
affect communication in the classroom.
They model effective communication strategies in conveying ideas and
information and in asking questions (e.g. monitoring the effects of messages;
restating ideas and drawing connections; using visual, aural, and kinesthetic
cues; being sensitive to nonverbal cues given and received). They use oral
and written discourse between themselves and their students, and among
students, to develop and extend elementary students' understanding of subject
matter. Candidates know how to use a
variety of media communication tools, including audio-visual aids and
computer-based technologies, to enrich learning opportunities. ASSESSMENT STANDARD 4.
Assessment for instruction—Candidates know, understand, and use
formal and informal assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student. Supporting explanation Candidates
know that assessment is an essential and integral part of instruction. It defines the beginning point; helps
identify objectives, materials and effective teaching methods or techniques;
and informs the need to re-teach or adapt instruction. They understand the characteristics, uses,
advantages, and limitations of different types of assessment appropriate for
evaluating how K-6 students learn, what they know, and what they are able to
do in each subject area. Candidates
recognize that many different assessment tools and strategies, accurately and
systematically used, are necessary for monitoring and promoting learning for
each student. Elementary teacher
candidates appropriately use a variety of formal and informal assessment
techniques (e.g. observation, portfolios of elementary student work,
teacher-made tests, performance tasks, projects, student self-assessments,
peer assessment, and standardized tests) to enhance their knowledge of
individual students, evaluate students' progress and performances, modify
teaching and learning strategies, and collaborate with specialists on
accommodating the needs of students with exceptionalities. Candidates use formative and summative
assessments to determine student understanding of each subject area and take
care to align assessments with instructional practice. They are aware that technology can
facilitate appropriate forms of assessment and provide evidence across
multiple dimensions of student performance.
They use technology to improve the efficiency and effectiveness of
assessment processes and in management of instruction. Candidates also monitor their own teaching
strategies and behavior in relation to student success, modifying plans and
instructional approaches accordingly. Source document for assessment Standards for Teacher Competence in Educational Assessment of
Students, American Federation of Teachers, National
Council on Measurement in Education, and National Education Association, 1990 PROFESSIONALISM STANDARD 5.1. Practices and behaviors of developing
career teachers—Candidates understand and apply practices and behaviors
that are characteristic of developing career teachers; Supporting explanation While synthesis of knowledge is a lifetime
process for a professional, by the end of teacher preparation candidates
ready to enter the classroom as elementary generalist teachers should be: [1]
working independently on a variety of disciplinary and pedagogical problems
and responsibilities by combining as appropriate their knowledge and skills
in (a) child development; (b) English language arts, science, mathematics, social
studies, the arts, health and physical education, (c) instructional technique
and learning technologies, and (d) assessment; [2] focusing and defending
independent analyses and value judgments about disciplinary content and
teaching methodologies, their various potential relationships, and their
applications to specific circumstances; [3] acquiring the intellectual tools
to work with evolving issues and conditions as time and situations change,
including the ability to make wise decisions according to time, place, and
population; [4] identifying, accessing, and using technology-based resources
in support of their continuing professional development; [5] demonstrating
awareness of and commitment to the profession's codes of ethical conduct; and [6] understanding basic
interrelationships and interdependencies among the various professions and
activities that constitute the disciplines, content, and processes of
elementary education. Source
documents for professional competence Code of Ethics of the
Education Profession, National Education Association
Representative Assembly, adopted in 1975 Code of Ethics,
American Federation of Teachers, adopted in 1971 Code of Ethical Conduct and Statement of Commitment, S.
Feeney and K. Kipnis, NAEYC, 1992 STANDARD 5.2. Reflection and evaluation—Candidates
are aware of and reflect on their practice in light of research on teaching
and resources available for professional learning; they continually evaluate
the effects of their professional decisions and actions on students, parents,
and other professionals in the learning community and actively seek out
opportunities to grow professionally; Supporting explanation Candidates understand methods of inquiry that
provide them with a variety of self-assessment and problem solving strategies
for reflecting on their practice, its influences on K-6 students' growth and
learning, and the complex interactions between them. They know major areas of research on
teaching and of resources available for professional learning (e.g.
professional literature, colleagues, professional associations, professional development activities). They use classroom observation, information
about students, and research as sources for evaluating the outcomes of
teaching and learning and as a basis for experimenting with, reflecting on,
and revising practice. Candidates
apply their knowledge of current research and national, state, and local
guidelines relating to the disciplines taught in elementary school. STANDARD 5.3. Collaboration with
families—Candidates know the importance of establishing and maintaining
a positive collaborative relationship with families to promote the
intellectual, social, emotional, and physical growth of children; Supporting explanation Candidates understand different family beliefs,
traditions, values, and practices across cultures and within society and use
their knowledge effectively. They
involve families as partners in supporting the school both inside and outside
the classroom. Candidates respect parents'
choices and goals for their children and communicate effectively with parents
about curriculum and children’s progress. They involve families in assessing and
planning for individual children, including children with disabilities,
developmental delays, or special abilities. Source document for collaboration with families National Standards for Parent/Family Programs, National
PTA, 1998 STANDARD 5.4. Collaboration with colleagues and the
community—Candidates foster relationships with school colleagues and
agencies in the larger community to support students' learning and
well-being. Supporting explanation Candidates understand schools as organizations within
the larger community context and the operations of relevant aspects of the systems
in which they work. They also
understand how factors in the elementary students' environments outside of
school may influence the students' cognitive, emotional, social, and
physical well-being and, consequently, their lives and learning. Candidates participate in collegial
activities designed to make the entire school a productive learning
environment and develop effective collaborations with specialists. Source document for
collaboration with colleagues and the community
Promoting
Social and Emotional Learning: Guidelines for Educators, Maurice J. Elias et al., Association for Supervision and
Curriculum Development, 1997
|
|
|
|
Add your email address
here |