A. Conceptual  Framework                    
A.1 Exercise reflective practice                  
A.2 Demonstate sound knowledge of educational research and theory                  
A.3 Employ effective, research-based practices                  
A.4 Understand and embrace diversity                  
B. School of Education Unit Goals                    
B.1 To practice reflection and lifelong learning                  
B.2 To demonstrate knowledge of their professional discipline                  
B.3 To effectively apply knowledge and skills in a variety of educational settings                  
B.4 To demonstrate proficiency in technology and oral/written communitcation                  
B.5 To demonstrate an understanding of diversity and an ability to work effectively with diverse populations                  
B.6 To model ethical standards and dispositions of education professionals.                  
B.6.1 Adherence to professional ethics                  
B.6.2 Demonstration of professisonal work habits                  
B.6.3 Dispositions toward reflection and lifelong learnaing                  
B.6.4  Commitment to understand and embrace diversity                  
B.6.5 Commitment to advocacy                  
C.  NCATE Standard 1                    
C.1 Knowledge                  
C.1.1   a) Content Knowledge                  
C.1.2   b) Pedegogical Content Knowledge (teachers)                  
C.2 Professional and Pedagogical Knowledge & SKILLS (teachers)                  
C.2.1 Prof. Knowledge and SKILLS                   
C.3 Dispositions                  
C.4 Student Learning                  
                                   SPA Standards                
Early Childhood (NAEYC)                    
D.1 Promoting Child Development and Learning                  
D.2 Building Family and Community Relationships                  
D.3 Observing, Documenting and Assessing to Support Young Children and Families                  
D.4 Teaching and Learning                  
D.5 Becoming a Professional                  
Elementary Education (ACEI)                    
E.1 Development, Learning and Motivation                  
E.2 Curriculum                  
E.2.1 English language arts                  
E.2.2 Science                  
E.2.3 Mathematics                  
E.2.4  Social Studies                  
E.2.5 The Arts                  
E.2.6 Health Education                  
E.2.7 Physical Education                  
E.2.8 Connections across the curriculum                  
E.3 Instruction                  
E.3.1 Integrating and applying knowledge for instruction                  
E.3.2 Adaptation to diverse students                  
E.3.3 Development of critical thinking, problem solving and performance skills                  
E.3.4 Active engagement in learning                  
E.3.5 Communication to foster collaboration                  
E.4  Assessment for instruction                  
E.5 Professionalism                  
E.5.1. Practices and behaviors of developing career teachers                  
E.5.2 Reflection and evaluation                  
E.5.3  Collaboration with families                  
E5.4.  Collaboration with colleagues and the community                  
Special Education (CEC)                    
F.1 Foundation                  
F.2 Development and Characteristics of Learners                  
F.3 Individual Learning Differences                  
F.4 Instructional Strategies                  
F.5 Learning Environments and Social Interaction                  
F.6 Communication                   
F.7 Instructional Planning                  
F.8 Assessment                   
F.9  Professional and Ethical Practive                  
F.10 Collaboration                  
Secondary English (NCTE)                    
G. 1 Candidates…. follow a specific curriculum                  
G.2 ...adopt and strenghthen professional attitudes                  
G.2.1 ...create an inclusive and supportive learning environment                  
G.2.2 ...use ELA tohelp students become familiear with their own and different cultures.                  
G.2.3 ...demonstrate reflective practice, prof. involvment and collaboration                   
G.2.4 …use practices that develop student habits of critical thinking and judgment                  
G.2.5 ..make meaningful connections between ELA and devlopments in culture, society and edu.                  
G.2.6 …demonstrate the role of arts and humanities in learning                  
G.3 Candidates are knowledgable about language, literature, oral, written & visual literacy...                  
G.3.1 Candidates demonstrate knowledge of……skills in use of English language                  
G.3.2 …practices of oral, visual and written literacy                  
G.3.3 …reading processes                  
G.3.4 …different composing processes                  
G.3.5 …and use for an extensive range of literature                  
G.3.6 ….range of influence of print and nonprint media                  
G.3.7 …research theory                  
G.4 Candidates demonstrate dispositions and skills needed to integrate ELA, students and teaching                  
G.4.1 …select resources for instruction                  
G.4.2 ..align curriculum goals and teaching strategies                  
G.4.3 …integrate interdisiplinary teaching strategies and materials                  
G.4.4 …create lrng. Environs that promote respect for and support of indiv. Differences.                  
G.4.5 …engage students in meaningful discussions                  
G.4.6 …engage students in critical analysis of media and communication technologies                  
G.4.7 …provide lrning exper. That emphasize varied uses and purposes for language & communic.                  
G.4.8 …engage students in making meaning of texts through personal response                  
G.4.9 ..demonstrate that students can select appropriate and a variety of reading strategies                  
G.4.10 …integrate assessment into activities and instruments, interpret and report results                   
Reading (IRA)                    
H.1 Foundational Knowledge                  
H.1.1 Demonstrate knowl. of….Psycho, socio and linguistic founda. Of Rdg and Writing                  
H.1.2 ….. reading research                  
H.1.3 …language development and reading acquis. Related to culture and linguis. Diversity                  
H.1.4 …of major components of reading and how integrated in fluent reading                  
H.2. Instructional Strategies and Curriculum Materias                  
H.2.1 Use instruction grouping options                  
H.2.2 Use wide range of instructional partices and methods                  
H.2.3 Use wide range of curriculum materials                  
H.3 Assessment, Diagnosis and Evaluation                  
H.3.1  Use a wide range of assessment tools                  
H.3.2 Place students along a developmental continuum                  
H.3.3 Use assessment info. to plan, evaluate and revise effective instruction                  
H.3.4 Communicate results of assessments where appropriate                  
H.4 Creating a Literate Environment                  
H.4.1 Use stu. Interests, abilities, backgrounds as foundations for reading & writing programs                  
H.4.2 Use large supply of books, technology and non-print materials                  
H.4.3 Model reading and writing enthusiastically                  
H.4.4 Motivate learners to be life-long readers                  
H.5 Professional Development and Collaboration                  
H.5.1 Display dispositions related to reading and teaching of reading                  
H.5.2 Continued pursuit of professional knowledge and dispositions                  
H.5.3  Collaborate with colleagues to provide feedback on each other's practice.                  
ED. ADMIN.  (ELCC) The program provides exemplary evidence of preparing candidates to:                  
I.1 …develop, articulate & implement a vision of learning supported by local comm.                  
I.2 ...promote a positive school culture and effective instructiona programs                  
I.3 ..manage the school organ. & opera. And manage resources                  
I.4 ..collaboarate with families and community to mobilize resources                  
I.5 ..demonstate their ability to act with integrity, fairness and ethically                  
I.6 ..to understand and respond to influence from political, social, legal & cultural context                  
I.7 ..to synthesize and apply the knowledge and skills acquired to a real school setting under guidance by trained administrator                  
Counseling (CACREP) CORE CURRICULUM                  
J.1 Professional Identity:                  
J.1.1 ..history and philosophy of counseling profession                  
J.1.2. ..professional roles, functions and relationships                  
J.1.3 ..technology competence and computer literacy                  
J.1.4 ..professional associations                  
J.1.5 ..professional credentialing including certification, licensure,accreditation practices and standards                  
J.1.6 ..role of professional counselor in advocating for the profession                  
J.1.7 ..advocacy to remove institutional and social barriers that impede client access, equity and success                  
J.1.8 ..applications of eithical and legal considerations                  
J.2 Social and Cultural Diversity                  
J.2.1 ..understanding of multicultural and pluralistic trends                  
J.2.2 ..attitudes, beliefs, understandings and acculturative experiences                  
J.2.3 ..individual, couple, family, group and community strategies for working with diverse populations                  
J.2.4 ..counselors' roles in social justice, advocacy and conflict resolution                  
J.2.5 ..theories of multicultural counseling                  
J.2.6 ..ethical and legal considerations                  
J.3 Human Growth and Development                  
J.3.1 ..theories of indiv. And family development and transitions across life span                  
J.3.2 ..theories of learning and personality development                  
J.3.3 ..human behavior, developmenta crises, disability addictive behavior, psychopathology                  
J.3.4 ..strategies for facilitating optimum development over the life span                  
J.3.5 ..ethical and legal considerations                  
J.4 Career Development                  
J.4.1 ..career development theories and decision-making models                  
J.4.2 ..career, avocational, educational, occupational and labor market info. via technology                  
J.4.3 ..career development program planning, implementation, administration and evaluation                  
J.4.4 ..interrelationships among and between work, family and other life roles                  
J.4.5 ..career and educational planning, placement, follow-up and evaluation                  
J.4.6 ..assessment instruments and techniques                  
J.4.7 ..technology -based career development applications and strategies                  
J.4.8 ..career counseling processes, techniques, and resources                  
J.4.9 ..ethical and legal considerations                  
J.5 Helping Relationships                  
J.5.1 ..counselor and consultant characteristics and behaviors that influence helping process including age, gender, ethnic diff.                  
J.5.2 ..essential interviewing and couseling skills to be able to develop a therapeutic relationship with a client                  
J.5.3 ..counseling theories that provide consistent model(s) to select appropropriate interventions                  
J.5.4 ..understanding of family and other systems theories and major models of interventions                  
J.5.5 ..general framework for understanding and practicing consultation                  
J.5.6 ..integration of technological strategies and applications within counseling                  
J.5.7 ..ethical and legal considerations                  
J.6 Group Work                  
J.6.1 ..principles of group dynamics, group process components, developmental stage theories etc.                  
J.6.2 ..group leaddership styles and approaches                  
J.6.3 ..theories of group counseling                  
J.6.4 ..group couonseling methods                  
J.6.5 ..approaches used for other types of group work                  
J.6.6 ..professional preparation standards for group leaders                  
J.6.7 ..ethical and legal considerations                  
J.7 Assessment                  
J.7.1 ..historical perspectives concerning assessment                  
J.7.2 ..basic concepts of standardized and nonstandardized testing                  
J.7.3 ..statistical concepts                  
J.7.4 ..reliability                  
J.7.5 ..validity                  
J.7.6 ..age, gender, sexual orientation, ethnicity, language, disability, culture etc. related to assessment                  
J.7.7 ..strategies for slelecting, administering and interpreting assessment                   
J.7.8 ..understanding of principles and methods of case conceptualization, assess and or diagnoses                  
J.7.9 ..ethical and legal considerations                  
J.8 Research and Program Evaluation                  
J.8.1 ..importance of reseach in the profession                  
J.8.2 ..research methods                  
J.8.3 ..use of technology and statistical methods for conduction research and program evaluation                  
J.8.4 ..principles, models, and applications of needs assessment, program eval. and use of program modification                  
J.8.5 ..use of research to improve counseling effectiveness                  
J.8.6 ..ethical and legal considerations                  
J.9 School Counseling (Specifically)                  
J.9.1 Foundations of School Counseling                  
J.9.1.1 ..history, philosophy and current trends                  
J.9.1.2 ..relationship of school counseling program to academics and student services                  
J.9.1.3 ..role, function and professional identify of school counselor in relation to roles of other professionals                  
J.9.1.4 ..strategies of leadership                  
J.9.1.5 ..knowledge of the school setting                  
J.9.1.6 ..current issues, policies, laws, and legislation relevant to school counseling                  
J.9.1.7 ..the role of racial, ethnic, socioeconomic status, family structure, gender etc. in school counseling                  
J.9.1.8 ..knowledge of community, envivronment and institution opportunities that enhance or cause barriers to success                  
J.9.1.9 ..knowledge and application of current and emerging technology                  
J.9.1.10 ..ethical and legal considerations                  
J.9.2 Contextural Dimensions of School Counseling                  
J.9.2.1 ..advocacy for students and school counseling programs                  
J.9.2.2 ..coordination, collaboration, referral  efforts with teachers, parents, support personnel and community programs                  
J.9.2.3 ..integration of school counseling program into total school curriculum                  
J.9.2.4 ..promote use of counseling activities and programs by total school community                  
J.9.2.5 ..methods of planning school counseling-related educational programs                  
J.9.2.6 ..methods of planning, developing, implementing, monitoring and evaluating comprehensive counseling program                  
J.9.2.7 ..knowledge of prevention and crisis intervention strategies                  
J.9.3 Knowledge and Skill requirements of School Counseling                  
J.9.3.1 Program Development, Implementation and Evaluation                  
J.9.3.1.a ..use, management, analysis and presentation of data                  
J.9.3.1.b ..design, implement, monitor and evaluate comprehensive school counseling program                  
J.9.3.1.c ..implement and evaluate specific strategies                  
J.9.3.1.d ..identify student academic, career and persosnal/social competencies                  
J.9.3.1.e ..prepartion of an action plan and school counseling calendar                  
J.9.3.1.f ..strategies for seeking and securing alternative funding                  
J.9.3.1.g ..use of technology in design, implementation, monitoring and eval. of  comprehensive school counseling program                  
J.9.3.2 Counseling and Guidance                  
J.9.3.2.a ..individual and small-group counseling approaches                  
J.9.3.2.b ..individual, group and class guidance approaches                  
J.9.3.2.c ..approaches to peer facilitation                  
J.9.3.2.d ..recognize abuse, violence, eating disorders, ADHD, depression and suicide issues                  
J.9.3.2.e ..developmental approaches to assist students and parents at points of educational transition                  
J.9.3.2.f ..construct partnerships with parents, families and communities                  
J.9.3.2.g ..relationships among and between community systems, family systems and school systems                  
J.9.3.2.h ..recognize and assist students with drug/alcohol problems or those problems in the home                  
J.9.3.3 Consultation                  
J.9.3.3.a ..strategies to promote, develop and enhance effective teamwork                  
J.9.3.3.b ..theories, models and process of consultation with other professionals, families and community                  
J.9.3.3.c ..strategies of working with parents families and communities to empower them to act on behalf of chileren                  
J.9.3.3.d ..knowledge and skills in conducting programs to enhance students' academic, social, emotional and career needs                  
Secondary Social Studies (NCSS)                    
K.1 Themes                  
K.1.1 Culture and Cultural Diversity                  
K.1.2 Time, Continuity and Change                  
K.1.3 People, Places and Environment                  
K.1.4 Individual Development and Identity                  
K.1.5 Individuals, Groups and Institutions                  
K.1.6 Power, Authority and Governance                  
K.1.7 Production, Distribution and Consumption                  
K.1.8 Science, Technology and Society                  
K.1.9 Global Connections                  
K.1.10 Civic Ideals and Practices                  
K.2 Social Science Disciplines                  
K.3 Programatic Standards for Initial Licensure                  
K.3.1 Course(s) on Teaching Social Studies                  
K.3.2 Qualified Social Studies Faculty                  
TESOL                    
L.1.1 Describing Language                  
L.1.2 Language Acquisition and Development                  
L.2.1 Nature and Role of Culture                  
L.2.2 Cultural Groups and Identity                  
L.3.1 Planning for Standards-Based ESL and Content Instruction                  
L.3.2 Managing and Implementing S-B ESL and Content Instruction                  
L.3.3 Using Resources Effectively                  
L.4.1 Issue of Assessment for ESL                  
L.4.2 Language Proficiency Assessment                  
L.4.3 Classroom-Based Assessment                  
L.5.1 ESL Research and History                  
L.5.2 Partnerships and Advocacy                  
L.5.3 Professional Development and Collaboration                  
INTASC Teacher Education Only                  
M.1 Making content meaningful                  
M.2 Child development and learning theory                  
M.3 Learning styles/diversity                  
M.4 Instructional strategies/problem solving                  
M.5 Motivation and behavior                  
M.6 Communication knowledge                  
M.7 Planning for instruction                  
M.8 Assessment                  
M.9 Professional growth/reflection                  
M.10 Interpersonal relationships                  
    Revised 10.12.05 (2)