Professionals for the Future
Teacher
candidates will become Professionals for the Future who will internalize,
initiate, and sustain a professional commitment to impact learners in diverse
learning communities. Professionals for
the Future will share core values:
Professionals for the Future will demonstrate that they are
continuously learning experts with:
Performance Standards for Licensure of Beginning Teachers
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Portfolio Tasks for Licensure of Beginning Teachers Completed During the Internship |
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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. |
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1.1.0 Knowledge 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. |
Assessment of Student Learning |
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1.1.2 The teacher candidate has a multicultural perspective of his/her discipline(s). |
Assessment of Student Learning |
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1.1.3 The teacher candidate knows how to relate his/her disciplinary knowledge to other subject areas. |
Unit Plan Two Lessons |
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1.1.4 The teacher candidate understands how students' conceptual frameworks and their misconceptions of an area of knowledge can influence their learning. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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1.2.0 Dispositions 1.2.1 The teacher candidate has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life. |
Philosophy Pathwise Assessment of My Teaching |
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1.2.2 The teacher candidate realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas. |
Philosophy Unit Plan |
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1.2.3 The teacher candidate accepts multiple perspectives. |
Philosophy Pathwise Assessment of My Teaching |
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1.2.4 The teacher candidate values interdisciplinary teaching and learning. |
Philosophy Pathwise Assessment of My Teaching |
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1.3.0 Performance 1.3.1 The teacher candidate keeps abreast of new ideas and understandings in his/her discipline. |
Assessment of Student Learning |
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1.3.2 The teacher candidate approaches the discipline critically and evaluates new claims and interpretations in the field. |
Unit Plan |
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1.3.3 The teacher candidate effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students' prior understandings. |
Unit Plan Two Lessons |
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1.3.4 The teacher candidate represents and uses a variety of viewpoints theories, ways of knowing, methods of inquiry, and standards of evidence characteristic of the discipline. |
Pathwise Assessment of My Teaching |
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1.3.5 The teacher candidate engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence characteristic of the discipline. |
Pathwise Assessment of My Teaching |
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1.3.6 The teacher candidate includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture. |
Pathwise Assessment of My Teaching |
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1.3.7 The teacher candidate creates interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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1.3.8 The teacher candidate ensures that what is taught and what is learned is accurate. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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1.3.9 The teacher candidate communicates effectively through reading, writing, speaking, and listening, and assists students in doing the same. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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Principle 2: The
teacher candidate plans curriculum appropriate to The teacher candidates, to
the content, and to course objectives. |
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2.1.0 Knowledge 2.1.1 The teacher candidate understands principles of curriculum design and knows how to plan lessons, units, and courses of study. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.1.2 The teacher candidate knows how to apply interdisciplinary approaches to curriculum design. |
Unit Plan |
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2.1.3 The teacher candidate recognizes the continuum of learning within the K-12 curriculum of the discipline(s) he/she teaches. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.1.4 The teacher candidate knows how to teach students to communicate effectively through reading, writing, listening, and speaking. |
Unit
Plan Pathwise Assessment of My Teaching |
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2.1.5 The teacher candidate knows how to ask questions to stimulate discussion as well as creative and critical thinking. |
Unit
Plan Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.1.6 The teacher candidate knows how to use various instructional technologies to address individual and group needs. |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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2.1.7 The teacher candidate constructs and appropriately uses a variety of measures, such as observation, tests, and performance based assessments, to assess student growth and development. |
Two
Lessons Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.2.0 Dispositions 2.2.1 The teacher candidate is willing to respond with different approaches until students succeed. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching |
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2.2.2 The teacher candidate is disposed to be a learner about organization, presentation, and assessment of content. |
Philosophy Two
Lessons Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.2.3 The teacher candidate is inclined to use a variety of resources. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching |
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2.2.4 The teacher candidate is open to and appreciates multiple perspectives of the disciplines and of The teacher candidates. |
Philosophy Pathwise Assessment of My Teaching |
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2.2.5 The teacher candidate is willing to explore and use technology as an instructional tool in the classroom. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching |
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2.2.6 The teacher candidate is committed to improving practice based on a variety of assessments both formal and informal. |
Philosophy Two
Lessons Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.2.7 The teacher candidate is committed to lifelong learning. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching |
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2.3.0 Performance 2.3.1 The teacher candidate plans lessons, units, and courses of study that are appropriate to The teacher candidates, to the content, and to single discipline or interdisciplinary course objectives. |
Philosophy Case
Study Unit
Plan Two Lessons |
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2.3.2 The teacher candidate adapts the curricula to accommodate individual student abilities and needs. |
Case
Study Two
Lessons Pathwise Assessment of My Teaching |
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2.3.3 The teacher candidate evaluates and utilizes teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness. |
Unit
Plan Two Lessons |
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2.3.4 The teacher candidate develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. |
Pathwise Assessment of My Teaching |
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2.3.5 The teacher candidate effectively integrates the communication skills of reading, writing, listening, and speaking into all curricula. |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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2.3.6 The teacher candidate asks questions to stimulate discussion as well as creative and critical thinking. |
Pathwise Assessment of My Teaching |
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2.3.7 The teacher candidate creates learning experiences, which encourage critical and creative thinking, problem solving, and other higher order thinking skills. |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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2.3.8 The teacher candidate uses technology, as appropriate, to improve learning and instruction |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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2.3.9 The teacher candidate constructs and uses a variety of assessment techniques to assess student growth and development. |
Unit
Plan Two
Lessons Assessment of Student Learning Pathwise Assessment of My Teaching |
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2.3.10 The teacher candidate uses feedback and assessment to improve practice. |
Case
Study Two
Lessons Assessment
of Student Learning Pathwise Assessment of My Teaching |
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2.3.11 The teacher candidate provides opportunities for students to acquire the skills necessary to become lifelong learners. |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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Principle 3: The
teacher candidate plans instruction based upon human growth and development,
learning theory, and the needs of The teacher candidates. |
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3.1.0 Knowledge 3.1.1 The teacher candidate knows concepts of human growth and development. |
Two
Lessons Case
Study Assessment of Student Learning Pathwise Assessment of My Teaching |
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3.1.2 The teacher candidate can evaluate and knows how to apply appropriate techniques of classroom management. |
Two
Lessons Case
Study Assessment
of Student Learning Pathwise Assessment of My Teaching |
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3.1.3 The teacher candidate knows how to evaluate and use appropriate instructional techniques and strategies based on different learning theories. |
Two
Lessons Pathwise Assessment of My Teaching |
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3.1.4 The teacher candidate knows how to evaluate and use a variety of materials to support different instructional strategies. |
Unit
Plan Case
Study Pathwise Assessment of My Teaching |
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3.1.5 The teacher candidate understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of learning--and uses instructional strategies that promote learning. |
Two
Lessons Case Study |
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3.1.6 The teacher candidate understands how students' physical, social, emotional and cognitive development influence learning and applies these factors when making instructional decisions. |
Unit
Plan Two
Lessons Pathwise Assessment of My Teaching |
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3.1.7 The teacher candidate is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional and cognitive); The teacher candidate can differentiate levels of readiness for learning and understands how development in any domain may affect performance in another domain. |
Two
Lessons Case
Study Assessment
of Student Learning Pathwise Assessment of My Teaching |
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3.1.8 The teacher candidate understands the importance of peers to intellectual development. |
Two
Lessons Case Study |
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3.1.9 The teacher candidate understands exceptionalities and uses this knowledge to apply appropriate learning theory on an individual basis. |
Pathwise Assessment of My Teaching |
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3.1.10 The teacher candidate knows how to find information and services to support students. |
Case
Study Pathwise Assessment of My Teaching |
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3.2.0 Dispositions 3.2.1 The teacher candidate is willing to provide and maintain a positive classroom environment. |
Philosophy Two Lessons Pathwise Assessment of My Teaching |
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3.2.2 The teacher candidate believes that all children can learn at high levels and persists in helping all children achieve success. |
Philosophy Assessment of Student Learning Pathwise Assessment of My Teaching |
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3.2.3 The teacher candidate accepts the responsibility to create an environment that motivates students to learn by building on their strengths and interests. |
Philosophy Case
Study Pathwise Assessment of My Teaching |
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3.2.4 The teacher candidate appreciates individual variations among students, shows respect for their diverse talents and abilities, and is committed to helping them develop their self-confidence and competence. |
Philosophy Two
Lessons Case
Study Assessment
of Student Learning Pathwise Assessment of My Teaching |
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3.2.5 The teacher candidate is willing to find and use different teaching materials, teaching techniques, and strategies to meet the learning needs of students. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching |
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3.2.6 The teacher candidate recognizes that all students are capable of sharing knowledge. |
Philosophy Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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3.3.0 Performance 3.3.1 The teacher candidate applies concepts of human growth and development to classroom instruction. |
Two
Lessons Case Study |
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3.3.2 The teacher varies instruction using different learning techniques and strategies as appropriate for his/her students and the content. |
Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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3.3.3 The teacher selects, procures, and maintains appropriate materials to support different instructional strategies. |
Two
Lessons Pathwise Assessment of My Teaching |
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3.3.4 The teacher candidate stimulates student reflection on prior knowledge, links new ideas to familiar ones, and makes connections to students’ experiences. |
Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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3.3.5 The teacher candidate provides students with opportunities for active engagement, for testing of ideas and materials, and for assuming responsibility for shaping their learning tasks. |
Two
Lessons Case
Study Assessment
of Student Learning Pathwise Assessment of My Teaching |
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3.3.6 The teacher candidate provides opportunities for both individual and group learning. |
Two
Lessons Pathwise Assessment of My Teaching |
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3.3.7 The teacher candidate finds and uses information and services to support students. |
Two Lessons |
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3.3.8 The teacher candidate flexibly applies appropriate learning theories for individual students. |
Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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3.3.9 The teacher candidate creates an environment, which motivates students to learn by building on their strengths and interests. |
Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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Principle
4: The teacher candidate exhibits
human relations skills which support the development of human potential. |
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4.1.0 Knowledge 4.1.1 The teacher candidate is familiar with students, the communities from which they come, and other factors, which shape their outlook, values, and orientation toward schooling. |
Philosophy Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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4.1.2 The teacher candidate understands how students' learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family and community values. |
Two
Lessons Case
Study Pathwise Assessment of My Teaching |
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4.1.3 The teacher candidate understands the importance of treating others with respect and dignity. |
Philosophy Case Study Assessment of Student Learning Pathwise Assessment of My Teaching |
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4.1.4 The teacher candidate knows how to communicate effectively with multiple audiences. |
Case
Study Pathwise Assessment of My Teaching |
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4.2.0 Dispositions 4.2.1 The teacher candidate respects, accepts, and supports ALL students. |
Philosophy Case
Study Assessment
of Student Learning Pathwise Assessment of My Teaching |
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4.2.2 The teacher candidate appreciates the importance of effective communication. |
Philosophy Assessment
of Student Learning Pathwise Assessment of My Teaching |
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4.2.3 The teacher candidate is committed to the expression of democratic values in the classroom and in the school. |
Philosophy Case
Study Pathwise Assessment of My Teaching |
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4.3.0 Performance 4.3.1 The teacher candidate promotes positive interpersonal relationships among students, parents/guardians, and the community. |
Pathwise Assessment of My Teaching |
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4.3.2 The teacher candidate expresses empathy and warmth in interpersonal relationships. |
Pathwise Assessment of My Teaching |
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4.3.3 The teacher candidate treats all others with the same respect and dignity with which he/she expects to be treated. |
Case
Study Pathwise Assessment of My Teaching |
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4.3.4 The teacher candidate communicates effectively with diverse populations among students, parents/guardians, peers, and community. |
Case
Study Pathwise Assessment of My Teaching |
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4.3.5 The teacher candidate creates an environment, which nurtures self-confidence, self-respect, and competence. |
Assessment
of Student Learning Pathwise Assessment of My Teaching |
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4.3.6 The teacher candidate considers the development of character, aspiration, and civic virtues in making instructional decisions. |
Pathwise Assessment of My Teaching |
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Principle 5: The teacher candidate works collaboratively with school colleagues, parents/guardians, and the community to support students' learning and well being. |
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5.1.0 Knowledge 5.1.1 The teacher candidate knows how to translate, evaluate and apply current education research. |
Case
Study Pathwise Assessment of My Teaching Professional Development Plan |
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5.1.2 The teacher candidate knows how to translate, evaluate and apply current education research. |
Pathwise Assessment of My Teaching Professional Development Plan |
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5.1.3 The teacher candidate understands legal obligations as represented by statute, regulation, school board directive, court decision or other policy. |
Case
Study Pathwise Assessment of My Teaching Professional Development Plan |
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5.1.4 The teacher candidate understands the process of change. |
Case
Study Professional Development Plan |
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5.1.5 The teacher candidate understands schools as organizations within the larger community context. |
Two Lessons |
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5.1.6 The teacher candidate understands the importance of family/guardian involvement. |
Case
Study Pathwise Assessment of My Teaching |
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5.1.7 The teacher candidate understands how student groups function and influence people and how people influence students. |
Two Lessons |
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5.2.0 Dispositions 5.2.1 The teacher candidate is committed to research, reflection, assessment, and learning as an ongoing process. |
Philosophy Pathwise Assessment of My Teaching Professional Development Plan |
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5.2.2 The teacher candidate appreciates the need for change in a dynamic organization. |
Philosophy Professional Development Plan |
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5.2.3 The teacher candidate believes that he/she can make an important contribution to enhancing the education of students and to school improvement. |
Philosophy Case
Study Pathwise Assessment of My Teaching |
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5.2.4 The teacher candidate is willing to collaborate in school-improvement activities. |
Philosophy Two
Lessons Pathwise Assessment of My Teaching Professional Development Plan |
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5.3.0 Performances 5.3.1 The teacher candidate reflects on his/her
teaching to improve instruction. |
Unit
Plan |