IDOL Outcomes and Competencies (ibstpi) 2

Size: px
Start display at page:

Download "IDOL Outcomes and Competencies (ibstpi) 2"

Transcription

1 Instructional Design for Online Learning (IDOL) Specialization Outcomes and Specialization Competencies Updated January 2008

2 Table of Contents Outcomes-based curricula at Capella University...3 IDOL MS mission statement and specialization outcomes...5 IDOL PhD mission statement and specialization outcomes...5 Competencies for instructional designers (ibstpi)...6 Ethical standards for instructional designers (ibstpi)...12 IDOL Outcomes and Competencies (ibstpi) 2

3 Outcomes-Based Curricula at Capella University An outcomes-based education model is one that emphasizes relevant knowledge, skills, abilities, and attitudes demonstrated or performed to a specific standard. Outcomes consist of relevant knowledge, skills, abilities, and attitudes necessary to perform an academic or practical task effectively. Outcomes describe performance expectations in observable, measurable terms, telling learners what they will be able to do as the result of a given learning experience. An outcomes-based curriculum is developed in three steps: (a) identifying the outcomes each learner is expected to master; (b) stating clearly the criteria and conditions by which performance will be assessed; and (c) defining the learning activities that will lead to the learner to mastery of the targeted outcome. Below are four general domains of outcomes. Listed under each domain are its essential outcomes. In other words, these are the institutional or common outcomes we expect any Capella graduate to demonstrate as a result of completing their academic program: Domain 1. Relevant Knowledge 1.1 Understanding of current theoretical, research, and practice literature in the discipline. 1.2 Familiarity with accepted research methodologies in the discipline. 1.3 Familiarity with best practices in the discipline. Domain 2. Academic/Intellectual Skills 2.1 Ability to find relevant literature and information. 2.2 Ability to evaluate the usefulness and quality of relevant literature and information. 2.3 Ability to critically analyze literature, issues, problems, concepts, ideas, theories, arguments, statistics, figures, and other information relevant to one s discipline. 2.4 Ability to write clearly and in conjunction with APA form and style. 2.5 Ability to identify a problem in one s discipline and frame it into an appropriate research question. 2.6 Ability to apply an appropriate method of inquiry in response to a research question. 2.7 Ability to examine phenomena through interrelationships with other phenomena. Domain 3. Practical Proficiencies 3.1 Ability to integrate learning into practical applications. 3.2 Ability to solve practical problems. 3.3 Ability to cooperate with others in pursuit of common learning goals. 3.4 Ability to collaborate with others in pursuit of common learning goals. 3.5 Ability to influence and persuade others. IDOL Outcomes and Competencies (ibstpi) 3

4 Domain 4. Self-regulation 4.1 Ability to motivate one s self. 4.2 Ability to continuously learn through self-awareness. 4.3 Ability to set learning goals and objectives. 4.4 Ability to efficiently manage one s time. 4.5 Ability to persist in pursuit of learning goals and objectives in light of uncertainly, obstacles, and resistance from others. 4.6 Ability to assess one s own learning. 4.7 Ability to evaluate one s own professional practice, occupation or work and make appropriate improvements. 4.8 Ability to act in an ethical and legally responsible manner. 4.9 Ability to appreciate diversity and multiple perspectives Ability to empathically view and relate to others. The curricula at Capella focuses on developing the outcomes of domains one, two and three while affirming and helping to refine the attributes of domain four. NOTE: The above four domains define Capella University expectations. In the Instructional Design for Online Learning specialization, the curriculum follows the specific outcomes as listed on the next few pages. IDOL Outcomes and Competencies (ibstpi) 4

5 Instructional Design for Online Learning Mission Statement, Outcomes, and Competencies MS Mission Statement The master s Instructional Design for Online Learning specialization prepares professionals working in educational institutions, corporations, the military, health care, and government agencies to achieve a high level of competency in instructional design in order to advance their careers and serve their organizations. The course work prepares instructional designers to solve real-world problems based on theory and practice in the field. MS Specialization Outcomes 1. Define instructional needs. 2. Design instructional solutions. 3. Implement instructional solutions. 4. Lead instructional design projects. 5. Apply the results of instructional design research. 6. Adhere to ethical standards in all instructional design activities. PhD Mission Statement The PhD specialization in Instructional Design for Online Learning prepares professionals to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, healthcare, and government agencies. This comprehensive course of study gives equal importance to design and delivery of adult instruction. This specialization prepares learners to practice the application of instructional design theory to real world problems. PhD Specialization Outcomes 1. Create and apply instructional design models. 2. Lead the implementation of instructional or performance solutions. 3. Lead strategic instructional design initiatives. 4. Provide strong leadership. 5. Conduct instructional design research. 6. Promote and adhere to ethical standards in all professional activities. IDOL Outcomes and Competencies (ibstpi) 5

6 ibstpi Competencies for Instructional Designers These competencies are based on the International Board of Standards for Training and Performance Instruction (ibstpi). For more information, go to A competency is defined as a knowledge, skill, or attitude that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment (Richey, Fields, & Foxon, 2001, p. 31). Source: Richey, R.C., Fields, D.C., & Foxon, M. (2001). Instructional design competencies: The standards (3rd ed.). Syracuse NY: ERIC. PROFESSIONAL FOUNDATIONS 1. Communicate effectively in visual, oral and written form. (Essential) 1a. Create messages that accommodate learner needs and characteristics, content, and objectives. (Essential) 1b. Write and edit text to produce messages that are clear, concise, and grammatically correct. (Essential) 1c. Apply principles of message design to page layout and screen design. (Essential) 1d. Create or select visuals that instruct, orient, or motivate. (Essential) 1e. Deliver presentations that effectively engage and communicate. (Essential) 1f. Use active listening skills in all situations. (Essential) 1g. Present and receive information in a manner that is appropriate for the norms and tasks of the group or team. (Essential) 1h. Seek and share information and ideas among individuals with diverse backgrounds and roles. (Essential) 1i. Facilitate meetings effectively. (Essential) 2. Apply current research the theory to the practice of instructional design. 2a. Promote, apply and disseminate the results of instructional design theory and research. 2b. Read instructional design research, theory and practice literature. (Essential) 2c. Apply concepts, techniques and theory of other disciplines to problems of learning, instruction and instructional design. 3. Update and improve one s knowledge, skills and attitudes pertaining to instructional design and related fields. (Essential) 3a. Apply developments in instructional design and related fields. (Essential) 3b. Acquire and apply new technology skills to instructional design practice. (Essential) 3c. Participate in professional activities. (Essential) 3d. Document one s work as a foundation for future efforts, publications or professional presentation. (Essential) 3e. Establish and maintain contacts with other professionals. (Essential) IDOL Outcomes and Competencies (ibstpi) 6

7 4. Apply fundamental research skills to instructional design projects. 4a. Use a variety of data collection tools and procedures. 4b. Apply appropriate research and methodologies to needs assessment and evaluation. 4c. Use basic statistical techniques in needs assessment and evaluation. 4d. Write research and evaluation reports. 5. Identify and resolve ethical and legal implications of design in the work place. 5a. Identify ethical and legal dimensions of instructional design practice. 5b. Anticipate and respond to ethical consequences of design decisions. 5c. Recognize and respect intellectual property rights of others. (Essential) 5d. Recognize the ethical and legal implications and consequences of instructional products. 5e. Adhering to regulatory guidelines and organizational policies. (Essential) PLANNING AND ANALYSIS 6. Conduct a needs assessment. (Essential) 6a. Describe the problem and its dimensions, identifying the discrepancies between current and desired performance. (Essential) 6b. Clarify the varying perceptions of need and their implications. 6c. Select and use appropriate needs assessment tools and techniques. (Essential) 6d. Determine the possible causes of the problem and potential solutions. (Essential) 6e. Recommend and advocate non-instructional solutions when appropriate. 6f. Complete a cost benefit analysis for recommended solutions. 7. Design a curriculum or program. (Essential) 7a. Determine the scope of the curriculum or program. (Essential) 7b. Specify courses based upon needs assessment outcomes. (Essential) 7c. Sequence courses for learners and groups of learners. (Essential) 7d. Analyze and modify existing curricula or programs to insure adequate content coverage. (Essential) 7e. Modify an existing curriculum or program to reflect changes in society, the knowledge base, technology, or the organization. 8. Select and use a variety of techniques for determining instructional content. (Essential) 8a. Identify content requirements in accordance with needs assessment findings. (Essential) 8b. Elicit, synthesize and validate content from subject matter experts and other sources. 8c. Determine the breadth and depth of the intended content coverage given instructional constraints. 8d. Determine prerequisites given the type of subject matter, the needs of the learners and the organization. (Essential) IDOL Outcomes and Competencies (ibstpi) 7

8 8e. Use appropriate techniques to analyze varying types of content. (Essential) 9. Identify and describe target population characteristics. (Essential) 9a. Determine characteristics of the target population influencing learning and transfer. (Essential) 9b. Analyze, evaluate and select learner profile data for use in a particular design situation. 10. Analyze the characteristics of the environment. (Essential) 10a. Identify aspects of the physical and social environments that impact the delivery of instruction. (Essential) 10b. Identify environmental and cultural aspects that influence attitudes toward instructional interventions. 10c. Identify environmental and cultural factors that influence learning, attitudes and performance. 10d. Identify the nature and role of varying work environments in the teaching and learning process. 10e. Determine the extent to which organizational mission, philosophy and values influence the design and success of a project. 11. Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. (Essential) 11a. Specify the capabilities of existing and emerging technologies to enhance motivation, visualization, interaction, simulation, and individualization. (Essential) 11b. Evaluate the capacity of a given infrastructure to support selected technologies. 11c. Assess the benefits of existing and emerging technologies. (Essential) 12. Reflect upon the elements of a situation before finalizing design solutions and strategies. (Essential) 12a. Generate multiple solutions to a given problem situation. 12b. Remain open to alternative solutions until sufficient data have been collected and verified. (Essential) 12c. Access the consequences and implications of design decisions on the basis of prior experience, intuition and knowledge. 12d. Revisit selected solutions continuously and adjust as necessary. DESIGN AND DEVELOPMENT 13. Select, modify, or create a design and development model appropriate for a given project. 13a. Consider multiple design and development models. 13b. Select or create a model suitable for the project based on an analysis of model elements. 13c. Modify the model if project parameters change. 13d. Provide a rationale for the selected design and development model. IDOL Outcomes and Competencies (ibstpi) 8

9 14. Select and use a variety of techniques to define and sequence the instructional content and strategies. (Essential) 14a. Use appropriate techniques to identify the conditions that determine the scope of the instructional content. (Essential) 14b. Use appropriate techniques to specify and sequence instructional goals and objectives. (Essential) 14c. Select appropriate media and delivery systems. (Essential) 14d. Analyze the learning outcomes and select appropriate strategies. (Essential) 14e. Analyze the instructional context and select appropriate strategies. (Essential) 14f. Select appropriate participation and motivational strategies. (Essential) 14g. Select and sequence assessment techniques. (Essential) 14h. Prepare a design document and circulate for review and approval. (Essential) 15. Select or modify existing instructional materials. (Essential) 15a. Identify existing instructional materials for reuse or modification consistent with instructional specifications. (Essential) 15b. Select materials to support the content analyses, proposed technologies, delivery methods and instructional strategies. (Essential) 15c. Use cost-benefit analyses to decide whether to modify, purchase or develop instructional materials. 15d. Work with subject matter experts to validate material selection or modification. (Essential) 15e. Integrate existing instructional materials into the design. (Essential) 16. Develop instructional materials. (Essential) 16a. Develop materials that support the content analyses, proposed technologies, delivery methods and instructional strategies. (Essential) 16b. Work with subject matter experts during the development process. (Essential) 16c. Produce instructional materials in a variety of delivery formats. (Essential) 17. Design instruction that reflects an understanding of the diversity of learners and groups of learners. (Essential) 17a. Design instruction that accommodates different learning styles. (Essential) 17b. Be sensitive to the cultural impact of instructional materials. (Essential) 17c. Accommodate cultural factors that may influence learning in the design. (Essential) 18. Evaluate and assess instruction and its impact. (Essential) 18a. Construct reliable and valid test items using a variety of formats. 18b. Identify the processes and outcomes to be measured given the identified problem and proposed solutions. (Essential) 18c. Develop and implement formative evaluation plans. (Essential) 18d. Develop and implement summative evaluation plans. (Essential) 18e. Develop and implement confirmative evaluation plans. 18f. Determine the impact of instruction on the organization. 18g. Identify and assess the sources of evaluation data. (Essential) 18h. Manage the evaluation process. IDOL Outcomes and Competencies (ibstpi) 9

10 18i. Discuss and interpret evaluation reports with stakeholders. IMPLEMENTATION AND MANAGEMENT 19. Plan and manage instructional design projects. 19a. Establish project scope and goals. 19b. Use a variety of techniques and tools to develop a project plan. 19c. Write project proposals. 19d. Develop project information systems. 19e. Monitor multiple instructional design projects. 19f. Allocate resources to support the project plan. 19g. Select and manage internal and external consultants. 19h. Monitor congruence between performance and project plans. 19i. Troubleshoot project problems. 19j. Debrief design team to establish lessons learned. 20. Promote collaboration, partnerships and relationships among the participants in a design project. 20a. Identify how and when collaboration and partnerships should be promoted. 20b. Identify stakeholders and the nature of their involvement. 20c. Identify subject matter experts to participate in the design and development process. 20d. Build and promote effective relationships that may impact a design project. 20e. Determine how to use cross functional teams. 20f. Promote and managing the interactions among team members. 20g. Plan for the diffusion of instructional or performance improvement products. 21. Apply business skills to managing instructional design. 21a. Link design efforts to strategic plans of the organization. 21b. Establish strategic and tactical goals for the design function. 21c. Use a variety of techniques to establish standards of excellence. 21d. Develop a business case to promote the critical role of the design function. 21e. Recruit, retain, and develop instructional design personnel. 21f. Provide financial plans and controls for the instructional design function. 21g. Maintain management and stakeholder support of the design function. 21h. Market services and manage customer relations. 22. Design instructional management systems. 22a. Establish systems for documenting learner progress and course completion. 22b. Establish systems for maintaining records and issuing reports of individual and group progress. IDOL Outcomes and Competencies (ibstpi) 10

11 22c. Establish systems for diagnosing individual needs and prescribing instructional alternatives. 23. Provide for the effective implementation of instructional products and programs. (Essential) 23a. Use evaluation data as a guide for revision of products and programs. 23b. Update instructional products and programs as required. (Essential) 23c. Monitor and revise the instructional delivery process as required. (Essential) 23d. Revise instructional products and programs to reflect changes in professional practice or policy. (Essential) 23e. Revise instructional products and programs to reflect changes in the organization or the target population. (Essential) 23f. Recommend plans for organizational support of instructional programs. IDOL Outcomes and Competencies (ibstpi) 11

12 Ethical Standards for Instructional Designers These guidelines for ethical standards are based on the International Board of Standards for Training and Performance Instruction (ibstpi). For more information, go to 1. Guiding Standards: Responsibilities to Others 1a. Provide efficient, effective, workable, and cost-effective solutions to client problems. 1b. Systematically improve human performance to accomplish valid and appropriate individual and organizational goals. 1c. Facilitate individual accomplishment. 1d. Help clients make informed decisions. 1e. Inform others of potential ethical violations and conflicts of interest. 1f. Educate clients in matters of instructional design and performance improvement. 2. Guiding Standards: Social Mandates 2a. Support humane, socially responsible goals and activities for individuals and organizations. 2b. Make professional decisions based upon moral and ethical positions on societal issues. 2c. Consider the impact of planned interventions upon individuals, organizations, and the society as a whole. 3. Guiding Standards: Respecting the Rights of Others 3a. Protect the privacy, candidness, and confidentiality of client and colleague information and communication. 3b. Adhere to intellectual property regulations. 3c. Do not use client or colleague information for personal gain. 3d. Do not represent the ideas or work of others as one's own. 3e. Do not make false claims about others. 3f. Do not discriminate in actions related to hiring, retention, and advancement. 4. Guiding Standards: Professional Practice 4a. Be honest and fair in all facets of one's work. 4b. Share skills and knowledge with other professionals. 4c. Recognize the contributions of others. 4d. Support and aid colleagues. 4e. Commit time and effort to the development of the profession. 4f. Withdraw from clients who do not act ethically or when there is a conflict of interest. IDOL Outcomes and Competencies (ibstpi) 12

Instructional Designer Standards: Competencies & Performance Statements

Instructional Designer Standards: Competencies & Performance Statements Standards Set 2012 ibstpi Instructional Designer Standards: Competencies & Performance Statements The 2012 ibstpi Instructional Designer Competencies and Performance statements are copyrighted by the International

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

SBEC/TExES Framework for Principal Certification

SBEC/TExES Framework for Principal Certification SBEC/TExES Framework for Principal Certification The following SBEC Principal Domains, Competencies and supporting standards represent the knowledge, skills and dispositions principal candidates should

More information

Gifted Intervention Specialist

Gifted Intervention Specialist Gifted Intervention Specialist Endorsement Grades K-12 2008 Ohio Modified /CEC/NAGC Program Standards An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued

More information

Employee Performance Review

Employee Performance Review Employee Performance Review Source: Learn to Read, Inc. Review Date: Date of Last Review: Employment Date: Name: Title: Reports to: Expectation Basis Leadership Readily assumes responsibility for projects

More information

Master of Arts in Instructional Technology Program. Policies and Procedures Manual 2014-2015

Master of Arts in Instructional Technology Program. Policies and Procedures Manual 2014-2015 Master of Arts in Instructional Technology Program Policies and Procedures Manual 01-015 Master of Arts in Instructional Technology Program School of Education The Richard Stockton College of New Jersey

More information

NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education

NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education Standard 1: Foundations Educators of the gifted understand the field as an evolving and changing discipline based on philosophies,

More information

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions

Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions EDU 615 Principal as School Leader (3 credit hours) In this course, candidates will develop

More information

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN

Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.

More information

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)

Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) 1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

The Framework for Gifted Endorsement Guidelines

The Framework for Gifted Endorsement Guidelines The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania

More information

Continuum of Teaching Practice

Continuum of Teaching Practice Continuum of Teaching Practice Table of Contents Introduction....2 Context and History....2 Rationale and Use....3 Structure and Organization....3 Reading and Self-Assessing on the Continuum of Teaching

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS

UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS EDAD 5312: Instructional Leadership Competency Area: Instructional Leadership Course Syllabus Departmental Mission Statement

More information

Calendar. Program Mission and Outcomes

Calendar. Program Mission and Outcomes Mercy College of Nursing and Health Sciences 31 Mercy College of Nursing and Health Sciences Master of Science in Nursing Dean: Kezia Lilly Faculty: Dana Hunt Office: 4431 S. Fremont St. Springfield, MO

More information

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

Domain #1: Analytic Assessment Skills

Domain #1: Analytic Assessment Skills Domain #1: Analytic Assessment Skills 1. Defines a problem 2. Determines appropriate uses and limitations of both quantitative and qualitative data 3. Selects and defines variables relevant to defined

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Competencies for Early Childhood Professionals Area VIII: Teacher Qualifications and Professional Development

Competencies for Early Childhood Professionals Area VIII: Teacher Qualifications and Professional Development Competencies for Early Childhood Professionals Area VIII: Teacher Qualifications and Professional Development Rationale: Professional development in early childhood education contributes to continuous

More information

Core Competencies for Public Health Professionals

Core Competencies for Public Health Professionals Core Competencies for Public Health Professionals Introduction This document contains three different versions of the recently adopted Core Competencies for Public Health Professionals. Click on the name

More information

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent)

PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent) 1 PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS EDUCATIONAL LEADERSHIP (Superintendent) 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit

More information

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4 Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system

More information

North Carolina Professional Teaching Standards

North Carolina Professional Teaching Standards North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education

More information

Core Competencies for Public Health Professionals

Core Competencies for Public Health Professionals Core Competencies for Public Health Professionals Revisions Adopted: May 2010 Available from: http://www.phf.org/programs/corecompetencies A collaborative activity of the Centers for Disease Control and

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007

The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007 The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007 DEFINITION OF TERMS Education Abroad Program (or Program) In-classroom and out-of-classroom related activities

More information

STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS. Second Edition

STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS. Second Edition STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS Second Edition ASSOCIATION FOR THE ADVANCEMENT OF SOCIAL WORK WITH GROUPS, INC. An International Professional Organization (AASWG, Inc.) First edition Adopted

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3. DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive

More information

Use advanced techniques for summary and visualization of complex data for exploratory analysis and presentation.

Use advanced techniques for summary and visualization of complex data for exploratory analysis and presentation. MS Biostatistics MS Biostatistics Competencies Study Development: Work collaboratively with biomedical or public health researchers and PhD biostatisticians, as necessary, to provide biostatistical expertise

More information

Technology Curriculum Standards

Technology Curriculum Standards Technology Curriculum Standards Catholic Schools Office Diocese of Erie August, 2014 Table of Contents PHILOSOPHY STATEMENT... 2 TECHNOLOGY CURRICULUM FOUNDATION... 2 TECHNOLOGY FOUNDATION STANDARDS FOR

More information

School Counselor (501)

School Counselor (501) School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

NATIONAL ASSOCIATION OF SOCIAL WORKERS

NATIONAL ASSOCIATION OF SOCIAL WORKERS NATIONAL ASSOCIATION OF SOCIAL WORKERS National Association of Social Workers Gary Bailey, MSW NASW President (2003 2005) Prepared by Continuing Education (CE) Committee Sheryl Brissett-Chapman, EdD,

More information

The school principal practices effective cultural leadership when he or she

The school principal practices effective cultural leadership when he or she Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding

More information

University of Southern California Rossier School of Education. School Counseling Fieldwork Evaluation

University of Southern California Rossier School of Education. School Counseling Fieldwork Evaluation University of Southern California Rossier School of Education School Counseling Fieldwork Evaluation INSTRUCTIONS Candidate Provide a brief summary of this semester s activities in each of the program

More information

The MPH. ability to. areas. program. planning, the following. Competencies: research. 4. Distinguish. among the for selection

The MPH. ability to. areas. program. planning, the following. Competencies: research. 4. Distinguish. among the for selection MPH COMPETENCIES The MPH competencies are based on those approved by the Association of Schools of Public Health (ASPH) in 2006. By graduation, all MPH students must demonstrate the ability to apply public

More information

The residency school counselor program does not prepare candidates to design, deliver, and

The residency school counselor program does not prepare candidates to design, deliver, and STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader

More information

Calendar. Program Mission and Outcomes. Class Dates. Deadlines for Intent to Graduate Card Fall 2015... September 10 Spring 2016...

Calendar. Program Mission and Outcomes. Class Dates. Deadlines for Intent to Graduate Card Fall 2015... September 10 Spring 2016... 43 Mercy College of Nursing and Health Sciences Master of Science in Nursing Dean: Kezia Lilly Director: Cozi Bagley Faculty: Dana Hunt Office: 4431 S. Fremont St. Springfield, MO 65804 (417) 820-2069

More information

UCR Core Competency Model Behavioral Indicators

UCR Core Competency Model Behavioral Indicators UCR Core Competency Model Behavioral Indicators Rev. 03/20/2013 COMMUNICATION Shares and receives information using clear oral, written, and interpersonal communication skills. Behavioral Indicator-Operational

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Principal Appraisal Overview

Principal Appraisal Overview Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas

More information

Internet Applications and Web Development

Internet Applications and Web Development Internet Applications and Web Development Fundamentals Program Standard The approved program standard for the Internet Applications and Web Development Fundamentals program of instruction leading to an

More information

Multi-Age Visual Arts

Multi-Age Visual Arts Multi-Age Visual Arts 2007 Modified Ohio/NASAD Program Standards (Grades PreK-12) Multi-age license, valid for teaching learners from ages three to twenty-one and pre-kindergarten through grade twelve

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

STAGE 1 COMPETENCY STANDARD FOR ENGINEERING ASSOCIATE

STAGE 1 COMPETENCY STANDARD FOR ENGINEERING ASSOCIATE STAGE 1 STANDARD FOR ENGINEERING ASSOCIATE ROLE DESCRIPTION THE MATURE ENGINEERING ASSOCIATE The following characterises the senior practice role that the mature, Engineering Associate may be expected

More information

Crosswalk: Core Competencies for Public Health Professionals & the Essential Public Health Services

Crosswalk: Core Competencies for Public Health Professionals & the Essential Public Health Services Crosswalk: Core Competencies for Public Health Professionals & the Essential Public Health Services Introduction View crosswalks of the Tier, Tier and Tier Core Competencies for Public Health Professionals

More information

CIAC CALL CENTER MANAGEMENT COMPETENCIES

CIAC CALL CENTER MANAGEMENT COMPETENCIES CIAC CALL CENTER MANAGEMENT COMPETENCIES CIAC-Certified Operations Manager (CCOM) These competencies represent the knowledge, skill, and behavioral requirements for professionals pursuing certification

More information

Masters of Science (MS) in Educational Psychology

Masters of Science (MS) in Educational Psychology College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

General Approaches to evaluating student learning Qatar University, 2010

General Approaches to evaluating student learning Qatar University, 2010 General Approaches to evaluating student learning Qatar University, 2010 1 N U H A D Y A Z B I K D U M I T, R N, M A, P H D A M E R I C A N U N I V E R S I T Y O F B E I R U T Evaluation Types: Levels

More information

Framework for Leadership

Framework for Leadership Framework for Leadership Date Leader Self-Assessment Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/school leaders systemically and collaboratively develop a positive culture to

More information

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

Human Resources Management Program Standard

Human Resources Management Program Standard Human Resources Management Program Standard The approved program standard for Human Resources Management program of instruction leading to an Ontario College Graduate Certificate delivered by Ontario Colleges

More information

OPP CITY SCHOOLS SPANISH TEACHER, HIGH SCHOOL JOB DESCRIPTION

OPP CITY SCHOOLS SPANISH TEACHER, HIGH SCHOOL JOB DESCRIPTION OPP CITY SCHOOLS SPANISH TEACHER, HIGH SCHOOL JOB DESCRIPTION QUALIFICATIONS: 1. Bachelor s degree from an accredited educational institution. 2. Certified by the State of Alabama to teach Spanish. 3.

More information

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit and urban

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Standards of Professional Performance for the Acute Care Clinical Nurse Specialist. Introduction

Standards of Professional Performance for the Acute Care Clinical Nurse Specialist. Introduction Standards of Professional Performance for the Acute Care Clinical Nurse Specialist Introduction Standards of professional performance describe a competent level of behavior in the professional role, including

More information

Graduate Program Course Descriptions

Graduate Program Course Descriptions Graduate Program Course Descriptions The following section provides course descriptions for courses offered and required in the Research College of Nursing Graduate Programs: the Family Nurse Practitioner

More information

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce 2008 EPAS Curriculum Features The 2008 EPAS consists of four curriculum features: 1) program mission and goals;

More information

Approaches to Developing and Maintaining Professional Values, Ethics, and Attitudes

Approaches to Developing and Maintaining Professional Values, Ethics, and Attitudes International Accounting Education Standards Board IEPS 1 October 2007 International Education Practice Statement 1 Approaches to Developing and Maintaining Professional Values, Ethics, and Attitudes International

More information

Detailed Test Blueprint

Detailed Test Blueprint 1. Facilitate Learning 22% A. Implement a variety of teaching strategies appropriate to: 1. content 2. setting (i.e., clinical versus classroom) 3. learner needs 4. learning style 5. desired learner outcomes

More information

Performance Factors and Campuswide Standards Guidelines. With Behavioral Indicators

Performance Factors and Campuswide Standards Guidelines. With Behavioral Indicators Performance Factors and Campuswide Standards Guidelines With Behavioral Indicators Rev. 05/06/2014 Contents PERFORMANCE FACTOR GUIDELINES... 1 Position Expertise... 1 Approach to Work... 2 Quality of Work...

More information

GIFTED AND TALENTED STANDARDS

GIFTED AND TALENTED STANDARDS GIFTED AND TALENTED STANDARDS Standard I. The teacher of gifted and talented students understands and applies knowledge of the historical, legal, and conceptual foundations of gifted education. Standard

More information

Guiding Principles for Secondary Mathematics Teacher Preparation Programs (REVISED DRAFT October 16, 2014)

Guiding Principles for Secondary Mathematics Teacher Preparation Programs (REVISED DRAFT October 16, 2014) Guiding Principles for Secondary Mathematics Teacher Preparation Programs (REVISED DRAFT October 16, 2014) Secondary mathematics teacher preparation programs should effectively prepare teacher candidates

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

Rubric for Evaluating North Carolina s School Nurses (Required)

Rubric for Evaluating North Carolina s School Nurses (Required) Rubric for Evaluating North Carolina s School Nurses (Required) Standard 1. School nurses demonstrate leadership. School nurses demonstrate leadership by promoting and enhancing the overall academic mission

More information

Centre for Learning and Development

Centre for Learning and Development The Leadership and Management Development Strategy was developed to endorse learning and development opportunities to strengthen the leadership and management capacity of the Newfoundland and Labrador

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

EA 597 School Planning and Facilities Management (3)

EA 597 School Planning and Facilities Management (3) EA 581 Basic Concepts of Educational Administration (3) An introduction to the basic concepts underlying school building administration. The theory and practice of educational administration is analyzed

More information

The IIA Global Internal Audit Competency Framework

The IIA Global Internal Audit Competency Framework About The IIA Global Internal Audit Competency Framework The IIA Global Internal Audit Competency Framework (the Framework) is a tool that defines the competencies needed to meet the requirements of the

More information

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals

More information

Position Title: Business Development Manager (BDM) Department: Business Development. Reports to: Vice President, Business Development

Position Title: Business Development Manager (BDM) Department: Business Development. Reports to: Vice President, Business Development Position Title: Business Development Manager (BDM) Department: Business Development Reports to: Vice President, Business Development Overall Responsibilities The Business Development Manager is responsible

More information

Position Title: Management Info Chief. Working Title: Technical Project Management Section Chief

Position Title: Management Info Chief. Working Title: Technical Project Management Section Chief Position Title: Management Info Chief Working Title: Technical Project Management Section Chief This management position directs the operational activities of the Project Management Office whose mission

More information

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards

Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Standards ED 601 Summative Assignment 1 NBPTS Proposition 1: Teachers are Committed to Students and Learning

More information

Teacher Evaluation. Missouri s Educator Evaluation System

Teacher Evaluation. Missouri s Educator Evaluation System Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.

More information

EMBA in Real Estate Leadership Curriculum (45 credits)

EMBA in Real Estate Leadership Curriculum (45 credits) EMBA in Real Estate Leadership Curriculum (45 credits) Level A - Foundation Courses (30 credits): EMBA 7000 EMBA 7005 EMBA 7010 EMBA 7015 Orientation The purpose of this course is to provide students with

More information

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS A Letter from the 2011-2012 ADHA President Dear Colleagues, Partnering with ADEA to develop the Core Competencies for Graduate Dental Hygiene Education was a very positive and rewarding experience for

More information

Competency Statements for Dental Public Health*

Competency Statements for Dental Public Health* Competency Statements for Dental Public Health* Preamble Competency statements for dental public health, and the performance indicators by which they can be measured, were developed at a workshop in San

More information

Special Education Student Learning Outcomes

Special Education Student Learning Outcomes Special Education Student Learning Outcomes 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories,

More information

CEC Special Education Specialist Advanced Preparation Standards 1

CEC Special Education Specialist Advanced Preparation Standards 1 Page 1 of 8 CEC Special Education Specialist Advanced Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill

More information

Rubric for Evaluating North Carolina s School counselors

Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors

DRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional

More information

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001 Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001

More information

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;

(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education; Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals

More information

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected

More information

EXHIBIT CC. Identifying Management Level Knowledge, Skills and Abilities. Executive Core Competencies (ECCs)

EXHIBIT CC. Identifying Management Level Knowledge, Skills and Abilities. Executive Core Competencies (ECCs) EXHIBIT CC Identifying Management Level Knowledge, Skills and Abilities Executive Core Competencies (ECCs) ECC One: Leading Change ECC Two: Leading People ECC Three: Results Driven ECC Four: Business Acumen

More information

Rubric for Evaluating North Carolina s School-Based Occupational Therapists

Rubric for Evaluating North Carolina s School-Based Occupational Therapists Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based

More information

Clayton State University Master of Health Administration Program Fall 2009 Assessment

Clayton State University Master of Health Administration Program Fall 2009 Assessment Clayton State University Master of Health Administration Program Fall 2009 Assessment MHA Program Mission: The mission of the Health Care Management program is to prepare ethical and socially responsible

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences)

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences) [Type here] Revised July 0 Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences). Plans lessons that demonstrate knowledge of content and pedagogy Lesson Plans:

More information