NMSA/NCATE-Approved Curriculum Guidelines Handbook, National Middle School Association, 1997

Standards for Teachers of Middle Childhood , Indiana Professional Standards Board, 1998

Promoting Social and Emotional Learning: Guidelines for Educators, Maurice J. Elias et al., Association for Supervision and Curriculum Development, 1997


Standard 2. Curriculum.

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

Standard 2a. Mathematics.

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

Supporting explanation

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

References

Professional Standards for Teaching Mathematics, National Council of Teachers of
Mathematics, 1991

Curriculum and Evaluation Standards for School Mathematics, NCTM, 1989

Principles and Standards 2000 for School Mathematics, NCTM, (forthcoming, April
2000)

Assessment Standards for School Mathematics, NCTM, 1995

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

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

NCATE Program Standards, "Programs for Initial Preparation of Teachers of Mathematics," prepared by the National Council of Teachers of Mathematics, approved by the National Council for Accreditation of Teacher Education, 1998

A Call for Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics, Committee on the Mathematical Education of Teachers, The Mathematical
Association of America, 1991



Standard 2b. English Language Arts.

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

Supporting Explanation

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

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

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

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

References

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

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

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

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

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

Standard 2c. Science.

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

Supporting explanation

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

References

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

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

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

Model Standards in Science for Beginning Teacher Licensing and Development: A Resource for State Dialogue, Interstate New Teacher Assessment and Support Consortium, Council of Chief State School Officers, draft, 1998

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

NCATE Program Standards, "Programs for Initial Preparation of Teachers of Science," prepared by the National Science Teachers Association, approved by National Council for Accreditation of Teacher Education, 1998



Standard 2d. Social Studies.

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

Supporting explanation

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

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



References

NCSS Standards for Social Studies Teachers, National Council for the Social Studies, 1998


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

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

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

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

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



Standard 2e. Fine Arts.

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

Supporting Explanation

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

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

References

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



Standard 2f. Health Education.

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

Supporting explanation

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

References

National Health Education Standards; Achieving Health Literacy, Joint Committee on
National Health Education Standards (Association for the Advancement of Health
Education, American School Health Association, American Public Health Association),
American Cancer Society, 1995.



Standard 2g. Physical Education.

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

Supporting explanation

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

References

Moving Into the Future; National Standards for Physical Education, National Association for Sport and Physical Education, 1995

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



Standard 2h. Connections between Technology and the Disciplines.

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

Supporting explanation

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

References

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

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

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




Standard 3. Instruction.

Teachers of Early and Middle Childhood plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Supporting explanation

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

References

Standards for Teachers of Middle Childhood, Indiana Professional Standards Board, 1998.



Standard 3a.

Teachers of Early and Middle Childhood understand how elementary (primary and intermediate) students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse learners.

Supporting explanation

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



Standard 3b.

Teachers of Early and Middle Childhood understand and use a variety of teaching strategies that encourage elementary (primary and intermediate) students' development of critical thinking, problem solving, and performance skills.

Supporting explanation

Teachers of Early and Middle Childhood understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They also understand principles and techniques, advantages and limitations, associated with various teaching strategies (e.g. cooperative learning, direct instruction, inquiry, whole group discussion, independent study, interdisciplinary instruction). Teachers of Early and Middle Childhood know how to enhance learning through use of a wide variety of materials as well as collaboration with specialists, other colleagues, and technological resources, and through multiple teaching and learning strategies that will promote development of critical thinking, problem solving, and performance capabilities.



Standard 3c.

Teachers of Early and Middle Childhood use their knowledge and understanding of individual and group motivation and behavior among students to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

Supporting explanation

Teachers of Early and Middle Childhood understand principles of effective classroom management as well as human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They use a range of strategies and can collaborate with
specialists to promote positive relationships, cooperation, conflict resolution, and purposeful learning in the classroom. They create learning communities in which elementary (primary and intermediate) students assume responsibility for themselves and one another, participate in decisionmaking, work collaboratively and independently, and engage in purposeful learning activities.




Standard 3d.
Teachers of Early and Middle Childhood use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary (primary and intermediate) classroom.

Supporting explanation

Teachers of Early and Middle Childhood understand communication theory, language development, and the role of language in learning among elementary (primary and intermediate) students, and they also understand how cultural and gender differences can affect communication in the classroom. They model effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues given and received). They use oral and written discourse between themselves and their students, and among students, to develop and extend elementary (primary and intermediate) students' understanding of subject matter. Teachers of Early and Middle Childhood know how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities. They use textbooks as one resource, but look beyond their classroom to determine how various library resources and other materials might benefit their students.



Standard 4. Assessment.

Teachers of Early and Middle Childhood know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary (primary and intermediate) student.

Supporting explanation

Teachers of Early and Middle Childhood understand the characteristics, uses, advantages, and limitations of different types of assessment appropriate for evaluating how students learn, what they know, and what they are able to do in each subject area. Teachers of Early and Middle Childhood know that assessment is essential to the instructional process and recognize that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting learning for each student.

Teachers of Early and Middle Childhood appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolios of elementary (primary and intermediate) student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance their knowledge of individual learners, evaluate students' progress and performances, and modify teaching and learning strategies, and to collaborate with specialists to accommodate the needs of students with exceptionalities.

Teachers of Early and Middle Childhood use formative and summative assessments to determine student understanding of each subject area and take care to align assessments with instructional practice. They also monitor their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

References

Standards for Teacher Competence in Educational Assessment of Students, American
Federation of Teachers, National Council on Measurement in Education, and National
Education Association, 1990



Standard 5. Professionalism.

Teachers of Early and Middle Childhood understand practices and behaviors that identify
and develop the competence of a professional career teacher.

Supporting explanation

While synthesis of knowledge is a lifetime process for a professional, by the end of teacher
preparation Teachers of Early and Middle Childhood ready to enter the classroom as elementary (primary and intermediate) generalist teachers should be: [1] working independently on a variety of disciplinary and pedagogical problems and responsibilities by combining as appropriate their knowledge and skills in (a) child development; (b) English language arts, science, mathematics, social studies, the arts, health and physical education, (c) instructional technique, and (d) assessment; [2] focusing and defending independent analyses and value judgments about disciplinary content and teaching methodologies, their various potential relationships, and their applications to specific circumstances; [3] acquiring the intellectual tools to work with evolving issues and conditions as time and situations change, including the ability to make wise decisions
according to time, place, and population; [4] demonstrating awareness of and commitment to the profession's codes of ethical conduct; and [5] understanding basic interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary (primary and intermediate) education.

References

Code of Ethics of the Education Profession, National Education Association Representative Assembly, adopted in 1975.

Code of Ethics, American Federation of Teachers, adopted in 1971.

Code of Ethical Conduct and Statement of Commitment, S. Feeney and K. Kipnis,
NAEYC, 1992.



Standard 5a.

Teachers of Early and Middle Childhood are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.

Supporting explanation

Teachers of Early and Middle Childhood understand methods of inquiry that provide them with a variety of self-assessment and problem solving strategies for reflecting on their practice, its influences on students' growth and learning, and the complex interactions between them. They know major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities). They use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice. They apply their knowledge of current research and national, state, and local guidelines relating to the disciplines taught in elementary (primary and intermediate) school.



Standard 5b.

Teachers of Early and Middle Childhood know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social and emotional growth of children.

Supporting explanation

Teachers of Early and Middle Childhood understand different family beliefs, traditions, values, and practices across cultures and within society and use their knowledge effectively. They involve families as partners in supporting the school both inside and outside the classroom.

Teachers of Early and Middle Childhood respect parents' choices and goals for their children and communicate effectively with parents about curriculum and children's progress. They involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities.

References

National Standards for Parent/Family Programs, National PTA, 1998



Standard 5c.

Teachers of Early and Middle Childhood foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being.

Supporting explanation

Teachers of Early and Middle Childhood understand schools as organizations within the larger community context and the operations of relevant aspects of the systems in which they work. They also understand how factors in the elementary (primary and intermediate) students' environments outside of school may influence the students' cognitive, emotional, social, and physical well-being and, consequently, their lives and learning.

Teachers of Early and Middle Childhood participate in collegial activities designed to make the entire school a productive learning environment and develop effective collaborations with specialists.

References

Successful School Restructuring, Fred M. Newmann and Gary G. Wehlange, Center on
Organization and Restructuring of Schools, University of Wisconsin, 1995

Promoting Social and Emotional Learning: Guidelines for Educators, Maurice J. Elias et al., Association for Supervision and Curriculum Development, 1997

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Generalist Standards for Teachers of Early and Middle Childhood - Approved April 28, 1999

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Note: Elementary (primary and intermediate) begins with kindergarten.

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