CONCEPTUAL · PDF fileConceptual Framework ... Assessment System ... 5. The teacher education...
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CONCEPTUAL FRAMEWORK Fall 2008
Transcript of CONCEPTUAL · PDF fileConceptual Framework ... Assessment System ... 5. The teacher education...
CONCEPTUAL FRAMEWORK
Fall 2008
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Conceptual Framework
Table of Contents Institutional Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Institutional Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Unit Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Unit Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Unit Philosophy, Purpose, and Goals/Outcomes Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Unit Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Candidate Outcomes Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Dispositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Knowledge Base. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Candidate proficiencies aligned with professional state and institutional standards Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Dispositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Assessment System Transition Points and Key Assessments Initial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Advanced. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Process for candidates not progressing through transition points Initial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Advanced. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit Assurance of Fairness, Accuracy, Consistency, and the Avoidance of Bias in Assessments . . . . . . . . . . . . . . . . 53 Conceptual Framework History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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Professionals for the 21st Century: Competent, Committed, and Ethical
Teacher Education Unit
Southeastern Oklahoma State University
Developed February, 1990 Revised February, 1996
Revised July, 1997 Revised July, 2000
Revised Fall 2006 � Fall , 2007 Adopted March 12, 2008
The conceptual framework of the teacher education unit of Southeastern Oklahoma State University establishes the shared vision that directs the preparation of candidates to work effectively as professionals in P-12 schools. The intent and function of the conceptual framework is to provide direction for the programs courses, instruction, candidate performance, service, and accountability for the teacher education unit. The conceptual framework is consistent with the mission of the university and is based upon research about best practices in education. The fifteen Oklahoma competencies, the INTASC Standards, NBPTS principles, and the standards of various national learned societies provide the context for establishing candidate learning outcomes. The revised conceptual framework represents a commitment to the knowledge, skills, and dispositions established in the previous versions with updates that have occurred as a result of new knowledge and conceptualizations in the profession of teacher education. The overall theme of �Teacher: Manager of Learning� in the previous conceptual framework has been replaced by the new theme Professionals for the 21st Century: Competent, Committed, and Ethical. In the knowledge component, the importance of knowledge in the specific uses of technology in the candidate�s content area was added. In addition in the skills component, the emphasis of educators having strong and current technology skills was included. The prior conceptual framework encompassed the four dispositions of integrity, professionalism, competence, and commitment to education for all students. In the revised conceptual framework, the unit will seek to develop candidates who are competent, committed and ethical.
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Southeastern Oklahoma State University Vision 2010
Southeastern will be a leader and innovator in higher education. Strong academic and student life programs with a solid liberal arts and sciences foundation will characterize the university. Areas such as diversity, globalization, uniqueness, and cultural richness will be distinctive features of the institution. In addition, Southeastern established strategic goals in the areas of academic excellence, facilities, funding, multicultural competence, and recruitment and retention.
University Mission Statement
Southeastern Oklahoma State University provides an environment of academic excellence that enables students to reach their highest potential. By having personal access to excellent teaching, challenging academic programs, and extra curricular experiences, students will develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning.
Teacher Education Unit Vision
The teacher education unit at Southeastern Oklahoma State University strives to be an exemplary provider of high quality teacher education programs in southeastern Oklahoma and northern Texas for the development of educational practitioners.
Teacher Education Unit Mission The mission of the Southeastern Oklahoma State University�s teacher education unit is to produce graduates who demonstrate academic and practical excellence in their respective fields. Through quality instruction grounded in current research and supported by diverse field and clinical experiences and technology usage, graduates will develop the professional competencies necessary to become lifelong learners who are competent, committed, and ethical practitioners.
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Unit Philosophy, Purpose and Goals/Outcomes Philosophy The unit�s philosophy begins with the fundamental belief that all students can learn, however, students learn in different ways and at different rates. Therefore, educators must be knowledgeable about the content they teach and be committed to utilizing a variety of instructional strategies and approaches appropriate to the diverse learning needs of all students. The educational needs of all students should be provided in a caring, non-discriminatory and equitable manner. Another major component of our philosophy is the belief that candidates and other school professionals must have the knowledge and skills to utilize technology in order to assist all students in achieving their full potential as learners and citizens of the world. Schools and classrooms must have teachers who are equipped with technology resources and skills and who can effectively teach the necessary subject matter content while incorporating technology concepts and skills (ISTE, 2008, p. 3) Purpose
The purpose of the Teacher Education Unit is to train competent, committed and ethical teachers and other school professionals to teach, counsel, administer, and lead in P-12 schools.
Goals The teacher education unit has established the following five unit goals which are aligned with university�s strategic goals: 1. The teacher education unit will have highly regarded programs in education that meet the changing demands of the 21st century with an emphasis on technology. 2. The teacher education unit will provide a nurturing environment, and education programs that attract and retain faculty, staff, and candidates from diverse backgrounds to work with diverse learners in a changing world. 3. The teacher education unit will make progress in providing up-to-date facilities and technology for education candidates in order to meet the learning goals of the unit. 4. The teacher education unit will increase its resources obtained from private funding sources, grants, and contracts and collaboration/partnerships with external constituents.
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5. The teacher education unit will increase its enrollment by optimizing recruitment/retention strategies and by expanding its service area through alternative delivery formats and new delivery sites. Candidate Learning Outcomes/Institutional Standards KNOWLEDGE
1. Educators have broad knowledge of liberal arts/general education. 2. Educators know the content appropriate to their major subject area.
3. Educators acquire pedagogical knowledge appropriate to his/her specialty area. 4. Educators know the specific uses of technology in their discipline.
SKILLS
1. Educators demonstrate effective communication skills with peers, colleagues, and families.
2. Educators have strong and current technology skills.
3. Educators apply a variety of instructional strategies and materials to promote
critical thinking in students. 4. Educators plan instruction that is appropriate for a diverse student population.
5. Educators use a variety of methods to deliver instruction.
6. Educators motivate students to learn.
7. Educators use multiple assessment tools to monitor student learning and modify instruction.
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DISPOSITIONS Based on the vision, mission, philosophy, purposes, goals/outcomes, the unit is committed to preparing school practitioners who will demonstrate the following dispositions:
1. Educators who are competent:
a. possess the knowledge, skills, and dispositions needed to perform their role and responsibilities in the classroom.
b. promote positive learning outcomes for all students. c. know how to use self-reflection to learn from their experiences and
improve their effectiveness. d. know how to secure and use various technological resources to
enhance student learning, communication, and management tasks. e. embrace cultural diversity and accommodate the needs of diverse
learners. f. value the role of the family in the child�s education and know how to
work cooperatively with parents and the community for the child�s benefit.
2. Educators who are committed: a. support learning for diverse learners in a caring, non- discriminatory
and equitable manner. b. establish high standards for all students. c. set high standards for themselves by being personally invested in their
own professional work and career development. d. are proud to serve their communities as educational leaders and
advocate for the profession in all interactions. e. engage in service to the profession and community.
3. Educators who meet high ethical standards of practice:
a. respect and value all students and others for their diverse talents, abilities, and contributions.
b. are sensitive to community and cultural norms. c. are timely, respectful, and responsible in meeting expectations. d. model ethical and democratic principles in all relationships. e. use sound judgment and display confidence in practice. f. are honest in communications and interactions with others. g. maintain confidentiality.
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Knowledge Base
Alberto, P. A. & Troutman, A. C. (2005). Applied behavior analysis for teachers (7th ed.). Englewood Cliff, NJ: Prentice Hall.
American Psychological Association. (2001). Publication manual (5th ed.). Washington, DC: American Psychological Association. Ary, D., Jacobs, L., Razavieh, A., Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Wadsworth/Thomson. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Bloom, B. S. (Ed.). (1969). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longman. Brisk, M. E. (Ed.). (2008). Language, culture, and community in teacher education. New York: Taylor and Francis Group. Brophy, J. (1987). Syntheses of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40-48. Brophy, J. & Good, T. (1986). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart & Winston. Charles, C. M. (2005). Building classroom discipline (8th ed.). Boston: Pearson. Dewey, J. (1980). The school and society. Carbondale, IL: Southern Illinois University Press. Dewey, J. (1938). Experience and education. New York: Collier Book. Dewey, J. (1910). How we think. New York: D. C. Heath. Eldridge, J. L. (2004). Phonics for teachers: Self-instruction, methods, and activities. Upper Saddle River, NJ: Prentice Hall. Farris, P. J. (2007). Elementary and middle school social studies: An interdisciplinary, multicultural approach (5th ed.). Prospect Heights, IL: Waveland Press, Inc. . Freiberg, H., & Driscoll, A. (2004). Universal teaching strategies. Boston: Allyn & Bacon.
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Friend, M. & Cook, L. (2007). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman. Glatthorn, A. A. (2000). The principal as curriculum leader: Shaping what is taught and tested. Thousands Oaks, CA: Corwin Press. Gillet, J., Temple, C., & Crawford, A. N. (2004). Understanding reading problems: Assessment and instruction (6th ed.). Boston: Allyn & Bacon. Gillette, M. & Grant, C. (2006). Learning to teach everyone�s children: Equity, empowerment, and education that is multicultural. Toronto, Ontario: Thomson/Wadsworth. Glasser, W. (2000). Every student can succeed. Chatsworth, CA: William Glasser, Inc. Good, T. (1987). Two decades of research on teacher expectations: Findings and future direction. Journal of Teacher Education, 37(4), 32-37. Gorski, P. C. (2005). Multicultural education and the Internet: Intersections and integrations. New York: McGraw Hill. Gunning, T. G. (2005). Assessing and correcting reading and writing difficulties (3rd ed.). Boston: Allyn & Bacon. Hammill, D. D. & Bartel, N. R. (2004). Teaching students with learning and behavior problems (7th ed.). Austin, TX: PROED. Hunter, M. (1985). A study of implementation of Madeline Hunter�s Model and its effects on students. Journal of Educational Research, 78, 325-337. Individuals with Disabilities Education Act of 2004 � 20 U.S.C. 1145:1401 et seq: 34 C.F.R. International Society for Technology in Education (ISTE). (2008). National educational technology standards for teachers. Johnson, J. A., Dupuis, V. L., Musial, V., Hall, G. E., & Gollnick, D. M. (2008). Introduction to the foundations of American education (14th ed.). Boston: Allyn & Bacon. Lerner, J. & Kline, F. (2005). Learning disabilities and related disorders: Characteristics and teaching strategies (10th ed.). New York: Houghton Mifflin. Lichtenberger, E. O., Mather, N., & Kaufman, A. S. (2004). Essentials of assessment report writing. Hoboken, NJ: John Wiley & Sons.
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Machado, J. & Botnarescue, H. (2005). Student teaching: Practicum guide. Clifton, Park, NY: Thomson Delmar Learning. Miller, D. M., Linn, R. L., & Gronland, N. E. (2008). Measurement and assessment in teaching (10th ed.). Upper Saddle River, NJ: Prentice-Hall. Moore, D. (2005). Effective instructional strategies from theory to practice. Thousand Oaks, CA: Sage Publications, Inc. Morrow, L. M. (2001). Literacy development in the early years: Helping children to read and write (4th ed.). Boston: Allyn & Bacon. Oklahoma State Department of Education. (2007). Policies and procedures for special education in Oklahoma. Norman, OK: University of Oklahoma Press. Orlich, D. C., et. al. (2007). Teaching strategies: A guide to effective instruction. (8th ed.). New York: Houghton Mifflin. Payne, R. K. (2005). A framework for understanding poverty (4th ed.). Highlands, TX: aha, Process! Inc. Roe, B., Smith, S., & Burns, P. (2005). Teaching reading in today�s elementary schools (9th ed.). New York: Houghton Mifflin Company. Skinner. B. F. (1982). Skinner for the classroom. Campaign, IL: Research Press. Salvia, J., Ysseldyke, J. E., and Bolt, S. (2006). Assessment (11th ed.). New York: Macmillian. Shanker, J. L. & Ekwall, E. E. (2000). Ekwall/Shanker reading inventory (4th ed.) . Boston: Allyn & Bacon. Slavin, R. E. (1999). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon. Salvin, R. E. (2007). Educational research in an age of accountability. Boston, MA: Allyn & Bacon. Smith, G. P. (1998). Common sense about uncommon knowledge: The knowledge bases for diversity. Washington, DC: AACTE Publications. Thompson, D. C. & Wood, C. R. (2008). Money and schools (4th ed.). Larchmont, NY: Eye on Education. Wiles, J. & Bondi, J. (2007). Curriculum development: A guide to practice (7th ed.). Upper Saddle River, NJ: Prentice-Hall Inc.
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Wadsworth, B. J. (2003). Piaget�s theory of cognitive and affective development (5th ed.). New York: Longman. Wong, H. K., & Wong, R. T. (2004). The first day of school. Harry K. Wong Publications, Inc. Wright, J. (2002). Curriculum-based measurement: A manual for teachers. [Online] http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml Wright, P. W. D., & Wright, P. D. (2001). Tests and measurements for the parent, teacher, advocate and attorney. [Online] http://www.wrightslaw.com/advoc/articles/tests_measurementspf.html Yellin, D., Jones, M. B., & DeViers, B. A. (2007). Integrating the language arts (4th ed.). Scottsdale, AZ: Holcomb Hathaway, Publishers. Yopp, H. K. (2006). Literature-based reading activities. Boston: Allyn & Bacon. Zepeda, S. J. (2008). Instructional supervision: Applying tools and concepts (2nd ed.). Larchmont, NY: Eye on Education Zepeda, S. J. & Mayers, R. S. (2004). Supervision across the content areas. Larchmont, NY: Eye on Education.
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Candidate Proficiencies Aligned with Institutional Standards, INTASC Principles, Oklahoma Standards, NBPTS Propositions,
SPA Standards, Courses and Assessments
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Con
cept
ual
Fram
ewor
k In
stitu
tiona
l St
anda
rds
INT
ASC
Pri
ncip
les
OC
TP
Gen
eral
C
ompe
tenc
ies
NB
PTS
Prop
ositi
ons
SPA
Sta
ndar
ds
Cou
rses
A
sses
smen
t
KN
OW
LE
DG
E
K1.
Edu
cato
rs h
ave
broa
d kn
owle
dge
of
liber
al a
rts/g
ener
al
educ
atio
n.
In
itial
A
CEI
2.1
, 2.2
, 2.3
,
2.4
N
CTE
3.1
, 3.2
, 3.3
,
3.
4 A
dvan
ced
IRA
1.1
, 1.3
Initi
al
Gen
eral
Ed
ucat
ion
Cou
rses
A
dvan
ced
Bach
elor
�s
degr
ee
Initi
al
OG
ET
Ove
rall
GPA
2.
5 A
dvan
ced
Bach
elor
�s
degr
ee
GPA
3.0
or
abov
e
K2.
Edu
cato
rs k
now
th
e co
nten
t app
ropr
iate
to
thei
r maj
or su
bjec
t ar
ea.
1.1
The
teac
her
unde
rsta
nds m
ajor
co
ncep
ts, a
ssum
ptio
ns,
deba
tes,
proc
esse
s of
in
quiry
, and
way
s of
kn
owin
g th
at a
re c
entra
l to
the
disc
iplin
e(s)
s/he
te
ache
s. 1.
3 T
he te
ache
r can
re
late
his
/her
di
scip
linar
y kn
owle
dge
to o
ther
subj
ect a
reas
. 1.
4 Th
e te
ache
r rea
lizes
th
at su
bjec
t mat
ter
know
ledg
e is
not
a
fixed
bod
y of
fact
s but
1. T
he te
ache
r un
ders
tand
s the
ce
ntra
l con
cept
s and
m
etho
ds o
f inq
uiry
of
the
subj
ect m
atte
r di
scip
line(
s) h
e/sh
e te
ache
s and
can
cr
eate
lear
ning
ex
perie
nces
that
m
ake
thes
e as
pect
s of
subj
ect m
atte
r m
eani
ngfu
l for
st
uden
ts.
2a.
NBC
Ts h
ave
mas
tery
ove
r the
su
bjec
t(s) t
hey
teac
h.
They
hav
e a
deep
un
ders
tand
ing
of th
e hi
stor
y, st
ruct
ure
and
real
-wor
ld
appl
icat
ions
of t
he
subj
ect.
Initi
al
AC
EI 2
.1, 2
.2, 2
.3,
2
.4, 2
.5, 2
.6,
2.7
N
CTE
1.0
, 3.5
, 3.6
,
3.
7 N
ASP
E 1
NC
TM 1
, 2, 3
, 4, 5
,
7
, 9, 1
0, 1
1,
12,
13,
14,
1
5 N
STA
1
AC
TFL
1, 2
Initi
al
Maj
or
Spec
ializ
atio
n C
ours
es
Initi
al
OSA
T Po
rtfol
io
Mod
ule
III
Requ
ired
GPA
2.5
in
spec
ializ
atio
n co
urse
s
15
is c
ompl
ex a
nd e
ver-
evol
ving
. S/
he se
eks t
o ke
ep a
brea
st of
new
id
eas a
nd
unde
rsta
ndin
gs in
the
field
.
CEC
1
NC
SS 1
.1 �
1.1
0, 3
.1
Adv
ance
d IR
A 1
.1, 1
.2, 1
.3, 1
.4
SC 1
, 2
Adv
ance
d M
ajor
Sp
ecia
lizat
ion
Cou
rses
C
OU
N 5
403
CO
UN
544
3 C
OU
N 5
423
CO
UN
552
3 C
OU
N 5
543
CO
UN
558
3 EL
ED 5
603
ELED
561
3 EL
ED 5
623
ELED
563
3 EL
ED 5
653
ELED
566
3
Adv
ance
d O
SAT
Portf
olio
A
rtifa
cts
Com
plet
ed
GPA
3.0
0 or
ab
ove
Gro
up
Prop
osal
Pr
ojec
t Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n G
uida
nce
Les
son
Tuto
ring
Proj
ects
C
onte
nt A
rea
Uni
ts
16
ELED
568
3 EL
ED 5
693
EDA
D 5
303
EDA
D 5
323
EDA
D 5
373
EDA
D 5
403
EDA
D 5
443
EDA
D 5
473
EDA
D 5
483
Prac
ticum
C
ase
Stud
ies
Teac
her
Supe
rvis
ory
Proj
ect
Scho
ol
Impr
ovem
ent
Proj
ect
K
3. E
duca
tors
acq
uire
pe
dago
gica
l kn
owle
dge
appr
opria
te
to h
is/h
er sp
ecia
lty
area
.
1.8
The
teac
her
effe
ctiv
ely
uses
m
ultip
le re
pres
enta
tions
an
d ex
plan
atio
ns o
f di
scip
linar
y co
ncep
ts
that
cap
ture
key
idea
s an
d lin
k th
em to
st
uden
ts� p
rior
unde
rsta
ndin
gs.
1.9
The
teac
her c
an
repr
esen
t and
use
di
fferin
g vi
ewpo
ints,
th
eorie
s, �w
ays o
f kn
owin
g� a
nd m
etho
ds
of in
quiry
in h
is/h
er
teac
hing
of s
ubje
ct
mat
ter c
once
pts.
1.10
The
teac
her c
an
eval
uate
teac
hing
re
sour
ces a
nd
1. T
he te
ache
r un
ders
tand
s the
ce
ntra
l con
cept
s and
m
etho
ds o
f inq
uiry
of
the
subj
ect m
atte
r di
scip
line(
s) h
e/sh
e te
ache
s and
can
cr
eate
lear
ning
ex
perie
nces
that
m
ake
thes
e as
pect
s of
subj
ect m
atte
r m
eani
ngfu
l for
st
uden
ts.
14.
The
teac
her
unde
rsta
nds t
he
Okl
ahom
a co
re
curr
icul
um a
nd is
ab
le to
dev
elop
in
struc
tiona
l st
rate
gies
/pla
ns b
ased
on
Prio
rity
Aca
dem
ic
2b. N
BCTs
hav
e sk
ills a
nd e
xper
ienc
e in
teac
hing
thei
r su
bjec
t, an
d th
ey a
re
very
fam
iliar
with
the
skill
s gap
s and
pr
econ
cept
ions
st
uden
ts m
ay b
ring
to
the
subj
ect
Initi
al
NC
TE 4
.1
NC
TM 8
N
STA
5
AC
TFL
3 C
EC 2
, 3
Adv
ance
d IR
A 2
.1, 2
.2.,
2.3
ELC
C 3
.1, 3
.2, 3
.3
SC 4
Initi
al
EDU
C 2
013
EDU
C 2
000
SPED
212
3 ED
UC
331
3 ED
UC
343
4 ED
UC
300
2 ED
UC
444
3 ED
UC
400
0 ED
UC
491
9 A
dvan
ced
CO
UN
528
3 C
OU
N 5
543
CO
UN
542
3 C
OU
N 5
523
Initi
al
OPT
E Po
rtfol
io
Arti
fact
s M
odul
e I,
II,
IV
Fiel
d Ex
perie
nce
Eval
utio
ns
Adv
ance
d G
roup
Pr
opos
al
Proj
ect
17
curr
icul
um m
ater
ials
for
thei
r co
mpr
ehen
sive
ness
, ac
cura
cy, a
nd
usef
ulne
ss fo
r re
pres
entin
g pa
rticu
lar
idea
s and
con
cept
s. 1.
11 T
he te
ache
r en
gage
s stu
dent
s in
gene
ratin
g kn
owle
dge
and
test
ing
hypo
thes
es
acco
rdin
g to
the
met
hods
of i
nqui
ry a
nd
stan
dard
s of e
vide
nce
used
in th
e di
scip
line.
1.
12 T
he te
ache
r de
velo
ps a
nd u
ses
curr
icul
a th
at e
ncou
rage
st
uden
ts to
see,
qu
estio
n, a
nd in
terp
ret
idea
s fro
m d
iver
se
pers
pect
ives
. 1.
13 T
he te
ache
r can
cr
eate
inte
rdis
cipl
inar
y le
arni
ng e
xper
ienc
es
that
allo
w st
uden
ts to
in
tegr
ate
know
ledg
e,
skill
s, an
d m
etho
ds o
f in
quiry
from
seve
ral
subj
ect a
reas
.
Stud
ent S
kills
(P
ASS
). 15
. Th
e te
ache
r un
ders
tand
s the
Sta
te
teac
her e
valu
atio
n pr
oces
s, O
klah
oma
Cri
teria
for E
ffect
ive
Teac
her
Perf
orm
ance
, and
ho
w to
inco
rpor
ate
thes
e cr
iteria
in
desi
gnin
g in
struc
tiona
l st
rate
gies
.
CO
UN
558
3 EL
ED 5
623
ELED
5633
EL
ED 5
643
ELED
568
3 EL
ED 5
693
EDA
D 5
483
EDA
D 5
933
Gui
danc
e Le
sson
Tu
torin
g Pr
ojec
ts
Cas
e St
udy
on C
lass
room
Pr
actic
um
Cas
e St
udie
s Sc
hool
Im
prov
emen
t Pr
ojec
t In
tern
ship
Po
rtfol
io &
Ev
alua
tion
18
K4.
Edu
cato
rs k
now
th
e sp
ecifi
c us
es o
f te
chno
logy
in th
eir
disc
iplin
e.
4.3
The
teac
her k
now
s ho
w to
enh
ance
le
arni
ng th
roug
h th
e us
e of
a w
ide
varie
ty o
f m
ater
ials
as w
ell a
s hu
man
and
te
chno
logi
cal r
esou
rces
. 6.
4 Th
e te
ache
r kno
ws
abou
t and
can
use
ef
fect
ive
verb
al,
nonv
erba
l, an
d m
edia
co
mm
unic
atio
n te
chni
ques
. 6.
13 T
he te
ache
r kno
ws
how
to u
se a
var
iety
of
med
ia c
omm
unic
atio
n to
ols,
incl
udin
g au
dio-
visu
al a
ids a
nd
com
pute
rs, t
o en
rich
lear
ning
opp
ortu
nitie
s.
6. T
he te
ache
r de
velo
ps a
kn
owle
dge
of a
nd
uses
a v
arie
ty o
f ef
fect
ive
com
mun
icat
ion
tech
niqu
es to
fost
er
activ
e in
quiry
, co
llabo
ratio
n, a
nd
supp
ortiv
e in
tera
ctio
n in
the
clas
sroo
m.
2c.
NBC
Ts a
re a
ble
to u
se d
iver
se
instr
uctio
nal
stra
tegi
es to
teac
h fo
r un
ders
tand
ing.
Initi
al
AC
EI 3
.5
NA
SPE
9 N
CTM
6
NST
A 5
d A
dvan
ced
IRA
2.2
EL
CC
2.2
c, 3
.3c
Initi
al
EDU
C 3
313
M
ajor
Sp
ecia
lizat
ion
Cou
rses
A
dvan
ced
CO
UN
552
3 EL
ED 5
623
ELED
563
3 EL
ED 5
643
ELED
566
3 ED
AD
530
3 ED
AD
540
3 ED
AD
548
3
Initi
al
Portf
olio
A
rtifa
cts #
5 &
#6
� Te
chno
logy
Pr
ojec
ts
Arti
fact
#
17d6
TW
S A
dvan
ced
Gro
up
Prop
osal
Pr
ojec
t Tu
torin
g Pr
ojec
ts
Cas
e St
udy
on C
lass
room
C
onte
nt A
rea
Uni
ts
Scho
ol
Impr
ovem
ent
Proj
ect
19
SKIL
LS
S1. E
duca
tors
de
mon
strat
e ef
fect
ive
com
mun
icat
ion
skill
s w
ith p
eers
, col
leag
ues,
and
fam
ilies
.
10.1
0 Th
e te
ache
r m
akes
link
s with
the
lear
ners
� oth
er
envi
ronm
ents
on b
ehal
f of
stud
ents
, by
cons
ultin
g w
ith p
aren
ts,
coun
selo
rs, t
each
ers o
f ot
her c
lass
es a
nd
activ
ities
with
in th
e sc
hool
s, an
d pr
ofes
sion
als i
n ot
her
com
mun
ity a
genc
ies.
10.
The
teac
her
fost
ers p
ositi
ve
inte
ract
ion
with
sc
hool
col
leag
ues,
pare
nts/
fam
ilies
, and
or
gani
zatio
ns in
the
com
mun
ity to
ac
tivel
y en
gage
them
in
supp
ort o
f st
uden
ts� l
earn
ing
and
wel
l-bei
ng.
5e. N
BCTs
kno
w
how
to w
ork
colla
bora
tivel
y w
ith
pare
nts t
o en
gage
th
em p
rodu
ctiv
ely
in
the
wor
k of
the
scho
ol.
Initi
al
AC
EI 3
.5
NA
SPE
10
NC
TM 3
N
STA
10d
A
dvan
ced
IRA
3.4
EL
CC
4.1
SC
8
Initi
al
CO
MM
221
3 ED
UC
200
0 ED
UC
300
2 ED
UC
491
9 A
dvan
ced
CO
UN
552
3 C
OU
N 5
543
ELED
562
3 EL
ED 5
633
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
544
3 ED
AD
593
3
Initi
al
Portf
olio
A
rtifa
cts
# 16
Par
ent
Con
fere
nce
# 15
In
terv
iew
Fi
eld
Expe
rienc
e Ev
alua
tions
A
dvan
ced
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Tuto
ring
Proj
ects
St
aff
Dev
elop
men
t Pr
ojec
t Pr
actic
um
Cas
e St
udie
s In
tern
ship
Ev
alua
tion
20
S2. E
duca
tors
hav
e st
rong
and
cur
rent
te
chno
logy
skill
s.
4.3
The
teac
her k
now
s ho
w to
enh
ance
le
arni
ng th
roug
h th
e us
e of
a w
ide
varie
ty o
f m
ater
ials
as w
ell a
s hu
man
and
te
chno
logi
cal r
esou
rces
. 6.
4 Th
e te
ache
r kno
ws
abou
t and
can
use
ef
fect
ive
verb
al,
nonv
erba
l, an
d m
edia
co
mm
unic
atio
n te
chni
ques
. 6.
13 T
he te
ache
r kno
ws
how
to u
se a
var
iety
of
med
ia c
omm
unic
atio
n to
ols,
incl
udin
g au
dio-
visu
al a
ids a
nd
com
pute
rs, t
o en
rich
lear
ning
opp
ortu
nitie
s.
6. T
he te
ache
r de
velo
ps a
kn
owle
dge
of a
nd
uses
a v
arie
ty o
f ef
fect
ive
com
mun
icat
ion
tech
niqu
es to
fost
er
activ
e in
quiry
, co
llabo
ratio
n, a
nd
supp
ortiv
e in
tera
ctio
n in
the
clas
sroo
m.
2c. N
BCTs
are
abl
e to
use
div
erse
in
struc
tiona
l st
rate
gies
to te
ach
for
unde
rsta
ndin
g.
Initi
al
AC
EI 5
.3
NA
SPE
9 N
CTM
6
NSA
TA 5
d A
dvan
ced
IRA
2.2
EL
C 2
.2c,
3.3
c
Initi
al
EDU
C 3
313
Maj
or
Spec
ializ
atio
n C
ours
es
Prof
essi
onal
Ed
ucat
ion
Cou
rses
A
dvan
ced
CO
UN
552
3 EL
ED 5
623
ELED
563
3 EL
ED 5
643
ELED
566
3 ED
AD
530
3 ED
AD
540
3 ED
AD
548
3
Initi
al
Portf
olio
A
rtifa
ct
# 5
& #
6 �
Tech
nolo
gy
Proj
ects
#
17d6
TW
S A
dvan
ced
Gro
up
Prop
osal
Pr
ojec
t Tu
torin
g Pr
ojec
ts
Cas
e St
udy
on C
lass
room
C
onte
nt A
rea
Uni
ts
Scho
ol
Impr
ovem
ent
Proj
ect
21
S3. E
duca
tors
app
ly
man
y va
rietie
s of
instr
uctio
nal s
trate
gies
an
d m
ater
ials
to
prom
ote
criti
cal
thin
king
in st
uden
ts.
4.1
The
teac
her
unde
rsta
nds t
he
cogn
itive
pro
cess
es
asso
ciat
ed w
ith v
ario
us
kind
s of l
earn
ing
(e.g
. cr
itica
l and
cre
ativ
e th
inki
ng, p
robl
em
stru
ctur
ing
and
prob
lem
so
lvin
g, in
vent
ion,
m
emor
izat
ion
and
reca
ll) a
nd h
ow th
ese
proc
esse
s can
be
stim
ulat
ed.
4.4
The
teac
her v
alue
s th
e de
velo
pmen
t of
stud
ents
� crit
ical
th
inki
ng, i
ndep
ende
nt
prob
lem
solv
ing,
and
pe
rfor
man
ce
capa
bilit
ies.
4.7
The
teac
her u
ses
mul
tiple
teac
hing
and
le
arni
ng st
rate
gies
to
enga
ge st
uden
ts in
ac
tive
lear
ning
op
portu
nitie
s tha
t pr
omot
e th
e de
velo
pmen
t of c
ritic
al
thin
king
, pro
blem
so
lvin
g, a
nd
perf
orm
ance
ca
pabi
litie
s and
that
he
lp st
uden
t ass
ume
resp
onsi
bilit
y fo
r id
entif
ying
and
usin
g
4. T
he te
ache
r un
ders
tand
s cu
rric
ulum
in
tegr
atio
n pr
oces
ses
and
uses
a v
arie
ty o
f in
struc
tiona
l st
rate
gies
to
enco
urag
e stu
dent
s�
deve
lopm
ent o
f cr
itica
l thi
nkin
g,
prob
lem
solv
ing,
and
pe
rfor
man
ce sk
ills
and
effe
ctiv
e us
e of
te
chno
logy
.
2c. N
BCTs
are
abl
e to
use
div
erse
in
struc
tiona
l st
rate
gies
to te
ach
for
unde
rsta
ndin
g.
Initi
al
AC
EI 3
.3
NC
TE 2
.4, 4
.6
NA
SPE
6 N
STA
3
Adv
ance
d IR
A 2
.2, 2
.3
ELC
C 2
.2, 2
.3
SC 4
, 5
Initi
al
EDU
C 3
434
Spec
ializ
atio
n C
ours
es
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
443
CO
UN
544
3 C
OU
N 5
483
CO
UN
542
3 C
OU
N 5
523
CO
UN
554
3 C
OU
N 5
583
ELED
562
3 EL
ED 5
633
ELED
565
3
Initi
al
Portf
olio
A
rtifa
cts
# 9
& #
10
Less
on P
lan
and
vide
o w
ith m
odifi
ed
less
on p
lan
# 17
d4
TWS
Fiel
d Ex
perie
nces
Ev
alua
tion
Adv
ance
d G
roup
Pr
opos
al
Proj
ect
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Gui
danc
e Le
sson
Tu
torin
g Pr
ojec
ts
Con
tent
Are
a U
nits
22
lear
ning
reso
urce
s. 4.
10 T
he te
ache
r de
velo
ps a
var
iety
of
clea
r, ac
cura
te
pres
enta
tions
and
re
pres
enta
tions
of
conc
epts
, usin
g al
tern
ativ
e ex
plan
atio
ns
to a
ssis
t stu
dent
s�
unde
rsta
ndin
g an
d pr
esen
ting
dive
rse
pers
pect
ives
to
enco
urag
e cr
itica
l th
inki
ng.
ELED
566
3 EL
ED 5
683
ELED
569
3 ED
AD
522
3 ED
AD
593
3
Prac
ticum
C
ase
Stud
ies
Teac
her
Supe
rvis
ory
Proj
ect
Inte
rnsh
ip
Eval
uatio
n
S4
. Edu
cato
rs p
lan
instr
uctio
n th
at is
ap
prop
riate
for d
iver
se
stud
ent p
opul
atio
ns.
7.1
The
teac
her
unde
rsta
nds l
earn
ing
theo
ry, s
ubje
ct m
atte
r, cu
rric
ulum
de
velo
pmen
t, an
d st
uden
t dev
elop
men
t an
d kn
ows h
ow to
use
th
is k
now
ledg
e in
pl
anni
ng in
struc
tion
to
mee
t cur
ricul
um g
oals
. Th
e te
ache
r kno
ws h
ow
to ta
ke c
onte
xtua
l co
nsid
erat
ions
(in
struc
tiona
l mat
eria
ls,
indi
vidu
al st
uden
t in
tere
sts,
need
s, an
d ap
titud
es, a
nd
com
mun
ity re
sour
ces
7. T
he te
ache
r pla
ns
instr
uctio
n ba
sed
upon
cur
ricul
um
goal
s, kn
owle
dge
of
the
teac
hing
/lear
ning
pr
oces
s, su
bjec
t m
atte
r, st
uden
ts�
abili
ties a
nd
diffe
renc
es, a
nd th
e co
mm
unity
and
ad
apts
instr
uctio
n ba
sed
upon
as
sess
men
t and
re
flect
ion.
In
itial
A
CEI
3.1
N
CTE
4.2
, 4.5
, 4.7
,
4.
8, 4
.9
NA
SPE
6 N
STA
6
AC
TFL
4 C
EC 7
Initi
al
EDU
C 3
434
SPED
212
3 M
ajor
Sp
ecia
lizat
ion
Cou
rses
Initi
al
Portf
olio
A
rtifa
cts
# 9
& #
10
� Le
sson
Pla
n &
Vid
eo w
ith
mod
ified
le
sson
#
4 - I
EP
# 17
b T
WS
Fiel
d Ex
perie
nce
Eval
uatio
ns
23
into
acc
ount
in p
lann
ing
instr
uctio
nal t
hat
crea
tes a
n ef
fect
ive
brid
ge b
etw
een
curr
icul
um g
oals
and
st
uden
ts� e
xper
ienc
es.
7.4
The
teac
her v
alue
s bo
th lo
ng te
rm a
nd
shor
t ter
m p
lann
ing.
7.
7 A
s an
indi
vidu
al
and
a m
embe
r of a
te
am, t
he te
ache
r sel
ects
an
d cr
eate
s lea
rnin
g ex
perie
nces
that
are
ap
prop
riate
for
curr
icul
um g
oals
, re
leva
nt to
lear
ners
, and
ba
sed
upon
prin
cipl
es
of e
ffec
tive
instr
uctio
n.
7.8
The
teac
her p
lans
fo
r lea
rnin
g op
portu
nitie
s tha
t re
cogn
ize
and
addr
ess
varia
tion
in le
arni
ng
styl
es a
nd p
erfo
rman
ce
mod
es.
7.9
The
teac
her c
reat
es
less
ons a
nd a
ctiv
ities
th
at o
pera
te a
t mul
tiple
le
vels
to m
eet t
he
deve
lopm
enta
l and
in
divi
dual
nee
ds o
f di
vers
e le
arne
rs a
nd
help
eac
h pr
ogre
ss.
Adv
ance
d IR
A 2
.2, 2
.3
ELC
C 2
.2, 2
.3
SC 4
Adv
ance
d C
OU
N 5
483
CO
UN
552
3 C
OU
N 5
583
CO
UN
554
3 EL
ED 5
623
ELED
563
3 EL
ED 5
653
ELED
566
3 EL
ED 5
683
ELED
569
3 ED
AD
547
3 ED
AD
593
3
Adv
ance
d G
roup
Pr
opos
al
Proj
ect
Gui
danc
e Le
sson
Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n Tu
torin
g Pr
ojec
ts
Con
tent
Are
a U
nits
Pr
actic
um
Cas
e St
udie
s In
tern
ship
Po
rtfol
io &
Ev
alua
tion
24
7.10
The
teac
her c
reat
es
shor
t-ran
ge a
nd lo
ng-
term
s pla
ns th
at a
re
linke
d to
stud
ent n
eeds
an
d pe
rfor
man
ce, a
nd
adap
ts th
e pl
ans t
o en
sure
and
cap
italiz
e on
st
uden
t pro
gres
s and
m
otiv
atio
n.
S5. E
duca
tors
use
a
varie
ty o
f met
hods
to
deliv
er in
struc
tion.
4.2
The
teac
her
unde
rsta
nds p
rinci
ples
an
d te
chni
ques
, alo
ng
with
adv
anta
ges a
nd
limita
tions
, ass
ocia
ted
with
var
ious
in
struc
tiona
l stra
tegi
es.
4.5
The
teac
her v
alue
s fle
xibi
lity
and
reci
proc
ity in
the
teac
hing
pro
cess
as
nece
ssar
y fo
r ada
ptin
g in
struc
tion
to st
uden
t re
spon
ses,
idea
s, an
d ne
eds.
4.6
The
teac
her
care
fully
eva
luat
es h
ow
to a
chie
ve le
arni
ng
goal
s cho
osin
g al
tern
ativ
e te
achi
ng
stra
tegi
es a
nd m
ater
ials
to a
chie
ve d
iffer
ent
instr
uctio
nal p
urpo
ses
4. T
he te
ache
r un
ders
tand
s cu
rric
ulum
in
tegr
atio
n pr
oces
ses
and
uses
a v
arie
ty o
f in
struc
tiona
l st
rate
gies
to
enco
urag
e stu
dent
s�
deve
lopm
ent o
f cr
itica
l thi
nkin
g,
prob
lem
solv
ing,
and
pe
rfor
man
ce sk
ills
and
effe
ctiv
e us
e of
te
chno
logy
. 14
.The
teac
her
unde
rsta
nds t
he
Okl
ahom
a co
re
curr
icul
um a
nd is
ab
le to
dev
elop
in
struc
tions
st
rate
gies
/pla
ns b
ased
on
Prio
rity
Aca
dem
ic
Stud
ent S
kills
(PA
SS.
3a. N
BCTs
del
iver
ef
fect
ive
instr
uctio
n.
They
mov
e flu
ently
th
roug
h a
rang
e of
in
struc
tiona
l te
chni
ques
, kee
ping
st
uden
ts m
otiv
ated
, en
gage
d an
d fo
cuse
d.
Initi
al
AC
EI 3
.3
NC
TE 4
.3
NA
SPE
5, 6
N
STA
5a,
5b,
5c
CEC
4
Adv
ance
d IR
A 2
.1, 2
.2, 2
.3, 4
.1
4.2
SC
5
Initi
al
EDU
C 3
434
Maj
or
Spec
ializ
atio
n C
ours
es
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
443
CO
UN
548
3 C
OU
N 5
423
CO
UN
554
3 EL
ED 5
623
Initi
al
Portf
olio
A
rtifa
ct #
9 &
10
� L
esso
n Pl
an &
vid
eo
with
mod
ified
le
sson
#1
7d4
TW
S Fi
eld
Expe
rienc
e
Eval
uatio
n A
dvan
ced
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Tuto
ring
25
and
to m
eet s
tude
nt
need
s. 4.
7 Th
e te
ache
r use
s m
ultip
le te
achi
ng a
nd
lear
ning
stra
tegi
es to
en
gage
stud
ents
in
activ
e le
arni
ng
oppo
rtuni
ties t
hat
prom
ote
the
deve
lopm
ent o
f crit
ical
th
inki
ng, p
robl
em
solv
ing,
and
pe
rfor
man
ce
capa
bilit
ies a
nd th
at
help
stud
ent a
ssum
e re
spon
sibi
lity
for
iden
tifyi
ng a
nd u
sing
lear
ning
reso
urce
s.
15. T
he te
ache
r un
ders
tand
s the
Sta
te
teac
her e
valu
atio
n pr
oces
s, O
klah
oma
Cri
teria
for E
ffect
ive
Teac
her
Perf
orm
ance
, and
ho
w to
inco
rpor
ate
thes
e cr
iteria
in
desi
gnin
g in
struc
tiona
l st
rate
gies
.
ELED
563
3 EL
ED 5
643
ELED
565
3 EL
ED 5
663
EDA
D 5
323
EDA
D 5
403
EDA
D 5
443
EDA
D 5
933
Proj
ects
C
ase
Stud
y on
Cla
ssro
om
Con
tent
Are
a U
nits
Te
ache
r Su
perv
isor
y Pr
ojec
t In
tern
ship
Po
rtfol
io
S6.
Educ
ator
s m
otiv
ate
stud
ents
to
lear
n.
5.1
The
teac
her c
an u
se
know
ledg
e ab
out
hum
an m
otiv
atio
n an
d be
havi
or d
raw
n fro
m
the
foun
datio
nal s
cien
ce
of p
sych
olog
y,
anth
ropo
logy
, and
so
ciol
ogy
to d
evel
op
stra
tegi
es fo
r org
aniz
ing
and
supp
ortin
g in
divi
dual
and
gro
up
wor
k.
5.2
The
teac
her
unde
rsta
nds h
ow s
ocia
l
5. T
he te
ache
r use
s be
st p
ract
ices
in
rela
tion
to m
otiv
atio
n an
d be
havi
or to
cr
eate
lean
ing
envi
ronm
ents
that
en
cour
age
posi
tive
soci
al in
tera
ctio
n,
self-
mot
ivat
ion,
and
ac
tive
enga
gem
ent i
n le
arni
ng, t
hus,
prov
idin
g op
portu
nitie
s for
su
cces
s.
3a. N
BCTs
del
iver
ef
fect
ive
instr
uctio
n.
They
mov
e flu
ently
th
roug
h a
rang
e of
in
struc
tiona
l te
chni
ques
, kee
ping
st
uden
ts m
otiv
ated
, en
gage
d an
d fo
cuse
d.
3b. N
BCTs
kno
w
how
to e
ngag
e st
uden
ts to
ens
ure
a di
scip
lined
lear
ning
en
viro
nmen
t, an
d ho
w to
org
aniz
e
Initi
al
AC
EI 1
, 3.4
N
ASP
E 4
NST
A 5
b C
EC 5
A
dvan
ced
IRA
4.3
, 4.4
Initi
al
EDU
C 4
443
Adv
ance
d C
OU
N 5
483
CO
UN
552
3
Initi
al
Portf
olio
A
rtifa
ct #
11
Beha
vior
M
anag
emen
t Pr
ojec
t A
dvan
ced
26
grou
ps fu
nctio
n an
d in
fluen
ce p
eopl
e, a
nd
how
peo
ple
influ
ence
gr
oups
. 5.
3 Th
e te
ache
r kno
ws
how
to h
elp
peop
le
wor
k pr
oduc
tivel
y an
d co
oper
ativ
ely
with
eac
h ot
her i
n co
mpl
ex so
cial
se
tting
s. 5.
5 Th
e te
ache
r re
cogn
izes
fact
ors a
nd
situ
atio
ns th
at a
re li
kely
to
pro
mot
e or
dim
inish
in
trins
ic m
otiv
atio
n,
and
know
s how
to h
elp
stud
ents
bec
ome
self-
mot
ivat
ed.
5.12
The
teac
her
enga
ges s
tude
nts i
n in
divi
dual
and
co
oper
ativ
e le
arni
ng
activ
ities
that
hel
p th
em
deve
lop
the
mot
ivat
ion
to a
chie
ve, b
y, fo
r ex
ampl
e, re
latin
g le
sson
s to
stud
ents
� pe
rson
al in
tere
sts,
allo
win
g st
uden
ts to
ha
ve c
hoic
es in
thei
r le
arni
ng, a
nd le
adin
g st
uden
ts to
ask
qu
estio
ns a
nd p
ursu
e pr
oble
ms t
hat a
re
instr
uctio
n to
mee
t in
struc
tiona
l goa
ls.
ELC
C 2
.3b
SC 5
CO
UN
542
3 C
OU
N 5
543
ELED
562
3 EL
ED 5
633
ELED
564
3 EL
ED 5
653
ELED
566
3 EL
ED 5
683
ELED
569
3 ED
AD
532
3 ED
AD
547
3 ED
AD
548
3
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Tuto
ring
Proj
ects
C
ase
Stud
y on
Cla
ssro
om
Con
tent
Are
a U
nits
Pr
actic
um
Cas
e St
udie
s Te
ache
r Su
perv
isor
y Pr
ojec
t Sc
hool
Im
prov
emen
t Pr
ojec
t
27
mea
ning
ful t
o th
em.
S
7. E
duca
tors
use
m
ultip
le a
sses
smen
t to
ols t
o m
onito
r st
uden
t lea
rnin
g an
d m
odify
instr
uctio
n.
8.1
The
teac
her
unde
rsta
nds t
he
char
acte
ristic
s, us
es,
adva
ntag
es, a
nd
limita
tions
of d
iffer
ent
type
s of a
sses
smen
ts fo
r ev
alua
ting
how
stud
ents
le
arn,
wha
t the
y kn
ow
and
are
able
to d
o, a
nd
wha
t kin
ds o
f ex
perie
nces
will
su
ppor
t the
ir fu
rther
gr
owth
and
de
velo
pmen
t. 8.
2 Th
e te
ache
r kno
ws
how
to se
lect
, con
struc
t, an
d us
e as
sess
men
t st
rate
gies
and
in
strum
ents
app
ropr
iate
to
the
lear
ning
ou
tcom
es b
eing
ev
alua
ted
and
to o
ther
di
agno
stic
pur
pose
s. 8.
4 Th
e te
ache
r val
ues
ongo
ing
asse
ssm
ent a
s es
sent
ial t
o th
e in
struc
tiona
l pro
cess
an
d re
cogn
izes
that
m
any
diffe
rent
as
sess
men
t stra
tegi
es,
accu
rate
ly a
nd
syst
emat
ical
ly u
sed,
are
ne
cess
ary
for
8. T
he te
ache
r un
ders
tand
s and
use
s a
varie
ty o
f as
sess
men
t stra
tegi
es
to e
valu
ate
and
mod
ify th
e te
achi
ng/le
arni
ng
proc
ess e
nsur
ing
the
cont
inuo
us
inte
llect
ual,
soci
al,
and
phys
ical
de
velo
pmen
t of t
he
lear
ners
.
3c. N
BCTs
kno
w
how
to a
sses
s the
pr
ogre
ss o
f ind
ivid
ual
stud
ents
as w
ell a
s th
e cl
ass a
s a w
hole
. 3d
. NBC
Ts u
se
mul
tiple
met
hods
for
mea
surin
g st
uden
t gr
owth
and
un
ders
tand
ing,
and
th
ey c
an c
lear
ly
expl
ain
stud
ent
perf
orm
ance
to
pare
nts.
Initi
al
AC
EI 4
N
CTE
4.1
0 N
ASP
E 7
NST
A 8
A
CTF
L 5
CEC
8
Adv
ance
d IR
A 3
.1, 3
.2, 3
.3, 3
.4
SC 7
Initi
al
EDU
C 3
434
Maj
or
Spec
ializ
atio
n C
ours
es
Adv
ance
d C
OU
N 5
283
CO
UN
532
3 C
OU
N 5
583
ELED
562
3 EL
ED 5
633
EDA
D 5
323
Initi
al
Portf
olio
A
rtifa
ct
#9 &
#10
Le
sson
Pla
n &
Vid
eo w
ith
mod
ified
le
sson
#1
7c T
WS
Adv
ance
d C
aree
r C
ouns
elin
g Pr
ogra
m
Gui
danc
e Le
sson
Pla
n Tu
torin
g Pr
ojec
ts
Teac
her
Supe
rvis
ory
Proj
ect
28
mon
itorin
g an
d pr
omot
ing
stud
ent
lear
ning
. 8.
5 Th
e te
ache
r is
com
mitt
ed to
usin
g as
sess
men
t to
iden
tify
stud
ent s
treng
ths a
nd
prom
ote
stud
ent g
row
th
rath
er th
an to
den
y st
uden
ts a
cces
s to
lear
ning
opp
ortu
nitie
s. 8.
6 Th
e te
ache
r ap
prop
riate
ly u
ses a
va
riety
of f
orm
al a
nd
info
rmal
ass
essm
ent
tech
niqu
es to
enh
ance
he
r or h
is k
now
ledg
e of
le
arne
rs, e
valu
ate
stud
ents
� pro
gres
s and
pe
rfor
man
ces,
and
mod
ify te
achi
ng a
nd
lear
ning
stra
tegi
es.
8.8
The
teac
her u
ses
asse
ssm
ent s
trate
gies
to
invo
lve
lear
ners
in se
lf-as
sess
men
t act
iviti
es, t
o he
lp th
em b
ecom
e aw
are
of th
eir s
treng
ths
and
need
s, an
d to
en
cour
age
them
to se
t pe
rson
al g
oals
for
lear
ning
.
EDA
D 5
483
Scho
ol
Impr
ovem
ent
Proj
ect
29
D
ISPO
SIT
ION
S
CO
MPE
TE
NT
D
1a. C
ompe
tent
ed
ucat
ors p
osse
ss th
e kn
owle
dge,
skill
s, an
d di
spos
ition
s nee
ded
to
perf
orm
thei
r rol
e an
d re
spon
sibi
litie
s in
the
clas
sroo
m.
13
. The
teac
her
unde
rsta
nds t
he le
gal
aspe
cts o
f tea
chin
g in
clud
ing
the
right
s of
stud
ents
and
pa
rent
s/fa
mili
es, a
s w
ell a
s the
lega
l rig
hts a
nd
resp
onsi
bilit
ies o
f the
te
ache
r.
In
itial
A
CEI
5.1
A
dvan
ced
IRA
5.1
Initi
al
EDU
C 2
013
EDU
C 2
000
EDU
C 3
002
EDU
C 4
919
Adv
ance
d A
ll C
OU
N
spec
ializ
atio
n co
urse
s C
OU
N 5
543
All
ELED
Re
adin
g Sp
ecia
list
Cou
rses
EL
ED 5
683
ELED
569
3 A
ll ED
AD
Sp
ecia
lizat
ion
Cou
rses
Initi
al
Dis
posi
tion
Che
cklis
t Fi
eld
Expe
rienc
es
Eval
uatio
ns
Adv
ance
d Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n Pr
actic
um
Supe
rvis
ors
Eval
uatio
ns
30
EDA
D 5
933
Inte
rnsh
ip
Eval
uatio
n
D
1b. C
ompe
tent
ed
ucat
ors p
rom
ote
posi
tive
lear
ning
ou
tcom
es fo
r all
stud
ents
.
2.1
The
teac
her
unde
rsta
nds h
ow
lear
ning
occ
urs �
how
st
uden
ts c
onstr
uct
know
ledg
e, a
cqui
re
skill
s, an
d de
velo
p ha
bits
of m
ind
� an
d kn
ows h
ow to
use
in
struc
tiona
l stra
tegi
es
that
pro
mot
e st
uden
t le
arni
ng.
2.2
The
teac
her
unde
rsta
nds t
hat
stud
ents
� phy
sica
l, so
cial
, em
otio
nal,
mor
al
and
cogn
itive
de
velo
pmen
t inf
luen
ce
lear
ning
and
kno
ws
how
to a
ddre
ss th
ese
fact
ors w
hen
mak
ing
instr
uctio
nal d
ecis
ions
.
2. T
he te
ache
r un
ders
tand
s how
st
uden
ts le
arn
and
deve
lop,
and
can
pr
ovid
e le
arni
ng
oppo
rtuni
ties t
hat
supp
ort t
heir
inte
llect
ual,
soci
al
and
phys
ical
de
velo
pmen
t at a
ll gr
ade
leve
ls
incl
udin
g ea
rly
child
hood
, el
emen
tary
, mid
dle
leve
l, an
d se
cond
ary.
1a. N
BCTs
are
de
dica
ted
to m
akin
g kn
owle
dge
acce
ssib
le
to a
ll stu
dent
s. T
hey
belie
ve a
ll stu
dent
s ca
n le
arn.
Initi
al
NC
TE 2
.1
Adv
ance
d IR
A 4
.1, 4
.3
ELC
C 2
.1
SC 6
Initi
al
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
483
CO
UN
552
3 C
OU
N 5
583
CO
UN
532
3
ELED
562
3 EL
ED 5
633
ELED
568
3 EL
ED 5
693
EDA
D 5
473
EDA
D 5
933
Initi
al
Dis
posi
tions
C
heck
list
Fiel
d Ex
perie
nces
Ev
alua
tions
A
dvan
ced
Car
eer
Cou
nsel
ing
Prog
ram
Tu
torin
g Pr
ojec
ts
Prac
ticum
C
ase
Stud
ies
Prac
ticum
Su
perv
isor
�s
Eval
uatio
n In
tern
ship
Ev
alua
tion
31
D1c
. Com
pete
nt
educ
ator
s kno
w h
ow to
us
e se
lf-re
flect
ion
to
lear
n fro
m th
eir
expe
rienc
es a
nd
impr
ove
thei
r ef
fect
iven
ess
9.1
The
teac
her
unde
rsta
nds m
etho
ds o
f in
quiry
that
pro
vide
hi
m/h
er w
ith a
var
iety
of
self-
asse
ssm
ent a
nd
prob
lem
-sol
ving
st
rate
gies
for r
efle
ctin
g on
his
/her
pra
ctic
e, it
s in
fluen
ces o
n stu
dent
s�
grow
th a
nd le
arni
ng,
and
the
com
plex
in
tera
ctio
ns b
etw
een
them
. 9.
4 Th
e te
ache
r is
com
mitt
ed to
refle
ctio
n,
asse
ssm
ent,
and
lear
ning
as a
n on
goin
g pr
oces
s. 9.
10 T
he te
ache
r dra
ws
upon
pro
fess
iona
l co
lleag
ues w
ithin
the
scho
ol a
nd o
ther
pr
ofes
sion
al a
rena
s as
supp
orts
for r
efle
ctio
n,
prob
lem
-sol
ving
and
ne
w id
eas,
activ
ely
shar
ing
expe
rienc
es a
nd
seek
ing
and
givi
ng
feed
back
.
9. T
he te
ache
r ev
alua
tes t
he e
ffect
s of
his/
her c
hoic
es a
nd
actio
ns o
f oth
ers
(stu
dent
s, pa
rent
s, an
d ot
her
prof
essi
onal
s in
the
lear
ning
com
mun
ity),
mod
ifies
thos
e ac
tions
whe
n ne
eded
, an
d ac
tivel
y se
eks
oppo
rtuni
ties f
or
cont
inue
d pr
ofes
sion
al g
row
th.
4c. N
BCTs
crit
ical
ly
exam
ine
thei
r pr
actic
e on
a re
gula
r ba
sis t
o de
epen
kn
owle
dge,
exp
and
thei
r rep
erto
ire o
f sk
ills,
and
inco
rpor
ate
new
fin
ding
s int
o th
eir
prac
tice.
Initi
al
AC
EI 5
.2
NC
TE 2
.3
NA
SPE
8 N
STA
10b
A
dvan
ced
IRA
5.3
EL
CC
2.4
Initi
al
All
Prof
essi
onal
Ed
ucat
ion
Cou
rses
A
ll M
ajor
Sp
ecia
lizat
ion
Cou
rses
A
dvan
ced
All
CO
UN
sp
ecia
lizat
ion
cour
ses
CO
UN
558
3 A
ll EL
ED
Read
ing
Spec
ialis
t C
ours
es
ELED
562
3 EL
ED 5
633
ELED
568
3 EL
ED 5
693
EDA
D 5
483
Initi
al
Fiel
d Ex
perie
nces
Ev
alua
tions
D
ispo
sitio
ns
Che
cklis
t Po
rtfol
io
Arti
fact
s Re
flect
ions
A
rtifa
ct #
17g
TW
S A
dvan
ced
Gui
danc
e Le
sson
Pla
n Tu
torin
g Pr
ojec
ts
Prac
ticum
C
ase
Stud
ies
Scho
ol
Impr
ovem
ent
Proj
ect
32
EDA
D 5
933
In
tern
ship
Po
rtfol
io &
Ev
alua
tion
D1d
. Com
pete
nt
educ
ator
s kno
w h
ow to
se
cure
and
use
var
ious
te
chno
logi
cal
reso
urce
s to
enha
nce
stud
ent l
earn
ing,
co
mm
unic
atio
n, a
nd
man
agem
ent t
asks
.
4.3
The
teac
her k
now
s ho
w to
enh
ance
le
arni
ng th
roug
h th
e us
e of
a w
ide
varie
ty o
f m
ater
ials
as w
ell a
s hu
man
and
te
chno
logi
cal r
esou
rces
. 6.
4 Th
e te
ache
r kno
ws
abou
t and
can
use
ef
fect
ive
verb
al,
nonv
erba
l, an
d m
edia
co
mm
unic
atio
n te
chni
ques
. 6.
13 T
he te
ache
r kno
ws
how
to u
se a
var
iety
of
med
ia c
omm
unic
atio
n to
ols,
incl
udin
g au
dio-
visu
al a
ids a
nd
com
pute
rs, t
o en
rich
lear
ning
opp
ortu
nitie
s.
4. T
he te
ache
r un
ders
tand
s cu
rric
ulum
in
tegr
atio
n pr
oces
ses
and
uses
a v
arie
ty o
f in
struc
tiona
l st
rate
gies
to
enco
urag
e stu
dent
s�
deve
lopm
ent o
f cr
itica
l thi
nkin
g,
prob
lem
solv
ing,
and
pe
rfor
man
ce sk
ills
and
effe
ctiv
e us
e of
te
chno
logy
. 6.
The
teac
her
deve
lops
a
know
ledg
e of
and
us
es a
var
iety
of
effe
ctiv
e co
mm
unic
atio
n te
chni
ques
to fo
ster
ac
tive
inqu
iry,
colla
bora
tion,
and
su
ppor
tive
inte
ract
ion
in th
e cl
assr
oom
.
In
itial
A
CEI
3.5
N
ASP
E 9
Adv
ance
d IR
A 4
.2, 4
.3
ELC
C 3
.3c
Initi
al
EDU
C 3
313
EDU
C 4
919
All
Prof
essi
onal
C
ours
es
All
Maj
or
Spec
ializ
atio
n C
ours
es
Adv
ance
d C
OU
N 5
523
ELED
564
3 EL
ED 5
623
ELED
563
3 ED
AD
530
3 ED
AD
540
3 ED
AD
548
3
Initi
al
Portf
olio
A
rtifa
ct
#5 &
# 6
�
Tech
nolo
gy
Proj
ect
Fiel
d Ex
perie
nce
Eval
uatio
ns
#17
d6 T
WS
Adv
ance
d G
roup
Pr
opos
al
Proj
ect
Cas
e St
udy
on C
lass
room
Tu
torin
g Pr
ojec
ts
Scho
ol
Impr
ovem
ent
Proj
ect
33
D
1e. C
ompe
tent
ed
ucat
ors e
mbr
ace
cultu
ral d
iver
sity
and
ac
com
mod
ate
the
need
s of d
iver
se
lear
ners
.
3.1
The
teac
her
unde
rsta
nds a
nd c
an
iden
tify
diffe
renc
es in
ap
proa
ches
to le
arni
ng
and
perf
orm
ance
, in
clud
ing
diffe
rent
le
arni
ng st
yles
, mul
tiple
in
telli
genc
es, a
nd
perf
orm
ance
mod
e, a
nd
can
desi
gn in
struc
tion
that
hel
ps u
se st
uden
ts�
stre
ngth
s as t
he b
asis
fo
r gro
wth
. 3.
5 Th
e te
ache
r has
a
wel
l-gro
unde
d fr
amew
ork
for
unde
rsta
ndin
g cu
ltura
l an
d co
mm
unity
di
vers
ity a
nd k
now
s ho
w to
lear
n ab
out a
nd
inco
rpor
ate
stud
ents
� ex
perie
nces
, cul
ture
s, an
d co
mm
unity
re
sour
ces i
nto
instr
uctio
n.
3.7
The
teac
her
appr
ecia
tes a
nd v
alue
s hu
man
div
ersi
ty, s
how
s re
spec
t for
stud
ents
� va
ried
tale
nts a
nd
pers
pect
ives
, and
is
com
mitt
ed to
the
purs
uit o
f �in
divi
dual
ly
conf
igur
ed e
xcel
lenc
e.�
3. T
he te
ache
r un
ders
tand
s tha
t st
uden
ts v
ary
in th
eir
appr
oach
es to
le
arni
ng a
nd c
reat
es
instr
uctio
nal
oppo
rtuni
ties t
hat a
re
adap
tabl
e to
in
divi
dual
diff
eren
ces
of le
arne
rs.
1b. N
BCTs
trea
t st
uden
ts e
quita
bly.
Th
ey re
cogn
ize
the
indi
vidu
al d
iffer
ence
s th
at d
istin
guish
thei
r st
uden
ts fr
om o
ne
anot
her a
nd th
ey ta
ke
acco
unt f
or th
ese
diffe
renc
es in
thei
r pr
actic
e.
1d. N
BCTs
resp
ect
the
cultu
ral a
nd
fam
ily d
iffer
ence
s st
uden
ts b
ring
thei
r cl
assr
oom
.
Initi
al
AC
EI 3
.2
NC
TE 4
.4
NA
SPE
3 C
EC 9
A
dvan
ced
IRA
2.2
, 2.3
EL
CC
2.2
b SC
3
Initi
al
EDU
C 2
013
EDU
C 3
434
SPED
212
3 A
dvan
ced
CO
UN
548
3 C
OU
N 5
323
CO
UN
552
3 C
OU
N 5
543
ELED
562
3 EL
ED 5
633
ELED
565
3
Portf
olio
A
rtifa
ct
#9 &
10
Less
on P
lan
& V
ideo
with
m
odifi
ed
less
on
#4 -
IEP
#17c
5 TW
S
Dis
posi
tion
Che
cklis
t A
dvan
ced
Car
eer
Cou
nsel
ing
Prog
ram
G
roup
Pr
opos
al
Proj
ect
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Tuto
ring
Proj
ects
C
onte
nt A
rea
Uni
ts
34
ELED
566
3 EL
ED 5
683
ELED
569
3
EDA
D 5
473
EDA
D 5
933
Prac
ticum
C
ase
Stud
ies
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
D
1f. E
duca
tors
that
are
co
mpe
tent
val
ue th
e ro
le o
f the
fam
ily in
th
e ch
ild�s
edu
catio
n an
d kn
ow h
ow to
wor
k co
oper
ativ
ely
with
pa
rent
s and
the
com
mun
ity fo
r the
ch
ild�s
ben
efit.
10.6
The
teac
her i
s w
illin
g to
con
sult
with
ot
her a
dults
rega
rdin
g th
e ed
ucat
ion
and
wel
l-be
ing
of h
is/h
er
stud
ents
. 10
.10
The
teac
her
mak
es li
nks w
ith th
e le
arne
rs� o
ther
en
viro
nmen
ts on
beh
alf
of st
uden
ts, b
y co
nsul
ting
with
par
ents,
co
unse
lors
, tea
cher
s of
othe
r cla
sses
and
ac
tiviti
es w
ithin
the
scho
ols,
and
prof
essi
onal
s in
othe
r co
mm
unity
age
ncie
s. 10
.12
The
teac
her
esta
blis
hes r
espe
ctfu
l an
d pr
oduc
tive
rela
tions
hips
with
pa
rent
s and
gua
rdia
ns
from
div
erse
hom
e an
d
10. T
he te
ache
r fo
ster
s pos
itive
in
tera
ctio
n w
ith
scho
ol c
olle
ague
s, pa
rent
s/fa
mili
es, a
nd
orga
niza
tions
in th
e co
mm
unity
to
activ
ely
enga
ge th
em
in su
ppor
t of
stud
ents
� lea
rnin
g an
d w
ell-b
eing
.
5a. N
BCTs
co
llabo
rate
with
ot
hers
to im
prov
e st
uden
t lea
rnin
g.
5e.
NBC
TS k
now
ho
w to
wor
k co
llabo
rativ
ely
with
pa
rent
s to
enga
ge
them
pro
duct
ivel
y in
th
e w
ork
of th
e sc
hool
.
Initi
al
AC
EI 5
.3
NA
SPE
10
NST
A 1
0d
CEC
10
Adv
ance
d IR
A 3
.4
ELC
C 4
.1, 4
.3
SC 9
Initi
al
EDU
C 2
013
SPED
212
3 ED
UC
300
2 ED
UC
491
9 A
dvan
ced
CO
UN
552
3 C
OU
N 5
423
CO
UN
532
3
Initi
al
Dis
posi
tion
Che
cklis
t Fi
eld
Expe
rienc
e Ev
alua
tions
Po
rtfol
io
Arti
fact
s #1
6 pa
rent
co
nfer
ence
#1
3 C
omm
unity
Lo
g A
dvan
ced
Car
eer
Cou
nsel
ing
Prog
ram
35
com
mun
ity si
tuat
ions
, an
d se
eks t
o de
velo
p co
oper
ativ
e pa
rtner
ship
s in
supp
ort
of st
uden
t lea
rnin
g an
d w
ell b
eing
.
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
548
3 ED
AD
593
3
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
C
ase
Stud
ies
Scho
ol
Impr
ovem
ent
Proj
ect
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
Exte
rnal
Ev
alua
tion
C
OM
MIT
TED
D
2a. E
duca
tors
who
ar
e co
mm
itted
supp
ort
lear
ning
for d
iver
se
lear
ners
in a
car
ing,
no
n-di
scrim
inat
ory
and
equi
tabl
e m
anne
r.
3.6.
The
teac
her
belie
ves t
hat a
ll ch
ildre
n ca
n le
arn
at
high
leve
ls a
nd p
ersi
sts
in h
elpi
ng a
ll ch
ildre
n ac
hiev
e su
cces
s. 3.
7. T
he te
ache
r ap
prec
iate
s and
val
ues
hum
an d
iver
sity
, sho
ws
resp
ect f
or st
uden
ts�
varie
d ta
lent
s and
pe
rspe
ctiv
es, a
nd is
co
mm
itted
to th
e
purs
uit o
f �in
divi
dual
ly
3. T
he te
ache
r un
ders
tand
s tha
t st
uden
ts v
ary
in th
eir
appr
oach
es to
le
arni
ng a
nd c
reat
es
instr
uctio
nal
oppo
rtuni
ties t
hat a
re
adap
tabl
e to
in
divi
dual
diff
eren
ces
of le
arne
rs.
1b. N
BCTs
trea
t st
uden
ts e
quita
bly.
Th
ey re
cogn
ize
the
indi
vidu
al d
iffer
ence
s th
at d
istin
guish
thei
r st
uden
ts fr
om o
ne
anot
her a
nd th
ey ta
ke
acco
unt f
or th
ese
diffe
renc
es in
thei
r pr
actic
es.
Initi
al
Adv
ance
d IR
A 4
.2
ELC
C 6
.3
Initi
al
SPED
212
3 ED
UC
300
2 ED
UC
491
9 A
dvan
ced
CO
UN
548
3 C
OU
N 5
523
Initi
al
Portf
olio
A
rtifa
ct
#4 IE
P Fi
eld
Expe
rienc
e Ev
alua
tions
D
ispo
sitio
ns
Che
cklis
t A
dvan
ced
Gro
up
Prop
osal
36
conf
igur
ed e
xcel
lenc
e.�
3.10
. The
teac
her
mak
es st
uden
ts fe
el
valu
ed fo
r the
ir po
tent
ial a
s peo
ple,
and
he
lps t
hem
lear
n to
va
lue
each
oth
er.
3.17
. The
teac
her
crea
tes a
lear
ning
co
mm
unity
in w
hich
in
divi
dual
diff
eren
ces
are
resp
ecte
d.
SC 3
C
OU
N 5
543
CO
UN
532
3 EL
ED 5
623
ELED
563
3 EL
ED 5
653
ELED
566
3 EL
ED 5
683
ELED
569
3 ED
AD
547
3 ED
AD
593
3
Proj
ect
Prac
ticum
Si
te
Supe
rvis
ors�
Ev
alua
tion
Car
eer
Cou
nsel
ing
Prog
ram
Tu
torin
g Pr
ojec
ts
Con
tent
Are
a U
nits
Pr
actic
um
Cas
e St
udie
s &
Eva
luat
ion
Inte
rnsh
ip
Eval
uatio
n Ex
tern
al
Eval
uatio
n
D2b
. Edu
cato
rs w
ho
are
com
mitt
ed
esta
blis
h hi
gh
stan
dard
s for
all
stud
ents
.
3.6
The
teac
her b
elie
ves
that
all
child
ren
can
lear
n at
hig
h le
vels
and
pe
rsis
ts in
hel
ping
all
child
ren
achi
eve
succ
ess.
3. T
he te
ache
r un
ders
tand
s tha
t st
uden
ts v
ary
in th
eir
appr
oach
es to
le
arni
ng a
nd c
reat
es
instr
uctio
nal
oppo
rtuni
ties t
hat a
re
1a. N
BCTs
are
de
dica
ted
to m
akin
g kn
owle
dge
acce
ssib
le
to a
ll stu
dent
s. T
hey
belie
ve a
ll stu
dent
s ca
n le
arn.
Initi
al
Initi
al
SPED
212
3 ED
UC
343
4 ED
UC
300
2
Initi
al
Dis
posi
tions
C
heck
list
Fiel
d Ex
perie
nce
Eval
uatio
ns
37
adap
tabl
e to
in
divi
dual
diff
eren
ces
of le
arne
rs.
Adv
ance
d IR
A 3
.2
ELC
C 6
.3
SC 6
EDU
C 4
919
Adv
ance
d C
OU
N 5
483
CO
UN
524
3 C
OU
N 5
323
ELED
562
3 EL
ED 5
633
ELED
566
3 EL
ED 5
683
ELED
569
3 ED
AD
548
3 ED
AD
593
3
Adv
ance
d C
aree
r C
ouns
elin
g Pr
ogra
m
Tuto
ring
Proj
ects
Pr
actic
um
Cas
e St
udie
s &
Eva
luat
ion
Scho
ol
Impr
ovem
ent
Proj
ect
Inte
rnsh
ip
Eval
uatio
n Ex
tern
al
Eval
uatio
n
D2c
. Ed
ucat
ors w
ho
are
com
mitt
ed se
t hig
h st
anda
rds f
or
them
selv
es b
y be
ing
pers
onal
ly in
vest
ed in
th
eir o
wn
prof
essi
onal
9.4
The
teac
her i
s co
mm
itted
to re
flect
ion,
as
sess
men
t, an
d le
arni
ng a
s an
ongo
ing
proc
ess.
9. T
he te
ache
r ev
alua
tes t
he e
ffect
s of
his/
her c
hoic
es a
nd
actio
ns o
f oth
ers
(stu
dent
s, pa
rent
s, an
d ot
her
4c. N
BCTs
crit
ical
ly
exam
ine
thei
r pr
actic
e on
a re
gula
r ba
sis t
o de
epen
kn
owle
dge
expa
nd
thei
r rep
erto
ire o
f
Initi
al
AC
EI 5
.2
NA
SPE
8 N
STA
10a
, 10c
Initi
al
EDU
C 2
013
Initi
al
Portf
olio
A
rtifa
cts
# 2
& #
3
Philo
soph
y
Pers
onal
38
wor
k an
d ca
reer
de
velo
pmen
t. 9.
5 Th
e te
ache
r is
will
ing
to g
ive
and
rece
ive
help
. 9.
7 Th
e te
ache
r re
cogn
izes
his
/her
pr
ofes
sion
al
resp
onsi
bilit
y fo
r en
gagi
ng in
and
su
ppor
ting
appr
opria
te
prof
essi
onal
pra
ctic
es
for s
elf a
nd c
olle
ague
s. 9.
9 Th
e te
ache
r see
ks
out p
rofe
ssio
nal
liter
atur
e, c
olle
ague
s, an
d ot
her r
esou
rces
to
supp
ort h
is/h
er o
wn
deve
lopm
ent a
s a
lear
ner a
nd a
teac
her.
prof
essi
onal
s in
the
lear
ning
com
mun
ity),
mod
ifies
thos
e ac
tions
whe
n ne
eded
, an
d ac
tivel
y se
eks
oppo
rtuni
ties f
or
cont
inue
d pr
ofes
sion
al g
row
th.
12. T
he te
ache
r un
ders
tand
s the
pr
oces
s of c
ontin
uous
lif
elon
g le
arni
ng, t
he
conc
ept o
f mak
ing
lear
ning
enj
oyab
le,
and
the
need
for a
w
illin
gnes
s to
chan
ge
whe
n th
e ch
ange
le
ads t
o gr
eate
r st
uden
t lea
rnin
g an
d de
velo
pmen
t.
skill
s, an
d in
corp
orat
e ne
w
findi
ngs i
nto
thei
r pr
actic
e.
AC
TFL
6 C
EC 9
A
dvan
ced
IRA
5.2
, 5.4
EL
CC
2.4
SC
10
EDU
C 4
919
Adv
ance
d C
OU
N 5
543
CO
UN
558
3 C
OU
N 5
323
ELED
567
3 ED
AD
532
3 ED
AD
548
3 ED
AD
593
3
Goa
ls
TWS
# 17
g D
ispo
sitio
ns
Che
cklis
t A
dvan
ced
Prac
ticum
Si
te
Supe
rvis
or�s
Ev
alua
tion
Gui
danc
e Le
sson
Pla
n C
aree
r C
ouns
elin
g Pr
ogra
m
Staf
f D
evel
opm
ent
Proj
ect
Teac
her
Supe
rvis
ory
Proj
ect
Scho
ol
Impr
ovem
ent
Proj
ect
Inte
rnsh
ip
Eval
uatio
n Ex
tern
al
Eval
uatio
n
39
D2d
. Edu
cato
rs w
ho
are
com
mitt
ed a
re
prou
d to
serv
e th
eir
com
mun
ities
as
educ
atio
nal l
eade
rs
and
advo
cate
for t
he
prof
essi
on in
all
inte
ract
ions
.
10.1
4 Th
e te
ache
r act
s as
an
advo
cate
for
stud
ents
.
5b
. NBC
Ts a
re
lead
ers a
nd a
ctiv
ely
know
how
to se
ek
and
build
pa
rtner
ship
s with
co
mm
unity
gro
ups
and
busin
esse
s
Initi
al
AC
EI 5
.4
NA
SPE
10
NST
A 1
0d
AC
TFL
6 C
EC 1
0 A
dvan
ced
IRA
3.3
EL
CC
4.1
SC
8, 9
Initi
al
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
323
CO
UN
554
3 EL
ED 5
623
ELED
563
3 EL
ED 5
673
ELED
568
3 EL
ED 5
693
EDA
D 5
303
EDA
D 5
483
Initi
al
Portf
olio
A
rtifa
ct
# 13
C
omm
unity
Se
rvic
e Lo
g D
ispo
sitio
ns
Che
cklis
t A
dvan
ced
Car
eer
Cou
nsel
ing
Prog
ram
Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n Tu
torin
g Pr
ojec
ts
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
C
ase
Stud
ies
& E
valu
atio
n Sc
hool
Im
prov
emen
t Pr
ojec
t
40
EDA
D 5
933
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
Exte
rnal
Ev
alua
tion
D2e
. Ed
ucat
ors w
ho
are
com
mitt
ed e
ngag
e in
serv
ice
to th
e pr
ofes
sion
and
co
mm
unity
.
5b N
BCTs
are
le
ader
s and
act
ivel
y kn
ow h
ow to
seek
an
d bu
ild
partn
ersh
ips w
ith
com
mun
ity g
roup
s an
d bu
sines
ses.
Initi
al
AC
EI 5
.4
CEC
10
Adv
ance
d EL
CC
4.2
SC
9
Initi
al
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
323
ELED
562
3 EL
ED 5
633
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
548
3
Initi
al
Portf
olio
A
rtifa
ct #
13
Com
mun
ity
Serv
ice
Log
Dis
posi
tions
C
heck
list
Adv
ance
d C
aree
r C
ouns
elin
g Pr
ogra
m
Tuto
ring
Proj
ects
St
aff
Dev
elop
men
t Pr
ojec
t Pr
actic
um
Cas
e St
udie
s &
Eva
luat
ion
Scho
ol
Impr
ovem
ent
41
EDA
D 5
933
Proj
ect
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
Exte
rnal
Ev
alua
tion
E
TH
ICA
L
D
3a.
Educ
ator
s who
ar
e et
hica
l res
pect
and
va
lue
all s
tude
nts a
nd
othe
rs fo
r the
ir di
vers
e ta
lent
s, ab
ilitie
s, an
d co
ntrib
utio
ns.
3.8
The
teac
her r
espe
cts
stud
ents
as i
ndiv
idua
ls
with
diff
erin
g pe
rson
al
and
fam
ily b
ackg
roun
ds
and
vario
us sk
ills,
tale
nts,
and
inte
rest
s. 3.
17 T
he te
ache
r cre
ates
a
lear
ning
com
mun
ity
in w
hich
indi
vidu
al
diffe
renc
es a
re
resp
ecte
d.
3. T
he te
ache
r un
ders
tand
s tha
t st
uden
ts v
ary
in th
eir
appr
oach
es to
le
arni
ng a
nd c
reat
es
instr
uctio
nal
oppo
rtuni
ties t
hat a
re
adap
tabl
e to
in
divi
dual
s of
lear
ners
.
1b. N
BCTs
trea
t st
uden
ts e
quita
bly.
Th
ey re
cogn
ize
the
indi
vidu
al d
iffer
ence
s th
at d
istin
guish
thei
r st
uden
ts fr
om o
ne
anot
her a
nd th
ey ta
ke
acco
unt f
or th
ese
diffe
renc
es in
thei
r pr
actic
e.
Initi
al
CEC
5
Adv
ance
d IR
A 2
.2, 2
.3, 3
.3, 4
.1
ELC
C 6
.3
SC 3
Initi
al
SPED
212
3 ED
UC
343
4 ED
UC
300
2 ED
UC
491
9 A
dvan
ced
CO
UN
548
3 C
OU
N 5
523
CO
UN
554
3 C
OU
N 5
323
Initi
al
Fiel
d Ex
perie
nces
Ev
alua
tions
D
ispo
sitio
ns
Che
cklis
t A
dvan
ced
Gro
up
Prop
osal
Pr
ojec
t Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n C
aree
r C
ouns
elin
g Pr
ogra
m
42
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
547
3 ED
AD
593
3
Staf
f D
evel
opm
ent
Proj
ects
Pr
actic
um
Cas
e St
udie
s &
Eva
luat
ion
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
Exte
rnal
Ev
alua
tion
D3b
. Edu
cato
rs w
ho
are
ethi
cal a
re se
nsiti
ve
to c
omm
unity
and
cu
ltura
l nor
ms.
3.9
The
teac
her i
s se
nsiti
ve to
com
mun
ity
and
cultu
ral n
orm
s.
1d
. NBC
Ts re
spec
t th
e cu
ltura
l and
fa
mily
diff
eren
ces
stud
ents
brin
g to
thei
r cl
assr
oom
.
Initi
al
NC
TE 2
.2
CEC
5
Adv
ance
d IR
A 1
.3
SC 2
EL
CC
6.1
, 6.2
Initi
al
SPED
212
3 ED
UC
300
2 ED
UC
491
9 A
dvan
ced
CO
UN
552
3 C
OU
N 5
543
Initi
al
Fiel
d Ex
perie
nce
Eval
uatio
ns
Dis
posi
tions
C
heck
list
#17a
TW
S A
dvan
ced
Gro
up
Prop
osal
Pr
ojec
t Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n
43
ELED
566
3 EL
ED 5
673
ELED
568
3 EL
ED 5
693
EDA
D 5
483
EDA
D 5
933
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
C
ase
Stud
ies
& E
valu
atio
n Sc
hool
Im
prov
emen
t Pr
ojec
t In
tern
ship
Po
rtfol
io a
nd
Eval
uatio
n Ex
tern
al
Eval
uatio
n
D3c
. Edu
cato
rs w
ho
are
ethi
cal a
re ti
mel
y,
resp
ectfu
l, an
d re
spon
sibl
e in
mee
ting
expe
ctat
ions
.
In
itial
A
CEI
5.1
Initi
al
All
Maj
or
Spec
ializ
atio
n C
ours
es
All
Prof
essi
onal
Ed
ucat
ion
Cou
rses
ED
UC
300
2 ED
UC
491
9
Initi
al
Fiel
d Ex
perie
nce
Eval
uatio
ns
Dis
posi
tions
C
heck
list
44
Adv
ance
d IR
A 5
.1, 5
.2
ELC
C 5
.1
SC 1
0
Adv
ance
d C
OU
N 5
543
CO
UN
558
3 EL
ED 5
673
ELED
568
3 EL
ED 5
693
EDA
D 5
483
EDA
D 5
933
Adv
ance
d Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n G
uida
nce
Less
on P
lan
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
C
ase
Stud
ies
& E
valu
atio
n Sc
hool
Im
prov
emen
t Pr
ojec
t In
tern
ship
Ev
alua
tion
Exte
rnal
Ev
alua
tion
D3d
. Edu
cato
rs w
ho
are
ethi
cal m
odel
et
hica
l and
dem
ocra
tic
prin
cipl
es in
all
rela
tions
hips
.
In
itial
N
STA
C
EC 9
Initi
al
EDU
C 3
002
EDU
C 4
919
Initi
al
Fiel
d Ex
perie
nces
Ev
alua
tions
D
ispo
sitio
ns
Che
cklis
t
45
Adv
ance
d IR
A 5
.1
ELC
C 5
.3
SC 1
0
Adv
ance
d C
OU
N 5
323
CO
UN
558
3 C
OU
N 5
543
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
537
3 ED
AD
593
3
Adv
ance
d Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n St
aff
Dev
elop
men
t Pr
ojec
t Pr
actic
um
Cas
e St
udie
s &
Eva
luat
ion
Inte
rnsh
ip
Eval
uatio
n Ex
tern
al
Eval
uatio
n
D3e
. Edu
cato
rs w
ho
are
ethi
cal u
se so
und
judg
men
t and
dis
play
co
nfid
ence
in p
ract
ice.
In
itial
N
STA
9
Adv
ance
d IR
A 5
.1
ELC
3.1
, 3.2
, 3.3
SC
8
Initi
al
EDU
C 3
002
EDU
C 4
919
Adv
ance
d C
OU
N 5
543
ELED
562
3 EL
ED 5
633
Initi
al
Fiel
d Ex
perie
nce
Eval
uatio
ns
Adv
ance
d Pr
actic
um
Site
Su
perv
isor
�s
Eval
uatio
n Tu
torin
g Pr
ojec
ts
46
ELED
567
3 EL
ED 5
683
ELED
569
3 ED
AD
532
3 ED
AD
593
3
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
C
ase
Stud
ies
& E
valu
atio
n Te
ache
r Su
perv
isor
y Pr
ojec
t In
tern
ship
Ev
alua
tion
Exte
rnal
Ev
alua
tion
D3f
. Edu
cato
rs w
ho
are
ethi
cal a
re h
ones
t in
com
mun
icat
ions
and
in
tera
ctio
ns w
ith
othe
rs.
In
itial
A
dvan
ced
IRA
5.3
EL
CC
5.3
SC
9
Initi
al
EDU
C 3
003
EDU
C 4
919
Adv
ance
d C
OU
N 5
323
ELED
567
3
Initi
al
Fiel
d Ex
perie
nce
Eval
uatio
ns
Dis
posi
tions
C
heck
list
Adv
ance
d C
aree
r C
ouns
elin
g Pr
ogra
m
Staf
f D
evel
opm
ent
Proj
ect
Prac
ticum
47
ELED
568
3 EL
ED 5
693
EDA
D 5
473
EDA
D 5
933
Cas
e St
udie
s &
Eva
luat
ion
Scho
ol
Impr
ovem
ent
Proj
ect
Inte
rnsh
ip
Portf
olio
and
Ev
alua
tion
Exte
rnal
Ev
alua
tion
48
49
Teacher Education Unit Assessment System
50
Southeastern Oklahoma State University Teacher Education Unit
Transition Points and Key Assessments Initial Programs
Admission to Teacher Education
Admission to Student Teaching
Graduation Licensure
EDUC 2000 evaluation GPA � 2.5 � Overall, major and at SOSU �C� or better in ENG 1113 & 1213 & COMM 2213 50 hours completed Transfer candidates must have at least 8 hours completed at SOSU ELED Candidates must have 9 hours in specialization courses Pass OGET (240 or higher) Recommendation by Department Provide criminal history disclosure Approval from Teacher Education Admission/Retention Committee
EDUC 3002 Evaluation Portfolio Module I, II, and III completed GPA � 2.5 � overall, major & at SOSU Pass all appropriate OSAT tests (240 or higher) Recommendation by Department Approval from Teacher Education Admission/Retention Committee
EDUC 4000 Evaluation Student Teacher Formative/Summative Assessments GPA � 2.5 � overall, major & at SOSU
Pass appropriate level OPTE � (240 or higher) Portfolio Module IV Completed with TWS
51
Southeastern Oklahoma State University Teacher Education Unit
Transition Points and Key Assessments Advanced Programs
Admission to Specific Master�s Program
Admission to Candidacy
Application for Comprehensive Examination
Graduation
Complete program application Transcript documenting Baccalaureate degree Demonstrate GPA of 3.00 in last 60 hours Demonstrate GPA of 2.75 overall Complete GRE with acceptable score of 700 or higher Submit three letters of recommendation Pass Writing Sample Test Complete required prerequisite reading and language arts courses (Reading Specialist)
Complete application for Candidacy Complete Module 1 � Advanced Certificate Portfolio Complete EDUC 5203 � Introduction to Research � (School Administration and Reading Specialist) Demonstrate overall GPA of 3.0 Complete 12 graduate hours
Complete application for Comprehensive Exams Complete all but nine hours of the degree program including at least nine hours in a specialty area of study Complete Module II � Advanced Certificate Portfolio Demonstrate overall GPA of 3.0
Complete application for graduation Complete supervised Clinical Practice requirements Complete Module III � Advanced Certificate Portfolio Pass Comprehensive Exams
52
Southeastern Oklahoma State University Teacher Education Unit
Transition Points and Process When Not Meeting Expectations Initial Programs
Candidates do not meet criteria for Admission to Teacher Education
Candidates do not meet criteria for Admission to Student Teaching
Candidates do not meet criteria for Graduation
Candidates do met criteria for Licensure
Candidate and department receive a letter from Teacher Education Services notifying them of the deficiencies which prevented the candidate from meeting the criteria for admission to Teacher Education. Candidate is not allowed to enroll in restricted courses. If candidate rectifies the deficiencies by the next TEARC Meeting, they will be admitted at that time. Candidate may reapply prior to any semester when they have corrected their deficiencies.
Candidate and department receive a letter from Teacher Education Services notifying them of the deficiencies which prevented the candidate from meeting the criteria for admission to Student Teaching. Candidate is not allowed to enroll in student teaching. If candidate rectifies the deficiencies by the next TEARC Meeting, they will be admitted at that time. Candidate may reapply prior to any semester when they have corrected their deficiencies.
If candidate is not performing at an acceptable level in student teaching, an informal meeting is arranged with the candidate and the Field Services Coordinator. If further intervention is necessary in student teaching, a Plan of Improvement is developed by the Field Services Coordinator, Mentor Teacher, and candidate. If the Plan of Improvement is not successful, the candidate and the Field Services Coordinator will discuss the grade �I� and/or �F�. The candidate and department receive a letter notifying them of the deficiencies in GPAs.
If candidate does not pass the appropriate OPTE, they will receive a letter on the deficiency of their scores. The candidate may reapply for a licensure whenever the OPTE is passed. If candidate does not complete Module IV of the Teacher Preparation Portfolio, they will receive a letter identifying the missing artifacts.
53
Southeastern Oklahoma State University Teacher Education Unit
Transition Points and Process When Not Meeting Expectations Advanced Programs
Candidates do not meet criteria for Admission to Specific Master�s Program
Candidates do not meet criteria for Admission to Candidacy
Candidates do not meet criteria to take Comprehensive Exams
Candidates do not met criteria for Graduation
Candidate will receive a letter from the M.Ed. Coordinator outlining the deficiencies.
Candidate will receive a letter from the M. Ed. Coordinator outlining the deficiencies. The candidate will not be enrolled in any further classes until the deficiencies are corrected.
Candidate will receive a letter from the M.Ed. Coordinator outlining the deficiencies. The application will be held until the deficiencies are corrected. After the candidate completes the Comprehensive Examinations, they will receive a letter form the M.Ed. Coordinator indicating their performance on their exams. If candidates do not pass all of the exams, they may retake those areas at the next scheduled exam session.
Candidates are notified of any deficiencies during their graduation check completed by the program advisor.
54
Unit Assurance of Fairness, Accuracy, Consistency, and the Avoidance of Bias in Assessments
Fairness The key assessments utilized by Southeastern�s teacher education unit which measure the identified knowledge, skills, and dispositions are fair because they are taught throughout the curriculum The Institutional Standards Alignment Chart identifies the courses or experience in which the identified elements are taught. All teacher candidates, initial and advanced, have the opportunity to learn and practice the knowledge, skills, and disposition prior to being assessed. The assessment rubrics are distributed and discussed with candidates prior to the completion of the assessment. This assists the teacher candidate in identify the specific knowledge, skill, or disposition that will be assessed and the criteria that will be utilized by the professor in the assessment process. Accuracy The assessments are aligned with the standards or elements they are designed to measure. Rubrics and assessments are reviewed by faculty at least once a year to ensure alignment and appropriateness. The key assessments include multiple types of assessments in order to evaluate knowledge, skills, and dispositions in the appropriate assessment format. Consistency Raters that utilize the assessments and rubrics are trained to promote similar scoring. In the case of the Teacher Work Sample, two scorers are utilized in the process. This information has been used to identify inter rater issues or concerns. The cooperating teachers attend an orientation session and a refresher session every three years prior to receiving a student teacher. In the advanced programs, the university supervisor meets with the school supervisor to discuss the practicum or internship evaluation prior to supervising and advanced candidate. If an adjunct instructor is teaching a course, a regular faculty member provides the assessment project and rubric which is utilized in the specific course. This process assures that candidates will be consistently assessed in all sections of the course. Avoidance and Elimination of Bias
The assessment instruments are reviewed annually to remove any bias which
would adversely impact a candidate�s performance. Directions and rubric criteria are rewritten to eliminate vague or poorly worded instructions or questions.
55
APPENDIX A
Conceptual Framework History
56
Conceptual Framework History
The conceptual framework for the Education program at Southeastern Oklahoma State University (SE) was initially developed during the 1990-1991 school year. The entire teacher education faculty was involved in a two day retreat during February, 1990. The teacher education faculty included professors in the College of Education, Arts and Sciences and Business from the undergraduate and graduate programs. After the retreat, input was received from the mentor teachers and school administrators in schools that provide field experiences for student teachers.
The undergraduate program was determined to be based on thirty-one (31) assumptions shared by the teacher education faculty, mentor teachers, and school administrators. These assumptions were categorized in the four areas of children, learning, knowledge, and pedagogy.
The assumptions that were identified are as follows:
Children
All children can learn. All children are different Cultural, psychological, and physical differences in children influence learning. The self-concept is critical to teaching and learning. Learning
Learning occurs in different settings. Learning is a continuous and continuing process. Error is an essential part of learning.
Knowledge
General/liberal education and academic/specialty studies are critical as a foundation for professional studies. Knowledge is a requirement of individual freedom. Knowledge of subject matter is essential to effective teaching. Education involves knowing, comprehending, applying, analyzing, synthesizing, and evaluating data. Knowledge and critical thinking skills are essential if a democratic and technological society is to survive.
57
Pedagogy
There is no one way to teach. Teaching is both an art and a science. The most important purpose of schools is to produce students who are problem solvers and critical thinkers. The primary role of our graduates is to become skilled instructors. The purposes of field experiences are to affirm for the student a desire
to become a teacher and to give the student an opportunity to apply what they know. Teaching is a profession not a job. Effective educators are receptive to positive change and are able to think critically in determining whether change is positive, neutral, or negative. The quality of teaching is directly contingent upon the quality of the decision making which precedes teaching. Teaching is a complex, multifaceted activity requiring principled thought and reflective decisions. Teaching is a learned behavior and a developmental process. Instruction should be based on the most effective strategies, methods, techniques, and behaviors as determined by current research and collective faculty experience. Teaching is a process of personal invention created from a sound knowledge base.
There were five essential goals of schooling identified from the assumptions listed as follows:
l. appropriate knowledge and skills 2. thinking ability 3. positive self-concept, self-esteem, and individual potential 4. social participation skills 5. supportive/positive attitudes and values
The teacher education unit adopted the following principles in the design of
the preparation program: 1. Students demonstrate the academic ability to be successful prior to
entering the program. 2. The general education and specialty requirements provide the subject
matter knowledge necessary for the classroom teacher. 3. The program must prepare teachers who address the five essential goals. 4. Teacher education does not end with initial preparation but is a
continuing professional process. 5. A focused approach to teacher education is necessary due to program time constraints. 6. Attainment of program objectives require a specific learning sequence: acquisition of knowledge, development of skills, controlled use of skills
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(implementation), and functional use of skills (integration).
7. Instructor modeling of skills, understanding, and dispositions expected of program graduates provides effective demonstration and reinforcement program outcomes.
8. Firmly established and supportive theory, research, and practice underlies program objectives.
9. Clinical and field experiences are necessary to provide the required practice needed for attainment of program objectives.
10. Planning, delivering, and evaluating instruction are critical program components.
11. Managing the educational environment and resources is crucial to the attainment of educational goals.
12. Proper interpretation of relevant data and information guides effective instructional decision making.
13. Effective communication and interaction with students on a personal, individual, and group basis supports attainment of educational outcomes.
14. The program must met the criteria for teacher certification established by the State of Oklahoma.
Based on the assumptions, the Professional Education Unit established the theme of �Teacher as a Manager (TAAM)� for the undergraduate program. The components of the conceptual framework were identified as knowledge, planning, delivery and evaluation. Each one of these components represented one part of the pedagogical content essential to the beginning teacher becoming an effective classroom manager. The program leading to the Master of Education degree was based upon the same basic assumptions about children, learning, knowledge and pedagogy as the undergraduate teacher preparation program. The advanced program adopted the theme, �A teacher is a manager of learning in the schoolroom.� The components of the conceptual framework were identified as educational systems of the United States, critical and creative thinking, values and participation in the school system, strategies, and multicultural and global perspectives. The Master of Education in School Administration was based upon the theme, �The Administrator as Instructional Leader and Manager of School Systems.� The components of the conceptual framework were identified as knowledge, planning, communicating, developing, implementing, evaluating, and administering/monitoring. The Master of Education in School Counseling was based upon the theme, � Counselor as Facilitator�. The components of the conceptual framework were organized into five knowledge and competency domains identified as human development, appraisal, career development, intervention, and program development and administration.
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The Master of Education in special education was based upon the theme �The Teacher as a Learning Strategist.� The components of the conceptual framework were identified as data collecting, diagnosing, planning, implementing, and evaluating. These conceptual frameworks were in place at Southeastern Oklahoma State University from January, 1991 through February, 1996. During the 1995-96 school year, the conceptual frameworks were reviewed and revised and were adopted in February, 1996 by the teacher education unit. The undergraduate conceptual framework was based on the previous basic assumptions with the addition of an assumption in the knowledge component - teaching is a profession. In the pedagogy component, �Teaching is a profession not a job� and �Teaching is a learned behavior and a developmental process� were deleted. The five essential goals of schooling continued to be supported by the unit. The theme for the undergraduate program continued to be �Teacher as a Manager.� The components of the conceptual framework continued to be identified as knowledge, planning, delivery, and evaluation. There were no changes in the Master of Education or the Master of Education in School Administration programs. Those programs continued with the same theme and program components. The Master of Education in special education changed their theme to �The Teacher as a Collaborator and Learning Strategist.� The components of the conceptual framework were based on the CEC Common Core of Knowledge and Skills Essential for all Beginning Special Education Teachers. A major component of the model was to build bridges between regular and special education through collaborative partnerships. In July, 1997, a committee was formed that consisted of program representatives from music, math, English, humanities, and foreign language, special education, elementary education, and the Director of Teacher Education Services. The committee developed a new theme and logo with an explanation but was not expanded to include the knowledge base. Although a complete document was not developed, the professional education courses were revised to reflect the new theme, �Teacher: Collaborative Facilitator.� The conceptual framework was based on the components of explore, encourage, engage and evaluate. The advanced programs were not addressed in this document. During July, 2000, a new committee was formed to review and/or revise the conceptual framework. The committee consisted of program representatives from health, physical education, math, special education, music, business education, professional education, Director of Teacher Education, and Director of Teacher Education Services. The committee recommended the theme, �Teacher: Manager of Learning.� The theme was based on the belief statements originally outlined in the 1991 conceptual framework with the following changes: 1. The component designated as children was changed to students.
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2. The statement, �All children are different,� was removed. 3. The statement, �The purposes of field experiences are to affirm for the student a desire to become a teacher and to give the student an opportunity to apply what they know,� was revised to state, �Clinical and field based experiences give the candidates an opportunity to apply what they have learned.� The institutional standards were established as knowledge, skills, dispositions, clinical and field experiences, planning, delivering and motivating, and assessment. The specific dispositions identified were integrity, professionalism, competence, and a personal commitment to the education of all students. During 2006-07, a committee was formed to review the conceptual framework and to obtain input from all teacher education faculty, mentor teachers, candidates, school administrators, and community members on the recommendation for possible changes. In June, 2007, an additional committee was for formed to obtain further input from various stakeholders and consider recommendations for change. During September and October, 2007, two focus groups were held to provide specific input from arts and science faculty. Candidate input was obtained from various classes at the sophomore, junior and senior level, as well as, at the advanced level. Mentor input was obtained from the cooperating teachers for the fall and spring student teachers. Administrators from Oklahoma and Texas provided additional input on the conceptual framework.
