Analysis of

Unifying Themes

Analysis Completed by the

Comprehensive Standards Document

Advisory Group (CSDAG)

and

Dr. Richard Frisbie, Director

Induction and Continuing Education

IPSB

Comprehensive Standards Document, Section VII

Approved

September 21, 1999

Section VII

Table of Contents

Introduction VII.3

Part I: Analysis of Unifying Themes Among IPSB

Developmental Levels VII.5

Part II: Analysis of Unifying Themes Among IPSB Developmental Levels and

INTASC Core Principles VII.13

Part III: Analysis of Unifying Themes Among

IPSB Content/Subject Specialties and INTASC Core Principles VII.31

Introduction

A number of different advisory groups of the Indiana Professional Standards Board (IPSB) have been involved in the development of the current Board approved standards. The members of these advisory groups were selected because of their expertise in a given area. Each group worked during a period of approximately eighteen months in developing the draft standards that were then submitted to the IPSB for approval. These groups, although they may have consulted and been informed by similar research and learned societies guidelines, did not consult each other officially during the standards development process.

Correlation

The current document shows that the four developmental levels (Early Childhood, Middle Childhood, Early Adolescence, and Adolescence and Young Adulthood) nevertheless include many of the same themes- themes that all the advisory group members believed important. The matrix that follows shows how these (sometimes differently titled) themes, correlate across the developmental levels.

Teacher Education Curriculum

The matrix included in this document may be useful to professional education units in deciding the course work to include in their approved program of teacher education. The first column of the grid indicates the themes that should be included through either academic or professional experiences. The horizontal headings indicate the developmental levels. At the intersection of these points are the corresponding statements from the IPSB approved developmental standards. Institutions planning programs will also find the performance statements for each developmental level embedded in each content standard.

Part I: Analysis of Unifying Themes Among IPSB Developmental Levels

UNIFYING THEMES
Early Childhood

(Includes Preschool and Elementary: Primary)

Middle Childhood

(Elementary: Intermediate)

Early Adolescence

(Middle School/Junior High)

Adolescence/Young Adulthood

(High School)

Content
Core Knowledge (1) ...possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

See Content Standards, Early Childhood (EC): Preschool Standards, Part 2; EC: Primary Standards, Part 2
See Content Standards, Middle Childhood (MC) Standards, Part 2 See Content Standards See Content Standards

Growth and Development; Learning Environment
Child Growth and Development (2) ...understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children.

Learning Environments (8) ...promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children.

Development (1) ... understands that the developmental changes that occur in children aged 7-12 are more radical than those for any other age group.

Student Learning (6) ...understands the complexity of how children aged 7-12 learn and creates a learning environment that supports all children and their development.

Young Adolescent Development (1) ...understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Healthy Development of Young Adolescents (2) ...demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.

Teacher Roles (8) ...understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.

The Development of Adolescents and Young adults (1) ...understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

The High School Learning Community (3) ...has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Decision Making (2) ...understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

UNIFYING THEMES
Early Childhood

(Includes preschool and elementary school)
Middle Childhood Early Adolescence Adolescence/Young Adulthood

Curriculum
Curriculum and Instruction (4)

... understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.

Foundations of Education & Learning (3) ...understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.
Curriculum (2) ...creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12. Middle School Curriculum (4) ...understands and can implement the established middle school curriculum. Curriculum (4) ...understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.

Instruction
Curriculum and Instruction (4)

... understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.
Instruction (3) ...plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community. Middle School Instruction (5) ...understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents. Instructional Strategies (5) ...understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.

Assessment Observation and Assessment (6) ...is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families. Assessment (4) ...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, to improve student learning. Assessment is included in all content standards. Assessment is included in all content standards.

UNIFYING THEMES

(continued)
Early Childhood Middle Childhood Early Adolescence Adolescence/Young Adulthood

Professionalism Professionalism (7) ...embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.
Professional Role (5) ...demonstrates professionalism through collegiality, peer support, and professional self-assessment.

Professional Development (8) ...actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning.

Middle School Philosophy and School Organization(3) ...understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.

Collaborative Behavior (9) ...understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.
Community and Transition to the Future (7) ...understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.

Building Family and Community Environments Family, Culture, and Community (5) ... understands the influence of the family, community, and culture on the learning and development of the young child. Family/Community(7) ...develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.
Family Involvement (6) ...has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.

Community Involvement (7) ...understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.

The Home-School Connection (6) ...understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Community and Transition to the Future (7) ...understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.

UNIFYING THEMES

(continued)
Early Childhood Middle Childhood Early Adolescence Adolescence/Young Adulthood

Field Experience
Preschool and/or Primary levels. Primary and Intermediate levels. Middle School level. High School level.

Appendix

Standard Titles Under Each Developmental Level

EARLY CHILDHOOD MIDDLE CHILDHOOD

(Includes Preschool and Elementary: Primary) (Elementary: Intermediate)

Core Knowledge 1. Development
Child Growth and Development 2. Curriculum
Foundations of Education and Learning 3. Instruction
Curriculum and Instruction 4. Assessment
Family, Culture and Community 5. Professional Role
Observation and Assessment 6. Student Learning
Professionalism 7. Family/Community
Learning Environment 8. Professional Development

EARLY ADOLESCENCE ADOLESCENCE/YOUNG ADULT

(Middle School/Junior High) (High School)

Young Adolescent Development 1. Development of Adolescents and Young Adults
Healthy Development of Young Adolescents 2. Decision Making
Middle School Philosophy and School Organization 3. The High School Learning Community
Middle School Curriculum 4. Curriculum
Middle School Instruction 5. Instructional Strategies
Family Involvement 6. Home-School Connection
Community Involvement 7. Community and Transition to the Future
Teacher Roles
Collaborative Behavior

Part II: Analysis of Unifying Themes Among IPSB Content/Subject Specialties

and INTASC Core Principles

Thanks to the work of Dr.Richard Frisbie, another snapshot of the relationships among INTASC Core Principles and IPSB Developmental Levels is included in the CSD. This analysis reflects the close relationship of the two sets of standards/principles.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

1. Content and How To Teach It The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
Core Knowledge (1) ...possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

See Content Standards, Early Childhood (EC): Preschool Standards, Part 2; EC: Primary Standards, Part 2.
See Content Standards, Middle Childhood (MC) Standards, Part 2. See Content Standards. See Content Standards. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

2. Child Development The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. Child Growth and Development (2) ...understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children. Development (1) ...understands that the development changes that occur in children aged 7-12 are more radical than those for any other age group. Young Adolescent Development (1) ...understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning. The Development of Adolescents and Young Adults (1) ...understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

3. Learning Approaches / Curriculum The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Curriculum and Instruction (4) ...understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.

Foundations of Education & Learning (3) ...understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.
Curriculum (2) ...creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12. Middle School Curriculum (4) ...understands and can implement the established middle school curriculum. Curriculum (4) ...understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

4. Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Curriculum and Instruction (4) ...understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children. Instruction (3) ...plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community. Middle School Instruction (5) ...understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents, Instructional Strategies (5) ...understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

5. Learning Environment The teacher 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. Learning Environments (8) ...promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children. Student Learning (6) ...understands the complexity of how children aged 7-12 learn and creates a learning environment that supports all children and their development.
Healthy Development of Young Adolescents (2) ...demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.

Teacher Roles (8) ...understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.

The High School Learning Community (3) ...has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Decision Making (2) ...understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

6. Communication Techniques The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. All: As Developmentally Appropriate.

7. Instructional Planning The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

8. Assessment of Learner Development The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Observation and Assessment (6) ...is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families. Assessment (4) ...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, to improve student learning. Assessment is included in all content standards. Assessment is included in all content standards. All: As Developmentally Appropriate.

9. Reflection and Professional Growth The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Professionalism (7) ...embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.
Professional Role (5) ...demonstrates professionalism through collegiality, peer support, and professional self-assessment.

Professional Development (8) ...actively engages in professional growth in order to revitalize both the professional role of teachers and student learning.
Middle School Philosophy and School Organization (3) ...understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work within these organizational features. Community and Transition to the Future (7) ...understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship. All: As Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

10. Collaboration The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support student's learning and well-being. Family, Culture and Community (5) ...understands the influence of the family, community and culture on the learning and development of the young child.
Family/

Community (7) ...develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.

Family Involvement (6) ...has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.

Community Involvement (7) ...understands the importance of the community in the education of the young adolescent and can work

The Home-School Connection (6) ...understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Community and Transition to the Future (7) ...understands the importance of the community in the education of the young adult and works with resource persons and community groups to

All: As

Developmentally Appropriate.

Unifying Themes IPSB Standards

Core Developmental Content

Early Childhood Middle Childhood Early Adolescence Adol/Young Adult

cooperatively with resource persons and community groups to promote student learning.

Collaborative Behavior (9) ...understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve school for young adolescents.
promote student learning and citizenship.

11. School Setting/ Field Experiences All. Preschool and/or Elementary: Primary School Settings. Elementary: Primary and Elementary: Intermediate School Settings. Middle School/Junior High School Settings. High School Settings. All: As Developmentally Appropriate.

Part III: Analysis of Unifying Themes Among the INTASC Core Principles and IPSB Content Standards

This document also reflects the assessment themes used during the Beginning Teacher Induction Program as well as the correlation of the INTASC Core Principles and IPSB Content Standards.

Unifying Themes Assessments

Unit Assessment Systems Induction Continuing Education

English/ Lang. Arts Elementary Mathematics Science Social Studies Special Education

1. Content and How To Teach It 1. Content
5.

Literacy and Numeracy

1.

Mathema- tical Tasks

2.

Mathema- tical Discourse

1.

Designing Coherent Science Instruction

2.

Teaching Science Through Inquiry

2.

Social Studies Connections

2. Child Development 2. Learner 1. Learners 2. Learners

3. Learning Approaches / Curriculum

4. Instructional Strategies 3. Instruction 2. Instruction 1.Social Studies Instruction 1.Instruction

5. Learning Environment
3.

Learning Environment

3.

Environment for Student's Learning of Social Studies

Unifying Themes Assessments

Unit Assessment Systems Induction Continuing Education

English/ Lang. Arts Elementary Mathematics Science Social Studies Special Education

6. Communication Techniques

7. Instructional Planning

8. Assessment of Learner Development
3.

Assessment of Learners

4.

Analysis of Learning

3.

Assessing Students' Learning

4.

Analysis of Student Learning
3. Assessment

9. Reflection and Professional Growth 4. Reflection
4.

Reflection on Teaching

5.

Analysis of Teaching

4.

Evaluating the Quality of Teaching

5.

Analysis of Teaching
4. Analysis

10. Collaboration

11. School Setting/ Field Experiences All All but Preschool
Preschool

Elementary: Primary

Elementary: Intermediate
All but Preschool All but Preschool All but Preschool All All

UNIFYING THEMES	Early Childhood (Includes preschool and elementary school)	Middle Childhood	Early Adolescence	Adolescence/Young Adulthood
Curriculum	Curriculum and Instruction (4) ... understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children. Foundations of Education & Learning (3) ...understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.	Curriculum (2) ...creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.	Middle School Curriculum (4) ...understands and can implement the established middle school curriculum.	Curriculum (4) ...understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.
Instruction	Curriculum and Instruction (4) ... understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.	Instruction (3) ...plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community.	Middle School Instruction (5) ...understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.	Instructional Strategies (5) ...understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.
Assessment	Observation and Assessment (6) ...is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families.	Assessment (4) ...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, to improve student learning.	Assessment is included in all content standards.	Assessment is included in all content standards.

Unifying Themes	IPSB Standards
	Core	Developmental				Content
		Early Childhood	Middle Childhood	Early Adolescence	Adol/Young Adult

6. Communication Techniques	The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.					All: As Developmentally Appropriate.
7. Instructional Planning	The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.					All: As Developmentally Appropriate.

Unifying Themes	Assessments
	Unit Assessment Systems	Induction						Continuing Education
		English/ Lang. Arts	Elementary	Mathematics	Science	Social Studies	Special Education

1. Content and How To Teach It	1. Content	5. Literacy and Numeracy	1. Mathema- tical Tasks 2. Mathema- tical Discourse	1. Designing Coherent Science Instruction 2. Teaching Science Through Inquiry	2. Social Studies Connections
2. Child Development	2. Learner	1. Learners				2. Learners
3. Learning Approaches / Curriculum
4. Instructional Strategies	3. Instruction	2. Instruction			1.Social Studies Instruction	1.Instruction
5. Learning Environment			3. Learning Environment		3. Environment for Student's Learning of Social Studies

6. Communication Techniques
7. Instructional Planning
8. Assessment of Learner Development			3. Assessment of Learners	4. Analysis of Learning	3. Assessing Students' Learning	4. Analysis of Student Learning	3. Assessment
9. Reflection and Professional Growth		4. Reflection	4. Reflection on Teaching	5. Analysis of Teaching	4. Evaluating the Quality of Teaching	5. Analysis of Teaching	4. Analysis
10. Collaboration
11. School Setting/ Field Experiences	All	All but Preschool	Preschool Elementary: Primary Elementary: Intermediate	All but Preschool	All but Preschool	All but Preschool	All	All