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 III, 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 in herein have been drawn from two sources. They have been drawn verbatim from the IPSB Middle Childhood Standards (elementary: intermediate 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 III

Table of Contents

Part I: Middle Childhood

Developmental Standards

Introduction and Standards III.7

Standard 1: Development III.9

Standard 2: Curriculum III.11

Standard 3: Instruction III.12

Standard 4: Assessment III.14

Standard 5: Professional Role III.16

Standard 6: Student Learning III.17

Standard 7: Family/Community III.19

Standard 8: Professional Development III.21

Part II: Middle Childhood

Developmentally Appropriate Content

Introduction, Curriculum (Standard 2) III.25

Mathematics (Standard 2c) III.27

English/Language Arts (Standard 2a) III.28

Science (Standard 2b) III.29

Social Studies (Standard 2d) III.30

Fine Arts (Standard 2e) III.31

Health and Physical Education (Standards 2f, 2g) III.31

Connections between Technology and the Disciplines (Standard 2h) III.32

Part III: References III.33

 

Section III

Part I: Middle Childhood

Developmental Standards

Introduction and Standards III.7

Standard 1: Development III.9

Standard 2: Curriculum III.11

Standard 3: Instruction III.12

Standard 4: Assessment III.14

Standard 5: Professional Role III.16

Standard 6: Student Learning III.17

Standard 7: Family/Community III.19

Standard 8: Professional Development III.21

Standards for Teachers of Middle Childhood

Middle Childhood (which corresponds to the elementary: intermediate school setting) is a time of remarkable change for children: physically, socially, intellectually, emotionally, aesthetically, and ethically. During these years, basic values, self- esteem, language and social development are formed. Therefore, a child-centered approach to education is crucial to establish a strong foundation for successful growth. The developmentally appropriate standards in this document are consistent with those of the Interstate New Teacher Assessment and Support Consortium (INTASC).

The Middle Childhood Advisory Group subscribes to the following:

• On-going evaluation of these standards is vital to assure that they continue to represent the best current thinking.
• An understanding of the full spectrum of growth and development is essential for the middle childhood teacher.
• The middle childhood teacher needs to be a life-long learner who develops a professional career plan, reflecting a continuum of growth.

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

The standards contained in the current document have been drawn from two sources. They have been drawn verbatim from the IPSB Middle Childhood Standards 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 IPSB acknowledges with appreciation the National Council for the Accreditation of Teacher Education (NCATE) for granting permission to use 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: Development

The middle childhood teacher understands that the developmental changes that occur in children in middle childhood are more radical than those for any other age group. These teachers 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 2: Curriculum

The middle childhood teacher creates, modifies, and implements integrated, meaningful curricula appropriate for children at this developmental level. These teachers know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students= competence in subject matter and skills for various developmental levels.

Standard 3: Instruction

The middle childhood teacher plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community. These teachers plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Standard 4: Assessment

The middle childhood teacher understands the importance of multiple assessments (informal and formal, formative and summative) and uses a variety of developmentally appropriate assessments, some of which are performance-based, evaluate and ensure the continuous intellectual, social, and physical development of each elementary student and to improve student learning.

Standard 5: Professional Role

The middle childhood teacher demonstrates professionalism through collegiality, peer support, and professional self-assessment. These teachers understand practices and behaviors that identify the competence of a professional career teacher.

Standard 6: Student Learning

The middle childhood teacher understands the complexity of how children learn and creates a learning environment that supports all children and their development. These teachers use their knowledge and understanding of individual and group motivation and behavior among elementary students and effective verbal, nonverbal, and media communication techniques to foster positive social interaction and to create a supportive learning environment.

Standard 7: Family/Community

The middle childhood teacher develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.

Standard 8: Professional Development

The middle childhood teacher actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning. These teachers understand practices and behaviors that develop the competence of a professional career teacher.

The middle childhood teacher understands that the developmental changes that occur in children in middle childhood are more radical than those for any other age group. These teachers 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.

Supporting Explanation

Middle childhood teachers 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 middle childhood teacher...

1. creates and modifies learning opportunities and environments that are respectful of individual and group development and are based on research and reflective practice.

2. uses multiple assessments to support the development of each child.

3. establishes learning goals which motivate students to achieve.

4. models self-control and positive social interaction and is proactive in promoting the same in the learning environment.

Knowledge

The middle childhood teacher...

1. recognizes that language and social development and the formation of basic values and self-esteem during middle childhood lay the foundation for successful adolescence and adulthood.

2. knows that children at the intermediate level are maturing in their ability to think concretely, symbolically, and abstractly.

3. realizes that children at the intermediate level are eager to learn and can begin to make inferences, to explore topics deeply, and to establish informed points of view

4. understands that although children at the intermediate level are willing to conform to adult expectations, they are increasingly influenced by their growing interest in peer approval.

5. recognizes that while there are commonalities among children, each child is unique and requires developmentally appropriate learning opportunities.

6. knows how to use developmentally appropriate assessments to gather and apply qualitative and quantitative data about individual children to assist them in their development.

Dispositions

The middle childhood teacher...

1. appreciates independent thinking in children.

2. appreciates group dynamics as they affect this age group.

3. responds positively to diversity among children and appreciates this diversity as an asset within the classroom.

4. is committed to supporting children in their development and continuous progress (intellectual, physical, emotional, social, aesthetic, and ethical).

5. values the use of multiple assessments as a means to help support children at the intermediate level in their development.

The middle childhood teacher creates, modifies, and implements integrated, meaningful curricula appropriate for children at this developmental level. These teachers know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students= competence in subject matter and skills for various developmental levels.

Supporting Explanation

Middle Childhood generalists know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding and encourage the application of knowledge, skills, and ideas to real world issues.

Performances

The middle childhood teacher...

1. communicates meaningful purpose for the curriculum plan.

2. demonstrates enthusiasm for the curriculum and engages children in active learning experiences.

3. encourages students to understand, question, and interpret ideas from diverse perspectives.

4. pursues ongoing professional development opportunities that will impact student learning.

5. demonstrates the ability to collaborate and reflect with colleagues and others.

Knowledge

The middle childhood teacher...

1. has a strong knowledge base in the subject areas that comprise the middle childhood curriculum.

2. understands that the variation among any group of children is normal and respects this diversity in how he/she approaches the curriculum.

3. knows a wide variety of approaches to curriculum design, implementation, and assessment.

4. understands that curriculum is based on children=s needs, interests, and backgrounds as well as on the community and curricular goals.

5. knows the concepts and skills connected to subject matter and understands content developmentally and in an integrated fashion.

Dispositions

The middle childhood teacher...

1. believes that curriculum should involve all stakeholders (teachers, parents, community, and students) working together.

2. appreciates the need to continually expand his/her knowledge base in the subject areas.

3. is responsive to classroom events and the needs of individual children, adjusting curriculum as necessary.

The middle childhood teacher plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community. These teachers plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Supporting Explanation

Middle childhood generalists understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curricular goals. They are able to help students appreciate and be engaged in the subject matter. They select and create learning experiences that are appropriate for curriculum goals, relevant to learners, meaningful to elementary students in their context, and based upon principles of effective teaching (e.g. that activate students= prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired). These teachers use a variety of resources, including technology, and collaborate with specialists to promote learning in all areas of the curriculum for all elementary students.

Performances

The middle childhood teacher...

1. applies knowledge of learning theory, pedagogy, information technology, subject matter, curriculum development, student development, and the community in planning and implementing instruction.

2. modifies his/her instruction based on the individual and developmental needs of children at the intermediate level .

3. monitors his/her instructional practice and behavior in relation to student needs and performance.

4. uses developmentally appropriate resources and instructional strategies (e.g., small group projects, open-ended questioning, group discussion, problem solving, collaborative learning, inquiry experiences, and play) to help children develop intellectual curiosity, solve problems, make decisions, and become successful learners.

5. uses effective classroom management techniques to promote positive relationships, cooperation, and purposeful learning in the classroom.

Knowledge

The middle childhood teacher...

1. understands learning theory, pedagogy, information technology, subject matter, curriculum development and student development, and the community.

2. understands when and how to modify instruction to meet the individual and developmental needs of children at the intermediate level .

3. knows how to use a variety of assessment methods to guide instructional decisions.

4. knows how to stimulate active learning through the use of a variety of resources, materials, information technology, and instructional strategies.

5. understands effective classroom management techniques appropriate for children at the intermediate level .

Dispositions

The middle childhood teacher...

1. values the importance of learning theory, pedagogy, information technology, subject matter, curriculum development, student development, and the community in planning and implementing instruction.

2. recognizes that effective instructional practices must be flexible and based on the individual and developmental needs of children at the intermediate level .

3. recognizes the importance of ongoing and varied assessment strategies as a means to inform instructional practice.

4. knows that effective classroom management is a process that enhances what and how children learn.

5. recognizes that classroom practice must be current and supported by research.

 

The middle childhood teacher understands the importance of multiple assessments (informal and formal, formative and summative) and uses a variety of developmentally appropriate assessments, some of which are performance-based, evaluate and ensure the continuous intellectual, social, and physical development of each elementary student and to improve student learning.

Supporting Explanation

Middle childhood teachers understand the characteristics, uses, advantages, and limitations of different types of assessment appropriate for evaluating how K-6 students learn, what they know, and what they are able to do in each subject area. They 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.

Performances

The middle childhood teacher...

1. appropriately selects, uses, and interprets a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessment, peer assessment and standardized testing).

2. creates and modifies assessment techniques that respond to individual development.

3. uses assessment information to enhance his/her knowledge of learners, to monitor student progress and performance, to communicate with parents, to support children in self-assessment, and to modify teaching/ learning strategies.

4. maintains useful records of student work and performance and, based on appropriate indicators, can communicate student progress knowledgeably and responsibly to students, parents, and colleagues.

Knowledge

The middle childhood teacher...

1. knows how to develop and use appropriate assessments for the purpose of monitoring children=s development as a continuous process, planning curriculum and instruction, and communicating with students and parents.

2. understands that assessment is an ongoing process (formative and summative) that informs curricular decisions and instructional practices.

3. understands the benefits and limitations of different assessment methods and instruments.

4. understands the importance of student self-assessment in improving student learning.

Dispositions

The middle childhood teacher...

1. values the use of ongoing, multiple assessments in informing classroom practice, communicating with parents, and supporting self-assessment.

2. believes in using multiple measures (informal/formal, formative/summative) in assessing the intellectual, physical, emotional, social, aesthetic, and ethical growth of children at the intermediate level .

3. values children=s misconceptions as opportunities for learning and growth, rather than as mistakes to be corrected.

 

The middle childhood teacher demonstrates professionalism through collegiality, peer support, and professional self-assessment. These teachers understand practices and behaviors that identify 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 those ready to enter the classroom as elementary generalist teachers should be focusing and defending independent analyses and value judgements about disciplinary content and teaching methodologies, their various potential relationships, and their applications to specific circumstances; demonstrating awareness of and commitment to the profession=s code of ethical conduct; and understanding basic interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary education.

Performances

The middle childhood teacher...

1. collaborates with school personnel in constructing and implementing a positive learning environment.

2. establishes and maintains respectful, effective, professional communication with colleagues and others within the school community.

3. exhibits professional ethical behavior (e.g., respects students and adults, demonstrates commitment, maintains confidentiality, etc., and responds appropriately to constructive feedback).

4. utilizes self-assessment as a basis for professional growth.

Knowledge

The middle childhood teacher...

1. understands the relationship between being an ethical professional and being a positive role model for children.

2. understands that peer support and collegiality with all stakeholders serve as a necessary foundation for professionalism.

3. recognizes that self-assessment provides a basis for professional growth.

Dispositions

The middle childhood teacher...

1. believes that effectively communicating and collaborating with all school personnel is essential to promoting student development.

2. values the professional responsibility of serving as an ethical role model for children.

3. appreciates constructive feedback through peer and administrative collaboration.

4. is sensitive to the responsibilities of self-evaluation through reflective practice.

 

The middle childhood teacher understands the complexity of how children learn and creates a learning environment that supports all children and their development. These teachers use their knowledge and understanding of individual and group motivation and behavior among elementary students and effective verbal, nonverbal, and media communication techniques to foster positive social interaction and to create a supportive learning environment.

Supporting Explanation

Middle childhood teachers 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 elementary students 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 middle childhood teacher...

1. exhibits an enthusiasm for learning that sparks curiosity and a love of learning.

2. applies the concepts of learning and inquiry to create learning experiences that inspire the excitement of learning and foster risk-taking and collaboration.

3. uses the knowledge of how children at the intermediate level differ in their development and approaches to learning to create and modify environments and experiences that meet the individual needs of all children, including those with exceptional and/or special needs.

4. is reflective about his/her classroom practice and continually assesses and evaluates the effects of his/her instructional choices in view of his/her understanding about learning theory and personal beliefs about teaching and learning.

5. uses a variety of learning resources, including technology, to foster inquiry and support learning.

Knowledge

The middle childhood teacher...

1. understands how learning occurs, comprehends how children at the intermediate level construct knowledge, acquire skills, and develop habits for lifelong learning, and knows how to plan educational experiences accordingly.

2. knows how to create a classroom environment that motivates students, fosters risk-taking, stimulates curiosity, nurtures inquiry, and honors diversity.

3. possesses an extensive knowledge of a wide variety of learning resources, including technology, and understands how to select and utilize these resources appropriately to support learning.

4. knows and understands how cultural, socioeconomic, physical, and linguistic diversity, as well as social, emotional and aesthetic intelligences, influence learning.

Dispositions

The middle childhood teacher...

1. acknowledges that the construction of meaning and the application of knowledge are more significant than the mere acquisition of facts.

2. is disposed to using children=s strengths as a basis for children=s growth.

3. respects the varied needs, interests, and approaches to learning by children at the intermediate level and takes these into account when planning experiences and establishing environments which support growth.

4. respects children=s cultural, socioeconomic, and linguistic diversity and acknowledges that children are best understood in the context of their family, culture, and society, as well as in the context of their physical, intellectual, and emotional development.

5. believes that a rich array of learning resources and instructional strategies enhances and supports the learning experience.

6. values the role of students in promoting each other=s learning and recognizes the importance of peer relationship in establishing a climate of learning.

7. recognizes the value of intrinsic motivation to students= lifelong growth and learning.

 

The middle childhood teacher develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.

Supporting Explanation

Middle childhood school teachers understand how elementary students= 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 elementary students= 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 elementary students= exceptional learning needs and understand the importance of collaboration with specialists and families.

Performances

The middle childhood teacher...

1. participates in collaborative activities designed to make the entire school and community supportive of children and their learning.

2. uses information (as educationally and legally appropriate) about students= experiences, family situations, culture, learning behavior, needs, and progress as solicited from family members, colleagues, and the students themselves.

3. uses knowledge of laws and policies in order to act as an advocate for students.

4. identifies and uses community resources to facilitate student learning.

Knowledge

The middle childhood teacher...

1. understands schools as organizations within the larger community context and understands the role of community resources in supporting student growth.

2. knows how to communicate and work with all stakeholders (e.g., families, youth serving agencies, policy makers, school colleagues and community organizations) in gaining support for student learning and well-being.

3. understands how factors in a student=s environment outside of school (family circumstances, community environments, health and economic issues) influence a student=s life and learning.

4. understands policies and laws related to rights and responsibilities of students, parents, and teachers (e.g., equal education, appropriate education for students with special needs, confidentiality, privacy, appropriate treatment of students, and reporting in situations related to possible child abuse).

5. knows and understands the cultural, socioeconomic, and linguistic characteristics of students= families and the community at large.

Dispositions

The middle childhood teacher...

1. respects the diversity of individuals, groups, and communities.

2. values collaboration with families, school colleagues, support services, and the community at large to support student learning and well-being.

3. acknowledges the responsibility to cooperate with school colleagues, families, and support services to address legal and policy issues related to students.

The middle childhood teacher actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning. These teachers understand practices and behaviors that 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 those ready to enter the classroom as elementary generalist teachers should be working independently on a variety of disciplinary and pedagogical problems and responsibilities by combining as appropriate their knowledge and skills in child development, elementary generalist subject matter, instructional technique, and assessment. They should be working to acquire 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.

Performances

The middle childhood teacher...

1. utilizes research and resources to construct a professional development plan.

2. constructs and implements a continuing self-development plan.

3. chronicles achievement as evidenced in a portfolio or other holistic assessment instrument.

Knowledge

The middle childhood teacher...

1. is aware of major areas of research on teaching and of resources available for professional learning.

2. is cognizant of his/her professional strengths and weaknesses.

3. understands how to construct a professional development plan for self-improvement.

Dispositions

The middle childhood teacher...

1. values the influences of past and present educational traditions, organizations, and thought as well as the importance of forming an educational philosophy and growth plan.

2. is willing to actively seek appropriate resources to facilitate professional growth and development.

3. is committed to self-improvement through lifelong learning.

Section III

Part II: Middle Childhood

Developmentally Appropriate Content

Introduction, Curriculum (Standard 2) III.25

Mathematics (Standard 2c) III.27

English/Language Arts (Standard 2a) III.28

Science (Standard 2b) III.29

Social Studies (Standard 2d) III.30

Fine Arts (Standard 2e) III.31

Health and Physical Education (Standards 2f, 2g) III.31

Connections between Technology and the Disciplines (Standard 2h) III.32

The following developmentally appropriate content for early and middle childhood has been taken verbatim from the IPSB Early and Middle Childhood Generalist Standards (as adopted from NCATE). In the Generalist Standards, developmentally appropriate content is included under Standard 2: Curriculum.

Teachers of Early and Middle 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 and Middle 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 Middle 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 and Middle 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 Middle 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 Middle 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 Middle 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 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 Middle 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 Middle 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 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 Middle 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 Middle 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 Middle 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 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 Middle 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 and Middle 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 and Middle 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 and Middle 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.

References

Association for Childhood Education International (ACEI). A Call for Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics, AElementary Education - Curriculum Folio Guidelines for the NCATE Review Process,@ 1995.

American Association for the Advancement of Science. Benchmarks for Science Literacy, Project 2061, Oxford University Press, 1993

Beginning Teacher Standards Task Force of the National Association for Sport and Physical Education, the American Alliance for Health, Physical Education, Recreation and Dance. National Standards for Beginning Physical Education Teachers, 1995.

Carnegie Council on Adolescent Development. Turning Points: Preparing American Youth for the 21st Century, 1989.

Center for Civic Education. National Standards for Civics and Government, 1994.

Consortium of National Arts Education Associations (American Alliance for Theatre & Education, Music Educators National Conference, National Art Education Association, and National Dance Association). National Standards for Arts Education; What Every Young American Should Know and Be Able to Do in the Arts, 1994.

Darling - Hammond, L., Wise A.E., and Klein, S.P. A License to Teach: Building a Profession for 21st Century Schools. Boulder, Colorado: Westview Press, 1995.

Early Childhood Teacher Education Task Force. Core Competencies and Standards 4 Year

Early Childhood Program, 1995.

Early Adolescence Generalist Advisory Group, IPSB. Draft Standards for Early Adolescence Generalist Teachers, 1995.

National Council for the Social Studies. Expectations of Excellence: Curriculum Standards for Social Studies, 1994.

Geographic Education Standards Project. Geography for Life: National Geography Standards. National Geographic Society, 1994

Grouws, Douglas, A. (ed.). Handbook of Research on Mathematics Teaching and Learning Macmillan Publishing Company, 1992.

Hamachek, D. Psychology in Teaching, Learning, and Growth, Needham Heights, MS: Allyn and Bacon, 1995.

Howe, Frederick, AThe Child in the Elementary School.@ The Child Study Journal, 1993, Vol. 23, N4.

Interstate New Teacher Assessment and Support Consortium (INTASC). Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue. Washington, D.C. 1992.

INTASC, CCSSO, (draft). Model Standards in English Language Arts for Beginning Teacher Licensing and Development: A Resource for State Dialogue, 1995.

INTASC. Model Standards in Mathematics for Beginning Teacher Licensing & Development: A Resource for State Dialogue, 1994.

INTASC, Council of Chief State School Officers, (draft). Model Standards in Science for Beginning Teacher Licensing and Development: A Resource for State Dialogue, 1998.

International Technology Education Association. Technology for All Americans: A Rationale and Structure for the Study of Technology, 1996.

International Technology Education Association. Standards for Technology: Content for the Study of Technology, 1999.

IRA. Revision of IRA Standards for Reading Professionals, forthcoming, 1998.

National Association for Education of Young Children. Guidelines for Preparation of Early Childhood Professionals, 1995.

National Association of Elementary School Principals. Standards for Quality Elementary and

Middle Schools - K-8, 1995.

National Board for Professional Teaching Standards. Early Childhood/Generalist Standards for National Board Certification, 1994.

National Council on Economic Education. Voluntary National Content Standards in Economics, 1997.

National Council of Teachers of Mathematics, (approved by the National Council for Accreditation of Teacher Education). NCATE Program Standards: Programs for Initial Preparation of Teachers of Mathematics, 1998.

National Center for History in the Schools. National Standards for History, 1996.

National Council of Teachers of English. Guidelines for the Preparation of Teachers of English Language Arts, 1996.

National Council of Teachers of English and the International Reading Association. Standards for the English Language Arts,1996.

National Educational Technology Standards Project, International Society for Technology in Education. National Educational Technology Standards for Students, 1998.

National Science Education Standards, Chapters 3, Science Teaching Standards, 4, Standards for Professional Development for teachers of Science, and 6, Science Content Standards. National Academy Press, 1996.

National Science Teachers Association. Pathways to the Science Standards: Elementary School Edition, L. Lowery, 1997.

National Science Teachers Association, (approved by National Council for Accreditation of Teacher Education). NCATE Program Standards, Programs for Initial Preparation of Teachers of Science, 1998.

Snow, Catherine E., M. Susan Burns, and Peg Griffin, (eds.). Preventing Reading Difficulties in Young Children, Committee on the Prevention of Reading Difficulties in Young Children,; National Research Council, 1998.

Southern Regional Education Board. Getting Schools Ready for Children,1995.

Senta A. Raizen and Arie M. Michelsohn, (eds.), National Center for Improving Science Education, The Future of Science in Elementary Schools: Educating Prospective Teachers, 1994.