| 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) | ||||||||||