UNIVERSITY OF MEMPHIS COLLEGE OF EDUCATION
2015 Self Study Report
Exhibit I.4.a.3 Alignment Matrix of EPP, National and Professional Standards
Alignment Matrix of EPP, National and Professional Standards
ALIGNMENT OF EPP CONCEPTUAL FRAMEWORK AND STATE PROFESSIONAL EDUCATOR STANDARDS
2012 InTASC STANDARDS / NATIONAL STANDARDS
CONCEPTUAL FRAMEWORK PERFORMANCE
OUTCOMES: U of M Pillars of Practice
Standard #1: Learner Development: The teacher
understands how children learn and develop, recognizing
that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements
developmentally appropriate and challenging learning
experiences.
Pillar of Practice 3. Pedagogy/Instruction
Successful candidates meet the CREDE standards for instructional
practice.
---They use instructional group activities in which students and
teachers work together to create a product or idea.
---They apply literacy strategies and develop language competence in
all subject areas.
Standard #2: Learning Differences: The teacher uses
understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that
allow each learner to reach his/her full potential.
Pillar of Practice 2. Knowledge of the Learner Successful teacher
candidates will understand and address the uniqueness of the learners
they encounter. ---They consider the impact of socio-cultural
experiences and SES on student preparedness and perspective. ---They
respond appropriately to the unique issues faced in urban educational
settings. Pillar of Practice 3. Pedagogy/Instruction Successful
teacher candidates meet the CREDE standards for instructional practice
---They use developmentally appropriate planning. ---They
contextualize teaching and curriculum in students’ existing experiences
in home, community, and school. Pillar of Practice 5. Management
of Classrooms and Individuals Successful teacher candidates will
have the knowledge, skills, and dispositions to organize the classroom
so that teaching and learning are productive, purposeful, efficient, and
effective.
Pillar of Practice 5. Management of Classrooms and Individuals
Successful teacher candidates will have the knowledge, skills, and
dispositions to organize the classroom so that teaching and learning are
Standard #3: Learning Environments: The teacher
works with learners to create environments that support
individual and collaborative learning, encouraging
---They instruct through teacher-student dialogue, especially
academic, goal-directed small group conversations and activities
rather than lecture.
UNIVERSITY OF MEMPHIS COLLEGE OF EDUCATION
2015 Self Study Report
Exhibit I.4.a.3 Alignment Matrix of EPP, National and Professional Standards
2012 InTASC STANDARDS / NATIONAL STANDARDS
positive social interaction, active engagement in learning,
and self-motivation.
Standard #4: Content Knowledge: The teacher understands
the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences
that make these aspects of the discipline accessible and
meaningful for learners.
Standard #5: Innovative Applications of Content: The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical/creative thinking and
collaborative problem solving related to authentic local and
global issues.
Standard #6: Assessment: The teacher understands and uses
multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the
teacher’s ongoing planning and instruction.
CONCEPTUAL FRAMEWORK PERFORMANCE
OUTCOMES: U of M Pillars of Practice
productive, purposeful, efficient, and effective. ---They create a safe
learning environment. ---They manage individual student behavior. --They provide for active engagement in learning experiences.
Pillar of Practice 1. Content Knowledge and Skills
Successful teacher candidates will understand and be able to use and
address the in-depth information and skills within their discipline
Pillar of Practice 2. Knowledge of the Learner
Successful teacher candidates will understand and address the
uniqueness of the learners they encounter.
---They design instruction and employ learning technologies that
address different and specific developmental learning needs.
---They adapt instruction to meet the needs of individual learners.
---They consider the impact of socio-cultural experiences and SES
on student preparedness and perspective.
---They respond appropriately to the unique issues faced in urban
educational settings.
Pillar of Practice 4. Assessment/Responsive Practice
Successful teacher candidates will be able to gather and assess
formative and summative evidence of student learning through formal,
informal, individual, and group modes.
---They select appropriate assessment tools.
---They use assessment tools/processes/technologies to gather evidence
of student learning during instruction and respond to that evidence
immediately by modifying instruction including use of instructional
technologies.
---They administer formal assessments.
---They analyze evidence (formal/informal;
formative/summative) and use the results of these modes of
assessment to monitor and adjust instructional content, strategies,
UNIVERSITY OF MEMPHIS COLLEGE OF EDUCATION
2015 Self Study Report
Exhibit I.4.a.3 Alignment Matrix of EPP, National and Professional Standards
2012 InTASC STANDARDS / NATIONAL STANDARDS
CONCEPTUAL FRAMEWORK PERFORMANCE
OUTCOMES: U of M Pillars of Practice
resources, and expectations for individuals and groups of
students, and to communicate with students and their families
about progress and needs.
Standard #7: Planning for Instruction: The teacher draws
upon knowledge of content areas, cross-disciplinary skills,
learners, the community, and pedagogy to plan instruction that
supports every student in meeting rigorous learning goals.
Pillar of Practice 3. Pedagogy/Instruction Successful teacher
candidates meet the CREDE standards for instructional practice --They use developmentally appropriate planning. ---They use effective
and comprehensive lesson planning processes/structures to ensure
effective instructional practice. ---They create and/or use curriculum
tools to plan instruction. Pillar of Practice 1. Content Knowledge and
Skills Successful teacher candidates understand and are able to use and
address the in-depth information and skills with the academic
disciplines.
Pillar of Practice 3. Pedagogy/Instruction Successful teacher
candidates meet the CREDE standards for instructional practice --They use instructional group activities in which students and teachers
work together to create a product or idea. ---They maintain challenging
standards for student performance and design activities to advance
understanding to more complex levels. ---They instruct through
teacher-student dialogue, especially academic, goal-directed small
group conversations and activities rather than lecture. ---They apply
literacy strategies and develop language competence in all subject
areas. Pillar of Practice 4 – Assessment and Responsive Practice
Successful teacher candidates are able to gather formative and
summative evidence of student learning, and use that evidence to
monitor and adjust instructional content, strategies, and resources as
needed for individual and groups of students Pillar of Practice 2 –
Knowledge of Learner Successful teacher candidates understand and
address the uniqueness of the learners they encounter.
Pillar of Practice 4. Assessment/Responsive Practice
Successful teacher candidates will be able to gather and assess
Standard #8: Instructional Strategies: The teacher
understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content
areas and their connections, and to build skills to access and
appropriately apply information.
Standard #9: Reflection and Continuous Growth: The
teacher is a reflective practitioner who uses evidence to
UNIVERSITY OF MEMPHIS COLLEGE OF EDUCATION
2015 Self Study Report
Exhibit I.4.a.3 Alignment Matrix of EPP, National and Professional Standards
2012 InTASC STANDARDS / NATIONAL STANDARDS
continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (students, families, and
other professionals in the learning community), and adapts
practice to meet the needs of each learner.
CONCEPTUAL FRAMEWORK PERFORMANCE
OUTCOMES: U of M Pillars of Practice
formative and summative evidence of student learning through formal,
informal, individual, and group modes.
---They use assessment tools/processes/technologies to gather evidence
of student learning during instruction and respond to that evidence
immediately by modifying instruction including use of instructional
technologies.
---They analyze evidence (formal/informal; formative/summative) and
use the results of these modes of assessment to monitor and adjust
instructional content, strategies, resources, and expectations for
individuals and groups of students, and to communicate with students
and their families about progress and needs.
Pillar of Practice 6. Personal and Professional Growth and
Development
Successful teacher candidates are reflective about their work and
their emerging practice, and affirmatively seek out opportunities
to participate in, learn from, and contribute to wider communities
of professional educators.
Standard #10: Collaboration: The teacher collaborates
with students, families, colleagues, other professionals, and
community members to share responsibility for student
growth and development, learning, and well-being.
Pillar of Practice 2. Knowledge of the Learner
Successful teacher candidates will understand and address the
uniqueness of the learners they encounter.
---They communicate effectively with students and their
parents/guardians.
See SPA alignment on the next page.
UNIVERSITY OF MEMPHIS COLLEGE OF EDUCATION
2015 Self Study Report
Exhibit I.4.a.3 Alignment Matrix of EPP, National and Professional Standards
InTASC (2012), TENNESSEE AND PROFESSIONAL
EDUCATOR STANDARDS ALIGNMENT CHART
2012 InTASC
STANDARDS /
NATIONAL
STANDARDS
ECED
ELED
SPED
NAEYC
ACEI
Standard #1:
Learner
Development
Standard #2:
Learning
Differences
1, 4
Standard #3:
Learning
Environments
Standard #4:
Content
Knowledge
Standard #5:
Innovative
Applications
of Content
Standard #6:
Assessment
Standard #7:
Planning for
Instruction
Standard #8:
Instructional
Strategies
Standard #9:
Reflection &
Continuous
Growth
Standard #10:
Collaboration
Art
Music
English
CEC
Physical
Education
NASPE
Math
Science
NCTE
Foreign
Language
ACTFL
NCTM
NSTA
Social
Studies
NCSS
NAEA
NCTM
3.5
2
3
2
1b
2
1
3
3
6
1, 4
3.2
1
5
4, 2
3
4
1-5
3, 4
2, 3
3
1, 2
3.4
2
1, 2
4
2c
4
1
3, 4
3
5
4b, c, d
1
3
1
1
1a
3
1-5
1
1
1
1, 4
1
1
2
4
--
4
1-5
3, 4
2
2
3
4
5
2
4
2d
4
5, 2
3, 5
3, 5
8
2, 4
3.1
4
2
4
2a
4
3
2
2
7
1, 4
3.3
4
2
4
2b
4
1
3
2
4
5
5.2
6
6
5
4a, 5a-b
2
2
6
6
9
2, 5
5.1
7
2
5
4b
4
5
6
6
10
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Alignment Matrix of Unit, State, and Professional Standards