teacher education competencies

7/31/2019 Teacher Education Competencies

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COMPETENCY STANDARDS FOR TEACHER EDUCATION

(WORKING AND DISCUSSION PAPER)

Definition:

Competency refers to appropriate prior knowledge, skills, attitudes and abilities in a given context that adjust and develop with

time and needs in order to effectively and efficiency accomplish a task and that are measured against a minimum standards (Faculty Summer

Institute, University of Illinois, 2006).

Purpose:

To define in functional and when appropriate observable terms the abilities and expectations from students and

graduates which speaks of the quality of the teacher education program of the University. Rather than requirements, competencies should be

seen as goals.

Guiding Standards:

1. Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue – Council for Chief State School

Officers Interstate New Teacher Assessment and Support Consortium. National Council for Accreditation of Teacher Education

(NCATE) Elementary Education Task Force 2011.

2. North Carolina Professional Teaching Standards, approved by the State Board of Education.

3. Teacher Education Accreditation Council (TEAC) Quality Principles.

4. Bloom's Taxonomy of Learning Domains.

5. Standard 1: Candidate Knowledge, Skills and Professional Dispositions. Standards of Excellence in Teacher Preparation. NCATE.

6. Standards for Teacher Educators. The Association of Teacher Educators



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1. CONTENT KNOWLEDGE

1.1. DEVELOPMENTAL THEORY. Deep and principled understanding of the learning processes and the role of the teacher in

facilitating these processes in their students.

1.1.1 Understand how learning occurs-how students construct knowledge, acquire skills, and develop habits of mind.

1.1.2 Understand that students' physical, social, emotional, moral and cognitive development influence learning.

1.1.3 Awareness of expected developmental progressions and ranges of individual variation within each domain (physical, social,

emotional, moral and cognitive), can identify levels of readiness in learning, and understand how development in any one

domain may affect performance in others.

1.1.4 Understand how social groups function and influence people and how people influence groups.

1.1.5 Recognize factors and situations that are likely to promote or diminish intrinsic motivation.



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1.2 LIBERAL ARTS. Deep and principled understanding of how educational processes relate to larger historical, social, cultural,

and political processes.

1.2.1 Understand the culture, religion, political system, philosophy and economic systems by which people organize their lives.

1.2.2 Understand the basic subject areas of arts and cultures.

1.3 SUBJECT-AREA CONTENT. Meaningful and comprehensive knowledge of the subject matter they will teach or their

teaching specialty and the relevant application of this content.

1.3.1 Understand their subjects considerably beyond the content they are expected to teach, and know how professionals in their

field think and analyze the world.

1.3.2 Strong background in the concepts, assumptions, processes of inquiry and ways of knowing that are related to their

specialization.

1.3.3 Know how to apply information from their discipline to real-world situations.



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1.4 SUBJECT-SPECIFIC TECHNOLOGY. Understand technological advances and resources affecting the discipline.

1.4.1 Understand and know where to find technological resources specific to their discipline.

1.4.2 Understand the impact of technological advances in their specific specialization.

1.5 CURRICULUM THEORY. Understand the connection of the teaching area to the broad curriculum.

1.5.1 Thorough understanding of specific areas of specialization in relation to other knowledge areas.

1.5.2 Thorough understanding of the relationship between the subject or course they will teach and the other courses that comes

before and after in the program curriculum.

2. PEDAGOGICAL SKILLS

2.1 EFFECTIVE CLASSROOM MANAGEMENT. Basic and higher level literacy, communication, numeracy, critical thinking,

learning skills needed for higher learning.

2.1.1 Accountable leadership by taking personal responsibility for the progress of all students they handle.

2.1.2 Effective motivation to organize students to act in ways that meets the goals of the students and the course.

2.1.3 Efficient organization to maintain discipline, promote teamwork, plan, communicate, focus on outcomes evaluate progress

and make constant adjustments.



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2.1.4 Effective range of teaching strategies that promotes self and cooperative learning.

2.2 EFFECTIVE TEACHING PRACTICES. Apply a wide range of teaching process skills including curriculum development,

lesson planning, materials development, educational assessment and teaching approaches.

2.2.1 Effective range of teaching methods that promotes active critical thinking, problem-solving skills and capabilities in order to

help students assume responsibility for self and cooperative learning.

2.2.2 Creative and innovative material development skills that motivate students to attain course learning outcomes.

2.2.3 Reliable learning assessment skills and effectively measures the desired learning outcomes.

2.2.4 Comprehensive lesson planning skills that uses multiple teaching and learning strategies and activities that matches

students' characteristics.

2.2.5 Comprehensive curriculum development skills that capture professional practice competencies and link them to course,

program goals and students' learning outcomes.



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2.3 DIVERSIFIED INSTRUCTION. Facilitate learning of diverse types of learners, in diverse types of learning environments,

using a wide range of teaching knowledge and skills.

2.3.1 Comprehensive instructional planning skills that addresses students learning styles, stages of development, characteristics

and needs.

2.3.2 Monitoring and modification of instructional plans to attain learning outcomes and program goals.

2.3.3 Collaboration with specialists and community resources to enhance students' learning experiences.

2.4 EFFECTIVE ASSESSMENT. Use of variety of methods to assess what students have learned.

2.4.1 Use of various formal and informal assessment strategies appropriate to the learning outcomes.

2.4.2 Communicate students progress, their strengths and needs based on performance indicators to students, parents and

colleagues.

2.5 CURRICULUM ALIGNMENT. Align instruction with the required curriculum.

2.5.1 Develop curriculum framework that are aligned with and meet the requirements of the university and national competency

standards.



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2.6 TECHNOLOGY SKILLS. Use of current educational technology.

2.6.1 Use of the most appropriate type and level of technology that will maximize attainment of learning outcomes.

3. PROFESSIONAL DISPOSITIONS.

3.1 PROFESSIONAL DEVELOPMENT AND ETHICS. Demonstrate and practice the professional and ethical requirements of the

teaching professions.

3.1.1 Recognize that the needs of students are centers of professional responsibility.

3.1.2 Adhere to professional code of ethics.

3.1.3 Engage in life-long learning and development.

3.2. REFLECTIVE PRACTICE. Reflect on the relationships among the teaching process skills, the learning processing in the

students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational

processes in order to constantly improve their teaching knowledge, skills and practices.

3.2.1 Critical analysis of classroom events and self-directed learning to enhance achievement of learning outcomes.

3.2.2 Research and literature analysis and application to classroom teaching and learning.



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3.3 INNOVATIVENESS. Creative and innovative in thinking of alternative teaching approaches, take informed risks in trying

out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning.

3.3.1 Development of new and effective learning strategies and activities that counteract stereotypes.

3.4 COLLABORATION. Collaborate with colleagues and communities to support the learning environment.

3.4.1 Build partnerships with all segments of the school and the wider community.



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RATIONALE FOR COMPETENCY STANDARDS FOR TEACHER EDUCATION

NCATE

STANDARD 1: CANDIDATE KNOWLEDGE,

SKILLS, AND PROFESSIONAL DISPOSITIONS

TEAC

QUALITY PRINCIPLE: EVIDENCE OF CANDIDATE

LEARNING

COMPETENCIES Standard 1c: Professional and Pedagogical

Knowledge and Skills for Teacher Candidates.

They know how students learn and how to

make ideas accessible to them.

Quality Principle: Pedagogical Knowledge.

Convert their knowledge of the subject matter

into compelling lessons that meet the needs of

a wide range of pupils and students.

1. Understand how learning occurs –

how students construct knowledge,

acquire skills, and develop habits of

mind. Standard 1c: Professional and Pedagogical


They know how students learn and how to

make ideas accessible to them.

Quality Principle: Multicultural Perspectives

and Accuracy. Learned accurate and sound

information on matters of race, gender,

individual differences and ethnic and cultural

perspectives.

2. Understand that students' physical,

social, emotional, moral and cognitive

development influence learning. Standard 1b. Pedagogical Content Knowledgeand Skills for Teacher Candidates. They

understand and address student

preconceptions that hinder learning. They are

able to critique research and theories related to

pedagogy and learning.

Quality Principle: Multicultural Perspectivesand Accuracy. Learned accurate and sound


individual differences and ethnic and cultural

perspectives.

3. Awareness of expecteddevelopmental progressions and ranges

of individual variation within each

domain (physical, social, emotional,

moral, cognitive), can identify levels of

readiness in learning, and understand

how development in any one domain

may affect performance in others.

Standard 1c: Professional and Pedagogical


They consider school, family and community

contexts in connecting concepts to students'prior experience and applying the ideas to real-

world issues.

Quality Principle: Multicultural Perspectives

and Accuracy. Learned accurate and sound


individual differences and ethnic and culturalperspectives.

4. Understand how social groups

function and influence people and how

people influence groups.



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Standard 1f. Student Learning for Other School

Professionals. They establish educational

environments that support student learning,

collect and analyze data related to student

learning, and apply strategies for improvingstudent learning within their own jobs and

schools.

Quality Principle: Learning How to Learn.

Demonstrate that they have learned how to

learn information on their own, that they can

transfer what they have learned to new

situations, that they have acquired thedispositions and skills of critical reflection that

will support life-long learning in their field.

5. Recognize factors and situations that

are likely to promote or diminish

intrinsic motivation.

Standard 1a. Content Knowledge for Teacher

Candidates. Teacher candidates have in-depth

knowledge of the content that they plan to

teach as described.

Quality Principle: Subject Matter Knowledge.

Demonstrate understanding of the subject

matter they will teach.

6. Understand the culture, religion,

political system, philosophy and

economic systems by which people

organize their lives.




teach as described.




7. Understand the basic subject areas

of arts and cultures.

Standard 1a. Content Knowledge for TeacherCandidates. Teacher candidates have in-depth


teach as described.

Quality Principle: Subject Matter Knowledge.Demonstrate understanding of the subject


8. Understand their subjectsconsiderably beyond the content they

are expected to teach, and know how

professionals in their field think and

analyze the world.


Candidates. They demonstrate their knowledge

through inquiry, critical analysis, and synthesis

of the subject.




9. Strong background in the concepts,

assumptions, processes of inquiry and

ways of knowing that are related to

their specialization.

Standard 1b. Pedagogical Content Knowledge

and Skills for Teacher Candidates. They present

the content to the students in challenging, clear

and compelling ways, using real-world contexts

and integrating technology appropriately.




10. Know how to apply information

from their discipline to real-world

situations.



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Quality Principle: Technology. Use appropriate

technology.

11. Understand and know where to find

technological resources specific to their

discipline. Standard 1b. Pedagogical Content Knowledge






technology.

12. Understand the impact of

technological advances in their specific

specialization.




teach as described in professional, state and

institutional standards. They demonstrate their

knowledge through inquiry, critical analysis, andsynthesis of the subject.




13. Thorough understanding of specific

areas of specialization in relation to

other knowledge areas.





institutional standards. They demonstrate their

knowledge through inquiry, critical analysis, and

synthesis of the subject.




14. Thorough understanding of the

relationship between the subject or

course they will teach and the other

courses that comes before and after in

the program curriculum.

Standard 1c. Professional and Pedagogical


They reflect on their practice and makenecessary adjustments to enhance student

learning.

Quality Principle: Caring and Effective Teaching

Skills. Teach effectively in a caring way and to

act as knowledgeable professionals.

15. Accountable leadership by taking

personal responsibility for the progress

of all students they handle.



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learning, and apply strategies for improvingstudent learning within their own jobs and

schools.




16. Effective motivation to organize

students to act in ways that meets the

goals of the students and the course.





learning, and apply strategies for improving

student learning within their own jobs and

schools.




17. Efficient organization to maintain

discipline, promote teamwork, plan,

communicate, focus on outcomes

evaluate progress and make constant

adjustments.

Standard 1g. Professional Dispositions for All

Candidates. Candidates demonstrate

classroom behaviors that create caring and

supportive learning environments and

encourage self-directed learning by all students.


and Skills for Teacher Candidates. They have in-

depth understanding of the content that they

plan to teach and are able to provide multiple

explanations and instructional strategies so that

all students learn.




18. Effective range of teaching

strategies that promotes self and

cooperative learning.



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and Skills for Teacher Candidates. They have in-

depth understanding of the content that they

plan to teach and are able to provide multiple

explanations and instructional strategies so thatall students learn.





19. Effective range of teaching methods

that promotes active critical thinking,

problem-solving skills and performance

capabilities in order to help students

assume responsibility for self and

cooperative learning. Standard 1b. Pedagogical Content Knowledge

and Skills for Teacher Candidates. They are

able to select and develop instructional

strategies and technologies, based on research

and experience, that help all students learn.





20. Creative and innovative material

development skills that motivate

students to attain course learning

outcomes.

Standard 1d. Student Learning for Teacher

Candidates. They assess and analyze student

learning, make appropriate adjustment to

instruction, monitor student learning, and have

a positive effect on learning for all students.

Candidates in advanced programs for teachers

have a thorough understanding of assessment.

Quality Principle: Evidence of Valid

Assessment. Trustworthiness, reliability and

validity of the evidence produced from the

assessment method or methods that it has

adopted.

21. Reliable learning assessment skills

and effectively measures the desired

learning outcomes.



They develop meaningful learning experiences

to facilitate learning for all students.





22. Comprehensive lesson planning

skills and effectively effective measures

the desired learning outcomes.





institutional standards.





23. Comprehensive curriculum

development skills that capture

professional practice competencies and

link them to course, program goals and

students' learning outcomes.



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and Skills for Teacher Candidates. They are

able to select and develop instructional

strategies and technologies, based on research

and experience, that help all students learn.





24. Comprehensive instructional

planning skills that addresses students

learning styles, stages of development,

characteristics and needs.










25. Monitoring and modification of

instructional plans to attain learning

outcomes and program goals.



They take on leadership roles in the

professional community and collaborate with

colleagues to contribute to school improvement

and renewal.

Quality Principle: Candidates. Admission,

mentoring policies encourage recruitment and

retention of diverse candidates. Program

monitor the quality of the support services.

26. Collaboration with specialists and

community resources to enhance

students' learning experiences.







have a thorough understanding of assessment.



validity of the evidence produced from the

assessment method or methods that it has

adopted.

27. Use of various formal and informal

assessment strategies appropriate to

the learning outcomes.

Standard 1g. Professional Dispositions for All

Candidates. Candidates work with students,

family, colleagues, and communities in waysthat reflect the professional dispositions

expected of professional educators…



validity of the evidence produced from theassessment method or methods that it has

adopted.

28. Communicate students progress,

their strengths and needs based on

performance indicators to students,parents and colleagues.



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Teacher candidates reflect a thorough

understanding of professional and pedagogical

knowledge and skills delineated in professional,state, and institutional standards.





29. Develop curriculum framework that

are aligned with and meet the

requirements of the university and

national competency standards.







technology.

30. Use of the most appropriate type

and level of technology that will

maximize attainment of learning

outcomes.


Professionals. Candidates for other professional

school roles critique and are able to reflect ontheir work within the context of student

learning.




31. Recognize that the needs of

students are centers of professional

responsibility. Standard 1g. Professional Dispositions for All

Candidates. Candidates recognize when their

own professional dispositions may need to be

adjusted and are able to develop plans to do so.




32. Adhere to professional code of

ethics.




develop expertise in certain aspects of professional and pedagogical knowledge and

contribute to the dialogue based on their

research and experiences.




transfer what they have learned to newsituations, that they have acquired the

dispositions and skills of critical reflection that


33. Engage in life-long learning and

development.



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Professionals. Candidates for other professional

school roles critique and are able to reflect on

their work within the context of student

learning.





situations, that they have acquired thedispositions and skills of critical reflection that


34. Critical analysis of classroom events

and self-directed learning to enhance

achievement of learning outcomes.

Standard 1e. Knowledge and Skills for Other

School Professionals. They collect and analyze

data related to their work, reflect on their

practice, and use research and technology to

support and improve student learning.





situations, that they have acquired the



35. Research and literature analysis

and application to classroom teaching

and learning.

Standard 1e. Knowledge and Skills for Other

School Professionals. They collect and analyzedata related to their work, reflect on their

practice, and use research and technology to

support and improve student learning.


Demonstrate that they have learned how tolearn information on their own, that they can


situations, that they have acquired the



36. Development of new and effective

learning strategies and activities thatcounteract stereotypes.



They take on leadership roles in the

professional community and collaborate with

colleagues to contribute to school improvement

and renewal.




37. Build partnerships with all segments

of the school and the wider community.



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CONTENT KNOWLEDGE – DEVELOPMENTAL THEORY.

INTERMEDIATECOMPETENCIES -

MASTERY

(developed at specific

interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)

COURSEINTEGRATIONTERMINALCOMPETENCIES

(End of program)

Develop and conduct

studies on how learning

occurs – how students

construct knowledge,

acquire skills, develophabits of mind and

analyze the results.

Evaluate how learning



acquire skills, and

develop habits of mind.

Analyze and connect

how learning occurs –

how students


acquire skills, anddevelop habits of

mind.

Explain how learning



acquire skills, and

develop habits of mind.

Theory/Concept

Courses

Methods/Strategies

Courses

Child (Learner's)Development

Facilitating Learning

1. Understand how

learning occurs –how

students construct

knowledge, acquire

skills, and develop habitsof mind. Develop and conduct

studies on the physical,

social, emotional, moral

and cognitive

development of

students that influence

learning.

Evaluate the physical,

social, emotional,

moral and cognitive

development of


learning.

Differentiate the

physical, social,

emotional, moral and

cognitive

development of

students that

influence learning.

Explain the physical,


and cognitive

development of


learning.

Apply knowledge of the

students' physical,

social, emotional, moraland cognitive

development to help

them recognize their

learning practices.

Child (Learner's)

Development


Developmental

Psychology

2. Understand that

students' physical,


and cognitive

development influence

learning.



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Integrate the expected

developmental

progressions and ranges

of individual variation

within each domain(physical, social,

emotional, moral,

cognitive),

Propose the levels of

readiness in learning,

and

Conduct studies on

how development inany one domain may

affect performance in

others.

Criticize the expected

developmental

progressions and

ranges of individual

variation within eachdomain (physical,

social, emotional,

moral, cognitive),

Evaluate the levels of

readiness in learning,

and

Evaluate how

development in anyone domain may affect

performance in others

Illustrate the

expected

developmental

progressions and

ranges of individualvariation within each

domain (physical,

social, emotional,

moral, cognitive),

Differentiate the

levels of readiness in

learning, and

Relates how

development in anyone domain may

affect performance in

others.

Discuss the expected

developmental




emotional, moral,

cognitive),

Identify and summarize


learning, and

Show how development

in any one domain mayaffect performance in

others.

Child (Learner's)

Development


Developmental

Psychology

3. Awareness of

expected developmental




emotional, moral,

cognitive), can identify


learning, and understand

how development in any

one domain may affect

performance in others.

Design how social

groups function and

influence people and

how people influence

groups.

Evaluate how social

groups function and



groups.

Relate how social

groups function and



groups.

Illustrate how social

groups function and



groups.

Social Dimensions of

Education

4. Understand how

social groups function

and influence people

and how people

influence groups.

Integrate factors and

organize situations that

are likely to promote ordiminish intrinsic

motivation

Assess factors and

situations that are

likely to promote ordiminish intrinsic

motivation.

Distinguish factors

and situations that

are likely to promoteor diminish intrinsic

motivation.

Describe factors and

situations that are likely

to promote or diminishintrinsic motivation.


Principles of Teaching

5. Recognize factors and

situations that are likely

to promote or diminishintrinsic motivation.



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CONTENT KNOWLEDGE – LIBERAL ARTS.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Summarize the culture,

religion, political

system, philosophy and

economic systems by

which people organize

their lives.

Critique the culture,

religion, political

system, philosophy

and economic systems

by which people

organize their lives.

Analyze the culture,

religion, political

system, philosophy

and economic

systems by which

people organize their

lives.

Discuss the culture,

religion, political


economic systems by


their lives.

Theory/Concept

Courses

Liberal Arts Content

Courses

1. Understand the

culture, religion, political


economic systems by


their lives.

Summarize the basic

subject areas of arts

and cultures.

Criticize the basic


and cultures.

Compare the basic


and cultures.

Explain the basic subject

areas of arts and

cultures.

Liberal Arts Content

Courses

2. Understand the basic

subject areas of arts and

cultures.



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CONTENT KNOWLEDGE – SUBJECT AREA CONTENT.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)

COURSEINTEGRATION

TERMINALCOMPETENCIES

(End of program)

Construct an argument

that appropriately uses

meaningful concepts

and phenomena related

to their discipline.

Evaluate concepts and

phenomena related to

their discipline based

on evidence..

Identify sources of

bias, limitations of

concepts and

implication of

phenomena related totheir discipline.

Classify concepts and

phenomena related to

their discipline.

Give clear explanation

relating to lesson

content and procedures.

Theory/ Content

Courses

1. Understand their

subjects considerably

beyond the content

they are expected to

teach, and know howprofessionals in their

field think and analyze

the world.

Develop and conduct

investigation to test a

hypothesis and analyze

the results.

Evaluate the design

and results of an

investigation to

determine if it

satisfactorily addresses

the hypothesis.

Conduct a scientific

investigation and

analyze the results to

determine if

satisfactorily

addresses the

hypothesis.

Develop a hypothesis,

conduct a pre-designed

scientific investigation

and describe results.

Theory/Content

Courses

2. Strong background in

the concepts,

assumptions, processes

of inquiry and ways of

knowing that are

related to their

specialization.

Create an original workby applying existing

knowledge in order to

generate new ideas,

products, or processes.

Evaluate ideas,products and

processes for their

creativity and

innovation.

Investigate and apply current information

from their discipline

in creative ways.

Use current informationfrom their discipline in

basic ways

Show inter-relatedness

of one content areas.

Principles of Teaching3. Know how to applyinformation from their

discipline to real-world

situations.



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CONTENT KNOWLEDGE – SUBJECT SPECIFIC TECHNOLOGY.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)

COURSEINTEGRATION


(End of program)

Create research

question and select and

use appropriate

information and

communicationtechnology tools and

resources for collecting

and analyzing

information and

reporting results to

multiple audiences.

Recommend and

justify the use of

appropriate

information and

communication toolsto gather information.

Perform advanced

searches and

compare information

from a variety of

sources of accuracy,bias, appropriateness

and

comprehensiveness.

Describe steps for using

technology to locate

information and

guidelines for evaluating

information from varietyof sources.

Technology in the

Learning Environment

Principles and Theories

of EducationalTechnology

Methods/Strategies

Courses

1. Understand and know

where to find

technological resources

specific to their

discipline.

Create and integrate

solution for addressing

the impact of

technological advances

in their specificspecialization to

generate new

technologies.

Describe the strengths

and weaknesses of a

solution for addressing

the impact of

technological advancesin their specific

specialization

Investigate how

technology works, its

development and

how it impacts in their

specific specialization.

Enumerate and explain

how technology works,

its development and

how it impacts in their


Technology in the

Learning Environment

Special Topics Courses

2. Understand the

impact of technological

advances in their




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CONTENT KNOWLEDGE – CURRICULUM THEORY.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)

COURSEINTEGRATION


(End of program)

Construct new

connections of concepts

of specific areas of

specialization to explain

ideas in relation toother knowledge areas.

Use connections of

concepts of specific

areas of specialization

to explain ideas in

relation to otherknowledge areas.

Compare concepts of

specific areas of

specialization in

relation to other

knowledge areas.

Explain connections of

concepts of specific

areas of specialization in

relation to other

knowledge areas.

Theory/Concept

Courses

Exploring the

Curriculum

Curriculum

Development

1. Thorough

understanding of

specific areas of

specialization in relation

to other knowledgeareas.

Construct relationship

between the subject or

course they will teach

and the other courses

that comes before and

after in the program

curriculum.

Explain the

relationship between

the subject or course

they will teach and the

other courses that

comes before and

after in the programcurriculum.

Compare the



they will teach and

the other courses that

comes before and

after in the programcurriculum.

Explain the relationship

between the subject or

course they will teach

and the other courses

that comes before and

after in the program

curriculum.

Exploring the

Curriculum

Curriculum

Development

2. Thorough

understanding of the



they will teach and the

other courses that

comes before and afterin the program

curriculum.



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PEDAGOGICAL SKILLS – EFFECTIVE CLASSROOM MANAGEMENT.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)

COURSEINTEGRATION


(End of program)

Plan for and produce

own effective

leadership style that

will be used to influence

students to achievelearning outcomes on

specific situation.

Adhere to the prescribe

standards of practice.

Assess the

effectiveness of

leadership styles used

to influence students

to achieve learningoutcomes.

Assist all students

based on their learning

needs.

Connect and analyze

various leadership

styles used to

influence students to

achieve learningoutcomes.

Demonstrate

sensitivity towards

individual student

differences.

Understand and apply

appropriate classroom

leadership style to

influence students to

achieve learningoutcomes.

Listen to all students

with respect.

Methods/Strategies

Courses


Field Study Courses


1. Accountable

leadership by taking

personal responsibility

for the progress of all

students they handle.

Design instructional

plan that will effectively

motivate students to

act in ways that meets

their goals and thecourse goals.

Evaluate the

effectiveness of each

type of motivation

used in various

classroom settings topromote achievement

of the goals of the

students and the

course.

Compare and analyze

the various types of

motivations used in

classroom setting to

promote achievementof the goals of the

students and the

course.


the various types of

motivations used in

classroom setting to

promote achievementof the goals of the

students and the course.


Field Study Courses


2. Effective motivation

to organize students to

act in ways that meets

the goals of the

students and thecourse.



24| P a g e

Modify and combine

responsibilities for

changing personal

behaviors of students

in order to acquireskills that lead to both

social and

professional success

such as use of

instruction time

effectively,

establishment of

classroom routines

and response to

student work in atimely fashion.

Design variety of large

group, small group and

independent learning

experiences.

Assess


changing personal

behaviors of

students in order toacquire skills that

lead to both social

and professional

success such as use

of instruction time

effectively,

establishment of

classroom routines

and response to


Evaluate variety of

large group, small

group and


experiences.

Connect


changing personal

behaviors of

students in order toacquire skills that

lead to both social

and professional

success such as use

of instruction time

effectively,

establishment of

classroom routines

and response to


Compare and analyze

variety of large group,

small group and


experiences.



changing personal

behaviors of students

in order to acquire

skills that lead to both

social and professional

success such as use of

instruction time

effectively,

establishment of

classroom routines

and response to

student work in a

timely fashion.

Uses variety of large

group, small group and


experiences.



Field Study Courses

3. Efficient organization

to maintain discipline,

promote teamwork,

plan, communicate,

focus on outcomesevaluate progress and

make constant

adjustments.



25| P a g e

Combine the principles

of teaching to create

strategies that

promotes self and


Design the variety of

methods such as

demonstrations,

lectures, student

initiated work, group

work, questioning and

independent practice

for specific instructional

goals and purpose.

Assess the teaching

strategies that

promotes self and


Evaluate the variety of

methods such as

demonstrations,

lectures, student




for specific

instructional goals and

purpose.

Explain and connect

knowledge and

teaching strategies

that promotes self

and cooperativelearning.

Compare and analyze

the variety of

methods such as

demonstrations,

lectures, student




for specific

instructional goals

and purpose.

Identify and apply

knowledge and

teaching strategies

that promotes self

and cooperative

learning.

Discuss the variety of

methods such as

demonstrations,

lectures, student




for specific instructional

goals and purpose.



Field Study Courses

4. Effective range of

teaching strategies that

promotes self and




26| P a g e


PEDAGOGICAL SKILLS – EFFECTIVE TEACHING PRACTICES.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)


(End of program)

Modify or design and

adapt teaching

methods that promotes

active critical thinking,

problem-solving skillsand performance

capabilities in order to

help students assume

responsibility for self

and cooperative

learning.

Evaluate the various

teaching methods that

promotes active

critical thinking,





and cooperative

learning.

Compare and analyze

the various teaching

methods that

promotes active

critical thinking,problem-solving skills

and performance




and cooperative

learning.

Discuss and apply the

various teaching

methods that promotes

active critical thinking,





and cooperative

learning.

Methods/Strategies

Courses



Field Study Courses

1. Effective range of

teaching methods that

promotes active critical

thinking, problem-

solving skills andperformance




and cooperative

learning.



27| P a g e

Design, modify and

adapt materials that

will address student

learning levels, rates

and styles and motivatethem to attain course

learning outcomes.

Evaluate materials

utilized to address

student learning levels,

rates and styles and

motivate them toattain course learning

outcomes.

Compare and analyze

materials utilized to

address student

learning levels, rates

and styles andmotivate them to

attain course learning

outcomes.

Describe and use of

materials that address

student learning levels,

rates and styles and

motivate them to attaincourse learning

outcomes.

Principles and Theories

of Educational

Technology

Field Study Courses

2. Creative and

innovative material

development skills that

motivate students to

attain course learningoutcomes.

Design and apply

variety of reliable

traditional and

alternative assessment

strategies in

determining student's

mastery of desired

learning outcomes.

Evaluate variety of

traditional and


strategies in


mastery of desired

learning outcomes.

Compare and analyze

variety of reliable

traditional and

alternative

assessment strategies

in determining

student's mastery of

desired learningoutcomes.

Describe and employ

variety of reliable

traditional and


strategies in


mastery of desired

learning outcomes.

Learning Assessment

Strategies

Assessment of Student

Learning

3. Reliable learning

assessment skills and

effectively measures the

desired learning

outcomes.

Design or modify and

adapt lesson content,

strategies and

assessment to achieve

the desired learning

outcomes.

Develop a resource filefor use in lesson

planning.

Evaluate the lesson

content, strategies and

assessment with the

measurement of the

desired learning

outcomes.

Reflect and evaluateown lesson planning

practices.

Relate the lesson

content, strategies

and assessment of

the lesson plan with


outcomes.

Works withcolleagues to relate

lesson plans

interdisciplinarily.

Discuss and identify the

contents of the lesson

plan and plan lessons

towards achievement of


outcomes.

Identify student desiredlearning outcome for

planned lesson.


Field Study Courses

4. Comprehensive

lesson planning skills

and effectively effective

measures the desired

learning outcomes.



28| P a g e

Organize and integrate

interdisciplinary

knowledge into the

curriculum that capture

professional practicecompetencies, course,

program goals and

students' learning

outcomes.

Assess the relevance

of interdisciplinary

knowledge integrated

into the curriculum.

Analyze and relate

interdisciplinary

knowledge that

capture professional

practicecompetencies, course,

program goals and

students' learning

outcomes.

Identify interdisciplinary

knowledge that capture

professional practice

competencies and link

them to course,program goals and

students' learning

outcomes.


Curriculum

Development

Field Study Courses

5. Comprehensive

curriculum

development skills that

capture professional

practice competenciesand link them to course,

program goals and

students' learning

outcomes.



29| P a g e


PEDAGOGICAL SKILLS – DIVERSIFIED INSTRUCTION.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)


(End of program)

Develop contents of the

instructional plan to

accommodate a range

of student's learning

styles, stages of development,

characteristics and

needs.

Evaluate the contents

of the instructional

plan in relation to the

learning styles, stages

of development,characteristics and

needs of students.

Relate the contents of

the instructional plan

in relation to the

learning styles, stages

of development,characteristics and

needs of students.

Discuss and identify the

contents of instructional

plan.

Methods/Strategies

Courses


Curriculum

Development

1. Comprehensive

instructional planning

skills that addresses

students learning styles,

stages of development,characteristics and

needs. Modify and implement

instructional plans to

attain learning

outcomes and program

goals.

Evaluate the

implementation of


identify necessary

modifications and

adaptations.

Analyze the

implementation of


identify necessary

modifications and

adaptations.

Discuss the principles

and procedures in

monitoring instructional

plans.



2. Monitoring and

modification of


attain learning

outcomes and program

goals.

Create a sustainable

collaboration withcommunity resources to

continuously improve

students' learning

experiences.

Evaluate the

usefulness andeffectiveness of

community

collaboration.

Engage with

community resourcesto create

opportunities that

enhance students'

learning experiences.

Identify sources of

community resourcesand provide a system of

interaction that can

enhance students'



Field Study

3. Collaboration with

specialists andcommunity resources to

enhance students'




30| P a g e


PEDAGOGICAL SKILLS –

EFFECTIVE ASSESSMENT.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Develop a useful,

administratively

convenient, technically

adequate and fair

assessment strategy

appropriate to the

specific learning

outcome.

Criticize various formal

and informal


utilized to measure

specific learning

outcome

Compare and analyze

various formal and

informal assessment

strategies utilized to

measure specific

learning outcome.

Select a useful,

administratively

convenient, technically

adequate and fair

assessment strategy

appropriate to the

specific learning

outcome.

Methods/Strategies

Courses

Learning Assessment

Strategies


Learning

1. Use of various formal

and informal


appropriate to the

learning outcomes.

Propose

communication ways in

which students, parents

and colleagues to

support and reinforce

learning goals and

standards.

Evaluate strategies in

communicating

feedbacks to students,

parents and

colleagues.

Relate meaningful

feedback on student

progress, their

strengths and needs

based on

performance

indicators to students,

parents and

colleagues.

Provide meaningful

feedback on student

progress, their strengths

and needs based on

performance indicators

to students, parents and

colleagues.

Learning Assessment

Strategies


Learning

2. Communicate

students progress, their

strengths and needs

based on performance

indicators to students,

parents and colleagues.



31| P a g e


PEDAGOGICAL SKILLS – CURRICULUM ALIGNMENT.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)


(End of program)

Integrate competencies

into curriculum that

match the requirements

of the university and

national standards.

Evaluate the selected

competencies if it

match the

requirements of the

university and national

standards.

Analyze selected

competencies if it

match the

requirements of the

university and

national standards.

Define and select

competencies to match

the requirements of the

university and national

standards.

Methods/Strategies

Courses

Curriculum

Development

Issues in Teacher

Education

1. Develop curriculum

framework that are

aligned with and meet

the requirements of the

university and nationalcompetency standards.



32| P a g e


PEDAGOGICAL SKILLS – TECHNOLOGY SKILLS.


MASTERY


interval during the

course)


ADVANCED


interval during the

course)


PROFICIENT


interval during the

course)


CAPABLE


interval during the

course)


(End of program)

Transfer current

knowledge to learning

of new technologies.

Create authentic tasksusing technology tools

to maximize attainment

of learning outcomes.

Evaluate the

effectiveness of

technology tools and

systems that are

used to maximizeattainment of

students' learning

outcomes.

Compare different

technology tools

and systems that

are used to

maximizeattainment of

students' learning

outcomes.

Select and use

information and

communication


resources that can beused to maximize

attainment of

students' learning

outcomes.

Apply appropriate


resources that can be

used to maximize

attainment of students' learning

outcomes.

Methods/Strategies

Courses

Educational Technology

Communication

Technology

Special Topic Courses

1. Use of the most

appropriate type and

level of technology that

will maximize

attainment of learning

outcomes.



33| P a g e


PROFESSIONAL DISPOSITIONS – PROFESSIONAL DEVELOPMENT AND ETHICS.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Organize a professional

development plan

centered improving

teaching practices and

products.

Critique their teaching

practices and strive for

development to

address the needs of

students.

Analyze individual

learning needs and

practices and draw

from a repertoire of

effective teaching

practices to

accommodate

differences in

students.

Apply effective teaching

practices to address the

group and individual

needs of students.

Theory/Concept

Courses

The Teaching

Profession

Professional

Integration

Values Education and

Professional Ethics

1. Recognize that the

needs of students are

centers of professional

responsibility.

Integrate the provisions

of the professional code

of ethics for teachers in

actual practice.

Justify the provisions

of the professional

code of ethics for

teachers in actual

practice.

Relate the provisions

of the professional

code of ethics for

teachers in actual

practice.

Explain and apply the

professional code of

ethics for teachers in

actual practice.

The Teaching

Profession

Professional

Integration


Professional Ethics

Practice Teaching

2. Adhere to

professional code of

ethics.



34| P a g e

Design own personal

professional

development plan.

Evaluate own learning

environment as a basis

for developing a plan

for life-long learning

and professionaldevelopment.

Analyze own

professional

background and seek

to increase own

professional growthand development.

Identify avenues to

continue the

development of own

background in

instructionalmethodology, learning

theories, trends and the

subject matter.

The Teaching

Profession

Professional

Integration


Professional Ethics

3. Engage in life-long

learning and

development.



35| P a g e


PROFESSIONAL DISPOSITIONS – REFLECTIVE PRACTICE.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Design classroom

events and self-directed

learning to enhance

achievement of learning

outcomes.

Evaluate classroom

events, self-directed

learning and other

affecting changes

occurring in classroom

in relation to

achievement of

learning outcomes.

Analyze and reflect

upon classroom

events, self-directed

learning and other

affecting changes

occurring in

classroom.

Identify principles and

strategies for affecting

changes occurring in

classroom.

Apply principles of

classroom management,

self- to enhance and use

data from own learning

environment as a basis

for reflecting upon and

experimenting with

personal teaching

practices to enhance the

achievement of learning

outcomes.

Field Study Courses

Practice Teaching

Educational Research


1. Critical analysis of

classroom events and

self-directed learning to

enhance achievement of

learning outcomes.



36| P a g e

Design effective

strategy based on

information on

methodology, research

and current trends ineducation to enhance

the quality of teaching

and learning.

Evaluate information

on methodology,

research and current

trends in education to

enhance the quality of teaching and learning.

Analyze information

on methodology,

research and current

trends in education to

enhance the quality of teaching and learning.

Seek out and apply

information on

methodology, research

and current trends in

education to enhancethe quality of teaching

and learning.

Educational Research

The Teaching

Profession

Practice Teaching


2. Research and

literature analysis and

application to classroom

teaching and learning.



37| P a g e


PROFESSIONAL DISPOSITIONS – INNOVATIVENESS.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Design and implement

repertoire of new

learning strategies to

effectively teach all

students.

Evaluate new

characteristics of an

effective learning

environment and

learning strategies and

activities in which all

students are

supported.

Evaluate school

reform initiatives.

Analyze new


effective learning

environment and

learning strategies

and activities in which

all students are

supported.

Analyze school

reform initiatives.

Identify new


effective learning

environment and

learning strategies and

activities in which all

students are supported.

Participate and apply

instructional

improvement and

school reform initiatives.


Practice Teaching

Field Study Courses

Special Topic Courses

1. Development of new

and effective learning

strategies and activities

that counteract

stereotypes.



38| P a g e


PPROFESSIONAL DISPOSITIONS – COLLABORATION.

INTERMEDIATE

COMPETENCIES -

MASTERY


interval during the

course)

INTERMEDIATE

COMPETENCIES -

ADVANCED


interval during the

course)

INTERMEDIATE

COMPETENCIES -

PROFICIENT


interval during the

course)

INTERMEDIATE

COMPETENCIES -

CAPABLE


interval during the

course)

COURSE

INTEGRATION

TERMINAL

COMPETENCIES

(End of program)

Create partnerships

with the school and

community to improve

opportunities for


Evaluate various

collaborations with the

school and community

to identify imperatives

for improvement of


Analyze various

collaborations with

the school and

community to identify

imperatives for

improvement of


Collaborate effectively

with all segments of the

school, other

professionals and the

community to work as

an advocate to improve

opportunities for


Practice Teaching

On Becoming Teacher

Field Study Courses

1. Build partnerships

with all segments of the

school and the wider

community.

teacher education competencies

Documents