SCHOOL OF EDUCATION AND ALLIED PROFESSION’S STANDARDS FOR EDUCATOR PREPARATION

Standard 1:  Is Well-Grounded in General Studies and Content Knowledge

Standard 1 – means:
1a.   Evidences depth of academic knowledge and skills [Embedded Domain A]
1b.   Demonstrates an understanding of the connections between content previously learned, current content, and the disposition to integrate future content [Praxis III-A3]
1c.   Makes content knowledge comprehensible to students [Praxis III-C2]
1d.   Demonstrates strong written and oral communication skills (e.g. correct grammar, legible writing, clear speech) [Embedded Domain D]

Standard 2: Appreciates and Understands Diverse Learners, Mentors, Peers, and Learning Processes

Standard 2 – means:
2a.   Shows a sensitivity to cultural and individual differences [Embedded Domain B]
2b.   Demonstrates an appreciation and understanding of exceptionalities [Embedded Domain B]
2c.   Utilizes multiple instructional strategies that are appropriate to students’ needs [Praxis III-C4]
2d.   Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs [Praxis III-A1]

Standard 3: Demonstrates Sensitivities to Learning Contexts and Environments

Standard 3 – means:
3a.   Creates a climate that promotes fairness [Praxis III-B1]
3b.   Establishes and maintains rapport with students [Praxis III-B2]
3c.   Communicates challenging learning expectations to each student [Praxis III-B3]
3d.   Establishes and maintains consistent standards of classroom behavior [Praxis III-B4]
3e.   Makes the physical environment safe and conducive to learning [Praxis III-B5]
3f.    Facilitates students’ integration of understanding, competence, confidence, and emerging self efficacy [Embedded Domain C]

Standard 4: Demonstrates Planning, Implementation, and Evaluation by Utilizing Varied Instructional Strategies

Standard 4 – means:
Planning
4a.   Articulates clear learning goals for the lesson that are appropriate for the students [Praxis III-A2]
4b.   Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson [Praxis III-A4]

Implementation
4c.   Clearly communicates challenging learning expectations and procedures to the students [Praxis III-C1]
4d.   Encourages students to extend their thinking [Praxis III-C3]
4e.   Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits [Praxis III-C4]
4f.    Uses instructional time effectively [Praxis III-C5]

Evaluation
4g.   Creates or selects evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson [Praxis III-A5]
4h.   Demonstrates a sense of efficacy by modifying instruction in response to student feedback and performance [Praxis III-D2]
4i.    Monitors and assesses learning in using a variety of means (e.g. observation, questioning techniques, tests, demonstrations, etc.) [Praxis III-C4]

Standard 5: Demonstrates Professional Commitments and Dispositions

Standard 5 – means:
5a.   Participates in professional and school-sponsored activities [Embedded Domain D]
5b.   Observes school policies and procedures [Embedded Domain D]
5c.   Demonstrates proper conduct as a professional (well groomed, properly dressed, courteous, punctual, etc.) [Embedded Domain D]
5d.   Meets all requirements for professional development within the specific licensure program [Embedded Domain D]
5e.   Reflects on the extent to which learning goals were met [Praxis III-D1]
5f.    Builds professional relationships with colleagues to share learning insights and to coordinate learning activities for students [Praxis III-D3]
5g.   Communicates with parents, guardians, and other colleagues about student learning [Praxis III-D4]