Section VI

Table of Contents:

Part I: Introduction, Conclusions VI.4

Part II: Themes Grids VI.5

• Building Level Administrators VI.5
• English as a New Language VI.10
• Exceptional Needs VI.14
• Fine Arts VI.28
• Foreign Languages VI.31
• Library and Media Sciences VI.35
• Health and Physical Science VI.40
• Language Arts (English/Language Arts) VI.44
• Mathematics VI.48
• School Services Professionals VI.53
• Science VI.55
• Social Studies VI.59
• Vocational Education VI.63

Part I:

Introduction

One of the charges of the Comprehensive Standards Document Advisory Group (CSDAG) has been the following:

Identify themes across the standards to specifically include diversity, reading, exceptional needs, and technology

Additionally, the CSDAG has been asked to undertake a study of the standards and report on whether the approved standards include a focus on Gifted and Talented (GT) students. The question that the Indiana Professional Standards Board (IPSB) asked of the CSDAG is: Do the Standards prepare beginning teachers to teach GT students?

Furthermore, during the course of the summer educators identified two more themes considered to be essential elements of teacher preparation programs. The additional themes which warrant integration are school safety and character education. Careful examination of the standards resulted in agreement that there are implicit references to both themes. However, CSDAG recommends that they be included along with the other recommendations regarding the identification of major themes which contribute to the preparation of a teacher with the skills to teach all students.

The CSDAG has spent a great deal of time studying the themes question. While there was unanimous agreement that all themes are present and embedded across the standards, the group was unable to come to a consensus on every performance. Therefore, the grid included in Part 2 of this section (Section VI, Part II of the Comprehensive Standards Document) does not reflect unanimous agreement on the part of the CSDAG. The group did agree that there are both explicit and implicit references to the themes, but again, was unable to come to a consensus on each performance.

During the discussion regarding GT, a consensus was easily reached. The members agreed that effective teachers must be prepared to integrate all themes across the curriculum and be able to teach all students, including GT students.

• Building Level Administrators (BLA)

• English as a New Language (ENL)

• Exceptional Needs (EXC)

Standard (The educator of students with exceptional needs...)	Reading	Technology	Diversity	Exceptional Needs (includes Gifted and Talented)
Standard #1: is well versed in the history, philosophy, and foundations of special education as well as the applicability of current laws and contemporary issues in the field and uses this knowledge to enhance educational opportunities for all students.	None.	None.	P5...advocates for cultural, linguistic, and ethnic diversity.	P1...clearly communicates the benefits, strengths, and constraints of special education services. P2...communicates and models a philosophy of special education that embodies advocacy and self-reflection. P3...conducts educational and other professional activities which are compliant with local/district level policies and procedures. P4...establishes respectful and productive relationships with students, families, and colleagues. P5...advocates for cultural, linguistic, and ethnic diversity. P6...maintains links with professional resources to keep updated on state and federal regulations regarding special education services and procedures. P7...maintains student, familial, and collegial confidentiality.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #2: is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.	None.	None.	None.	P1...uses knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, communicative, and cognitive development of all children P2...identifies and designs instructional experiences appropriate for students= stages of development, learning styles, strengths, and needs P3...utilizes individual student profiles to create lessons and activities which incorporate appropriate individualized interventions.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #3: is competent in selecting, administering, and interpreting a variety of formal and informal assessment strategies and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.	None.	None.	None.	P1...demonstrates knowledge and understanding of the legal and ethical regs. involved in assessment procedures. P2...engages in ongoing assessment by utilizing a variety of assessment proc. appropriately. P3...interprets and applies info obtained from both formal and informal assessment procedures. P4...utilizes functional behavioral assessments to design positive behavioral interventions and supports. P5...effectively communicates the results of the assessment efforts to all involved parties. P6...designs appropriate instruction based on identified strengths and needs of the learner as determined through the result of the assessment process. P7...utilizes info. obtained through assessment. to appropriately plan, deliver, and modify instruction. P8...identifies the necessary supports for appropriate educational services. P9...is a perceptive observer of learner=s strengths and needs. P10...creates and maintains student educational records. P11...prepares students to be effective participants in the assessment process.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #4: recognizes that optimal learning relates new information to the student=s prior experiences and knowledge.	None.	None.	P5...utilizes knowledge of community... P6...relationships with the learners= families to gain awareness	P1...utilizes the general education curriculum as the basis for student instruction. P2...designs instruction which links new ideas with the learners= prior knowledge and experiences. P3...prepares appropriate lesson plans. P4...adapts subject matter which builds upon the learners= intellectual, physical, and emotional abilities. P5...utilizes knowledge of community and school resources in designing relevant learning opportunities which transfer to the individual learner=s current and future life. P6...develops relationships with the learners= families to gain awareness of and to support realistic expectations of students.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #5: is cognizant of the importance of active learning environments and collaboratively designs settings which foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.	P1...designs and revises participatory learning environments grounded in research-based best practices and on student performance	None.	P3...applies knowledge of diversity in designing instruction	P1...designs and revises participatory learning ...grounded in research-based best practices and on st. performance. P2...designs a safe and challenging environment ... P3...applies knowledge of diversity ... P4...establishes a trusting environment in which risk taking is valued ... P5......combination of direct support and adaptation ... P6... innovative and unique strategies to enhance instruction... P7...implements integrated, developmentally appropriate learning experiences ... P8... how children learn best and creates an environment that provides opportunities ... P9... students support each other=s learning...climate of trust and respect is fostered. P10... students are actively engaged in purposeful activities and authentic assessments. P11...involves each student purposefully...
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #6: understands the developmental nature of learning and collaboratively implements multiple approaches and strategies to provide a variety of activities and opportunities to facilitate student success.	P11...provides a learning environment that encourages students to make connections to other content areas or situations.	P8...selects and uses appropriate technologies...	None.	P1...adapts and implements ... unique needs of students. P3.... appropriate best practices ... needs of individual students. P4...enable sts. to dev. intellectual curiosity and become problem solvers and lifelong learners. P5..... encourage positive social interaction and self-motivation, and provides choices in learning. P6...modifies.. based on continuous assessment and task analysis. P7...skills across learning environments. P8... appropriate technologies to accomplish...objectives. P9...facilitates successful transitions for learners and colleagues. P10...integrated learning experiences in curriculum content...are developmentally appropriate. P11... encourages students to make connections to other content areas or situations. P12...prepares and organizes materials to facilitate the learning experiences. P13...variety of strategies for facilitating... for all students. P14... effective use of support personnel to promote student learning and well-being.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #7: understands the importance of teaching appropriate behaviors and social skills and effectively applies and models these strategies in interactions with students, families, and colleagues.	None.	None.	None.	P1...designs and implements positive behavior intervention strategies and plans which are appropriate to the needs of the individual learner. P2...advocates for and models the use of appropriate soc. skills when interacting with others. P3...communicates the benefits of and demonstrates methods for conflict resolution, crisis prev/intervention strategies, and behavior intervention strategies. P4...keeps abreast of changing tenets and strategies for fostering appropriate social skills. P5...creates and advocates a safe, nurturing educ. climate which fosters self-expression and positive social development. P6...exhibits integrity when involved in conflict resolution and crisis prev/intervention strategies. P7...knows how various medications, therapies, and other interventions may affect the learner=s performance. P8...integrates social skills into the curriculum by utilizing effective teaching strategies. P9...prepares the learner to exhibit self-enhancing behavior in response to societal attitudes and actions. P10...implements the least intrusive intervention consistent with the needs of the learner.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #8 understands reflective practices and the importance of ongoing professional development and applies the knowledge gained to promote both student growth and professional outreach.	None.	None.	None.	P1...identifies effective teaching strategies through reflection in planning daily learning activities. P2...engages in and promotes colleagues= participation in research and incorporates this research into daily practice. P3...shares knowledge of alternative learning strategies to optimize learning for all students. P4...engages in professional activities that promote growth and change in the practice of teaching. P5...demonstrates effective problem-solving techniques. P6...critiques trends and innovations prior to implementation. P7...exercises objective professional judgement in the practice of the profession.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #9 is aware of the need to collaborate with families, school colleagues, and the larger community to support students= learning and well-being and actively cultivates these partnerships.	None.	None.	None.	P1...facilitates groups in the problem-solving process. P2...communicates effectively in verbal, nonverbal, and written modes. P3...uses skills in conflict resolution, problem solving, and social interaction to enhance collaboration. P4...initiates, establishes, and supports direct, ongoing relationships with parents. P5...identifies, establishes, and facilitates inclusive support networks of individuals who have a common interest in and responsibility for the student. P6...collaborates, advocates, and facilitates the implementation of appropriate curricular adaptations. P7...collaborates with families to define expectations and establish goals. P8...plans and collaborates to ensure that the appropriate supports for smooth transitions are in place.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #10 demonstrates an awareness of a wide array of community resources and accesses these services to suppor students= needs.	None.	None.	None.	P1...seeks out innovative resources and technologies from local, regional, state, and federal sources to support the needs of students and families. P2...uses available and innovative resources and technologies to enhance personal productivity and efficiency. P3...identifies appropriate personnel to access a variety of community services to support families and students. P4...supports effective student transitions across environments.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #11A has an in-depth understanding of the unique characteristics and specialized needs of students with severe and multiple disabilities and the implications on the academic, social, and emotional planning necessary to support continuous skill development and to maximize independence.	P13...designs specific curriculum and activities which support life skills acquisition leading to optimal independence.	None.	None.	P1...utilizes knowledge of a variety of cog., med., phys., and behav. disabilities to plan and implement... P2...monitor the effects of meds. and therapies. P3...behavioral or med. emergencies... P4...innovative...to support learner independence. P5...analyzes ...to fac. acquis. of component parts. P6...accurate records... P7...designs prev/intervention strategies ... specialized considerations. P8...collaborates to fac. the consistent use of techniques, equipment, and expectations... P9...designs and implements opport. ...nat. environ.. P10...collaborates...maximum level of independ. living. P11...modifies...environ...to intervene with inapprop. behaviors. P12...least intrusive intervention ... P13...designs ...activities which support... optimal independence.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #11B The educator of students with hearing impairments has an understanding of the unique developmental characteristics of students with hearing impairments, has the ability to formulate appropriate instruction to meet the needs of each student with hearing impairments, and employs the results of specialized assessments to develop and promote a multifaceted learning environment.	P4...develops and implements best practices and strategies in relation to the degree of hearing impairments to support the needs of the whole child.	None.	None.	P1...promotes an understanding of individual differences in growth and development of students with hearing impairments. P2...ensures that effective modes of communication are chosen and used as a continuum of learning. P3...maintains and manages augmentative and assistive equipment. P4...develops and implements best practices and strategies in relation to the degree of hearing impairments to support the needs of the whole child. P5...interprets relevant information and collaboratively participates in program design. P6...provides information specific to rights and responsibilities of the hearing impaired to those involved with program development. P7...is an advocate for obtaining materials and equipment in a timely manner.
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #11C The educator of students with visual impairment is well versed in the foundations for education of the blind and visually impaired, the physiology and functions of the visual system, as well as the effect a vision impairment has on the instructional program, and collaboratively designs instructional strategies based on the results of specialized assessments.	P6...demonstrates an ability to teach, write, and read Grade 2 literary Braille and Nemeth code and is able to apply interpretation of speciality Braille codes when necessary.	None.	None.	P1...secures spec. mat. and equip ... P2...conducts alt ... functional evaluations of ...performance. P3...identifies and designs ...student and familial stages of acceptance of ... impairment. P4...communicates information [from dr.] ...ensure the educational implications ... P5...uses information obtained through functional, alternative, and standardized assessments to plan, deliver, and modify ... P6...demonstrates an ability to teach, write, and read Grade 2 literary Braille and Nemeth code and is able to apply ... P7...demonstrates an ability to design, sequence, implement, and evaluate modifications ...for independence. P8...implements integrated learning experiences which are multi-sensory and encourages... and independence. P9...integrates knowledge of the visual impairment ...strategies into the ...learning environments...
EXC Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #11C	None.	None.	None.	P10...integrates knowledge of the visual impairment and developmental progression when designing and implementing communication and social skills instruction. P11...integrates ophthamalogical and optometric low vision and functional vision evaluation information to comprehensively design strategies as part of individual education plans.P10...integrates knowledge of the visual impairment and developmental progression when designing and implementing communication and social skills instruction.

 

• Fine Arts (ART)

• Foreign Languages (FOR)

Standard (Teachers of foreign languages...)	Reading	Technology	Diversity	Exceptional Needs (includes Gifted and Talented)
Standard #1: understand the goals, purposes, and instructional approaches of foreign language education as they are continuously developing in the United States.	P2...adapts the best current and past approaches in designing instruction appropriate to student needs.	None.	None.	P2...adapts the best current and past approaches in designing instruction appropriate to student needs.
Standard #2: understand how a foreign language is learned and can create learning experiences for all students in order for them to become successful language learners.	P6...The teacher adapts the use of instructional materials, such as a textbook, to local curricular and instructional needs and uses a variety of authentic materials.	P7...utilizes appropriate technology...	None.	P1...creates long-range, short-term, and daily plans for instr which are resp to learners= needs as well as to other constraints of the lrng environment. P2...The tchr selects...a range of tchng appr that are known to be effec in meeting the div needs of learners. P3... accommodates the div lrng styles of sts. P6...The teacher adapts the use of instructional materials, such as a textbook, to local curricular and instructional needs and uses a variety of authentic materials.
Standard #3: * can communicate fluently in the foreign language and understand the culture(s) in which the language is used.	None.	None.	P3...activities relating to the foreign culture... P5...integrates cultural concepts...	None.
FOR Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #4: are reflective practitioners who continually evaluate the effects of their choices and actions on students, parents, colleagues, and the community and who actively seek out opportunities to grow professionally.	None.	None.	None.	P1...uses available information about students to support them in their learning.
Standard #5: foster positive relationships with colleagues, parents, and the larger community to support students= learning and well-being.	None.	None.	P2...connects to the students= other environments...families... P4...community resources to foster foreign language with daily living. P8...value of studying cultures. P9...opportunities...native speakers and other community resources...	P1...participates in act...entire schl a prod lrng envir. for for langed.
Standard #6: seek opportunities for students to use the language outside the classroom, in their future careers, and as lifelong learners.	P3...The teacher inspires students to communicate with native speakers in person or via technology	P3...via technology...	P3...communicate with native speakers in person... P4...participate in community experiences...foreign cultures.	None.
Standard #7: understand how a foreign language is connected to other disciplines and provide opportunities for their students to develop an understanding of these connections.	None.	None.	P3... contributions of foreign cultures...	None.
FOR Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #8 foster an appreciation of cultural and ethnic diversity	None.	None.	P1...respect for cultural diversity... P2...significance of cultural differences and similarities. P3...dispel inappropriate stereotypes. P4...recognition of cultural similarities and differences... P5...cultural heritages into instruction...	None.
FOR Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #9 understand that learning another language enhances students= understanding of their own language and culture.	None.	None.	P1...compares...foreign language and culture (s)... P3...culture and language are intrinsically tied.	None.
Standard #10 understand and use formal and informal assessment strategies to evaluate and ensure the ongoing intellectual and social development of the learner.	P1...The teacher selects, constructs, and uses a variety of formal and informal developmentally appropriate assessment techniques to determine students' ability to comprehend and produce both oral and written foreign language within a culturally authentic context.	None.	P1...foreign language within a culturally authentic context. P6...assessment...four skill areas plus culture.	P1...selects, constructs, and uses a variety of formal and informal developmentally appropriate assessment techniques to determine students' ability to comprehend and produce both oral and written foreign language within a culturally authentic context. P2...modifies teaching strategies accordingly...

 

• Library/ Media (LIB)

Standard (The teacher of Library/ Media...)	Reading	Technology	Diversity	Exceptional Needs (includes Gifted and Talented)
Standard #1: understands the concepts and tools of inquiry in order to teach, create, and model learning experiences that make information literacy meaningful for learners including students, pre-service teachers, teachers, parents, and administrators.	P5...The teacher of library media stimulates student thought processes through the skillful use of questioning techniques and is a coach in guiding students and teachers in the selection of materials and information for reading, writing, viewing, speaking, and presentation. P6...The teacher of library media models for and interacts with students, pre-service teachers, and teachers in the critical analysis and ethical use of information, literature, and mass media. P7...takes an active role in student and teacher media productions including audio, video, scripting, material and information selection, and judgment of presentations.	P1...participates on collaborative teaching teams as a peer or leader to integrate information skills, provide access to resources, and promote effective use of technology across the curriculum. [P3...assesses, with other teachers, the adequacy of students' projects in terms of effective use of information and technology and the ability of the student to communicate ideas and knowledge to a variety of audiences.	None.	None.
Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #2: understands how learners develop and learn and can provide appropriate learning opportunities to support their intellectual, social, and personal development, e.g., emotional, psychological, and physical development.	P2...The teacher of library media provides extensive access to books, multimedia materials, periodicals, telecommunications, computer software, and other resources which stimulate greater opportunities for students and teachers to read, write, and enrich their learning.	P1...guides pre-service teachers and teachers in the integration of information skills across the curriculum and models such skills.	None.	P3...assesses individual and group performance in order to design instruction that meets learners' needs in the cognitive, social, emotional, moral, and physical domains and uses that knowledge to lead learners to the next level of development.
Standard #3: collaborates with teachers and pre-service teachers to create, plan, implement, and evaluate instruction based upon knowledge of information skills, curriculum goals, and the educational needs of students, teachers, pre-service teachers, and the greater local community.	P5...guides pre-service teachers and teachers in the integration of reading, writing, and information skills across the curriculum and is a model for the successful application of such skills.	None.	P3...individual needs of diverse learners.	P3...individual needs of diverse learners. P4... linked to learners= needs... adjusts plans to meet learner needs.
Standard #4: understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures.	P3...The teacher of library media includes a variety of reading and information materials in instruction and prompts students through questioning skills to improve performance.	P4...can identify when and how to access appropriate services, resources, and technology to meet special learning needs.	P2...sensitive to the multiple experiences of learners P5...understand learners= families, cultures, and communities... P6... individual differences are respected.	P1...identifies, designs, and models instruction which is appropriate to learners' stages of development, learning styles, strengths, and needs. P4...access appropriate services, resources, and technology to meet special learning needs. P6... individual differences are respected.
LIB Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #5: understands and uses a variety of instructional strategies to encourage learner development of lifelong reading for information and pleasure, critical thinking, problem-solving, and performance skills.	P3...The teacher of library media models and actively promotes lifelong reading for purposes of seeking meaningful information, expanding knowledge, and constructive pleasure	P2...evaluates with his/her peers the learning goals, strategies, materials, and technological tools that support students and teachers as lifelong learners.	None.	None.
Standard #6: uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	P3... appropriate print and/or electronic instructional resources to design and establish learning experiences, including individualized, team, small group, and large group activities. P4...The teacher of library media promotes and models behaviors which foster lifelong learning.	P3... appropriate print and/or electronic instructional resources to design and establish learning experiences, including individualized, team, small group, and large group activities.	None.	P3... appropriate ...individualized...activities.
Standard #7: uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in a variety of learning environments.	P1...The teacher of library media models, initiates, and instructs in the use of a variety of communication tools to enrich learning opportunities.	None.	None.	P4...models and practices effec comm strategies...diagnose info needs.
LIB Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #8 understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.	P1...interviews learners in order to help them determine and locate their information, literature, recreational reading, and other media needs and to determine how such needs can be met effectively. P2...evaluates various research processes and student presentations and products to determine the degree of effective information selection and use.	P4...advises administrators and/or leads committees which have been charged to determine long-range plans for facility re-design and technology development.	None.	P7...
Standard #9 is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities to grow professionally.	None.	None.	None.	None.
LIB Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #10 fosters relationships with school colleagues, parents, and agencies in the larger community to support individual learning and well-being.	None.	None.	None.	P3...talks with and listens to the student, is sensitive and responsive to clues of distress, and seeks resources as needed and appropriate to remedy problems.
Standard #11 understands the need for and provides leadership in the provision of efficient management of the library media center facility, supervision of staff, and extensive access to resources and technology.	None.	P5...conducts efficient meetings including those which involve long-range planning for facilities, technology, and collection mapping; library reading and collection advisory groups; development of teacher in-service; and review and development of curriculum..	None.	None.

 

• Health Education & Physical Education (PEH)

Standard (The teacher of Health and Physical Education...)	Reading	Technology	Diversity	Exceptional Needs (includes Gifted and Talented)
Standard #1A understands the content areas of health education and the tools of inquiry and skills related to the development of a health literate person.	None.	None.	None.	None.
Standard #1B understands the concept and content of physical education and the tools of inquiry related to the development of a physically educated person.	P3...creates and incorporates interdisciplinary learning experiences in the curriculum.	None.	None.	None.
Standard #2: understands how individuals learn and develop and provides opportunities that support mental, physiological, social, emotional, and moral development.	P3...determines learners= thinking and experiences through encouraging discussion, listening, and responding to group interaction, and eliciting samples of student thinking orally and in writing to be used as a basis for planning instructional activities.	None.	None.	P1...stimulates learners= reflection on prior knowledge, connects new ideas to learners= experiences, provides opportunities for active engagement, manipulation, and testing of ideas and materials, and encourages students to assume responsibility for sharing their learning tasks.
PEH Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #3: plans and implements a variety of developmentally appropriate instructional strategies based upon the curriculum goals in order to develop learners' critical thinking, problem-solving, and performance skills.	None.	None.	P4...individual needs of diverse learners.	P1...designs and implements learning experiences that are safe, developmentally appropriate, relevant to learners and their special needs, and based upon principles of effective instruction. (see K6). P2...creates short- and long-term plans that are linked to learners= needs and performance, and adjusts plans to ensure learners= progress, motivation, and safety. P3...selects and implements instructional strategies based on developmental levels, performance methods, learning styles, program goals, and safety concerns. P4...creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners.
PEH Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #4: uses knowledge of effective verbal, nonverbal, and multi-media communication techniques to foster inquiry, collaboration, and engagement in the learning process.	P1...models effective multi-media communication strategies in conveying ideas and information and in asking questions. P2...uses effective verbal, nonverbal, and multi-media communication techniques. P4...utilizes multi-media communication and technology tools. P7...supports and expands learners= expression in speaking, writing, performing, and other media.	P2...uses effective verbal, nonverbal, and multi-media communication techniques. P4...utilizes multi-media communication and technology tools. P7...supports and expands learners= expression in speaking, writing, performing, and other media.	P3...sensitivity to ethnic, cultural...gender... differences.	P3...communicates in ways that demonstrate sensitivity to ethnic, cultural, economic, ability, gender, and environmental differences.
Standard #5: uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	None.	None.	None.	P2...uses a variety of developmentally appropriate practices to motivate learners to participate in physical activity and positive health-enhancing behaviors inside and outside the school setting.
Standard #6: understands how individuals differ in their approaches to learning and creates appropriate instruction adapted for diverse learners.	None.	None.	P3...respects and incorporates...cultural, and community experiences.	P1...identifies and designs instruction appropriate for all developmental levels, ability levels, and learning styles. P2...uses appropriate strategies, services, and resources to meet special and diverse learning needs.
PEH Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #7: understands and uses formal, informal, and authentic assessment strategies to evaluate and ensure the learner=s physical, mental, social, and emotional development.	None.	None.	None.	P2...appropriately uses a variety of formal, informal, and authentic assessment techniques to enhance knowledge of the learners, to evaluate learners= progress and performances, and to modify teaching and learning strategies. P6...utilizes information from parents, colleagues, and the students about learners= experiences, learning behaviors, needs, and progress.
Standard #8 is a reflective practitioner who seeks opportunities for professional growth and evaluates the effects of his/her actions on learners, parents/guardians, and other professionals.	None.	None.	None.	None.
Standard #9 fosters relationships with colleagues, parents/guardians, and community agencies to support the learners= growth and well-being.	None.	None.	None.	None.

• Language Arts (English/Language Arts) (LA)

• Mathematics (MAT)

• School Service Professionals (SER)

Standard (School Service Professionals...)	Reading	Technology	Diversity	Exceptional Needs (includes Gifted and Talented)
Standard #1 promote the success of all sts by facilitating the acad,emotional, social, and physical development of the student and the quality and effectiveness of the learning environment.	None.	None.	None.	P4...protecting the rights/ confidentiality of sts, parents, and school personnel
Standard #2: understand the breadth and scope of education systems and learning organizations. They are able to facilitate processes and engage in practices that promote lifelong development and learning.	None.	None.	None.	P1...practice collabor. approaches to the dev of strategies that will lead to imprvd educ/learning sys / org P3...engaging in practices that value the contributions of all
Standard #3: work w/in the educ sys to promote lifelong dev and learning. They collaborate w/ families and work w/ community resources to respond to student needs.	None.	None.	P1... empower families to be involved... P5...communicate issues of families...	P2...advocate for... protect the rights of sts and their families P4...work ...w/ other prof/programs to benefit students
Standard #4: understand formal and informal assessment techniques and the theory and research upon which admin, application, /interpret of such techniques are based. A variety of assessment techniques are employed w/in the specific area of competence of the professional as appropriate for the given situation.	None.	None.	P3...interpret results of assmnts... understandable to diverse populations...	P1...dev an assmnt plan designed to assess sts w/in their area of competence
SER Standard (continued)	Reading	Technology	Diversity	Exceptional Needs (includes GT)
Standard #5: understand intervention and prevention options available to address the needs of students and the theory and research upon which such interventions are based. Interventions are employed as appropriate within the professional=s area of competence.	None.	None.	None.	P3...use appropriate interviewing and counseling skills; P4...collaborate with other professionals to determine and address needs of individuals, groups, and systems. P5...work effectively with parents and others to determine and address needs of students, families, and communities. P6...determine and address the needs of individuals, groups, and systems in conflict and crisis situations.
Standard #6: are aware of and have an understanding of local, state, and federal laws that affect schools and the educational process.	None.	None.	None.	P1...advocate for and promote the rights and privacy of children and families. P3...engage in activities which allow for collaboration with other staff and agencies to benefit students.
Standard #7: conduct themselves in an ethical and professional manner.	None.	None.	None.	None.

 

• Science (SCI)