Embedded Credit – Content Standards and Objectives Alignment Template

Course Name Careers in Education WVEIS # 1301, 1302, 1304, 1135__

Teachers and Administrators who completed the template: Alyssa Hamilton, Brenda Fisher, Carolyn Baldwin, Connie Ewing, M’lyn Gibson, Susan Sweat

81%

Recommendation that embedded credit be awarded: Yes X No □ Provide rationale for decision:“Students will receive high-quality instruction that will allow them to work toward mastery on 100% of the content standards and objectives for all embedded credit courses approved by the county and submitted for approval to the WVDE.”

Embedded Credit Course Standards and Objectives

(Transition English Language Arts for Seniors)

Alignment to Host Course Standards and Objectives

Content Alignment How Standards and/or objectives that do not have

strong alignment will be delivered

Strong Alignment

Moderate Alignment

Weak or No

AlignmentELA.T.1 Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, including determining where the literary text leaves matters uncertain.

1302.10-examine the roles of nurturance and communication on human growth and development.1302.16-examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.22-compare concepts of “melting pot” and “multicultural education.”1302.24-examine possible conflicts between a students’ home cultures and cultural identity, with the schools’

X

Course curriculum incorporates literary texts.

See evidence document for literary texts that demonstrate these CSS’s.

culture.1302.25-evaluate the impact that school culture has on the development of gender differences.1302.38-demonstrate critical reflection. 1304.9-predict how social relationships affect learning.1304.14-determine if labeling is appropriate.1304.22-examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1304.25-identify how core academic knowledge and skills benefit learners.

ELA.T.2 Determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the literary text.

1301.3--analyze how special needs and exceptionalities affect the learning process.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1302.3--examine the stages of normal social and emotional development.

X

Course curriculum incorporates literary texts (e.g. Teacher Man, A Child Called It, etc.).

See evidence document for literary texts that demonstrate these CSS’s.

1302.7--analyze the psychosocial stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development.1302.12--analyze the role of family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.

1302.25--evaluate the impact that school culture has on the development of gender differences.1304.22--examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1135.20--analyze recurring and evolving family, workplace, and community concerns.

ELA.T.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, and how the

1302.10-examine the roles of nurturance and communication on human growth and development.1302.16-examine the various environmental influences that impact physical,

Course curriculum incorporates literary texts.

characters are introduced and developed).

cognitive, social, cultural and emotional development.1302.22-compare concepts of “melting pot” and “multicultural education.”1302.24-examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.25-evaluate the impact that school culture has on the development of gender differences.1304.9-predict how social relationships affect learning.1304.22-examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1135.20--analyze recurring and evolving family, workplace, and community concerns.

XSee evidence document for literary texts that demonstrate these CSS’s

ELA.T.4 Cite strong and thorough textual evidence to support analysis of what the informational text says

1301.2--evaluate different learning styles.1301.3--analyze how special needs and exceptionalities

explicitly as well as inferences drawn from the text, including determining where the informational text leaves matters uncertain.

affect the learning process.1301.4--research major physical, social and personal challenges that impede successful learning.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1302.2--analyze theoretical application to cognitive and communicative development.1302.5--research cognitive stages of learners.1302.7--analyze the psychosocial stages of learners.1302.12--analyze the role of family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.19--research how

X

diversity affects teaching and learning.1302.29--analyze concepts of multiple intelligences and learning styles.1135.6--research fields in specialized education.1135.19--analyze our society’s responses to current demographics and trends with regard to children’s well being.1135.20--analyze recurring and evolving family, workplace, and community concerns. 1135.24--analyze the West Virginia Teacher Code of Conduct.

ELA.T.5 Determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the informational text.

1301.3--analyze how special needs and exceptionalities affect the learning process.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1301.7--summarize effective teaching strategies. .1301.26--summarize the role of self-esteem in learning.

X

1302.2--analyze theoretical application to cognitive and communicative development.1302.7--analyze the psychosocial stages of learners.1302.12--analyze the role of family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.29--analyze concepts of multiple intelligences and learning styles.1135.19--analyze our society’s responses to current demographics and trends with regard to children’s well being.1135.20--analyze recurring and evolving family, workplace, and community concerns.

1135.24--analyze the West Virginia Teacher Code of Conduct.

ELA.T.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media.

1301.2--evaluate different learning styles.1301.3--analyze how special needs and exceptionalities affect the learning process.1301.4--research major physical, social and personal challenges that impede successful learning.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction. .1302.2--analyze theoretical application to cognitive and communicative development.1302.7--analyze the psychosocial stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.1302.11--evaluate the impact of social, economic and technological forces on

X

individual growth and development.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.29--analyze concepts of multiple intelligences and learning styles.1304.9--predict how social relationships affect learning.1304.22--examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1135.8--deconstruct the governance structure of the local, state and national educational systems.1135.19--analyze our society’s responses to current demographics and trends with regard to

children’s well being.1135.20--analyze recurring and evolving family, workplace, and community concerns.

ELA.T.7 Determine the meaning of words and phrases as they are used in a variety of literary texts, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

X

Course curriculum incorporates literary texts; however, Shakespeare must be purposefully integrated.

See evidence document for other literary texts that demonstrate these CSS’s

ELA.T.8 Analyze how an author's choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, and the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

1302.10-examine the roles of nurturance and communication on human growth and development.1302.16-examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.22-compare concepts of “melting pot” and

XCourse would need to incorporate lesson/s addressing author’s intent to make this a strong alignment.

See evidence document for literary texts that

“multicultural education.”1302.24-examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.25-evaluate the impact that school culture has on the development of gender differences.1302.38-demonstrate critical reflection. 1304.9-predict how social relationships affect learning.1304.14-determine if labeling is appropriate.1304.22-examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1304.25-identify how core academic knowledge and skills benefit learners.

demonstrate these CSS’s.

ELA.T.9 Determine the meaning of words and phrases as they are used in an informational text, including figurative,

1301.8--identify the elements of an effective lesson for all learners.1301.25--explain the factors contributing to self-esteem.

connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

1304.25--identify how core academic knowledge and skills benefit learners. 1135.22--explain major laws that govern behavior within learning settings.1135.23--determine nature of the classroom teacher’s authority.1135.25--determine how leadership can be exhibited as advocates for education.

X

ELA.T.10 In informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

1301.3--analyze how special needs and exceptionalities affect the learning process.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1301.11--critique different assessment techniques.1302.2--analyze theoretical application to cognitive and communicative development.1302.7--analyze the psychosocial stages of learners.1302.11--evaluate the impact of social, economic and

X

technological forces on individual growth and development.1302.12--analyze the role of family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.25--evaluate the impact that school culture has on the development of gender differences.1302.29--analyze concepts of

multiple intelligences and learning styles.1135.8--deconstruct the governance structure of the local, state and national educational systems.1135.19--analyze our society’s responses to current demographics and trends with regard to children’s well being.1135.20--analyze recurring and evolving family, workplace, and community concerns.

ELA.T.11 Determine an author's point of view or purpose in an informational text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

1301.3--analyze how special needs and exceptionalities affect the learning process.1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1301.11--critique different assessment techniques.1302.2--analyze theoretical application to cognitive and communicative development.1302.7--analyze the psychosocial stages of

X

learners.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development.1302.12--analyze the role of family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.25--evaluate the impact that school culture has on

the development of gender differences.1302.29--analyze concepts of multiple intelligences and learning styles.1135.8--deconstruct the governance structure of the local, state and national educational systems.1135.19--analyze our society’s responses to current demographics and trends with regard to children’s well being.1135.20--analyze recurring and evolving family, workplace, and community concerns.

ELA.T.12 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually or quantitatively) as well as in words in order to address a question or solve a problem.

1301.4--research major physical, social and personal challenges that impede successful learning.1302.5--research cognitive stages of learners.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development..

X

1302.19--research how diversity affects teaching and learning.1304.26--employ multiple sources of resources and methods.1304.33--use technology to analyze, manipulate, and interpret information. 1135.6--research fields in specialized education.

ELA.T.13 By the end of grade 12, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 11-12 text complexity range independently and proficiently.

1302.10-examine the roles of nurturance and communication on human growth and development.1302.16-examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.22-compare concepts of “melting pot” and “multicultural education.”1302.24-examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.25-evaluate the impact that school culture has on

XCourse curriculum incorporates literary texts; poetry could easily be included without being contrived.

See evidence document for literary texts that demonstrate these CSS’s

the development of gender differences.1304.9-predict how social relationships affect learning.1304.22-examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1135.20--analyze recurring and evolving family, workplace, and community concerns.

ELA.T.14 By the end of grade 12, read and comprehend nonfiction and other informational texts at the high end of the grades 11-12 text complexity range independently and proficiently.

1301.9--synthesize components of effective classroom climate, management, and discipline.1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment.1301.25--explain the factors contributing to self-esteem.1302.23--assess educational achievement levels of students from low-income, middle-income and upper-income groups.

X

1302.28--implement basic methods that make lessons relevant and developmentally appropriate.1304.16--outline critical elements of the Individuals with Disabilities Education Improvement Act, Section 504 of the Vocational Rehabilitation Act, and Title IX of the Educational Amendment of 1972.

1304.23--review current and emerging research regarding human growth and development.1304.25--identify how core academic knowledge and skills benefit learners. 1304.35--use knowledge of learners to align instructional strategies to learners’ characteristics.1304.36--explore instructional strategies to enhance learner achievement.1135.17--interpret the demographics of our

country’s population.1135.18--assess the collective trends in our country’s population.1135.22--explain major laws that govern behavior within learning settings.1135.23--determine nature of the classroom teacher’s authority.1135.25--determine how leadership can be exhibited as advocates for education.1135.26--assess the value of community service and civic responsibility.

ELA.T.15 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.• Introduce precise, knowledgeable claims(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claim(s); and create an organization that logically sequences claim(s),

1301.11--critique different assessment techniques.1301.18--critique their field experience activities with a collection of artifacts.1301.20--critique teaching performance of at least one lesson using appropriate models of instruction.1301.22--critique classroom performance and personal areas for improvement as learners.1302.6--compare how moral

X

counterclaims, reasons, and evidence.• Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases.

development can be influenced by negative and positive factors. 1302.22--compare concepts of “melting pot” and “multicultural education.”1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.27--compare instructional strategies designed to meet the needs of diverse learners.1302.37--compare methods of assessments. 1304.14--determine if labeling is appropriate.1304.15--determine if grouping is appropriate. 1304.20 The student will demonstrate knowledge of

issues in human development such as nature vs. nurture, continuity vs. discontinuity and universal vs. context specific.

major theories such

as psychodynamic, learning and cognitive theories.

1135.2--compare positive and negative perceptions of the teaching profession.1135.7--compare the various types of schooling available today.

ELA.T.16 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.• Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.• Develop the topic

1301.7--summarize effective teaching strategies. .1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.17-- The student will demonstrate knowledge of

the impact diversity has on teaching and learning.

School culture and

X

thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.• Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.• Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline.• Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

behavior out of the classroom

1302.19--research how diversity affects teaching and learning.1304.1--the elements of a curriculum-oriented learning community. 1304.12--prepare plans to prevent and respond to school violence.1304.17--develop guidelines for addressing the needs of students who experience physical, cognitive, personal, social, moral, and emotional exceptionalities.1304.18--illustrate teaching strategies for bilingual classrooms.1304.26--employ multiple sources of resources and methods.1304.33--use technology to analyze, manipulate, and interpret information. 1135.1 The student will demonstrate knowledge of

educational trends that have influenced the issues in today’s

articulating implications or the significance of the topic).

education. future educational

trends based on past and current events.

ELA.T.17 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.• Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.• Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.• Use a variety of techniques

1301.8--critique their field experience activities with a collection of artifacts.1301.19 The student will demonstrate knowledge of

processes in reflection of experience.

personal qualities as related to success.

effectiveness in delivering instruction.

1304.2-- outline climate, tone, and features of a standards based learning community.1304.22--examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1135.4--justify in writing a

X

The processes of reflection and field experiences are done in narrative form (journals, reader’s cards, case studies, etc.)

See evidence document.

to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution.• Use precise words and phrases, effective details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.• Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

personal philosophy and impact that philosophy may have in their educational practices.

ELA.T.18 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Text Types and Purposes.)

1301.7--summarize effective teaching strategies.1301.11--critique different assessment techniques.1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment.1301.18--critique their field experience activities with a collection of artifacts.1301.20--critique teaching

X

performance of at least one lesson using appropriate models of instruction.1301.22--critique classroom performance and personal areas for improvement as learners.1302.2--analyze theoretical application to cognitive and communicative development.1302.6--compare how moral development can be influenced by negative and positive factors. 1302.7--analyze the psychosocial stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development.1302.12--analyze the role of family and social support systems in meeting human growth and development

needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.19--research how diversity affects teaching and learning.1302.22--compare concepts of “melting pot” and “multicultural education.”1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.27--compare instructional strategies designed to meet the needs of diverse learners.1302.37--compare methods of assessments. 1304.12--prepare plans to prevent and respond to school violence.1304.14--determine if labeling is appropriate.1304.15--determine if grouping is appropriate. 1304.17--develop guidelines for addressing the needs of students who experience

physical, cognitive, personal, social, moral, and emotional exceptionalities.1304.18--illustrate teaching strategies for bilingual classrooms.1135.2--compare positive and negative perceptions of the teaching profession.1135.4--justify in writing a personal philosophy and impact that philosophy may have in their educational practices.1135.7--compare the various types of schooling available today.

ELA.T.19 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

1301.7--summarize effective teaching strategies. .1301.11--critique different assessment techniques.1301.18--critique their field experience activities with a collection of artifacts.1301.19 The student will demonstrate knowledge of

processes in reflection of experience.

X

personal qualities as related to success.

effectiveness in delivering instruction.

1135.2--compare positive and negative perceptions of the teaching profession.1135.3--assess in written form how philosophical thought continues to influence education. 1135.4--justify in writing a personal philosophy and impact that philosophy may have in their educational practices.1135.26--assess the value of community service and civic responsibility.

ELA.T.20 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

1301.4--research major physical, social and personal challenges that impede successful learning.1302.3--examine the stages of normal social and emotional development.1302.5--research cognitive stages of learners.

X

subject, demonstrating understanding of the subject under investigation.

1302.10--examine the roles of nurturance and communication on human growth and development.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.19--research how diversity affects teaching and learning.1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.34--examine impact grades and scores have on students.1302.36--examine assessment as means to enhance learner achievement.1304.22--examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.

1304.23--review current and emerging research regarding human growth and development.1135.6--research fields in specialized education.1135.12--examine the steps to teacher certification.

ELA.T.21 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

1301.4--research major physical, social and personal challenges that impede successful learning.1302.5--research cognitive stages of learners.1302.19--research how diversity affects teaching and learning.1304.26--employ multiple sources of resources and methods.1304.33--use technology to analyze, manipulate, and interpret information.

X

ELA.T.22 Draw evidence from literary or informational texts

1301.4--research major physical, social and personal

to support analysis, reflection, and research.• Apply Transition English Language Arts for Seniors Reading standards to literature.• Apply Transition English Language Arts for Seniors Reading standards to nonfiction and other informational texts.

challenges that impede successful learning.1302.3--examine the stages of normal social and emotional development.1302.5--research cognitive stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.1302.16--examine the various environmental influences that impact physical, cognitive, social, cultural and emotional development.1302.19--research how diversity affects teaching and learning.1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.34--examine impact grades and scores have on students.1302.36--examine assessment as means to enhance learner

X

Course curriculum incorporates literary texts.

See evidence document for literary texts that demonstrate these CSS’s

achievement.1304.22--examine interrelationships among physical, emotional, social and intellectual aspects of human growth and development.1304.23--review current and emerging research regarding human growth and development.1304.24 The student will demonstrate knowledge of

materials and resources needed to enhance instruction

Bloom’s Taxonomy and Depth of Knowledge in development of learning standards and competencies.

research skills to enhance professional practice.

1135.6--research fields in specialized education.1135.12--examine the steps to teacher certification.

ELA.T.23 Write routinely over 1301.7--summarize effective

extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

teaching strategies.1301.11--critique different assessment techniques.1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment.1301.20--critique teaching performance of at least one lesson using appropriate models of instruction.1301.22--critique classroom performance and personal areas for improvement as learners.1302.6--compare how moral development can be influenced by negative and positive factors. 1302.10--examine the roles of nurturance and communication on human growth and development.1302.11--evaluate the impact of social, economic and technological forces on individual growth and development.1302.19--research how diversity affects teaching and

X

learning.1302.22--compare concepts of “melting pot” and “multicultural education.”1302.24--examine possible conflicts between a students’ home cultures and cultural identity, with the schools’ culture.1302.27--compare instructional strategies designed to meet the needs of diverse learners.1302.37--compare methods of assessments. 1304.12--prepare plans to prevent and respond to school violence.1304.17--develop guidelines for addressing the needs of students who experience physical, cognitive, personal, social, moral, and emotional exceptionalities.1304.18--illustrate teaching strategies for bilingual classrooms.1135.2--compare positive and negative perceptions of the teaching profession.1135.4--justify in writing a

personal philosophy and impact that philosophy may have in their educational practices.1135.7--compare the various types of schooling available today.

ELA.T.24 Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.• Work with peers to promote civil, democratic discussions and decision-

1301.17--participate in teaching.1301.20--critique teaching performance of at least one lesson using appropriate models of instruction.1304.20-- The student will demonstrate knowledge of

issues in human development such as nature vs. nurture, continuity vs. discontinuity and universal vs. context specific.

major theories such as psychodynamic, learning and cognitive theories.

1304.21--demonstrate ability to communicate principles of human development.1302.40--prepare a

X

making; set clear goals and deadlines, and establish individual roles as needed.• Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.• Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

communication plan on grading policy. 1135.2--compare positive and negative perceptions of the teaching profession.1135.8--deconstruct the governance structure of the local, state and national educational systems.1135.10 The student will demonstrate knowledge of

effective job application and interview skills.

requirements for admission to one or more teacher education programs.

1135.13--discuss various aspects of the teaching profession such as teacher supply and demand, preparation, salaries, rights, professional development, unions, etc.1135.19--analyze our society’s responses to current demographics and trends with regard to children’s well being.1135.20--analyze recurring

and evolving family, workplace, and community concerns.

ELA.T.25 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

1301.7--summarize effective teaching strategies. .1301.10--integrate effective use of technology in the classroom.1302.18--analyze systematic student groupings in public schools that support or hinder learning.1302.32--analyze test items.1304.13 The student will demonstrate knowledge of

the characteristics and learning difficulties of exceptional students.

types of intelligence and how they are measured.

culturally appropriate teaching strategies for a variety of grades and subjects.

requirements of IEP. roles of team

X

members in the IEP conference.

1304.33--use technology to analyze, manipulate, and interpret information. 1304.34--apply technology to support and enhance learning.1304.35--use knowledge of learners to align instructional strategies to learners’ characteristics.1304.36--explore instructional strategies to enhance learner achievement.1135.1 The student will demonstrate knowledge of

educational trends that have influenced the issues in today’s education.

future educational trends based on past and current events.

1135.5--the structure and governance of educational practice in the United States. 1135.6--research fields in specialized education.1135.15--perform Praxis I

sample assessment.

ELA.T.26 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

1301.6--analyze ways in which a teacher’s personality impacts instructional style and interaction.1301.20--critique teaching performance of at least one lesson using appropriate models of instruction.1301.21--analyze and reflect on field experiences.1301.22--critique classroom performance and personal areas for improvement as learners.1135.23--determine nature of the classroom teacher’s authority.

X

ELA.T.27 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; address alternative or opposing perspectives, and determine if the organization,

1301.13--plan and deliver instruction to learners at their field sites. 1301.17--participate in teaching.1302.6--compare how moral development can be influenced by negative and positive factors. 1302.12--analyze the role of

X

development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

family and social support systems in meeting human growth and development needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.22--compare concepts of “melting pot” and “multicultural education.”1302.27--compare instructional strategies designed to meet the needs of diverse learners.1302.40--prepare a communication plan on grading policy. 1304.25--identify how core academic knowledge and skills benefit learners. 1135.13--discuss various aspects of the teaching profession such as teacher supply and demand, preparation, salaries, rights, professional development, unions, etc.

ELA.T.28 Make strategic use of digital media (e.g., textual,

1301.10--integrate effective use of technology in the

graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

classroom.1304.26--employ multiple sources of resources and methods.1304.30 The student will demonstrate knowledge of

learning and developmental theory.

instructional strategies to enhance learner achievement.

multiple strategies to adapt instruction to meet needs of learners.

1304.31--design and provide instruction based on the needs of learners.1304.33--use technology to analyze, manipulate, and interpret information. 1304.34--apply technology to support and enhance learning.

X

ELA.T.29 Adapt speech to a variety of contexts and tasks, demonstrating a command

1301.13--plan and deliver instruction to learners at their field sites.

of formal English when indicated or appropriate. (See Transition English Language Arts Language standards for specific expectations.)

1301.17--participate in teaching.1302.40--prepare a communication plan on grading policy. 1135.13--discuss various aspects of the teaching profession such as teacher supply and demand, preparation, salaries, rights, professional development, unions, etc.

X

ELA.T.30 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. • Apply the understanding that usage is a matter of convention, can change over time and is sometimes contested. • Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage or Garner’s Modern American Usage) as needed.

1301.7--summarize effective teaching strategies. 1301.9--synthesize components of effective classroom climate, management, and discipline.1301.13--plan and deliver instruction to learners at their field sites. 1301.15--apply knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment.1301.17--participate in teaching.1302.2--analyze theoretical

X

application to cognitive and communicative development.1302.7--analyze the psychosocial stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.1304.12--prepare plans to prevent and respond to school violence.1304.17--develop guidelines for addressing the needs of students who experience physical, cognitive, personal, social, moral, and emotional exceptionalities.1304.18--illustrate teaching strategies for bilingual classrooms.1304.30 The student will demonstrate knowledge of

learning and developmental theory.

instructional strategies to enhance learner achievement.

multiple strategies to

adapt instruction to meet needs of learners.

1135.1 The student will demonstrate knowledge of

educational trends that have influenced the issues in today’s education.

future educational trends based on past and current events.

ELA.T.31 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. • Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

1301.9--synthesize components of effective classroom climate, management, and discipline.1301.13--plan and deliver instruction to learners at their field sites. 1301.17--participate in teaching.1302.6--compare how moral development can be influenced by negative and positive factors. 1302.12--analyze the role of family and social support systems in meeting human growth and development

X

needs.1302.13--analyze processes for building and maintaining interpersonal relationships.1302.22--compare concepts of “melting pot” and “multicultural education.”1302.27--compare instructional strategies designed to meet the needs of diverse learners.1302.28--implement basic methods that make lessons relevant and developmentally appropriate.1302.40--prepare a communication plan on grading policy. 1304.16--outline critical elements of the Individuals with Disabilities Education Improvement Act, Section 504 of the Vocational Rehabilitation Act, and Title IX of the Educational Amendment of 1972. 1304.36--explore instructional strategies to enhance learner achievement.

1135.13--discuss various aspects of the teaching profession such as teacher supply and demand, preparation, salaries, rights, professional development, unions, etc.

ELA.T.32 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies. • Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). • Consult general and specialized reference materials (e.g., dictionaries,

1304.16--outline critical elements of the Individuals with Disabilities Education Improvement Act, Section 504 of the Vocational Rehabilitation Act, and Title IX of the Educational Amendment of 1972. 1302.2--analyze theoretical application to cognitive and communicative development.1302.7--analyze the psychosocial stages of learners.1302.10--examine the roles of nurturance and communication on human growth and development.

1304.20 The student will demonstrate knowledge of

issues in human

X

glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage. • Verify the initial determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

development such as nature vs. nurture, continuity vs. discontinuity and universal vs. context specific.

major theories such as psychodynamic, learning and cognitive theories.

1302.22--compare concepts of “melting pot” and “multicultural education.”1301.4--research major physical, social and personal challenges that impede successful learning.1302.5--research cognitive stages of learners.1302.6--compare how moral development can be influenced by negative and positive factors.

ELA.T.33 Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college- and

1301.4--research major physical, social and personal challenges that impede successful learning.1301.13--plan and deliver instruction to learners at their field sites. X

career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

1301.17--participate in teaching.1302.5--research cognitive stages of learners.1302.6--compare how moral development can be influenced by negative and positive factors. 1302.22--compare concepts of “melting pot” and “multicultural education.”1135.5--the structure and governance of educational practice in the United States. 1135.6--research fields in specialized education.1135.7--compare the various types of schooling available today.1135.8--deconstruct the governance structure of the local, state and national educational systems.1135.21 The student will demonstrate knowledge of

the requirements and qualifications of Highly Qualified and Nationally Board Certified teachers.

ethical

responsibilities in professional practice in education.

how an educator uses authority to facilitate students’ development.