district of columbia standards for post‐baccalaureate non ... · post‐baccalaureate,...
TRANSCRIPT
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DistrictofColumbiaStandards
for
Post‐BaccalaureateNon‐Degree
EducatorPreparationPrograms
DivisionofElementaryandSecondaryEducationEducatorLicensureandAccreditation
810FirstStreet,NE,FifthFloorWashington,DC20002
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TableofContents
Section I - Introduction 3
Section II - Organizational Standards 4 Standard 1 – Candidate Knowledge, Skills and Professional Dispositions 5 Standard 2 – Assessment System and Organizational Evaluation 7 Standard 3 – Field Experiences 8 Standard 4 – Diversity 10 Standard 5 – Faculty Qualifications, Performance and Development 12 Standard 6 – Organizational Governance and Resources 14
Section III – Subject Area Program Standards 15 Art 16
Biology (Secondary) 18 Computer Science 26 Early Childhood Education 30 Educational Administration 36 Elementary Education 42 English as a Second Language 51 General Science (Secondary) 56 Health and Physical Education 65 Mathematics (Elementary Grades) 76 Mathematics (Middle Grades) 80 Modern Foreign Language 85 Music 92 Physics (Secondary) 95 Chemistry (Secondary) 103 English/Language Arts (Secondary) 112 Mathematics (Secondary) 116 Social Studies (Secondary) 121 Special Education (Non-Categorical) 133
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I.Introduction
ThisdocumentpresentstheDistrictofColumbia’sstandardsfororganizationsandinstitutionsseekingStateaccreditationasprovidersofstate‐onlyteacherpreparationprograms.Standardsforthespecificsubjectareaprogramsofferedbytheseorganizationsandinstitutionsarealsopresentedherein.Thestandardsinthisdocumentarespecificallyintendedforinstitutionsandorganizationswhichprovidepost‐baccalaureate,non‐degreeeducatorpreparationprograms,andwhichpreparepractitionersatthe“initiallicensure”orcertificationlevel.OrganizationsandinstitutionswhichdemonstratethattheymeettheOrganizationalStandardsandtheSubjectAreaProgramStandardsfortheprogramstheyofferwillbeeligibletorecommendteacherand/oradministratorcandidatesforlicensureintheDistrictofColumbia.InaccordancewiththeproceduresandrequirementspublishedintheRequestforApplications‐State‐ApprovedEducatorPreparationPrograms,organizationsandinstitutionsseekingStateaccreditationthroughthisprocessshallprovideadetaileddescriptionandevidenceofhowtheywillmeetthesestandardsinpreparingeducatorsinthedisciplinesforwhichtheapplicantorganizationisapplyingforapproval.OrganizationsapplyingforapprovalofprogramsinEducationalAdministrationandLeadershipshallprovideadetaileddescriptionofhowtheywillpreparecandidatesforschoolleadershippositions.TheDistrictofColumbiaOfficeoftheStateSuperintendentofEducation(OSSE)recognizesandencouragesmultiplepathwaystoteacherpreparationandwelcomesthoseenthusiasticaboutteachingtheDistrictofColumbia’schildren—whatevertheircurrentprofessionalexperience—intothecommunityofeducationalpractice.OSSEhonorsthecommitmentthatdrawssomanytalentedpeopleintothisfield,andweareconfidentthattheseandotherprofessionalstandardswillhelpfosteraunifiedvisionofexcellenceintheDistrictofColumbia,withavarietyofwell‐designedprofessionalpathwaysintotheeducationprofession.
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II.OrganizationalStandards
Institutions and organizations seeking State‐OnlyAccreditation and approval for post‐baccalaureate non‐degree programs that prepare and recommendcandidates for licensure as teachers and administratorsshall be required to demonstrate that they meet thefollowing organizational standards. The Standards thatfollow are an adapted version of the 2007 ProfessionalStandardsoftheNationalCouncilfortheAccreditationofTeacherEducation(NCATE).
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OrganizationalStandard1
CandidateKnowledge,SkillsandProfessionalDispositionsCandidatespreparingtoworkinschoolsasteachersorotherschoolprofessionalsknowanddemonstratethecontentknowledge,pedagogicalcontentknowledgeandskills,pedagogicalandprofessionalknowledgeandskills,andprofessionaldispositionsnecessarytohelpallstudentslearn.Assessmentsindicatethatcandidatesmeetprofessionalandstatestandards.
Description Indicator
1a.PedagogicalContentKnowledgeandSkillsforTeacherCandidates
Eightypercentormoreoftheorganization’sprogramcandidatespassthestate’scontentexaminationsforlicensurepriortoprogramentry.Teachercandidates:• Knowthecontentthattheyplantoteach• Canexplainimportantprinciplesandconceptsdelineatedin
professionalandstatestandards.• Understandtherelationshipofcontentandcontent‐specificpedagogy
delineatedinprofessionalandstatestandards.• Haveabroadknowledgeofinstructionalstrategiesthatdrawsupon
contentandpedagogicalknowledgeandskillsdelineatedinprofessionalandstatestandardstohelpallstudentslearn.
• Facilitatestudentlearningofthecontentthroughpresentationofthecontentinclearandmeaningfulwaysandthroughtheintegrationoftechnology.
• Areabletoselectanduseabroadrangeofinstructionalstrategiesandtechnologiesthatpromotestudentlearningandareabletoclearlyexplainthechoicestheymakeintheirpractice.
1b.ProfessionalandPedagogicalKnowledgeandSkillsforTeacherCandidates
Teachercandidates:• Canapplytheprofessionalandpedagogicalknowledgeandskills
delineatedinprofessional,state,andinstitutionalstandardstofacilitatelearning.
• Haveathoroughunderstandingofandconsidertheschool,family,andcommunitycontextsinwhichtheyworkandthepriorexperienceofstudentstodevelopmeaningfullearningexperiences.
• Knowmajorschoolsofthoughtaboutschooling,teaching,andlearning.
• Areabletoanalyzeeducationalresearchfindingsandincorporatenewinformationintotheirpracticeasappropriate.
• Reflectontheirpracticeandareabletoidentifytheirstrengthsandareasofneededimprovement.
• Engageinprofessionalactivities.• Collaboratewithmembersoftheprofessionalcommunitytocreate
meaningfullearningexperiencesforallstudents.• Areawareofcurrentresearchandpoliciesrelatedtoschooling,
teaching,learning,andbestpractices.• Areabletoanalyzeeducationalresearchandpoliciesandcanexplain
theimplicationsfortheirownpracticeandfortheprofession.
1c.StudentLearningfor Teachercandidates:
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TeacherCandidates
• Assessandanalyzestudentlearning,makeappropriateadjustmentstoinstruction,andmonitorstudentprogress.
• Focusonstudentlearning.• Areabletodevelopandimplementmeaningfullearningexperiences
forstudentsbasedontheirdevelopmentallevelsandpriorexperience.• Analyzestudent,classroom,andschoolperformancedataandmake
datadrivendecisionsaboutstrategiesforteachingandlearningsothatallstudentslearn.
• Areawareofandutilizeschoolandcommunityresourcesthatsupportstudentlearning.
1d.KnowledgeandSkillsforOtherSchoolProfessionals
Candidatesforotherprofessionalschoolroleshaveanadequateunderstandingoftheknowledgeexpectedintheirfieldsanddelineatedinprofessional,state,andinstitutionalstandards.Candidates:• Knowtheirstudents,families,andcommunities;• Usedataandcurrentresearchtoinformtheirpractices;• Usetechnologyintheirpractices;• Supportstudentlearningthroughtheirprofessionalservices.• Knowandimplementstateandfederaleducatorqualityrequirements.
1e.StudentLearningforOtherSchoolProfessionals
Candidates:• Areabletocreatepositiveenvironmentsforstudentlearning.• Understandandbuilduponthedevelopmentlevelsofstudentswith
whomtheywork;thediversityofstudents’familiesandcommunities;andthepolicycontextswithinwhichtheywork.
1f.ProfessionalDispositionsforAllCandidates
Candidates:• Demonstrateclassroombehaviorsthatareconsistentwiththeidealof
fairnessandthebeliefthatallstudentscanlearn.• Workwithstudents,families,colleaguesandcommunitiesreflectthese
professionaldispositions.
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OrganizationalStandard2
AssessmentSystemandOrganizationEvaluationTheorganizationhasanassessmentsystemthatcollectsandanalyzesdataonapplicantqualifications,candidateandcompleterperformance,andorganizationoperationstoevaluateandimprovetheperformanceofcandidates,theorganization,anditsprograms.
Description Indicator
2a.AssessmentSystem
Theorganizationhas:• Anassessmentsystemthatreflectstheoverallorganization’s
designandvision,andprofessionalandstatestandards.• Asystemthatincludescomprehensiveandintegratedassessment
andevaluationmeasurestomonitorcandidateperformanceandmanageandimprovetheorganization’soperations.
• Takeneffectivestepstoeliminatebiasinassessmentsandisworkingtoestablishthefairness,accuracy,andconsistencyofitsassessmentproceduresandorganization’soperations.
• Decisionsaboutcandidateperformancearebasedonmultipleassessmentsatadmissionintoprograms,appropriatetransitionpoints,andprogramcompletion.
2b.DataCollection,Analysis,andEvaluation
Theorganization:• Maintainsanassessmentsystemthatprovidesregularand
comprehensiveinformationonapplicantqualifications,candidateproficiencies,effectivenessofcompleters,theorganization’soperations,andprogramquality.
• Usesmultipleassessmentsfrominternalandexternalsources,andcollectsdatafromapplicants,candidates,completers,faculty,andothermembersoftheprofessionalcommunity.Assessmentdataareregularlyandsystematicallycollected,compiled,aggregated,summarized,andanalyzedtoimprovecandidateperformance,programquality,andorganization’soperations.
• Maintainsrecordsofformalcandidatecomplaintsanddocumentationoftheirresolution.
• Maintainsitsassessmentsystemthroughtheuseofinformationtechnologiesappropriatetothesizeoftheprogramandorganization/institution.
2c.UseofDatainOrganizationalImprovement
Theorganization:• Regularlyandsystematicallyusesdata,includingcandidateand
completerperformanceinformation,toevaluatetheefficacyofitscourses,programs,andfieldexperiences.
• Analyzesprogramevaluationandperformanceassessmentdatatoinitiatechangesinprogramsandorganizationoperations.
• Facultyhasaccesstocandidateassessmentdataand/ordatasystems.Candidateassessmentdataareregularlysharedwithcandidatesandfacultytohelpthemreflectonandimprovetheirperformanceandprograms.
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OrganizationalStandard3FieldExperiences
Theorganizationanditsschoolpartnersdesign,implement,andevaluatefieldexperiencesandclinicalpracticesothatteachercandidatesandotherschoolprofessionalsdevelopanddemonstratetheknowledge,skills,andprofessionaldispositionsnecessarytohelpallstudentslearn.
Description Indicator
3a.CollaborationbetweenOrganizationandLEA/SchoolPartners
Theorganization’sprogramanditsschoolpartners:• Design,deliver,andevaluatefieldexperiencesandclinicalpractice
tohelpcandidatesdeveloptheirknowledge,skills,andprofessionaldispositions.
• Jointlydeterminethespecificplacementofteachersandinternsforotherprofessionalrolestoprovideappropriatelearningexperiences.
• Shareexpertisetosupportcandidates’learninginfieldexperiencesandclinicalpractice.
3b.Design,Implementation,andEvaluationofFieldExperiencesandClinicalPractice
Candidatesparticipateinfieldexperiencesthat:• Facilitatecandidates’developmentaseducatorsbyproviding
opportunitiesforcandidatestoobserveinschoolsandotheragencies,tutorstudents,andparticipateinothereducationally‐relatedcommunityevents,suchasinteractingwithfamiliesofstudents,attendingschoolboardmeetings,andassistingteachersorotherschoolprofessionals.
• AnalyzeP–12studentlearning,andreflectontheirpracticeinthecontextoftheoriesonteachingandlearning.
• Reflecttheorganization’soveralldesignandvisionandhelpcandidatescontinuetodevelopthecontent,professional,andpedagogicalknowledge,skills,andprofessionaldispositionsdelineatedinstandards.
• Engageinstructuredactivitiesrelatedtotherolesforwhichtheyarepreparing.Theseactivitiesinvolvetheanalysisofdata,theuseoftechnologyandcurrentresearch,andtheapplicationofknowledgerelatedtostudents,familiesandcommunities.
• Allowcandidatestoparticipateasteachersorotherprofessionaleducators,aswellaslearnersintheschoolsetting.
• Issufficientlyextensiveandintensiveforcandidatestodevelopanddemonstrateproficienciesintheprofessionalrolesforwhichtheyarepreparingand/oremployed.
FieldExperienceSupervisors• Usemultiplemeasuresandmultipleassessmentstoevaluate
candidateskills,knowledge,andprofessionaldispositionsinrelationtoprofessionalandstatestandards.
• Provideregularandcontinuingsupportforteachersandinternsinconventionalanddistancelearningprogramsthroughsuchprocessesasobservation,conferencing,groupdiscussion,email,andtheuseofothertechnology.
• Areclearandknowntoalloftheinvolvedparties.• Areaccomplishedprofessionalswhoarepreparedfortheirrolesas
mentorsandsupervisors.• Havescheduleswiththecapacitytoaccommodateanintensive
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mentoringprogram.3c.Candidates’DevelopmentandDemonstrationofKnowledge,Skills,andProfessionalDispositionsToHelpAllStudentsLearn
Candidates:• Areassessedusingmultiplestrategiestoevaluatetheir
performanceandimpactonstudentlearning.• Havetimeforreflectionandincludefeedbackfrompeersandfield
experiencesupervisors.• Collectandanalyzedataonstudentlearning,reflectontheirwork,
anddevelopstrategiesforimprovinglearning.• Participateinfieldexperiencesthatincludestudentswith
exceptionalitiesandstudentsfromdiverseethnic/racial,linguistic,gender,andsocioeconomicgroups.
FieldExperienceSupervisors,ProgramandSchool‐BasedStaff:• Jointlyconductassessmentsofcandidateperformancethroughout
clinicalpractice.• SystematicallyexamineresultsrelatedtoP–12learning,usinga
processofcontinuousassessment,reflection,andactiondirectedatsupportingP–12studentlearning.
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OrganizationalStandard4Diversity
Theorganizationdesigns,implements,andevaluatescurriculumandprovidesexperiencesforcandidatestoacquireanddemonstratetheknowledge,skills,andprofessionaldispositionsnecessarytohelpallstudentslearn.Assessmentsindicatethatcandidatescandemonstrateandapplyproficienciesrelatedtodiversity.Experiencesprovidedforcandidatesincludeworkingwithdiversepopulations,includingP‐12schoolfaculty,candidates,andstudentsinP–12schools.
Description Indicator
4a.Design,Implementation,andEvaluationofCurriculumandExperiences
Theorganizationclearlyarticulatesproficienciesrelatedtodiversitythatcandidatesareexpectedtodevelop.Curriculumandfieldexperiencesprovideawell‐groundedframeworkforunderstandingdiversity,includinginstructionofEnglishlanguagelearnersandstudentswithexceptionalities.Candidates:• Areawareofdifferentlearningstylesandadaptinstructionor
servicesappropriatelyforallstudents,includinglinguisticallyandculturallydiversestudentsandstudentswithexceptionalities.
• Connectlessons,instruction,orservicestostudents’experiencesandcultures.
• Communicatewithstudentsandfamiliesinwaysthatdemonstratesensitivitytoculturalandgenderdifferences.
• Incorporatemultipleperspectivesinthesubjectmatterbeingtaughtorservicesbeingprovided.
• Developaclassroomandschoolclimatethatvaluesdiversity.• Demonstrateclassroombehaviorsthatareconsistentwiththe
ideasoffairnessandthebeliefthatallstudentscanlearn.Proficienciesrelatedtodiversityareassessed,andthedataareusedtoprovidefeedbacktocandidatesforimprovingtheirknowledge,skills,andprofessionaldispositionsforhelpingstudentsfromdiversepopulationslearn.
4b.ExperiencesWorkingwithDiverseFaculty
Candidates:• Interactwithfaculty,bothmaleandfemale,fromatleasttwo
ethnic/racialgroups.• WorkwithFacultyinprofessionaleducationclassesandclinical
practicehaveknowledgeandexperiencesrelatedtopreparingcandidatestoworkwithdiversestudentpopulations,includingEnglishlanguagelearnersandstudentswithexceptionalities.
Affirmationofthevalueofdiversityisshownthroughgood‐faitheffortstoincreaseormaintainfacultydiversity.
4c.ExperiencesWorkingwithDiverseCandidates
Candidates:• Engagewithothermaleandfemalecandidatesfromdifferent
socioeconomicgroups,andatleasttwoethnic/racialgroups.• Worktogetheroncommitteesandeducationprojectsrelatedto
educationandthecontentareas.
Affirmationofthevalueofdiversityisshownthroughgood‐faitheffortstheorganizationmakestoincreaseormaintainapoolofcandidates,bothmaleandfemale,fromdiversesocioeconomicandethnic/racialgroups.
4d.ExperiencesWorkingwithDiverseStudentsinP–12Schools
Candidates:• Havefieldexperiencesthatprovideexperienceswithmaleand
femaleP–12studentsfromdifferentsocioeconomicgroupsandatleasttwoethnic/racialgroups.
• AlsoworkwithEnglishlanguagelearnersandstudentswithdisabilitiesduringsomeoftheirfieldexperiencestodevelopandpracticetheirknowledge,skills,andprofessionaldispositionsforworkingwithallstudents.
• Receivefeedbackfrompeersandsupervisorstohelpcandidatesreflectontheirabilitytohelpallstudentslearn.
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OrganizationalStandard5
FacultyQualifications,PerformanceandDevelopmentFacultyarequalifiedandmodelbestprofessionalpractices,includingtheassessmentoftheirowneffectivenessasrelatedtocandidateperformance;theyalsocollaboratewithcolleagues.Theprogramsystematicallyevaluatesfacultyperformanceandfacilitatesprofessionaldevelopment.
Description Indicator
5a.QualifiedFaculty
Professionaleducationfacultyhaveexpertisethatqualifiesthemfortheirassignments.Facultyhave:• Previousexperiencewithsimilareducatorpreparationprogram
instructionandprofessionaldevelopment.• Appropriateeducationalbackground,relevantlicensesor
certifications.• Professionalteachingexperienceinavarietyofsettings.• Professionalteachingexperienceinthesettingandcontentarea
directlyrelevanttothesubjectareaforwhichcandidatesarebeingprepared.
• Otherprofessionalexperiencesthatpromoteandrewardqualitiesnecessaryforeducators:workingsuccessfullywithpeopleofwiderangingskillsandbackgrounds;beingwell‐preparedbutalsoabletoimproviseandrespond;andcollaboratingwithothers.
5b.ModelingBestProfessionalPracticesinTeaching
Professionaleducationfacultyhaveathoroughunderstandingofthecontenttheyteach.Teachingbyprofessionaleducationfacultyincludes:• Helpingcandidatesdeveloptheproficienciesoutlinedinthestate
standards.• Guidingcandidatesintheapplicationofresearch,theories,and
currentdevelopmentsintheirfieldsandinteaching.• Encouragingcandidates’developmentofreflection,criticalthinking,
problemsolving,andprofessionaldispositions.
Professionaleducationfaculty:• Valuecandidates’learningandassesscandidateperformance.• Useavarietyofinstructionalstrategiesthatreflectanunderstanding
ofdifferentlearningstyles.• Integratediversityandtechnologythroughouttheirteaching.• Assesstheirowneffectivenessasteachers,includingthepositive
effectstheyhaveoncandidates’learningandperformance.5c.ModelingBestProfessionalPracticesinService
Mostprofessionaleducationfaculty:• Provideservicetothebroadercommunityinwaysthatareconsistent
withtheorganization’smission.• CollaboratewiththeprofessionalworldofpracticeinP–12schoolsand
withcolleaguestoimproveteaching,candidatelearning,andthepreparationofeducators.
• Areactivelyinvolvedinprofessionalassociationsorprovidecommunityoreducation‐relatedservices.
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5d.OrganizationEvaluationofProfessionalEducationFacultyPerformance
Theorganizationconducts:• Systematicandcomprehensiveevaluationsoffacultyteaching
performancetoenhancethecompetenceandintellectualvitalityoftheprofessionaleducationfaculty.
• Evaluationsofprofessionaleducationfacultyareusedtoimprovethefaculty’steaching,scholarshipandservice.
5f.OrganizationFacilitationofProfessionalDevelopment
Baseduponneedsidentifiedinfacultyevaluations,theorganizationprovidesopportunitiesforfacultytodevelopnewknowledgeandskills,especiallyastheyrelatetoemergingpractices.
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OrganizationalStandard6OrganizationalGovernanceandResources
Theorganizationhastheleadership,authority,budget,personnel,facilities,andresources,includinginformationtechnologyresources,forthepreparationofcandidatestomeetprofessionalandstatestandards.
Description Indicator
6a.LeadershipandAuthority
Theorganization:• Adequatelyplans,delivers,andoperatescoherentprogramsof
study.• Effectivelymanagesorcoordinatesallprogramssothat
candidatesarepreparedtomeetstandards.Incorporatesmultipleperspectivesinthesubjectmatterbeingtaughtorservicesbeingprovided.
• Producesacademiccalendars,catalogs,publications,gradingpolicies,andadvertisingareaccurateandcurrent.
6b.Budget
Theorganization(’s):• Budgetsupportspre‐serviceworkessentialforpreparationof
professionaleducators.• Projectedbudgetsarereasonable,consistentwithsimilar
programs,andapplyrealisticprojectionsforsourcesandusesoffunds.
• Budgetaryandfiscaloperationsareconsistentwithaccountingpractices.
• Hasatrackrecordofsolidfinancialperformance.
6c.Personnel
Theorganization(’s):• Workloadpoliciesallowfacultymemberstobeeffectively
engagedinteaching,assessment,collaborativeworkinP–12schools,andservice.
• Employeesworktogetheroncommitteesandeducationprojectsrelatedtoeducationandthecontentareas.
• Providesanadequatenumberofsupportpersonnelsothatprogramscanpreparecandidatestomeetstandards.
• Providesadequateresourcesandopportunitiesforprofessionaldevelopmentoffaculty.
6d.Facilities
Theorganization:• Hasadequatecampusandschoolfacilitiestosupportcandidates
inmeetingstandards.
6e.ResourcesincludingTechnology
Theorganization(‘s):• Allocatesresourcesacrossprograms(whereapplicable)to
preparecandidatestomeetstandardsfortheirfields.• Hasadequateinformationtechnologyresourcestosupportfaculty
andcandidates.• Professionaleducationalfacultyandcandidateshaveaccessboth
tosufficientandcurrentlibraryandcurricularresourcesandelectronicinformation,includingresourcesavailablewithinsurroundingcommunityandthroughpartners.
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II.SubjectAreaProgramStandards
In addition to meeting the Organizational StandardsoutlinedinSectionI,institutionsandorganizationsseekingState‐Only Approval for Organizational Accreditation toprepare and recommend candidates for licensure asteachers and administrators shall be required todemonstrate how they will meet the program standardsthatcorrespondtoeachprogramdisciplineforwhichtheyareseekingapproval.
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ArtInstitutionsandorganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasArtteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007standardsoftheNationalAssociationofSchoolsofArtandDesign(NASAD)forthepreparationofArtteachers.
Standard1:PersonalQualities
Indicators
Desirablecharacteristicsoftheprospectiveart/designteacherare:• Thepotentialtoinspireothersandtoexcitetheimaginationofstudents,engenderingarespectanddesireforartandvisualexperiences;
• Theabilityanddesireconstantlytoseekout,evaluate,andapplynewideasanddevelopmentsinbothartandeducation;
• Theabilitytomaintainpositiverelationshipswithindividualsofvarioussocialandethnicgroups,andempathizewithstudentsandcolleaguesofdifferingbackgrounds;
• Theabilitytoarticulateandcommunicatethegoalsofanartprogramtopupils,colleagues,administrators,andparentsinaneffectiveandprofessionallyresponsiblemanner.
Standard2:ArtCompetencies
Indicators
Thefollowingbasiccompetenciesareessentialtoallprospectiveartteachers:
a.StudioArtTheprospectiveartteachermustbeabletodemonstratefamiliaritywiththebasicexpressive,technical,proceduralandorganizationalskills,andconceptualinsightswhichcanbedevelopedthroughstudioartanddesignexperiences.Instructionshouldincludetraditionalprocessesaswellasnewertechnologicaldevelopmentsinenvironmentalandfunctionaldesignfields.Prospectiveartteachersmustbeabletomakestudentsemphaticallyawareoftheall‐importantprocessofartisticcreationfromconceptualizedimagetofinishedartwork.
b.ArtHistoryandAnalysisTheprospectiveartteachermusthaveanunderstandingof:• themajorstylesandperiodsofarthistory,analyticalmethods,andtheoriesofcriticism;• thedevelopmentofpastandcontemporaryartforms;• contendingphilosophiesofart;• thefundamentalandintegralrelationshipsofallthesetothemakingofart.c.AdvancedWorkThestudentinaBachelorofArtsprogramshouldhaveanopportunityforadvancedworkinatleastoneormorestudioand/orartapplicationareas.d.TechnicalProcessesTheprospectiveartteachershouldhavefunctionalknowledgeinsuchareasasthephysicsoflight,chemistryofpigments,thechemicalandthermalaspectsofshapingmaterials,andthebasictechnologiesinvolvedinprintmaking,photography,filmmaking,andvideo.
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Standard3.TeachingCompetencies
Indicators
Theartist‐teachermustbeabletoconnectanunderstandingofeducationalprocessesandstructureswithanunderstandingofrelationshipsamongthearts,sciences,andhumanities,inordertoapplyartcompetenciesinteachingsituationsandtointegrateart/designinstructionintothetotalprocessofeducation.Specificcompetenciesinclude:
• Anunderstandingofchilddevelopmentandtheidentificationandunderstandingofpsychologicalprinciplesoflearningastheyrelatetoarteducation.
• Anunderstandingofthephilosophicalandsocialfoundationunderlyingartineducationandtheabilitytoexpressarationaleforpersonalattitudesandbeliefs.
• Abilitytoassessaptitudes,experientialbackgrounds,andinterestsofindividualsandgroupsofstudentsandtodeviselearningexperiencestomeetassessedneeds.
• Knowledgeofcurrentmethodsandmaterialsavailableinallfieldsandlevelsofarteducation.• Basicunderstandingoftheprinciplesandmethodsofdevelopingcurriculaandtheshortandlong‐terminstructionalunitsthatcomprisethem.
• Theabilitytoaccept,amend,orrejectmethodsandmaterialsbasedonpersonalassessmentofspecificteachingsituations.
• Anunderstandingofevaluativetechniquesandtheabilitytoapplytheminassessingboththeprogressofstudentsandtheobjectivesandproceduresofthecurriculum.
• Abilitytoorganizecontinuingstudyandtoincorporateknowledgegainedintoself‐evaluationandprofessionalgrowth.
4.ProfessionalProcedures
Indicators
ProgramsinArtEducationshouldbedesignedwiththefollowingcomponents:• Arteducationmethodscoursesshouldbetaughtbyfacultywhohavehadsuccessfulexperienceteachingartinelementaryandsecondaryschoolsandwhomaintainclosecontactwithsuchschools.
• Institutionsshouldencourageobservationanddiscussionofteachingpriortobeginningformalstudyinteachereducation,whetheratthefreshmanoratthemoreadvancedlevel.
• Supervisedpracticeteachingopportunitiesshouldbeprovidedinactualschoolsituations.Theseactivities,aswellascontinuinglaboratoryexperience,mustbesupervisedbyqualifiedarteducationpersonnelfromtheinstitutionandthecooperatingschools.Theprospectiveartteacherforcertificationforkindergartenthroughhighschool(K–12)ideallyshouldhaveaperiodofinternshipatbothelementaryandsecondarylevelsandshouldbegivensubstantialresponsibilityforthefullrangeofteachingandclassroommanagementintheseexperiences.Thechoiceofsitesmustenablestudentstodevelopcompetenciesconsistentwiththestandardsoutlinedabove,andmustbeapprovedbyqualifiedartpersonnelfromthedegree‐grantinginstitution.
• Institutionsshouldencourageongoingprofessionalstudioinvolvementforartteachers.• Institutionsshouldestablishspecificevaluativeprocedurestoassessstudentprogressandachievement.• Theprogramofevaluationshouldincludeaninitialassessmentofstudentpotentialforadmissiontotheprogram,periodicassessmenttodetermineprogressthroughouttheprogram,andfurthercontactaftergraduation.Itisrecommendedthatacollegesupervisorbeenabledtomakeatleasttwovisitseachmonthduringtheinternshiptoconductindividualconferenceswiththestudentteacherandconferwithcooperatingschoolpersonnel.
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BiologyInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasBiologyteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003standardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.
Standard1:ContentKnowledgeTeachersofscienceunderstandandcanarticulatetheknowledgeandpracticesofcontemporaryscience.Theycaninterrelateandinterpretimportantconcepts,ideas,andapplicationsintheirfieldsoflicensure;andcanconductscientificinvestigations.
ElementsToshowtheyarepreparedtoteachcontent,teachersofsciencemustdemonstratethatthey:
a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,andinterrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.
b. UnderstandandcansuccessfullyconveytostudentstheunifyingconceptsofsciencedelineatedbytheNationalScienceEducationStandards.
c. Understandandcansuccessfullyconveytostudentsimportantpersonalandtechnologicalapplicationsofscienceintheirfieldsoflicensure.
d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheir
field(s)oflicensure.
Indicators
Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledge
ofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.Allteachersofbiologyshouldbepreparedtoleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Lifeprocessesinlivingsystemsincludingorganizationofmatterandenergy.• Similaritiesanddifferencesamonganimals,plants,fungi,microorganisms,andviruses.• Principlesandpracticesofbiologicalclassification.• Scientifictheoryandprinciplesofbiologicalevolution.• Ecologicalsystemsincludingtheinterrelationshipsanddependenciesoforganismswitheachotherandtheirenvironments.
• Populationdynamicsandtheimpactofpopulationonitsenvironment.• Generalconceptsofgeneticsandheredity.• Organizationandfunctionsofcellsandmulti‐cellularsystems.• Behavioroforganismsandtheirrelationshipstosocialsystems.• Regulationofbiologicalsystemsincludinghomeostaticmechanisms.• Fundamentalprocessesofmodelingandinvestigatinginthebiologicalsciences.
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• Applicationsofbiologyinenvironmentalqualityandinpersonalandcommunityhealth.
Inadditiontothesecorecompetencies,teachersofbiologyasaprimaryfieldshouldbepreparedtoeffectivelyleadstudentstounderstand:• Bioenergeticsincludingmajorbiochemicalpathways.• Biochemicalinteractionsoforganismswiththeirenvironments.• Moleculargeneticsandheredityandmechanismsofgeneticmodification.• Molecularbasisforevolutionarytheoryandclassification.• Causes,characteristicsandavoidanceofviral,bacterial,andparasiticdiseases.• Issuesrelatedtolivingsystemssuchasgeneticmodification,usesofbiotechnology,cloning,andpollutionfromfarming.
• Historicaldevelopmentandperspectivesinbiologyincludingcontributionsofsignificantfiguresandunderrepresentedgroups,andtheevolutionoftheoriesinbiology.
• Howtodesign,conduct,andreportresearchinbiology.• Applicationsofbiologyandbiotechnologyinsociety,business,industry,andhealthfields.Allteachersofbiologyshouldalsobepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofbiologyincludingbasicconceptsof:• Chemistry,includinggeneralchemistryandbiochemistrywithbasiclaboratorytechniques.• Physicsincludinglight,sound,optics,electricity,energyandorder,magnetism,andthermodynamics.• Earthandspacesciencesincludingenergyandgeochemicalcycles,climate,oceans,weather,naturalresources,andchangesintheEarth.
• Mathematics,includingprobabilityandstatistics.
Standard2:NatureofScienceTeachersofscienceengagestudentseffectivelyinstudiesofthehistory,philosophy,andpracticeofscience.Theyenablestudentstodistinguishsciencefromnon‐science,understandtheevolutionandpracticeofscienceasahumanendeavor,andcriticallyanalyzeassertionsmadeinthenameofscience.
ElementsToshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:
a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheirdiscipline.
b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnologyandfromotherwaysofknowingtheworld.
c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysisoffalseordoubtfulassertionsmadeinthenameofscience.
Indicators
Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).
• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.
• Engageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsin
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science,andtoidentifystrengthsandweaknessesoffindings.• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.
Standard3:InquiryTeachersofscienceengagestudentsbothinstudiesofvariousmethodsofscientificinquiryandinactivelearningthroughscientificinquiry.Theyencouragestudents,individuallyandcollaboratively,toobserve,askquestions,designinquiries,andcollectandinterpretdatainordertodevelopconceptsandrelationshipsfromempiricalexperiences.
ElementsToshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:
a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientificknowledge.
b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.
Indicators
• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge;itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.
• Thepreparationofteachersfortheelementarylevel,especiallygeneralists,shouldrequireinquiry‐baseduniversitysciencecourses.Stalheim‐SmithandScharmann(1996)andStoddart,Connell,StofflettandPeck(1993)foundthattheuseofconstructivistteachingmethodologiesandlearningcycles,methodsthataregenerallyinquiry‐based,improvedthelearningofsciencebycandidatesinelementaryeducation.Suchcoursesalsomayincreasetheconfidencelevelofgeneralists,whoareoftennotconfidentintheirabilitytodoscience.
• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenotusedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.
• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesareconducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.
• Inquirydemandsskillintheanalysisofdataandassessmentofresultstoreachreasonableandvalidconclusions.Candidatesmustbeabletodemonstratenotonlythattheyknowandunderstandcommonanddifferentmodesofscientificinquiry,butalsothattheycananddoeffectivelyengagestudentsininquiries.Theyshouldbeabletodemonstratetheireffectivenessthroughstudentdataprofilesorsimilarmeansthattheyareeffectiveinconductingsuchactivities.
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Standard4:IssuesTeachersofsciencerecognizethatinformedcitizensmustbepreparedtomakedecisionsandtakeactiononcontemporaryscience‐andtechnology‐relatedissuesofinteresttothegeneralsociety.Theyrequirestudentstoconductinquiriesintothefactualbasisofsuchissuesandtoassesspossibleactionsandoutcomesbasedupontheirgoalsandvalues.
Elements
Toshowthattheyarepreparedtoengagestudentsinstudiesofissuesrelatedtoscience,teachersofsciencemustdemonstratethatthey:
a. Understandsociallyimportantissuesrelatedtoscienceandtechnologyintheirfieldoflicensure,aswellasprocessesusedtoanalyzeandmakedecisionsonsuchissues.
b. Engagestudentssuccessfullyintheanalysisofproblems,includingconsiderationsofrisks,costs,andbenefitsofalternativesolutions;relatingthesetotheknowledge,goalsandvaluesofthestudents.
Indicators
• Scienceteacherpreparationprogramsshouldgiveexplicitattentiontothestudyofsociallyimportantissuesrelatedtoscienceandtechnologysuchasspeciespreservation,landuse,chemicalpollution,weaponsdevelopment,andcloning,tonamebutafew.Suchissuesmaybeintroducedinsciencecourses,butseldomdosciencecoursesprovideforstructuredcost‐benefitanalysesordecision‐makingontheseissuesthatconsidersallperspectives.Programsmustensurethatcandidatesarepreparedtoleadstudentsinlearninghowtodissectandanalyzeissuesusingdataandinformationasresources.
• Thequestionofhowtoconsideranissueisjustasimportantastheissuesconsidered.Tothatend,candidateswillthemselvesneedtolearnhowtoexploreissueswithanopenmind.Oncethisisaccomplished,theywillneedtolearnhowtoleadstudentstoexploretheseissueswiththegoalofmakinganinformedandjustifieddecision.
• Tomeetthisstandard,candidatesmustdemonstratethattheyareawareofimportantissuesandareknowledgeableofapproachestoanalyzingtheseissues.Candidatesshouldaccesscommonsourcesofinformation(newspapers,magazines,televisedreports)torelatetheirscienceinstructiontocontemporaryissuesandevents.Theymustthendemonstratethroughstudentachievementthattheyareabletoeffectivelyleadtheminthestudyofanimportantissue.
Standard5:GeneralSkillsofTeachingTeachersofsciencecreateacommunityofdiverselearnerswhoconstructmeaningfromtheirscienceexperiencesandpossessadispositionforfurtherexplorationandlearning.Theyuse,andcanjustify,avarietyofclassroomarrangements,groupings,actions,strategies,andmethodologies.
ElementsToshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:
a. Varytheirteachingactions,strategies,andmethodstopromotethedevelopmentofmultiplestudentskillsandlevelsofunderstanding.
b. Successfullypromotethelearningofsciencebystudentswithdifferentabilities,needs,interests,andbackgrounds.
c. Successfullyorganizeandengagestudentsincollaborativelearningusingdifferentstudentgrouplearningstrategies.
d. Successfullyusetechnologicaltools,includingbutnotlimitedtocomputertechnology,toaccessresources,collectandprocessdata,andfacilitatethelearningofscience.
e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.
f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.
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Indicators
• Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.
• Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.
• Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.
• TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).
• Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.
• Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.
• Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.
Standard6:CurriculumTeachersofscienceplanandimplementanactive,coherent,andeffectivecurriculumthatisconsistentwiththegoalsandrecommendationsoftheNationalScienceEducationStandards.Theybeginwiththeendinmindandeffectivelyincorporatecontemporarypracticesandresourcesintotheirplanningandteaching.
Elements
Toshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:
a. UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify,access,and/orcreateresourcesandactivitiesforscienceeducationthatareconsistentwiththestandards.
b. PlanandimplementinternallyconsistentunitsofstudythataddressthediversegoalsoftheNationalScienceEducationStandardsandtheneedsandabilitiesofstudents.
Indicators
• Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.
• Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.
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• Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.ThisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskillsinrelationtoStandard20.
Standards7:ScienceintheCommunityTeachersofsciencerelatetheirdisciplinetotheirlocalandregionalcommunities,involvingstakeholdersandusingtheindividual,institutional,andnaturalresourcesofthecommunityintheirteaching.Theyactivelyengagestudentsinscience‐relatedstudiesoractivitiesrelatedtolocallyimportantissues.
ElementsToshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:
a. Identifywaystorelatesciencetothecommunity,involvestakeholders,andusecommunityresourcestopromotethelearningofscience.
b. Involvestudentssuccessfullyinactivitiesthatrelatesciencetoresourcesandstakeholdersinthecommunityortotheresolutionofissuesimportanttothecommunity.
Indicators
• Tomeetthisstandard,candidatesmustknowthecommunityinwhichtheyteach.Programsshouldprovidecandidateswiththebackgroundandtoolstheyneedtolearnaboutthecommunity.Thiscouldincludeacommunitysurveyorvisitstoacommunitywebsitethatprovidesdemographicandresourceinformationaboutthecommunity.Candidatesshouldalsoknowhowtoobtaininformationfromtheirstudentsthatmighthelpthemtounderstandtheirneeds,andmightleadtoguestspeakersfromthestudents’families.
• Agoodresourceforfindingoutaboutthecommunityisthelocalnewspaper.Newsmediamayreportonissuesrelevanttoscienceandtechnology,whichthenmaybeusedasthefocusofdiscussionandcost‐benefitanalysis.Itmaybedesirableforcandidatestocreateandmaintainaresourcelistfortopicsintheirfieldandarrangetoeithertakestudentstothefieldorhaveguestspeakerscomein.TheInternetcanalsobeausefultoolforfindingresourcesinsomecommunities.
• Itisnotalwaysnecessaryforcandidatestoarrangeforguestspeakersorafieldtripinordertomakeuseofcommunityresources.Students,aloneorinsmallstudygroups,maybeaskedtoinvestigatequestions,collectdata,visitsites¸attendpresentations,orinterviewpeopleafterschooloronweekends.
Standards8:AssessmentTeachersofscienceconstructanduseeffectiveassessmentstrategiestodeterminethebackgroundsandachievementsoflearnersandfacilitatetheirintellectual,social,andpersonaldevelopment.Theyassessstudentsfairlyandequitably,andrequirethatstudentsengageinongoingself‐assessment.
ElementsToshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:
a. Usemultipleassessmenttoolsandstrategiestoachieveimportantgoalsforinstructionthatarealignedwithmethodsofinstructionandtheneedsofstudents.
b. Usetheresultsofmultipleassessmentstoguideandmodifyinstruction,theclassroomenvironment,ortheassessmentprocess.
c. Usetheresultsofassessmentsasvehiclesforstudentstoanalyzetheirownlearning,engagingstudentsinreflectiveself‐analysisoftheirownwork.
Indicators
• Animportanttenetofeducationisthatthemodeofassessmentoftendrivesmethodsofinstructionratherthantheotherwayaround.Theverynatureofaperformancebasedteacherpreparationprogramrequirescandidatestopayfarmoreattentiontodeterminingtheresultsofinstructionthanhasbeennecessaryinthepast.
• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.For
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example,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.
• Itwouldbeexpectedthatcandidatesshouldshowatleastsomedispositiontouseassessmentstoguideandchangeinstruction.Theseassessmentsmaybeformalorinformal,formativeorsummative.Asupervisormaynotethisoccurringandassistantthecandidateinreflectinguponthischange.Alternatively,candidatesmayusepretestsormaycollectdataformativelytodeterminewhetherfurtherinstructiononaconceptorinaskillisneeded.Someteachershavefounditeffectivetoasksstudentsattheendofeachclassperiodtowritesomethingtheyhavelearnedthatday;theyhavethenusedthestudentresponsetoguidetheirworkthenextdayandclearupmisconceptionsormisunderstandings.
• Itisalsoimportantthatteachersbeabletoinvolvestudentsinself‐analysis.Toooftenassessmentissomethingdonetostudents.Ittakeslittleeffortforcandidatestoincludeitemsthatrequirestudentreflectionontests,projects,oractivitiestheyhavecompleted.Conferencingwithstudentsusingdatafromtheirassessmentsmayalsobeawayofinvolvingstudentsinselfassessmentaslongasthestudentsthemselvesaredoingtheassessing:suchconferenceswouldnotmeetstandard25ifitisjustanotherformofteacherassessment.
Standard9:SafetyandWelfareTeachersofscienceorganizesafeandeffectivelearningenvironmentsthatpromotethesuccessofstudentsandthewelfareofalllivingthings.Theyrequireandpromoteknowledgeandrespectforsafety,andoverseethewelfareofalllivingthingsusedintheclassroomorfoundinthefield.
ElementsToshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:
a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.
b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,anddisposalofallmaterialsusedinscienceinstruction.
c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyproceduresappropriatefortheactivitiesandtheabilitiesofstudents.
d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethicalmannerandrespectlegalrestrictionsontheircollection,keeping,anduse.
Indicators
• Teacherpreparationprogramsmustensurethatcandidatespossesstheknowledgeneededtomaintainasafeenvironmentforallstudents.Thisincludesknowledgeofhowtoavoidorcontrolhazardousmaterialsororganisms,howtoprepareand/orstorematerialsproperly,andhowtocleanupspillsanddisposeofchemicalssafely.
• Candidatesmustknowhowtocheckandusesafetyequipmentproperlyandthehazardsofimproperlyshieldedequipment,andmustbeabletoavoidrisksfromfirehazardsandbiologicalcontaminants.
• Itisalsoimportantthatcandidatesactuallybehaveinasafemanner,modelethicalandsafebehavior,andensurethatstudentsbehavesafelyatalltimes.Theymustgivepropersafetyinstructionandcausations,andmustlabelmaterialsandequipmentinsuchawayastomaintainsafety.
• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbeknowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.
• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwith
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accordingtorulesandregulationsthatapplytoalllaboratories.• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.
• Finally,theyshouldknowthecommonemergencyprecautions,responses,andreportingproceduresthattheyaretofollowintheeventproblemsarise.
• Bothknowledgeandbehaviorsareessentialcomponentsindemonstratingthatthisstandardismet.Safetyreadings,tests,artifacts,projects,classroomsafetyevaluations,andsoforthmaybeusedtodemonstrateknowledgeandattentiontosafetymatters.Reviewsofregulationsrelatedtothecollectionanduseoflivingthingsandgeneralguidelinesforsafetyanduseoflivingthingsmayalsocontributetoevidenceofpreparation.Actualperformanceintheclassroommightbedemonstratedbycompletionofasafetyandethicalbehaviorsrubricorchecklistbycooperatingteachers.
Standard10:ProfessionalGrowthTeachersofsciencestrivecontinuouslytogrowandchange,personallyandprofessionally,tomeetthediverseneedsoftheirstudents,school,community,andprofession.Theyhaveadesireanddispositionforgrowthandbetterment.
ElementsToshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:
a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreachbeyondminimumjobrequirements.
b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrowprofessionally.
c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingandfacilitatetheirprofessionalgrowth.
d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositiverelationshipswiththecommunity.
Indicators
• Programsmusthelpcandidatestheprofessionalcommunityasscienceeducators.• Scienceteachingisacompositeprofessionrequiringknowledgeandskillsinbothscienceandeducation.Ideally,theseskillscometogetherinthepreparationprogram.
• Associationsandactivitiesrelatedtoscienceteachingareabundant.Participationinsuchactivitiesatthelocal,stateandnationallevelsshouldbeencouraged,somebeingrequired.
• Theyarearesourceforimprovingone’steaching,butalsotheyprovidetheopportunityforconstructiveinteractionwithothersinthesamefield.
• Teacherpreparationprogramsshouldkeeprecordsofsuchactivitysothattheymaythentrytoincreasetheactivityoftheircandidatesyearbyyear.
• Thebestteacherstendtobegoal‐focused,butflexibleandreflective.Thesecharacteristicsallowthemtorelatetostudentsandtomodifyandimprovetheirpractices.
• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwelltothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.
• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.
• Dispositionalfactorscanbeassessedthroughthebehaviorsofcandidates;candidatesshouldbeheldaccountableforbehaviorsthatarecontrarytotheexpectationsoftheprofessionasdeterminedbythefacultyandreflectedinthesestandards.
• Carefullyconstructedcriteriaareneededandmaybeusedasasourceofdataforcandidatepreparationandpracticebytheprogram.
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ComputerScienceInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasEducationalComputingandTechnologyTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheInternationalSocietyforTechnologyinEducation(ISTE)andtheNationalEducationalTechnologyStandards(NETS)forTeachersforthepreparationofEducationalComputingandTechnologyTeachers.
StandardI.ProgrammingandAlgorithmDesignCSendorsementcandidateswilldemonstrateproficiencyinprogrammingthatrequirestheuseofdataabstractiontosolvenon‐trivialprogrammingproblemsinmultipleprogrammingparadigms.
Elements Indicators
1.1Laboratory‐basedProgrammingExperiencesComputerScience(CS)endorsementcandidateswillperformlaboratory‐basedactivitiesthatdemonstrateprogrammingproficiencyinamodernhigh‐levelprogramminglanguage.Asequenceofexperiencesisrecommendedtoprovideaconnected,orderlyapproachtocomputerscienceduringtheinitialstudyofthediscipline.
Candidatesandtheirstudentswill:• Demonstrateknowledgeofandskillregardingthesyntaxandsemanticsofahighlevelprogramminglanguage,itscontrolstructures,anditsbasicdatarepresentations.
• Demonstrateknowledgeofandskillregardingcommondataabstractionmechanisms(e.g.,datatypesorclassessuchasstacks,trees,etc.).
• Demonstrateknowledgeofandskillregardingprogramcorrectnessissuesandpractices(e.g.,testingprogramresults,testdatadesign,loopinvariants).
• Design,implement,andtestprogramsofsufficientcomplexitytodemonstrateknowledgeandskills.
1.2MultipleParadigmsCSendorsementcandidateswilldemonstrateanunderstandingofandflexibilitywithdifferingapproaches/paradigmsinprogramming(e.g.,imperative,functional,object‐oriented).
Candidatesandtheirstudentswill:• Design,implement,andtestprogramsinlanguagesfromtwodifferentprogrammingparadigmsinamannerappropriatetoeachparadigm.
Standard2.ComputerSystems‐‐Components,Organization,andOperation
Description Indicators
CSendorsementcandidateswilldemonstratein‐depthknowledgeofhowcomputersystemsworkindividuallyandcollectively.
Thecandidatesandtheirstudentswill:• Effectivelyuseavarietyofcomputingenvironments(e.g.,single‐andmulti‐usersystemsandvariousoperatingsystems).
• Describetheoperationofacomputersystem‐CPU&instructioncycle,peripherals,operatingsystem,networkcomponents,andapplications‐indicatingtheirpurposesandinteractionsamongthem.
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Standard3.DataRepresentationandInformationOrganization
Description Indicators
CSendorsementcandidateswilldemonstrateanunderstandingofdataandinformationrepresentationandorganizationatavarietyoflevels‐‐machinelevelrepresentation(forprogramcorrectness);datastructures(forprogramimplementation);problemrepresentation(forsolutiondesign);filesanddatabases(forgeneralapplications);andinteractionsamongsystemsandpeople(foroverallsystemdesignandeffectiveness).
Candidatesandtheirstudentswill:• Describehowdataisrepresentedatthemachinelevel(e.g.,character,boolean,integer,floatingpoint).
• Identifyandprovideusageexamplesofthevariousdatastructuresandfilesprovidedbyaprogramminglanguage(e.g.,objects,variouscollections,files).
• Describetheelements(people,hardware,software,etc.)andtheirinteractionswithininformationsystems(databasesystems,theWeb,etc.).
Standard4.SocialAspectsofComputingWelivewithinaculturalenvironmentandinteractdailywithotherpeople.Computingspecialistsneedtocommunicateandworkwitheachotherandwithnon‐specialists.Specialistsandnon‐specialistsneedtobecognizantofissuesandrisksrelatedtocomputinginoursocietyandtolearnindependentlyasnewdevelopmentsintechnologyarise.CSendorsementcandidateswilldemonstrateskillsandunderstandingrelativetosocialaspectsofcomputingthatareappropriateforspecialistsandnon‐specialists.
Elements Indicators
4.1‐SocietalImpactandIssuesInordertopreparehighschoolgraduatestomakeinformeddecisionsregardingcomputingintheirpersonallivesandwithrespecttosocietallawsandnorms,CSendorsementcandidateswilldemonstrateanunderstandingofcomputingandpotentialissuesandskillatrecognizing,researching,andanalyzingissuestoreachdefensibleconclusions.Theywillpromoteunderstandingsrelativetosocialaspectsofcomputingamongtheirsecondarystudents.
Candidatesandtheirstudentswill:• Demonstrateawarenessofsocialissuesrelatedtotheuseofcomputersinsocietyandprinciplesformakinginformeddecisionsregardingthem(e.g.,security,privacy,intellectualproperty,equitableaccesstotechnologyresources,genderissues,culturaldiversity,differencesinlearnerneeds,limitsofcomputing,rapidchange).
• Analyzevarioussocialissuesinvolvingcomputing,producingdefensibleconclusions.
• Demonstrateanunderstandingofsignificanthistoricaleventsrelativetocomputing.
4.2‐IndependentLearningandCommunicationCSendorsementcandidateswilldemonstratetheabilitytohelptheirstudentslearnindependentlyaboutcomputingandcommunicatewhathasbeenlearnedtoothers.
Candidateswill:• Conductindependentlearningonspecific,unfamiliartopicsingeneralareascentraltocomputerscienceandprovidetheirstudentswithopportunitiestodothesame.
• Produceandpresentreportsofsubstantialindependentlearningandprovidetheirstudentswithopportunitiestodothesame.
4.3‐CollaborativeSoftwareDevelopmentCSendorsementcandidateswilldemonstrateknowledgeandexperienceincollaborativesoftwaredevelopmentandprovideopportunitiesfortheirstudentstodothesame.
Candidateswill:• Participateinteamsoftwaredevelopmentprojectsthatapplysoundsoftwareengineeringprinciples.
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Standard5.PlanningInstruction
Description Indicators
CSendorsementcandidateswilldemonstrateanunderstandingoftheteachingtasksandapproachesandbeabletoapplyandevaluatethemwithrespecttothestudentsincomputerscienceclasses.Evidenceofthesecapabilitiesshouldincludeexamplesofstudentperformanceresultingfromthisplanning.
Candidateswill:• Identifyresources,strategies,activities,andmanipulativesappropriatetoteachingsecondarycomputerscience.
• Planlessons/modules/coursesrelatedtoeachofprogrammingprocess,knowledge/concepts,andissueexamination.
• Developassessmentstrategiesappropriatetolessongoalsandtheneedtoprovidestudentfeedback
• Performcourseandlessonplanningthataddressesstudentpopulationcharacteristics(e.g.,academicability,culturalexperience,gender).
Standard6.ClassroomandFieldExperiencesinComputerScience‐‐DeliveringInstruction
Description Indicators
CSendorsementcandidateswillobserveandparticipateininstructionalplanninganddeliveryinsecondarycomputerscienceclassrooms.Evidenceshouldincludesomeexamplesofeffectsonstudentperformance.
Candidateswill:• Observeanddiscusstheteachingofsecondarycomputerscience
• Participateintheteachingofsecondarycomputerscience(labassistant,tutoring,mini‐teaching,etc.)
• Plananddeliveraunitofinstruction
Standard7.Classroom&CourseManagement
Description Indicators
CSendorsementcandidateswillapplymethodsandskillsappropriatetothemanagementofthesecondarycomputerscienceclassroom.Evidenceshouldincludesomeexamplesofeffectsonstudentperformance.
Candidateswill:• Plandirectinstructioninvolvingsimultaneoususeofcomputingfacilitiesbystudents(e.g.,holdingclassinthelab,closedlabs)
• Planinstructioninvolvingstudentsindependentlyusingcomputingfacilities
Standard8.InstructionalAssessment
Description Indicators
Reflectionuponone'sownperformanceasateacherisessentialforimprovingthatperformance.Thus,teachercandidateswillexamineandworktoimprovetheirteachingpractice.Assessingsecondarystudentperformanceisessentialtodeterminingsuccessinteachingpractice,aswell.
Candidateswill:• Developapersonalplanforevaluatingtheirownpracticeofteaching
• Makeuseoftheirplanforself‐evaluationintheinstructionaldeliveryactivities
• Developassessmentcriteriaandprocedurestodeterminesuccessfulperformanceandanalyzeresultstoimproveinstructionalpractice.
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Standard9.ProfessionalDevelopment
Description Indicators
CSendorsementcandidatesmustrecognizeandplanforongoingprofessionaldevelopmentthatwillbeneededtosustainthemselvesandtheirstudents.
Candidateswill:• Discussguidancerolesandpossibleenrichmentactivitiesforsecondarycomputersciencestudents(e.g.,computingcareerguidance,preparationforcollege,genderequity,culturaldiversity,andextracurricularactivitiessuchascomputerclubsandorganizedcompetitions)
• Planforprofessionalgrowthafteridentifyingprofessionalcomputerscienceandcomputerscienceeducationsocieties,organizations,groups,etc.thatprovideprofessionalgrowthopportunitiesandresources
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EarlyChildhoodEducation(Pre‐Kindergarten–3rdGrade)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofteachercandidatesforlicensureinEarlyChildhoodEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheNationalAssociationfortheEducationofYoungChildren(NAEYC)forthepreparationofEarlyChildhoodEducationteachers.
Standard1.PromotingChildDevelopmentandLearningCandidatesusetheirunderstandingofyoungchildren’scharacteristicsandneeds,andofmultipleinteractinginfluencesonchildren’sdevelopmentandlearning,tocreateenvironmentsthatarehealthy,respectful,supportive,andchallengingforallchildren.
Elements Indicators
1a:Knowingandunderstandingyoungchildren’scharacteristicsandneeds
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofyoungchildren’scharacteristicsandneeds.Asaresult,candidates’workreflectscurrent,research‐basedknowledgeinmostrespects;candidatesareknowledgeableaboutdevelopmentinallareasandcangiveexamplesofinterrelationshipsamongdevelopmentalareas.
1b:Knowingandunderstandingthemultipleinfluencesondevelopmentandlearning
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofthemultipleinfluencesonyoungchildren’sdevelopmentandlearning.Asaresult,candidates’workshowsthattheycandescribethenatureoftheseinfluencesandunderstandthatinfluencesmayinteractincomplexways.Theirworkdemonstratesfamiliaritywiththemostwellknownearlyinterventionprograms,andtheycanciteresearchabouttheinfluenceoftheseprogramsonchildoutcomes.
1c:Usingdevelopmentalknowledgetocreatehealthy,respectful,supportive,andchallenginglearningenvironments
Candidatesareprovidedwithmultiple,developmentalopportunitiestoapplychilddevelopmentknowledgeincreatinglearningenvironmentsthatarehealthy,respectful,supportive,andchallenging.Asaresultoftheseexperiences,candidates’workshowsthattheycandescribetheessentialsofdevelopmentalresearchandtheprinciplesthattheyareusingasabasisforcreatingeffectivelearningenvironments.Thereisadequateevidencethattheenvironmentscreatedbythesecandidatessupportchildren’shealth,respecttheircultureandindividuality,promotepositivedevelopment,andchallengechildrentogainnewcompetencies.
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Standard2.BuildingFamilyandCommunityRelationshipsCandidatesknowabout,understand,andvaluetheimportanceandcomplexcharacteristicsofchildren’sfamiliesandcommunities.Theyusethisunderstandingtocreaterespectful,reciprocalrelationshipsthatsupportandempowerfamilies,andtoinvolveallfamiliesintheirchildren’sdevelopmentandlearning.
Elements Indicators
2a:Knowingaboutandunderstandingfamilyandcommunitycharacteristics
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingoffamilyandcommunitycharacteristicsastheyaffectearlychildhoodpractice.Asaresult,candidates’workshowsgeneralknowledgeoffamilytheoryandresearch,anditshowsthatcandidatescanidentifyavarietyoffamilyandcommunityfactorsastheyimpactyoungchildren’slives.Candidatesdemonstratethattheyknowthesignificantcharacteristicsofthefamiliesandcommunitiesinwhichtheyarepracticing.
2b:Supportingandempoweringfamiliesandcommunitiesthroughrespectful,reciprocalrelationships
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsinusingrespectful,reciprocalrelationshipstosupportandempowerfamilies.Asaresult,candidates’workshowsthattheycandescribehowtouseknowledgeoffamilies’goals,languageandculture,andindividualcharacteristicstobuildtheserelationships.Candidatesapplytheirknowledgeinusingvariedfamilycommunicationstrategiesincludingtechnology;inlinkingfamilieswithkeycommunityresources;andinaccessinginformationaboutotherresourcesasneeded.
2c:Involvingfamiliesandcommunitiesintheirchildren’sdevelopmentandlearning
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningfamilyandcommunityinvolvement.Asaresult,candidates’workshowsthattheycanarticulatetheoryandresearchtosupporttheconceptthatfamiliesareyoungchildren’sprimaryteachers,andthatfamilyandcommunityinvolvementarecriticaltosuccessfulearlylearning.Theirknowledgeisshownintheirvariedapproachestofamilyandcommunityinvolvement,andtheirmodificationofapproacheswhentheirfirstattemptsarenotsuccessful.
Standard3.Observing,Documenting,andAssessingtoSupportYoungChildrenandFamiliesCandidatesknowaboutandunderstandthegoals,benefits,andusesofassessment.Theyknowaboutandusesystematicobservations,documentation,andothereffectiveassessmentstrategiesinaresponsibleway,inpartnershipwithfamiliesandotherprofessionals,tosupportchildren’sdevelopmentandlearning.
Elements Indicators
3a:Understandingthegoals,benefits,andusesofassessment
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofthegoals,benefits,andusesofassessment.Asaresult,candidates’workshowsknowledgeoftheimportantgoalsofearlychildhoodassessment.Theirworkgenerallyshowsalignmentbetweengoals,curriculum,teachingstrategies,and
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assessments.Intheirwork,candidatesexplainhowassessmentmaybeusedinpositiveways,andtheyalsoexplainhowinappropriateassessmentmayharmchildrenandfamilies.
3b:Knowingaboutandusingobservation,documentation,andotherappropriateassessmenttoolsandapproaches
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningappropriateassessmenttoolsandapproaches.Asaresultoftheseopportunities,candidates’workshowsresearch‐basedknowledgeandbasiccompetenceinobservation,documentation,andotherassessmenttools.Theirworkreflectsessentialknowledgeofthecharacteristics,strengths,limitations,andappropriateusesofthemostfrequentlyusedassessmenttoolsandapproaches,includingapproachesforchildrenwithdisabilitiesandculturallyandlinguisticallydiversechildren.Candidatesdemonstrateessentialskillsinusingassessments,interpretingassessmentresults,makingreferrals,andusingassessmentinformationtoinfluencepractice.
3c:Understandingandpracticingresponsibleassessment
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingandskillsconcerningtheconceptofresponsibleassessment.Asaresult,candidates’workshowsthattheycanidentifycurrenteducational,legal,andethicalissueswithrespecttoassessmentpractices.Candidatescanprovideexamplesofresponsibleaswellasirresponsibleassessment.Intheirpractice,theyapplyresponsibleassessmentpracticeswhenworkingwithdiversechildren.
3d:Knowingaboutassessmentpartnershipswithfamiliesandotherprofessionals
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialunderstandingofassessmentpartnershipsinvolvingfamiliesandotherprofessionals.Asaresult,candidates’workarticulatestheresearchandlegalbasethatsupportsthesepartnerships.Candidatesdemonstratecoreskillsinteambuildingandincommunicationwithfamiliesandotherprofessionalsaroundassessmentissues.
Standard4.TeachingandLearningCandidatesintegratetheirunderstandingofandrelationshipswithchildrenandfamilies;theirunderstandingofdevelopmentallyeffectiveapproachestoteachingandlearning;andtheirknowledgeofacademicdisciplines,todesign,implement,andevaluateexperiencesthatpromotepositivedevelopmentandlearningforallchildren.
Elements Indicators
4a:Knowing,understanding,andusingpositiverelationshipsandsupportiveinteractions
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainknowledgeandskillinbuildingpositiverelationshipsandsupportiveinteractions.Asaresult,candidates’workshowsessentialknowledgeoftheoryandresearchunderlyingtheearlychildhoodfield’sfocusonrelationshipsandinteractions.Theyknowtheimportanceofcreatingrelationshipswithallchildren,asseenintheircompetent,beginningskillsinrelationshipbuildingwithdiversechildrenandfamilies.
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4b:Knowing,understanding,andusingappropriate,effectiveapproachesandstrategiesforearlyeducation
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainknowledgeandskillinhowtosupportdevelopmentandlearningthroughawiderangeofapproachesandstrategies.Asaresult,candidates’workdemonstrateseachofthefollowingapproachesandstrategieswithcompetenceandwithknowledgeoftheunderlyingtheoryandresearch:fosteringorallanguageandcommunication;drawingfromacontinuumofteachingstrategies;makingthemostofenvironmentsandroutines;capitalizingonincidentalteaching;focusingonchildren’scharacteristics,needs,andinterests;linkingchildren’slanguageandculturetotheearlychildhoodprogram;teachingthroughsocialinteractions;creatingsupportforplay;addressingchildren’schallengingbehaviors;supportinglearningthroughtechnology;andusingintegrativeapproachestocurriculum.
4c:Knowingandunderstandingtheimportance,centralconcepts,inquirytools,andstructuresofcontentareasoracademicdisciplines
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialknowledgeandskillineachcontentarea:languageandliteracy;thearts;mathematics;physicalactivityandphysicaleducation;science;andsocialstudies,withspecialdepthintheareasoflanguageandliteracyandmathematics.Asaresult,candidates’workshowsknowledgeofthetheoriesandresearchunderlyingtheearlychildhoodfield’sfocusoncontent,bothingeneralandwithrespecttoeachcontentarea,includingacademicsubjects.Takingdevelopmentalandindividualdifferencesintoaccount,candidates’workshowsthattheyusethisknowledgetoarticulateprioritiesforhighquality,meaningfulexperiencesineachcontentarea,withdesiredoutcomesforchildrenthatconnectwithprofessionalstandardsandresources.Candidatesarefamiliarwithauthoritativeresourcestosupplementtheirowncontentknowledge.
4d:Usingownknowledgeandotherresourcestodesign,implement,andevaluatemeaningful,challengingcurriculumtopromotepositiveoutcomes
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainessentialskillindesigning,implementing,andevaluatingmeaningful,challenging,curriculum.Asaresult,candidates’workshowsabilitytointegratemultipleareasofknowledgeincurriculumdesign,withsuccessfulfocusonbuildingsecurityandself‐regulation;problem‐solvingandthinkingskills,andacademicandsocialcompetence.Candidates’curriculumdevelopmenttakesintoaccountchildren’sdevelopmental,individual,andculturalcharacteristics,anditmakesuseofreflective,ongoingevaluation.Candidates’curriculumdevelopmentischaracterizedbyuseofhighqualityprofessionalresourcestosupplementandinformtheirownunderstanding.
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Standard5.BecomingaProfessionalCandidatesidentifyandconductthemselvesasmembersoftheearlychildhoodprofession.Theyknowanduseethicalguidelinesandotherprofessionalstandardsrelatedtoearlychildhoodpractice.Theyarecontinuous,collaborativelearnerswhodemonstrateknowledgeable,reflective,andcriticalperspectivesontheirwork,makinginformeddecisionsthatintegrateknowledgefromavarietyofsources.Theyareinformedadvocatesforsoundeducationalpracticesandpolicies.
Elements Indicators
5a:Identifyingandinvolvingoneselfwiththeearlychildhoodfield
Candidatesareprovidedwithmultiple,developmentalopportunitiestogainabeginningidentificationwithandinvolvementintheearlychildhoodfield.Asaresult,candidates’workshowsanunderstandingoftheearlychildhoodfieldasadistinctiveprofessionandoftheessentialsofitshistory.Intheirwork,candidatesdemonstrateunderstandingoftheirownemergingprofessionalrolesandthepossibilities,opportunities,andchallengeswithintheearlychildhoodfield.Theyshowsomeevidenceofactiveinvolvementintheprofession.
5b:Knowingaboutandupholdingethicalstandardsandotherprofessionalguidelines
Candidatesareprovidedwithmultiple,developmentalopportunitiestolearnaboutandpracticeupholdingthefield’sethicalstandardsandotherprofessionalguidelines.Asaresult,candidates’workshowsessentialknowledgeofNAEYC’sCodeofEthicalConduct,asseenincitationsofexamplesofhowtheCodemaybeusedtoanalyzeandresolveethicaldilemmas.Candidatesarefamiliarwithrelevantlegalstandardsandotherprofessionalguidelinesandcanapplytheseinpractice.
5c:Engagingincontinuous,collaborativelearningtoinformpractice
Candidatesareprovidedwithmultiple,developmentalopportunitiestobecomecontinuous,collaborativelearners.Asaresult,candidates’workshowsevidenceofanorientationtowardinquiryandself‐motivation,combinedwithinvolvementandbeginningskillsincollaborativelearning,includingcollaborationacrossdisciplinesandininclusivesettings.Candidates’workshowspositiveeffectsofthislearningorientation,intheirpracticeandineffectsonchildren.
5d:Integratingknowledgeable,reflective,andcriticalperspectivesonearlyeducation
Candidatesareprovidedwithmultiple,developmentalopportunitiestoconstructandapplyknowledgeable,reflective,andcriticalperspectivesontheirfield.Asaresult,candidates’workshowsessentialunderstandingofthefield’scentralissues,standards,andresearchfindings.Intheirwork,candidatesanalyzeandreflectupontheirpracticeanddemonstratecriticalthinkingabouttheissuesinthefieldandanunderstandingofthevalueofdialogueinresolvingdifferences.Candidates’workshowspositiveeffectsoftheseprofessionalperspectives,intheirpracticeandineffectsonchildren.
5e:Engagingininformedadvocacyforchildrenandtheprofession
Candidatesareprovidedwithmultiple,developmentalopportunitiestodevelopearlychildhoodadvocacyskills.Asaresult,candidates’workshowsessentialknowledgeofthe
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centralpolicyissuesinthefield,asseenintheirdiscussionsofethicalandsocietalissuesinearlyeducation.Intheirwork,candidatescanoutlinehowpublicpoliciesaredevelopedatthestateandfederallevels.Candidatespossessbeginningadvocacyskills,includingwrittenandverbalcommunicationandcollaboration.
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EducationalAdministrationandLeadershipInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasPrincipalsandAssistantPrincipalsshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001standardsoftheEducationalLeadershipConstituentCouncil(ELCC)forthepreparationofPrincipalsandSuperintendents.
Standard1‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyfacilitatingthedevelopment,articulation,implementation,andstewardshipofaschoolordistrictvisionoflearningsupportedbytheschoolcommunity.
Elements Indicators
1.1DevelopaVision • Candidatesdevelopavisionoflearningforaschoolthatpromotesthesuccessofallstudents.
• Candidatesbasethisvisiononrelevantknowledgeandtheories,includingbutnotlimitedtoanunderstandingoflearninggoalsinapluralisticsociety,thediversityoflearnersandlearners’needs,schoolsasinteractivesocialandculturalsystems,andsocialandorganizationalchange.
1.2ArticulateaVision • Candidatesdemonstratetheabilitytoarticulatethecomponentsofthisvisionforaschoolandtheleadershipprocessesnecessarytoimplementandsupportthevision.
• Candidatesdemonstratetheabilitytousedata‐basedresearchstrategiesandstrategicplanningprocessesthatfocusonstudentlearningtoinformthedevelopmentofavision,drawingonrelevantinformationsourcessuchasstudentassessmentresults,studentandfamilydemographicdata,andananalysisofcommunityneeds.
• Candidatesdemonstratetheabilitytocommunicatethevisiontostaff,parents,students,andcommunitymembersthroughtheuseofsymbols,ceremonies,stories,andotheractivities.
1.3ImplementaVision • Candidatescanformulatetheinitiativesnecessarytomotivatestaff,students,andfamiliestoachievetheschool’svision.
• Candidatesdevelopplansandprocessesforimplementingthevision(e.g.,articulatingthevisionandrelatedgoals,encouragingchallengingstandards,facilitatingcollegialityandteamwork,structuringsignificantwork,ensuringappropriateuseofstudentassessments,providingautonomy,supportinginnovation,delegatingresponsibility,developingleadershipinothers,andsecuringneededresources).
1.4StewardaVision • Candidatesdemonstrateanunderstandingoftheroleeffectivecommunicationskillsplayinbuildingasharedcommitmenttothevision.
• Candidatesdesignoradoptasystemforusingdata‐basedresearchstrategiestoregularlymonitor,evaluate,andrevisethevision.
• Candidatesassumestewardshipofthevisionthroughvariousmethods.1.5PromoteCommunityInvolvementintheVision
• Candidatesdemonstratetheabilitytoinvolvecommunitymembersintherealizationofthevisionandinrelatedschoolimprovementefforts.
• Candidatesacquireanddemonstratetheskillsneededtocommunicateeffectivelywithallstakeholdersaboutimplementationofthevision.
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Standard2‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbypromotingapositiveschoolculture,providinganeffectiveinstructionalprogram,applyingbestpracticetostudentlearning,anddesigningcomprehensiveprofessionalgrowthplansforstaff.
Elements Indicators
2.1PromotePositiveSchoolCulture
• Candidatesassessschoolcultureusingmultiplemethodsandimplementcontext‐appropriatestrategiesthatcapitalizeonthediversity(e.g.,population,language,disability,gender,race,socio‐economic)oftheschoolcommunitytoimproveschoolprogramsandculture.
2.2ProvideEffectiveInstructionalProgram
• Candidatesdemonstratetheabilitytofacilitateactivitiesthatapplyprinciplesofeffectiveinstructiontoimproveinstructionalpracticesandcurricularmaterials.
• Candidatesdemonstratetheabilitytomakerecommendationsregardingthedesign,implementation,andevaluationofacurriculumthatfullyaccommodateslearners’diverseneeds.
• Candidatesdemonstratetheabilitytouseandpromotetechnologyandinformationsystemstoenrichcurriculumandinstruction,tomonitorinstructionalpracticesandprovidestafftheassistanceneededforimprovement.
2.3ApplyBestPracticetoStudentLearning
• Candidatesdemonstratetheabilitytoassistschoolpersonnelinunderstandingandapplyingbestpracticesforstudentlearning.
• Candidatesapplyhumandevelopmenttheory,provenlearningandmotivationaltheories,andconcernfordiversitytothelearningprocess.
• Candidatesdemonstrateanunderstandingofhowtouseappropriateresearchstrategiestopromoteanenvironmentforimprovedstudentachievement.
2.4DesignComprehensiveProfessionalGrowthPlans
• Candidatesdesignanddemonstrateanabilitytoimplementwell‐planned,context‐appropriateprofessionaldevelopmentprogramsbasedonreflectivepracticeandresearchonstudentlearningconsistentwiththeschoolvisionandgoals.
• Candidatesdemonstratetheabilitytousestrategiessuchasobservations,collaborativereflection,andadultlearningstrategiestoformcomprehensiveprofessionalgrowthplanswithteachersandotherschoolpersonnel.
• Candidatesdevelopandimplementpersonalprofessionalgrowthplansthatreflectacommitmenttolife‐longlearning.
Standard3‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbymanagingtheorganization,operations,andresourcesinawaythatpromotesasafe,efficient,andeffectivelearningenvironment.
Elements Indicators
3.1ManagetheOrganization • Candidatesdemonstratetheabilitytooptimizethelearningenvironmentforallstudentsbyapplyingappropriatemodelsandprinciplesoforganizationaldevelopmentandmanagement,includingresearchanddatadrivendecisionmakingwithattentiontoindicatorsofequity,effectiveness,andefficiency.
• Candidatesdevelopplansofactionforfocusingoneffectiveorganizationandmanagementoffiscal,human,andmaterialresources,givingprioritytostudentlearning,safety,curriculum,andinstruction.
• Candidatesdemonstrateanabilitytomanagetimeeffectivelyanddeployfinancialandhumanresourcesinwaysthatpromotestudentachievement.
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3.2ManageOperations • Candidatesdemonstratetheabilitytoinvolvestaffinconductingoperationsandsettingprioritiesusingappropriateandeffectiveneedsassessment,research‐baseddata,andgroupprocessskillstobuildconsensus,communicate,andresolveconflictsinordertoalignresourceswiththeorganizationalvision.
• Candidatesdevelopcommunicationsplansforstaffthatincludesopportunitiesforstafftodeveloptheirfamilyandcommunitycollaborationskills.
• Candidatesdemonstrateanunderstandingofhowtoapplylegalprinciplestopromoteeducationalequityandprovidesafe,effective,andefficientfacilities.
3.3ManageResources • Candidatesuseproblem‐solvingskillsandknowledgeofstrategic,long‐range,andoperationalplanning(includingapplicationsoftechnology)intheeffective,legal,andequitableuseoffiscal,human,andmaterialresourceallocationandalignmentthatfocusesonteachingandlearning.
• Candidatescreativelyseeknewresourcestofacilitatelearning.• Candidatesapplyandassesscurrenttechnologiesforschoolmanagement,
businessprocedures,andscheduling.
Standard4‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbycollaboratingwithfamiliesandothercommunitymembers,respondingtodiversecommunityinterestsandneeds,andmobilizingcommunityresources.
Elements Indicators
4.1CollaboratewithFamiliesandOtherCommunityMembers
• Candidatesdemonstrateanabilitytobringtogethertheresourcesoffamilymembersandthecommunitytopositivelyaffectstudentlearning.
• Candidatesdemonstrateanabilitytoinvolvefamiliesintheeducationoftheirchildrenbasedonthebeliefthatfamilieshavethebestinterestsoftheirchildreninmind.
• Candidatesdemonstratetheabilitytousepublicinformationandresearch‐basedknowledgeofissuesandtrendstocollaboratewithfamiliesandcommunitymembers.
• Candidatesapplyanunderstandingofcommunityrelationsmodels,marketingstrategiesandprocesses,data‐baseddecisionmaking,andcommunicationstheorytocreateframeworksforschool,family,business,community,government,andhighereducationpartnerships.
• Candidatesdevelopvariousmethodsofoutreachaimedatbusiness,religious,political,andserviceorganizations.
• Candidatesdemonstratetheabilitytoinvolvefamiliesandotherstakeholdersinschooldecision‐makingprocesses,reflectinganunderstandingthatschoolsareanintegralpartofthelargercommunity.
• Candidatesdemonstratetheabilitytocollaboratewithcommunityagenciestointegratehealth,social,andotherservices.
• Candidatesdevelopacomprehensiveprogramofcommunityrelationsanddemonstratetheabilitytoworkwiththemedia.
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4.2RespondtoCommunityInterestsandNeeds
• Candidatesdemonstrateactiveinvolvementwithinthecommunity,includinginteractionswithindividualsandgroupswithconflictingperspectives.
• Candidatesdemonstratetheabilitytouseappropriateassessmentstrategiesandresearchmethodstounderstandandaccommodatediverseschoolandcommunityconditionsanddynamics.
• Candidatesprovideleadershiptoprogramsservingstudentswithspecialandexceptionalneeds.
• Candidatesdemonstratetheabilitytocapitalizeonthediversity(cultural,ethnic,racial,economic,andspecialinterestgroups)oftheschoolcommunitytoimproveschoolprogramsandmeetthediverseneedsofallstudents.
4.3MobilizeCommunityResources
• Candidatesdemonstrateanunderstandingofandabilitytousecommunityresources,includingyouthservices,tosupportstudentachievement,solveschoolproblems,andachieveschoolgoals.
• Candidatesdemonstratehowtouseschoolresourcesandsocialserviceagenciestoservethecommunity.
• Candidatesdemonstrateanunderstandingofwaystousepublicresourcesandfundsappropriatelyandeffectivelytoencouragecommunitiestoprovidenewresourcestoaddressemergingstudentproblems.
Standard5‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyactingwithintegrity,fairly,andinanethicalmanner.
Elements Indicators
5.1ActswithIntegrity • Candidatesdemonstratearespectfortherightsofotherswithregardtoconfidentialityanddignityandengageinhonestinteractions.
5.2ActsFairly • Candidatesdemonstratetheabilitytocombineimpartiality,sensitivitytostudentdiversity,andethicalconsiderationsintheirinteractionswithothers.
5.3ActsEthically • Candidatesmakeandexplaindecisionsbaseduponethicalandlegalprinciples.
Standard6‐Candidateswhocompletetheprogramareeducationalleaderswhohavetheknowledgeandabilitytopromotethesuccessofallstudentsbyunderstanding,respondingto,andinfluencingthelargerpolitical,social,economic,legal,andculturalcontext.
Elements Indicators
6.1UnderstandtheLargerContext
• Candidatesactasinformedconsumersofeducationaltheoryandconceptsappropriatetoschoolcontextandcandemonstratetheabilitytoapplyappropriateresearchmethodstoaschoolcontext.
• Candidatesdemonstratetheabilitytoexplainhowthelegalandpoliticalsystemsandinstitutionalframeworkofschoolshaveshapedaschoolandcommunity,aswellastheopportunitiesavailabletochildrenandfamiliesinaparticularschool.
• Candidatesdemonstratetheabilitytoanalyzethecomplexcausesofpovertyandotherdisadvantagesandtheireffectsonfamilies,communities,children,andlearning.
• Candidatesdemonstrateanunderstandingofthepolicies,laws,andregulationsenactedbylocal,state,andfederalauthoritiesthataffectschools,especiallythosethatmightimproveeducationalandsocialopportunities.
• Candidatesdemonstratetheabilitytodescribetheeconomicfactorsshapingalocalcommunityandtheeffectseconomicfactorshaveonlocalschools.
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• Candidatesdemonstratetheabilitytoanalyzeanddescribetheculturaldiversityinaschoolcommunity.
• Candidatescandescribecommunitynormsandvaluesandhowtheyrelatetotheroleoftheschoolinpromotingsocialjustice.
• Candidatesdemonstratetheabilitytoexplainvarioustheoriesofchangeandconflictresolutionandtheappropriateapplicationofthosemodelstospecificcommunities.
6.2RespondtotheLargerContext
• Candidatesdemonstratetheabilitytocommunicatewithmembersofaschoolcommunityconcerningtrends,issues,andpotentialchangesintheenvironmentinwhichtheschooloperates,includingmaintenanceofanongoingdialoguewithrepresentativesofdiversecommunitygroups.
6.3InfluencetheLargerContext
• Candidatesdemonstratetheabilitytoengagestudents,parents,andothermembersofthecommunityinadvocatingforadoptionofimprovedpoliciesandlaws.
• Candidatesapplytheirunderstandingofthelargerpolitical,social,economic,legal,andculturalcontexttodevelopactivitiesandpoliciesthatbenefitstudentsandtheirfamilies.
• Candidatesadvocateforpoliciesandprogramsthatpromoteequitablelearningopportunitiesandsuccessforallstudents,regardlessofsocioeconomicbackground,ethnicity,gender,disability,orotherindividualcharacteristics.
Standard7‐TheinternshipprovidessignificantopportunitiesforcandidatestosynthesizeandapplytheknowledgeandpracticeanddeveloptheskillsidentifiedinStandards1‐6throughsubstantial,sustained,standards‐basedworkinrealsettings,plannedandguidedcooperativelybytheinstitutionandschooldistrictpersonnelforgraduatecredit.
Elements
Indicators7.1Substantial • Candidatesdemonstratetheabilitytoacceptgenuineresponsibilityfor
leading,facilitating,andmakingdecisionstypicalofthosemadebyeducationalleaders.
• Theexperience(s)shouldprovideinternswithsubstantialresponsibilitiesthatincreaseovertimeinamountandcomplexityandinvolvedirectinteractionandinvolvementwithstaff,students,parents,andcommunityleaders.
• Eachcandidateshouldhaveaminimumofsixmonths(orequivalent,seenotebelow)offulltimeinternshipexperience.
7.2Sustained • Candidatesparticipateinplannedinternactivitiesduringtheentirecourseoftheprogram,includinganextendedperiodoftimeneartheconclusionoftheprogramtoallowforcandidateapplicationofknowledgeandskillsonafull‐timebasis.
7.3Standards‐based • Candidatesapplyskillsandknowledgearticulatedinthesestandardsaswellasstateandlocalstandardsforeducationalleaders.
• Experiencesaredesignedtoaccommodatecandidates’individualneeds.7.4RealSettings • Candidates’experiencesoccurinmultiplesettingsthatallowforthe
demonstrationofawiderangeofrelevantknowledgeandskills.• Candidates’experiencesincludeworkwithappropriatecommunityorganizationssuchassocialservicegroupsandlocalbusinesses.
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7.5PlannedandGuidedCooperatively
• Candidates’experiencesareplannedcooperativelybytheindividual,thesitesupervisor,andinstitutionpersonneltoprovideinclusionofappropriateopportunitiestoapplyskills,knowledge,andresearchcontainedinthestandards.
• Thethreeindividualsworktogethertomeetcandidateandprogramneeds.• Mentorsareprovidedtrainingtoguidethecandidateduringtheinternexperience.
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ElementaryEducationInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofElementaryEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007StandardsoftheAssociationforChildhoodEducationInternationalforthepreparationofElementarySchoolTeachers.
Standard1–Development,LearningandMotivation
Description Indicators
Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearningopportunitiesthatsupportindividualstudents’development,acquisitionofknowledge,andmotivation.
Candidatesforelementaryteachingbasetheirteachingandrelatedprofessionalresponsibilitiesonathoroughunderstandingofdevelopmentalperiodsofchildhoodandearlyadolescence.Incurriculumplanning,instruction,andassessmentofstudentlearning,candidates:• Consider,accommodate,andintegratethephysical,social,emotional,cognitive,andlinguisticdevelopmentalcharacteristicsofchildrenandyoungadolescents.
• Drawupondevelopmentalknowledgetoplancurriculumthatisachievablebutalsochallengingforchildrenatvariousdevelopmentallevels.
• Drawuponanin‐depthknowledgeofchildandyoungadolescentdevelopmentandlearningtounderstandstudents'abilities,interests,individualaspirations,andvalues.
• Adaptcurriculumandteachingtomotivateandsupportstudentlearninganddevelopment.
• Understandthatthewaysinwhichculturesandsocialgroupsdifferareimportantandaffectlearning.
• Recognizewhenanindividualstudent’sdevelopmentdiffersfromtypicaldevelopmentalpatternsandcollaboratewithspecialiststoplanandimplementappropriatelearningexperiencesthataddressindividualneeds.
• Knowthatallchildrencanlearnwhendevelopmentalfactorsarerecognized,respected,andaccommodatedanddemonstratethatknowledgeintheirpractice.
• Considerdiversityanassetandrespondpositivelytoit.
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Standard2‐Curriculum
Description Indicators
Standard2.1Reading,Writing,andOralLanguageCandidatesdemonstrateahighlevelofcompetenceinuseofEnglishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,toteachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheirdevelopingskillstomanydifferentsituations,materials,andideas.
CandidatesareadeptatteachingthefundamentalsoftheEnglishLanguageArts.Candidates:• ModeleffectiveuseofEnglish,includingitssyntax,lexicon,history,varieties,literature,andoralandwrittencomposingprocesses.
• Understandhowelementarychildrendevelopandlearntoread,write,speak,view,andlisteneffectively.
• Usetheirknowledgeandunderstandingoflanguage,firstandsecondlanguagedevelopment,andthelanguageartstodesigninstructionalprogramsandstrategiesthatbuildonstudents'experiencesandexistinglanguageskillsandresultintheirstudentsbecomingcompetent,effectiveusersoflanguage.
• Teachstudentstoreadcompetentlyandencouragestudents'enjoymentofreadingthroughmultipleinstructionalstrategies,technologies,andavarietyoflanguageactivities.
• Teachchildrentoreadwithabalancedinstructionalprogramthatincludesanemphasisonuseofletter/soundrelationships(phonics),context(semanticandsyntactic),andtextthathasmeaningforstudents.
• Teachstudentsavarietyofstrategiestomonitortheirownreadingcomprehension.
• Arealsofamiliarwith,abletouse,andrecommendtostudentsmanyreadingmaterialsbasedondifferenttopics,themes,andavarietyofsituationsandconsistingofdifferenttypes,includingstories,poems,biography,non‐fiction,manycategoriesofliteraturewrittenforchildren,andtextsfromvarioussubjectareas.
• Encourageelementarystudents’understandingoftheirindividualresponsestowhattheyreadandsharingthoseresponses.
• Helpstudentsthinkcriticallyaboutwhattheyread.• Providebothinstructioninandopportunitiesforelementarystudentstodevelopeffectivewritingandspeakingskillssothattheycancommunicatetheirknowledge,ideas,understanding,insights,feelings,andexperiencestootherstudentsandtoparents,teachers,andotheradults.
• Providetheirstudentswithmanydifferentwritingandspeakingexperiencesinordertoteachtheskillsofwritingandspeaking.
• Enablestudentstoexploretheusesofdifferenttypesofwritingandspeakingwithdifferentaudiencesandindifferentsituations.
• Helpstudentsdeveloptheircapacitiestolistensothattheyunderstand,consider,respondto,anddiscussspokenmaterial,includingnon‐fiction,stories,andpoems.
• Knowwhatpreconceptions,errorpatterns,andmisconceptionstheymayexpecttofindinstudents'understandingofhowlanguagefunctionsincommunication,andtheyareabletohelpstudentscorrecttheirmisunderstandingsofthedevelopmentandusesoflanguage.
• Useformativeandsummativeassessmenttodeterminethelevelofstudents'competenceintheirunderstandingofanduseoflanguage.
• Usetheresultsofsuchassessmenttoplanfurtherinstruction.
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2.2ScienceCandidatesknow,understand,andusefundamentalconceptsofphysical,life,andearth/spacesciences.Candidatescandesignandimplementage‐appropriateinquirylessonstoteachscience,tobuildstudentunderstandingforpersonalandsocialapplications,andtoconveythenatureofscience.
Candidateshaveabroadgeneralunderstandingofscienceandtheyteachelementarystudentsthenatureofscience,andthecontentandfundamentalsofphysical,life,earthandspacesciences,andtheirinterrelationships.Candidates:• Arefamiliarwith,andteach,themajorconceptsandprinciplesthatunifyallscientificeffortandthatareusedineachofthesciencedisciplines:(1)systems,order,andorganization;(2)evidence,models,andexplanation;(3)change,constancy,andmeasurement;(4)evolutionandequilibrium;and(5)formandfunction.
• Engageelementarystudentsinthescienceinquiryprocessthatinvolvesaskingquestions,planningandconductinginvestigations,usingappropriatetoolsandtechniquestogatherdata,thinkingcriticallyandlogicallyaboutrelationshipsbetweenevidenceandexplanations,constructingandanalyzingalternativeexplanations,andcommunicatingscientificargumentsandexplanations.
• Introducestudentstounderstandingsaboutscienceandtechnologyandtodistinctionsbetweennaturalobjectsandobjectsmadebyhumansbycreatingexperiencesinmakingmodelsofusefulthings,andbydevelopingstudents’abilitiestoidentifyandcommunicateaproblem,andtodesign,implement,andevaluateasolution.
• Knownaivetheoriesandmisconceptionsmostchildrenhaveaboutscientificandtechnologicalphenomenaandhelpchildrenbuildunderstanding.
• Understandtheuseofassessmentthroughdiversedata‐collectionmethodsaswaystoinformtheirteachingandtohelpstudentslearnscientificinquiry,scientificunderstandingofthenaturalworld,andthenatureandutilityofscience.
2.3MathematicsCandidatesknow,understand,andusethemajorconceptsandproceduresthatdefinenumberandoperations,algebra,geometry,measurement,anddataanalysisandprobability.Indoingsotheyconsistentlyengageproblemsolving,reasoningandproof,communication,connections,andrepresentation.
Candidatesareabletoteachelementarystudentstoexplore,conjecture,andreasonlogicallyusingvariousmethodsofproof;tosolvenon‐routineproblems;tocommunicateaboutandthroughmathematicsbywritingandorallyusingeverydaylanguageandmathematicallanguage,includingsymbols;torepresentmathematicalsituationsandrelationships;andtoconnectideaswithinmathematicsandbetweenmathematicsandotherintellectualactivity.Candidates:• Helpstudentsunderstandandusemeasurementsystems(includingtime,money,temperature,twoandthreedimensionalobjectsusingnon‐standardandstandardcustomaryandmetricunits);explorepre‐numerationconcepts,wholenumbers,fractions,decimals,percentsandtheirrelationships;applythefourbasicoperations(addition,subtraction,multiplication,anddivision)withsymbolsandvariablestosolveproblemsandtomodel,explain,anddevelopcomputationalalgorithms;usegeometricconceptsandrelationshipstodescribeandmodelmathematicalideasandreal‐worldconstructs;formulatequestions,andcollect,organize,represent,analyze,andinterpretdatabyuseoftables,graphs,andcharts.
• Helpelementarystudentsidentifyandapplynumbersequencesandproportionalreasoning,predictoutcomesandconductexperimentstotestpredictionsinreal‐worldsituations;computefluently;makeestimationsandcheckthereasonablenessofresults;selectanduse
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appropriateproblem‐solvingtools,includingmentalarithmetic,pencil‐and‐papercomputation,avarietyofmanipulativeandvisualmaterials,calculators,computers,electronicinformationresources,andavarietyofotherappropriatetechnologiestosupportthelearningofmathematics.
• Knowandareabletohelpstudentsunderstandthehistoryofmathematicsandcontributionsofdiverseculturestothathistory.
• Knowwhatmathematicalpreconceptions,misconceptions,anderrorpatternstolookforinelementarystudentworkasabasistoimproveunderstandingandconstructappropriatelearningexperiencesandassessments.
2.4SocialstudiesCandidatesknow,understand,andusemajorconceptsandmodesofinquiryfromthesocialstudies—theintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareas—topromoteelementarystudents’abilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyandinterdependentworld.
Thesocialstudiesincludehistory,geography,thesocialsciences(suchasanthropology,archaeology,economics,politicalscience,psychology,andsociology)andotherrelatedareas(suchashumanities,law,philosophy,religion,mathematics,scienceandtechnology).Candidatesareableto:• Useknowledge,skills,anddispositionsfromsocialstudiestoorganizeandprovideintegratedinstructioningradesK‐6forthestudyofmajorthemes,conceptsandmodesofinquirydrawnfromacademicfieldsthataddress:(1)culture;(2)time,continuity,andchange;(3)people,places,andenvironment;(4)individualdevelopmentandidentity;(5)individuals,groups,andinstitutions;(6)power,governance,andauthority;(7)production,distribution,andconsumption;(8)science,technology,andsociety;(9)globalconnections;and(10)civicidealsandpractices.
• Usetheirknowledgeofsocialstudiestohelpstudentslearnaboutacademicfieldsofknowledge,aswellasmajorthemesthatintegrateknowledgeacrossacademicfields.
• Developexperiencestohelpelementarystudentslearnaboutthehistoricaldevelopmentofdemocraticvalues;thebasicprinciplesofgovernmentandcitizenshipinademocraticrepublic;thepast,present,andfuture;spatialrelations;thedevelopmentofnations,institutions,economicsystems,culture,andculturaldiversity;theinfluencesofbeliefsystems;andthehumanities
• Helpstudentsread,write,listen,discuss,speak,andresearchtobuildbackgroundknowledge;examineavarietyofsources(e.g.,primaryandsecondarysources,maps,statisticaldata,andelectronictechnology‐basedinformation);acquireandmanipulatedata;analyzepointsofview;formulatewell‐supportedoralandwrittenarguments,policies,andpositions;constructnewknowledgeandapplyknowledgeinnewsettings.
• Useformativeandsummativeassessmentsinplanningandimplementinginstruction.
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2.5TheArtsCandidatesknow,understand,anduse—asappropriatetotheirownunderstandingandskills—thecontent,functions,andachievementsoftheperformingarts(dance,music,theater)andthevisualartsasprimarymediaforcommunication,inquiry,andengagementamongelementarystudents.
Candidatesunderstanddistinctionsandconnectionsbetweenartsstudyandartsexperiences.Candidates:• Recognizethatartsinstructionmustbesequential.• Encouragethekindofstudyandactiveparticipationthatleadstocompetenceandappreciation.
• Workalone,withartsspecialistteachers,and/orwithotherqualifiedartsprofessionalsenablingstudentsto:1. communicateatabasiclevelinthefourartsdisciplines‐‐dance,
music,theater,andthevisualarts‐‐includingknowledgeandskillsintheuseofbasicvocabularies,materials,traditionalandtechnology‐basedtools,techniques,andthinkingprocessesofeachartsdiscipline;
2. developandpresentbasicanalysesofworksofartfromstructural,historical,andculturalperspectives;
3. haveaninformedacquaintancewithexemplaryworksofartfromavarietyofculturesandhistoricalperiods;and
4. relatebasictypesofartsknowledgeandskillswithinandacrosstheartsdisciplines,andtomakeconnectionswithotherdisciplines.
• Understandthatstudentcompetenceatabasiclevelservesasthefoundationformoreadvancedwork.
• Understandthattherearemanyroutestocompetence,thatelementarystudentsmayworkindifferentartsatdifferenttimes,thattheirstudymaytakeavarietyofapproaches,andthattheirabilitiesmaydevelopatdifferentrates.
2.6HealtheducationCandidatesknow,understand,andusethemajorconceptsinthesubjectmatterofhealtheducationtocreateopportunitiesforstudentdevelopmentandpracticeofskillsthatcontributetogoodhealth.
Candidatesunderstandthefoundationsofgoodhealth,includingthestructureandfunctionofthebodyanditssystemsandtheimportanceofphysicalfitnessandsoundnutrition.Candidates:• Helpstudentsunderstandthebenefitsofahealthylifestyleforthemselvesandothersaswellasthedangersofdiseasesandactivitiesthatmaycontributetodisease.
• Arealerttomajorhealthissuesconcerningchildrenandthesocialforcesthataffectthem,andoftheneedtoimpartinformationontheseissuessensitively.
• Addressissuesinwaysthathelpstudentsrecognizepotentiallydangeroussituations,clarifymisconceptions,andfindreliablesourcesofinformation.
2.7PhysicaleducationCandidatesknow,understand,anduse—asappropriatetotheirownunderstandingandskills—humanmovementandphysicalactivityascentralelementstofosteractive,healthylifestylesandenhancedqualityoflifeforelementarystudents.
Candidatesunderstandphysicaleducationcontentrelevanttothedevelopmentofphysicallyeducatedindividuals.Candidates:• Structurelearningactivitiestoensurethatstudentsdemonstratecompetenceinmanymovementforms,andcanapplymovementconceptsandprinciplestothelearninganddevelopmentofmotorskills.
• Knowthatphysicalinactivityisamajorhealthriskfactorinoursocietyandrecognizethecriticalimportanceofphysicallyactivelifestylesforallstudents.
• Helpstudentsdevelopknowledgeandskillsnecessarytoachieveandmaintainahealth‐enhancinglevelofphysicalfitness.
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• Appreciatetheintrinsicvaluesandbenefitsassociatedwithphysicalactivity.
• Areabletostructuremovementexperiencesthatfosteropportunitiesforenjoyment,challenge,self‐expression,andsocialinteraction,andthatelicitresponsiblepersonalandsocialbehaviorandrespectforindividualdifferencesamongpeopleinphysicalactivity.
Standard3‐InstructionDescription Indicators
3.1IntegratingandapplyingknowledgeforinstructionCandidatesplanandimplementinstructionbasedonknowledgeofstudents,learningtheory,connectionsacrossthecurriculum,curriculargoals,andcommunity.
Candidatesunderstandlearningtheorysubjectstaughtinelementaryschools,curriculumdevelopment,andstudentdevelopmentandknowhowtousethisunderstandinginplanninginstructiontomeetcurriculumgoalswhilemakingconnectionsacrossthedisciplines.Candidates:• Areabletomotivatestudentstoappreciateandbeengagedinthe
subjectmatter.• Selectandcreatelearningexperiencesthatareappropriatefor
curriculumgoals,meaningfultoelementarystudents,andbaseduponprinciplesofeffectiveteaching(e.g.thatactivatestudents'priorknowledge,anticipatepreconceptions,encourageexplorationandproblem‐solving,andbuildnewskillsonthosepreviouslyacquired).
• Useavarietyofresources,includingtechnologyandtextbooks,andlookbeyondtheirclassroomtodeterminehownumerousinformationresourcesinbothprintandelectronicformmightbenefittheirstudents.
• Understandanduseappropriatetechnologytohelpstudentsbecomecapabletechnologyusersthroughcommunication;throughaccess,management,analysisandproblemsolvingwithinformation;andthroughcollaborativeandself‐directedlearning.
• Collaboratewithspecialiststopromotelearninginallareasofthecurriculumforallelementarystudents.
3.2AdaptationtodiversestudentsCandidatesunderstandhowelementarystudentsdifferintheirdevelopmentandapproachestolearning,andcreateinstructionalopportunitiesthatareadaptedtodiversestudents;
Candidatesunderstandandcanidentifydifferencesinapproachestolearningandperformance,includingdifferentlearningstylesandwaysstudentsdemonstratelearning.Candidates:• Understandhowelementarystudents'learningisinfluencedby
individualexperiences,talents,disabilities,andpriorlearning,aswellaslanguage,culture,family,andcommunityvalues.
• Candidatesknowhowtoseekassistanceandguidancefromspecialistsandotherresourcestoaddresselementarystudents’exceptionallearningneedsandunderstandtheimportanceofcollaborationwithspecialistsandfamilies.
• IdentifyanddesigninstructionappropriatetoK‐6students'levelsofdevelopment,learningstyles,strengths,andneeds,usingteachingapproachesthataresensitivetothemultipleexperiencesofstudents.
• Planinstructionaltasksandactivitiesappropriatetotheneedsofstudentswhoareculturallydiverseandthosewithexceptionallearningneedsinelementaryschools.
• Areabletoapplyknowledgeoftherichnessofcontributionsfromdiverseculturestoeachcontentareastudiedbyelementarystudents.
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3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyofteachingstrategiesthatencourageelementarystudents’developmentofcriticalthinkingandproblemsolving.
Candidatesunderstandcognitiveprocessesassociatedwithvariouskindsoflearningandhowtheseprocessescanbestimulated.Candidates:• Understandprinciplesandtechniques,advantagesandlimitations,
associatedwithappropriateteachingstrategies(e.g.cooperativelearning,directinstruction,inquiry,wholegroupdiscussion,independentstudy,interdisciplinaryinstruction).
• Knowhowtoenhancelearningthroughuseofawidevarietyofmaterialsaswellascollaborationwithspecialists,othercolleagues,andtechnologicalresources,andthroughmultipleteachingandlearningstrategiesthatwillpromotedevelopmentofcriticalthinking,problemsolving,andperformancecapabilities.
3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualandgroupmotivationandbehavioramongstudentsattheK‐6leveltofosteractiveengagementinlearning,selfmotivation,andpositivesocialinteractionandtocreatesupportivelearningenvironments;
Teachercandidatesunderstandprinciplesofeffectiveclassroommanagementaswellashumanmotivationandbehaviorfromthefoundationalsciencesofpsychology,anthropology,andsociology.Candidates:• Usearangeofstrategiesandcancollaboratewithspecialiststo
promotepositiverelationships,cooperation,conflictresolution,andpurposefullearningintheclassroom.
• Createlearningcommunitiesinwhichelementarystudentsassumeresponsibilityforthemselvesandoneanother,participateindecisionmaking,workcollaborativelyandindependently,andengageinpurposefullearningactivities.
• Understandanduseappropriateandeffectiveinterpersonalandsmallgroupcommunicationtechniquestocreateaneffectivelearningenvironment.
3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingofeffectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportiveinteractionintheelementaryclassroom.
Candidatesunderstandcommunicationtheory,languagedevelopment,andtheroleoflanguageinlearningamongelementarystudents,andtheyalsounderstandhowculturalandgenderdifferencescanaffectcommunicationintheclassroom.Candidates:• Modeleffectivecommunicationstrategiesinconveyingideasand
informationaskingquestions(e.g.monitoringtheeffectsofmessagesrestatingideasanddrawingconnections;usingvisual,aural,andkinestheticcues;beingsensitivetononverbalcuesgivenandreceived).
• Useoralandwrittendiscoursebetweenthemselvesandtheirstudents,andamongstudents,todevelopandextendelementarystudents'understandingofsubjectmatter.
• Knowhowtouseavarietyofmediacommunicationtools,includingaudio‐visualaidsandcomputer‐basedtechnologies,toenrichlearningopportunities.
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Standard4‐Assessment
Description Indicators
4.0AssessmentforInstructionCandidatesknow,understand,anduseformalandinformalassessmentstrategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,andphysicaldevelopmentofeachelementarystudent.
Candidatesknowthatassessmentisanessentialandintegralpartofinstruction.Itdefinesthebeginningpoint;helpsidentifyobjectives,materialsandeffectiveteachingmethodsortechniques;andinformstheneedtore‐teachoradaptinstruction.Candidates:• Understandthecharacteristics,uses,advantages,andlimitationsofdifferenttypesofassessmentappropriateforevaluatinghowK‐6studentslearn,whattheyknow,andwhattheyareabletodoineachsubjectarea.
• Recognizethatmanydifferentassessmenttoolsandstrategies,accuratelyandsystematicallyused,arenecessaryformonitoringandpromotinglearningforeachstudent.
• Appropriatelyuseavarietyofformalandinformalassessmenttechniques(e.g.observation,portfoliosofelementarystudentwork,teacher‐madetests,performancetasks,projects,studentself‐assessments,peerassessment,andstandardizedtests)toenhancetheirknowledgeofindividualstudents,evaluatestudents'progressandperformances,modifyteachingandlearningstrategies,andcollaboratewithspecialistsonaccommodatingtheneedsofstudentswithexceptionalities.
• Useformativeandsummativeassessmentstodeterminestudentunderstandingofeachsubjectareaandtakecaretoalignassessmentswithinstructionalpractice.
• Areawarethattechnologycanfacilitateappropriateformsofassessmentandprovideevidenceacrossmultipledimensionsofstudentperformance.
• Usetechnologytoimprovetheefficiencyandeffectivenessofassessmentprocessesandinmanagementofinstruction.
• Monitortheirownteachingstrategiesandbehaviorinrelationtostudentsuccess,modifyingplansandinstructionalapproachesaccordingly.
Standard5‐Professionalism
Description Indicators
5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheirpracticeinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearning;theycontinuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsinthelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.
Whilesynthesisofknowledgeisalifetimeprocessforaprofessional,bytheendofteacherpreparation,candidatesreadytoentertheclassroomaselementarygeneralistteachersshouldbe:
• Workingindependentlyonavarietyofdisciplinaryandpedagogicalproblemsandresponsibilitiesbycombiningasappropriatetheirknowledgeandskillsin(a)childdevelopment;(b)Englishlanguagearts,science,mathematics,socialstudies,thearts,healthandphysicaleducation,(c)instructionaltechniqueandlearningtechnologies,and(d)assessment.
• Focusinganddefendingindependentanalysesandvaluejudgmentsaboutdisciplinarycontentandteachingmethodologies,theirvariouspotentialrelationships,andtheirapplicationstospecificcircumstances.
• Acquiringtheintellectualtoolstoworkwithevolvingissuesand
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conditionsastimeandsituationschange,includingtheabilitytomakewisedecisionsaccordingtotime,place,andpopulation.
• Identifying,accessing,andusingtechnology‐basedresourcesinsupportoftheircontinuingprofessionaldevelopment.
• Demonstratingawarenessofandcommitmenttotheprofession'scodesofethicalconduct.
• Understandingbasicinterrelationshipsandinterdependenciesamongthevariousprofessionsandactivitiesthatconstitutethedisciplines,content,andprocessesofelementaryeducation.
Candidatesknowmajorareasofresearchonteachingandofresourcesavailableforprofessionallearning(e.g.professionalliterature,colleagues,professionalassociations,professionaldevelopmentactivities).Theyuseclassroomobservation,informationaboutstudents,andresearchassourcesforevaluatingtheoutcomesofteachingandlearningandasabasisforexperimentingwith,reflectingon,andrevisingpractice.
5.2Collaborationwithfamilies,colleagues,andcommunityagenciesCandidatesknowtheimportanceofestablishingandmaintainingapositivecollaborativerelationshipwithfamilies,schoolcolleagues,andagenciesinthelargercommunitytopromotetheintellectual,social,emotional,physicalgrowthandwell‐beingofchildren.
Candidatesunderstanddifferentfamilybeliefs,traditions,values,andpracticesacrossculturesandwithinsocietyandusetheirknowledgeeffectively.Candidates:• Involvefamiliesaspartnersinsupportingtheschoolbothinsidean
outsidetheclassrooms.• Involvefamiliesinassessingandplanningforindividualchildren,
includingchildrenwithdisabilities,developmentaldelays,orspecialabilities.
• Understandschoolsasorganizationswithinthelargercommunitycontextandtheoperationsofrelevantaspectsofthesystemsinwhichtheywork.
• Understandhowfactorsintheelementarystudents'environmentsoutsideofschoolmayinfluencethestudents'cognitive,emotional,social,andphysicalwellbeingand,consequently,theirlivesandlearning.
• Participateincollegialactivitiesdesignedtomaketheentireschoolaproductivelearningenvironmentanddevelopeffectivecollaborationswithspecialists.
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EnglishasaSecondLanguage(ESL)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofEnglishasaSecondLanguageshallberequiredtodemonstratethattheirprogramsmeetthefollowingstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsofTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)forthepreparationofteachersofEnglishasaSecondLanguage.
Standard1:LanguageCandidatesknow,understand,andusethemajorconcepts,theories,andresearchrelatedtothenatureandacquisitionoflanguagetoconstructlearningenvironmentsthatsupportESOLstudents’languageandliteracydevelopmentandcontentareaachievement.
Elements Indicators
Standard1.a.DescribingLanguageCandidatesdemonstrateunderstandingoflanguageasasystemanddemonstrateahighlevelofcompetenceinhelpingESOLstudentsacquireanduseEnglishinlistening,speaking,reading,andwritingforsocialandacademicpurposes.
Candidates:• Applyknowledgeofphonology(thesoundsystem)tohelpESOLstudentsdeveloporal,reading,andwriting(includingspelling)skillsinEnglish.
• Applyknowledgeofmorphology(thestructureofwords)toassistESOLstudents’developmentoforalandliteracyskillsinEnglish.
• Applyknowledgeofsyntax(phraseandsentencestructure)toassistESOLstudentsindevelopingwrittenandspokenEnglish.
• Applyunderstandingofsemantics(word/sentencemeaning)toassistESOLstudentsinacquiringandproductivelyusingawiderangeofvocabularyinEnglish.
• Applyknowledgeofpragmatics(theeffectofcontextonlanguage)tohelpESOLstudentscommunicateeffectivelyanduseEnglishappropriatelyforavarietyofpurposesinspokenandwrittenlanguage,andinformalandinformalsettings.
• DemonstrateabilitytohelpESOLstudentsdevelopsocialandacademiclanguageskillsinEnglish.
• DemonstrateabilitytohelpESOLstudentsacquirearangeofgenres,rhetoricalanddiscoursestructures,andwritingconventionsinEnglish.
• DemonstrateunderstandingofthenatureandvalueofWorldEnglishanddialectvariation,andbuildonthelanguagethatESOLstudentsbringinordertoextendtheirlinguisticrepertoire.
• LocateanduselinguisticresourcestolearnaboutthestructureofEnglishandofstudents’homelanguages.
• DemonstrateproficiencyinEnglishandserveasagoodlanguagemodelforESOLstudents.
Standard1.b.LanguageAcquisitionandDevelopmentCandidatesunderstandandapplyconcepts,theories,research,andpracticetofacilitatetheacquisitionofaprimaryandanewlanguageinandoutofclassroomsettings.
Candidates:• ProviderichexposuretoEnglish.• Providecomprehensibleinputandscaffolding.• Provideopportunitiesformeaningfulinteraction.• Createasecure,positive,andmotivatinglearningenvironment.• Understandandapplycurrenttheoriesandresearchinlanguageandliteracydevelopment.
• RecognizeandbuildontheprocessesandstagesofEnglishlanguageandliteracydevelopment.
• RecognizetheimportanceofESOLstudents’homelanguagesandlanguagevarietiesandbuildontheseskillsasafoundationforlearning
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English.• Understandandapplyknowledgeofsocio‐culturalandpoliticalvariablestofacilitatetheprocessoflearningEnglish.
• UnderstandandapplyknowledgeoftheroleofindividuallearnervariablesintheprocessoflearningEnglish.
• Provideappropriateinstructionandfeedback.• HelpESOLstudentstocommunicateinsociallyandculturallyappropriateways.
• HelpESOLstudentsdevelopacademiclanguageproficiency.• HelpESOLstudentsdevelopeffectivelanguagelearningstrategies.
Standard2:CultureCandidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureandculturalgroupstoconstructlearningenvironmentsthatsupportESOLstudents’culturalidentities,languageandliteracydevelopment,andcontentareaachievement.
Elements Indicators
Standard2.a.NatureandRoleofCulture.Candidatesknow,understand,andusethemajorconcepts,principles,theories,andresearchrelatedtothenatureandroleofcultureinlanguagedevelopmentandacademicachievementthatsupportindividualstudents’learning.
Candidates:• UnderstandandapplyknowledgeaboutculturalvaluesandbeliefsinthecontextofteachingandlearningESL.
• Understandandapplyknowledgeabouttheeffectsofracism,stereotyping,anddiscriminationtoESLteachingandlearning.
• Understandandapplyknowledgeabouthome/schoolcommunicationtoenhanceESLteachingandbuildpartnershipswithESOLfamilies.
• Understandandapplyconceptsabouttheinterrelationshipbetweenlanguageandculture.
Standard2.b.CulturalGroupsandIdentity.Candidatesknow,understand,anduseknowledgeofhowculturalgroupsandstudents’culturalidentitiesaffectlanguagelearningandschoolachievement.
Candidates:• Usearangeofresources,includingtheInternet,tolearnaboutworldculturesandculturesofstudentsintheirclassroomsandapplythatlearningtoinstruction.
• Understandandapplyknowledgeabouthowanindividual’sculturalidentityaffectstheirESLlearningandhowlevelsofculturalidentitywillvarywidelyamongstudents.
• Understandandapplyknowledgeaboutculturalconflictsandhome‐areaeventsthatcanhaveanimpactonESOLstudents’learning.
• Understandandapplyknowledgeabouttheimpactofstudents’socioeconomicstatus,race,religion,class,nationalorigin,disability,andgenderonlearningandteachingESL.
• UnderstandandapplyknowledgeofU.S.immigrationhistoryandpatternsinteachingESL.
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Standard3:Planning,Implementing,andManagingInstructionCandidatesknow,understand,andusestandards‐basedpracticesandstrategiesrelatedtoplanning,implementing,andmanagingESLandcontentinstruction,includingclassroomorganization,teachingstrategiesfordevelopingandintegratinglanguageskills,andchoosingandadaptingclassroomresources.
Elements Indicators
Standard3.a.PlanningforStandards‐BasedESLandContentInstructionCandidatesknow,understand,andapplyconcepts,research,andbestpracticestoplanclassroominstructioninasupportivelearningenvironmentforESOLstudents.CandidatesserveaseffectiveEnglishlanguagemodels,astheyplanformultilevelclassroomswithlearnersfromdiversebackgroundsusingstandards‐basedESLandcontentcurriculum.
Candidates:• Planstandards‐basedESLandcontentinstruction.• Createenvironmentsthatpromotestandardsbasedlanguagelearninginsupportive,acceptingclassroomsandschools.
• Planstudents’learningexperiencesbasedonassessmentoflanguageproficiencyandpriorknowledge.
• Provideforparticularneedsofstudentswithlimitedformalschooling(LFS).
Standard3.b.ManagingandImplementingStandards‐basedESLandContentInstructionCandidatesknow,manage,andimplementavarietyofstandards‐basedteachingstrategiesandtechniquesfordevelopingandintegratingEnglishlistening,speaking,reading,andwriting,andforaccessingthecorecurriculum.CandidatessupportESOLstudentsinaccessingthecorecurriculumastheylearnlanguageandacademiccontenttogether.
Candidates:• Organizelearningaroundstandards‐basedsubjectmatterandlanguagelearningobjectives.
• Incorporateactivities,tasks,andassignmentsthatdevelopauthenticusesoflanguage,asstudentslearnaboutcontent‐areamaterial.
• Provideactivitiesandmaterialsthatintegratelistening,speaking,reading,andwriting.
• Developstudents’listeningskillsforavarietyofacademicandsocialpurposes.
• Developstudents’speakingskillsforavarietyofacademicandsocialpurposes.
• Providestandardsbasedinstructionthatbuildsuponstudents’oralEnglishtosupportlearningtoreadandwrite.
• ProvidestandardsbasedreadinginstructionadaptedtoESOLlearners.• ProvidestandardsbasedwritinginstructionadaptedtoESOLlearners.• Developstudents’writingthrougharangeofactivities,fromsentenceformationtoexpositorywriting.
Standard3.c.UsingResourcesEffectivelyinESLandContentInstructionCandidatesarefamiliarwithawiderangeofstandards‐basedmaterials,resources,andtechnologies,andchoose,adapt,andusethemineffectiveESLandcontentteaching.
Candidates:• Select,adapt,anduseculturallyresponsive,age‐appropriate,andlinguisticallyaccessiblematerials.
• Selectmaterialsandotherresourcesthatareappropriatetostudents’developinglanguageandcontentareaabilities,includingappropriateuseofL1.
• Employanappropriatevarietyofmaterialsforlanguagelearning,includingbooks,visualaids,props,andrealia.
• Useappropriatetechnologicalresourcestoenhancelanguageandcontent‐areainstructionforESOLstudents(e.g.,Web,software,computers,andrelateddevices).
• UsesoftwareandInternetresourceseffectivelyinESLandcontentinstruction.
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Standard4:AssessmentCandidatesunderstandissuesofassessmentandusestandards‐basedassessmentmeasureswithESOLstudents.
Elements Indicators
Standard4.a.IssuesofAssessmentforESLCandidatesunderstandvariousissuesofassessment(e.g.,culturalandlinguisticbias;political,social,andpsychologicalfactors)inassessment,IQ,andspecialeducationtesting(includinggiftedandtalented);theimportanceofstandards;andthedifferencebetweenlanguageproficiencyandothertypesofassessment(e.g.,standardizedachievementtestsofoverallmastery),astheyaffectESOLstudentlearning.
Candidates:• DemonstrateanunderstandingofthepurposesofassessmentastheyrelatetoESOLlearnersanduseresultsappropriately.
• Demonstrateanunderstandingofthequalityindicatorsofassessmentinstruments.
• DemonstrateunderstandingofthelimitationsofassessmentsituationsandmakeaccommodationsforESOLstudents.
• Distinguishbetweenalanguagedifference,giftedandtalented,andspecialeducationneedsforESOLstudents.
Standard4.b.LanguageProficiencyAssessmentCandidatesknowanduseavarietyofstandards‐basedlanguageproficiencyinstrumentstoinformtheirinstructionandunderstandtheirusesforidentification,placement,anddemonstrationoflanguagegrowthofESOLstudents.
Candidates:• Understandandimplementnationalandstaterequirementsforidentification,reclassification,andexitofESOLstudentsfromlanguagesupportprograms.
• Understand,develop,andusenormreferencedassessmentsappropriatelywithESOLlearners.
• Understand,develop,andusecriterion‐referencedassessmentsappropriatelywithESOLlearners.
• Understand,construct,anduseassessmentmeasuresforavarietyofpurposesforESOLstudents.
• AssessESOLlearners’languageskillsandcommunicativecompetenceusingmultiplesourcesofinformation.
Standard4.c.Classroom‐BasedAssessmentforESLCandidatesknowanduseavarietyofperformance‐basedassessmenttoolsandtechniquestoinforminstruction.
Candidates:• UseperformancebasedassessmenttoolsandtasksthatmeasureESOLlearners’progresstowardstateandnationalstandards.
• Usevariousinstrumentsandtechniquestoassess• Content‐arealearning(e.g.,math,science,socialstudies)forESOLlearnersatvaryinglevelsoflanguageandliteracydevelopment.
• PrepareESOLstudentstouseself‐andpeer‐assessmenttechniqueswhenappropriate.
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Standard5:ProfessionalismCandidatesdemonstrateknowledgeofthehistoryofESLteaching.Candidateskeepcurrentwithnewinstructionaltechniques,researchresults,advancesintheESLfield,andpublicpolicyissues.Candidatesusesuchinformationtoreflectuponandimprovetheirinstructionalpractices.CandidatesprovidesupportandadvocateforESOLstudentsandtheirfamiliesandworkcollaborativelytoimprovethelearningenvironment.
Elements Indicators
Standard5.a.ESLResearchandHistoryCandidatesdemonstrateknowledgeofhistory,research,andcurrentpracticeinthefieldofESLteachingandapplythisknowledgetoimproveteachingandlearning.
Candidates:• Demonstrateknowledgeoflanguageteachingmethodsintheirhistoricalcontexts.
• DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESLprofession.
Standard5.b.PartnershipsandAdvocacyCandidatesserveasprofessionalresources,advocateforESOLstudents,andbuildpartnershipswithstudents’families.
Candidates:• Advocateandserveaslanguageandeducationresourcesforstudentsandfamiliesintheirschoolsandcommunities.
• Serveasprofessionalresourcepersonnelintheireducationalcommunities.
• AdvocateforESOLstudents’accesstoallavailableacademicresources,includinginstructionaltechnology.
Standard5.c.ProfessionalDevelopmentandCollaborationCandidatescollaboratewithandarepreparedtoserveasaresourcetoallstaff,includingparaprofessionals,toimprovelearningforallESOLstudents.
Candidates:• EstablishprofessionalgoalsandpursueopportunitiestogrowinthefieldofESL.
• Workwithotherteachersandstafftoprovidecomprehensive,challengingeducationalopportunitiesforESOLstudentsintheschool.
• Engageincollaborativeteachingingeneraleducationandcontent‐areaclassrooms.
• ModelacademicproficiencyintheEnglishlanguage.
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GeneralScienceInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasGeneralScienceteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.
Standard1:ContentKnowledgeTeachersofscienceunderstandandcanarticulatetheknowledgeandpracticesofcontemporaryscience.Theycaninterrelateandinterpretimportantconcepts,ideas,andapplicationsintheirfieldsoflicensure;andcanconductscientificinvestigations.
ElementsToshowthattheyarepreparedincontent,teachersofchemistrymustdemonstratethatthey:
a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,andinterrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.
b. UnderstandandcansuccessfullyconveytostudentstheunifyingconceptsofsciencedelineatedbytheNationalScienceEducationStandards.
c. Understandandcansuccessfullyconveytostudentsimportantpersonalandtechnologicalapplicationsofscienceintheirfieldsoflicensure.
d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,in
theirfield(s)oflicensure.Indicators
Allsecondaryscienceteachersshouldbepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledge
ofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.
Generalscienceteachersshouldbepreparedwithastrongemphasisoncollaborativeinquiryinthelaboratoryandfield.Theyshouldhaveadeeperunderstandingofthefieldthangeneralists,butshouldhavethesamethematicandinterdisciplinaryperspectiveonscience.Toachievethis,scienceteachersatthislevelshouldbepreparedinbiologytoleadstudentstounderstand:• Factorsgoverningthestructures,functions,andbehaviorsoflivingsystems.• Multiplesystemsofclassificationoforganisms.• Cyclesofmatter,andflowofenergy,throughlivingandnonlivingpathways.• Naturalselection,adaptation,diversity,andspeciation.• Structure,function,andreproductionofcells,includingmicroorganisms.• Levelsoforganizationfromcellstobiomes.• Reproductionandheredity,includinghumanreproductionandcontraception.• Behavioroflivingsystemsandtheroleoffeedbackintheirregulation.• Hazardsrelatedtolivingthingsincludingallergies,poisons,disease,andaggression.
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Inrelationtothephysicalsciences,generalscienceteachersatthislevelshouldbepreparedinchemistryandphysicstoleadstudentstounderstand:• Propertiesandapplicationsofsound,light,magnetism,andelectricity.• Potentialandkineticenergiesandconceptsofwork.• Energyflowinphysicalandchemicalsystems,includingsimplemachines• Statesofmatterandbondinginrelationtomolecularbehaviorandenergy.• Conservationofmatterandenergy.• Classificationsofelementsandcompounds.• Solvents(especiallywater)andsolutions.• Chemicalnatureoftheearthanditslivingorganisms.• Natureofradioactivesubstances.• Chemical,electricalandradiationhazards.IntheEarthandspacesciences,generalscienceteachersatthislevelshouldpreparedintheEarthandspacesciencestoleadstudentstounderstand:• Structuresofobjectsandsystemsinspace.• Earth’sstructure,evolution,history,andplaceinthesolarsystem.• Characteristicsandimportanceofoceans,lakes,rivers,andthewatercycle.• Characteristicsoftheatmosphereincludingweatherandclimate.• ChangesintheEarthcausedbychemical,physical,andbiologicalforces.• Causesandoccurrencesofhazardssuchastornados,hurricanes,andearthquakes.• Characteristicsandimportanceofcyclesofmattersuchasoxygen,carbon,andnitrogen.• Characteristicsofrenewableandnonrenewablenaturalresourcesandimplicationsfortheiruse.• Interactionsamongpopulations,resources,andenvironments.Tocreateinterdisciplinaryperspectivesandtohelpstudentsunderstandwhyscienceisimportanttothem,scienceteachersshouldbepreparedtoleadstudentstounderstand:• Interrelationshipsofpureandappliedsciences,andtechnology.• Applicationsofsciencetolocalandregionalproblemsandtherelationshipofsciencetoone’spersonalhealth,
well‐being,andsafety.• Historicaldevelopmentandperspectivesonscienceincludingcontributionsofunderrepresentedgroupsand
theevolutionofmajorideasandtheories.• Applicationsofsciencetotheinvestigationofindividualandcommunityproblems.• Useoftechnologicaltoolsinscience,includingcalculatorsandcomputers.
Standard2:NatureofScienceTeachersofscienceengagestudentseffectivelyinstudiesofthehistory,philosophy,andpracticeofscience.Theyenablestudentstodistinguishsciencefromnon‐science,understandtheevolutionandpracticeofscienceasahumanendeavor,andcriticallyanalyzeassertionsmadeinthenameofscience.
ElementsToshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:
a.Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheirdiscipline.b.Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnologyandfromotherwaysofknowingtheworld.c.Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysisoffalseordoubtfulassertionsmadeinthenameofscience.
Indicators
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Standard3:InquiryTeachersofscienceengagestudentsbothinstudiesofvariousmethodsofscientificinquiryandinactivelearningthroughscientificinquiry.Theyencouragestudents,individuallyandcollaboratively,toobserve,askquestions,designinquiries,andcollectandinterpretdatainordertodevelopconceptsandrelationshipsfromempiricalexperiences.
Elements
Toshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientific
knowledge.b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelop
conceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.
Indicators
• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge:Itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.
• Thepreparationofteachersfortheelementarylevel,especiallygeneralists,shouldrequireinquiry‐baseduniversitysciencecourses.Stalheim‐SmithandScharmann(1996)andStoddart,Connell,StofflettandPeck(1993)foundthattheuseofconstructivistteachingmethodologiesandlearningcycles,methodsthataregenerallyinquiry‐based,improvedthelearningofsciencebycandidatesinelementaryeducation.Suchcoursesalsomayincreasetheconfidencelevelofgeneralists,whoareoftennotconfidentintheirabilitytodoscience.
• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenot
Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).
• Theyshouldberequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.
• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.
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usedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.
• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesareconducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.
• Inquirydemandsskillintheanalysisofdataandassessmentofresultstoreachreasonableandvalidconclusions.Candidatesmustbeabletodemonstratenotonlythattheyknowandunderstandcommonanddifferentmodesofscientificinquiry,butalsothattheycananddoeffectivelyengagestudentsininquiries.Theyshouldbeabletodemonstratetheireffectivenessthroughstudentdataprofilesorsimilarmeansthattheyareeffectiveinconductingsuchactivities.
Standard4:IssuesTeachersofsciencerecognizethatinformedcitizensmustbepreparedtomakedecisionsandtakeactiononcontemporaryscience‐andtechnology‐relatedissuesofinteresttothegeneralsociety.Theyrequirestudentstoconductinquiriesintothefactualbasisofsuchissuesandtoassesspossibleactionsandoutcomesbasedupontheirgoalsandvalues.
Elements
Toshowthattheyarepreparedtoengagestudentsinstudiesofissuesrelatedtoscience,teachersofsciencemustdemonstratethatthey:
a. Understandsociallyimportantissuesrelatedtoscienceandtechnologyintheirfieldoflicensure,aswellasprocessesusedtoanalyzeandmakedecisionsonsuchissues.
b. Engagestudentssuccessfullyintheanalysisofproblems,includingconsiderationsofrisks,costs,andbenefitsofalternativesolutions;relatingthesetotheknowledge,goalsandvaluesofthestudents.
Indicators
• Scienceteacherpreparationprogramsshouldgiveexplicitattentiontothestudyofsociallyimportantissuesrelatedtoscienceandtechnologysuchasspeciespreservation,landuse,chemicalpollution,weaponsdevelopment,andcloning,tonamebutafew.Suchissuesmaybeintroducedinsciencecourses,butseldomdosciencecoursesprovideforstructuredcost‐benefitanalysesordecision‐makingontheseissuesthatconsidersallperspectives.Programsmustensurethatcandidatesarepreparedtoleadstudentsinlearninghowtodissectandanalyzeissuesusingdataandinformationasresources.
• Thequestionofhowtoconsideranissueisjustasimportantastheissuesconsidered.Tothatend,candidateswillthemselvesneedtolearnhowtoexploreissueswithanopenmind.Oncethisisaccomplished,theywillneedtolearnhowtoleadstudentstoexploretheseissueswiththegoalofmakinganinformedandjustifieddecision.
• Tomeetthisstandard,candidatesmustdemonstratethattheyareawareofimportantissuesandareknowledgeableofapproachestoanalyzingtheseissues.Candidatesshouldaccesscommonsourcesofinformation(newspapers,magazines,televisedreports)torelatetheirscienceinstructiontocontemporaryissuesandevents.Theymustthendemonstratethroughstudentachievementthattheyareabletoeffectivelyleadtheminthestudyofanimportantissue.
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Standard5:GeneralSkillsofTeachingTeachersofsciencecreateacommunityofdiverselearnerswhoconstructmeaningfromtheirscienceexperiencesandpossessadispositionforfurtherexplorationandlearning.Theyuse,andcanjustify,avarietyofclassroomarrangements,groupings,actions,strategies,andmethodologies.
ElementsToshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:
a. Varytheirteachingactions,strategies,andmethodstopromotethedevelopmentofmultiplestudentskillsandlevelsofunderstanding.
b. Successfullypromotethelearningofsciencebystudentswithdifferentabilities,needs,interests,andbackgrounds.
c. Successfullyorganizeandengagestudentsincollaborativelearningusingdifferentstudentgrouplearningstrategies.
d. Successfullyusetechnologicaltools,includingbutnotlimitedtocomputertechnology,toaccessresources,collectandprocessdata,andfacilitatethelearningofscience.
e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.
f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.
Indicators
• Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.
• Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.
• Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.
• TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).
• Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.
• Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.
• Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.
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Standard6:CurriculumTeachersofscienceplanandimplementanactive,coherent,andeffectivecurriculumthatisconsistentwiththegoalsandrecommendationsoftheNationalScienceEducationStandards.Theybeginwiththeendinmindandeffectivelyincorporatecontemporarypracticesandresourcesintotheirplanningandteaching.
ElementsToshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:
a. UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify,access,and/orcreateresourcesandactivitiesforscienceeducationthatareconsistentwiththestandards.
b. PlanandimplementinternallyconsistentunitsofstudythataddressthediversegoalsoftheNationalScienceEducationStandardsandtheneedsandabilitiesofstudents.
Indicators
• Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.
• Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.
• Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.
Standards7:ScienceintheCommunityTeachersofsciencerelatetheirdisciplinetotheirlocalandregionalcommunities,involvingstakeholdersandusingtheindividual,institutional,andnaturalresourcesofthecommunityintheirteaching.Theyactivelyengagestudentsinscience‐relatedstudiesoractivitiesrelatedtolocallyimportantissues.
ElementsToshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:
a. Identifywaystorelatesciencetothecommunity,involvestakeholders,andusecommunityresourcestopromotethelearningofscience.
b. Involvestudentssuccessfullyinactivitiesthatrelatesciencetoresourcesandstakeholdersinthecommunityortotheresolutionofissuesimportanttothecommunity.
Indicators
• Tomeetthisstandard,candidatesmustknowthecommunityinwhichtheyteach.Programsshouldprovidecandidateswiththebackgroundandtoolstheyneedtolearnaboutthecommunity.Thiscouldincludeacommunitysurveyorvisitstoacommunitywebsitethatprovidesdemographicandresourceinformationaboutthecommunity.Candidatesshouldalsoknowhowtoobtaininformationfromtheirstudentsthatmighthelpthemtounderstandtheirneeds,andmightleadtoguestspeakersfromthestudents’families.
• Agoodresourceforfindingoutaboutthecommunityisthelocalnewspaper.Newsmediamayreportonissuesrelevanttoscienceandtechnology,whichthenmaybeusedasthefocusofdiscussionandcost‐benefitanalysis.Itmaybedesirableforcandidatestocreateandmaintainaresourcelistfortopicsintheirfieldandarrangetoeithertakestudentstothefieldorhaveguestspeakerscomein.TheInternetcanalsobeausefultoolforfindingresourcesinsomecommunities.
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• Itisnotalwaysnecessaryforcandidatestoarrangeforguestspeakersorafieldtripinordertomakeuseofcommunityresources.Students,aloneorinsmallstudygroups,maybeaskedtoinvestigatequestions,collectdata,visitsites¸attendpresentations,orinterviewpeopleafterschooloronweekends.
Standards8:AssessmentTeachersofscienceconstructanduseeffectiveassessmentstrategiestodeterminethebackgroundsandachievementsoflearnersandfacilitatetheirintellectual,social,andpersonaldevelopment.Theyassessstudentsfairlyandequitably,andrequirethatstudentsengageinongoingself‐assessment.
Elements
Toshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:
a. Usemultipleassessmenttoolsandstrategiestoachieveimportantgoalsforinstructionthatarealignedwithmethodsofinstructionandtheneedsofstudents.
b. Usetheresultsofmultipleassessmentstoguideandmodifyinstruction,theclassroomenvironment,ortheassessmentprocess.
c. Usetheresultsofassessmentsasvehiclesforstudentstoanalyzetheirownlearning,engagingstudentsinreflectiveself‐analysisoftheirownwork.
Indicators
• Animportanttenetofeducationisthatthemodeofassessmentoftendrivesmethodsofinstructionratherthantheotherwayaround.Theverynatureofaperformancebasedteacherpreparationprogramrequirescandidatestopayfarmoreattentiontodeterminingtheresultsofinstructionthanhasbeennecessaryinthepast.
• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.
• Itwouldbeexpectedthatcandidatesshouldshowatleastsomedispositiontouseassessmentstoguideandchangeinstruction.Theseassessmentsmaybeformalorinformal,formativeorsummative.Asupervisormaynotethisoccurringandassistantthecandidateinreflectinguponthischange.Alternatively,candidatesmayusepretestsormaycollectdataformativelytodeterminewhetherfurtherinstructiononaconceptorinaskillisneeded.Someteachershavefounditeffectivetoasksstudentsattheendofeachclassperiodtowritesomethingtheyhavelearnedthatday;theyhavethenusedthestudentresponsetoguidetheirworkthenextdayandclearupmisconceptionsormisunderstandings.
• Itisalsoimportantthatteachersbeabletoinvolvestudentsinself‐analysis.Toooftenassessmentissomethingdonetostudents.Ittakeslittleeffortforcandidatestoincludeitemsthatrequirestudentreflectionontests,projects,oractivitiestheyhavecompleted.Conferencingwithstudentsusingdatafromtheirassessmentsmayalsobeawayofinvolvingstudentsinselfassessmentaslongasthestudentsthemselvesaredoingtheassessing:suchconferenceswouldnotmeetstandard25ifitisjustanotherformofteacherassessment.
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Standard9:SafetyandWelfareTeachersofscienceorganizesafeandeffectivelearningenvironmentsthatpromotethesuccessofstudentsandthewelfareofalllivingthings.Theyrequireandpromoteknowledgeandrespectforsafety,andoverseethewelfareofalllivingthingsusedintheclassroomorfoundinthefield.
Elements
Toshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,the
propertreatmentofanimals,andthemaintenanceanddisposalofmaterials.b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,and
disposalofallmaterialsusedinscienceinstruction.c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyprocedures
appropriatefortheactivitiesandtheabilitiesofstudents.d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethical
mannerandrespectlegalrestrictionsontheircollection,keeping,anduse.
Indicators
• Teacherpreparationprogramsmustensurethatcandidatespossesstheknowledgeneededtomaintainasafeenvironmentforallstudents.Thisincludesknowledgeofhowtoavoidorcontrolhazardousmaterialsororganisms,howtoprepareand/orstorematerialsproperly,andhowtocleanupspillsanddisposeofchemicalssafely.
• Candidatesmustknowhowtocheckandusesafetyequipmentproperlyandthehazardsofimproperlyshieldedequipment,andmustbeabletoavoidrisksfromfirehazardsandbiologicalcontaminants.
• Itisalsoimportantthatcandidatesactuallybehaveinasafemanner,modelethicalandsafebehavior,andensurethatstudentsbehavesafelyatalltimes.Theymustgivepropersafetyinstructionandcausations,andmustlabelmaterialsandequipmentinsuchawayastomaintainsafety.
• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbeknowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.
• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.
• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.
• Finally,theyshouldknowthecommonemergencyprecautions,responses,andreportingproceduresthattheyaretofollowintheeventproblemsarise.
• Bothknowledgeandbehaviorsareessentialcomponentsindemonstratingthatthisstandardismet.Safetyreadings,tests,artifacts,projects,classroomsafetyevaluations,andsoforthmaybeusedtodemonstrateknowledgeandattentiontosafetymatters.Reviewsofregulationsrelatedtothecollectionanduseoflivingthingsandgeneralguidelinesforsafetyanduseoflivingthingsmayalsocontributetoevidenceofpreparation.Actualperformanceintheclassroommightbedemonstratedbycompletionofasafetyandethicalbehaviorsrubricorchecklistbycooperatingteachers.
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Standard10:ProfessionalGrowthTeachersofsciencestrivecontinuouslytogrowandchange,personallyandprofessionally,tomeetthediverseneedsoftheirstudents,school,community,andprofession.Theyhaveadesireanddispositionforgrowthandbetterment.
Elements
Toshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreach
beyondminimumjobrequirements.b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrow
professionally.c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingand
facilitatetheirprofessionalgrowth.d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositive
relationshipswiththecommunity.
Indicators
• Programsmusthelpcandidatestheprofessionalcommunityasscienceeducators.• Scienceteachingisacompositeprofessionrequiringknowledgeandskillsinbothscienceandeducation.Ideally,theseskillscometogetherinthepreparationprogram.
• Associationsandactivitiesrelatedtoscienceteachingareabundant.Participationinsuchactivitiesatthelocal,stateandnationallevelsshouldbeencouraged,somebeingrequired.
• Theyarearesourceforimprovingone’steaching,butalsotheyprovidetheopportunityforconstructiveinteractionwithothersinthesamefield.
• Teacherpreparationprogramsshouldkeeprecordsofsuchactivitysothattheymaythentrytoincreasetheactivityoftheircandidatesyearbyyear.
• Thebestteacherstendtobegoal‐focused,butflexibleandreflective.Thesecharacteristicsallowthemtorelatetostudentsandtomodifyandimprovetheirpractices.
• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwelltothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.
• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.
• Dispositionalfactorscanbeassessedthroughthebehaviorsofcandidates;candidatesshouldbeheldaccountableforbehaviorsthatarecontrarytotheexpectationsoftheprofessionasdeterminedbythefacultyandreflectedinthesestandards.
• Carefullyconstructedcriteriaareneededandmaybeusedasasourceofdataforcandidatepreparationandpracticebytheprogram.
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HealthandPhysicalEducationInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofHealthandPhysicalEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsoftheAmericanAssociationforHealthEducation(AAHE)forthepreparationofHealthEducationTeachers;the2001standardsoftheAmericanAllianceforHealth,PhysicalEducation,Recreation,andDance(AAPHERD);andtheNationalAssociationforSportandPhysicalEducation(NASPE)forthepreparationofPhysicalEducationTeachers.
HealthStandard2‐Candidatesplaneffectivehealtheducationprograms.
Elements Indicators
2.aCandidatesrecruitschoolandcommunityrepresentativestosupportandassistinprogramplanning.
Candidates:•Identifyindividualsand/orgroupswhosecooperationandsupportwillbeessentialtoprogramsuccess.•Integrateotherschoolandcommunityresourcesandrecommendationswithinthehealtheducationprogramplan.
2.bCandidatesdevelopalogicalscopeandsequenceplanforahealtheducation
Candidates:•Applydecision‐making,communication,goal‐setting,self‐
Elements Indicators
1.aCandidatesobtainhealth‐relateddataaboutsocialandculturalenvironments,growthanddevelopmentfactors,needs,andinterestsofstudents.
Candidates:•Selectvalid,reliable,andcrediblesourcesofdataandinformationabouthealthneeds,interests,andconcerns.•Usetechnology‐basedsourcesofinformation.•Identifyappropriatedata‐gatheringinstruments.•Applyvariousmethodstocollecthealth‐relateddataandinformation.
1.bCandidatesdistinguishbetweenbehaviorsthatfosterandthosethathinderwell‐being.
Candidates:•Identifyphysical,social,emotional,intellectual,andotherfactorsthatinfluenceoneormorehealth‐relatedbehaviorsofschool‐agedyouth.•Distinguishbetweenriskandprotectivefactorswithinthefamily,school,peergroup,andcommunity.•Identifyindividualbehaviorsthatpromoteand/orcompromisepersonalhealthandwell‐being.•Articulatehowcognitive,affective,andskill‐basedlearningandotherexperiencesimpactpatternsofhealthbehavior.
1.cCandidatesdeterminehealtheducationneedsbasedonobservedandobtaineddata.
Candidates:•Review,display,andinterpretneedsassessmentdatafordiversestudentpopulations.•Establishcriteriaforprioritizingareasbasedondiversestudentneeds.•Applyestablishedcriteriatoidentifypriorityneedsforschool‐basedhealtheducationandCSHPs.
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program.
management,andadvocacyskillsastheyrelatetohealthcontent.•Displayfunctionalknowledgeofhealthconceptsrelatedtoalcoholandotherdrugs,injuryprevention,nutrition,physicalactivity,sexualhealth,tobacco,mentalhealth,personalandcon‐sumerhealth,andcommunityandenvironmentalhealth.•Determinetherangeofessentialhealthconceptsandskillsthataredevelopmentally‐appropriateandculturally‐sensitivetoadiversestudentpopulation.•Organizeandprioritizethescopeofahealtheducationprograminalogicalsequence.
2.cCandidatesformulateappropriateandmeasurablelearnerobjectives.
Candidates:•Usethescopeandsequenceplanandstate/nationalstandardsandguidelinestodesignateperformanceindicatorsthatdescribefunctionalhealthconceptsandessentialstudentskills.•Designmeasurablecognitive,affective,andskills‐basedlearnerobjectivesthataredevelopmentally‐appropriate.•Reviewandreviseperformanceindicatorsbasedoncurrentneedsassessmentfindings.
2.dCandidatesdesigneducationalstrategiesconsistentwithspecifiedlearnerobjectives.
Candidates:•Accessandreviewexistingornewhealtheducationcurriculaforconsistencywithperformanceindicatorsandresearch‐basedbestpractice.•Delineateawidevarietyofinstructionalstrategiesalignedtomeetdiversestudentneeds.•Planservicelearningopportunitiesthatreinforcemasteryofpreviouslyidentifiedlearnerobjectives.
HealthStandard3‐Candidatesimplementhealtheducationprograms.
Elements Indicators
3.aCandidatesanalyzefactorsaffectingthesuccessfulimplementationofhealtheducationandCoordinatedSchoolHealthPrograms(CSHPs).
Candidates:•Gatherinformationaboutstudents’previousknowledge,attitudes,perceptions,andskillstodeterminereadinessforproposedinstructionalstrategies.•IdentifysupportsandbarrierstosuccessfulimplementationofhealtheducationcurriculaandCSHPsandstrategiestoovercomebarriers.
3.bCandidatesselectresourcesandmediabestsuitedtoimplementprogramplansfordiverselearners.
Candidates:•Analyzediverselearnercharacteristicsandotherfactorswhenchoosingappropriatematerials,technology,andmedia.•Accessandusestate‐of‐the‐artresources,educationalmedia,andinstructionaltechnologyandequipment.•DevelopcriteriaforchoosingmostpromisinginstructionalresourcesandCSHPstrategiestomatchobjectivesfordiverselearners.
3.cCandidatesexhibitcompetenceincarryingoutplannedprograms.
Candidates:•Employ“bestpractice”experientialmethodsthatimpact
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cognitive,affective,andskilldomains.•Applypedagogicallysoundlearningstrategiesfordiverseindividualsandgroups.•Usedevelopmentally‐appropriateandculturally‐sensitiveclassroomstrategiesandservice‐learningexperiencestosupportdesignatedlearnerobjectives.•Manageclassroomlogisticsandmaintainorder.•Request,access,anduseavailablefacilitiesandspaceforinstruction.•Effectivelyuseavarietyofresourcesandmedia.
3.dCandidatesmonitoreducationalprograms,adjustingobjectivesandinstructionalstrategiesasnecessary.
Candidates:•Monitoreducationalstrategies,resources,andmaterialsasrelevanttolearnerobjectives.•Addressemergingstudentquestions,concerns,andinterestsonanongoingbasis.•Monitorstudentworkasitrelatestostatedstudentoutcomes.•Reviselearnerobjectivesandinstructionalstrategiestomeetemergingdiversestudentneeds.
HealthStandard4‐Candidatesevaluatetheeffectivenessofcoordinatedschoolhealthprograms.
Elements Indicators
4.aCandidatesdevelopplanstoassessstudentachievementofprogramobjectives.
Candidates:•Developstandardsofperformanceascriteriaforassessingimpactonstudentlearning.•DevisearealisticandfeasibleevaluationplanthatspanshealtheducationandCSHPimplementation.•Developanelectronicinventoryofvalidandreliableevaluationinstruments.•SelectappropriateformativeandsummativeevaluationmethodstodeterminestudentprogressandlevelsofCSHPimplementationandimpact.
4.bCandidatescarryoutevaluationplans.
Candidates:•Delineatestepstoimplementevaluationplans;administermeasurementinstrumentsasspecifiedinevaluationplan.•Useappropriatedatacollectionmethodstoassessimpactonstudentlearning.•Usecomputertechnologyandbasicstatisticalprocedurestoinputandanalyzeevaluationdata.
4.cCandidatesinterpretresultsofprogramevaluation.
Candidates:•Useevaluationresultstodetermineimpactofinstructiononstudentlearningandgroupprogressbasedoncriteriastatedinperformanceindicators.•Interpretevaluationresults.•Demonstratedispositionsandskillstopresentfindingstostudents,families,schoolpersonnel,andcommunitymembers.•Identifylimitationsofevaluationdesign.•Useaggregatedatatorecommendchangesinhealthinstruction.
4.dCandidatesinferimplicationsofevaluationfindingsforfutureprogram
Candidates:•Interpretevaluationresultstodrawinferencesaboutfuture
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planning.
programefforts.•Describerelationshipsamongstudentoutcomes,candidatedispositionsandskills,andevaluationstrategies.•Explorepossibleexplanationsforevaluationfindings.•Provideexplanationsforbiasinevaluationresults.•Useresultstodetermineandrecommendmodificationsofinstructionalprogramand/orCSHPs.
HealthStandard5‐Candidatescoordinateprovisionofhealtheducationprogramsandservices.
Elements Indicators
5.aCandidatesdevelopaplanforcoordinatinghealtheducationwithothercomponentsofaschoolhealthprogram.
Candidates:•DescribecomponentsofaCSHP.•ExplainthevalueofcoordinatingCSHPcomponents.•Determinetheextentofexistinghealth‐relatedprogramsandservicesintheschoolandcommunity.•IdentifygapsandduplicationintheprovisionofCSHP.•DevelopaplanforcoordinationofCSHP.
5.bCandidatesdemonstratethedispositionsandskillstofacilitatecooperationamonghealtheducators,otherteachers,andappropriateschoolstaff.
Candidates:•Identifyformalandinformalchannelsofcommunication.•Demonstratedispositionandskilltofacilitatecooperationamongschool‐sitestaffandstaffatotherschoolsand/orthedistrict‐level.•AnalyzetheroleofschoolhealtheducatorsasliaisonsamongCSHPstaffandrepresentativesofcommunity‐basedagenciesandorganizations.
5.cCandidatesformulatepracticalmodesofcollaborationamonghealtheducatorsinallsettingsandotherschoolandcommunityhealthprofessionals.
Candidates:•Describestrategiesforenhancingcommunicationamonghealtheducatorsandotherpersonnelresponsibleforschoolandcommunityhealth‐relatedprogramsandservices.•Suggestapproachesforintegratingcomprehensivehealtheducationwithcommunityprograms.•Identifycommonalitiesanddifferencesamongselectedhealthagenciesandorganizations.•Specifythebenefitsandchallengesofcollaboration.
5.dCandidatesorganizeprofessionaldevelopmentprogramsforteachers,otherschoolpersonnel,communitymembers,andotherinterestedindividuals
Candidates:•Plancompetency‐basedprofessionaldevelopmentsessions.•Determineappropriateeducationalandtechnologicalresourcesandinstructionalmethodstomeetdiverseneedsofteachersandotherschoolpersonnel.
HealthStandard6‐Candidatesactasaresourcepersoninhealtheducation.
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Elements Indicators
6.aCandidatesutilizecomputerizedhealthinformationretrievalsystemseffectively.
Candidates:•Usebasiccommunicationtechnologies/applications(e.g.,electronicmail,dataprocessing,graphicsprograms,wordprocessing).•UsetheInternettoaccesshealthresearchdatabaseandsurveillancesystemsandinteractwithweb‐basedprograms.•Identifyon‐linelearningactivitiesandresourcesalignedwithhealthinstructionalgoalsandmeaningfultostudents.•Useavarietyofcommunicationandtechnologysystemsthatprovidehealthinformation(e.g.,compactdiscs,DVDplayers,videotapeandaudiotape,teleconferences/videoconferences).•Evaluatecomputerizedhealthinformationforvalidity,reliability,credibility,andaccuracy.
6.bCandidatesestablisheffectiveconsultativerelationshipswiththoserequestingassistanceinsolvinghealth‐relatedproblems.
Candidates:•Reflectonneedforcommunicationskillsineffectiveconsultativerelationships.•Demonstratedispositionsandskillstointeractandcommunicatewithotherschoolstaff,students,parents,andcommunitystakeholders.•Discussethicalandprofessionaldispositionsrelatedtostudentdisclosureandconfidentiality,sensitiveissues,andadherencetoschoolpolicyandstatemandates.•Identifyspecialistsandservicesavailableforstudentsincrisis.
6.cCandidatesinterpretandrespondtorequestsforhealthinformation.
Candidates:•Usedatafromnational,state,andlocalchildandadolescenthealthresearchtorespondtorequestsforinformationabouthealthissues,schoolpolicydevelopment,andadoptionofhealthcurricula.•Helpallstudentslocatecurrent,reliable,andcrediblesourcesofinformation.•Identifyhealthandsafetyyouth‐servingorganizations,agencies,andassociations.
6.dCandidatesselecteffectiveeducationalresourcematerialsfordissemination.
Candidates:•Select,assemble,anddistributevalidandreliablehealthinformationrelatedtodiverseschool‐agedyouth.•Formulatecriteriaforselectionofinstructionalmaterials.
HealthStandard7‐Candidatescommunicatehealthandhealtheducationneeds,concerns,andresources.
Elements Indicators
7.aCandidatesinterpretconcepts,purposes,andtheoriesofhealtheducation.
Candidates:•Definehealtheducationandidentifycurrentgoals,objectives,andpracticeindiversesettings;examineeducational,psychological,sociological,andanthropologicaltheoryinrelationtohealtheducationpractice.•Describethehistoricalbasisofhealtheducation.•Reflectonknowledge,dispositions,andskillsofhealtheducators.
7.bCandidatespredicttheimpactofsocietalvaluesystemsonhealtheducation
Candidates:•Investigatepotentialimpactofsocialforces,values,andsystems
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programs.
onindividualandcommunityperspectivesrelatedtohealthissues.•Identifystrategiesfordealingwithcontroversyrelatedtohealtheducationneedsandconcerns.
7.cCandidatesselectavarietyofcommunicationmethodsandtechniquesinprovidinghealthinformation.
Candidates:•Deliverhealth‐promotingmessagesclearlyandconcisely.•Identifyarangeofstrategiesforcommunicatinghealthinformationtoindividuals,smallgroups,andlargegroups.•Facilitatesmallandlargegroupdiscussionsbymodelingappropriatedispositionsandskills.
7.dCandidatesfostercommunicationbetweenhealthcareprovidersandconsumers.
Candidates:•Identifyfactorsinfluencingstudents’andparents’understandingofhealthinformationandacceptanceofhealthservices.•Translatescientificconceptsforunderstandingbystudents,parents,andstaff.•Actasaliaisonbetweenhealthcareprovidersanddiversestudents,parents,andstaff.
PhysicalEducationStandard1:ContentKnowledgePhysicaleducationteachersunderstandphysicaleducationcontentanddisciplinaryconceptsrelatedtothedevelopmentofaphysicallyeducatedperson.
Elements Indicators
1.1Identifycriticalelementsofmotorskillperformance,andcombinemotorskillsintoappropriatesequencesforthepurposeofimprovinglearning.
Teachercandidatessatisfactorilydemonstratetheabilitytoidentifycriticalelementsbothverballyandbywrittenanalysis.Motorskillsarecombinedsequentiallytofacilitatemotorperformance.
1.2Demonstratecompetentmotorskillperformanceinavarietyofphysicalactivities.
Teachercandidatesdemonstratecompetentmotorskillperformanceinseveralphysicalactivitiesandproficiencyinsome.
1.3Describeperformanceconceptsandstrategiesrelatedtoskillfulmovementandphysicalactivity(e.g.,fitnessprinciples,gametactics,skillimprovementprinciples).
Teachercandidatesdemonstrateanunderstandingofconceptsandstrategiesrelatedtoskillfulmovementthroughaccurateanalysisof“why”movementperformanceoccursasitdoes,andbytheidentificationoffactorsthatdistinguishnovicefromexpertmovementperformance.
1.4Describeandapplybioscience(anatomical,physiological,andbiomechanical)andpsychologicalconceptstoskillfulmovement,physicalactivity,andfitness.
Teachercandidatesdemonstratebioscienceknowledgeandusethisknowledgeappropriatelytoplanandteachforskillfulmovement,physicalactivity,andfitness.
1.5Understandanddebatecurrentphysicaleducation/activityissuesandlawsbasedonhistorical,philosophical,andsociologicalperspectives.
Teachercandidatesdemonstratetheabilitytothinkcriticallyaboutissuesrelatedtophysicalactivity,throughverbalandwrittenanalysis,andanunderstandingofthelawasitrelatestoPhysicalEducationteaching.
1.6Demonstrateknowledgeofapprovedstateandnationalcontentstandardsandlocalprogramgoals.
Teachercandidatesareabletodemonstrate,throughverbalandwrittendocumentation,knowledgeofapprovedstandardsincludingthecontentstandardsforPhysicalEducation.
PhysicalEducationStandard2:GrowthandDevelopment.Physicaleducationteachersunderstandhowindividualslearnanddevelopandcanprovideopportunitiesthatsupporttheirphysical,cognitive,social,andemotionaldevelopment.
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Elements Indicators
2.1Monitorindividualandgroupperformanceinordertodesignsafeinstructionthatmeetsstudentdevelopmentalneedsinthephysical,cognitive,andsocial/emotionaldomains.
Teachercandidatesdemonstratetheabilitytodeterminestudentneedsthroughappropriatemonitoringwhichisfollowedbydesignofsafelearningenvironments.
2.2Understandthebiological,psychological,sociological,experiential,andenvironmentalfactors(e.g.neurologicaldevelopment,physique,gender,socio‐economicstatus)thatimpactdevelopmentalreadinesstolearnandrefinemovementskills.
Teachercandidatescanidentifyandimplementdevelopmentallyappropriatelearningopportunitiesforawholeclass,andareabletoextendandrefinecontentfortheclassasappropriate.
2.3Identify,select,andimplementappropriatelearning/practiceopportunitiesbasedonunderstandingthestudent,thelearningenvironment,andthetask.
Teachercandidatesdemonstrateunderstandingoftheinteractionofstudent,learningenvironment,andtask,andcanidentify/selectappropriatelearning/practiceopportunitiesbasedonthisunderstanding.
PhysicalEducationStandard3:DiverseStudentsPhysicaleducationteachersunderstandhowindividualsdifferintheirapproachestolearning,andcreateappropriateinstructionadaptedtothesedifferences.
Elements Indicators
3.1Identify,select,andimplementappropriateinstructionthatissensitivetostudents’strengths/weaknesses,multipleneeds,learningstyles,andpriorexperiences(e.g.,cultural,personal,family,community).
Teachercandidatesdemonstratetheabilitytoidentify,select,andimplementappropriateinstructionbasedonstudentneeds.
3.2Useappropriateservicesandresourcestomeetdiverselearningneeds.
Teachercandidatesuseappropriatestrategies,services,andresourcestomeetdiverselearningneeds.
PhysicalEducationStandard4:ManagementandMotivationPhysicaleducationteachersuseanunderstandingofindividualandgroupmotivationandbehaviortocreateasafelearningenvironmentthatencouragespositivesocialinteraction,activeengagementinlearning,andself‐motivation.
Elements Indicators
4.1Usemanagerialroutinesthatcreatesmoothlyfunctioninglearningexperiencesandenvironments.
Teachercandidatesareabletousemanagerialroutinesthatcreatesmoothlyfunctioninglearningexperiences.
4.2Organize,allocate,andmanageresources(e.g.,students,time,space,equipment,activities,teacherattention)toprovideactiveandequitablelearningexperiences.
Teachercandidatesareabletoorganize,allocate,andmanageresources(e.g.,students,time,space,equipment,activities,andteacherattention)toprovideactiveandequitablelearningexperiences.
4.3Useavarietyofdevelopmentallyappropriatepracticestomotivatestudentstoparticipateinphysicalactivityinsideandoutsideoftheschool.
Teachercandidatesuseavarietyofdevelopmentallyappropriatepracticestomotivateschoolagestudentstoparticipateinphysicalactivityinsideandoutsideoftheschool.
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4.4Usestrategiestohelpstudentsdemonstrateresponsiblepersonalandsocialbehaviors(e.g.,mutualrespect,supportforothers,safety,cooperation)thatpromotepositiverelationshipsandaproductivelearningenvironment.
Teachercandidatesuseappropriatestrategiestohelpstudentsdemonstrateresponsiblepersonalandsocialbehaviors(e.g.,mutualrespect,supportforothers,safety,andcooperation)thatpromotepositiverelationshipsandaproductivelearningenvironment.
4.5Developaneffectivebehaviormanagementplan
Teachercandidatesareabletodevelopaneffectivebehaviormanagementplan.
PhysicalEducationStandard5:CommunicationPhysicaleducationteachersuseknowledgeofeffectiveverbal,nonverbal,andmediacommunicationtechniquestoenhancelearningandengagementinphysicalactivitysettings.
Elements Indicators
5.1Describeanddemonstrateeffectivecommunicationskills(e.g.,useoflanguage,clarity,conciseness,pacing,givingandreceivingfeedback,ageappropriatelanguage,nonverbalcommunication).
Teachercandidatesdemonstrateeffectivecommunicationskills(e.g.,useoflanguage,clarity,conciseness,pacing,givingandreceivingfeedback,ageappropriatelanguage,non‐verbalcommunication.
5.2Communicatemanagerialandinstructionalinformationinavarietyofways(e.g.,bulletinboards,music,taskcards,posters,Internet,video).
Teachercandidatescommunicatemanagerialandinstructionalinformationinavarietyofways(e.g.,bulletinboards,music,taskcards,posters,Internet,video).
5.3Communicateinwaysthatdemonstratesensitivitytoallstudents(e.g.,considerateofethnic,cultural,socio‐economic,ability,genderdifferences).
Teachercandidatescommunicateinwaysthatdemonstratesensitivitytoallstudents(e.g.,considerateofethnic,cultural,socio‐economic,ability,genderdifferences).
5.4Describeandimplementstrategiestoenhancecommunicationamongstudentsinphysicalactivitysettings.
Teachercandidatesimplementstrategiestoenhancecommunicationamongstudentsinphysicalactivitysettings.
PhysicalEducationStandard6:PlanningandInstructionPhysicaleducationteachersplanandimplementavarietyofdevelopmentallyappropriateinstructionalstrategiestodevelopphysicallyeducatedindividuals,basedonstateandnational(NASPEK‐12)standards.
Elements Indicators
6.1Identify,develop,andimplementappropriateprogramandinstructionalgoals.
Teachercandidatesidentify,develop,andimplementdevelopmentallyappropriateprogramandinstructionalgoalsanddemonstrateeffectivegoalsettingtechniques.
6.2Developlongandshort‐termplansthatarelinkedtobothprogramandinstructionalgoals,andstudentneeds.
Teachercandidatesdemonstratetheabilitytodevelopshortandlongtermplansthatarelinkedtobothlearninggoals,studentneeds/performance.
6.3Selectandimplementinstructionalstrategies,basedonselectedcontent,studentneeds,andsafetyissues,tofacilitatelearninginthephysicalactivitysetting.
Teachercandidatesselectandimplementinstructionalstrategiesthatarebasedoncontent,studentneeds,andsafetyissues,tofacilitatestudentlearning.
6.4Designandimplementlearningexperiencesthataresafe,appropriate,relevant,andbasedonprinciplesofeffectiveinstruction.
Teachercandidatesareabletodesignandimplementlearningexperiencesthataresafe,developmentallyappropriate,andbasedonprinciplesofeffectiveinstruction.
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6.5Applydisciplinaryandpedagogicalknowledgeindevelopingandimplementingeffectivelearningenvironmentsandexperiences.
Teachercandidatesdemonstratetheabilitytoapplydisciplinaryandpedagogicalknowledgeindevelopingandimplementingeffectiveinstruction.
6.6Providelearningexperiencesthatallowstudentstointegrateknowledgeandskillsfrommultiplesubjectareas.
Teachercandidatesdemonstrate,througheffectivelessonplanningandimplementation,theunderstandingthatPhysicalEducationcanprovideanenvironmentforintegratedlearningexperiencesthatdrawonstudents’classroomexperiences.
6.7Selectandimplementappropriate(i.e.,comprehensive,accurate,useful,safe)teachingresourcesandcurriculummaterials.
Teachercandidatesdemonstratetheirabilitytoselectandimplementdevelopmentallyappropriate(i.e.,comprehensive,accurate,useful,andsafe)teachingresourcesandcurriculummaterials.
6.8Useeffectivedemonstrationsandexplanationstolinkphysicalactivityconceptstoappropriatelearningexperiences.
Teachercandidatesareabletouseeffectivedemonstrationsandexplanationstolinkphysicalactivityconceptstoappropriatephysicalactivityexperiences.
6.9Developanduseappropriateinstructionalcuesandpromptstofacilitatecompetentmotorskillperformance.
Teachercandidatesareabletodevelopteachingcuesandprompts,asevidencedbylessonplancontents.Thesecueswillbesufficienttofacilitatecompetentmotorskillperformance.
6.10Developarepertoireofdirectandindirectinstructionalformatstofacilitatestudentlearning(e.g.,askquestions,posescenarios,promoteproblemsolvingandcriticalthinking,facilitatefactualrecall).
Teachercandidatesdemonstratedirectandindirectinstructionalformatstofacilitatestudentlearning(e.g.,askquestions,posescenarios,facilitatefactualrecall,promoteproblemsolvingandcriticalthinking,).
PhysicalEducationStandard7:StudentAssessmentPhysicaleducationteachersunderstandanduseassessmenttofosterphysical,cognitive,social,andemotionaldevelopmentofstudentsinphysicalactivity.
Elements Indicators
7.1Identifykeycomponentsofvarioustypesofassessment,describetheirappropriateandinappropriateuse,andaddressissuesofvalidity,reliability,andbias.
Teachercandidatesareabletoidentifykeycomponentsofvarioustypesofassessment,describetheirappropriateandinappropriateuse,andaddressissuesofvalidity,reliability,andbias.
7.2Useavarietyofappropriateauthenticandtraditionalassessmenttechniques(includingbothselfandpeerassessments)toassessstudentunderstandingandperformance,providefeedback,andcommunicatestudentprogress(i.e.,forbothformativeandsummativepurposes).
Teachercandidatesuseavarietyofappropriateauthenticandtraditionalassessmenttechniquestoassessstudentperformance,providefeedback,andcommunicatestudentprogress(i.e.,forbothformativeandsummativepurposes).
7.3Interpretanduselearningandperformancedatatomakeinformedcurricularand/orinstructionaldecisions.
Teachercandidatesinvolvestudentsinselfandpeerassessment.
7.4Interpretanduseperformancedatatoinformcurricularandinstructionaldecisions.
Teachercandidatesinterpretanduseperformancedatatoinformcurricularandinstructionaldecisions.
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PhysicalEducationStandard8:ReflectionPhysicaleducationteachersarereflectivepractitionerswhoevaluatetheeffectsoftheiractionsonothers(e.g.,students,parents/guardians,fellowprofessionals),andseekopportunitiestogrowprofessionally.
Elements Indicators
8.1Useareflectivecycleinvolvingdescriptionofteaching,justificationofteachingperformance,critiqueoftheteachingperformance,thesettingofteachinggoals,andimplementationofchange.
Teachercandidatesdemonstrateasufficientabilitytouseareflectivecycleinvolvingdescriptionofteaching,justificationoftheteachingperformance,critiqueoftheteachingperformance,thesettingofteachinggoals,andimplementationofchange,asevidencedbylessonreflectionsandlessonmodificationsimplementedinsubsequentlessonsofacomparablenature.
8.2Useavailableresources(e.g.,colleagues,literature,professionalassociations)todevelopasareflectiveprofessional.
Teachercandidatesavailthemselvesofseveralresourcessuchascolleagues,literature,andprofessionalassociationstodevelopasareflectiveprofessional.
8.3Constructaplanforcontinuedprofessionalgrowthbasedontheassessmentofpersonalteachingperformance.
Teachercandidatesareabletoeffectivelyassesspersonalteachingperformanceanddevelopaprofessionaldevelopmentplanbasedonthisdata.
PhysicalEducationStandard9:TechnologyPhysicaleducationteachersuseinformationtechnologytoenhancelearningandtoenhancepersonalandprofessionalproductivity.
Elements Indicators
9.1Demonstrateknowledgeofcurrenttechnologiesandtheirapplicationinphysicaleducation.
Teachercandidatespossessanadequateknowledgeofcurrenttechnologiesandareabletoapplythesetechnologiesappropriatelytophysicaleducationcontentandinstruction.
9.2Design,develop,andimplementstudentlearningactivitiesthatintegrateinformationtechnology.
Teachercandidatesareabletoemployseveraltypesofinformationtechnologyinthedesign,development,andimplementationofstudentlearningactivities.
9.3Usetechnologiestocommunicate,network,locateresources,andenhancecontinuingprofessionaldevelopment.
Teachercandidatesdemonstrateasufficientuseoftechnologiestocommunicate,network,locateresources,andenhancecontinuingprofessionaldevelopment.
PhysicalEducationStandard10:CollaborationPhysicaleducationteachersfosterrelationshipswithcolleagues,parents/guardians,andcommunityagenciestosupportstudents'growthandwell‐being.
Elements Indicators
10.1Identifystrategiestobecomeanadvocateintheschoolandcommunitytopromoteavarietyofphysicalactivityopportunities.
Teachercandidatesareabletoidentifyseveralappropriatestrategiesnecessarytobecomeanadvocateintheschoolandcommunity.Teachercandidatesdemonstratetheabilitytopromoteamoderatevarietyofphysicalactivityopportunities.
10.2Activelyparticipateintheprofessionalphysicaleducationcommunity(e.g.,local,state,district,
Teachercandidatesparticipateintheprofessionalphysicaleducationcommunityatthelocaland/orstatelevelsanddemonstratelimitedparticipationwithinthebroaderfieldof
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national)andwithinthebroadereducationfield.
education.
10.3Identifyandactivelyseekcommunityresourcestoenhancephysicalactivityopportunities.
Teachercandidatescanidentifysomecommunityresourcestoenhancephysicalactivityopportunitiesandseektousethemonalimitedbasis.
10.4Pursueproductiverelationshipswithparents/guardiansandschoolcolleagues,tosupportstudentgrowthandwell‐being.
Teachercandidatesareabletoestablishsomewhatproductiverelationshipswithparents/guardiansandschoolcolleaguesonalimitedbasis,tosupportstudentgrowthandwellbeing.
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MathematicsElementaryLevel(1‐6)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofElementaryMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheAssociationforChildhoodEducationInternationalforthepreparationofElementaryMathematicsTeachers.
Standard1:KnowledgeofMathematicalProblemSolving
Description Indicators
Candidatesknow,understand,andapplytheprocessofmathematicalproblemsolving.
Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.
• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinothercontexts.
• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.
Standard2:KnowledgeofReasoningandProof
Description Indicators
Candidatesreason,construct,andevaluatemathematicalargumentsanddevelopanappreciationformathematicalrigorandinquiry.
Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.
• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.
Standard3:KnowledgeofMathematicalCommunication
Description Indicators
Candidatescommunicatetheirmathematicalthinkingorallyandinwritingtopeers,faculty,andothers.
Candidatesareableto:• Communicatetheirmathematicalthinkingcoherentlyandclearlytopeers,faculty,andothers.
• Usethelanguageofmathematicstoexpressideasprecisely.• Organizemathematicalthinkingthroughcommunication.• Analyzeandevaluatethemathematicalthinkingandstrategiesofothers.
Standard4:KnowledgeofMathematicalConnections
Description Indicators
Candidatesrecognize,use,andmakeconnectionsbetweenandamongmathematicalideasandincontextsoutsidemathematicstobuildmathematicalunderstanding.
Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.
• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.
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Standard5:KnowledgeofMathematicalRepresentation
Description Indicators
Candidatesusevariedrepresentationsofmathematicalideastosupportanddeepenstudents’mathematicalunderstanding.
Candidatesareableto:• Userepresentationstomodelandinterpretphysical,social,and
mathematicalphenomena.• Createanduserepresentationstoorganize,record,and
communicatemathematicalideas.• Select,apply,andtranslateamongmathematicalrepresentationsto
solveproblems.
Standard6:KnowledgeofTechnology
Description Indicator
Candidatesembracetechnologyasanessentialtoolforteachingandlearningmathematics.
Candidatesareableto:• Useknowledgeofmathematicstoselectanduseappropriatetechnologicaltools,suchasbutnotlimitedto,spreadsheets,dynamicgraphingtools,computeralgebrasystems,dynamicstatisticalpackages,graphingcalculators,data‐collectiondevices,andpresentationsoftware.
Standard7:Dispositions
Description Indicators
Candidatessupportapositivedispositiontowardmathematicalprocessesandmathematicallearning.
Candidatesareableto:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Committolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.
Standard8:KnowledgeofMathematicsPedagogy
Description Indicators
Candidatespossessadeepunderstandingofhowstudentslearnmathematicsandofthepedagogicalknowledgespecifictomathematicsteachingandlearning.
Thecandidate:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.
• Selectsandusesappropriateconcretematerialsforlearningmathematics.
• Usesmultiplestrategies,includinglisteningtoandunderstandingthewaysstudentsthinkaboutmathematics,toassessstudents’mathematicalknowledge.
• Planslessons,unitsandcoursesthataddressappropriatelearninggoals,includingthosethataddresslocal,state,andnationalmathematicsstandardsandlegislativemandates.
• Participatesinprofessionalmathematicsorganizationsandusestheirprintandon‐lineresources.
• Demonstratesknowledgeofresearchresultsintheteachingandlearningofmathematics.
• Usesknowledgeofdifferenttypesofinstructionalstrategiesinplanningmathematicslessons.
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• Demonstratestheabilitytoleadclassesinmathematicalproblemsolvingandindevelopingin‐depthconceptualunderstanding,andtohelpstudentsdevelopandtestgeneralizations.
• Developlessonsthatusetechnology’spotentialforbuildingunderstandingofmathematicalconceptsanddevelopingimportantmathematicalideas.
Standard9:KnowledgeofNumberandOperation
Description Indicators
Candidatesdemonstratecomputationalproficiency,includingaconceptualunderstandingofnumbers,waysofrepresentingnumber,relationshipsamongnumberandnumbersystems,andmeaningsofoperations.
Candidatesareableto:• Developthemeaningofaddition,subtraction,multiplication,anddivisionandprovidemultiplemodelsforwholenumberoperationsandtheirapplications.
• Recognizethemeaninganduseofplacevalueinrepresentingwholenumbersandfinitedecimals,comparingandorderingnumbers,andunderstandingtherelativemagnitudeofnumbers.
• Demonstrateproficiencyinmulti‐digitcomputationusingalgorithms,mentalmathematics,andcomputationalestimation.
• Analyzeintegersandrationalnumbers,theirrelativesize,andhowoperationswithwholenumbersextendtointegersandrationalnumbers.
• Demonstrateknowledgeofthehistoricaldevelopmentofnumberandnumbersystemsincludingcontributionsfromdiversecultures.
Standard10:KnowledgeofDifferentPerspectivesonAlgebra
Description Indicators
Candidatesemphasizerelationshipsamongquantitiesincludingfunctions,waysofrepresentingmathematicalrelationships,andtheanalysisofchange.
Candidatesareableto:• Exploreandanalyzepatterns,relations,andfunctions.• Recognizeandanalyzemathematicalstructures.• Investigateequalityandequations.• Usemathematicalmodelstorepresentquantitativerelationships.• Analyzechangeinvariouscontexts.• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.
Standard11:KnowledgeofGeometries
Description Indicators
Candidatesusespatialvisualizationandgeometricmodelingtoexploreandanalyzegeometricshapes,structures,andtheirproperties.
Candidatesareableto:• Usevisualization,thepropertiesoftwo‐andthree‐dimensionalshapes,andgeometricmodeling.
• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsusingconcretemodels,drawings,anddynamicgeometrysoftware.
• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry.
• Applytransformationsandusesymmetry,congruence,andsimilarity.
• DemonstrateknowledgeofthehistoricaldevelopmentofEuclideanandnon‐Euclideangeometriesincludingcontributionsfromdiversecultures.
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Standard12:KnowledgeofDataAnalysis,Statistics,andProbability
Description Indicators
Candidatesdemonstrateanunderstandingofconceptsandpracticesrelatedtodataanalysis,statistics,andprobability.
Candidatesareableto:• Designinvestigationsthatcanbeaddressedbycreatingdatasetsandcollecting,organizing,anddisplayingrelevantdata.
• Useappropriatestatisticalmethodsandtechnologicaltoolstoanalyzedataanddescribeshape,spread,andcenter.
• Applythebasicconceptsofprobability.• Demonstrateknowledgeofthehistoricaldevelopmentofprobabilityandstatisticsincludingcontributionsfromdiversecultures.
Standard13:KnowledgeofMeasurement
Description Indicators
Candidatesapplyandusemeasurementconceptsandtools.
Candidatesareableto:• Recognizeandapplymeasurableattributesofobjectsandtheunits,systems,andprocessesofmeasurement.
• Employestimationasawayofunderstandingmeasurementunitsandprocesses.
• Demonstrateknowledgeofthehistoricaldevelopmentofmeasurementandmeasurementsystemsincludingcontributionsfromdiversecultures.
Standard14:Field‐BasedExperiences
Description Indicators
Candidatescompletefield‐basedexperiencesinmathematicsclassrooms.
Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginmiddlegradesmathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.
• Experiencefull‐timestudentteachinginelementarygradesmathematicsthatissupervisedbyanexperiencedandhighlyqualifiedteacherandanorganizationalsupervisorwithelementarygradesmathematicsteachingexperience.
• Demonstratetheabilitytoincreasestudents’knowledgeofmathematics.
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MathematicsMiddleLevel(4‐8)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofMiddle‐levelMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalCouncilofTeachersofMathematicsforthepreparationofMiddle‐levelMathematicsTeachers.
Standard1:KnowledgeofMathematicalProblemSolving
Description Indicators
Candidatesknow,understand,andapplytheprocessofmathematicalproblemsolving.
Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.
• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinother
• contexts.• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.
Standard2:KnowledgeofReasoningandProof
Description Indicators
Candidatesreason,construct,andevaluatemathematicalargumentsanddevelopanappreciationformathematicalrigorandinquiry.
Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.
• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.
Standard3:KnowledgeofMathematicalCommunication
Description Indicators
Candidatescommunicatetheirmathematicalthinkingorallyandinwritingtopeers,faculty,andothers.
Candidatesareableto:• Communicatetheirmathematicalthinkingcoherentlyandclearlytopeers,faculty,andothers.
• Usethelanguageofmathematicstoexpressideasprecisely.• Organizemathematicalthinkingthroughcommunication.• Analyzeandevaluatethemathematicalthinkingandstrategiesofothers.
Standard4:KnowledgeofMathematicalConnections
Description Indicators
Candidatesrecognize,use,andmakeconnectionsbetweenandamongmathematicalideasandincontextsoutsidemathematicstobuildmathematicalunderstanding.
Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.
• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.
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Standard5:KnowledgeofMathematicalRepresentation
Description Indicators
Candidatesusevariedrepresentationsofmathematicalideastosupportanddeepenstudents’mathematicalunderstanding.
Candidatesareableto:• Userepresentationstomodelandinterpretphysical,social,and
mathematicalphenomena.• Createanduserepresentationstoorganize,record,and
communicatemathematicalideas.• Select,apply,andtranslateamongmathematical
representationstosolveproblems.
Standard6:KnowledgeofTechnology
Description Indicator
Candidatesembracetechnologyasanessentialtoolforteachingandlearningmathematics.
Candidatesareableto:• Useknowledgeofmathematicstoselectanduseappropriatetechnologicaltools,suchasbutnotlimitedto,spreadsheets,dynamicgraphingtools,computeralgebrasystems,dynamicstatisticalpackages,graphingcalculators,data‐collectiondevices,andpresentationsoftware.
Standard7:Dispositions
Description Indicators
Candidatessupportapositivedispositiontowardmathematicalprocessesandmathematicallearning.
Candidatesareableto:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Committolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.
Standard8:KnowledgeofMathematicsPedagogy
Description Indicators
Candidatespossessadeepunderstandingofhowstudentslearnmathematicsandofthepedagogicalknowledgespecifictomathematicsteachingandlearning.
Candidatesareableto:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.
• Selectsandusesappropriateconcretematerialsforlearningmathematics.
• Usesmultiplestrategies,includinglisteningtoandunderstandingthewaysstudentsthinkaboutmathematics,toassessstudents’mathematicalknowledge.
• Planslessons,unitsandcoursesthataddressappropriatelearninggoals,includingthosethataddresslocal,state,andnationalmathematicsstandardsandlegislativemandates.
• Participatesinprofessionalmathematicsorganizationsandusestheirprintandon‐lineresources.
• Demonstratesknowledgeofresearchresultsintheteachingandlearningofmathematics.
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• Usesknowledgeofdifferenttypesofinstructionalstrategiesinplanningmathematicslessons.
• Demonstratestheabilitytoleadclassesinmathematicalproblemsolvingandindevelopingin‐depthconceptualunderstanding,andtohelpstudentsdevelopandtestgeneralizations.
• Developlessonsthatusetechnology’spotentialforbuildingunderstandingofmathematicalconceptsanddevelopingimportantmathematicalideas.
Standard9:KnowledgeofNumberandOperation
Description Indicators
Candidatesdemonstratecomputationalproficiency,includingaconceptualunderstandingofnumbers,waysofrepresentingnumber,relationshipsamongnumberandnumbersystems,andmeaningsofoperations.
Candidatesareableto:• Developthemathematicsthatunderliestheproceduresusedforoperationsinvolvingwholenumbers,integers,andrationalnumbers.
• Usepropertiesinvolvingnumberandoperations,mentalcomputation,andcomputationalestimation.
• Provideequivalentrepresentationsoffractions,decimals,andpercents.
• Create,solve,andapplyproportions.• Applythefundamentalideasofnumbertheory.• Makesenseoflargeandsmallnumbersandusescientificnotation.
• Analyzeandexplainthedistinctionsamongwholenumbers,integers,rationalnumbers,andrealnumbersandwhetherornotthefieldaxiomshold.
• Demonstrateknowledgeofthehistoricaldevelopmentofnumberandnumbersystemsincludingcontributionsfromdiversecultures.
Standard10:KnowledgeofDifferentPerspectivesonAlgebra
Description Indicators
Candidatesemphasizerelationshipsamongquantitiesincludingfunctions,waysofrepresentingmathematicalrelationships,andtheanalysisofchange.
Candidatesareableto:• Explore,analyze,andrepresentpatterns,relations,andfunctions.
• Representandanalyzemathematicalstructures.• Investigateequality,equations,andproportionalrelationships.• Usemathematicalmodelstorepresentquantitativerelationships.
• Analyzechangeinvariouscontexts.• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.
Standard11:KnowledgeofGeometries
Description Indicators
Candidatesusespatialvisualizationandgeometricmodelingtoexploreandanalyzegeometricshapes,structures,andtheirproperties.
Candidatesareableto:• DemonstrateknowledgeofcoreconceptsandprinciplesofEuclideanandnon‐Euclideangeometriesintwoandthreedimensionsfrombothformalandinformalperspectives.
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• Exhibitknowledgeoftheroleofaxiomaticsystemsandproofsingeometry.
• Analyzecharacteristicsandrelationshipsofgeometricshapesandstructures.
• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsandvisualizeobjectsfromdifferentperspectives.
• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry,vectors,andotherrepresentationalsystems.
• Applytransformationsandusesymmetry,similarity,andcongruencetoanalyzemathematicalsituations.
• Useconcretemodels,drawings,anddynamicgeometricsoftwaretoexploregeometricideasandtheirapplicationsinreal‐worldcontexts.
• DemonstrateknowledgeofthehistoricaldevelopmentofEuclideanandnon‐Euclideangeometriesincludingcontributionsfromdiversecultures.
Standard12:KnowledgeofCalculus
Description Indicators
Candidatesdemonstrateaconceptualunderstandingoflimit,continuity,differentiation,andintegrationandathoroughbackgroundinthetechniquesandapplicationofthecalculus.
Candidatesareableto:• Demonstrateaconceptualunderstandingofbasiccalculusconcepts.
• Demonstrateknowledgeofthehistoricaldevelopmentofcalculusincludingcontributionsfromdiversecultures.
Standard13:KnowledgeofDiscreteMathematics
Description Indicators
Candidatesapplythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblems.
Candidatesareableto:• Demonstrateaconceptualunderstandingofthefundamentalideasofdiscretemathematics
• Usetechnologicaltoolstoapplythefundamentalconceptsofdiscretemathematics.
• Demonstrateknowledgeofthehistoricaldevelopmentofdiscretemathematicsincludingcontributionsfromdiversecultures.
Standard14:KnowledgeofDataAnalysis,Statistics,andProbability
Description Indicators
Candidatesdemonstrateanunderstandingofconceptsandpracticesrelatedtodataanalysis,statistics,andprobability.
Candidatesareableto:• Designinvestigations,collectdatathroughrandomsamplingorrandomassignmenttotreatments,anduseavarietyofwaystodisplaythedataandinterpretdatarepresentations.
• Drawconclusionsinvolvinguncertaintybyusinghands‐onandcomputer‐basedsimulationforestimatingprobabilitiesandgatheringdatatomakeinferencesanddecisions.
• Identifymisusesofstatisticsandinvalidconclusionsfromprobability.
• Useappropriatestatisticalmethodsandtechnologicaltoolstoanalyzedataanddescribeshape,spread,andcenter.
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• Investigate,interpret,andconstructrepresentationsforconditionalprobability,geometricprobability,andforbivariatedata.
• Demonstrateknowledgeofthehistoricaldevelopmentofprobabilityandstatisticsincludingcontributionsfromdiversecultures.
Standard15:KnowledgeofMeasurement
Description Indicators
Candidatesapplyandusemeasurementconceptsandtools.
Candidatesareableto:• Recognizemeasurementattributesandtheireffectonthechoiceofappropriatetoolsandunits.
• Applytechniques,tools,andformulastodeterminemeasurements.
• Employestimationasawayofunderstandingmeasurementunitsandprocesses.
• Completeserroranalysisthroughdeterminingthereliabilityofthenumbersobtainedfrommeasurement.
• Demonstrateknowledgeofthehistoricaldevelopmentofmeasurementandmeasurementsystemsincludingcontributionsfromdiversecultures.
Standard16:Field‐BasedExperiences
Description Indicators
Candidatescompletefield‐basedexperiencesinmathematicsclassrooms.
Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginmiddlegradesmathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.
• Experiencefull‐timestudentteachinginmiddlegradesmathematicsthatissupervisedbyanexperiencedandhighlyqualifiedteacherandauniversityorcollegesupervisorwithmiddlegradesmathematicsteachingexperience.
• Demonstratetheabilitytoincreasestudents’knowledgeofmathematics.
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ModernForeignLanguageInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofModernForeignLanguagesshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2002StandardsoftheAmericanCouncilontheTeachingofForeignLanguages(ACTFL)forthepreparationofForeignLanguageTeachers.
Standard1:Language,Linguistics,Comparisons
Elements Indicators
Standard1.a.DemonstratingLanguageProficiencyCandidatesdemonstrateahighlevelofproficiencyinthetargetlanguage,andtheyseekopportunitiestostrengthentheirproficiency.
• ForFrench,German,Hebrew,Italian,Portuguese,Russian,andSpanish,candidatesspeakattheAdvanced‐LowlevelontheACTFLscale:theyparticipateactivelyinmostinformalandsomeformalconversationsdealingwithtopicsrelatedtoschool,home,andleisureactivities,andtoalesserdegree,thoserelatedtoeventsofworkcurrent,public,andpersonalinterest;theynarrateanddescribeinpresent,past,andfuturetimeframes,butcontrolofaspectmaybelackingattimes;theycombineandlinksentencesintoconnecteddiscourseofparagraphlength;theyhandleappropriatelyaroutinesituationorfamiliarcommunicativetaskthatpresentsacomplicationorunexpectedturnofevents;theyareunderstoodbynativespeakersunaccustomedtodealingwithnon‐natives,eventhoughthismaybeachievedonlythroughrepetitionandrestatement.
• ForArabic,Chinese,Japanese,andKorean,candidatesspeakattheIntermediate‐HighlevelontheACTFLscale:theyhandlesuccessfullyuncomplicatedtasksandsocialsituationsrequiringanexchangeofbasicinformationrelatedtowork,school,recreation,andparticularinterests,thoughhesitationanderrorsmaybeevident;theyhandlethetaskspertainingtotheAdvancedlevel,buttheirperformanceofthesetaskswillexhibitoneormorefeaturesofbreakdownsuchasthefailuretomaintainthenarrationordescriptionsyntacticallyintheappropriatetimeframe,thedisintegrationofconnecteddiscourse,themisuseofcohesivedevices,areductioninvocabulary,orasignificantamountofhesitation;theyaregenerallyunderstoodbynativespeakersunaccustomedtodealingwithnon‐natives,althoughgapsincommunicationmayoccur.
• Aslisteners,candidatesmovebeyondliteralcomprehension,inferthemeaningofunfamiliarwordsandphrasesinnewcontexts,inferandinterprettheauthor’sintent,andofferapersonalinterpretationofthemessage.
• ForreadersoftargetlanguagesthatuseaRomanalphabet,includingclassicallanguages,candidatesmovebeyondliteralcomprehension,inferthemeaningofunfamiliarwordsandphrasesinnewcontexts,inferandinterprettheauthor’sintent,andofferapersonalinterpretationoftext.
• Forreadersoftargetlanguagesthatuseanon‐Romanalphabetorcharacters,candidatesidentifymainideasandmostimportantdetails,begintomovebeyondliteralcomprehension,andidentifyeithertheauthor’sperspective(s)orculturalperspective(s).
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• Candidatesdeliveroralpresentationsextemporaneously,withoutreadingnotesverbatim.Presentationsconsistoffamiliarliteraryandculturaltopicsandthoseofpersonalinterest.Theyspeakinconnecteddiscourseusingavarietyoftimeframesandvocabularyappropriatetothetopic.Theyuseextra‐linguisticsupportasneededtofacilitateaudiencecomprehension(e.g.,visuals).
• FortargetlanguagesthatusetheRomanalphabet,candidateswriteattheAdvanced‐LowlevelontheACTFLscale:theywriteroutinesocialcorrespondence,theywriteaboutfamiliartopicsbymeansofnarratives,descriptionsandsummariesofafactualnatureinmajortimeframeswithsomecontrolofaspect;theycombinesentencesintextsofparagraphlength;theyincorporatealimitednumberofcohesivedevices;theirwritingdemonstratescontrolofsimpletarget‐languagesentencestructuresandpartialcontrolofmorecomplexstructuressyntacticstructures;theirwritingisunderstoodbyreadersaccustomedtothewritingofsecondlanguagelearnersalthoughadditionaleffortmayberequiredinreadingthetext.Fortargetlanguagesthatanon‐Romanalphabetorcharacters,candidateswriteattheIntermediate‐HighlevelontheACTFLscale:theymeetallpracticalwritingneeds(uncomplicatedletters,simplesummaries,compositionsrelatedtowork,school,andtopicsofcurrentandgeneralinterest);theyconnectsentencesintoparagraphsusingalimitednumberofcohesivedevicesthattendtoberepeated;theywritesimpledescriptionsandnarrationsofparagraphlengthoneverydayeventsandsituationsindifferenttimeframes,althoughwithsomeinaccuracies;theirwritingisgenerallycomprehensibletonativesnotusedtothewritingofnon‐natives,butgapsincomprehensionmayoccur.
• Candidatesmaintainandenhancetheirproficiencybyinteractinginthetargetlanguageoutsideoftheclassroom,reading,andusingtechnologytoaccesstargetlanguagecommunities.
Standard1.b.UnderstandingLinguisticsCandidatesknowthelinguisticelementsofthetargetlanguagesystem,recognizethechangingnatureoflanguage,andaccommodateforgapsintheirownknowledgeofthetargetlanguagesystembylearningontheirown.
• Candidatesidentifyphonemesandallophonesofthetargetlanguage.Theyunderstandtherulesofthesoundsystemofthetargetlanguage.Theydiagnosetheirowntargetlanguagepronunciationdifficulties.
• Candidatesidentifymorphemes(affixesandstems)inthetargetlanguageanddescribehowtheyareputtogethertoformwords.Theyrecognizethemeaningofnewwordsbyusingmorphologicalclues(e.g.,wordfamilies).
• Candidatesdescribesyntacticpatternsofthetargetlanguage,suchasformationofsimplesentencesandquestions,andcontrastthemwiththoseoftheirnativelanguages.Candidatesrecognizekeycohesivedevicesusedinconnecteddiscourse(e.g.,conjunctions,adverbs).
• Candidatesunderstandtheinferredmeaningofwordsandsentencesaswellashigh‐frequencyidiomaticexpressions.Candidatesunderstandandidentifysemanticdifferencesbetweentheirnativelanguagesandthetargetlanguage.
• Candidatesexplaintherulesthatgoverntheformationofwordsandsentencessuchasthosepertainingtotheverbalsystem,agreement,useofpronouns,prepositionsandpostpositions,wordorder,andinterrogativesintermsofregularitiesandirregularities.Theyexemplifytheseruleswithtargetlanguageexamples.
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• Candidatesidentifythepragmaticandsociolinguisticfeatures(e.g.,politenessconventions,formal/informalformsofaddress)oftargetlanguagediscourse.Theyidentifytargetlanguagefeaturesforcreatingcoherenceinextendedspokenandprintedtexts.
• Candidatesidentifykeychangesinthetargetlanguagethathaveoccurredovertime(suchaswritingsystem,introductionofnewwords,spellingconventions,grammaticalelements,etc.).Theyidentifydiscrepanciesthatmayexistbetweenthetargetlanguageoftheirinstructionalmaterialsandcontemporaryusage.
• Candidatesinvestigatethetargetlanguagesystemandexamplesontheirownwhenfacedwithspecificaspectsofthesystemwithwhichtheyarenotfamiliar.
Standard1.c.IdentifyingLanguageComparisonsCandidatesknowthesimilaritiesanddifferencesbetweenthetargetlanguageandotherlanguages,identifythekeydifferencesinvarietiesofthetargetlanguage,andseekopportunitiestolearnaboutvarietiesofthetargetlanguageontheirown.
• Candidatesidentifykeydifferencesbetweenthetargetandotherlanguagesandincludethisinformationinlanguageinstruction.
• Candidatesidentifykeyfeaturesofvarietiesofthetargetlanguageintermsofgenderanddialectaldifferencesandprovideexamplestostudents.
• Candidateslearnabouttargetlanguagevarietiesthroughinteractionwithnativespeakersoutsideofclassandbyaccessingauthentictargetlanguagesamplesthroughavarietyofmeanssuchastechnology.
Standard2:Cultures,Literatures,Cross‐DisciplinaryConcepts
Elements Indicators
Standard2.a.DemonstratingCulturalUnderstandingsCandidatesdemonstratethattheyunderstandtheconnectionsamongtheperspectivesofacultureanditspracticesandproducts,andtheyintegratetheculturalframeworkforforeignlanguagestandardsintotheirinstructionalpractices.
• Candidatescitekeyculturalperspectivesandprovidesupportthroughdescriptionofproductsandpractices.
• Candidateshavespentplannedtimeinatargetcultureorcommunitysothattheyhavepersonalexperiencetosupportacademicstudy.
• Candidatesdemonstratethattheycananalyzeandhypothesizeaboutunfamiliarorunknownculturalissues.Theyusetheframeworkoftheforeignlanguagestandardsoranotherculturalmodeltoinvestigatehypothesesthatarisefrommaterialsoreventsthatcontainculturalquestionsorassumptions.
• Candidatesusethestandardsframeworkorotherculturalmodeltointegratecultureintodailylessonsandunitsofinstruction.Theyengagestudentsinexploringtheproductsandpracticesthatrelatetospecificperspectivesofthetargetculture.
• Candidatesintegrateculturalinsightswiththetargetlanguageinitscommunicativefunctionsandcontentareas.Theyworktoextendtheirknowledgeofculturethroughindependentworkandinteractionswithnativespeakers.
Standard2.b.DemonstratingUnderstandingofLiteraryandCulturalTextsandTraditionsCandidatesrecognizethevalueandroleofliteraryandculturaltextsandusethemtointerpret
• Candidatesinterpretliterarytextsthatrepresentdefiningworksinthetargetcultures.Theyidentifythemes,authors,historicalstyle,andtexttypesinavarietyofmediathattheculturesdeemimportantinunderstandingthetraditionsofthecultures.
• Candidatesselectliteraryandculturaltextsappropriatetoage,interests,andproficiencyleveloftheirstudents.Theyintegratethesetextsintolessons,designactivitiesthatdeveloplanguagecompetenciesbasedon
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andreflectupontheperspectivesofthetargetculturesovertime.
thesetexts,andengagestudentsininterpretingtheirmeaningandtheculturalperspectivesthattheyrepresent.
• Candidatesidentifyfromtheirstudieslistsoftextstheyplantouseandadaptintheirteaching.Theyenrichclassroomcontentwithtextsandtopicsvaluedbytheculture.Thesetextsaretakenfromliteratureandothermedia.
Standard2.c.IntegratingOtherDisciplinesInInstructionCandidatesintegrateknowledgeofotherdisciplinesintoforeignlanguageinstructionandidentifydistinctiveviewpointsaccessibleonlythroughthetargetlanguage.
• Candidatesintegrateconceptsfromothersubjectareassuchasmath,science,socialstudies,art,andmusic.Theyteachstudentsstrategiesforlearningthisnewcontentintheforeignlanguage.
• Candidatescollaboratewithcolleaguesinmakingconnectionsbetweenlanguageandothersubjectareas.Theylocateauthenticresourcesappropriatetotheage,gradelevel,programgoals,andinterestsoftheirstudents.
• Candidatesdevotetimetofindingwaystointegratesubject‐areacontentandtolocatingauthenticresources.Theyarewillingtolearnnewcontentwithstudents.
Standard3:LanguageAcquisitionTheoriesandInstructionalPractices
Elements Indicators
Standard3.a.UnderstandingLanguageAcquisitionandCreatingaSupportiveClassroomCandidatesdemonstrateanunderstandingoflanguageacquisitionatvariousdevelopmentallevelsandusethisknowledgetocreateasupportiveclassroomlearningenvironmentthatincludestargetlanguageinputandopportunitiesfornegotiationofmeaningandmeaningfulinteraction.
• Candidatesexhibitanunderstandingoflanguageacquisitiontheories,includingtheuseoftargetlanguageinput,negotiationofmeaning,interaction,andasupportivelearningenvironment.Theydrawontheirknowledgeoftheories,astheyapplytoK‐12learnersatvariousdevelopmentallevels,indesigningteachingstrategiesthatfacilitatelanguageacquisition.
• Candidatesusethetargetlanguagetothemaximumextentinclassesatalllevelsofinstruction.Theydesignatecertaintimesforspontaneousinteractionwithstudentsinthetargetlanguage.Theytailorlanguageusetostudents’developingproficiencylevels.Theyuseavarietyofstrategiestohelpstudentsunderstandoralandwritteninput.Theyusethetargetlanguagetodesigncontent‐basedlanguagelessons.
• Candidatesnegotiatemeaningwithstudentswhenspontaneousinteractionoccurs.Theyteachstudentsavarietyofwaystonegotiatemeaningwithothersandprovideopportunitiesforthemtodosoinclassroomactivities.
• Candidatesdesignactivitiesinwhichstudentswillhaveopportunitiestointeractmeaningfullywithoneanother.Themajorityofactivitiesandtasksarestandards‐basedandhavemeaningfulcontextsthatreflectcurricularthemesandstudents’interests.
• Candidatesemployexercisesandactivitiesthatrequirestudentstoprovideopen‐ended,personalizedresponses.
• Candidatesoftenassumetheroleoffacilitatorinclassroomactivities.Someactivitiesprovideopportunitiesforthemtolearnwiththeirstudents.
• Candidatesprovidefeedbacktostudentsthatfocusesonmeaningaswellaslinguisticaccuracy.Theyviewerrorsasanormalpartofthelanguageacquisitionprocess.
• Candidatesemploystrategiestoencourageandaffirmstudentprogress.Candidatesencouragestudentstotakerisksinusingthetargetlanguage.
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Standard3.b.DevelopingInstructionalPracticesthatReflectLanguageOutcomesandLearnerDiversityCandidatesdevelopavarietyofinstructionalpracticesthatreflectlanguageoutcomesandarticulatedprogrammodelsandaddresstheneedsofdiverselanguagelearners.
• Candidatesdescribethephysical,cognitive,emotional,andsocialdevelopmentalcharacteristicsofK‐12students.Theyimplementavarietyofinstructionalmodelsandtechniquestoaccommodatethesedifferences.
• Candidatesdescribehowforeignlanguageprogrammodels(e.g.,FLES,FLEX,immersion)leadtodifferentlanguageoutcomes.
• Candidatesseekoutinformationregardingtheirstudents’languagelevels,languagebackgrounds,andlearningstyles.Theyimplementavarietyofinstructionalmodelsandtechniquestoaddressthesestudentdifferences.
• Candidatesidentifymultiplewaysinwhichstudentslearnwhenengagedinlanguageclassroomactivities.
• Candidatesimplementavarietyofinstructionalmodelsandtechniquesthataddressspecificspecialneedsoftheirstudents.
• Candidatesimplementactivitiesthatpromotecriticalthinkingandproblem‐solvingskills.
• Candidatesrecognizethatquestioningstrategiesandtask‐basedactivitiesservedifferentinstructionalobjectives.Theyusetasksastheyappearintheirinstructionalmaterials.
• Candidatesseekoutopportunitiestolearnabouttheirstudents,theirbackgrounds,andtheirspecialneeds.Theyadaptinstructiontoaddressstudents’needs.
STANDARD4:IntegrationOfStandardsIntoCurriculumandInstruction
Elements Indicators
Standard4.a.UnderstandingandIntegratingStandardsInPlanningCandidatesdemonstrateanunderstandingofthegoalareasandstandardsoftheStandardsforForeignLanguageLearningandtheirstatestandards,andtheyintegratetheseframeworksintocurricularplanning.
• Candidatesdescribehowthegoalareasandstandards(bothnationalandstate)areaddressedininstructionalmaterialsand/orclassroomactivities.
• Candidatescreateunit/lessonplanobjectivesthataddressspecificgoalareasandstandards(nationalandstate).Theydesignactivitiesand/oradaptinstructionalmaterialsandactivitiestoaddressspecificstandards.
• Candidatesintegratenationalandstatestandardsintotheircurricularplanning,eveniftheirinstructionalmaterialsarenotstandards‐based.
Standard4.b.IntegratingStandardsinInstructionCandidatesintegratetheStandardsforForeignLanguageLearningandtheirstatestandardsintolanguageinstruction.
• CandidatesadaptexercisesandactivitiesasnecessarytoaddressspecificgoalareasandstandardsoftheStandardsforForeignLanguageLearningandtheirstatestandards.
• Candidatesdesignopportunitiesfortheirstudentstocommunicatebyusingtheinterpersonal,interpretive,andpresentationalmodesinanintegratedmanner.
• Candidatesdesignopportunitiesfortheirstudentstoexplorethetargetlanguageculture(s)bymeansofculturalproducts,practices,andperspectives.
• Candidatesplanforanddesignopportunitiesfortheirstudentstolearnaboutothersubjectareasintheforeignlanguage.Theyobtaininformationaboutothersubjectareasfromcolleagueswhoteachthosesubjects.
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• Candidatesprovideopportunitiesfortheirstudentstoconnecttotargetlanguagecommunitiesthroughavarietyofmeanssuchastechnologyandauthenticmaterials.
• Candidatesdesignandimplementactivitiesthatarestandardsbased,eveniftheirinstructionalmaterialsandcurriculumarenotstandardsbased.Theyacquireknowledgeandskillstobeabletodothis.
Standard4.c.SelectingandDesigningInstructionalMaterialsCandidatesusestandardsandcurriculargoalstoevaluate,select,design,andadaptinstructionalresources.
• Candidatesusetheirknowledgeofstandardsandcurriculargoalstoevaluate,select,anddesignmaterials,includingvisuals,realia,authenticprintedandoralmaterials,andotherresourcesobtainedthroughtechnology.
• Candidatesidentifyandintegrateauthenticmaterialsintoclassroomactivities(e.g.,taperecordednewsbroadcastsandtalkshows,magazineandnewspaperarticles,literaryselections,videotapedtalkshows,realia).Theyhelpstudentstoacquirestrategiesforunderstandingandinterpretingauthentictexts.
• Candidatesadaptmaterialsasnecessarytoreflectstandards‐basedgoalsandinstructionwhenmaterialsfallshort.
• Candidateslocateadditionalresourcesthatenhancetopics/themesinthecurriculum.
STANDARD5:AssessmentOfLanguagesandCultures
Elements Indicators
Standard5.a.KnowingAssessmentModelsandUsingThemAppropriatelyCandidatesbelievethatassessmentisongoing,andtheydemonstrateknowledgeofmultiplewaysofassessmentthatareage‐andlevel‐appropriatebyimplementingpurposefulmeasures.
• Candidatesdesignformativeassessmentstomeasureachievementwithinaunitofinstructionandsummativeassessmentstomeasureachievementattheendofaunitorchapter.
• Candidatesdesignperformanceassessmentsthatmeasurestudents’abilitiestocomprehendandinterpretauthenticoralandwrittentextsfromthetargetcultures.Theassessmentstheydesignanduseencompassavarietyofresponsetypesfromforcedchoicetoopen‐ended.
• Candidatesdesignperformanceassessmentsthatmeasurestudents’abilitiestonegotiatemeaningaslisteners/speakersandasreaders/writersinaninteractivemode.Assessmentsfocusontasksatstudents’levelsofcomfortbutposesomechallenges.
• Candidatesdesignanduseassessmentsthatcapturehowwellstudentspeakandwriteinplannedcontexts.Theassessmentsfocusonthefinalproductscreatedafteradraftingprocessandlookathowmeaningisconveyedinculturallyappropriateways.Theycreateanduseeffectiveholisticand/oranalyticalscoringmethods.
• Candidatesdeviseassessmentsthatallowstudentstoapplytheculturalframeworktoauthenticdocuments.Studenttasksincludeidentifyingtheproducts,practices,andperspectivesembeddedinthosedocuments.
• Candidatesutilizeexistingstandards‐basedperformanceassessments(e.g.,integratedperformanceassessments),thatallowstudentstoworkthroughaseriesofcommunicativetasksonaparticulartheme(e.g.,wellness,travel).Theyareabletoevaluateperformanceinaglobalmanner.
• Candidatesassesswhatstudentsknowandareabletodobyusinganddesigningassessmentsthatcapturesuccessfulcommunicationandculturalunderstandings.Theycommittheeffortnecessarytomeasureendperformances.
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Standard5.b.ReflectingonAssessmentCandidatesreflectontheresultsofstudentassessments,adjustinstructionaccordingly,analyzetheresultsofassessments,andusesuccessandfailuretodeterminethedirectionofinstruction.
• Candidatesobserveandanalyzetheresultsofstudentperformancessoastodiscernbothglobalsuccessandunderlyinginaccuracies.
• Candidatesuseinsightsgainedfromassessingstudentperformancestoadapt,change,andreinforceinstruction.
• Candidatesincorporatewhattheyhavelearnedfromassessmentsandshowhowtheyhaveadjustedinstruction.Thecommitmenttodothisisestablishedintheirplanning.
Standard5.c.ReportingassessmentresultsCandidatesinterpretandreporttheresultsofstudentperformancestoallstakeholdersandprovideopportunityfordiscussion.
• Candidatesinterpretandreportaccuratelytheprogressstudentsaremakingintermsoflanguageproficiencyandculturalknowledge.Theyusetheperformancestoillustratebothwhatstudentscandoandhowtheycanadvance.
• Candidatesreportstudentprogresstostudentsandparents.Theyuseappropriateterminologyandshareexamplesthatillustratestudentlearning.
• Candidatesreportassessmentresultsaccuratelyandclearly.
Standard6:Professionalism
Elements Indicators
Standard6.a.EngaginginProfessionalDevelopmentCandidatesengageinprofessionaldevelopmentopportunitiesthatstrengthentheirownlinguisticandculturalcompetenceandpromotereflectiononpractice.
• Candidatesidentifyandparticipateinatleastoneprofessionalorganization.
• Candidatesidentifyimmediateprofessionaldevelopmentneeds.• Candidatesframetheirownreflectionandresearchquestionsandshowevidenceofengaginginareflectiveprocesstoimproveteachingandlearning.
• Candidatesseekopportunitiesforprofessionalgrowth.
Standard6.b.KnowingtheValueofForeignLanguageLearningCandidatesknowthevalueofforeignlanguagelearningtotheoverallsuccessofallstudentsandunderstandthattheywillneedtobecomeadvocateswithstudents,colleagues,andmembersofthecommunitytopromotethefield.
• Candidatesdeveloparationalethatincludeskeybenefitsofforeignlanguagelearning.
• Candidateschooseappropriatedatasourcestodevelopproductsinsupportofforeignlanguagelearningfordesignatedaudiences.
• CandidatesprovideevidenceoftheimportanceofbuildingalliancestoadvocateforK‐12foreignlanguagelearning.
• Basedonreadingsandfieldexperiences,candidatesbelievethatallstudentsshouldhaveopportunitiestolearnaforeignlanguage.
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MusicEducation(VocalorInstrumental)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasMusicteachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2007StandardsofNationalAssociationofSchoolsofMusicforthepreparationofMusicTeachers.
Standard1:DesirableAttributes
Indicators
Candidatesshoulddemonstrate:• Personalcommitmenttotheartofmusic,toteachingmusicasanelementofcivilization,andto
encouragingtheartisticandintellectualdevelopmentofstudents,plustheabilitytofulfillthesecommitmentsasanindependentprofessional.
• Theabilitytoleadstudentstoanunderstandingofmusicasanartform,asameansofcommunication,andasapartoftheirintellectualandculturalheritage.
• Thecapabilitytoinspireothersandtoexcitetheimaginationofstudents,engenderingarespectformusicandadesireformusicalknowledgeandexperiences.
• Theabilitytoarticulatelogicalrationalesformusicasabasiccomponentofgeneraleducation,andtopresentthegoalsandobjectivesofamusicprogrameffectivelytoparents,professionalcolleagues,andadministrators.
• Theabilitytoworkproductivelywithinspecificeducationsystems,promoteschedulingpatternsthatoptimizemusicinstruction,maintainpositiverelationshipswithindividualsofvarioussocialandethnicgroups,andbeempatheticwithstudentsandcolleaguesofdifferingbackgrounds.
• Theabilitytoevaluateideas,methods,andpoliciesinthearts,thehumanities,andinartseducationfortheirimpactonthemusicalandculturaldevelopmentofstudents.
• Theabilityanddesiretoremaincurrentwithdevelopmentsintheartofmusicandinteaching,tomakeindependent,in‐depthevaluationsoftheirrelevance,andtousetheresultstoimprovemusicianshipandteachingskills.
Standard2:MusicCompetencies
Indicators
Theprofessionofschoolmusicteachernowencompassesawiderangeoftraditional,emerging,andexperimentalpurposes,approaches,content,andmethods.Eachinstitutionmakeschoicesaboutwhat,amongmanypossibilitiesitwillofferprospectivespecialistmusicteachers.Institutionsmayofferacomprehensivecurriculuminvolvingtwoormorespecializationsand/orfocusononeormoreparticularspecializations.Thefollowingstandardsprovideaframeworkfordevelopingandevaluatingawidevarietyofteacherpreparationprogramgoalsandachievements.Thefollowingcompetenciesapplytothepreparationofmusicteachers:
(1)ConductingandMusicalLeadershipAcandidatemustdemonstratethathe/sheisacompetentconductor,abletocreateaccurateandmusicallyexpressiveperformanceswithvarioustypesofperforminggroupsandingeneralclassroomsituations.Instructioninconductingincludesscorereadingandtheintegrationofanalysis,style,performancepractices,instrumentation,andconductingtechniques.Laboratoryexperiencesthatgivethestudentopportunitiestoapplyrehearsaltechniquesandproceduresareessential.Prospectiveteachersinprogramswithlessfocusonthepreparationofensembleconductorsmustacquireconductingandmusicalleadershipskillssufficienttoteacheffectivelyintheirarea(s)ofspecialization.
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(2)ArrangingThecandidatemustbeabletoarrangeandadaptmusicfromavarietyofsourcestomeettheneedsandabilitylevelsofindividuals,schoolperforminggroups,andinclassroomsituations.(3)FunctionalPerformanceInadditiontotheskillsrequiredforallmusicians,functionalperformanceabilitiesinkeyboardandthevoiceareessential.Functionalperformanceabilitiesininstrumentsappropriatetothestudent’steachingspecializationarealsoessential.(4)Analysis/History/LiteratureTheprospectivemusicteachershouldbeabletoapplyanalyticalandhistoricalknowledgetocurriculumdevelopment,lessonplanning,anddailyclassroomandperformanceactivities.Teachersshouldbepreparedtorelatetheirunderstandingofmusicwithrespecttostyles,literature,multipleculturalsources,andhistoricaldevelopment,bothingeneralandasrelatedtotheirarea(s)ofspecialization.
Standard3:SpecializationCompetencies
Description
Institutionsandothereducationalauthoritiesmakedecisionsabouttheextenttowhichmusicteacherswillbepreparedinoneormorespecializations.Thefollowingcompetenciesapplysinglyorincombinationconsistentwiththespecializationobjectivesofeachteacherpreparationprograminmusic.
(1)GeneralMusicListedbelowareessentialcompetenciesandexperiencesforthegeneralmusicteachingspecialization:• Musicianship,vocal,andpedagogicalskillssufficienttoteachgeneralmusic.• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforgeneralmusic.
• Theabilitytoleadperformance‐basedinstruction.• Laboratoryandfieldexperiencesinteachinggeneralmusic.
(2)Vocal/ChoralMusicListedbelowareessentialcompetenciesandexperiencesforthevocal/choralteachingspecialization:• Vocalandpedagogicalskillsufficienttoteacheffectiveuseofthevoice.• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforvocal/choralmusic.
• Experiencesinsolovocalperformance,aswellasinbothlargeandsmallchoralensembles.• Performanceabilitysufficienttouseatleastoneinstrumentasateachingtoolandtoprovide,transpose,andimproviseaccompaniments.
• Laboratoryexperienceinteachingbeginningvocaltechniquesindividually,insmallgroups,andinlargerclasses.
(3)InstrumentalMusicListedbelowareessentialcompetenciesandexperiencesfortheinstrumentalmusicteachingspecialization:• Knowledgeofandperformanceabilityonwind,string,andpercussioninstrumentssufficienttoteachbeginningstudentseffectivelyingroups.
• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforinstrumentalmusic.
• Experiencesinsoloinstrumentalperformance,aswellasinbothsmallandlargeinstrumentalensembles.
• Laboratoryexperienceinteachingbeginninginstrumentalstudentsindividually,insmallgroups,andinlargerclasses.
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(4)SpecificMusicFieldsorCombinationsListedbelowareessentialcompetenciesandexperiencesformusicteachingspecialization(s)focusedoneitheroneoracombinationofareassuchascomposition,electronicandcomputermusic,ethnicmusic,guitar,smallensembles,jazz,keyboard,orchestralmusic,musichistoryandtheory,musicincombinationwithotherdisciplines,musictechnologies,andpopularmusic;orcombinationsofoneormoreofthesetypesofcontentwithaspectsofthegeneral,vocal/choral,orinstrumentalspecializations:• Knowledgeandskillintheselectedarea(s)ofspecializationsufficienttoteachbeginningandintermediatestudentseffectively.
• Knowledgeofcontent,methodologies,philosophies,materials,technologies,andcurriculumdevelopmentforthearea(s)ofspecialization.
• In‐depthexperienceswiththecreativeand/orperformanceand/orscholarlyaspectsoftheselectedareaofspecializationasrequiredbythenatureandcontentofthatspecialization.
• Theabilitytouseinstruments,equipment,andtechnologiesassociatedwiththearea(s)ofspecialization.
• Laboratoryexperienceinteachingbeginningstudentsinthearea(s)ofspecialization,individually,insmallgroups,andinlargerclasses.
Standard4:TeachingCompetencies
Indicators
Themusician‐teachermustbeabletoleadstudentstocompetency,applymusicknowledgeandskillsinteachingsituations,andintegratemusicinstructionintotheprocessofP–12education.Essentialcompetenciesare:
• Abilitytoteachmusicatvariouslevelstodifferentagegroupsandinavarietyofclassroomandensemblesettingsinwaysthatdevelopknowledgeofhowmusicworkssyntacticallyasacommunicationmediumanddevelopmentallyasanagentofcivilization.Thissetofabilitiesincludeseffectiveclassroomandrehearsalmanagement.
• Anunderstandingofchildgrowthanddevelopmentandanunderstandingofprinciplesoflearningastheyrelatetomusic.
• Theabilitytoassessaptitudes,experientialbackgrounds,orientationsofindividualsandgroupsofstudents,andthenatureofsubjectmatter,andtoplaneducationalprogramstomeetassessedneeds.
• Knowledgeofcurrentmethods,materials,andrepertoriesavailableinvariousfieldsandlevelsofmusiceducationappropriatetotheteachingspecialization.
• Theabilitytoaccept,amend,orrejectmethodsandmaterialsbasedonpersonalassessmentofspecificteachingsituations.
• Anunderstandingofevaluativetechniquesandabilitytoapplytheminassessingboththemusicalprogressofstudentsandtheobjectivesandproceduresofthecurriculum.
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PhysicsInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasPhysicsTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.
Standard1:ContentKnowledgeTeachersofscienceunderstandandcanarticulatetheknowledgeandpracticesofcontemporaryscience.Theycaninterrelateandinterpretimportantconcepts,ideas,andapplicationsintheirfieldsoflicensure;andcanconductscientificinvestigations.
Elements
Toshowthattheyarepreparedincontent,teachersofphysicsmustdemonstratethatthey:a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,and
interrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.
b. UnderstandandcansuccessfullyconveytostudentstheunifyingconceptsofsciencedelineatedbytheNationalScienceEducationStandards.
c. Understandandcansuccessfullyconveytostudentsimportantpersonalandtechnologicalapplicationsofscienceintheirfieldsoflicensure.
d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheir
field(s)oflicensure.
Indicators
Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesandknowledgeof
science.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.
Allteachersofphysicsshouldbepreparedleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Energy,work,andpower.• Motion,majorforces,andmomentum.• Newtonianprinciplesandlawsincludingengineeringapplications.• Conservationofmass,momentum,energy,andcharge.• Physicalpropertiesofmatter.• Kinetic‐molecularmotionandatomicmodels.• Radioactivity,nuclearreactors,fission,andfusion.• Wavetheory,sound,light,theelectromagneticspectrumandoptics.• Electricityandmagnetism• Fundamentalprocessesofinvestigatinginphysics.• Applicationsofphysicsinenvironmentalqualityandtopersonalandcommunityhealth.
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Inadditiontothecorecompetencies,teachersofphysicsasaprimaryfieldshouldbepreparedtoeffectivelyleadstudentstounderstand:• Thermodynamicsandrelationshipsbetweenenergyandmatter.• Nuclearphysicsincludingmatter‐energydualityandreactivity.• Angularrotationandmomentum,centripetalforces,andvectoranalysis.• Quantummechanics,space‐timerelationships,andspecialrelativity.• Modelsofnuclearandsubatomicstructuresandbehavior.• Lightbehavior,includingwave‐particledualityandmodels.• Electricalphenomenaincludingelectricfields,vectoranalysis,energy,potential,capacitance,andinductance.• Issuesrelatedtophysicssuchasdisposalofnuclearwaste,lightpollution,shieldingcommunicationsystemsand
weaponsdevelopment.• Historicaldevelopmentandcosmologicalperspectivesinphysicsincludingcontributionsofsignificantfiguresand
underrepresentedgroups,andevolutionoftheoriesinphysics.• Howtodesign,conduct,andreportresearchinphysics.• Applicationsofphysicsandengineeringinsociety,business,industry,andhealthfields.
Allteachersofphysicsshouldbepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofphysicsincludingconceptsof:• Biology,includingorganizationoflife,bioenergetics,biomechanics,andcyclesofmatter.• Chemistry,includingorganizationofmatterandenergy,electrochemistry,thermodynamics,andbonding.• Earthsciencesorastronomyrelatedtostructureoftheuniverse,energy,andinteractionsofmatter.• Mathematicalandstatisticalconceptsandskillsincludingstatisticsandtheuseofdifferentialequationsandcalculus.
Standard2:NatureofScienceTeachersofscienceengagestudentseffectivelyinstudiesofthehistory,philosophy,andpracticeofscience.Theyenablestudentstodistinguishsciencefromnon‐science,understandtheevolutionandpracticeofscienceasahumanendeavor,andcriticallyanalyzeassertionsmadeinthenameofscience.
Elements
Toshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheir
discipline.b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefromtechnology
andfromotherwaysofknowingtheworld.c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecriticalanalysis
offalseordoubtfulassertionsmadeinthenameofscience.
Indicators
Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).
• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsand
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interpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.
Standard3:InquiryTeachersofscienceengagestudentsbothinstudiesofvariousmethodsofscientificinquiryandinactivelearningthroughscientificinquiry.Theyencouragestudents,individuallyandcollaboratively,toobserve,askquestions,designinquiries,andcollectandinterpretdatainordertodevelopconceptsandrelationshipsfromempiricalexperiences.
Elements
Toshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientific
knowledge.b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconcepts
andrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.
Indicators
• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge:Itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.
• Thepreparationofteachersfortheelementarylevel,especiallygeneralists,shouldrequireinquiry‐baseduniversitysciencecourses.Stalheim‐SmithandScharmann(1996)andStoddart,Connell,StofflettandPeck(1993)foundthattheuseofconstructivistteachingmethodologiesandlearningcycles,methodsthataregenerallyinquiry‐based,improvedthelearningofsciencebycandidatesinelementaryeducation.Suchcoursesalsomayincreasetheconfidencelevelofgeneralists,whoareoftennotconfidentintheirabilitytodoscience.
• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenotusedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.
• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesareconducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.
• Inquirydemandsskillintheanalysisofdataandassessmentofresultstoreachreasonableandvalidconclusions.Candidatesmustbeabletodemonstratenotonlythattheyknowandunderstandcommonanddifferentmodesofscientificinquiry,butalsothattheycananddoeffectivelyengagestudentsininquiries.Theyshouldbeabletodemonstratetheireffectivenessthroughstudentdataprofilesorsimilarmeansthattheyareeffectiveinconductingsuchactivities.
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Standard4:IssuesTeachersofsciencerecognizethatinformedcitizensmustbepreparedtomakedecisionsandtakeactiononcontemporaryscience‐andtechnology‐relatedissuesofinteresttothegeneralsociety.Theyrequirestudentstoconductinquiriesintothefactualbasisofsuchissuesandtoassesspossibleactionsandoutcomesbasedupontheirgoalsandvalues.
Elements
Toshowthattheyarepreparedtoengagestudentsinstudiesofissuesrelatedtoscience,teachersofsciencemustdemonstratethatthey:
a. Understandsociallyimportantissuesrelatedtoscienceandtechnologyintheirfieldoflicensure,aswellasprocessesusedtoanalyzeandmakedecisionsonsuchissues.
b. Engagestudentssuccessfullyintheanalysisofproblems,includingconsiderationsofrisks,costs,andbenefitsofalternativesolutions;relatingthesetotheknowledge,goalsandvaluesofthestudents.
Indicators
• Scienceteacherpreparationprogramsshouldgiveexplicitattentiontothestudyofsociallyimportantissuesrelatedtoscienceandtechnologysuchasspeciespreservation,landuse,chemicalpollution,weaponsdevelopment,andcloning,tonamebutafew.Suchissuesmaybeintroducedinsciencecourses,butseldomdosciencecoursesprovideforstructuredcost‐benefitanalysesordecision‐makingontheseissuesthatconsidersallperspectives.Programsmustensurethatcandidatesarepreparedtoleadstudentsinlearninghowtodissectandanalyzeissuesusingdataandinformationasresources.
• Thequestionofhowtoconsideranissueisjustasimportantastheissuesconsidered.Tothatend,candidateswillthemselvesneedtolearnhowtoexploreissueswithanopenmind.Oncethisisaccomplished,theywillneedtolearnhowtoleadstudentstoexploretheseissueswiththegoalofmakinganinformedandjustifieddecision.
• Tomeetthisstandard,candidatesmustdemonstratethattheyareawareofimportantissuesandareknowledgeableofapproachestoanalyzingtheseissues.Candidatesshouldaccesscommonsourcesofinformation(newspapers,magazines,televisedreports)torelatetheirscienceinstructiontocontemporaryissuesandevents.Theymustthendemonstratethroughstudentachievementthattheyareabletoeffectivelyleadtheminthestudyofanimportantissue.
Standard5:GeneralSkillsofTeachingTeachersofsciencecreateacommunityofdiverselearnerswhoconstructmeaningfromtheirscienceexperiencesandpossessadispositionforfurtherexplorationandlearning.Theyuse,andcanjustify,avarietyofclassroomarrangements,groupings,actions,strategies,andmethodologies.
Elements
Toshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:
a. Varytheirteachingactions,strategies,andmethodstopromotethedevelopmentofmultiplestudentskillsandlevelsofunderstanding.
b. Successfullypromotethelearningofsciencebystudentswithdifferentabilities,needs,interests,andbackgrounds.
c. Successfullyorganizeandengagestudentsincollaborativelearningusingdifferentstudentgrouplearningstrategies.
d. Successfullyusetechnologicaltools,includingbutnotlimitedtocomputertechnology,toaccessresources,collectandprocessdata,andfacilitatethelearningofscience.
e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.
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Indicators
•Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.•Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.•Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.•Theabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofthisstandard.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).•Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.•Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.•Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.
Standard6:CurriculumTeachersofscienceplanandimplementanactive,coherent,andeffectivecurriculumthatisconsistentwiththegoalsandrecommendationsoftheNationalScienceEducationStandards.Theybeginwiththeendinmindandeffectivelyincorporatecontemporarypracticesandresourcesintotheirplanningandteaching.
ElementsToshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:
a. UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify,access,and/orcreateresourcesandactivitiesforscienceeducationthatareconsistentwiththestandards.
b. PlanandimplementinternallyconsistentunitsofstudythataddressthediversegoalsoftheNationalScienceEducationStandardsandtheneedsandabilitiesofstudents.
Indicators
•Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.PracticeinimplementingunitsthathavebeendesignedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.•Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.•Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteria
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andmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.
Standards7:ScienceintheCommunityTeachersofsciencerelatetheirdisciplinetotheirlocalandregionalcommunities,involvingstakeholdersandusingtheindividual,institutional,andnaturalresourcesofthecommunityintheirteaching.Theyactivelyengagestudentsinscience‐relatedstudiesoractivitiesrelatedtolocallyimportantissues.
Elements
Toshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:
a. Identifywaystorelatesciencetothecommunity,involvestakeholders,andusecommunityresourcestopromotethelearningofscience.
b. Involvestudentssuccessfullyinactivitiesthatrelatesciencetoresourcesandstakeholdersinthecommunityortotheresolutionofissuesimportanttothecommunity.
Indicators
• Tomeetthisstandard,candidatesmustknowthecommunityinwhichtheyteach.Programsshouldprovidecandidateswiththebackgroundandtoolstheyneedtolearnaboutthecommunity.Thiscouldincludeacommunitysurveyorvisitstoacommunitywebsitethatprovidesdemographicandresourceinformationaboutthecommunity.Candidatesshouldalsoknowhowtoobtaininformationfromtheirstudentsthatmighthelpthemtounderstandtheirneeds,andmightleadtoguestspeakersfromthestudents’families.
• Agoodresourceforfindingoutaboutthecommunityisthelocalnewspaper.Newsmediamayreportonissuesrelevanttoscienceandtechnology,whichthenmaybeusedasthefocusofdiscussionandcost‐benefitanalysis.Itmaybedesirableforcandidatestocreateandmaintainaresourcelistfortopicsintheirfieldandarrangetoeithertakestudentstothefieldorhaveguestspeakerscomein.TheInternetcanalsobeausefultoolforfindingresourcesinsomecommunities.
• Itisnotalwaysnecessaryforcandidatestoarrangeforguestspeakersorafieldtripinordertomakeuseofcommunityresources.Students,aloneorinsmallstudygroups,maybeaskedtoinvestigatequestions,collectdata,visitsites¸attendpresentations,orinterviewpeopleafterschooloronweekends.
Standards8:AssessmentTeachersofscienceconstructanduseeffectiveassessmentstrategiestodeterminethebackgroundsandachievementsoflearnersandfacilitatetheirintellectual,social,andpersonaldevelopment.Theyassessstudentsfairlyandequitably,andrequirethatstudentsengageinongoingself‐assessment.
Elements
Toshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:
a. Usemultipleassessmenttoolsandstrategiestoachieveimportantgoalsforinstructionthatarealignedwithmethodsofinstructionandtheneedsofstudents.
b. Usetheresultsofmultipleassessmentstoguideandmodifyinstruction,theclassroomenvironment,ortheassessmentprocess.
c. Usetheresultsofassessmentsasvehiclesforstudentstoanalyzetheirownlearning,engagingstudentsinreflectiveself‐analysisoftheirownwork.
Indicators
• Animportanttenetofeducationisthatthemodeofassessmentoftendrivesmethodsofinstructionratherthantheotherwayaround.Theverynatureofaperformancebasedteacherpreparationprogramrequirescandidatestopayfarmoreattentiontodeterminingtheresultsofinstructionthanhasbeennecessaryinthepast.
• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbe
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calledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.
• Itwouldbeexpectedthatcandidatesshouldshowatleastsomedispositiontouseassessmentstoguideandchangeinstruction.Theseassessmentsmaybeformalorinformal,formativeorsummative.Asupervisormaynotethisoccurringandassistantthecandidateinreflectinguponthischange.Alternatively,candidatesmayusepretestsormaycollectdataformativelytodeterminewhetherfurtherinstructiononaconceptorinaskillisneeded.Someteachershavefounditeffectivetoasksstudentsattheendofeachclassperiodtowritesomethingtheyhavelearnedthatday;theyhavethenusedthestudentresponsetoguidetheirworkthenextdayandclearupmisconceptionsormisunderstandings.
• Itisalsoimportantthatteachersbeabletoinvolvestudentsinself‐analysis.Toooftenassessmentissomethingdonetostudents.Ittakeslittleeffortforcandidatestoincludeitemsthatrequirestudentreflectionontests,projects,oractivitiestheyhavecompleted.Conferencingwithstudentsusingdatafromtheirassessmentsmayalsobeawayofinvolvingstudentsinselfassessmentaslongasthestudentsthemselvesaredoingtheassessing:suchconferenceswouldnotmeetstandard25ifitisjustanotherformofteacherassessment.
Standard9:SafetyandWelfareTeachersofscienceorganizesafeandeffectivelearningenvironmentsthatpromotethesuccessofstudentsandthewelfareofalllivingthings.Theyrequireandpromoteknowledgeandrespectforsafety,andoverseethewelfareofalllivingthingsusedintheclassroomorfoundinthefield.
ElementsToshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:
a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.
b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,anddisposalofallmaterialsusedinscienceinstruction.
c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyproceduresappropriatefortheactivitiesandtheabilitiesofstudents.
d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethicalmannerandrespectlegalrestrictionsontheircollection,keeping,anduse.
Indicators
• Teacherpreparationprogramsmustensurethatcandidatespossesstheknowledgeneededtomaintainasafeenvironmentforallstudents.Thisincludesknowledgeofhowtoavoidorcontrolhazardousmaterialsororganisms,howtoprepareand/orstorematerialsproperly,andhowtocleanupspillsanddisposeofchemicalssafely.
• Candidatesmustknowhowtocheckandusesafetyequipmentproperlyandthehazardsofimproperlyshieldedequipment,andmustbeabletoavoidrisksfromfirehazardsandbiologicalcontaminants.
• Itisalsoimportantthatcandidatesactuallybehaveinasafemanner,modelethicalandsafebehavior,andensurethatstudentsbehavesafelyatalltimes.Theymustgivepropersafetyinstructionandcausations,andmustlabelmaterialsandequipmentinsuchawayastomaintainsafety.
• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbeknowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.
• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafety
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forstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.
• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.
• Finally,theyshouldknowthecommonemergencyprecautions,responses,andreportingproceduresthattheyaretofollowintheeventproblemsarise.
• Bothknowledgeandbehaviorsareessentialcomponentsindemonstratingthatthisstandardismet.Safetyreadings,tests,artifacts,projects,classroomsafetyevaluations,andsoforthmaybeusedtodemonstrateknowledgeandattentiontosafetymatters.Reviewsofregulationsrelatedtothecollectionanduseoflivingthingsandgeneralguidelinesforsafetyanduseoflivingthingsmayalsocontributetoevidenceofpreparation.Actualperformanceintheclassroommightbedemonstratedbycompletionofasafetyandethicalbehaviorsrubricorchecklistbycooperatingteachers.
Standard10:ProfessionalGrowthTeachersofsciencestrivecontinuouslytogrowandchange,personallyandprofessionally,tomeetthediverseneedsoftheirstudents,school,community,andprofession.Theyhaveadesireanddispositionforgrowthandbetterment.
ElementsToshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:
a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreachbeyondminimumjobrequirements.
b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrowprofessionally.
c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingandfacilitatetheirprofessionalgrowth.
d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositiverelationshipswiththecommunity.
Indicators
• Programsmusthelpcandidatestheprofessionalcommunityasscienceeducators.• Scienceteachingisacompositeprofessionrequiringknowledgeandskillsinbothscienceandeducation.Ideally,theseskillscometogetherinthepreparationprogram.
• Associationsandactivitiesrelatedtoscienceteachingareabundant.Participationinsuchactivitiesatthelocal,stateandnationallevelsshouldbeencouraged,somebeingrequired.
• Theyarearesourceforimprovingone’steaching,butalsotheyprovidetheopportunityforconstructiveinteractionwithothersinthesamefield.
• Teacherpreparationprogramsshouldkeeprecordsofsuchactivitysothattheymaythentrytoincreasetheactivityoftheircandidatesyearbyyear.
• Thebestteacherstendtobegoal‐focused,butflexibleandreflective.Thesecharacteristicsallowthemtorelatetostudentsandtomodifyandimprovetheirpractices.
• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwelltothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.
• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.
• Dispositionalfactorscanbeassessedthroughthebehaviorsofcandidates;candidatesshouldbeheldaccountableforbehaviorsthatarecontrarytotheexpectationsoftheprofessionasdeterminedbythefacultyandreflectedinthesestandards.
• Carefullyconstructedcriteriaareneededandmaybeusedasasourceofdataforcandidatepreparationandpracticebytheprogram.
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ChemistryInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasChemistryTeachersshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsoftheNationalScienceTeachersAssociation(NSTA)forthepreparationofScienceTeachers.
Standard1:ContentKnowledgeTeachersofscienceunderstandandcanarticulatetheknowledgeandpracticesofcontemporaryscience.Theycaninterrelateandinterpretimportantconcepts,ideas,andapplicationsintheirfieldsoflicensure;andcanconductscientificinvestigations.
Elements
Toshowthattheyarepreparedincontent,teachersofchemistrymustdemonstratethatthey:a. Understandandcansuccessfullyconveytostudentsthemajorconcepts,principles,theories,laws,and
interrelationshipsoftheirfieldsoflicensureandsupportingfieldsasrecommendedbytheNationalScienceTeachersAssociation.
b. UnderstandandcansuccessfullyconveytostudentstheunifyingconceptsofsciencedelineatedbytheNationalScienceEducationStandards.
c. Understandandcansuccessfullyconveytostudentsimportantpersonalandtechnologicalapplicationsofscienceintheirfieldsoflicensure.
d. Understandresearchandcansuccessfullydesign,conduct,reportandevaluateinvestigationsinscience.
e. Understandandcansuccessfullyusemathematicstoprocessandreportdata,andsolveproblems,intheirfield(s)oflicensure.
Indicators
Allsecondaryteachersshouldalsobepreparedtoleadstudentstounderstandtheunifyingconceptsofscienceincluding:• Multiplewaysweorganizeourperceptionsoftheworldandhowsystemsorganizethestudiesand
knowledgeofscience.• Natureofscientificevidenceandtheuseofmodelsforexplanation.• Measurementasawayofknowingandorganizingobservationsofconstancyandchange.• Evolutionofnaturalsystemsandfactorsthatresultinevolutionorequilibrium.• Interrelationshipsofform,function,andbehaviorsinlivingandnonlivingsystems.Allteachersofchemistryshouldbepreparedleadstudentstounderstandtheunifyingconceptsrequiredofallteachersofscience,andshouldinadditionbepreparedtoleadstudentstounderstand:• Fundamentalstructuresofatomsandmolecules.• Basicprinciplesofionic,covalent,andmetallicbonding.• Physicalandchemicalpropertiesandclassificationofelementsincludingperiodicity.• Chemicalkineticsandthermodynamics.• Principlesofelectrochemistry.• Moleconcept,stoichiometry,andlawsofcomposition.• Transitionelementsandcoordinationcompounds.• Acidsandbases,oxidation‐reductionchemistry,andsolutions.• Fundamentalbiochemistry.• Functionalandpolyfunctionalgroupchemistry.• Environmentalandatmosphericchemistry.
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• Fundamentalprocessesofinvestigatinginchemistry.• Applicationsofchemistryinpersonalandcommunityhealthandenvironmentalquality.Teachersofchemistryasaprimaryfieldshouldalsobepreparedtoeffectivelyleadstudentstounderstand:• Molecularorbitaltheory,aromaticity,metallicandionicstructures,andcorrelationtopropertiesofmatter.• Superconductorsandprinciplesofmetallurgy.• Advancedconceptsofchemicalkinetics,andthermodynamics.• Lewisadductsandcoordinationcompounds.• Solutions,colloids,andcolligativeproperties.• Majorbiologicalcompoundsandnaturalproducts.• Solventsystemconceptsincludingnon‐aqueoussolvents.• Chemicalreactivityandmolecularstructureincludingelectronicandstericeffects.• Organicsynthesisandorganicreactionmechanisms.• Energyflowthroughchemicalsystems.• Issuesrelatedtochemistryincludinggroundwaterpollution,disposalofplastics,anddevelopmentof
alternativefuels.• Historicaldevelopmentandperspectivesinchemistryincludingcontributionsofsignificantfiguresand
underrepresentedgroups,andtheevolutionoftheoriesinchemistry.• Howtodesign,conduct,andreportresearchinchemistry.• Applicationsofchemistryandchemicaltechnologyinsociety,business,industry,andhealthfields.Allteachersofchemistryshouldbepreparedtoeffectivelyapplyconceptsfromothersciencesandmathematicstotheteachingofchemistryincluding:• Biology,includingmolecularbiology,bioenergetics,andecology.• Earthscience,includinggeochemistry,cyclesofmatter,andenergeticsofEarthsystems.• Physics,includingenergy,stellarevolution,propertiesandfunctionsofwaves,motionsandforces,electricity,
andmagnetism.• Mathematicalandstatisticalconceptsandskillsincludingstatisticsandtheuseofdifferentialequationsand
calculus.
Standard2:NatureofScienceTeachersofscienceengagestudentseffectivelyinstudiesofthehistory,philosophy,andpracticeofscience.Theyenablestudentstodistinguishsciencefromnon‐science,understandtheevolutionandpracticeofscienceasahumanendeavor,andcriticallyanalyzeassertionsmadeinthenameofscience.
Elements
Toshowtheyarepreparedtoteachthenatureofscience,teachersofsciencemustdemonstratethatthey:a. Understandthehistoricalandculturaldevelopmentofscienceandtheevolutionofknowledgeintheir
discipline.b. Understandthephilosophicaltenets,assumptions,goals,andvaluesthatdistinguishsciencefrom
technologyandfromotherwaysofknowingtheworld.c. Engagestudentssuccessfullyinstudiesofthenatureofscienceincluding,whenpossible,thecritical
analysisoffalseordoubtfulassertionsmadeinthenameofscience.
Indicators
Allstudentsofscience,whetherteachercandidatesornot,shouldhaveknowledgeofthenatureofscienceasdefinedinthisstandard,andshouldhavetheskillsneededtoengagestudentsinthecriticalanalysisofscientificandpseudoscientificclaimsinanappropriateway.Thisrequiresexplicitattentiontothenatureofscience,asdefinedinthisstandard,asapartofthepreparationofscienceteachers.
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Candidatesshould:• Havemultipleopportunitiestostudyandanalyzeliteraturerelatedtothehistoryandnatureofscience,suchasTheDemonHauntedWorld(Sagan,1996);GreatFeudsinScience(Hellman,1998)Facts,FraudandFantasy(Goran,1979)andTheStructureofScientificRevolutions(Kuhn,1962).
• Berequiredtoanalyze,discussanddebatetopicsandreportsinthemediarelatedtothenatureofscienceandscientificknowledgeincoursesandseminarsthroughouttheprogram,notjustinaneducationalcontext.Studentsshouldengageinactiveinvestigationandanalysisoftheconventionsofscienceasreflectedinpapersandreportsinscience,acrossfields,inordertounderstandsimilaritiesanddifferencesinmethodsandinterpretationsinscience,andtoidentifystrengthsandweaknessesoffindings.
• Demonstratethattheyareeffectivebysuccessfullyengagingstudentsinthestudyofthenatureofscience.Assessmentswithregardtounderstandingmayincludesuchpossibilitiesascompletionofindependentstudycourses,seminarsorassignments;projects;papers;summativereadings;orcasestudyanalyses.Assessmentsofeffectivenessmustincludeatleastsomedemonstrablypositivestudentoutcomesinstudiesrelatedtothenatureofscienceasdelineatedbythestandardsinthiscluster.
Standard3:InquiryTeachersofscienceengagestudentsbothinstudiesofvariousmethodsofscientificinquiryandinactivelearningthroughscientificinquiry.Theyencouragestudents,individuallyandcollaboratively,toobserve,askquestions,designinquiries,andcollectandinterpretdatainordertodevelopconceptsandrelationshipsfromempiricalexperiences.
ElementsToshowthattheyarepreparedtoteachthroughinquiry,teachersofsciencemustdemonstratethatthey:
a. Understandtheprocesses,tenets,andassumptionsofmultiplemethodsofinquiryleadingtoscientificknowledge.
b. Engagestudentssuccessfullyindevelopmentallyappropriateinquiriesthatrequirethemtodevelopconceptsandrelationshipsfromtheirobservations,data,andinferencesinascientificmanner.
Indicators
• Candidatesinascienceteacherpreparationprogramshouldbeprovidedwithmultipleopportunitiestosolveopen‐endedproblemsusingappropriatescientificmethods.Theseopportunitiesshouldbepresentintheirsciencecontentcourses,butalsoshouldbefundamentalintheirsciencemethodspreparation.Manycandidatesenterteachingbecausetheywanttoimpartknowledge:Itisnoteasyforthemtoleadstudentsbylisteningandquestioning,andtoallowstudentstoinferproposedsolutionstoproblems.Practiceisessential.
• Thepreparationofteachersfortheelementarylevel,especiallygeneralists,shouldrequireinquiry‐baseduniversitysciencecourses.Stalheim‐SmithandScharmann(1996)andStoddart,Connell,StofflettandPeck(1993)foundthattheuseofconstructivistteachingmethodologiesandlearningcycles,methodsthataregenerallyinquiry‐based,improvedthelearningofsciencebycandidatesinelementaryeducation.Suchcoursesalsomayincreasetheconfidencelevelofgeneralists,whoareoftennotconfidentintheirabilitytodoscience.
• Secondaryprogramsshouldalsostronglyemphasizeinquiryandpaycloseattentiontopreparingteacherstoeffectivelyleadstudentsinsuchactivities.Allprogramsshouldprovideexplicitinstructioninthenatureofinquiryaswellasitsapplications.Likethenatureofscience,inquiryisnotlearnedwellsimplythroughpractice.Ingeneral,theterm“scientificmethod”(forthehypothetico‐deductivemethod)shouldbeavoided,sinceitmayleadstudentstobelievethereisonlyonewaytoconductscientificinquiries.Inductivestudieshaveplayedavaluableroleinscience,ashavemathematicalandcomputermodeling.Hypothesesarenotusedformallybyscientistsinallresearch,norareexperimentspersethesubstanceofallresearch.Candidatesshouldstudycasesinwhichdifferentapproachestoinquiryareusedinscience,andshouldendeavortocommunicatesuchdifferencestotheirstudents.
• Theroleoftheteacherisnotjusttoengagestudentsininquiryinordertodeveloptheirconceptualknowledgeandprocessskills,butalsotoincreasetheirunderstandingofhowscientificinquiriesare
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conducted,andhowdecisionsaremadeinscience.Inthisregard,theinquirystandardsoverlapandsupportthenatureofsciencestandards.
• Inquirydemandsskillintheanalysisofdataandassessmentofresultstoreachreasonableandvalidconclusions.Candidatesmustbeabletodemonstratenotonlythattheyknowandunderstandcommonanddifferentmodesofscientificinquiry,butalsothattheycananddoeffectivelyengagestudentsininquiries.Theyshouldbeabletodemonstratetheireffectivenessthroughstudentdataprofilesorsimilarmeansthattheyareeffectiveinconductingsuchactivities.
Standard4:IssuesTeachersofsciencerecognizethatinformedcitizensmustbepreparedtomakedecisionsandtakeactiononcontemporaryscience‐andtechnology‐relatedissuesofinteresttothegeneralsociety.Theyrequirestudentstoconductinquiriesintothefactualbasisofsuchissuesandtoassesspossibleactionsandoutcomesbasedupontheirgoalsandvalues.
Elements
Toshowthattheyarepreparedtoengagestudentsinstudiesofissuesrelatedtoscience,teachersofsciencemustdemonstratethatthey:
a. Understandsociallyimportantissuesrelatedtoscienceandtechnologyintheirfieldoflicensure,aswellasprocessesusedtoanalyzeandmakedecisionsonsuchissues.
b. Engagestudentssuccessfullyintheanalysisofproblems,includingconsiderationsofrisks,costs,andbenefitsofalternativesolutions;relatingthesetotheknowledge,goalsandvaluesofthestudents.
Indicators
• Scienceteacherpreparationprogramsshouldgiveexplicitattentiontothestudyofsociallyimportantissuesrelatedtoscienceandtechnologysuchasspeciespreservation,landuse,chemicalpollution,weaponsdevelopment,andcloning,tonamebutafew.Suchissuesmaybeintroducedinsciencecourses,butseldomdosciencecoursesprovideforstructuredcost‐benefitanalysesordecision‐makingontheseissuesthatconsidersallperspectives.Programsmustensurethatcandidatesarepreparedtoleadstudentsinlearninghowtodissectandanalyzeissuesusingdataandinformationasresources.
• Thequestionofhowtoconsideranissueisjustasimportantastheissuesconsidered.Tothatend,candidateswillthemselvesneedtolearnhowtoexploreissueswithanopenmind.Oncethisisaccomplished,theywillneedtolearnhowtoleadstudentstoexploretheseissueswiththegoalofmakinganinformedandjustifieddecision.
• Tomeetthisstandard,candidatesmustdemonstratethattheyareawareofimportantissuesandareknowledgeableofapproachestoanalyzingtheseissues.Candidatesshouldaccesscommonsourcesofinformation(newspapers,magazines,televisedreports)torelatetheirscienceinstructiontocontemporaryissuesandevents.Theymustthendemonstratethroughstudentachievementthattheyareabletoeffectivelyleadtheminthestudyofanimportantissue.
Standard5:GeneralSkillsofTeachingTeachersofsciencecreateacommunityofdiverselearnerswhoconstructmeaningfromtheirscienceexperiencesandpossessadispositionforfurtherexplorationandlearning.Theyuse,andcanjustify,avarietyofclassroomarrangements,groupings,actions,strategies,andmethodologies.
ElementsToshowthattheyarepreparedtocreateacommunityofdiverselearners,teachersofsciencemustdemonstratethatthey:
a. Varytheirteachingactions,strategies,andmethodstopromotethedevelopmentofmultiplestudentskillsandlevelsofunderstanding.
b. Successfullypromotethelearningofsciencebystudentswithdifferentabilities,needs,interests,andbackgrounds.
c. Successfullyorganizeandengagestudentsincollaborativelearningusingdifferentstudentgrouplearningstrategies.
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d. Successfullyusetechnologicaltools,includingbutnotlimitedtocomputertechnology,toaccessresources,collectandprocessdata,andfacilitatethelearningofscience.
e. Understandandbuildeffectivelyuponthepriorbeliefs,knowledge,experiences,andinterestsofstudents.
f. Createandmaintainapsychologicallyandsociallysafeandsupportivelearningenvironment.
Indicators
•Thestandardsunderthegeneralteachingclusterarelargelyskillsbasedandmustbedemonstratedbydatafromtheclassroom.Notallofthestandardsrequiredemonstrationsofstudentachievementorperformance,butwhereeffectivenessmustbedemonstrated,datafromstudentsshouldbeused.•Programsshouldprovidecandidateswithampleopportunitiestoworkwithstudentsusingwell‐definedindicatorsofeffectivepedagogy.Candidatesmustgobeyonddemonstratingthattheycancreatevariedplansforinstruction(asinamethodscourse)andactuallyimplementaunitthathasappropriatevariety.•Notallschoolshavediversityintermsofracialorethnicmakeup,butalmostallhavevariationsinsocio‐economicstatus,genderandlearningstyles.Candidatesshouldbeabletoshowhowtheyhaveconsideredsuchdifferencesintheirplanningandteaching.Theseconsiderationsmaybedirectedatagrouporatindividuals.Forexample,demonstratingtheabilitytomakeappropriateprovisionsforastudentwhodoesnotspeakEnglishwell,orwhohasadefineddisabilitymightbeacceptableevidenceofadaptinginstruction.•TheabilitytousestructuredcollaborativelearningeffectivelyisanimportantpartofStandard15.Thisincludes,butgoesbeyond,settingupeffectivelabgroups.StrategiessuchasTeams‐Games‐Tournament(TGT)andStudentTeams,AchievementDivision(STAD)areexamplesofalternativewaystoorganizeinstruction,wherestudentsteacheachother(Slavin,1996).•Technologyuseistheemphasisofstandard16,asopposedtoteachingabouttechnologyincontrastwithscience.Theavailabilityoftechnologyinschoolsmaylimittheabilityofsomecandidatestodemonstratetheirperformancewithstudents.Ifateacherpreparationprogramissituatedinanareawherecomputertechnologyisnotcommonintheschools,itmaybenecessarytopurchaselaptopsandlabwareforuseintheschools.•Pretestingandpreconceptionssurveysareexcellentwaysforcandidatestodeterminethepriorconceptualknowledgeoftheirstudents.Candidatesshouldalsobeabletoshowhowtheyusedpriorconceptionsandvariationsintheknowledgeoftheirstudentstoplaninstructioninrelationtothetargetconcept.•Thecooperatingteacher,usingarubricdesignedbytheprogram,mayassessclassroomatmosphere.Thecandidatemayalsocollectstudentfeedbackusinganinstrumentofhisorherowndesign.
Standard6:CurriculumTeachersofscienceplanandimplementanactive,coherent,andeffectivecurriculumthatisconsistentwiththegoalsandrecommendationsoftheNationalScienceEducationStandards.Theybeginwiththeendinmindandeffectivelyincorporatecontemporarypracticesandresourcesintotheirplanningandteaching.
Elements
Toshowthattheyarepreparedtoplanandimplementaneffectivesciencecurriculum,teachersofsciencemustdemonstratethatthey:
a. UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify,access,and/orcreateresourcesandactivitiesforscienceeducationthatareconsistentwiththestandards.
b. PlanandimplementinternallyconsistentunitsofstudythataddressthediversegoalsoftheNationalScienceEducationStandardsandtheneedsandabilitiesofstudents.
Indicators
•Teachercandidatesshouldengageinplanningandimplementinglessonsandunitsofinstructionearlyandoften,andshouldbeheldresponsiblefordemonstratingsuchplanningthroughouttheprogram.Withlittleexperienceinteaching,candidatesmayfindsuchplanningdifficultandtime‐consuming.Thereisatendencyamongnovicestofallbackuponactivitiesfortheirownsake,ratherthantodeliberatelyplanalessonoraunitwithconcernforhowitmightbemademoreeffective.Practiceinimplementingunitsthathavebeen
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designedtoportraytheNationalScienceEducationStandardsandthathavebeenfield‐testedmayofferanopportunitytopracticeinquirybasedteachinginasupportivecontextwithahighprobabilityofsuccess.•Resourceunitsorcollectionsofrelatedmaterialsareonewaycandidatescanbeshowntobefamiliarwithawidevarietyofmaterialsinrelationtoaparticulartopic.Lessonplansandunitplansaregenerallyrequiredinmostprogramsandcanbeusedasdatatoverifythattheprogramaddressesthestandards.•Candidatescanbeaskedtoformallyassesstheinternalconsistencyoftheirplansusingprogramcriteriaandmaycreateareflectivenarrativetoexplainthatassessment.Thisassessmentmaythenbereturnedaspartofaportfolioorasanindependentassessmentandmaybeusedbytheprogramtoverifycandidateskills.
Standards7:ScienceintheCommunityTeachersofsciencerelatetheirdisciplinetotheirlocalandregionalcommunities,involvingstakeholdersandusingtheindividual,institutional,andnaturalresourcesofthecommunityintheirteaching.Theyactivelyengagestudentsinscience‐relatedstudiesoractivitiesrelatedtolocallyimportantissues.
Elements
Toshowthattheyarepreparedtorelatesciencetothecommunity,teachersofsciencemustdemonstratethatthey:
a. Identifywaystorelatesciencetothecommunity,involvestakeholders,andusecommunityresourcestopromotethelearningofscience.
b. Involvestudentssuccessfullyinactivitiesthatrelatesciencetoresourcesandstakeholdersinthecommunityortotheresolutionofissuesimportanttothecommunity.
Indicators
• Tomeetthisstandard,candidatesmustknowthecommunityinwhichtheyteach.Programsshouldprovidecandidateswiththebackgroundandtoolstheyneedtolearnaboutthecommunity.Thiscouldincludeacommunitysurveyorvisitstoacommunitywebsitethatprovidesdemographicandresourceinformationaboutthecommunity.Candidatesshouldalsoknowhowtoobtaininformationfromtheirstudentsthatmighthelpthemtounderstandtheirneeds,andmightleadtoguestspeakersfromthestudents’families.
• Agoodresourceforfindingoutaboutthecommunityisthelocalnewspaper.Newsmediamayreportonissuesrelevanttoscienceandtechnology,whichthenmaybeusedasthefocusofdiscussionandcost‐benefitanalysis.Itmaybedesirableforcandidatestocreateandmaintainaresourcelistfortopicsintheirfieldandarrangetoeithertakestudentstothefieldorhaveguestspeakerscomein.TheInternetcanalsobeausefultoolforfindingresourcesinsomecommunities.
• Itisnotalwaysnecessaryforcandidatestoarrangeforguestspeakersorafieldtripinordertomakeuseofcommunityresources.Students,aloneorinsmallstudygroups,maybeaskedtoinvestigatequestions,collectdata,visitsites¸attendpresentations,orinterviewpeopleafterschooloronweekends.
Standards8:AssessmentTeachersofscienceconstructanduseeffectiveassessmentstrategiestodeterminethebackgroundsandachievementsoflearnersandfacilitatetheirintellectual,social,andpersonaldevelopment.Theyassessstudentsfairlyandequitably,andrequirethatstudentsengageinongoingself‐assessment.
Elements
Toshowthattheyarepreparedtouseassessmenteffectively,teachersofsciencemustdemonstratethatthey:
a. Usemultipleassessmenttoolsandstrategiestoachieveimportantgoalsforinstructionthatarealignedwithmethodsofinstructionandtheneedsofstudents.
b. Usetheresultsofmultipleassessmentstoguideandmodifyinstruction,theclassroomenvironment,ortheassessmentprocess.
c. Usetheresultsofassessmentsasvehiclesforstudentstoanalyzetheirownlearning,engagingstudentsinreflectiveself‐analysisoftheirownwork.
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Indicators
• Animportanttenetofeducationisthatthemodeofassessmentoftendrivesmethodsofinstructionratherthantheotherwayaround.Theverynatureofaperformancebasedteacherpreparationprogramrequirescandidatestopayfarmoreattentiontodeterminingtheresultsofinstructionthanhasbeennecessaryinthepast.
• Multipleassessmenttoolsshouldbealignedwiththemultiplepurposesofinstruction.Candidatesshouldbecalledupontojustifytheirselectionofassessmenttoolsinrelationtothepurposesoftheinstruction.Forexample,itisclearlyinconsistenttouseamultiple‐choicequiztoassesstheresultofanopeninquiry.Varietyofassessmentsdoesnotjustincludedifferentkindsoftraditionalandnontraditionalassessments,butalsoassessmentstomeasuredifferentdimensionsoflearning—cognitive,affectiveandpsychomotorknowledgeandskills—anddispositionsofstudents.
• Itwouldbeexpectedthatcandidatesshouldshowatleastsomedispositiontouseassessmentstoguideandchangeinstruction.Theseassessmentsmaybeformalorinformal,formativeorsummative.Asupervisormaynotethisoccurringandassistantthecandidateinreflectinguponthischange.Alternatively,candidatesmayusepretestsormaycollectdataformativelytodeterminewhetherfurtherinstructiononaconceptorinaskillisneeded.Someteachershavefounditeffectivetoasksstudentsattheendofeachclassperiodtowritesomethingtheyhavelearnedthatday;theyhavethenusedthestudentresponsetoguidetheirworkthenextdayandclearupmisconceptionsormisunderstandings.
• Itisalsoimportantthatteachersbeabletoinvolvestudentsinself‐analysis.Toooftenassessmentissomethingdonetostudents.Ittakeslittleeffortforcandidatestoincludeitemsthatrequirestudentreflectionontests,projects,oractivitiestheyhavecompleted.Conferencingwithstudentsusingdatafromtheirassessmentsmayalsobeawayofinvolvingstudentsinselfassessmentaslongasthestudentsthemselvesaredoingtheassessing:suchconferenceswouldnotmeetstandard25ifitisjustanotherformofteacherassessment.
Standard9:SafetyandWelfareTeachersofscienceorganizesafeandeffectivelearningenvironmentsthatpromotethesuccessofstudentsandthewelfareofalllivingthings.Theyrequireandpromoteknowledgeandrespectforsafety,andoverseethewelfareofalllivingthingsusedintheclassroomorfoundinthefield.
Elements
Toshowthattheyareprepared,teachersofsciencemustdemonstratethatthey:a. Understandthelegalandethicalresponsibilitiesofscienceteachersforthewelfareoftheirstudents,
thepropertreatmentofanimals,andthemaintenanceanddisposalofmaterials.b. Knowandpracticesafeandpropertechniquesforthepreparation,storage,dispensing,supervision,and
disposalofallmaterialsusedinscienceinstruction.c. Knowandfollowemergencyprocedures,maintainsafetyequipment,andensuresafetyprocedures
appropriatefortheactivitiesandtheabilitiesofstudents.d. Treatalllivingorganismsusedintheclassroomorfoundinthefieldinasafe,humane,andethical
mannerandrespectlegalrestrictionsontheircollection,keeping,anduse.
Indicators
• Teacherpreparationprogramsmustensurethatcandidatespossesstheknowledgeneededtomaintainasafeenvironmentforallstudents.Thisincludesknowledgeofhowtoavoidorcontrolhazardousmaterialsororganisms,howtoprepareand/orstorematerialsproperly,andhowtocleanupspillsanddisposeofchemicalssafely.
• Candidatesmustknowhowtocheckandusesafetyequipmentproperlyandthehazardsofimproperlyshieldedequipment,andmustbeabletoavoidrisksfromfirehazardsandbiologicalcontaminants.
• Itisalsoimportantthatcandidatesactuallybehaveinasafemanner,modelethicalandsafebehavior,andensurethatstudentsbehavesafelyatalltimes.Theymustgivepropersafetyinstructionandcausations,andmustlabelmaterialsandequipmentinsuchawayastomaintainsafety.
• Inadditiontosafetyconcerns,candidateswhomaykeeporuseanimalsintheclassroomorfieldshouldbe
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knowledgeableoftheircare.Theyshouldknowandcomplywithlawsandprofessionalstandardsforclassroomtreatmentofanimalsandshouldbeawareofregulationscontrollingtheuseofsentient,usuallyvertebrate,animals.Theyshouldbeabletoproperlymaintaintheenvironmentoftheanimalsanddisposeofwastes,respondtotheillnessoftheanimalsandensurethattheyhavethefood,water,space,shelterandcareneededfortheirwell‐being.
• Wherecandidatesmayuseviruses,microorganisms,orotherlivingthingspotentiallyharmfultostudents,candidatesshouldknowhowtocleanuptheclassroomanddisposeofmaterialsinordertomaintainsafetyforstudentsandanyonewhomayencountersuchmaterials.Chemicalhazardsorbiohazardsmustbedealtwithaccordingtorulesandregulationsthatapplytoalllaboratories.
• Candidatesshouldknowandrespectrestrictionsoncollectingandusingplantsandanimals,orpartsofplantsandanimals,fromthewild.Theyshouldbeawareofthepotentialhazardsofcommonplantsaswellasanimals.
• Finally,theyshouldknowthecommonemergencyprecautions,responses,andreportingproceduresthattheyaretofollowintheeventproblemsarise.
• Bothknowledgeandbehaviorsareessentialcomponentsindemonstratingthatthisstandardismet.Safetyreadings,tests,artifacts,projects,classroomsafetyevaluations,andsoforthmaybeusedtodemonstrateknowledgeandattentiontosafetymatters.Reviewsofregulationsrelatedtothecollectionanduseoflivingthingsandgeneralguidelinesforsafetyanduseoflivingthingsmayalsocontributetoevidenceofpreparation.Actualperformanceintheclassroommightbedemonstratedbycompletionofasafetyandethicalbehaviorsrubricorchecklistbycooperatingteachers.
Standard10:ProfessionalGrowthTeachersofsciencestrivecontinuouslytogrowandchange,personallyandprofessionally,tomeetthediverseneedsoftheirstudents,school,community,andprofession.Theyhaveadesireanddispositionforgrowthandbetterment.
Elements
Toshowtheirdispositionforgrowth,teachersofsciencemustdemonstratethatthey:a. Engageactivelyandcontinuouslyinopportunitiesforprofessionallearningandleadershipthatreach
beyondminimumjobrequirements.b. Reflectconstantlyupontheirteachingandidentifywaysandmeansthroughwhichtheymaygrow
professionally.c. Useinformationfromstudents,supervisors,colleaguesandotherstoimprovetheirteachingand
facilitatetheirprofessionalgrowth.d. Interacteffectivelywithcolleagues,parents,andstudents;mentornewcolleagues;andfosterpositive
relationshipswiththecommunity.
Indicators
• Programsmusthelpcandidatestheprofessionalcommunityasscienceeducators.• Scienceteachingisacompositeprofessionrequiringknowledgeandskillsinbothscienceandeducation.Ideally,theseskillscometogetherinthepreparationprogram.
• Associationsandactivitiesrelatedtoscienceteachingareabundant.Participationinsuchactivitiesatthelocal,stateandnationallevelsshouldbeencouraged,somebeingrequired.
• Theyarearesourceforimprovingone’steaching,butalsotheyprovidetheopportunityforconstructiveinteractionwithothersinthesamefield.
• Teacherpreparationprogramsshouldkeeprecordsofsuchactivitysothattheymaythentrytoincreasetheactivityoftheircandidatesyearbyyear.
• Thebestteacherstendtobegoal‐focused,butflexibleandreflective.Thesecharacteristicsallowthemtorelatetostudentsandtomodifyandimprovetheirpractices.
• Candidatesinteacherpreparationprogramsmustdemonstratetheabilitytoreflect,butalsotorespondpositivelytoconstructivefeedbackfromothers.Fewteachereducatorsareunfamiliarwithcandidateswhoentertheirprogramswithpresetideasthattheyrefusetochange,evenwhenstudentsdonotrespondwell
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tothem.Itisimperativethatsuchindividualsnotbeallowedtocontinueonintoteaching.• Theabilitytogetalongwithothersiscrucialineducation,certainlywithstudents,butalsowithotherstakeholderssuchasteachers,administrators,supportstaffandparents.
• Dispositionalfactorscanbeassessedthroughthebehaviorsofcandidates;candidatesshouldbeheldaccountableforbehaviorsthatarecontrarytotheexpectationsoftheprofessionasdeterminedbythefacultyandreflectedinthesestandards.
• Carefullyconstructedcriteriaareneededandmaybeusedasasourceofdataforcandidatepreparationandpracticebytheprogram.
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English/LanguageArtsInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasTeachersofSecondaryEnglishLanguageArtsshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2001StandardsoftheNationalCouncilofTeachersofEnglish(NCTE)forthepreparationofSecondaryEnglish/LanguageArtsteachers.
Standard1‐ProgramStructure
Description Indicators
Candidatesfollowaspecificcurriculumandareexpectedtomeetappropriateperformanceassessmentsforpre‐serviceEnglishlanguageartsteachers.
Candidates:• Completeaprogramofstudyreflectingaframe‐workthat
encompassesboththecontentandpracticeappropriateforELAteachers.
• ExploreboththeoryandpracticeintheirELApreparationandmeetperformancerequirementsinarangeoffieldexperiences,includingaminimumoftenweeksofstudentteachinginELAclassrooms,thataresupervisedandassessedasapartoftheoverallpreparationprogrambyELAlicensedteachers
• WorkwithfacultyinEnglishandeducationwhodemonstratethroughthecoursestheyteachandtheirprofessionaldevelopmentactivitiesthattheyarecurrentintheircontentknowledgeandintheirpracticeofeffectivepedagogyandattitudesappropriatetopreparingELAteachers.
• Meetperformancecriteriawithinanassessmentsystemthatassessescandidates'performancesatappropriatetransitionpointsthroughouttheELAprogram.
Standard2‐CandidateAttitudes
Description Indicators
Throughmodeling,advisement,instruction,fieldexperiences,assessmentofperformance,andinvolvementinprofessionalorganizations,candidatesadoptandstrengthenprofessionalattitudesneededbyEnglishlanguageartsteachers.
Candidates:• Createaninclusiveandsupportivelearningenvironment
inwhichallstudentscanengageinlearning.• UseELAtohelptheirstudentsbecomefamiliarwiththeir
ownandothers’cultures.• Demonstratereflectivepractice,involvementin
professionalorganizations,andcollaborationwithbothfacultyandothercandidates.
• Usepracticesdesignedtoassiststudentsindevelopinghabitsofcriticalthinkingandjudgment.
• MakemeaningfulconnectionsbetweentheELAcurriculumanddevelopmentsinculture,society,andeducation.
• Engagetheirstudentsinactivitiesthatdemonstratetheroleofartsandhumanitiesinlearning.
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Standard3‐CandidateKnowledgeCandidatesareknowledgeableaboutlanguage;literature;oral,visual,andwrittenliteracy;printandnon‐printmedia;technology;andresearchtheoryandfindings.
Elements Indicators3.1Candidatesdemonstrateknowledgeof,andskillsintheuseof,theEnglishlanguage.
Candidates:• Useknowledgeofstudents'languageacquisitionand
developmentasabasisfordesigningappropriatelearningactivitiesthatpromotestudentlearning.
• Demonstratehowreading,writing,speaking,listening,viewing,andthinkingareinterrelatedintheirownlearningandintheirstudents’learningofELA.
• Demonstrateanawarenessintheirteachingoftheimpactofcultural,economic,political,andsocialenvironmentsonlanguage.
• Knowandrespectdiversityinlanguageuse,patterns,anddialectsacrosscultures,ethnicgroups,geographicregionsandsocialrolesandshowattentiontoaccommodatingsuchdiversityintheirteaching
• DemonstrateknowledgeoftheevolutionoftheEnglishlanguageandthehistoricalinfluencesonitsvariousformsandusethisknowledgeintheirteaching
• UsetheirknowledgeofEnglishgrammarsinteachingstudentsbothoralandwrittenformsofthelanguage.
• Usetheirknowledgeofsemantics,syntax,morphology,andphonologyinteachingtheirstudentshowtouseoralandwrittenlanguage.
3.2Candidatesdemonstrateknowledgeofthepracticesoforal,visual,andwrittenliteracy.
Candidates:• Usetheirunderstandingoftheinfluenceoflanguageand
visualimagesonthinkingandcomposingintheirownworkandintheirteaching.
• Usewriting,speaking,andobservingasmajorformsofinquiry,reflection,andexpressionintheircourseworkandteaching.
• Usecomposingprocessesincreatingvariousformsoforal,visual,andwrittenliteracyoftheirownandengagestudentsintheseprocesses.
• Demonstrate,throughtheirownlearningandteaching,howwriting,visualimages,andspeakingcaneffectivelyperformavarietyoffunctionsforvariedaudiencesandpurposes.
• Demonstratetheirknowledgeoflanguagestructureandconventionsbycreatingandcritiquingtheirownprintandnon‐printtextsandbyassistingtheirstudentsinsuchactivities.
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3.3Candidatesdemonstratetheirknowledgeofreadingprocesses.
Candidates:• Respondtoandinterpret,invariedways,whatisread,
teachingtheirstudentshowtodothisaswell.• Discoverandcreatemeaningfromtextsandguide
studentsinthesameprocesses.• Useawidevarietyofstrategiestocomprehend,interpret,
evaluate,andappreciatetextsandteachthosestrategiestostudents.
3.4Candidatesdemonstrateknowledgeofdifferentcomposingprocesses.
Candidates:• Useavarietyofwritingstrategiestogeneratemeaning
andclarifyunderstandinganddrawuponthatknowledgeandskillintheirteaching.
• Producedifferentformsofwrittendiscourseandunderstandhowwrittendiscoursecaninfluencethoughtandaction.
3.5Candidatesdemonstrateknowledgeof,andusesfor,anextensiverangeofliterature.
Candidatesknowanduseavarietyofteachingapplicationsfor:• Worksrepresentingabroadhistoricalandcontemporary
spectrumofUnitedStates,British,andworld,includingnon‐Western,literature.
• Worksfromawidevarietyofgenresandcultures,worksbyfemaleauthors,andworksbyauthorsofcolor.
• Numerousworksspecificallywrittenforolderchildrenandyoungeradults.
• Arangeofworksofliterarytheoryandcriticism.
3.6Candidatesdemonstrateknowledgeoftherangeandinfluenceofprintandnon‐printmediaandtechnologyincontemporaryculture.
Candidates:• Understandhowmediacaninfluenceconstructionsofa
text’smeaning,andhowexperiencingvariousmediacanenhancestudents'composingprocesses,communication,andlearning.
• Showanabilitytoconstructmeaningfrommediaandnon‐printtexts,andtoassiststudentsinlearningtheseprocesses.
• Incorporatetechnologyandprint/non‐printmediaintotheirownworkandinstruction.
3.7CandidatesdemonstrateknowledgeofresearchtheoryandfindingsinEnglishlanguagearts.
Candidates:• Usemajorsourcesofresearchandtheoryrelatedto
Englishlanguageartstosupporttheirteachingdecisions.• Useteacher‐researchermodelsofclassroominquiryto
informtheirownstudyandteaching.
Standard4‐CandidatePedagogy
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Description Indicators
CandidatesacquireanddemonstratethedispositionsandskillsneededtointegrateknowledgeofEnglishlanguagearts,students,andteaching.
Candidates:• Examineandselectresourcesforinstructionsuchas
textbooks,otherprintmaterials,videos,films,records,andsoftware,appropriateforsupportingtheteachingofEnglishlanguagearts.
• Aligncurriculumgoalsandteachingstrategieswiththeorganizationofclassroomenvironmentsandlearningexperiencestopromotewhole‐class,small‐group,andindividualwork.
• Integrateinterdisciplinaryteachingstrategiesandmaterialsintotheteachingandlearningprocessforstudents.
• Createandsustainlearningenvironmentsthatpromoterespectfor,andsupportof,individualdifferencesofethnicity,race,language,culture,gender,andability.
• Engagestudentsofteninmeaningfuldiscussionsforthepurposesofinterpretingandevaluatingideaspresentedthroughoral,written,and/orvisualforms.
• Engagestudentsincriticalanalysisofdifferentmediaandcommunicationstechnologies.
• Engagestudentsinlearningexperiencesthatconsistentlyemphasizevariedusesandpurposesforlanguageincommunication.
• Engagestudentsinmakingmeaningoftextsthroughpersonalresponse.
• Demonstratethattheirstudentscanselectappropriatereadingstrategiesthatpermitaccessto,andunderstandingof,awiderangeofprintandnon‐printtexts.
• Integrateassessmentconsistentlyintoinstructionbyusingavarietyofformalandinformalassessmentactivitiesandinstrumentstoevaluateprocessesandproducts,andcreatingregularopportunitiestouseavarietyofwaystointerpretandreportassessmentmethodsandresultstostudents,parents,administrators,andotheraudiences.
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SecondaryMathematics(7‐12)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationforlicensureasteachersofSecondaryMathematicsEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofNationalCouncilofTeachersofMathematicsforthepreparationofSecondaryMathematicsTeachers.
Standard1:KnowledgeofMathematicalProblem‐Solving
Description Indicators
Candidatesknow,understand,andapplytheprocessofmathematicalproblemsolving.
Candidatesareableto:• Applyandadaptavarietyofappropriatestrategiestosolveproblems.• Solveproblemsthatariseinmathematicsandthoseinvolvingmathematicsinothercontexts.
• Buildnewmathematicalknowledgethroughproblemsolving.• Monitorandreflectontheprocessofmathematicalproblemsolving.
Standard2:KnowledgeofReasoningandProof
Description Indicators
Candidatesreason,construct,andevaluatemathematicalargumentsanddevelopanappreciationformathematicalrigorandinquiry.
Candidatesareableto:• Recognizereasoningandproofasfundamentalaspectsofmathematics.• Makeandinvestigatemathematicalconjectures.• Developandevaluatemathematicalargumentsandproofs.• Selectandusevarioustypesofreasoningandmethodsofproof.
Standard3:KnowledgeofMathematicalCommunication
Description Indicators
Candidatescommunicatetheirmathematicalthinkingorallyandinwritingtopeers,faculty,andothers.
Candidatesareableto:• Communicatetheirmathematicalthinkingcoherentlyandclearlytopeers,faculty,andothers.
• Usethelanguageofmathematicstoexpressideasprecisely.• Organizemathematicalthinkingthroughcommunication.• Analyzeandevaluatethemathematicalthinkingandstrategiesofothers.
Standard4:KnowledgeofMathematicalConnections
Description Indicators
Candidatesrecognize,use,andmakeconnectionsbetweenandamongmathematicalideasandincontextsoutsidemathematicstobuildmathematicalunderstanding.
Candidatesareableto:• Recognizeanduseconnectionsamongmathematicalideas.• Recognizeandapplymathematicsincontextsoutsideofmathematics.• Demonstratehowmathematicalideasinterconnectandbuildononeanothertoproduceacoherentwhole.
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Standard5:KnowledgeofMathematicalRepresentation
Description Indicators
Candidatesusevariedrepresentationsofmathematicalideastosupportanddeepenstudents’mathematicalunderstanding.
Candidatesareableto:• Userepresentationstomodelandinterpretphysical,social,and
mathematicalphenomena.• Createanduserepresentationstoorganize,record,andcommunicate
mathematicalideas.• Select,apply,andtranslateamongmathematicalrepresentationstosolve
problems.
Standard6:KnowledgeofTechnology
Description Indicator
Candidatesembracetechnologyasanessentialtoolforteachingandlearningmathematics.
Candidatesareableto:• Useknowledgeofmathematicstoselectanduseappropriatetechnologicaltools,suchasbutnotlimitedto,spreadsheets,dynamicgraphingtools,computeralgebrasystems,dynamicstatisticalpackages,graphingcalculators,data‐collectiondevices,andpresentationsoftware.
Standard7:Dispositions
Description Indicators
Candidatessupportapositivedispositiontowardmathematicalprocessesandmathematicallearning.
Candidates:• Payattentiontoequity.• Usestimulatingcurricula.• Teacheffectively.• Haveacommitmenttolearningwithunderstanding.• Usevariousassessments.• Usevariousteachingtoolsincludingtechnology.
Standard8:KnowledgeofMathematicsPedagogy
Description Indicators
Candidatespossessadeepunderstandingofhowstudentslearnmathematicsandofthepedagogicalknowledgespecifictomathematicsteachingandlearning.
Candidatesareableto:• Selects,uses,anddeterminessuitabilityofthewidevarietyofavailablemathematicscurriculaandteachingmaterialsforallstudentsincludingthosewithspecialneedssuchasthegifted,challengedandspeakersofotherlanguages.
• Selectsandusesappropriateconcretematerialsforlearningmathematics.
• Usesmultiplestrategies,includinglisteningtoandunderstandingthewaysstudentsthinkaboutmathematics,toassessstudents’mathematicalknowledge.
• Planslessons,unitsandcoursesthataddressappropriatelearninggoals,includingthosethataddresslocal,state,andnationalmathematicsstandardsandlegislativemandates.
• Participatesinprofessionalmathematicsorganizationsandusestheirprintandon‐lineresources.
• Demonstratesknowledgeofresearchresultsintheteachingandlearningofmathematics.
• Usesknowledgeofdifferenttypesofinstructionalstrategiesinplanningmathematicslessons.
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• Demonstratestheabilitytoleadclassesinmathematicalproblemsolvingandindevelopingin‐depthconceptualunderstanding,andtohelpstudentsdevelopandtestgeneralizations.
• Developlessonsthatusetechnology’spotentialforbuildingunderstandingofmathematicalconceptsanddevelopingimportantmathematicalideas.
Standard9:KnowledgeofNumberandOperation
Description Indicators
Candidatesdemonstratecomputationalproficiency,includingaconceptualunderstandingofnumbers,waysofrepresentingnumber,relationshipsamongnumberandnumbersystems,andmeaningsofoperations.
Candidatesareableto:• Analyzeandexplainthemathematicsthatunderliestheproceduresusedforoperationsinvolvingintegers,rational,real,andcomplexnumbers.
• Usepropertiesinvolvingnumberandoperations,mentalcomputation,andcomputationalestimation.
• Provideequivalentrepresentationsoffractions,decimals,andpercents.• Create,solve,andapplyproportions.• Applythefundamentalideasofnumbertheory.• Makesenseoflargeandsmallnumbersandusescientificnotation.• Compareandcontrastpropertiesofnumbersandnumbersystems.• Represent,use,andapplycomplexnumbers.• Recognizematricesandvectorsassystemsthathavesomeofthepropertiesoftherealnumbersystem.
• Demonstrateknowledgeofthehistoricaldevelopmentofnumberandnumbersystemsincludingcontributionsfromdiversecultures.
Standard10:KnowledgeofDifferentPerspectivesonAlgebra
Description Indicators
Candidatesemphasizerelationshipsamongquantitiesincludingfunctions,waysofrepresentingmathematicalrelationships,andtheanalysisofchange.
Candidatesareableto:• Analyzepatterns,relations,andfunctionsofoneandtwovariables.• Applyfundamentalideasoflinearalgebra.• Applythemajorconceptsofabstractalgebratojustifyalgebraicoperationsandformallyanalyzealgebraicstructures.
• Usemathematicalmodelstorepresentandunderstandquantitativerelationships.
• Usetechnologicaltoolstoexplorealgebraicideasandrepresentationsofinformationandinsolvingproblems.
• Demonstrateknowledgeofthehistoricaldevelopmentofalgebraincludingcontributionsfromdiversecultures.
Standard11:KnowledgeofGeometries
Description Indicators
Candidatesusespatialvisualizationandgeometricmodelingtoexploreandanalyzegeometricshapes,structures,andtheirproperties.
Candidatesareableto:• DemonstrateknowledgeofcoreconceptsandprinciplesofEuclideanandnon‐Euclideangeometriesintwoandthreedimensionsfrombothformalandinformalperspectives.
• Exhibitknowledgeoftheroleofaxiomaticsystemsandproofsingeometry.
• Analyzecharacteristicsandrelationshipsofgeometricshapesandstructures.
• Buildandmanipulaterepresentationsoftwo‐andthree‐dimensionalobjectsandvisualizeobjectsfromdifferentperspectives.
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• Specifylocationsanddescribespatialrelationshipsusingcoordinategeometry,vectors,andotherrepresentationalsystems.
• Applytransformationsandusesymmetry,similarity,andcongruencetoanalyzemathematicalsituations.
• Useconcretemodels,drawings,anddynamicgeometricsoftwaretoexploregeometricideasandtheirapplicationsinreal‐worldcontexts.
• DemonstrateknowledgeofthehistoricaldevelopmentofEuclideanandnon‐Euclideangeometriesincludingcontributionsfromdiversecultures.
Standard12:KnowledgeofCalculus
Description Indicators
Candidatesdemonstrateaconceptualunderstandingoflimit,continuity,differentiation,andintegrationandathoroughbackgroundinthetechniquesandapplicationofthecalculus.
Candidatesareableto:• Demonstrateaconceptualunderstandingofandproceduralfacilitywithbasiccalculusconcepts.
• Applyconceptsoffunction,geometry,andtrigonometryinsolvingproblemsinvolvingcalculus.
• Usetheconceptsofcalculusandmathematicalmodelingtorepresentandsolveproblemstakenfromreal‐worldcontexts.
• Usetechnologicaltoolstoexploreandrepresentfundamentalconceptsofcalculus.
• Demonstrateknowledgeofthehistoricaldevelopmentofcalculusincludingcontributionsfromdiversecultures.
Standard13:KnowledgeofDiscreteMathematics
Description Indicators
Candidatesapplythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblems.
Candidatesareableto:• Demonstrateknowledgeofbasicelementsofdiscretemathematicssuchasgraphtheory,recurrencerelations,finitedifferenceapproaches,linearprogramming,andcombinatorics.
• Applythefundamentalideasofdiscretemathematicsintheformulationandsolutionofproblemsarisingfromreal‐worldsituations.
• Usetechnologicaltoolstosolveproblemsinvolvingtheuseofdiscretestructuresandtheapplicationofalgorithms.
• Demonstrateknowledgeofthehistoricaldevelopmentofdiscretemathematicsincludingcontributionsfromdiversecultures.
Standard14:KnowledgeofDataAnalysis,Statistics,andProbability
Description Indicators
Candidatesdemonstrateanunderstandingofconceptsandpracticesrelatedtodataanalysis,statistics,andprobability.
Candidatesareableto:• Designinvestigations,collectdata,anduseavarietyofwaystodisplaydataandinterpretdatarepresentationsthatmayincludebivariatedata,conditionalprobabilityandgeometricprobability.
• Useappropriatemethodssuchasrandomsamplingorrandomassignmentoftreatmentstoestimatepopulationcharacteristics,testconjecturedrelationshipsamongvariables,andanalyzedata.
• Useappropriatestatisticalmethodsandtechnologicaltoolstodescribeshapeandanalyzespreadandcenter.
• Usestatisticalinferencetodrawconclusionsfromdata.• Identifymisusesofstatisticsandinvalidconclusionsfromprobability.• Drawconclusionsinvolvinguncertaintybyusinghands‐onandcomputer‐basedsimulationforestimatingprobabilitiesandgatheringdatatomakeinferencesandconclusions.
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• Determineandinterpretconfidenceintervals.• Demonstrateknowledgeofthehistoricaldevelopmentofstatisticsandprobabilityincludingcontributionsfromdiversecultures.
Standard15:KnowledgeofMeasurement
Description Indicators
Candidatesapplyandusemeasurementconceptsandtools.
Candidatesareableto:• Recognizethecommonrepresentationsandusesofmeasurementandchoosetoolsandunitsformeasuring.
• Applyappropriatetechniques,tools,andformulastodeterminemeasurementsandtheirapplicationinavarietyofcontexts.
• Completeserroranalysisthroughdeterminingthereliabilityofthenumbersobtainedfrommeasures.
• Demonstrateknowledgeofthehistoricaldevelopmentofmeasurementandmeasurementsystemsincludingcontributionsfromdiversecultures.
Standard16:Field‐BasedExperiences
Description Indicators
Candidatescompletefield‐basedexperiencesinmathematicsclassrooms.
Candidatesareableto:• Engageinasequenceofplannedopportunitiespriortostudentteachingthatincludesobservingandparticipatinginbothmiddleandsecondarymathematicsclassroomsunderthesupervisionofexperiencedandhighlyqualifiedteachers.
• Experiencefull‐timestudentteachinginsecondarymathematicsthatissupervisedbyahighlyqualifiedteacherandauniversityorcollegesupervisorwithsecondarymathematicsteachingexperience.
• Demonstratetheabilitytoincreasestudents’knowledgeofmathematics.
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SocialStudiesInstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofSocialStudiesshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofNationalCouncilfortheSocialStudies(NCSS)forthepreparationofSocialStudiesTeachers.
Standard1–INTERDISCIPLINARYTHEMATICSTANDARDS
Elements Indicators
1.1CULTUREANDCULTURALDIVERSITYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofCultureandCultureDiversity.
Candidates:• Enablelearnerstoanalyzeandexplainhowgroups,societies,andculturesaddresshumanneedsandconcerns;
• Guidelearnersastheypredicthowexperiencesmaybeinterpretedbypeoplefromdiverseculturalperspectivesandframesofreferences;
• Assistlearnerstoapplyanunderstandingandofcultureasanintegratedwholethatgovernsthefunctionsandinteractionsoflanguage,literature,arts,traditions,beliefs,values,andbehaviorpatterns;
• Encouragelearnerstocompareandtoanalyzesocietalpatternsfortransmittingandpreservingculturewhileadaptingtoenvironmentalandsocialchange;
• Asklearnerstogiveexamplesanddescribetheimportanceofculturalunityanddiversitywithinandacrossgroups;
• Havelearnersinterpretpatternsofbehaviorasreflectingvaluesandattitudes,thatcontributetoorposeobstaclestocross‐culturalunderstanding;
• Guidelearnersastheyconstructreasonedjudgmentsaboutspecificculturalresponsestopersistenthumanissues;
• Havelearnersexplainandapplyideas,theories,andmodesofinquirydrawnfromanthropologyandsociologyintheexaminationofpersistentissuesandsocialproblems.
1.2TIME,CONTINUITY,ANDCHANGECandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofTime,Continuity,andChange.
Candidates:• Assistlearnerstounderstandthathistoricalknowledgeandtheconceptoftimearesociallyinfluencedconstructionsthatleadhistorianstobeselectiveinthequestionstheyseektoanswerandtheevidencetheyuse;
• Helplearnersapplykeyconceptsfromthestudyofhistory—suchastime,chronology,causality,change,conflict,andcomplexity—toexplain,analyze,andshowconnectionsamongpatternsofhistoricalchangeandcontinuity;
• Enablelearnerstoidentifyanddescribesignificanthistoricalperiodsandpatternsofchangewithinandacrosscultures,includingbutnotlimitedto,thedevelopmentofancientculturesandcivilizations,theemergenceofreligiousbeliefsystems,theriseofnation‐states,andsocial,economic,andpoliticalrevolutions;
• Guidelearnersinusingprocessesofcriticalhistoricalinquiryto
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reconstructandreinterpretthepast,suchasusingavarietyofsourcesandcheckingtheircredibility,validatingandweighingevidenceforclaims,andsearchingforcausality,anddistinguishingbetweeneventsanddevelopmentsthataresignificantfromthosethatareinconsequential;
• Providelearnerswithopportunitiestoinvestigate,interpret,andanalyzemultiplehistoricalandcontemporaryviewpointswithinandacrossculturesrelatedtoimportantevents,recurringdilemmas,andpersistentissues,whileemployingempathy,skepticism,andcriticaljudgment;
• Enablelearnerstoapplyideas,theories,andmodesofhistoricalinquirytoanalyzehistoricalandcontemporarydevelopments,andtoinformandevaluateactionsconcerningpublicpolicyissues.
1.3PEOPLE,PLACES,ANDENVIRONMENTSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofPeople,Places,andEnvironments.
Candidates:• Enablelearnerstouse,interpret,anddistinguishvariousrepresentationsofEarth,suchasmaps,globesandphotographs,andtouseappropriategeographictools;
• Encouragelearnerstoconstruct,use,andrefinemapsandmentalmaps;calculatedistance,scale,area,anddensity;andorganizeinformationaboutpeople,places,regions,andenvironmentsinaspatialcontext;
• Helplearnerstolocate,distinguish,anddescribetherelationshipsamongvaryingregionalandglobalpatternsofphysicalsystemssuchaslandforms,climate,andnaturalresources,andexplainchangesinthephysicalsystems;
• Guidelearnersinexploringcharacteristics,distribution,andmigrationofhumanpopulationsonEarth’ssurface;
• Assistlearnersindescribinghowpeoplecreateplacesthatreflectculture,humanneeds,currentvaluesandideals,andgovernmentpolicies;
• Helplearnerstoexamine,interpret,andanalyzeinteractionsbetweenhumanbeingsandtheirphysicalenvironments,andtoobserveandanalyzesocialandeconomiceffectsofenvironmentalchanges,bothpositiveandnegative;
• Challengelearnerstoconsider,compare,andevaluateexistingusesofresourcesandlandincommunities,regions,countries,andtheworld;
• HelplearnersexplorewaysinwhichEarth’sphysicalfeatureshavechangedovertime,anddescribeandassesswayshistoricaleventshaveinfluencedandbeeninfluencedbyphysicalandhumangeographicfeatures.
1.4INDIVIDUALDEVELOPMENTANDIDENTITYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofIndividualDevelopmentandIdentity.
Candidates• Helplearnerscomprehendandapplyconcepts,theories,andprinciplesassociatedwithhumancognitive,emotional,andpersonaldevelopment;
• Enablelearnerstounderstandhowthedevelopmentandmaturationofthebrainandbodyinfluencethoughtandperception.
• Assistlearnersinarticulatingpersonalconnectionstotime,place,andsocial/culturalsystems;
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• Helplearnerstoappreciateanddescribetheinfluenceofcultures,pastandpresent,uponthedailylivesofindividuals;
• Assistlearnerstodescribehowfamily,religion,gender,ethnicity,nationality,socioeconomicstatus,andothergroupandculturalinfluencescontributetothedevelopmentofasenseofself;
• Enablelearnerstoapplyconcepts,inquirymethods,andtheoriesinthestudyofhumangrowthanddevelopment,learning,motivation,behavior,perception,andpersonality;
• Guidelearnersastheyanalyzetheinteractionsamongethical,ethnic,national,andculturalfactorsinspecificsituations;
• Helplearnerstoanalyzetheroleofperceptions,attitudes,values,andbeliefsinthedevelopmentofpersonalidentityandonhumanbehavior;
• Enablelearnerstocompareandtoevaluatetheimpactofstereotyping,conformity,actsofaltruism,discrimination,andotherbehaviorsonindividualsandgroups;
• Helplearnersunderstandhowindividualperceptionsdevelop,vary,andcanleadtoconflict;
• Assistlearnersastheyworkindependentlyandcooperativelywithingroupsandinstitutionstoaccomplishgoals;
• Encouragelearnerstoexaminefactorsthatcontributetoanddamageone’smentalhealthandtoanalyzeissuesrelatedtomentalhealthandbehavioraldisordersincontemporarysociety.
1.5INDIVIDUALS,GROUPS,ANDINSTITUTIONSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofIndividuals,Groups,andInstitutions.
Candidates:• Helplearnersunderstandtheconceptsofrole,status,andsocialclassandusethemindescribingtheconnectionsandinteractionsamongindividuals,groups,andinstitutionsinsociety;
• Helplearnersanalyzegroupsandcalculatetheinfluenceofinstitutionsonpeople,events,andelementsofculturesinbothhistoricalandcontemporarysettings;
• Helplearnersunderstandthevariousformsinstitutionstake,theirfunctions,theirrelationshipstooneanother,andexplainhowtheydevelopandchangeovertime;
• Assistlearnersinidentifyingandanalyzingexamplesoftensionsbetweenexpressionsofindividualityandeffortsofgroupsandinstitutionstopromotesocialconformity;
• Enablelearnerstodescribeandexaminebeliefsystemsbasictospecifictraditionsandlawsincontemporaryandhistoricalsocieties;
• Enablelearnerstoevaluatetheroleofinstitutionsinfurtheringbothcontinuityandchange;
• Guidelearneranalysisoftheextenttowhichgroupsandinstitutionsmeetindividualneedsandpromotethecommongoodincontemporaryandhistoricalsettings;
• Assistlearnersastheyexplainandapplyideasandmodesofinquirydrawnfrombehavioralsciencesintheexaminationofpersistentissuesandsocialproblems.
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1.6POWER,AUTHORITY,ANDGOVERNANCECandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofPower,Authority,andGovernance.
Candidates:• Enablelearnerstoexaminetherightsandresponsibilitiesofindividualsinrelationtotheirfamilies,theirsocialgroups,theircommunities,andtheirnation;
• Helpstudentsexplainthepurposeofgovernmentandhowitspowersareacquired,used,andjustified;
• Enablelearnerstoexamineissuesinvolvingtherights,roles,andstatusofindividualsinrelationtothegeneralwelfare;
• Assistlearnersindescribingthewaysnationsandorganizationsrespondtoforcesofunityanddiversityaffectingorderandsecurity;
• Enablelearnerstoexplainconditions,actions,andmotivationsthatcontributetoconflictandcooperationwithinandamongnations;
• Helplearnersanalyzeandexplaingovernmentalmechanismstomeettheneedsandwantsofcitizens,regulateterritory,manageconflict,andestablishorderandsecurity;
• HelplearnersidentifyandexplainthebasicfeaturesoftheAmericanpoliticalsystem,andidentifyleadersofthevariouslevelsandbranchesofgovernment;
• Challengelearnerstoapplyconceptssuchaspower,role,status,justice,democraticvalues,andinfluencetotheexaminationofpersistentissuesandsocialproblems;
• Helplearnersexplainhowgovernmentsattempttoachievetheirstatedidealsathomeandabroad.
1.7PRODUCTION,DISTRIBUTION,ANDCONSUMPTIONCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofProduction,Distribution,andConsumptionofgoodsandservices.
Candidates:• Enablelearnerstounderstandhowthescarcityof
productiveresources(human,capital,technological,andnatural)requiresthedevelopmentofeconomicsystemstomake
• decisionsabouthowgoodsandservicesaretobeproducedanddistributed;
• Helplearnersanalyzetherolethatsupplyanddemand,prices,incentives,andprofitsplayindeterminingwhatisproducedanddistributedinacompetitivemarketsystem;
• Helplearnerscomparethecostsandbenefitstosocietyofallocatinggoodsandservices
• throughprivateandpublicmeans;• Assistlearnersinunderstandingtherelationshipsamongthe
variouseconomicinstitutionsthatcompriseeconomicsystemssuchashouseholds,businesses,financialinstitutions,governmentagencies,laborunions,andcorporations;
• Guidelearnersinanalyzingtherolesofspecializationandexchangeineconomicprocesses;
• Assistlearnersinassessinghowvaluesandbeliefsinfluenceeconomicdecisionsindifferentsocieties;
• Enablelearnerstocompareeconomicsystemsaccordingtohowtheydealwithdemand,supply,prices,theroleofgovernment,banks,laborandlaborunions,savingsandinvestments,andcapital;
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• Challengelearnerstoapplyeconomicconceptsandreasoningwhenevaluatinghistoricalandcontemporarysocialdevelopmentsandissues;
• Enablelearnerstodistinguishbetweendomesticandglobaleconomicsystems,andexplainhowthetwointeract;
• Guidelearnersintheapplicationofeconomicconceptsandprinciplesintheanalysisofpublicissuessuchastheallocationofhealthcareandtheconsumptionofenergy,andindevisingeconomicplansforaccomplishingsociallydesirableoutcomesrelatedtosuchissues;
• Helplearnerscriticallyexaminethevaluesandassumptionsunderlyingthetheoriesandmodelsofeconomics;
• Helplearnersdistinguishbetweeneconomicsasafieldofinquiryandtheeconomy.
1.8SCIENCE,TECHNOLOGY,ANDSOCIETYCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofScience,Technology,andSociety.
Candidates:• Enablelearnerstoidentify,describe,andexaminebothcurrentandhistoricalexamplesoftheinteractionandinterdependenceofscience,technology,andsocietyinavarietyofculturalsettings;
• Assistlearnersinmakingjudgmentsabouthowscienceandtechnologyhavetransformedthephysicalworldandhumansocietyaswellasourunderstandingoftime,space,place,andhuman‐environmentinteractions;
• Helplearnersanalyzethewayinwhichscienceandtechnologyinfluencecoresocietalvalues,beliefs,andattitudesandhowsocietalattitudesinfluencescientificandtechnologicalendeavors;
• Promptlearnerstoevaluatevariouspoliciesproposedtodealwithsocialchangesresultingfromnewtechnologies;
• Helplearnersidentifyandinterpretvariousperspectivesabouthumansocietiesandthephysicalworld,usingscientificknowledge,technologies,andanunderstandingofethicalstandardsofthisandothercultures;
• Encouragelearnerstoformulatestrategiesanddeveloppolicyproposalspertainingtoscience/technology/societyissues.
1.9GLOBALCONNECTIONSCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofGlobalConnectionsandInterdependence.
Candidates:• Enablelearnerstoexplainhowinteractionsamongpeoplewithdifferentlanguages,beliefscanfacilitateglobalunderstandingorcausemisunderstanding;
• Helplearnersexplainconditionsandmotivationsthatcontributetoconflict,cooperation,andinterdependenceamonggroups,societies,andnations;
• Assistlearnersinanalyzingandevaluatingtheeffectsofchangingtechnologiesontheglobalcommunity;
• Challengelearnerstoanalyzethecauses,consequences,andpossiblesolutionstopersistent,contemporary,andemergingglobalissues,suchasthosepertainingtohumanhealth,security,resourceallocation,economicdevelopment,andenvironmentalquality;
• Guidelearneranalysisoftherelationshipsandtensionsbetweennationalsovereigntyandglobalinterestsinsuchmattersasterritorialdisputes,economicdevelopment,weapons
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deployment,useofnaturalresources,andhumanrightsconcerns;
• Helplearnersanalyzeorformulatepolicystatementsthatdemonstrateanunderstandingofconcerns,standards,issues,andconflictsrelatedtouniversalhumanrights;
• Helplearnersdescribeandevaluatetheroleofinternationalandmultinationalorganizationsintheglobalarena;
• Havelearnersillustratehowbehaviorsanddecisionsofindividualsandgroupsaffectandareaffectedbyglobalsystems.
1.10CIVICIDEALSANDPRACTICESCandidatesinsocialstudiesshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofCivicIdealsandPractices.
Candidates:• Assistlearnersinunderstandingthemeaning,origins,andcontinuinginfluenceofkeyidealsofthedemocraticrepublicanformofgovernment,suchasindividualhumandignity,liberty,justice,equality,generalwelfare,domesticpeace,andtheruleoflaw;
• Guidelearnereffortstoidentify,interpret,analyze,andevaluatesourcesandexamplesofcitizens’rightsandresponsibilities;
• Helplearnerslocate,access,analyze,organize,synthesize,evaluate,andapplyinformationaboutselectedpublicissues—identifying,describing,andevaluatingmultiplepointsofviewandtakingreasonedpositionsonsuchissues;
• Enablelearnerstopracticeformsofcivicdiscussionandparticipationconsistentwiththeidealsofcitizenshipinademocraticrepublic;
• Helplearnersanalyzeandevaluatetheinfluenceofvariousformsofcitizenactiononpublicpolicy;
• Preparelearnerstoanalyzeavarietyofpublicpoliciesandissuesfromtheperspectivesofformalandinformalpoliticalactors;
• Guidelearnersastheyevaluatetheeffectivenessofpublicopinionininfluencingandshapingpublicpolicydevelopmentanddecision‐making;
• Encouragelearnereffortstoevaluatethedegreetowhichpublicpoliciesandcitizenbehaviorsreflectorfosterthestatedidealsofademocraticrepublicanformofgovernment;
• Helplearnerstoconstructreasonedpolicystatementsandactionplanstoachievegoalsrelatedtoissuesofpublicconcern;
• Guidelearnerparticipationincivic/politicalactivitiestostrengthenthe“commongood,”baseduponcarefulevaluationofpossibleoptionsforcitizenaction.
Standard2‐DISCIPLINARYSTANDARD
Elements Indicators
2.1HISTORYCandidateswhoaretobelicensedtoteachhistoryatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofhistory.
Candidates:• Assistlearnersinutilizingchronologicalthinkingsothattheycandistinguishbetweenpast,present,andfuturetime;canplacehistoricalnarrativesintheproperchronologicalframework;caninterpretdatapresentedintimelinesandcancomparealternativemodelsforperiodization;
• Enablelearnerstodevelophistoricalcomprehensioninorderthattheymightreconstructtheliteralmeaningofahistoricalpassage;identifythecentralquestionsaddressedinhistoricalnarrative;
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drawupondatainhistoricalmaps,charts,andothergraphicorganizers;anddrawuponvisual,literary,ormusicalsources;
• Guidelearnersinpracticingskillsofhistoricalanalysisandinterpretation,suchascompareandcontrast,differentiatebetweenhistoricalfactsandinterpretations,considermultipleperspectives,analyzecauseandeffectrelationships,comparecompetinghistoricalnarratives,recognizethetentativenatureofhistoricalinterpretations,andhypothesizetheinfluenceofthepast;
• Helplearnersunderstandhowhistoriansstudyhistory;• Assistlearnersindevelopinghistoricalresearchcapabilitiesthatenablethemtoformulatehistoricalquestions,obtainhistoricaldata,questionhistoricaldata,identifythegapsinavailablerecords,placerecordsincontext,andconstructsoundhistoricalinterpretations;
• Helplearnersidentifyissuesandproblemsinthepast,recognizefactorscontributingtosuchproblems,identifyandanalyzealternativecoursesofaction,formulateapositionorcourseofaction,andevaluatetheimplementationofthatdecision;
• AssistlearnersinacquiringknowledgeofhistoricalcontentinUnitedStateshistoryinordertoasklargeandsearchingquestionsthatcomparepatternsofcontinuityandchangeinthehistoryandvaluesofthemanypeopleswhohavecontributedtothedevelopmentofthecontinentofNorthAmerica;
• Guidelearnersinacquiringknowledgeofthehistoryandvaluesofdiversecivilizationsthroughouttheworld,includingthoseoftheWest,andincomparingpatternsofcontinuityandchangeindifferentpartsoftheworld;
• Enablelearnerstodevelophistoricalunderstandingthroughtheavenuesofsocial,political,economic,andculturalhistoryandthehistoryofscienceandtechnology.
2.2GEOGRAPHYCandidateswhoaretobelicensedtoteachgeographyatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofgeography.
Candidates:• Helplearnersusemapsandothergeographicrepresentations,tools,andtechnologiestoacquire,process,andreportinformationfromaspatialperspective;
• Enablelearnerstousementalmapstoorganizeinformationaboutpeople,places,andenvironmentsinaspatialcontext;
• Assistlearnerstoanalyzethespatialinformationaboutpeople,places,andenvironmentsonEarth’ssurface;
• Helplearnerstounderstandthephysicalandhumancharacteristicsofplaces;
• AssistlearnersindevelopingtheconceptofregionsasameanstointerpretEarth’scomplexity;
• Enablelearnerstounderstandhowcultureandexperienceinfluencepeople’sperceptionsofplacesandregions;
• HelplearnersunderstandandanalyzethephysicalprocessesthatshapeEarth’ssurface;
• ChallengelearnerstoconsiderthecharacteristicsandspatialdistributionofecosystemsonEarth’ssurface;
• Guidelearnersinexploringthecharacteristics,distribution,andmigrationofhumanpopulationsonEarth’ssurface;
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• Helplearnersunderstandandanalyzethecharacteristics,distribution,andcomplexityofEarth’sculturalmosaics;
• AssistlearnerexplorationofthepatternsandnetworksofeconomicinterdependenceonEarth’ssurface;
• Enablelearnerstodescribetheprocesses,patterns,andfunctionsofhumansettlement;
• ChallengelearnerstoexaminehowtheforcesofcooperationandconflictamongpeopleinfluencethedivisionandcontrolofEarth’ssurface;
• Helplearnersseehowhumanactionsmodifythephysicalenvironment;
• Enablelearnerstoanalyzehowphysicalsystemsaffecthumansystems;
• Challengelearnerstoexaminethechangesthatoccurinthemeaning,use,distribution,andimportanceofresources;
• Helplearnersapplygeographytointerpretthepastandpresentandtoplanforthefuture;
• Enhancelearners’abilitiestoaskquestionsandtoacquire,organize,andanalyzegeographicinformationsotheycananswergeographicquestionsastheyengageinthestudyofsubstantivegeographiccontent.
2.3CIVICSANDGOVERNMENTCandidateswhoaretobelicensedtoteachcivicsand/orgovernmentatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofcivicsandgovernment.
Candidates:• Assistlearnersindevelopinganunderstandingofciviclife,politics,andgovernmentsothatthelearnerscanexplaintheoriginsofgovernmentalauthority,recognizetheneedforgovernment,andidentifythecrucialfunctionsofgovernment,includinglawsandrules;
• Enablelearnerstoevaluaterulesandlaws,differentiatebetweenlimitedandunlimitedgovernment,andjustifytheneedforlimitationsongovernmentalpower;
• GuidelearnersastheyexploreAmericandemocracy,includingtheAmericanideaofconstitutionalgovernment,theimpactofthedistinctivecharacteristicsofAmericansocietyonourgovernment,thenatureoftheAmericanpoliticalculture,andthevaluesandprinciplesthatarebasictoAmericanlifeandgovernment;
• HelplearnersunderstandhowthegovernmentoftheUnitedStatesoperatesundertheConstitutionandthepurposes,values,andprinciplesofAmericandemocracy,includingtheideasofdistributed,shared,andlimitedpowersofgovernment;howthenational,state,andlocalgovernmentsareorganized;andtheplaceoflawinthesystem;
• EnablelearnerstounderstandtherelationshipoftheUnitedStatestoothernationsandtoworldaffairs;
• Assistlearnersindevelopinganunderstandingofcitizenship,itsrightsandresponsibilities,andindevelopingtheirabilitiesanddispositionstoparticipateeffectivelyinciviclife;
• InsurethatlearnersaremadeawareofthefullrangeofopportunitiestoparticipateascitizensintheAmericandemocracyandoftheirresponsibilitiesfordoingso.
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2.4ECONOMICSCandidateswhoaretobelicensedtoteacheconomicsatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofeconomics.
Candidatesshouldknowanddemonstrateanin‐depthunderstandingofthefollowingconcepts:• Productiveresourcesarelimited.Therefore,peoplecannothaveallthegoodsandservicesthattheywant;asaresult,theymustchoosesomethingsandgiveupothers.
• Effectivedecisionmakingrequirescomparingtheadditionalcostsofalternativeswiththeadditionalbenefits.Mostchoicesinvolvedoingalittlemoreoralittlelessofsomething;fewchoicesareallornothingdecisions.
• Differentmethodscanbeusedtoallocategoodsandservices.People,actingindividuallyorcollectivelythroughgovernment,mustchoosewhichmethodstousetoallocatedifferentkindsofgoodsandservices.
• Peoplerespondpredictablytopositiveandnegativeincentives.• Voluntaryexchangeoccursonlywhenallpartiesexpecttogain.Thisistruefortradeamongindividualsororganizationswithinanation,oramongindividualsororganizationsindifferentnations.
• Whenindividuals,regions,andnationsspecializeinwhattheycanproduceatthelowestcostandthentradewithothers,bothproductionandconsumptionincrease.
• Marketsexistwhenbuyersandsellersinteract.Thisinteractiondeterminesmarketpricesandtherebyallocatesscarcegoodsandservices.
• Pricessendsignalsandprovideincentivestobuyersandsellers.Whensupplyanddemandchange,marketpricesadjust,affectingincentives.
• Competitionamongsellerslowerscostsandprices,encouragingproducerstoproducemoreofwhatconsumersarewillingandabletobuy.Competitionamongbuyersincreasespricesandallocatesgoodsandservicestothosepeoplewhoarewillingandabletopaythemostforthem.
• Institutionsevolveinmarketeconomiestohelpindividualsandgroupsaccomplishtheirgoals.Banks,laborunions,corporations,legalsystems,andnot‐for‐profitorganizationsareexamplesofimportantinstitutions.
• Moneymakesiteasiertotrade,borrow,save,invest,andcomparethevalueofgoodsandservices.
• Interestrates,adjustedforinflation,riseandfalltobalancetheamountsavedwiththeamountborrowed,thusaffectingtheallocationofscarceresourcesbetweenpresentandfutureusers.
• Incomeformostpeopleisdeterminedbythemarketvalueoftheproductiveresourcestheysell.Whatworkersearndepends,primarily,onthemarketvalueofwhattheyproduceandhowproductivetheyare.
• Entrepreneursarepeoplewhotaketherisksoforganizingproductiveresourcesto
• makegoodsandservices.Profitisanimportantincentivethatleadsentrepreneursto
• accepttherisksofbusinessfailure.• Investmentinfactories,machinery,andnewtechnology,andinthehealth,education,
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• andtrainingofpeoplecanraisefuturestandardsofliving.• Thereisaneconomicroleforgovernmenttoplayinamarketeconomywheneverthebenefitsofagovernmentpolicyoutweighitscosts.Governmentsoftenprovidefornationaldefense,addressenvironmentalconcerns,defineandprotectpropertyrights,andattempttomakemarketsmorecompetitive.Mostgovernmentpoliciesalsoredistributeincome.
• Costsofgovernmentpoliciessometimesexceedbenefits.Thismayoccurbecauseofincentivesfacingvoters,governmentofficials,andgovernmentemployees;becauseofactionsbyspecialinterestgroupsthatcanimposecostsonthegeneralpublic;orbecausesocialgoalsotherthaneconomicefficiencyarebeingpursued.
• Costandbenefitanalysisiscomplexandinvolvesplacingvalueinbothtangibleandintangiblefactorswhenmakingpolicydecisions.
• Anation’soveralllevelsofincome,employment,andpricesaredeterminedbytheinteractionofspendingandproductiondecisionsmadebyallhouseholds,firms,governmentagencies,andothersintheeconomy.
• Unemploymentimposessignificantpersonalcostsonindividualsandfamilies.Itcanalsoplaceaheavyburdenongovernments.Unexpectedinflationimposescostsonmanypeopleandbenefitssomeothersbecauseitarbitrarilyredistributespurchasing
• power.• IntheUnitedStates,federalgovernmentbudgetarypolicyandtheFederalReserveSystem’smonetarypolicyinfluencetheoveralllevelsofemployment,output,andprices.
• Theassumptionsandvaluesonwhicheconomictheoryandpublicpolicyarebasedrequirecarefulanalysis.
2.5PSYCHOLOGYCandidateswhoaretobelicensedtoteachpsychologyatallschoollevelsshouldpossesstheknowledge,capabilities,anddispositionstoorganizeandprovideinstructionattheappropriateschoollevelforthestudyofpsychology.
Candidates:• Assistlearnersincomprehendingandapplyingconcepts,theories,andprinciplesassociatedwithhumanperceptionandcognition;emotional,social,andpersonaldevelopment;andgrowthandchange;
• Helplearnersunderstandhumanthinking,memory,perception,learning,development,andbehavior;
• Assistlearnersincomprehendingfactorsassociatedwithhumanadjustmentandcopingbehaviorsinvarioussituations,duringdifferentstagesoflife,andinrespecttoparticularpersonalandenvironmentalsituations;
• Helplearnersconsiderhowsuchfactorsasmemory,thinking,beliefs,emotions,personality,perceptions,attitude,andabilitiesaffectpeople’sdecisionsandactionsatanyparticularmoment;
• Enablelearnerstoexaminefactorsassociatedwiththeconstruction,revision,anduseofself‐conceptsandidentityandhowthesemayaffectanindividual’sthinking,feelings,decisions,andactionstowardself,others,andtheworld;
• Assistlearnerexaminationoffactorsthatmayhavecontributedtotheirownself‐conceptsandidentity,includinghowtheirfamily,groups,peers,andcommunitiesmayhavebeenamong
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thosefactors;• Enablelearnerstoexamineandcomprehendfactorsassociatedwithpersonalityandindividualdifferencesandhowpersonalityandindividualdifferencesmaybedescribed,classified,assessed,andinterpreted;
• Assistlearnerstoexamine,comprehend,andapplyideasassociatedwithmentalandemotionalhealthaswellaspsychologicaldisorders,includingfactorscontributingtosuchdisordersandtheirtreatment;
• Enablelearnerstounderstandinterconnectionsbetweenthemselvesandparticularsituations,places,time,events,andsocial/culturalenvironmentsandsystemsthatmayinfluencethemaswellasbeinfluencedbythem;
• Insurethatlearnerscomprehend,considertheadvantagesanddisadvantagesof,andapplyconcepts,principles,andproceduresforconducting,monitoring,andinterpretingpsychologicalresearchactivities;
• Insurethatlearnersunderstandandcanapplythecodesofethicsacceptedbypsychologistsregardingtheconductofresearchonhumanandanimalsubjectsandthereportingofresearchfindings;
• Enablestudentstoengageinpreliminarybehavioralscienceresearch,usingvariousresearchparadigmsandperspectives.
Standard3‐PEDAGOGICALSTANDARDSDuetothecomplexityandtheinterdisciplinarynatureofthesocialstudies,candidateneedsarebestmetwhentheirexperiencesincludethefollowing.
Elements Indicators
3.1COURSEORCOURSESONTEACHINGSOCIALSTUDIESInstitutionspreparingsocialstudiesteachersshouldprovideandrequireprospectivesocialstudiesteacherstocompleteacourseorcoursesthatfocusonthepedagogicalcontentknowledgethatdealsspecificallywiththenatureofthesocialstudiesandwithideas,strategies,andtechniquesforteachingsocialstudiesattheappropriatelicensurelevel.
Instructionshould:• Bespecifictotheteachingofsocialstudiesandthedisciplinesfromwhichsocialstudiescontentisdrawn;
• Engageteachercandidatesinananalysisofthepurposesofsocialstudies,howtoselectcontentappropriatetothosepurposes,andhowtoassessstudentlearningintermsofsocialstudiesgoals.
• Enableteachercandidatestoselect,integrate,andtranslatethecontentandmethodsofinvestigationofhistoryandthesocialsciencedisciplinesforuseinsocialstudiesinstruction;
• Prepareteachercandidatestouseavarietyofapproachestoinstructionthatareappropriatetothenatureofsocialstudiescontentandgoalsandtousethemindiversesettingsandwithstudentswithdiversebackgrounds,interests,andabilities;
• Betaughtbyinstructorswhoseprofessionalexperienceandeducationthroughthegraduatelevelisappropriatebothtothecontentandgoalsofsocialstudiesandtotheleveloflicensure.
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3.2QUALIFIEDSOCIALSTUDIESFACULTYInstitutionspreparingsocialstudiesteachersshouldprovidefacultywhoarerecognizedas(a)exemplaryteachers,(b)scholarsinthefieldsofsocialstudiesandsocialstudieseducation,and(c)informedaboutmiddleandsecondaryschoolclassroomsandteaching.
Thefacultyshould:• Demonstrateteachingthatmodelsexemplarypracticefortheirteachercandidatestudents;
• Includethosewhohavehadsuccessfulmiddleorsecondaryschoolteachingexperienceinsocialstudiesaswellascontinuingcloserelationshipswiththeseschools;
• Includesocialstudieseducationspecialistswhocomparablyqualifiedfortheirsocialstudieseducationroles.
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SpecialEducation(Non‐Categorical)InstitutionsandOrganizationsseekingStateApprovalforprogramsthatprepareandresultintherecommendationofcandidatesforlicensureasteachersofSpecialEducationshallberequiredtodemonstratethattheymeetthefollowingprogramstandards.Thestandardsbelowareanadaptedversionofthe2003StandardsofCouncilofExceptionChildrenforthepreparationofSpecialEducationTeachers.
Indicators
Candidatesunderstand:• Thefieldasanevolvingandchangingdisciplinebasedonphilosophies,evidence‐basedprinciplesand
theories,relevantlawsandpolicies,diverseandhistoricalpointsofview,andhumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationandtreatmentofindividualswithexceptionalneedsbothinschoolandsociety.
• Howtheseissuesinfluenceprofessionalpractice,includingassessment,instructionalplanning,implementation,andprogramevaluation.
• Howissuesofhumandiversitycanimpactfamilies,cultures,andschools,andhowthesecomplexhumanissuescaninteractwithissuesinthedeliveryofspecialeducationservices.
• Therelationshipsoforganizationsofspecialeducationtotheorganizationsandfunctionsofschools,schoolsystems,andotheragencies.Specialeducatorsusethisknowledgeasagrounduponwhichtoconstructtheirownpersonalunderstandingsandphilosophiesofspecialeducation.
Standard2:DevelopmentandCharacteristicsofLearners
Indicators
Candidates:• Knowanddemonstraterespectfortheirstudentsfirstasuniquehumanbeings.• Understandthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutexceptionallearningneeds(ELN).
• Understandhowexceptionalconditionscaninteractwiththedomainsofhumandevelopmentandtheyusethisknowledgetorespondtothevaryingabilitiesandbehaviorsofindividual’swithELN.
• UnderstandhowtheexperiencesofindividualswithELNcanimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,andliveasfulfilledcontributingmembersofthecommunity.
Standard3:IndividualLearningDifferences
Indicators
Candidates:• Understandtheeffectsthatanexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.
• Understandthatthebeliefs,traditions,andvaluesacrossandwithinculturescanaffectrelationshipsamongandbetweenstudents,theirfamilies,andtheschoolcommunity.
• Areactiveandresourcefulinseekingtounderstandhowprimarylanguage,culture,andfamilialbackgroundsinteractwiththeindividual’sexceptionalconditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,interests,andcareeroptions.
• BeabletoindividualizeinstructiontoprovidemeaningfulandchallenginglearningforindividualswithELN.
Standard1.Foundations
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Standard4:InstructionalStrategies
Indicators
Candidates:• Possesarepertoireofevidence‐basedinstructionalstrategiestoindividualizeinstructionforindividualswithELN.
• Select,adapt,andusetheseinstructionalstrategiestopromotechallenginglearningresultsingeneralandspecialcurriculaandtoappropriatelymodifylearningenvironmentsforindividualswithELN.
• Enhancethelearningofcriticalthinking,problemsolving,andperformanceskillsofindividualswithELN,andincreasetheirself‐awareness,self‐management,self‐control,self‐reliance,andself‐esteem.
• Emphasizethedevelopment,maintenance,andgeneralizationofknowledgeandskillsacrossenvironments,settings,andthelifespan.
Standard5:LearningEnvironmentsandSocialInteractions
IndicatorsCandidates:• ActivelycreatelearningenvironmentsforindividualswithELNthatfosterculturalunderstanding,safetyandemotionalwellbeing,positivesocialinteractions,andactiveengagementofindividualswithELN.
• Fosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughttoliveharmoniouslyandproductivelyinaculturallydiverseworld.
• Shapeenvironmentstoencouragetheindependence,self‐motivation,self‐direction,personalempowerment,andself‐advocacyofindividualswithELN.
• HelptheirgeneraleducationcolleaguesintegrateindividualswithELNinregularenvironmentsandengagetheminmeaningfullearningactivitiesandinteractions.
• UsedirectmotivationalandinstructionalinterventionswithindividualswithELNtoteachthemtorespondeffectivelytocurrentexpectations.
• SafelyintervenewithindividualswithELNincrisis.Specialeducatorscoordinatealltheseeffortsandprovideguidanceanddirectiontopara‐educatorsandothers,suchasclassroomvolunteersandtutors.
Standard6:Language
Indicators
Candidates:• Understandtypicalandatypicallanguagedevelopmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’sexperiencewithanduseoflanguage.
• UseindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskillstoindividualswithELN.
• Arefamiliarwithaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunicationofindividualswithexceptionalneeds.
• Matchtheircommunicationmethodstoanindividual’slanguageproficiencyandculturalandlinguisticdifferences.
• Provideeffectivelanguagemodels,andtheyusecommunicationstrategiesandresourcestofacilitateunderstandingofsubjectmatterforindividualswithELNwhoseprimarylanguageisnotEnglish.
Standard7:InstructionalPlanningIndicators
Candidates:• RecognizethatIndividualizeddecision‐makingandinstructionisatthecenterofspecialeducationpractice.• Developlong‐rangeindividualizedinstructionalplansanchoredinbothgeneralandspecialcurricula.• Systematicallytranslatetheseindividualizedplansintocarefullyselectedshorter‐rangegoalsandobjectivestakingintoconsiderationanindividual’sabilitiesandneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors.
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• CreateIndividualizedinstructionalplanswhichemphasizeexplicitmodelingandefficientguidedpracticetoassureacquisitionandfluencythroughmaintenanceandgeneralization.
• Understandthatthesefactorsaswellastheimplicationsofanindividual’sexceptionalcondition,guidesthespecialeducator’sselection,adaptation,andcreationofmaterials,andtheuseofpowerfulinstructionalvariables.
• ModifyInstructionalplansbasedonongoinganalysisoftheindividual’slearningprogress.• Facilitatethisinstructionalplanninginacollaborativecontextincludingtheindividualswithexceptionalities,families,professionalcolleagues,andpersonnelfromotheragenciesasappropriate.
• Developavarietyofindividualizedtransitionplans,suchastransitionsfrompreschooltoelementaryschoolandfromsecondarysettingstoavarietyofpostsecondaryworkandlearningcontexts.
• Arecomfortableusingappropriatetechnologiestosupportinstructionalplanningandindividualizedinstruction.
Standard8:Assessment
IndicatorsCandidates:• Usemultipletypesofassessmentinformationforavarietyofeducationaldecisions.• Usetheresultsofassessmentstohelpidentifyexceptionallearningneedsandtodevelopandimplementindividualizedinstructionalprograms,aswellastoadjustinstructioninresponsetoongoinglearningprogress.
• Understandthelegalpoliciesandethicalprinciplesofmeasurementandassessmentrelatedtoreferral,eligibility,programplanning,instruction,andplacementforindividualswithELN,includingthosefromculturallyandlinguisticallydiversebackgrounds.
• Understandmeasurementtheoryandpracticesforaddressingissuesofvalidity,reliability,norms,bias,andinterpretationofassessmentresults.
• Specialeducatorsunderstandtheappropriateuseandlimitationsofvarioustypesofassessments.• Collaboratewithfamiliesandothercolleaguestoassurenon‐biased,meaningfulassessmentsanddecision‐making.
• Conductformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesignlearningexperiencesthatsupportthegrowthanddevelopmentofindividualswithELN.
• UseassessmentinformationtoidentifysupportsandadaptationsrequiredforindividualswithELNtoaccessthegeneralcurriculumandtoparticipateinschool,system,andstatewideassessmentprograms.
• RegularlymonitortheprogressofindividualswithELNingeneralandspecialcurricula.• Useappropriatetechnologiestosupporttheirassessments.
Standard9:ProfessionalandEthicalPractice
Indicators
Candidates:• Areguidedbytheprofession’sethicalandprofessionalpracticestandards.• Practiceinmultiplerolesandcomplexsituationsacrosswideageanddevelopmentalranges.• Giveongoingattentiontolegalmattersalongwithseriousprofessionalandethicalconsiderations.• EngageinprofessionalactivitiesandparticipateinlearningcommunitiesthatbenefitindividualswithELN,theirfamilies,colleagues,andtheirownprofessionalgrowth.
• Viewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheirpractice.• Areawareofhowtheirownandothersattitudes,behaviors,andwaysofcommunicatingcaninfluencetheirpractice.
• Understandthatcultureandlanguagecaninteractwithexceptionalities,andaresensitivetothemanyaspectsofdiversityofindividualswithELNandtheirfamilies.
• Activelyplanandengageinactivitiesthatfostertheirprofessionalgrowthandkeepthemcurrentwithevidence‐basedbestpractices.
• Knowtheirownlimitsofpracticeandpracticewithinthem.
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Standard10:Collaboration
Indicators
Candidates:• routinelyandeffectivelycollaboratewithfamilies,othereducators,relatedserviceproviders,andpersonnelfromcommunityagenciesinculturallyresponsiveways.
• assurethattheneedsofindividualswithELNareaddressedthroughoutschooling.• embracetheirspecialroleasadvocateforindividualswithELN.• promoteandadvocatethelearningandwellbeingofindividualswithELNacrossawiderangeofsettingsandarangeofdifferentlearningexperiences.
• areviewedasspecialistsbyamyriadofpeoplewhoactivelyseektheircollaborationtoeffectivelyincludeandteachindividualswithELN.
• arearesourcetotheircolleaguesinunderstandingthelawsandpoliciesrelevanttoIndividualswithELN.• usecollaborationtofacilitatethesuccessfultransitionsofindividualswithELNacrosssettingsandservices.