ILLINOIS CERTIFICATION TESTING SYSTEM
|
|
- Doreen Butler
- 6 years ago
- Views:
Transcription
1 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011
2 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 Subarea Range of Objectives Approximate Test Weighting MCQ CRI I. Development and Learning % II. Learning Environment % 10% III. Instruction and Assessment % 10% IV. Professional Environment %
3 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) Development and Learning Learning Environment Instruction and Assessment Professional Environment SUBAREA I DEVELOPMENT AND LEARNING 0001 Understand human development, factors that influence development, and strategies for providing learning experiences and environments that promote growth and development of all students. Demonstrate knowledge of major theories, processes, and principles of human development. Recognize characteristics and developmental milestones in the cognitive, physical, language, social-emotional, and moral development domains of students in prekindergarten through grade 12. Demonstrate knowledge of variations in students' development, the implications of this variation for teaching and learning, and how development in one domain can affect development and performance in other domains. Analyze factors and conditions that influence students' development and strategies for promoting the growth and development of students with given characteristics and needs. Demonstrate knowledge of methods for introducing concepts and creating learning experiences that are responsive to the needs of students at various levels of development. Recognize cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem solving, recall) and strategies for promoting students' cognitive development. 1
4 0002 Understand how individuals learn within the context of their social, economic, cultural, linguistic, and academic experiences and strategies for creating meaningful learning experiences for all students. Demonstrate familiarity with various theories and philosophies of learning. Apply knowledge of how students construct knowledge, acquire skills, and develop effective and efficient critical-thinking and problem-solving capabilities and strategies for providing scaffolding for learning new skills and concepts. Demonstrate understanding of the relationships between language acquisition, literacy development, and acquisition of academic content and skills. Analyze factors and conditions that influence students' learning and inquiry processes (e.g., past experiences, talents, prior knowledge, economic circumstances, diversity within the community). Select appropriate strategies for supporting meaningful learning for diverse groups of students (e.g., stimulating prior knowledge, linking new ideas to familiar ideas and experiences, promoting interdisciplinary and real-world connections, applying content-area literacy strategies). Demonstrate knowledge of major concepts, assumptions, debates, processes of inquiry, and theories that are central to the disciplines as well as how to use differing viewpoints, theories, and processes of inquiry and critical thinking to promote students' acquisition of content and skills. 2
5 0003 Understand the diverse characteristics and abilities of students, the impact of diverse characteristics and abilities on learning, and how to create learning experiences that promote all students' learning and development. Demonstrate knowledge of the full spectrum of student diversity (e.g., race and ethnicity, culture, religion, language, socioeconomic status, disabilities, giftedness, sexual orientation, gender, gender identity) and the assets that each student brings to learning across the curriculum. Demonstrate understanding of the implications of diversity for teaching and learning and the ways in which personal biases affect teaching. Apply knowledge of strategies for learning about and incorporating students' experiences and cultures into instruction and for creating a classroom community that respects and appreciates diversity. Recognize the impact of cognitive, emotional, physical, and sensory disabilities and of cultural and linguistic diversity on learning and communication; methods that can be used to identify diverse student needs; and how to access technology, services, and resources to address identified needs. Identify appropriate adaptations to teaching practices to make content accessible for students with diverse characteristics and abilities. Demonstrate knowledge of strategies for providing students with disabilities access to the general curriculum, including the use of appropriate assistive technology and digital tools. 3
6 SUBAREA II LEARNING ENVIRONMENT 0004 Understand strategies for creating safe, inclusive, and culturally and linguistically responsive learning environments for students that foster cooperation, mutual respect, and positive social interactions. Demonstrate knowledge of strategies for creating a positive, safe, and inclusive classroom environment that fosters cooperation, mutual respect, and a sense of community. Recognize characteristics of learning environments that help students develop positive self-esteem, self-efficacy, and personal goal-setting skills. Demonstrate understanding of methods for facilitating a learning environment in which individual differences are respected and for incorporating elements of students' individual experiences, cultures, families, and communities to enrich the learning environment. Apply knowledge of strategies for helping students work cooperatively and productively in groups; promoting positive interactions; and preparing students to live harmoniously and productively in a diverse world. Analyze the learning environment and make decisions to enhance cultural and linguistic responsiveness, to promote positive social relationships, and to meet the individual needs of students with diverse characteristics. 4
7 0005 Understand strategies for structuring organized, productive, and smoothly functioning learning environments for students that maximize learning and promote active engagement, responsibility, and appropriate behavior. Demonstrate knowledge of strategies for creating a smoothly functioning learning environment in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. Apply knowledge of principles and practices of effective classroom and behavior management; strategies for communicating high expectations for students' learning and behavior as well as developing and supporting positive student behaviors; and methods for modifying the learning environment to facilitate learning and appropriate behavior for students with diverse characteristics. Apply knowledge of strategies for establishing clear expectations and procedures for communication and behavior and for structuring the learning environment (e.g., schedules, routines, transitions) to maximize learning and achieve classroom goals. Demonstrate knowledge of strategies for implementing behavior intervention planning and for analyzing and using formative and summative data (e.g., academic, behavioral, social-emotional) to design and implement behavior management strategies to ensure a safe and productive learning environment. Demonstrate understanding of techniques for organizing, allocating, and managing time, materials, technology, and space to promote active and equitable engagement in productive learning. Analyze the learning environment and make decisions to enhance students' engagement, responsibility, and productivity. 5
8 0006 Understand best practices related to motivation and communication and how to use various motivation and communication strategies to promote learning, facilitate achievement of student goals, and help students develop selfmotivation and independence. Demonstrate understanding of communication theory, language development, the role of language in learning, and the impact of linguistic and cultural diversity and other factors on communication. Demonstrate knowledge of how individuals influence groups and how groups function in society as well as effective listening, conflict-resolution, and collaboration skills. Demonstrate knowledge of effective strategies for communicating with a diverse student population; providing clear explanations and representations of concepts to address common misunderstandings and help students develop conceptual understanding; and presenting diverse perspectives to promote critical thinking. Apply knowledge of effective communication strategies for various purposes (e.g., questioning, conveying high expectations, modeling stimulating discussion, confirming student understanding, providing feedback). Demonstrate knowledge of human motivation; factors and conditions that influence motivation and engagement; and strategies for helping students develop self-motivation, independence, and habits of lifelong learning. Demonstrate understanding of strategies for engaging students in individual and group activities to enhance their motivation to learn as well as how to analyze the classroom environment and make decisions to promote students' motivation and engagement. 6
9 SUBAREA III INSTRUCTION AND ASSESSMENT 0007 Understand best practices for planning and delivering differentiated instruction to promote continuous growth and learning and to support critical and creative thinking and problem solving for students with diverse characteristics, strengths, and needs. Demonstrate knowledge of factors to consider in planning instruction (e.g., Illinois Learning Standards, curriculum development process, content, learning theory, assessment data, student characteristics) and how to incorporate this knowledge in developing differentiated instruction. Demonstrate understanding of how to create short- and long-range instructional plans, including transition plans, that are consistent with curriculum goals, learning theory, and student diversity and how to adjust instructional plans based on outcome data as well as students' needs, goals, responses, and feedback. Apply knowledge of principles, techniques, advantages, and limitations of a wide range of evidence-based and developmentally appropriate instructional approaches (e.g., cooperative learning, thematic instruction, direct instruction, project-based learning, inquiry learning) as well as how to vary the teacher's role in the instructional process (e.g., instructor, facilitator, coach) in relation to content, purposes of instruction, and student needs. Demonstrate knowledge of a variety of strategies (e.g., pacing, flexible grouping) for maximizing student attentiveness and for engaging students in active learning to promote the development of critical- and creativethinking, problem-solving, and performance capabilities. Demonstrate understanding of how to differentiate instruction and facilitate learning for students with diverse characteristics by using a wide variety of materials, technologies, and resources; by developing or selecting relevant instructional content, materials, and resources; and by modifying instructional methods, materials, and the environment. Demonstrate knowledge of how to plan and implement instruction that provides for different pathways to learning, integrates concepts and ideas from multiple content areas, and is relevant to students' current and future life experiences. Apply knowledge of the appropriate role of technology, including assistive technology, in addressing student needs; how to incorporate contemporary tools and resources into instruction to accomplish differentiated objectives and enhance learning for all students; and strategies for modeling and facilitating the use of current and emerging digital tools to locate, analyze, evaluate, and use information. 7
10 Recognize strategies for facilitating meaningful inclusion of students with a wide range of abilities and experiences; addressing goals and objectives in Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and Section 504 Plans as well as including students, as appropriate, in developing these plans; and working with others to adapt and modify instruction to meet individual student needs Understand assessment, strategies for using assessment to determine student needs, monitor progress, measure growth, evaluate outcomes, and guide datadriven instructional decisions. Recognize central measurement concepts (e.g., validity, reliability, bias) and their application for classroom teachers as well as the role of assessment in evaluating how students learn and what they know in order to meet the Illinois Learning Standards. Demonstrate knowledge of the characteristics, purposes, uses, and limitations of various forms of assessment (e.g., standardized assessments, universal screening, progress monitoring) and how to select, construct, and adapt assessment strategies and instruments for specific purposes. Apply knowledge of various formal and informal assessment strategies and technologies that can be used to evaluate understanding, monitor progress, assess performance, and determine the effectiveness of instruction for individual students and groups of students as well as how to collaborate with families and others involved in the assessment of individual students. Demonstrate understanding of nondiscriminatory and age-appropriate assessment practices and strategies that take into consideration the effects of disabilities, primary language, cultural background, and other factors in measuring the progress and learning of diverse groups of students; strategies for making accommodations for individual students in specific contexts; and legal provisions, rules, and guidelines regarding assessment accommodations as applied to all student populations. Apply knowledge of strategies for promoting student self-assessment and supporting students in using self-assessment to become aware of their strengths and needs and establish goals for learning. Demonstrate knowledge of terminology and procedures used in analyzing and interpreting assessment data as well as how to use assessment results to determine student performance needs, identify learning targets, and select and implement appropriate research-based instructional strategies to enhance learning outcomes for all students. 8
11 Demonstrate understanding of how to interpret and clearly communicate student performance data to students, parents/guardians, colleagues, and the community in compliance with state and federal privacy laws as well as methods for maintaining useful and accurate records of student work and performance Understand the reading, writing, and oral communication foundations of content learning and strategies for facilitating and addressing the content-area reading, writing, and oral communication needs of students in prekindergarten through grade 12. Demonstrate knowledge of reading foundations (e.g., word identification strategies, vocabulary knowledge, fluency, comprehension strategies) that are critical in supporting students' content learning and strategies for developing students' foundational reading skills to promote their understanding and comprehension of content. Recognize that the reading process involves construction of meaning through the interaction of the students' background knowledge and experiences, information in the text, and the purpose for reading and apply knowledge of the reading process to select developmentally appropriate strategies to use before, during, and after reading to facilitate students' comprehension. Demonstrate knowledge of strategies (e.g., differentiation, intervention, enrichment) for addressing the reading needs and levels of each student, including English language learners and struggling and advanced readers, to support students' content learning, including designing, selecting, modifying, and evaluating printed, visual, auditory, and online materials appropriate for teaching given content and addressing a range of reading needs and levels. Demonstrate knowledge of research-based reading comprehension strategies (e.g., making predictions, applying prior knowledge, monitoring for comprehension, using think-aloud, analyzing text structure, making graphic representations, using mental imagery, questioning, inferencing, summarizing) and how to provide explicit modeling, explanation, practice, and feedback in comprehension strategies to promote students' independent use of these strategies and increase their content learning. Demonstrate knowledge of the role and importance of reading, writing, and oral communication (i.e., listening, speaking) in content learning; the interrelationships between reading, writing, and oral communication; and strategies for integrating reading, writing, and oral communication (e.g., discussions) into content learning. 9
12 Apply knowledge of developmentally appropriate instructional strategies for developing written and oral communication skills to engage students in content learning (e.g., writing for authentic purposes, sharing information with various audiences), including strategies for teaching students how to analyze, evaluate, synthesize, and summarize information from one or more sources. Apply knowledge of developmentally appropriate instructional strategies for teaching students how to develop written text in the content areas that utilizes organization, focus, elaboration, word choice, and standard conventions as well as how to use oral communication effectively for various purposes related to content learning. Demonstrate understanding of how to use a variety of formal and informal assessments to identify the content-area reading, writing, and oral communication needs of each student as well as how to use assessment data, student work samples, and observations from continuous monitoring of student progress to provide effective contentarea reading, writing, and oral communication instruction for diverse groups of students. SUBAREA IV PROFESSIONAL ENVIRONMENT 0010 Understand strategies for building and maintaining collaborative and productive partnerships with families to promote students' learning and wellbeing. Recognize the benefits, barriers, and techniques involved in developing and maintaining collaborative partnerships with families to promote students' learning and well-being. Demonstrate knowledge of strategies for establishing productive relationships with families that result in the fair and equitable treatment of each student and that support growth and learning. Apply knowledge of strategies that can be used to initiate and maintain ongoing communication with families, including appropriate and effective methods for communicating information and ideas to families with diverse characteristics and for encouraging families to share information and insights about their children. Demonstrate understanding of culturally responsive techniques for addressing families' concerns in given situations, including the concerns of families of students with disabilities. Identify appropriate and respectful strategies for learning about students' lives outside of school and for enhancing families' participation in their children's education. 10
13 0011 Understand strategies for building and maintaining collaborative relationships within and beyond the school community to promote learning and success for students with diverse characteristics and needs. Apply knowledge of strategies for working with other school personnel (e.g., administrators, other teachers, paraprofessionals) to develop learning climates for the school that support a shared sense of purpose, value individuals, and encourage unity and mutual trust. Apply understanding of the collaborative process, strategies for initiating and implementing collaboration, and ways in which digital tools and resources can be used to promote collaborative interactions. Demonstrate knowledge of various co-teaching models as well as how to use effective co-planning and co-teaching techniques to deliver instruction to students with diverse characteristics and needs. Demonstrate understanding of strategies for engaging in collaborative, data-driven decision making and problem solving with colleagues and other professionals in order to implement appropriate assessment and instruction and create effective academic and behavioral interventions for students with diverse characteristics and needs. Demonstrate knowledge of schools as organizations within the larger community context; methods for identifying and utilizing community resources to support student learning; and strategies for collaborating with various organizations in the community (e.g., businesses, agencies, nonprofit organizations) to enhance learning for students in prekindergarten through grade
14 0012 Understand the professional roles and responsibilities of Illinois educators, including legal requirements and the principles of ethical and reflective practice, leadership, and advocacy in the professional environment. Demonstrate knowledge of opportunities for continuous professional growth and improvement, the benefits of participation in different forms of professional development, and strategies for designing a professional growth plan that includes activities to remain current in researchvalidated practices and develop knowledge and skills related to teaching a diverse population of students. Select appropriate strategies for reflecting on professional practice and outcomes; engaging in self-assessment; adjusting practice to improve student performance, achieve school goals, and promote professional growth; and using personal leadership skills to facilitate personal and collegial growth, support school improvement, and develop a deeper understanding of the teaching profession. Recognize local and global issues and responsibilities in an evolving digital culture, including the importance of modeling and teaching the safe, legal, and ethical use of digital information and technologies. Demonstrate knowledge of laws and rules for Illinois educators (e.g., mandatory reporting, record keeping, confidentiality, crisis management, school safety, classroom safety, behavior intervention and management) and the role of laws and rules in providing a foundation for fair and just treatment of students and families. Demonstrate knowledge of the advocacy process and the role of the advocate in addressing issues and policies that affect students in prekindergarten through grade 12 to ensure all students' learning and well-being. Demonstrate knowledge of ethical and appropriate professional actions in given educational contexts as well as the responsibility Illinois educators have to model appropriate dispositions in the classroom and to demonstrate professional behavior that reflects characteristics such as respect, integrity, and personal responsibility. 12
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
MILLIKIN TEACHING STANDARDS
MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit
Illinois Professional Teaching Standards
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
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
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 24
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 24 TITLE 23: EDUCATION AND CULTURAL RESOURCES (Doc. 3b) : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 24 STANDARDS FOR ALL ILLINOIS TEACHERS Section
TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 24 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 24 STANDARDS FOR ALL ILLINOIS TEACHERS Section 24.10
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
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards
Standards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.
Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS
Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS Division of Professional Preparation January 2001 Revised October 2001 Content-Area Standards Table of Contents
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
Standards for the School Social Worker [23.140]
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
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
Standards for the Speech-Language Pathologist [28.230]
Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language
CALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT July 2013 This document is a working draft. The information in this document is subject to change, and any changes will
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
Section Two: Ohio Standards for the Teaching Profession
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
The performance assessment shall measure the extent to which the teacher s planning:
Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
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
North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
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
Exceptional Student Education K 12
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards
Alignment Table School Counseling Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Austin Peay State University Professional Educational Standards
2012 VISUAL ART STANDARDS GRADES K-1-2
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will
UNDERGRADUATE TEACHER EDUCATION CERTIFICATION CARDINAL STRITCH UNIVERSITY
UNDERGRADUATE TEACHER EDUCATION CERTIFICATION AT CARDINAL STRITCH UNIVERSITY "Devoted to bridging knowledge, practice, and service." Our mission is to transform lives and communities by preparing leaders
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.
8710.4725 TEACHERS OF READING.
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
PRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
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,
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
- 1 - APT Test Objectives Alligned with Professional Education Courses. y= topic is covered; y* = limited coverage. APT Objectives.
APT Test Objectives Alligned with Professional Education Courses APT Objectives = topic is covered; * = limited coverage C&I 210 Psch 215 C&I 212 C&I 214 C&I 216 EAF 228 SUB AREA I -- FOUNDATIONS, CHARACTERISTICS
TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance
TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation
Transition to Teaching Survey Mean Scores by Item and by Performance Area
Spring 2014 Transition Teaching Survey Mean Scores by and by Performance Area N=42 (36% return rate) Part A: Mark a response 1 4 indicate your agreement with each statement. If you do not have enough information
Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
Indiana Content Standards for Educators
Indiana Content Standards for Educators EXCEPTIONAL NEEDS DEAF/HARD OF HEARING of hearing are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator
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
PRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
How To Write A Thesis
Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of
Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University
Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing
(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
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are
Course Report for EDI 331 - Meth/Strategies of Sec Tchng
of 35 4/5/25 3:37 PM Course Report for EDI 33 - Meth/Strategies of Sec Tchng Filters used for report generation Campus(es) West Michigan Region Northern Michigan Region Southeastern Michigan Region Southwestern
1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
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
MASTER OF SCIENCE IN EDUCATION PROGRAM
DIVISION OF GRADUATE STUDIES Raymond Carty, Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the areas of
TExES Special Education Supplemental (163) Test at a Glance
TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test
Novice Experienced Expert a. Understands the importance of ABE, ASE, and ESOL at the personal and program level. X X X
Complete Draft 1 through 5 Rhode Island Adult Education Practitioner Standards for Instructors 9-12-12 Definitions: Expert Teachers Expert teachers have the capacity to teach from the heart as well as
Literacy Education. Master of Science in Education: Program Overview. Program Highlights
Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead
Reading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
Matrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III
Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the
TEACHER CERTIFICATION STUDY GUIDE INFORMATION ACCESS AND DELIVERY IN THE LIBRARY MEDIA PROGRAM
Table of Contents SUBAREA I. COMPETENCY 1.0 INFORMATION ACCESS AND DELIVERY IN THE LIBRARY MEDIA PROGRAM UNDERSTAND THE MISSION OF THE LIBRARY MEDIA PROGRAM AND THE ROLES AND RESPONSIBILITIES OF THE MEDIA
Commission on Teacher Credentialing. Education Specialist Clear Program Standards
Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)
Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction.
Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of psychological, sociological and linguistic
South Carolina Literacy Competencies. for Reading Coaches
2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and
Goals, Outcomes, & Performance Criteria
Goals, Outcomes, & Performance Criteria Based on the standards set forth by the professional organization, Teachers of English to Speakers of Other Languages, Inc. (TESOL*), the Goals and Standards are
The University of North Carolina at Pembroke 2015-2016 Academic Catalog
338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce
Standards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
Rubric for Evaluating North Carolina s Speech- Language Pathologists
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS
GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK All learners whether adult or child acquire the attitudes, skills and knowledge needed for
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
Boulder Valley School District Effective Specialized Service Professionals Standards Social Workers and Psychologists
Child Development Standard I: Social Workers/Psychologists demonstrate mastery of and expertise in the domain for which they are responsible Element a: School social workers/psychologists demonstrate knowledge
Effective after October 1, 2013
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
Standards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
North Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 018: READING TEACHER
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Foundations of Reading Instructional Practices Assessment, Diagnosis, and Evaluation Role of the Reading Professional
READING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Master Technology Teacher Standards
Master Technology Teacher Standards FINAL Approved on January 4, 2002 Texas State Board for Educator Certification MASTER TECHNOLOGY TEACHER STANDARDS Standard I. Standard II. Standard III. Standard IV.
Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.
Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required
READING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
Professional Education Matrix
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
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
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
Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
Masters of Reading Information Booklet. College of Education
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
MSE Special Reading K-12 36 Hour Additional Missouri Certification
MSE Special Reading K-12 36 Hour Additional Missouri Certification Summer 2015-9 hours Counseling and Collaboration 5/4/15-6/7/15 Techniques with Children, Families, and Teachers from a Biblical Worldview
UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion
UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations
Using Eggen & Kauchak, Educational Psychology: Windows on Classrooms for the New York State Teacher Certification Examinations Introduction The New York State Education Department requires that prospective
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
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
Literacy Specialist Endorsement
Literacy Specialist Endorsement 2004 Modified Ohio/IRA Program Standards (Grades K-12) Literacy specialist (limited to a teaching license that is endorsed for the teaching of reading grades kindergarten
School Counselor (152)
Purpose School Counselor (152) The purpose of the School Counselor test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
Model for Comprehensive and Integrated School Psychological Services
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
InTASC. Model Core Teaching Standards: A Resource for State Dialogue
InTASC Model Core Teaching Standards: A Resource for State Dialogue Developed by CCSSO s Interstate Teacher Assessment and Support Consortium (InTASC) April 2011 The Council of Chief State School Officers
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists Definition of an Effective Occupational Therapist Effective occupational therapists are vital members
Dewar College of Education and Human Services Valdosta State University Department of Curriculum, Leadership, and Technology
Dewar College of Education and Human Services Valdosta State University Department of Curriculum, Leadership, and Technology CIED 7060 Curriculum, Instruction, and Technology Integration 3 SEMESTER HOURS
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
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)
Section III. An Excellent Christian Teacher. Characteristics and Expectations. GRCS Handbook 1
Section III An Excellent Christian Teacher Characteristics and Expectations GRCS Handbook 1 Beliefs and Vision Statement In the sphere of home, church, community and school, Grand Rapids Christian schools
Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development
Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development Rationale: Child development is the foundation upon which early childhood practice is based. Because the
Standards for the School Nurse [23.120]
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
Ayers Institute Leadership Resources: PSEL Alignment
Professional Standards for al Leaders Standard 1: Mission, Vision, and Core Values Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education