Section VIII

Table of Contents

Introduction VIII.3

Part I: Draft Alignment of

National Professional Organizations VIII.5

Part II: Alignment of Standards among

Indiana State Professional Organizations:

• Indiana Professional Standards Board (IPSB) Content Standards
• Indiana Department of Education (IDOE) K-12 Proficiencies VIII.11

Core Knowledge Addenda VIII.61

• Appendix A (Science)
• Appendix B (Mathematics)

The Indiana Professional Standards Board (IPSB) and its various advisory groups, in the process of educational reform in the State of Indiana, have been aware of the quality work undertaken by learned societies. For this reason, the IPSB has been informed by the research undertaken by various groups, and has attempted to highlight, wherever possible, the linkages between learned societies, Indiana professional organizations and its own work.

It is the opinion of the IPSB that its teacher standards should correspond with Indiana's student proficiencies and standards of national professional education organizations and specialty groups. Therefore, the IPSB advisory groups have been careful to align the standards they developed with the high quality, well-researched institutional standards developed and implemented by the National Council for Accreditation of Teacher Education (NCATE), and the beliefs and core standards across a number of learned societies, professional organizations, the National Board for Professional Teaching Standards (NBPTS) Propositions, and the IDOE's K-12 student proficiencies.

Section VIII

Part I: Alignment of Standards among National Professional Organizations

• NCATE

National Council for the Accreditation of Teacher Education

• INTASC

Interstate New Teacher Assessment and Support Consortium

• NBPTS

National Board for Professional teaching Standards

IPSB has adopted the core principles developed by the Interstate New Teacher Assessment and Support Consortium as the foundation for all Indiana performance based teacher preparation programs. The matrix that follows focuses on the alignment that exists among the basic principles, propositions and beliefs of NCATE, INTASC and NBPTS.

NCATE	INTASC	NBPTS
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] individual and group motivation for encouraging positive social interaction, active engagement of learning....	5. 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.	1a. Teachers recognize individual differences in their students and adjust their practice accordingly. 1d. Teachers' mission extends beyond understanding the cognitive capacity of their students. 2b Teachers command specialized knowledge of how to convey a subject to students. 3b. Teachers orchestrate learning in group settings. 3c. Teachers place a premium on student engagement.
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom.	6. The teacher uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	1b. Teachers have an understanding of how students develop and learn. 2c. Teachers generate multiple paths to knowledge. 3a. Teachers call on multiple methods to meet their goals. 3b. Teachers orchestrate learning in group settings. 3c. Teachers place a premium on student engagement.
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] planning and management of instruction based on knowledge of the content area, the community, and curriculum goals.	7. The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.	2b Teachers command specialized knowledge of how to convey a subject to students. 2c. Teachers generate multiple paths to knowledge. 3a. Teachers call on multiple methods to meet their goals. 3e. Teachers are mindful of their principal objectives. 5c. Teachers take advantage of community resources.
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner.	8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.	3d. Teachers regularly assess student progress.
"The IPSB has adopted the INTASC core standards, including knowledge, disposition and performance statements, because its members believe that it is the responsibility of the profession and of policy makers to be explicit about those characteristics, to insure that the opportunity to develop them is honored in the preparation process, and that fair and disciplined judgments are made over time by appropriate professionals knowledgeable about the candidate. [INTASC Principles follow]" IPSB Standards Preface (Approved by the Board, January, 1998)

NCATE	INTASC	NBPTS
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] opportunity for candidates to reflect on their teaching and its effects on student growth and learning. I.F.3 Candidates in each advanced program develop the ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms.   I.G.2. Instruction encourages the candidate's development of reflection, critical thinking, problem solving, and professional dispositions.   I.H.2. Field experiences encourage reflection by candidates and include feedback from higher education faculty, school faculty, and peers.	9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks opportunities to grow professionally.	4a. Teachers are continually making difficult choices that test their judgment. 4b. Teachers seek the advice of others and draw on education research and scholarship to improve their practice.
I.D.2. Candidates complete a well-planned sequence of courses and/or professional experiences in pedagogical studies that help develop understanding and use of [...] collaboration with school colleagues, parents, and agencies in the larger community for supporting students' learning and well-being.,,effective interactions with parents for supporting students' learning and well-being. I.I.3. Collaborative relationships, programs, and projects are developed with K-12 schools, their faculties, and appropriate others to develop and refine knowledge bases, to conduct research, and to improve the quality of education.	10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being	5a. Teachers contribute to school effectiveness by collaborating with other professionals. 5b. Teachers work collaboratively with parents. 5c. Teachers take advantage of community resources.

Section VIII

Part II: Alignment of Standards among Indiana State Professional Organizations

• IPSB

Indiana Professional Standards Board Content Standards

and

IDOE Indiana Department of Education

K-12 Proficiencies

English/Language Arts VIII.13

Science VIII.19

Mathematics VIII.27

Social Studies VIII.35

Fine Arts VIII.45

Physical and Health Education VIII.51

• Appendix A: Science VIII.61
• Appendix B: Mathematics VIII.71

This part of the alignment document focuses on the relationship between IPSB Content Standards and the IDOE Student Academic Standards. For each content area, a matrix is provided in which seven unifying themes are used as an organizing framework for the general comparison of standards and student proficiencies.

The CSDAG recognizes that it is possible to analyze these data in a number of ways or through a variety of snapshots. It would be interesting for content specialists to provide a more detailed and specific analysis or comparison of the actual information that teachers must understand and be able to teach and that K-12 students must understand and be able to demonstrate for each content area or subject specialty. Thanks to the work of IPSB Teachers-in-Residence (TIR's), a sample of this type of detailed comparison is provided in the fields of science (Appendix A) and mathematics (Appendix B).

Field: English /Language Arts
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
The classroom is a well-planned environment where teachers demonstrate learning and engage students... Philosophy Statement: [1] [Teachers] exhibit a positive attitude toward language learning.	Content (Core Knowledge) To be developed further...	Standard 1: Concepts, Tools of Inquiry, and Structures of English/Language Arts. English/Language Arts teachers understand the central concepts of literacy, of inquiry, and of the structures of the discipline so that they create positive learning experiences that make English/Language Arts meaningful for all students.   See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)

Field: English/Language Arts (continued)
Philosophy Statement: [2] [Teachers] select and apply effective strategies for reading, [3] comprehend developmentally appropriate materials, [4] select and use developmentally appropriate strategies for writing.	Growth and Development; Learning Environment	Standard 2: Knowledge of Language Development and Learning Theory. English/Language Arts teachers understand how students acquire language and provide opportunities that support their learning and language development.   Standard 3: Knowledge of and Adaptation to Diverse Learners. English/Language Arts teachers understand how students differ in their approaches to learning language and create instructional opportunities that are adapted to diverse learners. Standard 5: Learning Environment. English/language arts teachers use an understanding of individuals and groups to create a language learning community that encourages positive social interaction, active engagement in learning, self-motivation, and collaboration.
Checklist for K-12 Teachers: Does your curriculum respond to students' needs and interests?	Curriculum	Standard 4: Instructional Strategies and Curriculum Design. English/Language Arts teachers understand and employ a variety of instructional strategies which are developmentally appropriate for language learners and can use appropriate curriculum design for teaching the English/Language Arts.
Philosophy Statement: [2] [Teachers] select and apply effective strategies for reading, [3] comprehend developmentally appropriate materials, [4] select and use developmentally appropriate strategies for writing.	Instruction	Standard 4: Instructional Strategies and Curriculum Design. English/Language Arts teachers understand and employ a variety of instructional strategies which are developmentally appropriate for language learners and can use appropriate curriculum design for teaching the English/Language Arts.   Standard 6: Communication Using Media and Technology. English/Language Arts teachers use knowledge of effective media communication techniques to foster active inquiry, collaboration, and supportive interaction in classrooms.

Field: English/Language Arts (continued)
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment. English Language Arts, Appendix C: Position Statement of the National Council of teachers of English: In the English Language Arts curriculum, students should have guidance and frequent opportunities to [9] have their work assessed by many measures... [details 1-6]	Assessment	Standard 7: Assessment. English/Language Arts teachers understand and use formal and informal assessment strategies to evaluate and ensure continuous language growth.
Checklist for Teachers: Do you seek opportunities for professional development, such as... [details 1-4]?   Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 8: Professional Development. English/Language Arts teachers are reflective practitioners who continually evaluate the effects of their choices and actions on others (e.g., students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Checklist for Teachers: Do you seek opportunities for... sharing professional ideas with colleagues?	Building Family and Community Environments	Standard 9: School and Community. English/Language Arts teachers work closely with school colleagues, care givers, parents, and agencies in the larger community to support students' language learning and well-being.

Field: Science
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
Science Themes: Physical Settings Living Environment Human Organism Designed World Historical Perspectives   Science Proficiencies: Indiana students will gain an understanding of fundamental scientific knowledge and the nature of science through K-12 science learning experiences in which they •use the basic science process skills of observing, classifying, inferring, predicting, measuring, and communicating •use the basic integrated science process skills of interpreting data, formulating operational definitions, forming questions and hypotheses, experimenting, and modeling	Content (Core Knowledge) To be developed further...	Standard 1: The teacher of science understands the central concepts, tools of inquiry, and the history and nature of science in order to create learning experiences that make these aspects of science meaningful for the student.   See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)

Field: Science (continued)
Science Proficiencies: Indiana students will gain an understanding of fundamental scientific knowledge and the nature of science through K-12 science learning experiences in which they: demonstrate [...] a willingness to consider new ideas and alternate ways of understanding work cooperatively with others to accomplish tasks that could be more appropriately achieved by a group than by an individual demonstrate an attitude of stewardship toward both the local and global environment consider the ethical implications when applying scientific knowledge apply pertinent scientific and technological information to solve problems using a variety of strategies	Growth and Development; Learning Environment	Standard 2: The teacher of science understands how students learn science and provides science learning opportunities that support their intellectual, social, and personal development. Standard 3: The teacher of science understands how students differ in their approaches to learning science and creates instructional opportunities that are adapted to diverse learners. Standard 5: The teacher of science uses an understanding of individual and group motivation and behavior to create science learning environments that encourage positive social interaction and active engagement in learning. Standard 6: The teacher of science understands and uses a variety of communication techniques to foster equity, inquiry, collaboration, and supportive interaction in the classroom.

Field: Science (continued)
Science Themes: Physical Settings Living Environment Human Organism Designed World Historical Perspectives	Curriculum	Standard 7: The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula, and curriculum goals. See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)
Indiana Department of Education Curriculum Rule 511 IAC 6.1-5-2.5: [Science programs] shall: provide hands-on learning opportunities [...] require students to go beyond the verbalization of principles and schematic representation of structures to their applications to related personal or societal issues. Critical Questions for Program Evaluation: How does your science program: allow students to experience science as a process through frequent hands-on/ laboratory activities? present science as a process that produces a changing body of knowledge? support interdisciplinary, thematic learning experiences?	Instruction	Standard 4: The teacher of science understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding, inquiry skills, and scientific habits of mind. Standard 7: The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula, and curriculum goals.
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment. Assessment: Effective assessment of student mastery of learning should occur in the same context in which the learning occurred; this context, in turn, should mimic, as near as possible the context in which the knowledge gained will be utilized in real life.	Assessment	Standard 8: The teacher of science understands and uses a variety of authentic and equitable assessment strategies to evaluate and ensure the continuous intellectual, social, and personal development of the learner.

Field: Science (continued)
Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 9: The teacher of science is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, and who actively pursues opportunities to grow professionally.
None noted.	Building Family and Community Environments	Standard 10: In order to support student learning and well-being, the teacher of science fosters relationships with students and their families, colleagues, and concerned others.

Field: Mathematics
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
Introduction (Instruction): Both the National Council for Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics and the Indiana Mathematics Proficiency Guide list four "process skills" as important standards to be addresses in grades K-12. These process skills are: Mathematics as Problem Solving Communication Reasoning Mathematical Connections	Content (Core Knowledge) To be developed further...	Standard 1: Teachers of mathematics understand the key concepts and procedures of mathematics and have a broad understanding of the mathematics curriculum. Teachers of mathematics understand the appropriate structures within the discipline and its interaction with technology. (Refer to Addenda A and B.) See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)

Field: Mathematics (continued)
Critical Questions for Program Evaluation: How does your mathematics program: allow for creativity and growth as students are given opportunities to experiment, create their own algorithms, and formulate their own strategies? provide practical applications of mathematics with an interdisciplinary emphasis? use technology as an aid to problem solving, mathematical applications, and exploration of mathematical concepts and relationships?	Growth and Development; Learning Environment	Standard 2: Teachers of mathematics understand how students learn mathematics and provide learning opportunities that support their intellectual, social, and personal development. Standard 3: Teachers of mathematics understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. Standard 5: Teachers of mathematics use 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. Standard 6: Teachers of mathematics use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Field: Mathematics (continued)
Balanced Curriculum Verification Checklist: Indicate how effective your curriculum is in the following [nine] areas [corresponding to the critical questions for program evaluation]: Basic concepts Problem-solving Development of students' own understanding of concepts Use of manipulatives Opportunities to experiment[...] Sequential, developmentally appropriate learning activities Emphasis on mental and estimation skills Emphasis of interdisciplinary nature of mathematics Use of technology	Curriculum	Standard 7: Teachers of mathematics plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. See also: IPSB Mathematics Standards, Addendum A and B (technology).
Sample Indicators of Program Effectiveness: Evidence that all students are actively engaged in learning and appropriate resources are available: classroom presence of a variety of manipulatives student-created [projects] and journals availability of computers and calculators [...and other media...] classroom presence of appropriate children's literature [...] and other resource books.	Instruction	Standard 4: Teachers of mathematics understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills. Standard 7: Teachers of mathematics plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment. Sample Indicators of Program Effectiveness: Evidence that all students are actively engaged in learning and appropriate resources are available: evidence of alternative assessments utilized in the classroom	Assessment	Standard 8: Teachers of mathematics understand and use formal and informal assessment strategies to evaluate and ensure the ongoing intellectual, social, and personal development of the learner.

Field: Mathematics (continued)
Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 9: Teachers of mathematics are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, families, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Standard 10: Teachers of mathematics foster relationships with school colleagues, parents, families, and agencies in the larger community to support student learning and well-being.
None noted.	Building Family and Community Environments	Standard 10: Teachers of mathematics foster relationships with school colleagues, parents, families, and agencies in the larger community to support student learning and well-being.

Field: Social Studies
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
Balanced Curriculum Checklist: [The program should include] major concepts in: historical perspectives geography economics world cultures government and citizenship citizen responsibilities in a democratic society psychology and sociology current events	Content (Core Knowledge) To be developed further...	Standard 1: Civic Ideals and Practices Teachers of Social Studies understand the ideals, principles, and practices of citizenship in a democratic republic and can use this knowledge to create meaningful learning experiences for students.   Standard 2: Historical Perspectives Teachers of social studies understand the way human beings view themselves in and over time and can use this knowledge to create meaningful learning experiences for students.   Standard 3: Geographical Perspectives Teachers of social studies understand the nature and distribution of Earth's people, places, and environments and can use this knowledge to create meaningful learning experiences for students. Natural and human resources affect how people interact with their environment and each other.   Standard 4: Government and Citizenship Teachers of social studies understand how people create and change structures of power, authority, and governance and can use this knowledge to create meaningful learning experiences for students.   Standard 5: Economics Teachers of social studies understand why and how people organize for the production, exchange, and consumption of goods and services and can use this knowledge to create meaningful experiences for students.   See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)

Field: Social Studies (continued)
See above.	Content (Core Knowledge) continued...	Standard 6: Current Events Teachers of social studies understand global connections and interdependence and can create meaningful learning experiences for students.   Standard 7: Psychology Teachers of social studies understand individual development and identity and can use this knowledge to create learning experiences designed to promote student growth and reflection.   Standard 8: Sociology Teachers of social studies understand interaction among individuals, groups, and institutions and can use this knowledge to create meaningful learning experiences for students. Standard 9: World Cultures Teachers of social studies understand culture and cultural diversity and can use this knowledge to create meaningful learning experiences for students.

Field: Social Studies (continued)
Balanced Curriculum Checklist: [The program should incorporate]: active learning experiences application of social studies learning to life development of thinking an decision making skills opportunities to practice citizenship skills participation in democratic processes Sample Indicators of Program Effectiveness: Evidence that all students are actively engaged in learning: Student generated products and projects are evident including student-made time lines; graphs, charts, maps, and journals; books; artifacts; cartoons; collections; computer-based projects; photos/drawings/video tapes illustrating hands-on projects, service learning, civic and cultural experiences.	Growth and Development; Learning Environment	Standard 11: Learning Environment Teachers of social studies create and develop a dynamic learning environment that is characterized by positive, productive, and healthy interactions. The learning environment is supportive, congenial, and purposeful. Students are intellectually challenged and encouraged to learn and grow. Standard 10: Instructional Resources/Technology Teachers of social studies understand the value of using high quality instructional resources, including technology, in teaching.

Field: Social Studies (continued)
Balanced Curriculum Checklist: [The program should include] major concepts in: history geography economics world cultures government and law citizen responsibilities in a democratic society	Curriculum	See Content (Core Knowledge).
Balanced Curriculum Checklist: [The program should incorporate]: •active learning experiences •application of social studies learning to life •development of thinking an decision making skills •opportunities to practice citizenship skills •participation in democratic processes Sample Indicators of Program Effectiveness: Evidence that resources to support balanced study of major social studies strands are available: Students have easy access to a wide variety of resources [...]	Instruction	Standard 10: Instructional Resources/Technology Teachers of social studies understand the value of using high quality instructional resources, including technology, in teaching.   See also: Content (Core Knowledge).
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment.	Assessment	Standard 12: Assessment Teachers of social studies understand and use both formal and informal assessment methods to obtain useful information about student learning and development.

Field: Social Studies (continued)
Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 13: Reflection Teachers of social studies reflect on their practice, on students' performance, and on developments in the field to continue their own growth as teachers.
Examples of community-based student activities (taken from Energy, Economics and the Environment: Case Studies and Teaching Activities for High School): "Adopt" a stream in your community, prepare and exhibit information [on environmental issues] in your community.	Building Family and Community Environments	Standard 1: Civic Ideals and Practices Teachers of Social Studies understand the ideals, principles, and practices of citizenship in a democratic republic and can use this knowledge to create meaningful learning experiences for students (see performances). Standard 5: Economics Teachers of social studies understand why and how people organize for the production, exchange, and consumption of goods and services and can use this knowledge to create meaningful experiences for students (see performances).

Field: Fine Arts
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
Introduction: A comprehensive fine arts program should reflect an instructional balance among the four fine arts disciplines which include: visual arts music theater arts dance/creative movement	Content (Core Knowledge) To be developed further...	Standard 4: Student Learning. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand the core concepts and structures of the specific fine arts discipline they teach (music, visual arts, theater arts, or dance) and are knowledgeable about diverse student learning styles. See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)
Philosophy Statement: [...] it is important to provide for all aspects of human growth. This includes the artistic, expressive, and cultural, as well as the intellectual, emotional, physical and social development.	Growth and Development; Learning Environment	Standard 1: Philosophy and Justification. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline (music, visual arts, theater arts, or dance). Standard 4: Student Learning. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand the core concepts and structures of the specific fine arts discipline they teach (music, visual arts, theater arts, or dance) and are knowledgeable about diverse student learning styles. Standard 6: Classroom Management. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.

Field: Fine Arts (continued)
Introduction: A comprehensive fine arts program should reflect an instructional balance among the four fine arts disciplines which include: visual arts music theater arts dance/creative movement Introduction: The Discipline-Based Arts Education model is used. The components are: history criticism aesthetics performance/production The Arts Curriculum should identify the knowledge and skills that every student should have the opportunity to develop in the areas of: exploring and understanding the historical, cultural, and social contexts for the arts analyzing and critically examining the arts exploring aesthetics creating, producing, and performing the arts.	Curriculum	Standard 2: Curriculum. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
Examples of instructional strategies and activities visual arts: students will experiment with print making techniques, create with fibers using basic techniques... music: students will move to the beat of rhythm patterns, match pitch in limited vocal range...	Instruction	Standard 3: Instruction. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline (music, visual arts, theater arts, or dance).
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment.	Assessment	Standard 5: Assessment. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline (music, visual arts, theater arts, or dance).

Field: Fine Arts (continued)
Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 7: Professional Growth and Development. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities. Standard 1: Philosophy and Justification. Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline (music, visual arts, theater arts, or dance).
Characteristics of a Quality Music Education Program: An evaluation of the music and other fine arts education programs and curriculum is conducted annually with results reported to administrators, the school board, and parents.	Building Family and Community Environments	None noted.

Field: Physical and Health Education
IN K-12 Proficiencies Examples will be cited in final draft. List is not exhaustive.	Unifying Themes	IPSB Content Standards
Philosophy Statement: A physically educated person has learned the skills necessary to perform a variety of physical activities is physically fit does participate regularly in physical activity knows the implications of and the benefits from involvement in physical activities values physical activity and its contributions to a healthful lifestyle.	Content (Core Knowledge) To be developed further...	Standard 1A: Content Knowledge for Health Education The teacher understands the content areas of health education and the tools of inquiry and skills related to the development of a health literate person. Standard 1B: Content Knowledge For Physical Education The teacher understands the concept and content of physical education and the tools of inquiry related to the development of a physically educated person. See also: IPSB Content Standard Appendices (Developmentally Appropriate Content)

Field: Physical and Health Education (continued)
Critical Questions for Program Evaluation: How does your physical education program: provide opportunities to develop sportsmanship skills? cooperative education experiences? ensure that students are exposed to physical activities that represent more than a single gender and/or ethnic/cultural group? provide experiences to enable students to become physically educated by valuing physical activity and its contributions to a healthy lifestyle?	Growth and Development; Learning Environment	Standard 2: Growth and Development The teacher understands how individuals learn and develop and provides opportunities that support mental, physiological, social, emotional, and moral development. Standard 4: Communication The teacher uses knowledge of effective verbal, nonverbal, and multi-media communication techniques to foster inquiry, collaboration, and engagement in the learning process. Standard 5: Management and Motivation 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. Standard 6: Diverse Learners The teacher understands how individuals differ in their approaches to learning and creates appropriate instruction adapted for diverse learners.

Field: Physical and Health Education (continued)
Curriculum Analysis Checklist: How effective is your program in providing: learning activities within the 10 content areas which favorably influence health-related knowledge, attitude, skills, and behavior? health instruction strategies within the 10 content areas which encourage a healthy lifestyle through health-related motivation, decision making, and goal setting? continually updated information about major causes of disease and death? inclusion of topics required by state law? Critical Questions for Program Evaluation: use assessment information in curriculum and instructional planning?	Curriculum	See: IPSB Content Standard Appendices (Developmentally Appropriate Content)
Curriculum Analysis Checklist: How effective is your program in providing: learning activities within the 10 content areas which favorably influence health-related knowledge, attitude, skills, and behavior? health instruction strategies within the 10 content areas which encourage a healthy lifestyle through health-related motivation, decision making, and goal setting? Critical Questions for Program Evaluation: use assessment information in curriculum and instructional planning?	Instruction	Standard 3: Instructional Strategies The teacher 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.

Field: Physical and Health Education (continued)
Indiana Department of Education Curriculum Rule 511: Schools are encouraged to make every effort to ensure that all students achieve the standards for each subject area through the coordination of curriculum, instruction, and assessment. Critical Questions for Program Evaluation: use assessment information in instructional planning?	Assessment	Standard 7: Assessment The teacher understands and uses formal, informal, and authentic assessment strategies to evaluate and ensure the learner's physical, mental, social, and emotional development.

Field: Physical and Health Education (continued)
Resource Book for Curriculum Planning: The process of analyzing the school curriculum should include assessment of the content, standards, and progress of students in a specific discipline. This process should also include an analysis of the total school curriculum and its connection to the school vision and mission. The evaluation of specific disciplines feeds back into a discussion of the total school curriculum and an evaluation of how it is meeting the needs of the students and the community.	Professionalism	Standard 8: Reflection The teacher 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. Standard 9: Collaboration The teacher fosters relationships with colleagues, parents/guardians, and community agencies to support the learners' growth and well-being.
Critical Questions for Program Evaluation: How do you plan daily instruction? In what ways do you collaborate with students, parents, and teaching colleagues?	Building Family and Community Environments	Standard 9: Collaboration The teacher fosters relationships with colleagues, parents/guardians, and community agencies to support the learners' growth and well-being.

Appendix A

IPSB: Matching Teacher Standards to Student Standards

Science Standard #1 (Knowledge)

The teacher of science understands the fundamental concepts and major principles of Physical, Life, and Earth and Space science and the interconnections between these disciplines.

(The fundamental concepts and major principles are outlined in detail in Appendix C of the Standards for Teachers of Science. While this breadth of knowledge is essential for all teachers, the depth of science content required varies according to the developmental level of students. For example, effective teachers of high school students possess broad knowledge of all disciplines and a deep understanding of the scientific discipline they teach.)

3 (of 16) Fundamental Concepts and Major Principles, incorporated in Appendix C of the Standards for Teachers of Science All Teachers of Science should know that:

Corresponding Indiana Science Proficiencies At these levels, Students should know that:

1. STRUCTURE AND PROPERTIES OF MATTER Atoms interact with one another by transferring or having electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element. An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies. Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them. Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart. Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.

Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc.). [1 of 2 Kindergarten/Primary Proficiencies] When a new material is made by combining two or more materials, it has properties that are different from the original materials. For that reason, a lot of different materials can be made from a small number of basic kinds of materials. [1 of 4 Upper Elementary/Intermediate Proficiencies] All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances. [1 of 7 Middle School Proficiencies] When elements are listed in order by atomic number, the same sequence of properties appears over and over again in the list Atoms often join with one another in various combinations in distinct molecules or in repeating three-dimensional crystal patterns. An enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules. [1 of 8 High School Proficiencies]

3 (of 16) Fundamental Concepts and Major Principles, incorporated in Appendix C of the Standards for Teachers of Science All Teachers of Science should know that:

Corresponding Indiana Science Proficiencies At these levels, Students should know that:

2. MATTER, ENERGY, AND ORGANIZATION IN LIVING SYSTEMS All matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations. With death, and the cessation of energy input, living systems rapidly disintegrate. The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes. The chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this energy temporarily in phosphate bonds of a small high-energy compound called ATP. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials. As matter and energy flows through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.

Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light. [1 of 1 Kindergarten/Primary Proficiencies] Almost all kinds of animals' food can be traced back to plants. [1 of 3 Upper Elementary / Intermediate Proficiencies] Food provides the fuel and the building material for all organisms. Plants use the energy from light to make sugars from carbon dioxide and water. This food can be used immediately or stored for later use. Organisms that eat plants break down the plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms. [1 of 3 Middle School Proficiencies] The chemical elements that makeup the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going. [1 of 3 High School Proficiencies]

3 (of 16) Fundamental Concepts and Major Principles, incorporated in Appendix C of the Standards for Teachers of Science All Teachers of Science should know that:

Corresponding Indiana Science Proficiencies   At these levels, Students should know that:

3. THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. The early earth was very different from the planet we live on today. Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. Interactions among the solid earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. Evidence for one-celled forms of life--the bacteria--extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the earth's atmosphere, which did not originally contain oxygen.

Change is something that happens to many things. [1 of 3 Kindergarten / Elementary Proficiencies] Waves, wind, water, and ice shape and reshape the earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. [1 of 2 Upper Elementary/ Intermediate Proficiencies] Some changes in the earth's surface are abrupt (such as earthquakes and volcanic eruptions, while other changes happen very slowly (such as uplift and wearing down of mountains). The earth's surface is shaped in part by the motion of water and wind over very long times, which act to level mountain ranges. [1 of 7 Middle School Proficiencies] The solid crust of the earth--including both the continents and the ocean basins--consists of separate plates that ride on a denser, hot, gradually deformable layer of the earth. The crust sections move very slowly, pressing against one another in some places, pulling apart in other places. Ocean--floor plates may slide under continental plates, sinking deep into the earth. The surface layers of these plates may fold, forming mountain ranges. [1 of 5 High School Proficiencies]

Some excerpts of Knowledge aspects within

Standards for Science:

Standard #1 (Knowledge) The teacher of science knows which science concepts and processes are appropriate at the developmental level at which they teach.

Standard #6 (Knowledge) The teacher of science understands that inquiry into authentic questions generated from student experiences is the central strategy for teaching science.

(Knowledge) The teacher of science understands various teaching models and instructional strategies for helping students develop conceptional understandings.

(Knowledge) The teacher of science possesses a repertoire of activities and representations and understands their usefulness and limitations in helping students build conceptual understandings.

Standard #8 (Knowledge) The teacher of science uses science assessments that focus on all aspects of science achievement (e.g., ability to inquire, scientific understanding of the natural world, and understanding of the nature and utility of science.)

Appendix B

IPSB: Matching Teacher Standards to Student Standards

Mathematics Standard #1: Teachers of mathematics understand the key concepts and procedures of mathematics and have a broad understanding of the mathematics curriculum. Teachers of mathematics understand the appropriate structures within the discipline and its interaction with technology.

Foundational knowledge in mathematics is essential for those teaching mathematics at any level. With regard to specific content preparation, the mathematical education of all teachers should include the following: Number systems and number sense, Geometry, Measurement, Statistics and Probability, and Functions and use of variables.

While this breadth of knowledge is essential for all teachers of mathematics, varied developmental levels of students require new mathematical teacher knowledge with deepened understanding of the topics.

3 (of 5) content areas from Addendum A incorporated in the Standards for Teachers of Mathematics All teachers of mathematics should know:

Corresponding Mathematics Proficiencies for students At these levels, students should know:

1. NUMBER SYSTEMS AND NUMBER SENSE   Teachers of mathematics should have a well-developed numbers sense (including mathematics, estimation, and reasonableness of results) and an understanding of the use of number concepts, operations, and properties (including basic number theory), of the role of algorithms, and of place value. In setting the view of these ideas in the curriculum, teachers should be able to extend the number systems from the whole numbers to fractions and integers, and then to rational and real numbers, while including a discussion of the extension of the operations, properties, and ordering. Notions of fractions, decimals, percents, ratio, and proportion should be developed through problems with an applied flavor.	Develop an understanding of whole numbers and their relationships. Develop an understanding of fractions and decimals. [2 of 4 Proficiencies for Grades K-4] Reinforce and understanding of fractions, and develop an understanding of percent, integers, and irrationals. Develop an understanding of ratios, proportions, and percents with applications to problem solving. [2 of 4 Proficiencies for Grades 5-8] Estimate sums, differences, products, and quotients of whole numbers, fractions, decimals, and integers. [1 of 12 Proficiency Indicators for Grades 9-12]
2. GEOMETRY Teachers of mathematics should understand how geometry is used to describe the world in which we live and how geometry can be used to solve real-world problems. Analysis of two- and three-dimensional figures should include the study of tessellations, symmetry, polygons, polyhedra, and curved shapes. Synthetic, coordinate, and transformational geometry should be used to provide opportunities for teachers to solve problems and to hone their skills in building justifications and coherent arguments for the plausibility of conjectures. Throughout the experience, spatial visualization should be emphasized.	Recognize, describe, draw, classify, and compare geometric objects. [Proficiency for Grades K-4] Develop an understanding of geometric terms and concepts and apply those concepts in problem-solving activities. [Proficiency for Grades 5-8] Develop formulas for two-dimensional figures: find the linear and area measurements. [1 of 11 Proficiency Indicators for Grades 9-12]
3 (of 5) content areas from Addendum A incorporated in the Standards for Teachers of Mathematics All teachers of mathematics should know:	Corresponding Mathematics Proficiencies for students At these levels, students should know:

3. STATISTICS AND PROBABILITY Teachers should have a variety of experiences in the collection, organization, representation, analysis, and interpretation of data. Key statistical concepts for all teachers include measures of central tendency, measures of variation (range, standard deviation, interquartile range, and outliers), and general distributions. Representations of data should include various types of graphs, including bar, line, circle, and pictographs, as well as line plots, stem-and-leaf plots, box plots, histograms, and scatter plots. Probability of simple and compound events and its use in quantifying uncertainty should be built into these experiences. Teachers should have opportunities to explore empirical probability from simulations and from data they have collected and to analyze theoretical probability on the basis of a description of the underlying sample space. Probability trees and simulations using objects such as spinners, dice, slips of paper, and so on should be used to solve problems.

Use data analysis and probability to analyze given situations and outcomes of experiments. [Proficiency for Grades K-4] Collect, organize, analyze, and interpret data. Use measures of central tendencies and the laws of probability to make predictions when appropriate. [Proficiency for Grades 5-8] Develop an understanding of statistics and its application to real life. -Collect and organize data from real life situations. -Construct frequency tables, box-and-whisker plots, bar graphs, and stem-and-leaf tables to represent numerical data. Develop an understanding of probability and its application to real life. -Apply the fundamental counting principle and tree diagrams to a sample space. -List the elements of a sample space. [4 of 17 Proficiency Indicators for Grades 9-12]

Selections of knowledge statements throughout the Standards for Teachers of Mathematics:

Standard #1: The teacher understands major concepts, assumptions, tools of inquiry (problem solving), and mathematical reasoning that are central to the discipline.

Standard #4: The teacher understands problem solving and the reasoning process as the basis for mathematical inquiry and knows a variety of instructional strategies (such as questioning techniques, tasks that elicit and challenge student discovery, and problem formulation) to encourage critical thinking.

Standard #4: The teacher understands alternative strategies such as cooperative and team learning, whole group discussion and constructive learning as a foundation to create a mathematical community of teacher-student or student-student discourse that engages students in reflective processes.

Standard #7: The teacher understands mathematics as a discipline of interconnected concepts, mathematical connections to other subject areas, and students' mathematical thinking and development, as a basis for instructional planning.