The following matrix outlines the knowledge, skills, and dispositions that are held in common by each undergraduate program. In addition to these overarching standards for the undergraduate programs, degree-granting graduate and undergraduate programs (e.g., Gifted Education, Educational Leadership, Instructional Improvement, Middle Level Education, Early Childhood Education, etc.) have specialized program standards containing specialized lists of knowledge, skills, and dispositions. These may be viewed in the particular SPA reports for each respective program.

Arkansas Teacher Licensure Standards Matched to

Pathwise/Praxis III Criteria

Arkansas Teacher Licensure Standards	Pathwise/Praxis III Teacher Performance Assessment Criteria
Principle #1 The teacher 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.	Domain A: Organizing Content Knowledge for Student Learning A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences. A2: Articulating clear learning goals for the lesson that are appropriate for the 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. A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson.
Principle #2 The teacher plans curriculum appropriate to the students, to the content, and to the course objectives.	Domain A: Organizing Content Knowledge for Student Learning A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences. 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. A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson.
Principle #3 The teacher plans instruction based upon human growth and development, learning theory, and the needs of students.	Domain A: Organizing Content Knowledge for Student Learning A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences. A2: Articulating clear learning goals for the lesson that are appropriate for the 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. A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson. A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson. Domain C: Teaching for Student Learning C3: Encouraging students to extend their thinking. C4: Monitoring students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands. C5: Using instructional time effectively. Domain D: Teacher Professionalism D1: Reflecting on the extent to which learning goals were met.
Principle #4 The teacher exhibits human relations skills, which support the development of human potential.	Domain B: Creating an Environment for Student Learning B1: Creating a climate that promotes fairness. B2: Establishing and maintaining rapport with students. B3: Communicating challenging learning expectations to each student. B4: Establishing and maintaining consistent standards of classroom behavior. B5: Making the physical environment as safe and conducive to learning as possible. Domain C: Teaching for Student Learning C1: Making learning goals and instructional procedures clear to the students. C2: Making content comprehensible to the students. C3: Encouraging students to extend their thinking. Domain D: Teacher Professionalism D2: Demonstrating a sense of efficacy. D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.
Principle #5 The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well being.	Domain D: Teacher Professionalism D2: Demonstrating a sense of efficacy. D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students. D4: Communicating with parents or guardians about student learning.