| 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 | ||||||||||