| Core Values, Foundations, and Unifying Factors of the ATU Conceptual Framework | INTASC | Teacher Performance Assessments Assessment Criteria | Arkansas Standards for Initial Licensure | Performance Evidence for Development/Demonstration of the State Licensure and CEC Standards | Assessment / Documentation of the Performance Evidence |
| Model Standards for Beginning Teachers | PATHWISE PRAXIS III | ||||
| Core Values: #1. All human beings grow, develop and learn. | Praxis III and Pathwise are performance assessments. Teacher knowledge about subject matter can be inferred from performance on the following criteria | Principle 1:The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make these aspects of subject matter meaningful for students, and can link the discipline(s) to other subjects. | Principle 1:The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make these aspects of subject matter meaningful for students, and can link the discipline(s) to other subjects. | ||
| #3. Educational practices are systemically coherent and developmentally appropriate. | Principle #1. The teacher understands the concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students. | A3 Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future . | 1.1.0 Knowledge | ||
| #5. Educators focus on maximizing growth, development, and learning opportunities for all students. | Principle #2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. | A4 Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students that are aligned with the goals of the lesson. | 1.1.1 The teacher candidate knows how to apply major concepts , assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) she/he teaches. | GTED 6833, GTED 6843, GTED 6853 | |
| Foundations: #1. Increasing level of professional and pedagogical knowledge, skills, and dispositions. | Principle #3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. | The teacher understands the concept of optimal match (the educational experiences should exceed the student’s current level of performance). | GTED 5003, GTED 6873, GTED 6903 | ||
| #4. Strong and developing liberal arts background. | Principle #4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. | The teacher has knowledge of historical foundations of gifted and talented education. (CEC) GT1K1 Historical foundations of gifted and talented education. | GTED 5003, GTED 6833, GTED 6843 | ||
| Unifying Factors: Diversity, Leadership, Oral and Written Communication, Technology, and Purposeful Reflection. | Principle #5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. | The teacher understands cognitive and affective characteristics of "twice exceptional" special populations of gifted and talented students with learning, physical, or behavioral disabilities. | GTED 5003, GTED 6903 | ||
| Principle #6.The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. | The teacher understands legal provisions, ethical principles, the use and limitations regarding unbiased assessment measures for students with gifts and talents. (CEC) GT8K2 Legal provisions and ethical principles regarding assessment of individuals, (CEC) GT8S4 Develop and administer nonbiased, informal assessment procedures. | GTED 5003, GTED 6843, GTED 6853, GTED 6903 | |||
| Principle #7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. | The teacher understands the Arkansas Program Approval Standards for Gifted and Talented Students. | GTED 5003, GTED 6833, GTED 6843, GTED 6853, GTED 6863, GTED 6873 | |||
| Principle #8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. | The teacher has knowledge of policies and laws at the local, state and national levels related to gifted and talented education. (CEC) GT1K3 Laws and policies related to gifted and talented education. | GTED 5003, GTED 6833, GTED 6843 | |||
| Principle #9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. | The teacher understands the relationship among creativity, intelligence, motivation and other factors significant to giftedness. | GTED 5003, GTED 6873, GTED 6903 | |||
| Principle #10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. | The teacher has knowledge of the models, theories and philosophies that form the basis for gifted education. (CEC) GT1K2 Models, theories, and philosophies that form the basis for gifted education. | GTED 5003, GTED 6843 | |||
| The teacher understands the motivational needs of students with gifts and talents. (CEC) GT7K6 Differential curriculum needs of individuals with gifts and talents. (CEC) GT9S2 Access information on meeting the needs of students with gifts and talents. | GTED 5003, GTED 6843, GTED 6853, GTED 6873, GTED 6903 | ||||
| The teacher understands test ceiling and out-of-grade level assessments for students with gifts and talents. (CEC) GT8K5 Use and limitations of assessment instruments for students with gifts and talents. | GTED 5003, GTED 6903 | ||||
| The teacher understands issues in definition and identification (nomination, screening, and placement) of students with gifts and talents, including those from culturally and linguistically diverse backgrounds. (CEC) GT1K5 Issues in definition and identification of individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. | GTED 5003, GTED 6833, GTED 6903 | ||||
| The teacher understands issues and trends in gifted education and related fields. (CEC) GT1K12 Issues and trends in gifted education and related fields. | GTED 6833 | ||||
| The teacher understands the impact which gifts and talents can have on an individual’s life. (CEC) GT3K3 Impact gifts and talents can have on an individual's life. | GTED 5003, GTED 6903 | ||||
| The teacher knows the effects of cultural stereotypes and racism on the development on gifts and talents. (CEC) GT5K1 Ways specific cultures are negatively stereotyped. | GTED 5003, GTED 6903 | ||||
| The teacher knows that variations in beliefs, traditions, and values exist across and within cultures and their effects on relationships among students with gifts and talents, family and schooling. (CEC) GT3K2 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with gifts and talents, family, and schooling. | GTED 5003, GTED 6833, GTED 6873, GTED 6903 | ||||
| The teacher knows the characteristics and biases of their own culture and how those affect one’s teaching, behavior, and communication. | GTED 5003, GTED 6833 | ||||
| C2 Making content comprehensible to students. | 1.1.2 The teacher candidate has a multicultural perspective of his/her discipline(s). | GTED 6903 | |||
| A multicultural perspective is embedded throughout the 19 Praxis III/Pathwise criteria. | 1.1.3 The teacher candidate knows how to relate his/her disciplinary knowledge to other subject areas. | GTED 6843 | |||
| 1.1.4 The teacher candidate understands how students’ conceptual frameworks and their misconceptions of an area of knowledge can influence their learning. | GTED 6843, GTED 6853, GTED 6873 | ||||
| Principle #1. The teacher understands the concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students. | Praxis III and Pathwise are performance assessments. Teacher dispositions about his/her students and the connection between subject matter and student needs can be inferred from performance on the following criteria: | 1.2.0 Dispositions | |||
| Principle #2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. | A1 Becoming familiar with relevant aspects of students’ background knowledge and experiences. | The teacher appreciates the value of cognitive and affective characteristics of "twice exceptional" special population of gifted learners. | GTED 5003, GTED 6863, GTED 6903 | ||
| Principle #3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. | A2 Articulating clear learning goals for the lesson that are appropriate to the students. | 1.2.1 The teacher candidate has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life. | The teacher has enthusiasm for the discipline of gifted education. | GTED 6843, GTED 6853, GTED 6863, GTED 6873 | |
| Principle #4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. | A3 Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future. | ||||
| Principle #5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. | C2 Making content comprehensible to students. | The teacher appreciates the impact of cultural diversity and socioeconomic factors on the development of gifts and talents | GTED 5003, GTED 6903 | ||
| Principle #6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. | A multicultural perspective is embedded throughout the 19 Praxis III/Pathwise criteria. | 1.2.2 The teacher candidate realizes that subject matter knowledge is not a fixed body of facts by is a complex and ever-evolving construct of ideas. | GTED 6843, GTED 6853, GTED 6863, GTED 6873 | ||
| Principle #7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. | 1.2.3 The teacher candidate accepts multiple perspectives. | The teacher values and respects multiple perspectives on identification, assessment and programming for students with gifts and talents. | GTED 5003, GTED 6833, GTED 6843, GTED 6853, GTED 6863, GTED 6873 | ||
| Principle #8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. | 1.2.4 The teacher candidate values interdisciplinary teaching and learning. | The teacher is committed to the concept of interdisciplinary teaching and learning for students with gifts and talents. | GTED 6843, GTED 6863 | ||
| Principle #1. The teacher understands the concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students. | 1.3.0 Performance | ||||
| Principle #2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. | C2 Making content comprehensible to students. | 1.3.1 The teacher candidate keeps abreast of new ideas and understandings in his/her discipline. | GTED 6833, GTED 6843, GTED 6863 | ||
| Principle #3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. | The teacher applies the concept of optimal match (the educational experiences should exceed the student’s current level of performance). | GTED 6843, GTED 6863 | |||
| Principle #4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. | The teacher demonstrates an understanding of cognitive and affective characteristics of special populations of gifted learners such as culturally or linguistically diverse or economically disadvantaged students. | GTED 6863, GTED 6903 | |||
| Principle #5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. | The teacher applies knowledge to cognitive and affective characteristics of “twice exceptional” special populations of gifted and talented students with learning, physical, or behavioral disabilities. | GTED 5003, GTED 6833, GTED 6903 | |||
| Principle #6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. | The teacher defines giftedness and describes procedures for identifying students with gifts and talents based on best practices. | GTED 5003, GTED 6833, GTED 6903 | |||
| Principle #7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. | The teacher implements legal provisions, regulations, and guidelines regarding unbiased assessment and the use of instructional assessment measures with students with gifts and talents. | GTED 6843, GTED 6853, GTED 6863 | |||
| Principle #8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. | The teacher implements the Arkansas Program Approval Standards for Gifted and Talented Education appropriate to his/her role. | GTED 6843, GTED 6853, GTED 6863 | |||
| The teacher uses interdisciplinary learning experiences that allow gifted and talented students to integrate knowledge, skills, and methods of inquiry from several areas. | GTED 6843, GTED 6863 | ||||
| The teacher applies multicultural curriculum for students with gifts and talents. (CEC) GT7S6 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. | GTED 6843, GTED 6863, GTED 6903 | ||||
| The teacher articulates a personal philosophy of gifted education based on best practices.(CEC) GT9S1 Articulate personal philosophy of gifted education. | |||||