Professional Education Matrix

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1 COURSE NUMBER AND TITLE KNOWLEDGE AND SKILLS All prospective teachers will complete studies in professional education. Professional education is a lifelong undertaking that is initiated in college course work, refined in field experiences, and enhanced during professional practice. The course work and related field and laboratory experiences will provide the prospective teacher the knowledge and skills to accomplish the following: I. Discipline Taught A. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach B. Create interdisciplinary learning experiences that develop stude competence in the subject matter. C. Demonstrate an understanding of the implications of disability legislation and special education policies and procedures. II. Student Learning and Development A. Candidates understand how all students learn and develop B. Provide learning opportunities that support studen intellectual, social and personal development an optimizes learning opportunities for each student. III. Diverse Learners A. Candidates understand how students differ in their approaches to learning B. Candidates create instructional opportunities that are adapted to diverse learners with regard for families, cultural backgrounds, socioeconomic classes, languages, communities, peer/social groups and exceptional learning needs. IV. Teaching Strategies A. Understand the principles and techniques associated with various instructional strategies that reflect best practice (such a cooperative learning, direct instruction, whole group instruction, independent study, and interdisciplinary instruction) and that foster high expectations for all students. B. Use multiple teaching and learning strategies and engage students in active learning opportunities to develop critical thinking and problem solving skills.

2 C. Organize instruction to connect subject matter to real life experiences. Create learning experiences that students can apply in the future to careers. D. Develop clear, accurate presentations of concepts, using appropriate and varied methods to assist students' understanding. E. Vary the teacher role in the instructional process, such as alternating among instructor, facilitator, coach, to achieve different instructional purposes and to meet individual student needs. V. Learning Environment A. Create an inclusive learning environment that supports positive social interaction, active engagement in learning and self-motivation for all students. B. Organize the resources of time, space, facilities, activities, and instructional assistants and volunteers to engage all students in productive tasks and to maximize the amount of class time spent in learning. C. Develop shared expectations for all students that include a positive, inclusive classroom climate of mutual respect, support, and inquiry. D. Use classroom management strategies that foster selfcontrol and self-discipline. Know how to de-escalate potential conflicts and use conflict resolution strategies to maintain a smoothly functioning learning community. VI. Communication A. Understand effective verbal and non-verbal and media communication techniques and use them to support all student learning. B. Model effective communication strategies in asking questions, listening, giving directions, probing for student understanding, and helping students to express their ideas. C. Understand how cultural and gender differences can affect communication in the classroom. D. Support and expand student expression in speaking, writing and technical media. VII. Planning A. Use knowledge of learning theory, subject matter, curriculum, and student development, and assessed student needs in planning instruction. B. Evaluate, select, and create learning experiences that are developmentally appropriate, relevant to students, and are

3 based upon principles of effective instruction. C. Create learning experiences that connect learning to real lif and future careers. D. Identify long-range instructional goals, sequence shortrange instructional objectives, and develop units and daily lessons that target these goals and objectives. E. Integrate effectively a variety of resources, such as teachercreated materials, textbooks, technology, and community and business resources. F. Collaborates with others in developing individualized plans for students with special needs VIII. Assessment and Evaluation A. Select, construct, and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated and make instructional decisions based upon this information. B. Solicit and use information about students' learning needs and progress collected from parents, other colleagues, and the students themselves. C. Maintain useful records of student work and progress and communicate student progress to students, parents, and other colleagues. IX. Reflective Practitioner A. Reflect on teaching practice by evaluating continually the effects of instruction for all students. B. Monitor teaching strategies and behavior in relation to student success, modifying plans and instruction accordingly. C. Uses data-based reflections to engage in actions that consistently support and promote the achievement of all students. D. Use knowledge of legal and ethical responsibilities; organizational, historical, and philosophical dimensions of classrooms and schools; and educational policy to guide professional behavior. X. Colleagues, Parents, and Community A. Consult with parents, teachers, and other professionals within the schools and other community agencies to foster student learning. B. Participate in collegial activities designed to make the entir school a productive learning environment for all students.

4 C. Serve as an advisor or advocate for students, recognize student problems, and seek additional help as needed and appropriate. D. Communicate school goals and accomplishments to the community and general public. XI. Technology A. Apply computers and related technologies to support instruction in appropriate grade levels and subject areas. 1. Integrate instructional technology into the classroom to facilitate interdisciplinary teaching and learning, supplement instructional strategies, design instructional materials, and enhance hands-on experiences and problem solving. 2. Manage different learning strategies and develop higher level thinking skills, using various instructional technology tools; select, use and integrate appropriate technology-based resources relative to specific grade level and content of subject being taught. 3. Understand types, characteristics, sources, and use of qualit instructional software and other technology-based learning resources. B. Apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology resources. 1. Use access to the Internet for capturing and incorporating information. 2. Use databases and spreadsheets to obtain, transfer, and manage data and manage files for educational purposes. 3. Use computer-based tools to create presentations. 4. Understand software purchasing agreements, software copyright laws, and the need to plan for legal usage; understan virus protection of software and policies for acceptable use of communication capabilities of computer technology. C. Use computers to run programs; access, generate and manipulate data; and publish results. 1. Understand basic computer hardware configurations, terminology, peripheral connectivity, telecommunications, and networking technology and concepts. 2. Perform basic operating systems tasks, software functions, and minor troubleshooting on the most current and available systems. 3. Work with software program menus to load and install programs, open and close application programs, and create and edit documents.

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