For more information or to request additional standards contact:

Anna Lynch

Wright School of Education, Room 1000

Indiana University

201 North Rose Avenue

Bloomington, IN 47405-1006

(812) 856-8573

fax: (812) 856-8518

e-mail: standard@indiana.edu

website: www.state.in.us/psb

One of the IPSB charges to the Comprehensive Standards Advisory Group (CSDAG) has been to compile and streamline single documents for teachers in each identifiable school setting along with corresponding developmental level(s) (see Section II, p.2) in order to provide teachers and teacher education program planners with a useful, concise, and readable document. This document should detail what teachers and teacher candidates should know and be able to do in each performance area.

The current document reflects the CSDAG=s attempt to meet this charge. The standards contained herein have been drawn from two sources. They have been drawn verbatim from the IPSB Early Childhood Standards as applicable to the elementary: primary setting and, in modified form, from the IPSB Generalist Standards for Teachers of Early and Middle Childhood as adapted from the NCATE Draft Program Standards for Elementary Teacher Preparation. The first part of the document provides an overview of both the work of the original advisory groups for the given developmental level, as well as an overview of the standards, followed by the standards as they have been currently approved by the Indiana Professional Standards Board (including all performances, knowledge, and dispositions). The second part of the document details the developmentally appropriate content drawn from the IPSB Generalist Standards for Teachers of Early and Middle Childhood as adapted from the NCATE Draft Program Standards for Elementary Teacher Preparation.

* It is understood that preschool is pre-kindergarten, and elementary: primary begins with kindergarten.

** The Comprehensive Standards Document Advisory Group (CSDAG) has identified content standards appropriate to the preschool school setting.

Section II

Table of Contents

Part I: Early Childhood (Primary Focus)

Developmental Standards

Introduction and Standards II.7

Standard 1: Core Knowledge II.9

Standard 2: Child Growth and Development II.10

Standard 3: Foundations of Education and Learning II.12

Standard 4: Curriculum and Instruction II.13

Standard 5: Family, Culture, and Community II.16

Standard 6: Observation and Assessment .II.17

Standard 7: Professionalism II.19

Standard 8: Learning Environments II.22

 

 

Part II: Early Childhood (Primary Focus)

Developmentally Appropriate Content

Introduction, Curriculum (Standard 2) II.27

Mathematics (Standard 2c) II.29

English/Language Arts (Standard 2a) II.30

Science (Standard 2b) II.31

Social Studies (Standard 2d) II.32

Fine Arts (Standard 2e) II.33

Health and Physical Education (Standards 2f, 2g) II.33

Connections between Technology and

the Disciplines (Standard 2h) II.34

Part III: References II.35

Section II

Part I: Early Childhood (Primary Focus)

Developmental Standards

Introduction and Standards II.7

Standard 1: Core Knowledge II.9

Standard 2: Child Growth and Development II.10

Standard 3: Foundations of Education and Learning II.12

Standard 4: Curriculum and Instruction II.13

Standard 5: Family, Culture, and Community II.16

Standard 6: Observation and Assessment II.17

Standard 7: Professionalism II.19

Standard 8: Learning Environments II.22

Standards for Teachers of Early Childhood (Primary Focus)

In order to define more clearly the differences between children at varying ages at the early childhood stage, the IPSB Standards for Teachers of Early Childhood have been divided into two separate documents, each with a different focus. The standards contained in the current document have been drawn from two sources. They have been drawn verbatim from the IPSB Early Childhood Standards as applicable to the elementary: primary setting and, in modified form, from the IPSB Generalist Standards for Teachers of Early and Middle Childhood as adapted from the NCATE Draft Program Standards for Elementary Teacher Preparation. The foundation for the eight primary standards was the performance-based core standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) and the IPSB mission statement. The standards are also consistent with the standards of the National Council for Accreditation of Teacher Education (NCATE) and established standards and quality guidelines from several of early childhood education=s learned societies, most particularly the National Association for the Education of Young Children (NAEYC), the Association for Childhood Education International (ACEI), and the National Association of Early Childhood Teacher Educators (NAECTE).

(Early Childhood Advisory Group, Draft Standards Introduction, December, 1996)

The IPSB acknowledges with appreciation the National Council for the Accreditation of Teacher Education (NCATE) for granting permission to use and modify its Draft Program Standards for Elementary Teacher Preparation. These draft standards were prepared by a committee comprised of representatives from nineteen associations, organizations, or projects, fourteen of which are NCATE constituent members. These draft standards are found throughout the current document and some have been modified by action of the IPSB.

(Note: The NCATE Draft Elementary Standards have been adopted, after some modification, by the IPSB as the Generalist Standards for Teachers of Early and Middle Childhood.)

Standard 1: Core Knowledge

The early childhood teacher (primary focus) possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

Standard 2: Child Growth and Development

The early childhood teacher (primary focus) understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children. These teachers know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students= development, acquisition of knowledge, and motivation.

Standard 3: Foundations of Education and Learning

The early childhood teacher (primary focus) understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.

Standard 4 : Curriculum and Instruction

The early childhood teacher (primary focus) understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children. These teachers know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the Elementary grades and can create meaningful learning experiences that develop students= competence in subject matter and skills for various developmental levels. Furthermore, they plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Standard 5: Family, Culture, and Community

The early childhood teacher (primary focus) understands the influence of the family, community, and culture on the learning and development of the young child.

Standard 6: Observation and Assessment

The early childhood teacher (primary focus) is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families. These teachers know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary student.

Standard 7: Professionalism

The early childhood teacher (primary focus) understands practices and behaviors that identify and develop the competence of a professional career teacher. These teachers embrace and actively model professionalism, ethical behavior, and commitment to lifelong learning.

Standard 8: Learning Environments

The early childhood teacher (primary focus) promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children. These teachers use their knowledge and understanding of individual and group motivation and behavior among early childhood learners, and effective verbal, nonverbal, and media communication techniques to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments.

The early childhood teacher (primary focus) possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

Supporting Explanation

These teachers know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate early childhood learners, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. Early childhood teachers (primary focus)s make connections in their instruction across disciplines and draw on their knowledge of developmental stages to motivate students, build understanding and encourage the application of knowledge, skills, and ideas to lives of early childhood learners across fields of knowledge and in real world situations. Among other things, these connections should make use of the relationships that exist between technology and the subject disciplines.

Performances

The early childhood teacher (primary focus)...

1. incorporates core knowledge content in classroom experiences and activities.

2. models learning about the world and shares the process involved in that learning.

3. supplements and enriches learning through sources outside the field of education.

4. demonstrates appropriate social and interpersonal relationship skills in a variety of contexts.

5. uses effective verbal, nonverbal, and media communication techniques.

Knowledge

The early childhood teacher (primary focus) ...

1. understands fundamental concepts of fine arts, language, mathematics, science and technology, and social studies.

2. knows importance of relating classroom experiences to core knowledge.

3. understands basic social interaction and interpersonal relationship skills.

4. knows effective verbal, nonverbal, and media communication techniques.

Dispositions

The early childhood teacher (primary focus)...

1. appreciates the importance and relevance of a well-rounded education.

2. values the process of creating, evaluating, and selecting content and activities from the core body of knowledge.

3. enjoys learning and sharing learning.

4. values all knowledge meaningful to the learning experience.

5. values the need to be flexible in interpersonal relationships in a variety of social contexts.

The early childhood teacher (primary focus) understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children.

Supporting Explanation

Early childhood teachers (primary focus) base their teaching and related professional responsibilities on a thorough understanding of the developmental periods of childhood and early adolescence. They draw upon an in-depth knowledge of child and young adolescent development to understand students= abilities, interests, individual aspirations, and values, and they adapt curriculum and teaching to support student learning and development. These teachers understand that the ways in which cultures and social groups differ are important and affect learning. They recognize when an individual student=s development differs from typical developmental patterns and collaborate with specialists to plan and implement appropriate learning experiences that address individual needs. They know that all children can learn when developmental factors are recognized, respected, and accommodated, and they demonstrate that knowledge in their practice. They consider diversity an asset and respond positively to it.

Performances

The early childhood teacher (primary focus)...

1. uses knowledge of how young children differ in their growth, development, and approach to learning to create and modify environments and experiences to meet the individual needs of all young children in an inclusive educational setting.

2. uses knowledge of child development to facilitate the next developmental step for each child in the group and works with developmental specialists and special educators as necessary.

3.demonstrates understanding of the developmental consequences of life events and stressors on young children=s behavior and performance.

4. recognizes signs of emotional distress, child abuse, and neglect in young children.

5. recognizes typical and atypical growth and development in young children's physical growth, behavior, and performance.

6. sets goals which reflect developmentally appropriate expectations.

7. reports suspected emotional, physical, and sexual abuse or neglect to appropriate authorities.

Knowledge

The early childhood teacher (primary focus)...

1. understands the process of development in all developmental domains in all young children from birth through age eight.

2. understands and can critique major theories of child growth and development.

3. knows how children differ in their growth and development and how to meet the individual needs of typically and atypically developing children in inclusive settings.

4. understands how life events and stressors may prevent children from achieving optimal development.

Dispositions

The early childhood teacher (primary focus)...

1. values the role of growth and development theories in informing practices with all young children.

2. respects the ways in which growth and development in individual children may differ.

3. commits to fitting the environment to the differing developmental needs of all young children.

4. values the role of motivation in young children=s lifelong growth, development, and learning.

5. values the role of the teacher in helping young children and their families to cope with stress and crisis.

The early childhood teacher (primary focus) understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.

Supporting Explanation

Teachers of early childhood (primary focus) understand human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They use a range of strategies and can collaborate with specialists to promote positive relationships, cooperation, conflict resolution, and purposeful learning in the classroom. They create learning communities in which early childhood learners assume responsibility for themselves and one another, participate in The early adolescent generalist..., work collaboratively and independently, and engage in purposeful learning activities.

Performances

The early childhood teacher (primary focus)...

1. applies historical, theoretical and philosophical background knowledge, as well as contemporary research, to practice.

2. discusses and shares with colleagues information about current theories and philosophies and their practical applications.

3. adapts various aspects of curricula and program models to the early childhood environment in developmentally appropriate ways for all young children.

Knowledge

The early childhood teacher (primary focus)...

1. understands learning theories and child development and knows how to use this knowledge in planning instruction to meet curriculum goals for all young children.

2. knows history, philosophies, and theories of education that have influenced contemporary early childhood education practices and dispositions and is able to critique them in light of current research.

3. understands major education and learning theories as well as major philosophical viewpoints and movements that have shaped education, as well as their strengths and weaknesses in a contemporary context.

4. understands how research and theory influence current practices.

5. knows current research about theories and philosophies of how all young children learn.

Dispositions

The early childhood teacher (primary focus)...

1. values the rich history of education in general, and early childhood education specifically, as important to informing current practices with all young children.

2. appreciates the importance of educational and learning theories, along with child growth and development theories, as fundamental building blocks of the curriculum and as the basis for developing one=s own personal philosophy.

3. appreciates that developmentally appropriate practices may be demonstrated in a variety of curricula and program models.

 

The early childhood teacher (primary focus) understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children. These teachers know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the Elementary grades and can create meaningful learning experiences that develop students= competence in subject matter and skills for various developmental levels. Furthermore, they plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Supporting Explanation

Teachers of early childhood with a focus on primary understand and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and ways students demonstrate learning. They understand how early childhood learners= learning is influenced by individual experiences, talents, disabilities, and prior learning, as well as language, culture, family, and community values. These teachers know how to seek assistance and guidance from specialists and other resources to address early childhood learners= exceptional learning needs and understand the importance of collaboration with specialists and families. They identify and design instruction appropriate to Early childhood learners= levels of development, learning styles, strengths and needs, using teaching approaches that are sensitive to the multiple experiences of learners. Teachers of early education with a focus on primary plan instructional tasks and activities appropriate to the needs of students who are culturally diverse and those with exceptional learning needs in elementary schools. They are able to apply knowledge of the richness of contributions from diverse cultures to each content area studied by early childhood learners.

Performances

The early childhood teacher (primary focus)...

1. demonstrates current knowledge of how to implement meaningful, integrated learning and play experiences into curricula which promote the development of the whole child.

2. uses individual and group observation and assessment information to design instruction that meets each child=s current needs in their overall development and that leads to the next level of development.

3. facilitates active learning and knowledge construction in the classroom through making choices available that: acknowledge the personal needs and interests of all young children in the environment; are multisensorial; recognize different learning styles, strengths, and developmental levels; provide real and relevant problem-solving situations; and encourage both adult and peer interaction.

4. recognizes factors and situations that are likely to promote or diminish motivation; helps young children become self-motivated; uses individual as well as cooperative activities that help young children develop the motivation to achieve.

5. creates plans that are linked to the needs and performance of all young children in the group, and adapts the plans to ensure and capitalize on progress and motivation, needs and interests.

6. stimulates young children's reflection, promotes critical thinking skills, and encourages methods of inquiry by linking new ideas to familiar ones and to prior experiences; provides opportunities for active engagement, manipulation, and testing of ideas and materials; engages young children in research and hypothesis testing; and develops curricula that encourage young children to see, question, and interpret ideas from diverse perspectives.

7. uses the state=s proficiency guide and evaluates resources and curriculum materials for their reliability, accuracy, and usefulness for representing particular ideas and concepts.

8. assesses how to achieve learning goals, how to choose alternative teaching strategies and materials to achieve different instructional purposes, and how to meet the needs of all young children in a group.

9. selects and evaluates topics of study in terms of conceptual soundness, significance, and intellectual integrity.

10. promotes positive strategies of conflict resolution, facilitates the development of personal self-control, and promotes positive social interactions among all young children in the group.

Knowledge

The early childhood teacher (primary focus)...

1. understands that overall development influences learning and instructional decisions for all young children.

2. understands how young children construct knowledge and acquire skills and how to use instructional strategies to create a child-centered environment that promotes student learning.

3. understands how to highlight basic concepts, make connections, and guide the mastery of fundamental skills.

4. knows about areas of exceptionality, different learning styles, and different performance modes and knows how to use this information to design instruction that encourages use of young children's strengths as the basis for growth.

5. understands advantages and limitations associated with various instructional strategies.

6. knows how to enhance learning through the use of a wide variety of resources.

7. knows how to plan instruction to meet the goals in the state=s proficiency guide and to create an effective bridge between those curriculum goals and young children=s experiences.

8. knows about the process of acquiring a new language and about strategies to support the learning of students whose primary language is not English.

9. knows when and how to ask questions and stimulate discussion in different ways (e.g., helping children articulate their ideas and thinking processes, promoting risk taking and problem solving, encouraging convergent and divergent thinking, etc.).

10. knows when and how to access appropriate services or resources to meet the needs of all young children.

Dispositions

The early childhood teacher (primary focus) ...

1. commits to making the curriculum meaningful to the everyday lives of all young children in the classroom environment.

2. believes the teacher's role is one of facilitator who accepts children as they are and affords them opportunities to take risks as they learn.

3. values curriculum planning and delivery of instruction as a collegial activity.

4. believes that young children=s growing need for mastery and autonomy is best fulfilled by facilitating mastery of certain concepts and skills.

5. believes in setting limits for young children in such a way as to safely contain disruptive or potentially dangerous behaviors and to help children learn self-regulation while at the same time encouraging free and active exploration.

The early childhood teacher (primary focus) understands the influence of the family, community, and culture on the learning and development of the young child.

Supporting Explanation

Early childhood teachers (primary focus) understand how early childhood learners= learning is influenced by individual experiences, talents, disabilities, and prior learning, as well as language, culture, family, and community values. They understand how factors in the early childhood learners= environments outside of school may influence the students= cognitive, emotional, and physical well-being and, consequently, their lives and learning. They know how to seek assistance and guidance from specialists and other resources to address early childhood learners= exceptional learning needs and understand the importance of collaboration with specialists and families.

Performances

The early childhood teacher (primary focus)...

1. integrates authentic experiences that reflect the diverse cultural characteristics, traditions, and viewpoints represented in the community beyond the school in the everyday early childhood environment.

2. models respect for all individuals.

3. involves families in assessing and planning for their young children.

4. communicates in ways that demonstrate a sensitivity to differences in family structure, culture, and gender.

5. accommodates family work schedules and other unique circumstances.

6. links families to community resources.

7. communicates effectively with parents and other professionals concerned with young children=s well-being and overall healthy growth and development.

8. develops and implements an integrated curriculum that focuses on young children's needs and interests and takes into account culturally valued content and young children's home experiences (e.g., language, religion, traditions, etc.).

9. demonstrates the ability to involve families in a number of family education experiences (e.g., classes, workshops, conferences, etc.).

Knowledge

The early childhood teacher (primary focus)...

1. understands young children's relationship to their families, cultures, and communities, and uses this information as a basis for connecting instruction to young children=s experiences (e.g., drawing explicit connections between subject matter and community matters, planning activities that can be related to young children=s experiences and cultures, etc.).

2. understands that open communication and partnerships with families are essential to the healthy growth and development of all young children.

3. understands cultural diversity and its impact on education.

4. knows the cultural dynamics of the wider community.

5. understands how gender differences can affect instruction and learning in the environment.

Dispositions

The early childhood teacher (primary focus)...

1. respects the values of the families and cultural groups within the community beyond the school.

2. respects the family=s goals for their young children and believes in open communication with families about curriculum and children's progress.

3. values all young children for their unique contribution in a diverse society.

The early childhood teacher (primary focus) is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families. These teachers know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary student.

Supporting Explanation

Teachers of early childhood (primary focus) understand the characteristics, uses, advantages, and limitations of different types of assessment appropriate for evaluating how early childhood learners learn, what they know, and what they are able to do in each subject area. These teachers know that assessment is essential to the instructional process and recognize that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting learning for each student. Teachers of early education with a focus on primary appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolios of elementary student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessments, and standardized tests) to enhance their knowledge of individual learners, evaluate students= progress and performances, and modify teaching and learning strategies, and to collaborate with specialists to accommodate the needs of students with exceptionalities. these teachers use formative and summative assessments to determine student understanding of each subject area and take care to align assessments with instructional practice. They also monitor their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

Performances

The early childhood teacher (primary focus)...

1. selects, develops, and uses performance-based assessments which are relevant to learning for the purpose of planning appropriate programs, environments, and interactions for all young children.

2. selects, develops, and uses formative and summative evaluation of the overall curriculum to insure the general appropriateness and comprehensive quality of the total environment for young children, families, and the community.

3. solicits and uses information about children's experiences, learning behaviors, needs, and progress from parents, colleagues, and the young children themselves for the purpose of planning curriculum and for assessing progress.

4. conducts active classroom research and collaborates with colleagues to implement effective assessment.

5. evaluates the effect of the environment on the group as well as individuals.

6. uses self-assessment activities to help the children become aware of their strengths and to encourage them to set personal goals for learning.

7. monitors own teaching behaviors in relation to young children=s progress in order to modify instructional approaches.

8. maintains useful records of young children's work and can communicate children's progress in meaningful ways to students, families, and colleagues.

Knowledge

The early childhood teacher (primary focus)...

1. knows basic principles of measurement theory and how to select, administer, and interpret assessment strategies and instruments appropriate to the learning outcomes being evaluated.

2. understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g., criterion-referenced and norm-referenced instruments, standardized tests, performance-based assessments, observation systems, artifacts of children's work, etc.).

3. knows how to use informal and formal assessment strategies to ensure the continuous overall development of all young children in the group.

4. is familiar with current research knowledge and recommendations concerning assessment for all young children.

5. knows how to interpret assessment data in relation to local norms and expectations as opposed to national results.

Dispositions

The early childhood teacher (primary focus)...

1. values ongoing reflection as essential to the instructional process and recognizes that many different assessment strategies are necessary for monitoring and facilitating young children=s learning.

2. commits to identifying young children=s strengths through systematic, continuous assessment in order to create optimal learning environments.

3. desires the collaboration of families, colleagues, and other professionals in the development of appropriate methods of observation, evaluation, and assessment of young children.

The early childhood teacher (primary focus) embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning. These teachers understand practices and behaviors that identify and develop the competence of a professional career teacher.

Supporting Explanation

While synthesis of knowledge is a lifetime process for a professional, by the end of teacher preparation, Early childhood teachers (primary focus) ready to enter the classroom as elementary generalist teachers should be: [1] working independently on a variety of disciplinary and pedagogical problems and

responsibilities by combining as appropriate their knowledge and skills in (a) child development; (b) language arts, science, mathematics, social studies, the arts, health and physical education, (c) instructional technique, and (d) assessment; [2] focusing and defending independent analyses and value judgements about disciplinary content and teaching methodologies, their various potential relationships, and their applications to specific circumstances; [3] acquiring the intellectual tools to work with evolving issues and conditions as time and situations change, including the ability to make wise decisions according to time, place, and population; [4] demonstrating awareness of and commitment to the profession=s codes of ethical conduct; and [5] understanding basic interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary education.

Performances

The early childhood teacher (primary focus)...

1. models the legal and ethical principles of the profession.

2. advocates for equal access and the improved quality of programs, services, and living conditions for young children and their families, as well as for enhanced professional status and working conditions for early childhood education professionals.

3. reflects on beliefs and practices, articulates a philosophy and rationale for decisions, and evaluates the effects of choices and actions on others.

4. seeks out opportunities to remain current in the field by reading professional literature and by being aware of the available resources and professional organizations in the field.

5. establishes and maintains positive, collaborative relationships with colleagues, other professionals, paraprofessionals, volunteers, and families.

6. protects the confidentiality of all young children and families with whom they work.

7. sets short- and long-term goals for professional growth.

8. contributes to the education profession through involvement in professional organizations and by engaging in activities that expand the early childhood education knowledge base whenever possible.

9. promotes current best practices in early childhood education among other education professionals, policy makers, and the public.

Knowledge

The early childhood teacher (primary focus)...

1. knows the legal and ethical principles which govern the profession.

2. comprehends the importance of continuing education and professional growth.

3. knows ways to examine, evaluate, and modify their own behavior.

4. knows sources of assistance to enhance teaching and professional development.

5. understands the importance of contributing to and participating in professional organizations and the professional growth of others.

Dispositions

The early childhood teacher (primary focus)...

1. commits to upholding the profession=s legal principles and code of ethical conduct.

2. feels a passion for working with and guiding young children.

3. values keeping abreast of current ideas and understandings in the field.

4. commits to the ongoing process of reflection, assessment, and learning.

5. respects the privacy and confidentiality of all young children and their families.

6. values personal and professional growth.

7. values working collaboratively with families and other colleagues.

 

The early childhood teacher (primary focus) promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children. These teachers use their knowledge and understanding of individual and group motivation and behavior among early childhood learners; and effective verbal, nonverbal, and media communication techniques to foster positive social interaction and to create a supportive learning environment.

Supporting Explanation

Early childhood teachers (primary focus) understand principles of effective classroom management as well as human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They create learning communities in which early childhood learners assume responsibility for themselves and one another, participate in (decision-making) , work collaboratively and independently, and engage in purposeful learning activities. These teachers know how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities. They use textbooks as one resource, but look beyond their classroom to determine how various library resources and other materials might benefit their students. They know that all children can learn when developmental factors are recognized, respected, and accommodated, and they demonstrate that knowledge in their practice. These teachers consider diversity an asset and respond positively to it.

Performances

The early childhood teacher (primary focus)...

1. involves all young children in the group in a smoothly functioning learning community in which the children assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.

2. implements a consistent yet not rigidly enforced routine that provides dependability and security for all young children in the group.

3. creates an environment which encourages individual and group activities and promotes child-to-child and child-to-adult interactions.

4. creates and modifies the environment and curricular experiences to meet the individual needs of all young children in the group.

5. provides boundaries and expectations that all young children in the group understand.

6. uses media communication tools and other learning technologies appropriately to facilitate learning.

7. adapts the environment through the appropriate use of technology, including assistive technologies for children with disabilities.

8. creates, evaluates, and selects developmentally appropriate materials and equipment for the environment.

9. establishes and maintains a physically and emotionally safe and healthy learning environment for all young children in the group.

10. organizes, allocates, and manages the resources of time, space, and attention equitably for all young children in the group.

11. creates and maintains a healthy, safe, clean environment and uses strategies to prevent accidents; promotes, models, and informs parents about nutrition for children at various ages; recognizes signs and symptoms of illness in children and actively works to prevent the spread of communicable diseases; and administers first aid and CPR as necessary.

12. works with the administrator(s) to set up, maintain, and advocate for appropriate, safe, healthy environments for all children and their families.

Knowledge

The early childhood teacher (primary focus)...

1. understands the relationship of the environment to learning.

2. knows how to be a thoughtful and responsive listener and a careful observer.

3. knows criteria for evaluating the appropriateness of materials, equipment, and physical space.

4. understands how young children's social groups function and influence others in the environment.

5. understands the role of peer and adult-to-child interaction in facilitating the construction of knowledge.

6. understands that effective classroom management is based on the environment and knows strategies that promote positive relationships, cooperation, and purposeful learning in the classroom for all young children.

7. understands the space and time requirements needed by young children for optimal learning and development.

8. understands health (i.e., how to prevent the spread of communicable diseases and recognize when a child is ill), safety (including first aid, accident prevention techniques and strategies, CPR, and Universal Precautions), nutrition, and hygiene issues.

9. knows how to use a variety of media communication tools to enrich learning opportunities.

10. knows how to use a variety of assistive technologies and equipment for children with disabilities.

11. knows how to communicate with and work collaboratively with administrator(s) in creating appropriate environments for young children.

Dispositions

The early childhood teacher (primary focus)...

1. values both the active involvement of young children in shaping the learning environment and the teacher=s role as facilitator.

2. respects how the variability in children's activity levels, attention spans, health, and overall development affect the learning environment.

3. commits to the expression and use of democratic principles in the classroom.

4. values the many ways young children communicate.

5. values the role of child-to-child, child-to-teacher, and teacher-to-family collaboration in establishing a climate of learning.

6. believes that the environment must be open to adjustment based on needs and changing circumstances of all of the young children in the group.

7. values an environment that affirms and respects young children=s diversity.

8. values the administrator=s role in supporting appropriate early childhood environments in programs for young children and in facilitating the professional development of the professionals who work with the children.

Section II

English/Language Arts (Standard 2a) II.30

Science (Standard 2b) II.31

Social Studies (Standard 2d) II.32

Fine Arts (Standard 2e) II.33

Health and Physical Education (Standards 2f, 2g) II.33

Connections between Technology and the Disciplines (Standard 2h) II.34

Standards for Teachers of Early Childhood (Primary Focus)

The following developmentally appropriate content for early childhood has been taken verbatim from the IPSB Generalist Standards for Teachers of Early and Middle Childhood as adapted from the NCATE Draft Program Standards for Elementary Teacher Preparation. In the Generalist Standards, all developmentally appropriate content is included under Standard 2: Curriculum.

Teachers of early childhood know, understand, and use the central concepts, tools of inquiry, and structures of content for students and can create meaningful learning experiences that develop students' competence in subject matter and skills for various developmental levels.

Teachers of early childhood know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data.

Supporting Explanation

Teachers of early childhood are able to teach elementary (primary and intermediate) students to explore, conjecture, and reason logically using such words as all, some, and none; to solve non-routine problems; to communicate about and through mathematics by writing and orally using everyday language and mathematical language, including symbols; and to connect ideas within mathematics and between mathematics and other intellectual activity. They help students understand and use measurement systems (including time, money, temperature, two and three dimensional objects using non-standard and standard customary and metric units); explore pre-numeration concepts, whole numbers, fractions, decimals, percents and their relationships; apply the four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms; and use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs, as well as collect, organize, represent, analyze, and interpret data by use of tables, graphs, and charts. They also help elementary (primary and intermediate) students to identify and apply number sequences and proportional reasoning, predict outcomes and conduct experiments to test predictions in real-world situations; make estimations and check the reasonableness of results; select and use appropriate problem-solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials, calculators, computers, electronic information resources, and a variety of other appropriate technologies to support the learning of mathematics. Teachers of early childhood know what mathematical preconceptions, misconceptions, and error patterns to look for in elementary (primary and intermediate) student work as a basis to improve understanding and construct appropriate learning experiences and assessments.

Teachers of early childhood demonstrate a high level of competence in the use of English Language Arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. They teach children to read with a balanced instructional program that includes an emphasis on the use of letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful text.

Supporting Explanation

Teachers of early childhood are adept at teaching the fundamentals of the English Language Arts. They model the effective use of the English language, including its syntax, lexicon, history, varieties, literature, and oral and written composing processes. They understand how elementary (primary and intermediate) children develop and learn to read, write, speak, and listen effectively. They use this knowledge and understanding of language, language development, and the language arts to design instructional programs and strategies that build on students' experiences and existing language skills and result in their students becoming competent, effective users of language.

Teachers of early childhood provide both instruction in and opportunities for elementary (primary and intermediate) students to develop effective writing and speaking skills so that they can communicate their knowledge, ideas, understanding, insights, feelings, and experiences to other students and to parents, teachers, and other adults. They teach students to read competently and encourage students' enjoyment of reading through multiple instructional strategies, traditional and emerging technologies, and a variety of language activities. In addition, teachers of early and middle childhood teach students a variety of strategies to monitor their own reading comprehension. They are also familiar with, able to use, and recommend to students many different reading materials based on different topics, themes, and situations and consisting of many different types, including stories, poems, biography, non-fiction, and texts from various other subject areas.

As a part of teaching students how to read, teachers of early childhood encourage elementary (primary and intermediate) students= understanding of their individual responses to what they read and sharing those responses. They help students think critically about what they read. They provide their students with many different writing and speaking experiences in order to teach the skills of writing and speaking. They enable students to explore the uses of different types of writing and speaking with different audiences and in different situations.

Teachers of early childhood help students develop their capacities to listen so that they understand, consider, respond to, and discuss spoken material, including non-fiction, stories, and poems. Teachers of early and middle childhood know what preconceptions, error patterns, and misconceptions they may expect to find in students' understanding of how language functions in communication, and they are able to help students correct their misunderstandings of the development and uses of language. Teachers of early childhood use formative and summative assessment to determine the level of students' competence in their understanding of and use of language. They use the results of such assessment to plan further instruction.

Teachers of early childhood know, understand, and use the fundamental concepts in the subject matter of scienceCincluding physical, life, and earth and space sciencesCas well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy.

Supporting Explanation

Teachers of early childhood have a broad general understanding of science and they teach elementary (primary and intermediate) students the nature of science, and the content and fundamentals of physical, life, earth and space sciences, and their interrelationships. They are familiar with, and teach, the major concepts and principles that unify all scientific effort and that are used in each of the science disciplines: (1) systems, order, and organization; (2) evidence, models, and explanation; (3) change, constancy, and measurement; (4) evolution and equilibrium; and (5) form and function. Teachers of early and middle childhood engage elementary (primary and intermediate) students in the science inquiry process that involves asking a simple question, completing an investigation, answering the question, and presenting the results to others. They introduce students to understandings about science and technology and to distinctions between natural objects and objects made by humans by creating experiences in making models of useful things, and by developing students= abilities to identify and communicate a problem, and to design, implement, and evaluate a solution. They know naive theories and misconceptions most children have about scientific and technological phenomena and help children build understanding.

Teachers of early childhood know, understand, and use the major concepts and modes of inquiry from the social studies--the integrated study of history, geography, the social sciences (such as anthropology, archaeology, economics, political science, psychology, and sociology), and other related areas (such as humanities, law, philosophy, religion, mathematics, science, and technology)--to promote elementary (primary and intermediate) students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Supporting Explanation

Teachers of early childhood are able to use knowledge, skills, and dispositions from social studies to organize and provide integrated instruction for the study of major themes, concepts and modes of inquiry drawn from academic fields that address: (1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4) individual development and identity; (5) individuals, groups, and institutions; (6) power, governance, and authority; (7) production, distribution, and consumption; (8) science, technology, and society; (9) global connections; and (10) civic ideals and practices.

Teachers of early childhood use their knowledge of social studies to help students learn about academic fields of knowledge, as well as major themes that integrate knowledge across academic fields. They develop experiences to help elementary (primary and intermediate) students learn about the historical development of democratic values; the past, present, and future; spatial relations; the development of nations, institutions, economic systems, culture, and cultural diversity; the influences of belief systems; and the humanities. Teachers of early childhood are able to help students read, write, discuss, and research to build background knowledge; examine a variety of sources (e.g., primary and secondary sources, maps, and statistical data); acquire and manipulate data; analyze points of view; formulate well-supported arguments, policies, and positions; construct new knowledge and apply knowledge in new settings. They use formative and summative assessments in planning and implementing instruction.

Teachers of early childhood know, understand, and use--as appropriate to their own understanding and skills--the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary (primary and intermediate) students.

Supporting Explanation

Teachers of early childhood understand distinctions and connections between arts study and arts experiences. They encourage the kind of study and active participation that leads to competence and appreciation. Consistent with their own knowledge and skills in the arts disciplines, they work alone, with arts specialist teachers, and/or with other qualified arts professionals enabling students: (1) to communicate at a basic level in the four arts disciplines--dance, music, theater, and the visual arts-- including knowledge and skills in the use of basic vocabularies, materials, tools, techniques, and thinking processes of each arts discipline; (2) to develop and present basic analyses of works of art from structural, historical, and cultural perspectives; (3) to have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods; and (4) to relate basic types of arts knowledge and skills within and across the arts disciplines, and to make connections with other disciplines.

Teachers of early childhood understand that student competence at a basic level serves as the foundation for advanced work. They understand that there are many routes to competence, that elementary (primary and intermediate) students may work in different arts at different times, that their study may take a variety of approaches, and that their abilities may develop at different rates.

Teachers of early childhood know, understand, and use the comprehensive nature of students' physical, mental, and social well-being to create opportunities for student development and practice of skills that contribute to good health.

Supporting Explanation

Teachers of early childhood understand the foundations of good health, including the structure and function of the body and its systems and the importance of physical fitness and sound nutrition. They help students understand the benefits of a healthy lifestyle for themselves and others as well as the dangers of diseases and activities that may contribute to disease. Teachers of early childhood are alert to major health issues concerning children and the social forces that affect them, and of the need to impart information on these issues sensitively. They address issues in ways that help students recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.

Teachers of early childhood know, understand, and use--as appropriate to their own understanding and skills--human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary (primary and intermediate) students.

Supporting Explanation

Teachers of early childhood understand physical education content relevant to the development of physically educated individuals. They structure learning activities to ensure that students demonstrate competence in many movement forms, and can apply movement concepts and principles to the learning and development of motor skills. Teachers of early childhood know that physical inactivity is a major health risk factor in our society and recognize the critical importance of physically active life styles for all students. They help students develop knowledge and skills necessary to achieve and maintain a health-enhancing level of physical fitness. Teachers of early childhood appreciate the intrinsic values and benefits associated with physical activity. They are able to structure movement experiences that foster opportunities for enjoyment, challenge, self-expression, and social interaction, and that elicit responsible personal and social behavior and respect for individual differences among people in physical activity.

Teachers of early childhood know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary (primary and intermediate) students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues.

Supporting Explanation

Teachers of early childhood make connections in their instruction across the disciplines and draw on their knowledge of developmental stages to motivate students, build understanding, and encourage the application of knowledge, skills, and ideas to lives of elementary (primary and intermediate) students across fields of knowledge and in real world situations. Among other things, these connections should make use of the relationships that exist between technology and the subject disciplines. Teachers of early childhood help elementary (primary and intermediate) students learn the power of multiple perspectives to understand complex issues and to demonstrate (1) a desire to know, (2) constructive questioning, (3) use of information and systematic data, (4) acceptance of ambiguity where it exists, (5) willingness to modify explanations, (6) a cooperative manner in responding to questions and solving problems, (7) respect for reason, imagination, and creativity and (8) honesty.

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