We believe that competent, caring, and committed
educators are successful in their careers. Educators
who are competent use pedagogical and content
knowledge to support learning for all, provide
instruction based on standards and student needs,
and use assessment and strategies for active
engagement so that all can learn. Educators who are
caring are responsive to individual needs and create
learning environments that promote positive social
interactions and motivation. Educators who are
committed collaborate with others by using effective
communication skills while being reflective decision
makers and lifelong learners who are willing to
change in order to continuously improve. We believe
that all of these qualities are fostered through
standards-based coursework with coordinated field
experiences. We believe that competent, caring, and
committed educators are successful in their careers.
Educators who are competent use pedagogical and
content knowledge to support learning for all,
provide instruction based on standards and student
needs, and use assessment and strategies for active
engagement so that all can learn. Educators who are
caring are responsive to individual needs and create
learning environments that promote positive social
interactions and motivation. Educators who are
committed collaborate with others by using effective
communication skills while being reflective decision
makers and lifelong learners who are willing to
change in order to continuously improve. We believe
that all of these qualities are fostered through
standards-based coursework with coordinated field
experiences.
Cameron University
Conceptual Framework
Cameron University
Education Unit
Conceptual Framework
Institutional Mission
Cameron University provides a diverse and dynamic student body access to quality educational
opportunities; fosters a student-centered learning environment that combines innovative classroom
teaching with experiential learning; prepares students for professional success, responsible citizenship,
life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in
the cultural life and economic development of the region.
Unit Mission
We believe that competent, caring, and committed educators are successful in their careers.
Educators who are competent use pedagogical and content knowledge to support learning for
all, provide instruction based on standards and student needs, and use assessment and
strategies for active engagement so that all can learn.
Educators who are caring are responsive to individual needs and create learning environments
that promote positive social interactions and motivation.
Educators who are committed collaborate with others by using effective communication skills
while being reflective decision makers and lifelong learners who are willing to change in order
to continuously improve.
We believe that all of these qualities are fostered through standards-based coursework with
coordinated field experiences.
Unit Vision
Cameron University is dedicated to producing competent, caring, and committed educators who can
successfully work with diverse students.
Core Beliefs
1. An effective educator uses knowledge of human development and learning, combined with
knowledge of pedagogy and content, to best support learning for all students.
2. An effective educator uses formal and informal assessment to evaluate student learning and
modifies instruction as needed so that all students can learn.
3. An effective educator engages students in critical thinking and problem solving.
4. An effective educator plans instruction based on student needs, curriculum goals and standards,
and community needs and in response to diversity.
5. An effective educator creates learning environments that promote fairness, positive social
interactions, active learning, and motivation so that students will have a high level of engagement.
6. An effective educator is skilled in verbal, nonverbal, and written communication in order to clearly
communicate with students, families, colleagues, and the community.
7. An effective educator is able to think critically and solve problems and uses technology to enhance
instruction.
8. An effective educator is a reflective, life-long learner who seeks out professional development
resources and opportunities, collaborates with others, is willing to change as needed, and
maintains a high level of professionalism.
Purposes / Goals / Outcomes
1. Graduates will demonstrate competence in basic skills and in-depth knowledge of the subject
matter they teach.
2. Graduates will demonstrate professional knowledge and effective pedagogical skills.
3. Graduates will demonstrate understanding of student development and create appropriate
learning environments.
4. Graduates will demonstrate ability to think reflectively and critically.
5. Graduates will demonstrate ability to interact effectively with diverse students, parents/families,
and communities.
6. Graduates will demonstrate ability to use a variety of strategies to assess, analyze, and modify their
practice.
Dispositions (with indicators)
COMPETENT
Values subject matter
Demonstrates passion and enthusiasm for content area
Demonstrates continued learning in the content area
Appreciates multiple teaching strategies
Recognizes multiple delivery methods for content
Is willing to use OR is familiar with technology
Is willing to involve others in the teaching process
Uses fair and consistent practices
Does not show bias when working with others
Exhibits good sportsmanship
Demonstrates good leadership skills
CARING
Exhibits a belief that all students can learn
Verbalizes philosophy that all students can learn
Provides equitable experiences for everyone involved
Does not discriminate
Is able to verbalize any of the following: multiple intelligences, learning styles, No Child Left
Behind, etc.
Demonstrates strong interpersonal skills
Respects divergent views
Easily communicates ideas to others
Works cooperatively with others
Is willing to listen to others’ ideas
Is sensitive to student needs
Shows willingness to help others
Shows flexibility when appropriate
Takes on extra duties to help others
COMMITTED
Demonstrates professionalism
Speaks and writes standard English
Is punctual
Dresses professionally
Manages time and resources appropriately
Works collaboratively with parents, students, and other professionals or colleagues
Is a reflective decision-maker
Exhibits critical thinking/problem solving skills
Provides a rationale for decisions
Reviews and revises decisions based on evidence
Is dedicated to the profession
Takes advantage of professional growth opportunities
Is a member of a professional or community organization
Volunteers in the school or community
Summary of Conceptual Framework
Cameron University is dedicated to producing COMPETENT, CARING, and
COMMITTED educators who can successfully work with diverse students.
Educators who are COMPETENT value subject matter, appreciate multiple
teaching strategies, and use fair and consistent practices. Educators who
are CARING exhibit a belief that all students can learn, demonstrate
strong interpersonal skills, and are sensitive to student needs. Educators
who are COMMITTED are reflective, life-long learners who demonstrate
professionalism and are dedicated to the profession of teaching.
Explanation of Visual Image
The font for the image was specifically chosen so that the “C” and the “U” would appear to be
reflections of each other if the viewer simply looks at them in a different way—much like we want our
candidates to be reflective and view things through multiple perspectives.
The word “education” is featured in a smaller font and in all lower case letters to represent that while
the unit provides new learning and experiences for our candidates, their commitment to being life-long
learners and their future experiences will allow their education to increase after they leave Cameron.
The shape of the “wheel” represents the integration of technology. The wheel was one of the earliest
technologies, which helped people to accomplish great things. Additionally, the wheel represents that
these dispositions will enable our candidates to roll smoothly through their careers as educators.
The three asterisks represent several things, all of which are tied to the students with whom our
candidates work. Stars were used to represent the idea that all students can learn and earn gold stars
for their success. Asterisks were specifically chosen for their spokes, which represent the various
dimensions of each student—those individualities and needs to which our candidates must be
responsive. At first glance, the asterisks look identical, but each is tilted at a slightly different angle to
represent diversity.
Knowledge Base
There is broad consensus among teacher educators about the knowledge and skills that teacher
candidates and school leaders need (Wilson & Floden, 2003). Cameron University’s education unit
agrees, and the themes in our core beliefs reflect the consensus among the national, state, and
professional standards.
Sanders and Rivers (1996) found that two second graders performing at the same level can be
separated by as many as 50 percentile points in the fifth grade due entirely to being taught by teachers
with varying levels of effectiveness. Because of this impact on students, creating effective teachers is a
priority at Cameron.
Research repeatedly finds that teachers who are well-prepared when they step into the classroom
produce higher student achievement (Research supporting the effectiveness of teacher preparation,
2005). We are committed to modeling for our candidates a focus both on the learners and the learning
(Darling-Hammond, 2005).
One vital element of preparing professional educators is that candidates see the interconnectedness of
course learning and experiences out in the field (Boyd, Boll, Brawner, & Villaume, 1998; Cochran-Smith
& Zeichner, 2005; Darling-Hammond, 2005; Mallette, Kile, Smith, McKinney, & Readence, 2000;
Wideen, Mayer-Smith, & Moon, 1998; Wilson & Floden, 2003; Worthy & Patterson, 2001; Blue Ribbon
Panel on Clinical Preparation and Partnerships for Improved Student Learning, 2010). As a result, the
unit is committed to providing a combination of professional coursework with coordinated field
experiences throughout the program to assist candidates in applying theory to practice.
1. An effective educator uses knowledge of human development and learning, combined with
knowledge of pedagogy and content, to best support learning for all students.
Cameron candidates must understand human development, such as Piaget’s stages of cognitive
development (Piaget, 1972), in order to be successful in the classroom. Specifically, they must know
“how children and adolescents think and behave, what they are trying to accomplish, and how to help
them grow in particular areas at particular ages in particular contexts” (Darling-Hammond, 2005, p. 8).
Also important is an understanding of how people learn. For example, candidates must learn about
Vygotsky’s social development theory to best understand the importance of their role in others’
learning (Vygotsky, 1978). Knowledge of the zone of proximal development will promote cooperative
and active learning in the classroom (Vygotsky, 1978). Candidates must also understand how
individuals learn from observation, imitation, and modeling according to Bandura’s social-cognitive
theory (Bandura, 1977). Whichever learning theories candidates elect to apply in their own classrooms,
they must understand the interactions among cognition, behavior, and context (Bandura, 1977).
Cameron is also committed to the idea that not all students learn in the same way or have the same
interests (Gardner, 1993). For this reason, knowledge of Gardner’s multiple intelligences (1993) and
how to teach students exhibiting each intelligence is very important. Developing these intelligences
can lead to greater student achievement.
In addition to knowing how and when students can best learn, candidates must have a deep
understanding of their subject matter (Cochran-Smith & Zeichner, 2005; Interstate Teacher
Assessment and Support Consortium, 2011). Research shows a positive connection between teachers’
preparation in subject matter and their performance in the classroom (McEwan, 2001; Wilson, Floden,
& Ferrini-Mundy, 2001). In fact, increasing amounts of research point to teacher expertise as one of
the school factors which is most influential on student achievement (Darling-Hammond, 2005).
Teachers who are well-versed in their subject matter are better able to “respond to student questions,
interpret unexpected student comments, and devise multiple ways of teaching a concept when the
first, second, or third approach does not succeed with all pupils” (Cochran-Smith & Zeichner, 2005).
It is not enough for teachers to know how people learn and what to teach, they must also understand
pedagogy—how to teach. Research consistently points to a positive influence of teacher preparation
coursework teaching pedagogy on teachers’ effectiveness (Darling-Hammond, 2000). Research also
indicates that student learning is linked to the variety of methods that teachers know and use in the
classroom (Darling-Hammond, 2000, 2005). Marzano, Pickering, and Pollock (2004) enumerate nine
strategies to improve student achievement. These strategies span subject matter and grade levels and
include things like “reinforcing effort and providing recognition” and “cues, questions, and advance
organizers” (Marzano et al., 2004).
Cameron believes that, to be most effective, candidates must combine their understanding of content
and pedagogy to exhibit pedagogical content knowledge (Shulman, 1987). Because pedagogical
content knowledge is the foundation of subject-specific methods courses, these courses have been
found to have a positive impact on student learning (Wilson et al., 2001).
Also, pedagogical content knowledge can help teachers as they work with students with disabilities.
For example, in math, Wenglinsky (2000, p. 7) found that “students whose teachers have received
[training] in working with special populations outperform their peers by more than a full grade level.”
For this reason, Cameron is committed to teaching our candidates the pedagogical content knowledge
necessary to work effectively with students with exceptionalities.
Candidates seeking to become school leaders must promote success for all by providing effective
instructional programs based on applying best practice to student learning.
2. An effective educator uses formal and informal assessment to evaluate student learning and
modifies instruction as needed so that all students can learn.
Research points to assessment coursework in teacher education programs as having a positive
influence on teachers’ effectiveness (Darling-Hammond, 2000). Specifically, students achieve more
when teachers engage in “active teaching” including purposeful assessment used in a diagnostic
manner to respond to students’ needs while working to meet curriculum goals (Darling-Hammond,
2000).
Cameron candidates must learn how to use assessment as a tool to assist them in making a variety of
decisions regarding their classrooms and schools (Popham, 2003, 2004; Interstate Teacher Assessment
and Support Consortium, 2011). According to Popham (2004), assessments used to diagnose students’
strengths and weaknesses can be used to decide which objectives should be taught. Those used to
monitor student progress help teachers decide what changes need to be made in the curriculum.
Finally, assessments designed to determine the teachers’ own effectiveness lead to decisions about
whether the sequence of instruction needs to be “overhauled” (Popham, 2004).
In preparation for working in schools under No Child Left Behind, teachers must think about how to
use assessments in the classroom instead of simply how to administer assessments (Stiggins, 1999).
Stiggins (1999, para. 50) sees a shift occurring in the classroom as a result of this change in thinking:
“Wise teachers use the classroom assessment process as an instructional intervention to teach the
lesson that failure is acceptable at first, but that it cannot continue. Improvement must follow. Success
is defined as continual improvement.”
Thus, we are committed to teaching candidates to use assessments to improve both their teaching and
their students’ learning.
3. An effective educator engages students in critical thinking and problem solving.
Research strongly supports a link between the ability of teachers to ask questions aimed at higherorder thinking skills and student learning (Darling-Hammond, 2000). Studies in math indicate that
students taught by teachers who emphasize critical thinking and problem solving perform better than
their peers (Wenglinsky, 2000).
Higher-order thinking skills including problem solving, creativity, and the upper levels of Bloom’s
Taxonomy “can fundamentally affect the nature of pupils’ thinking” (Anderson & Sosniak, 1994). As a
result, candidates must ensure that students are able to solve problems using a variety of tools
(National educational technology standards for teachers: Preparing teachers to use technology, 2002)
Cameron’s teacher education program stresses candidates’ use of critical thinking skills both personally
and with their students.
4. An effective educator plans instruction based on student needs, curriculum goals and standards,
and community needs and in response to diversity.
Research has found a positive relationship between student achievement and the ability of teachers to
adjust their teaching to fit both student needs and instructional objectives (Darling-Hammond, 2000;
Interstate Teacher Assessment and Support Consortium, 2011; The Equity and Excellence Commission,
2013). This ability in teachers requires flexibility, creativity, and a willingness to be adaptable in the
classroom (Darling-Hammond, 2000). Also, teachers who are more prepared when they enter the
classroom are more likely to demonstrate the adaptability needed to promote student learning
(Darling-Hammond, 2000).
Teachers must use their understandings of content and pedagogical content knowledge in working
with students’ preexisting ideas about content, as well as in identifying and correcting students’
misconceptions as they learn new things (Donovan, Bransford, & Pellegrino, 1999). To do this, teachers
must create activities during which student thinking is visible (Donovan et al., 1999).
The importance of meeting student needs must permeate all teaching and learning in a school.
Cameron’s program agrees with the National Educational Technology Standards for Teachers (National
educational technology standards for teachers: Preparing teachers to use technology, 2002, p. 16) in
that “the most effective learning environments meld traditional approaches and new approaches to
facilitate learning of relevant content while addressing individual needs.”
Cameron candidates must learn how to work effectively with diverse students in schools and respond
to diverse community interests. In both coursework and field experiences, we are mindful to teach our
candidates to “respect [students’] worth as individuals, not as often-unwilling representatives of one or
another culture. And insist that they do likewise when dealing with others. [sic] If we do otherwise we
risk miring our schools in incessant and counterproductive ethnic and racial conflict” (Clabaugh, 2000,
p. 104).
One early step in preparing candidates to work with diverse students is to help them understand that
everything that happens in a classroom or school grows out of conscious or unconscious cultural
values, attitudes, and beliefs (Garcia, 1991; Gay, 2002). The teacher is the person in the classroom and
the administrator is the person in the school who can control such cultural assumptions. Thus, it is vital
for candidates to understand that “what students learn and what teachers teach are ultimately filtered
and strained through their cultural sieves” (Garcia, 1991, p. 6-7)
The Cameron program strives to train candidates in and model culturally-responsive teaching (Gay,
2000). Culturally-responsive teaching involves educators being aware of their own cultural beliefs and
biases, having an understanding of the beliefs and values of other cultures, and sharing a variety of
cultural contributions to core academic areas with students (Gay, 2000; Valentin, 2006). Educators can
significantly impact the quality of education for culturally diverse students by reflecting their cultures
in the practices used in the classroom and throughout the school. Such practices include
communication styles, learning styles, social issues, and levels of ethnic identity (Gay, 2002).
We are also committed to preparing our candidates to work with students and families from all
socioeconomic backgrounds. Ruby Payne (2005, p. 11) highlights many of the beliefs that teachers
must understand in order to work with all students:
 An individual brings with him/her the hidden rules of the class in which he/she was raised;
 Schools and businesses operate from middle-class norms and use the hidden rules of middle
class;
 For our students to be successful, we must understand their hidden rules and teach them the
rules that will make them successful at school and at work;
 We can neither excuse students nor scold them for not knowing; as educators we must teach
them and provide support, insistence, and expectations; and
 To move from poverty to middle class or middle class to wealth, an individual must give up
relationships for achievement (at least for some period of time).
Research looking at a variety of high-poverty elementary schools found that teachers and
administrators must view all students as active participants in learning and focus on each student’s
meaning-making (Knapp & Associates, 1995).
Considering students with disabilities under the umbrella of diversity can be problematic as candidates
may draw the “inappropriate” conclusion that culturally diverse students are more likely to have
disabilities (Cochran-Smith & Zeichner, 2005). While we use the NCATE definition of diversity at
Cameron, our programs reflect the differences between cultural or socioeconomic diversity and
diversity due to exceptionalities. Specifically, our coursework and field experiences separate working
with students with exceptionalities from other types of diversity.
Another area of focus within the broad area of diversity for Cameron University is working with English
Language Learners (ELL). According to the National Center for Education Statistics in 2011-2012, 11.3%
of Oklahoma’s P-12 students were participating in ELL programs. At Cameron, we recognize that
additional students in local schools are in the process of being identified. To prepare candidates to
work with ELL students, Cameron University draws on research identifying effective methods for
developing content knowledge, using language specific to various content areas, and interpersonal
communication (Bongolan & Moir, 2005).
Teachers who see it as their job to adapt to student needs are more likely to remain in the classroom
and more likely to look at their own teaching, as opposed to blaming students, if their teaching is not
effective (Darling-Hammond, 2000). Overall, teachers and school leaders must not focus in on what a
student does not bring to the classroom. Rather, they should look at the strengths and resources each
student does bring to the classroom (Knapp & Associates, 1995).
5. An effective educator creates learning environments that promote fairness, positive social
interactions, active learning, and motivation so that students will have a high level of engagement.
Cameron is committed to helping candidates establish positive social interactions which are vital within
schools and in the classroom. School leaders must learn to create a school culture that is positive and
based on a shared purpose (Peterson & Deal, 1998). Similarly, positive teacher-to-student interactions
help teachers to understand student learning problems and to motivate students to be active in their
own learning (Labaree, 2000). Positive student-to-student interactions that focus on social skill
development also increase student achievement (Johnson & Johnson, 1990). These positive
interactions are also important in working with culturally diverse students in the classroom as students
of color perform better in classrooms that are caring and supportive (Gay, 2000).
Classroom instruction and climate have been found to have nearly as much impact on student learning
as student aptitude, which has been found to have the most impact in the classroom (Wang, Haertel, &
Walberg, 1993/1994). Within classroom instruction and climate, classroom management was the most
influential (Darling-Hammond, 2000; Wang et al., 1993/1994) with student and teacher social
interactions, quantity of instruction, and classroom climate also impacting student learning (Wang et
al., 1993/1994). Therefore, school leaders must provide safe, efficient, and effective learning
environments, and Cameron teacher candidates must learn that classroom management is more than
discipline.
Wong & Wong (1998) define classroom management as the responsibility of the teacher for organizing
all aspects of the classroom so that students are able to learn actively. Rather, classroom management
focuses on the organization of students, space, time, and materials to maximize student achievement
(Wong & Wong, 1998). Ultimately, “if a student cannot demonstrate learning or achievement, the
student has not failed--WE have failed the student” (Wong & Wong, 1998, p. 197).
As with everything in the classroom, classroom management is not culturally neutral (Weinstein,
Tomlinson-Clarke, & Curran, 2004). In looking at classroom management, teacher candidates and
school leaders must consider elements of culturally-responsive classroom management to minimize
any culturally-related stress and the implicit and explicit prejudices and stereotypes that students
might face from school and society (Gay, 2002; Weinstein, Curran, & Tomlinson-Clarke, 2003).
Teachers who engage students in more constructivist types of learning—discovery, inquiry-based, or
problem-based—have students who are more likely to remember concepts and knowledge because
they have discovered it on their own (Bruner, 1967). For this reason, school leaders must support
active learning within the school. According to brain-based research, complex environments produce
smarter students than do “boring” ones. With this in mind, teachers should strive for variety in the
activities and challenges they pose daily to students (Sousa, 2005). Active learning pays off, as research
has found that students who participate in hands-on learning activities perform better than their peers
by more than 70% of a grade level in math and 40% of a grade level in science (Wenglinsky, 2000).
Students in active learning environments draw on their own past experiences and existing knowledge
to discover new information or relationships (Bruner, 1967). Other advantages of active learning in the
classroom are increased motivation, independence, and problem solving skills. Candidates must learn
not only how to facilitate active learning in their classrooms, but also how to identify and correct
potential misconceptions in students engaged in active learning (Bruner, 1967).
Candidates must acknowledge students’ needs as they relate to motivation in the classroom and
realize that these needs will vary across students. Until basic needs have been met, students will not
be motivated to grow cognitively (Maslow, 1943). Once students can focus on learning, teachers must
create an environment that promotes motivation and that holds students’ interest throughout the
school day. To do this, candidates must understand students’ beliefs about their own abilities and what
students care about, and they must balance the tasks presented to give students enough success to
encourage them to continue their hard work and successful learning (Darling-Hammond, 2005;
Stiggins, 1999).
Cooperative learning is one way to bring together social interaction and active learning in the
classroom as part of an environment that promotes motivation (Johnson & Johnson, 1999). Through
cooperative learning, Students gain self-esteem, enjoyment of school and of the subject being taught.
Also, the use of cooperative learning with students can increase both their time-on-task and their
attendance (Slavin, 1990).
Socially, students learn to depend on each other as they ask for and receive help from group members
(Johnson & Johnson, 1999). Cooperative learning is helpful when engaging in culturally-responsive
classroom management (Gay, 2002). Candidates must be taught how and when to use culturally-
appropriate management strategies such as self-regulation, community building, and social decision
making (Weinstein et al., 2004). Culturally-responsive classroom management also improves the social
acceptance of students with learning disabilities who are mainstreamed (Slavin, 1990).
6. An effective educator is skilled in verbal, nonverbal, and written communication in order to clearly
communicate with students, families, colleagues, and the community.
Research strongly supports a link between teacher clarity and student learning (Darling-Hammond,
2000). In fact, Cameron believes, like Levy, Wubbels, et al. (as cited in Polk, 2006, p. 25) that
“communication is at the heart of a quality classroom environment.”
Communication is fundamental in schools because spoken language is the primary medium for
learning, teachers are responsible for facilitating all of the talk occurring in the classroom, and spoken
language is tied to the identity of each participant in the classroom (Cazden, 1988). Hurst and Reding
(2000, p. 16) advise teachers that "educating yourself as to the proper use of the English language is
imperative if you want to be a successful role model to your students and present yourself in a
professional manner to those with whom you come in contact.” Studies suggest that “teachers’ verbal
ability is related to student achievement.” In fact, this verbal ability ties directly to teachers’ ability to
convey ideas clearly to students and to teachers’ professionalism and thus should be supported by
school administrators (Darling-Hammond, 2000) (Kramer, 2003).
Research has found that exemplary teachers ensure more talk—teacher to student and student to
student—in their classrooms. Students in such classrooms look to the teacher for encouragement,
modeling, and support with regard to purposeful talk during the school day (Allington, 2002). Of the
purposeful talk seen in the classrooms of exemplary teachers, more is conversational that
interrogational. Specifically, these teachers ask more open-ended questions and accept a variety of
responses (Allington, 2002). A review of research also found that more thoughtful classroom talk leads
to improved reading comprehension, especially in low socio-economic schools (Allington, 2002).
Another type of talk used in classrooms is the “language of control” (Cazden, 1988). All educators must
communicate in culturally consistent ways. To do so, candidates must be taught about the
communication styles of different cultures, which will allow them to work with students and families in
a culturally responsive way (Weinstein et al., 2003).
Research into the impact of school, family, and community connections on students shows a positive
relationship between family involvement and improved student achievement across economic and
ethnic backgrounds for students of all ages (Henderson & Mapp, 2002). Teachers and educational
leaders must communicate effectively with family and community members to facilitate such
involvement (Wong & Wong, 1998).
7. An effective educator is able to think critically and solve problems and use technology to enhance
instruction.
Candidates must have a strong grasp on skills that are essential for success in the 21st century such as
critical thinking and problem solving. In addition, candidates must learn how to teach these skills to
their students (Partnership for 21st Century Skills, 2009).
Research shows that integrating technology into instruction can produce positive results for students
(e.g. K. M. Owens, 2005; Sandholtz, Ringstaff, & Dwyer, 1997). We believe that it is not enough just to
integrate technology into the classroom for the sake of using technology but to integrate it so that
“technology is not the focus of learning, but it provides an essential vehicle for getting to the
destination” (K. M. Owens, 2005, p. 620). Ultimately, technology can be a cognitive tool for student
inquiry in the classroom (R. F. Owens, Hester, & Teale, 2002).
In preparing candidates to use technology, we focus on the National Educational Technology Standards
(NETS) as established by the International Society for Technology in Education (ISTE). Standard III of the
NETS states that, “Teachers implement curriculum plans that include methods and strategies for
applying technology to maximize student learning” (National educational technology standards for
teachers: Preparing teachers to use technology, 2002). In keeping with this standard, Cameron teacher
candidates are taught how to (1) facilitate content-centered experiences using technology, (2) use
technology in ways that address individual student needs in a learner-centered environment, (3) apply
technology to help students develop higher-order thinking skills, and (4) manage an environment in
which students are using technology (National educational technology standards for teachers:
Preparing teachers to use technology, 2002). Candidates learning to be school leaders learn how to
support teachers in these technological endeavors.
ISTE also includes a standard focused on educator productivity and professional practice. In keeping
with this standard, candidates learn how to use technology for productivity, ongoing professional
development, and life-long learning. We also emphasize the importance of teachers evaluating and
reflecting on their practice when considering their use of technology for student learning (National
educational technology standards for teachers: Preparing teachers to use technology, 2002).
Overall, Cameron understands the value of using technology for both teaching and learning.
8. An effective educator is a reflective, life-long learner who seeks out professional development
resources and opportunities, collaborates with others, is willing to change as needed, and maintains
a high level of professionalism.
Cameron prepares candidates to be professional educators. We understand that professionalism
entails many dispositions and skills. For example, effective educators reflect on their practice, build
collegial relationships, continually participate in professional development activities, and behave in a
professional manner (DuFour, Eaker, & DuFour, 2005; Langer, 1999; Stronge, 2002; Wong & Wong,
1998).
Schoenbach (1994, p. 25) defines reflection as “taking time on a regular basis to step back from the
often overwhelming demands of everyday [school/classroom] life, and considering—through writing
and discussion—what is happening in one's [school/classroom] and why.”
Research has found that sustained reflection by teachers increases teacher efficacy in the classroom,
which, in turn, is connected to increases in student learning (Chase, Germundsen, Brownstein, &
Distad, 2001). One reason for this is that reflection can aid teachers in determining what is successful
in the classroom and what could be improved (Chase et al., 2001). Teachers must also be willing to
change when a change will lead to greater effectiveness in the classroom (Langer, 1999). Reflecting on
their practice is a vital step in determining what changes are possible and how they might affect
students in the classroom (Glazer, Abbott, & Harris, 2004; Stanley, 1998). We believe that the
principles of reflection that are tied to teaching are equally effective when applied to school leaders
reflecting on their practice.
Candidates must understand that a key element to successful reflection is collaboration because
“[educators] never work in a vacuum, either in gaining the ideas, discussing them, gathering feedback
in understanding or reconstruing them, or even in rejecting them” (Langer, 1999, p. 51).
Collaboration among teachers is valuable for more than reflection and has been shown to improve
practice (Interstate Teacher Assessment and Support Consortium, 2011). Langer (1999) studied several
high-performing schools and found that teachers in these schools collaborate often and in a number of
ways including coordinating efforts to improve student achievement and engaging in professional
communities, both of which positively affect student achievement (DuFour et al., 2005; Polk, 2006).
School leaders must learn to harness this teacher collaboration for the success of the school.
Several characteristics can help educators to build strong collegial relationships. Hurst and Reding
(2000) advise teachers to be respectful and courteous with colleagues, be both followers and leaders,
support and encourage colleagues, and recognize the chain of command in the school context. The
same can be said of school leaders.
Students of educators who engage in ongoing professional development benefit not only from the
knowledge gained, but also from the educator’s enthusiasm for learning (Darling-Hammond, 2000;
Langer, 1999; Polk, 2006). For students to benefit fully, teachers and school leaders must serve as
models to students regarding continued learning (Polk, 2006). We believe that life-long learning is
extremely valuable to candidates and occurs as candidates seek out professional development
throughout their careers.
In addition to the elements discussed above, many others have been identified as important for
professionalism in educators: positive attitude, confidence, initiative, being prepared, with-it-ness,
punctuality, professional appearance, and professional demeanor (Hurst & Reding, 2000; Kramer,
2003; McEwan, 2001; Wong & Wong, 1998).
Ultimately, professional teachers look at teaching as more than simply a job (Pajak, 2001; Wong &
Wong, 1998), and professionalism is an ongoing process that all educators must continually work
toward (Kramer, 2003).
Transition Points
INITIAL PROGRAMS
When Transition
Point Occurs
1
Admission to
Teacher Education
Program
All initial
programs
Major Assessments


















Passing score on the Oklahoma General Education Test (OGET).
Minimum retention GPA of 2.5.
Completed ENGL 1113 with a grade of C or better.
Completed ENGL 1213 with a grade of C or better.
Completed COMM 1113 with a grade of C or better.
Completed MATH 1413 or higher with a grade of C or better.
Completed HIST 1483 or 1493 with a grade of C or better.
Completed PS 1113 with a grade of C or better.
Completed two Humanities with a grade of C or better.
Completed EDUC 1800 with a grade of S.
Completed EDUC 3003 with a grade of C or better or is
concurrently enrolled with a grade check of C or better.
Completed or concurrently enrolled in EDUC 3733.
Completed or concurrently enrolled in Biological or Physical
Science.
Grade Equivalent score of 12.0 or higher on the Nelson Denny
Reading Test.
Passing score on EDUC 3003 lesson plan rubric.
Completed the Application for Admittance to Teacher
Education.
3 satisfactory recommendation forms with unit dispositions.
Satisfactory completion of entry interview.
When Transition
Point Occurs
Program
All initial
programs
Biology
Early Childhood
Elementary
2
Entry to Student
Teaching
English
Math
Romance
Languages
Social Studies
3
Exit from Student
Teaching
All initial
programs
All initial
programs
4
Program
Completion
Early Childhood
Elementary
Math
PE
Major Assessments
 Passing score on required Oklahoma Subject Area Tests (OSATs)
 Satisfactory assessment from EDUC 4313: Practicum in
Assessment and Instruction
 Passing score on 5 portfolio standards
 Additional program requirements listed below
 Passing grade in all Biology Education courses; C or better in all
education courses
 C or better in all Early Childhood major coursework
 Passing score on Oklahoma Reading Test
 Passing score on Early Childhood portfolio
 Satisfactory dispositional assessments in EDUC 4463
Mathematics Methods and EDUC 4552 Diagnosis & Remediation
of Reading Difficulties
 C or better in all major coursework
 C or better in all English Education major and professional
education courses
 Submission of content portfolio
 Passing grade in MATH 4773 Teaching of Secondary
Mathematics
 Passing scores on Mid-Level and Major Field Tests
 Submission of technology & proof portfolios
 Passing grade in all Romance Languages education major
courses
 Score of Advanced-Low on Oral Proficiency Interview (OPI)
 Submission of content portfolio
 Passing grade in all Social Studies Education courses; C or better
in all education courses
 Passing scores for final 10 standards
 Passing score on Teaching Styles Checklist
 Satisfactory student teaching evaluations
 Completion of Exit Survey
 Retention GPA of 2.5 or better
 Completion of foreign language proficiency
 Additional program requirements listed below
 C or better in all courses required for certification
 C or better in all courses required for certification
 C or better in all courses required for certification
 C or better in all courses required for certification
ADVANCED PROGRAMS
M.S. in EDUCATIONAL LEADERSHIP
When Transition Point Occurs
Major Assessments
Gate 1
Admission




Gate 1.5
Entry to Internship
Gate 2
Completion of 15 Hours






Gate 3
Completion of 24 Hours




Gate 4
Program Completion






Valid teaching certificate
Minimum undergraduate GPA of 3.0
Completion of approved Plan of Study
2 satisfactory recommendations with unit dispositions
completed by certified staff members (each score must be a
3 or better)
Completion of 6 credit hours of MSEL coursework
GPA of 3.00
Completed written Internship Request
Minimum 10 hours of field experiences completed
Minimum GPA of 3.00 in graduate courses
Satisfactory dispositional assessments from 2 departmental
faculty (each score must be a 3 or better)
Satisfactory portfolio check (average score of 3 or better)
Minimum GPA of 3.00 in graduate courses
Minimum 30 hours of field experiences completed with
diversity documentation
Satisfactory dispositional assessments from 2 departmental
faculty (each score must be a 3 or better)
Minimum GPA of 3.00 in graduate courses
Satisfactory completion of 150 hours of internship
Satisfactory dispositional assessment by 1 faculty member
who specializes in Educational Leadership (each score must
be a 3 or better)
Completed Exit Survey
Satisfactory internship evaluation
Satisfactory portfolio check (average score of 3 or better)
M.Ed. in EDUCATION and M.Ed. in READING
When Transition Point Occurs
Gate 1
Admission
Gate 2
Completion of 9 Hours
Gate 3
Completion of 21 Hours
Gate 4
Program Completion
Major Assessments
 Possess valid teaching certificate or passing scores on the
OGET & OSAT
 Possess a minimum undergraduate GPA of 3.00
 Submit 2 acceptable recommendation forms
 Grade of C or better in EDUC 5103 Intro to Graduate Research
 Possess a minimum GPA of 3.00
 Submit acceptable dispositional assessments from research
professor and one other departmental faculty member.
 Submit acceptable disposition assessments from 2 schoolbased faculty
 Complete a minimum of 10 hours of field experiences
 Possess a passing score on 21-hour checkpoint portfolio
assessment
 Possess a minimum GPA of 3.00
 Complete a minimum of 25 total hours of field experience
 Possess a passing score on exit-program portfolio assessment
 Possess a passing score on Analysis of Growth paper (in exitprogram portfolio)
 Complete Exit Survey
 Possess a minimum GPA of 3.00
 Submit acceptable dispositional assessment from 1 faculty
who specializes in the field
Standards Alignment Charts – Initial Programs
ABBREVIATED STANDARDS ALIGNMENT – B.S. in BIOLOGY EDUCATION
Cameron Core
Values
Conceptual
Framework
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
NSTA Standards (2004)
Student
learning as our
top priority
competent
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
Standard 1: Content. Teachers of science understand and can articulate the knowledge and
practices of contemporary science. They can interrelate and interpret important concepts, ideas,
and applications in their fields of licensure; and can conduct scientific investigations.
Standard 2: Nature of Science. Teachers of science engage students effectively in studies of the
history, philosophy, and practice of science. They enable students to distinguish science from
nonscience, understand the evolution and practice of science as a human endeavor, and critically
analyze assertions made in the name of science.
Standard 3: Inquiry. Teachers of science engage students both in studies of various methods of
scientific inquiry and in active learning through scientific inquiry. They encourage students,
individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret
data in order to develop concepts and relationships from empirical experiences.
Standard 4: Curriculum. Teachers of science plan and implement an active, coherent, and effective
curriculum that is consistent with the goals and recommendations of the National Science Education
Standards. They begin with the end in mind and effectively incorporate contemporary practices and
resources into their planning and teaching.
Standard 8: Assessment. Teachers of science construct and use effective assessment strategies to
determine the backgrounds and achievements of learners and facilitate their intellectual, social, and
personal development. They assess students fairly and equitably, and require that students engage
in ongoing self-assessment.
Diversity
among our
students,
faculty, and
staff
caring
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 5: General Skills of Teaching. Teachers of science create a community of diverse learners
who construct meaning from their science experiences and possess a disposition for further
exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings,
actions, strategies, and methodologies.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NSTA Standards (2004)
Standard 4: Issues. Teachers of science recognize that informed citizens must be prepared to make
decisions and take action on contemporary science- and technology-related issues of interest to the
general society. They require students to conduct inquiries into the factual basis of such issues and
to assess possible actions and outcomes based upon their goals and values.
Standard 7: Science in the Community. Teachers of science relate their discipline to their local and
regional communities, involving stakeholders and using the individual, institutional, and natural
resources of the community in their teaching. They actively engage students in science-related
studies or activities related to locally important issues.
ABBREVIATED STANDARDS ALIGNMENT – B.S. in EARLY CHILDHOOD EDUCATION
Cameron Core
Values
Conceptual
Framework
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
NAEYC Standards (2010)
Student
learning as our
top priority
competent
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
Standard 3: Candidates prepared in early childhood degree programs understand that child
observation, documentation, and other forms of assessment are central to the practice of all early
childhood professionals. They know about and understand the goals, benefits, and uses of
assessment. They know about and use systematic observations, documentation, and other effective
assessment strategies in a responsible way, in partnership with families and other professionals, to
positively influence the development of every child.
Standard 5: Candidates prepared in early childhood degree programs use their knowledge of
academic disciplines to design, implement, and evaluate experiences that promote positive
development and learning for each and every young child. Candidates understand the importance of
developmental domains and academic (or content) disciplines in early childhood curriculum. They
know the essential concepts, inquiry tools, and structure of content areas, including academic
subjects, and can identify resources to deepen their understanding. Candidates use their own
knowledge and other resources to design, implement, and evaluate meaningful, challenging
curriculum that promotes comprehensive developmental and learning outcomes for every young
child.
Standard 7: Field experiences and clinical practice are planned and sequenced so that candidates
develop the knowledge, skills and professional dispositions necessary to promote the development
and learning of young children across the entire developmental period of early childhood – in at
least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and
in the variety of settings that offer early education (early school grades, child care centers and
homes, Head Start programs).
Diversity
among our
students,
faculty, and
staff
caring
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 1: Candidates prepared in early childhood degree programs are grounded in a child
development knowledge base. They use their understanding of young children's characteristics and
needs, and of multiple interacting influences on children's development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each child.
Standard 2: Candidates prepared in early childhood degree programs understand that successful
early childhood education depends upon partnerships with children’s families and communities.
They know about, understand, and value the importance and complex characteristics of children’s
families and communities. They use this understanding to create respectful, reciprocal relationships
that support and empower families, and to involve all families in their children’s development and
learning.
Standard 4: Candidates prepared in early childhood degree programs understand that teaching and
learning with young children is a complex enterprise, and its details vary depending on children’s
ages, characteristics, and the settings within which teaching and learning occur. They understand
and use positive relationships and supportive interactions as the foundation for their work with
young children and families. Candidates know, understand, and use a wide array of developmentally
appropriate approaches, instructional strategies, and tools to connect with children and families and
positively influence each child’s development and learning.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NAEYC Standards (2010)
Standard 6: Candidates prepared in early childhood degree programs identify and conduct
themselves as members of the early childhood profession. They know and use ethical guidelines and
other professional standards related to early childhood practice. They are continuous, collaborative
learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making
informed decisions that integrate knowledge from a variety of sources. They are informed advocates
for sound educational practices and policies.
ABBREVIATED STANDARDS ALIGNMENT – B.S. in ELEMENTARY EDUCATION
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
ACEI Standards (2007)
Standard 2.1: Reading, Writing, and Oral Language. Candidates demonstrate a high level of
competence in use of English language arts and they know, understand, and use concepts from
reading, language and child development, to teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their developing skills to many different
situations, materials, and ideas.
Standard 2.2: Science. Candidates know, understand, and use fundamental concepts of physical, life,
and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to
teach science, to build student understanding for personal and social applications, and to convey the
nature of science.
Standard 2.3: Mathematics. Candidates know, understand, and use the major concepts and
procedures that define number and operations, algebra, geometry, measurement, and data analysis
and probability. In doing so they consistently engage problem solving, reasoning and proof,
communication, connections, and representation.
Standard 2.4: Social studies. .Candidates know, understand, and use the major concepts and modes
of inquiry from the social studies—the integrated study of history, geography, the social sciences,
and other related areas—to promote elementary students’ abilities to make informed decisions as
citizens of a culturally diverse democratic society and interdependent world.
Standard 2.5: The arts. Candidates know, understand, and use—as appropriate to their own
understanding and skills—the content, functions, and achievements of the performing arts (dance,
music, theater) and the visual arts as primary media for communication, inquiry, and engagement
among elementary students.
Standard 2.6: Health education. Candidates know, understand, and use the major concepts in the
subject matter of health education to create opportunities for student development and practice of
skills that contribute to good health.
Standard 2.7: Physical education. Candidates 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 students.
Standard 3.1: Integrating and applying knowledge for instruction. Candidates plan and implement
instruction based on knowledge of students, learning theory, connections across the curriculum,
curricular goals, and community.
Standard 3.3: Development of critical thinking and problem solving. Candidates understand and
use a variety of teaching strategies that encourage elementary students’ development of critical
thinking and problem solving.
Standard 4.0: Assessment for instruction. Candidates know, understand, and use formal and
informal assessment strategies to plan, evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each elementary student.
Cameron Core
Values
Conceptual
Framework
Diversity
among our
students,
faculty, and
staff
caring
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
ACEI Standards (2007)
Standard 1.0: Development, Learning and Motivation. Candidates know, understand, and use the
major concepts, principles, theories, and research related to development of children and young
adolescents to construct learning opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Standard 3.2: Adaptation to diverse students. Candidates understand how elementary students
differ in their development and approaches to learning, and create instructional opportunities that
are adapted to diverse students.
Standard 3.4: Active engagement in learning. Candidates use their knowledge and understanding of
individual and group motivation and behavior among students at the K-6 level to foster active
engagement in learning, self motivation, and positive social interaction and to create supportive
learning environments.
Standard 3.5: Communication to foster collaboration. Candidates use their knowledge and
understanding of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the elementary classroom.
Standard 5.1: Professional growth, reflection, and evaluation. Candidates are aware of and reflect
on their practice in light of research on teaching, professional ethics, and resources available for
professional learning; they continually evaluate the effects of their professional decisions and
actions on students, families and other professionals in the learning community and actively seek
out opportunities to grow professionally.
Standard 5.2: Collaboration with families, colleagues, and community agencies. Candidates know
the importance of establishing and maintaining a positive collaborative relationship with families,
school colleagues, and agencies in the larger community to promote the intellectual, social,
emotional, physical growth and well-being of children.
ABBREVIATED STANDARDS ALIGNMENT – B.A. in ENGLISH EDUCATION
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
NCTE Standards (2003)
Standard 2.3: Candidates demonstrate reflective practice, involvement in professional organizations,
and collaboration with both faculty and other candidates.
Standard 2.6: Candidates engage their students in activities that demonstrate the role of arts and
humanities in learning
Standard 3.1: Candidates demonstrate knowledge of, and skills in the use of, the English language.
Standard 3.2: Candidates demonstrate knowledge of the practices of oral, visual, and written
literacy.
Standard 3.3: Candidates demonstrate their knowledge of reading processes.
Standard 3.4: Candidates demonstrate knowledge of different composing processes.
Standard 3.5: Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
Standard 3.6: Candidates demonstrate knowledge of the range and influence of print and nonprint
media and technology in contemporary culture.
Standard 3.7: Candidates demonstrate knowledge of research theory and findings in English
language arts.
Standard 4.1: Candidates examine and select resources for instruction such as textbooks, other print
materials, videos, films, records, and software, appropriate for supporting the teaching of English
language arts.
Standard 4.2: Candidates align curriculum goals and teaching strategies with the organization of
classroom environments and learning experiences to promote whole-class, small-group, and
individual work.
Standard 4.3: Candidates integrate interdisciplinary teaching strategies and materials into the
teaching and learning process for students.
Standard 4.5: Candidates engage students often in meaningful discussions for the purposes of
interpreting and evaluating ideas presented through oral, written, and/or visual forms.
Standard 4.6: Candidates engage students in critical analysis of different media and communications
technologies.
Standard 4.7: Candidates engage students in learning experiences that consistently emphasize
varied uses and purposes for language in communication.
Standard 4.8: Candidates engage students in making meaning of texts through personal response.
Standard 4.9: Candidates demonstrate that their students can select appropriate reading strategies
that permit access to, and understanding of, a wide range of print and nonprint texts.
Standard 4.10: Candidates integrate assessment consistently into instruction by using a variety of
formal and informal assessment activities and instruments to evaluate processes and products, and
creating regular opportunities to use a variety of ways to interpret and report assessment methods
and results to students, parents, administrators, and other audiences.
Cameron Core
Values
Conceptual
Framework
Diversity
among our
students,
faculty, and
staff
caring
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NCTE Standards (2003)
Standard 2.1: Candidates create an inclusive and supportive learning environment in which all
students can engage in learning.
Standard 2.2: Candidates use ELA to help their students become familiar with their own and others’
cultures.
Standard 2.4: Candidate use practices designed to assist students in developing habits of critical
thinking and judgment.
Standard 4.4: Candidates create and sustain learning environments that promote respect for, and
support of, individual differences of ethnicity, race, language, culture, gender, and ability.
Standard 2.3: Candidates demonstrate reflective practice, involvement in professional organizations,
and collaboration with both faculty and other candidates.
Standard 2.5: Candidates make meaningful connections between the ELA curriculum and
developments in culture, society, and education.
ABBREVIATED STANDARDS ALIGNMENT – B.A. in MATHEMATICS EDUCATION
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
NCTM Standards (2003)
Standard 1: Knowledge of Problem Solving. Candidates know, understand and apply the process of
mathematical problem solving.
Standard 2: Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate
mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
Standard 3: Knowledge of Mathematical Communication. Candidates communicate their
mathematical thinking orally and in writing to peers, faculty and others.
Standard 4: Knowledge of Mathematical Connections. Candidates recognize, use, and make
connections between and among mathematical ideas and in contexts outside mathematics to build
mathematical understanding.
Standard 5: Knowledge of Mathematical Representation. Candidates use varied representations of
mathematical ideas to support and deepen students’ mathematical understanding.
Standard 6: Knowledge of Technology. Candidates embrace technology as an essential tool for
teaching and learning mathematics.
Standard 8: Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how
students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and
learning
Standard 9: Knowledge of Number and Operations. Candidates demonstrate computational
proficiency, including a conceptual understanding of numbers, ways of representing number,
relationships among number and number systems, and the meaning of operations.
Standard 10: Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships
among quantities including functions, ways of representing mathematical relationships, and the
analysis of change.
Standard 11: Knowledge of Geometries. Candidates use spatial visualization and geometric
modeling to explore and analyze geometric shapes, structures, and their properties.
Standard 12: Knowledge of Calculus. Candidates demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a thorough background in techniques and application
of the calculus.
Standard 13: Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of
discrete mathematics in the formulation and solution of problems.
Standard 14: Knowledge of Data Analysis, Statistics, and Probability. Candidates demonstrate an
understanding of concepts and practices related to data analysis, statistics, and probability.
Standard 15: Knowledge of Measurement. Candidates apply and use measurement concepts and
tools.
Cameron Core
Values
Conceptual
Framework
Diversity
among our
students,
faculty, and
staff
caring
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NCTM Standards (2003)
Standard 16.1: Field-Based Experiences Engage in a sequence of planned opportunities prior to
student teaching that includes observing and participating secondary mathematics classrooms under
the supervision of experienced and highly qualified teachers.
Standard 16.2: Field-Based Experiences Experience full-time student teaching secondary-level
mathematics that is supervised by an experienced and highly qualified teacher and a university or
college supervisor with elementary mathematics teaching experience.
Standard 16.3: Field-Based Experiences Demonstrate the ability to increase students’ knowledge of
mathematics.
Standard 7: Dispositions. Candidates support a positive disposition toward mathematical processes
and mathematical learning.
ABBREVIATED STANDARDS ALIGNMENT – B.M.E. in MUSIC EDUCATION
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
OK State Music Standards
VOCAL
Standard 1: Understands the basic philosophy of music education and is able to justify music within
the school curriculum
Standard 4: Has a knowledge of quality literature, both choral and solo, as well as folk songs
appropriate for children.
Standard 5: Understands the changing voice, both male and female.
Standard 7: Has a working knowledge of how to coordinate vocal music with all academic disciplines
including other fine arts areas.
Standard 8: Has proficiency in piano, including knowledge of scales, chords and the ability to warm
up a choir and play simple accompaniments.
Standard 11: Has competency in conducting, including the ability to show musical nuance.
Standard 12: Is able to prepare a series of lesson plans appropriate to teaching level K-12.
Standard 13: Has the ability to sing a diatonic melody at sight, using a consistent sight singing
method and the skill to teach that method appropriately at each grade level.
Standard 14: Has the ability to count rhythms using a consistent rhythmic reading system and the
skills to teach that method appropriately at each grade level.
Standard 15: Has knowledge of the music education approaches such as Carl Orff, Zoltan Kodaly, and
Jaques-Dalcroze and is able to prepare and teach a lesson according to each of these approaches.
Standard 16: Has broad knowledge and understanding of music history including various styles,
periods and cultures.
Standard 18: Has the ability to use technology in the music classroom, such as basic knowledge of
MIDI, sequencing and notational software programs, sound system set-up, and to make recordings.
INSTRUMENTAL
Standard 1: Understands the basic philosophy of music education and is able to justify music within
the school curriculum.
Standard 2: Understands how music and fine arts experiences enhance student life experience and
can promote music and the other arts in the community as well as in the school.
Standard 5: Has mastery of a major instrument, including appropriate techniques of breathing,
embouchure, posture, and hand position.
Standard 6: Has a broad understanding of music history, including various styles and musical
contributions of different cultural and ethnic groups.
Standard 7: Has the ability to play an instrument(s) and teach a beginning instrumental music class,
using current methods and quality music literature for band, small ensemble and solo.
Standard 12: Has competency in conducting techniques.
Standard 13: Is able to teach basic fundamentals of embouchure, hand position, technique and
other related skills, of all the standard band and orchestra instruments at a basic Grade 6-8 level,
including making a characteristic sound.
Standard 14: Is able to sing a diatonic* melody at sight, using a consistent sight-singing method, and
the skill to teach that method appropriately at each grade level.
Standard 15: Is able to count rhythms using a consistent rhythm reading system and demonstrates
the skill to teach that method appropriately at each grade level.
Standard 16: Has knowledge of music education approaches such as Carl Orff, Zoltan Kodaly and
Jaques-Dalcroze and is able to prepare and teach a lesson according to each of these approaches.
Standard 17: Has basic proficiency in piano, including a knowledge of keyboard harmony and is able
to play functional progressions and simple accompaniments.
Cameron Core
Values
Conceptual
Framework
Diversity
among our
students,
faculty, and
staff
caring
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
OK State Music Standards
Standard 18: Has the ability to use technology in the music classroom, such as basic knowledge of
MIDI, sequencing and notational software programs, sound system set-up, and to make recordings.
Standard 20: Understands the competencies in Oklahoma’s core curriculum in General Music and
exhibits the skill to incorporate them into various instrumental music classes.
VOCAL
Standard 3: Has knowledge of effective methodologies and practices for encouraging self-analysis
and musical independence.
Standard 10: Has the ability to recognize and evaluate sequential musical development for all
students, including those with disabilities.
Standard 17: Has broad knowledge and understanding of a variety of music and musical practices
representative of different cultural and ethnic groups.
INSTRUMENTAL
Standard 4: Has knowledge of effective methodologies and practices for encouraging self-analysis
and musical independence.
Standard 8: Is able to recognize and evaluate the sequential development of students, including
those with disabilities.
VOCAL
Standard 2: Understands how music and fine arts experiences enhance student life experience and
can promote music and other arts in the community as well as within the school.
Standard 6: Has knowledge of where to locate professional consultants and printed music resources,
such as music stores, music publisher catalogues, and textbook companies.
Standard 9: Participates in ongoing professional development which includes involvement with
professional associations.
Standard 19: Understands basic laws of copyright pertaining to the correct use of copyrighted
printed music and related responsibilities.
Standard 20: Understands the competencies in Oklahoma’s core curriculum in General Music and
exhibits the skill to incorporate them into various vocal music classes.
INSTRUMENTAL
Standard 3: Participates in ongoing professional development which includes involvement with
professional associations and current experiences in performing endeavors.
Standard 9: Has knowledge of where to locate printed musical resources and professional
consultants.
Standard 10: Has a working knowledge of how music integrates with all other academic disciplines,
including other fine arts areas.
Standard 11: Has the skill to collaborate and coordinate experiences with teachers of other
academic disciplines, including other fine arts areas.
Standard 19: Understands basic laws of copyright pertaining to the correct use of copyrighted print
music and related responsibilities.
ABBREVIATED STANDARDS ALIGNMENT – B.S. in PHYSICAL EDUCATION
Cameron Core
Values
Conceptual
Framework
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
NASPE Standards (2008)
Student
learning as our
top priority
competent
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
Standard 1: Scientific and Theoretical Knowledge Physical education teacher candidates know and
apply discipline-specific scientific and theoretical concepts critical to the development of physically
educated individuals.
Standard 2: Skill and Fitness Based Competence Physical education teacher candidates are
physically educated individuals with the knowledge and skills necessary to demonstrate competent
movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Standard 3: Planning and Implementation Physical education teacher candidates plan and
implement developmentally appropriate learning experiences aligned with local, state, and national
standards to address the diverse needs of all students.
Standard 5: Impact on Student Learning Physical education teacher candidates utilize assessments
and reflection to foster student learning and inform instructional decisions.
Diversity
among our
students,
faculty, and
staff
caring
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 4: Instructional Delivery and Management Physical education teacher candidates use
effective communication and pedagogical skills and strategies to enhance student engagement and
learning.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NASPE Standards (2008)
Standard 6: Professionalism Physical education teacher candidates demonstrate dispositions
essential to becoming effective professionals.
ABBREVIATED STANDARDS ALIGNMENT – B.A. in ROMANCE LANGUAGES EDUCATION
Cameron Core
Values
Conceptual
Framework
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Student
learning as our
top priority
competent
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
Diversity
among our
students,
faculty, and
staff
caring
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
ACTFL Standards (2002)
Standard 1: Language, Linguistics, Comparisons. Candidates (a) demonstrate a high level of
proficiency in the target language, and they seek opportunities to strengthen their proficiency (See
the following supporting explanation and rubrics for required levels of proficiency.); (b) know the
linguistic elements of the target language system, recognize the changing nature of language, and
accommodate for gaps in their own knowledge of the target language system by learning on their
own; and (c) know the similarities and differences between the target language and other languages,
identify the key differences in varieties of the target language, and seek opportunities to learn about
varieties of the target language on their own.
Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts. Candidates (a) demonstrate that
they understand the connections among the perspectives of a culture and its practices and products,
and they integrate the cultural framework for foreign language standards into their instructional
practices; (b) recognize the value and role of literary and cultural texts and use them to interpret and
reflect upon the perspectives of the target cultures over time; and (c) integrate knowledge of other
disciplines into foreign language instruction and identify distinctive viewpoints accessible only
through the target language.
Standard 4: Integration of Standards into Curriculum and Instruction. Candidates (a) demonstrate
an understanding of the goal areas and standards of the Standards for Foreign Language Learning
and their state standards, and they integrate these frameworks into curricular planning; (b) integrate
the Standards for Foreign Language Learning and their state standards into language instruction; and
(c) use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
Standard 5: Assessment of Language and Cultures. Candidates (a) believe that assessment is
ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and levelappropriate by implementing purposeful measures; (b) reflect on the results of student assessments,
adjust instruction accordingly, analyze the results of assessments, and use success and failure to
determine the direction of instruction; and (c) interpret and report the results of student
performances to all stakeholders and provide opportunity for discussion.
Standard 3: Language Acquisition Theories and Instructional Practices. Candidates (a) demonstrate
an understanding of language acquisition at various developmental levels and use this knowledge to
create a supportive classroom learning environment that includes target language input and
opportunities for negotiation of meaning and meaningful interaction and (b) develop a variety of
instructional practices that reflect language outcomes and articulated program models and address
the needs of diverse language learners.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
ACTFL Standards (2002)
Standard 6: Professionalism. Candidates (a) engage in professional development opportunities that
strengthen their own linguistic and cultural competence and promote reflection on practice and (b)
know the value of foreign language learning to the overall success of all students and understand
that they will need to become advocates with students, colleagues, and members of the community
to promote the field.
ABBREVIATED STANDARDS ALIGNMENT – B.A. in SOCIAL STUDIES EDUCATION
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner progress, and to guide the
teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
NCSS Standards (2004)
Standard 1.1: Culture and Cultural Diversity. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of culture and cultural diversity.
Standard 1.2: Time, Continuity, and Change. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of time, continuity, and change.
Standard 1.3: People, Places, and Environment. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of people, places, and environment.
Standard 1.4: Individual Development and Identity. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of individual development and identity.
Standard 1.5: Individuals, Groups and Institutions. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of individuals, groups, and institutions.
Standard 1.6: Power, Authority, and Governance. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of power, authority and governance.
Standard 1.7: Production, Distribution, and Consumption. Candidates in social studies should
possess the knowledge, capabilities, and disposition to organize and provide instruction at the
appropriate school level for the study of production, distribution, and consumption of goods and
services.
Standard 1.8: Science, Technology and Society. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate
school level for the study of science, technology and society.
Standard 1.9: Global Connections. Candidates in social studies should possess the knowledge,
capabilities, and dispositions to organize and provide instruction at the appropriate school level for
the study of global connections and interdependence.
Standard 1.10: Civic Ideals and Practices. Candidates in social studies should possess the knowledge,
capabilities, and dispositions to organize and provide instruction at the appropriate school level for
the study of civic ideals and practices.
Cameron Core
Values
Conceptual
Framework
Diversity
among our
students,
faculty, and
staff
caring
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support individual
and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The
teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of
each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to
advance the profession.
NCSS Standards (2004)
Standard 3.1: Course or Courses on Teaching Social Studies. Institutions preparing social studies
teachers should provide and require prospective social studies teachers to complete a course or
courses dealing specifically with the nature of the social studies and with ideas, strategies, and
techniques for teaching social studies at the appropriate licensure level.
Standard 3.2: Qualified Social Studies Faculty. Institutions preparing social studies teachers should
provide faculty in the social studies and social studies education components of the program who
are recognized as (a) exemplary teachers, (b) scholars in the fields of social studies and social studies
education, and (c) informed about middle and secondary school classrooms and teaching.
ABBREVIATED STANDARDS ALIGNMENT – SPECIAL EDUCATION ADD ON
Cameron Core
Values
Student
learning as our
top priority
Conceptual
Framework
competent
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
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: Application of Content The teacher
understands how to connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, 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 monitor learner
progress, and to guide the teacher’s and learner’s
decision making.
Standard 7: Planning for Instruction The teacher plans
instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the
community context.
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 apply knowledge in meaningful
ways.
CEC Standards (2001)
Standard 1: Foundations Special educators understand the field as an evolving and changing discipline
based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and
historical points of view, and human issues that have historically influenced and continue to influence
the field of special education and the education and treatment of individuals with exceptional needs
both in school and society. Special educators understand how these influence professional practice,
including assessment, instructional planning, implementation, and program evaluation. Special
educators understand how issues of human diversity can impact families, cultures, and schools, and how
these complex human issues can interact with issues in the delivery of special education services. They
understand the relationships of organizations of special education to the organizations and functions of
schools, school systems, and other agencies.
Special educators use this knowledge as a ground upon which to construct their own personal
understandings and philosophies of special education.
Standard 4: Instructional Strategies Special educators possess a repertoire of evidence-based
instructional strategies to individualize instruction for individuals with ELN. Special educators select,
adapt, and use these instructional strategies to promote challenging learning results in general and
special curricula and to appropriately modify learning environments for individuals with ELN. They
enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN,
and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem.
Moreover, special educators emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
Standard 6: Language Special educators understand typical and atypical language development and the
ways in which exceptional conditions can interact with an individual’s experience with and use of
language. Special educators use individualized strategies to enhance language development and teach
communication skills to individuals with ELN. Special educators are familiar with augmentative,
alternative, and assistive technologies to support and enhance communication of individuals with
exceptional needs. Special educators match their communication methods to an individual’s language
proficiency and cultural and linguistic differences. Special educators provide effective language models,
and they use communication strategies and resources to facilitate understanding of subject matter for
individuals with ELN whose primary language is not English.
Standard 7: Instructional Planning Individualized decision-making and instruction is at the center of
special education practice. Special educators develop long-range individualized instructional plans
anchored in both general and special curricula. In addition, special educators systematically translate
these individualized plans into carefully selected shorter-range goals and objectives taking into
consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and
linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided
practice to assure acquisition and fluency through maintenance and generalization.
Understanding of these factors as well as the implications of an individual’s exceptional condition,
guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful
instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s
ongoing learning process. Moreover, special educators facilitate this instructional planning in a
collaborative context including the individuals with exceptionalities, families, professional colleagues,
and personnel from other agencies as appropriate. Special educators also develop a variety of
individualized transition plans, such as transitions from preschool to elementary school and from
secondary settings to a variety of postsecondary work and learning contexts.
Special educators are comfortable using appropriate technologies to support instructional planning and
individualized instruction.
Cameron Core
Values
Diversity
among our
students,
faculty, and
staff
Conceptual
Framework
caring
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 1: Learner Development The teacher
understands how learners grow 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.
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.
Standard 3: Learning Environments The teacher works
with others to create environments that support
individual and collaborative learning, and that
encourage positive social interaction, active
engagement in learning, and self-motivation.
CEC Standards (2001)
Standard 8: Assessment Assessment is integral to the decision-making and teaching of special educators
and special educators use multiple types of assessment information for a variety of educational
decisions. Special educators use the results of assessments to help identify exceptional learning needs
and to develop and implement individualized instructional programs, as well as to adjust instruction in
response to ongoing learning progress. Special educators understand the legal policies and ethical
principles of measurement and assessment related to referral, eligibility, program planning, instruction,
and placement for individuals with ELN, including those from culturally and linguistically diverse
backgrounds. Special educators understand measurement theory and practices for addressing issues of
validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators
understand the appropriate use and limitations of various types of assessments. Special educators
collaborate with families and other colleagues to assure non-biased, meaningful assessments and
decision-making. Special educators conduct formal and informal assessments of behavior, learning,
achievement, and environments to design learning experiences that support the growth and
development of individuals with ELN. Special educators use assessment information to identify supports
and adaptations required for individuals with ELN to access the general curriculum and to participate in
school, system, and statewide assessment programs. Special educators regularly monitor the progress of
individuals with ELN in general and special curricula. Special educators use appropriate technologies to
support their assessments.
Standard 2: Development and Characteristics of Learners Special educators know and demonstrate
respect for their students first as unique human beings. Special educators understand the similarities
and differences in human development and the characteristics between and among individuals with and
without exceptional learning needs (ELN). Moreover, special educators understand how exceptional
conditions can interact with the domains of human development and they use this knowledge to
respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand
how the experiences of individuals with ELN can impact families, as well as the individual’s ability to
learn, interact socially, and live as fulfilled contributing members of the community.
Standard 3: Individual Learning Differences Special educators understand the effects that an
exceptional condition can have on an individual’s learning in school and throughout life. Special
educators understand that the beliefs, traditions, and values across and within cultures can affect
relationships among and between students, their families, and the school community. Moreover, special
educators are active and resourceful in seeking to understand how primary language, culture, and
familial backgrounds interact with the individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career options. The understanding of these
learning differences and their possible interactions provide the foundation upon which special educators
individualize instruction to provide meaningful and challenging learning for individuals with ELN.
Standard 5: Learning Environments and Social Interactions Special educators actively create learning
environments for individuals with ELN that foster cultural understanding, safety and emotional well
being, positive social interactions, and active engagement of individuals with ELN.
In addition, special educators foster environments in which diversity is valued and individuals are taught
to live harmoniously and productively in a culturally diverse world. Special educators shape
environments to encourage the independence, self-motivation, self-direction, personal empowerment,
and self-advocacy of individuals with ELN. Special educators help their general education colleagues
integrate individuals with ELN in regular environments and engage them in meaningful learning activities
and interactions. Special educators use direct motivational and instructional interventions with
individuals with ELN to teach them to respond effectively to current expectations. When necessary,
special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all
these efforts and provide guidance and direction to paraeducators and others, such as classroom
volunteers and tutors.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
Standard 9: Professional Learning & Ethical Practice
The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and
actions on others (learners, families, other
professionals, and the community), and adapts practice
to meet the needs of each learner.
Standard 10: Leadership & Collaboration The teacher
seeks appropriate leadership roles and opportunities to
take responsibility for student learning, to collaborate
with learners, families, colleagues, other school
professionals, and community members to ensure
learner growth, and to advance the profession.
CEC Standards (2001)
Standard 9: Professional and Ethical Practice Special educators are guided by the profession’s ethical
and professional practice standards. Special educators practice in multiple roles and complex situations
across wide age and developmental ranges. Their practice requires ongoing attention to legal matters
along with serious professional and ethical considerations. Special educators engage in professional
activities and participate in learning communities that benefit individuals with ELN, their families,
colleagues, and their own professional growth. Special educators view themselves as lifelong learners
and regularly reflect on and adjust their practice. Special educators are aware of how their own and
others attitudes, behaviors, and ways of communicating can influence their practice. Special educators
understand that culture and language can interact with exceptionalities, and are sensitive to the many
aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage
in activities that foster their professional growth and keep them current with evidence-based best
practices. Special educators know their own limits of practice and practice within them.
Standards Alignment Charts – Advanced Programs
STANDARDS ALIGNMENT – M.Ed. in EDUCATION concentration in Elementary Math Specialist
Cameron Core
Values
Conceptual
Framework
M.Ed.
Program Objectives
Student
learning as
our top
priority
competent
1. develop and deliver
curriculum based on
theoretical foundations
of the discipline
2. analyze, utilize, and
conduct research
critically
4. monitor and assess
pupil learning
5. demonstrate the use
of technology in
support of teaching and
learning
Diversity
among our
students,
faculty, and
staff
Excellence in
teaching,
scholarship,
service, and
mentoring
caring
3. identify
developmental and
individual differences
and adjust practices
accordingly;
6. reflect upon and
evaluate his/her own
practices.
committed
Oklahoma Elementary Math Specialist (OEMS) Standards (2010)
Standard 1: The OEMS understands the structure of number systems, student’s development of
a sense of quantity, and the relationship between quantity and symbolic representations.
Standard 2: The OEMS understands number operations and computational algorithms, and
students’ development of these concepts with a goal of computational fluency.
Standard 3: The OEMS understands elementary number theory and ways in which students use
numbers to model and solve problems.
Standard 5: The OEMS understands and uses mathematical reasoning to identify, extend, and
analyze patterns, as well as the relationships among variables, expressions, equations, relations,
and functions to effectively support student development and learning of these concepts.
Standard 6: The OEMS understands and uses linear functions to model and solve problems,
using a variety of methods to effectively support student development and learning of algebraic
concepts.
Standard 7: The OEMS implements effective instructional design strategies to guide, evaluate,
and improve all students’ learning of patterns, algebra, and functions.
Standard 8: The OEMS understands the development of measurement as a process and ways in
which students use measurement to model and solve problems.
Standard 9: The OEMS understands the basic concepts and applications of Euclidean geometry,
and effectively supports students’ development of these concepts.
Standard 10: The OEMS understands transformational and coordinate geometry and connects
geometry with other topics in the mathematics curriculum to effectively support students’
development of these concepts.
Standard 4: The OEMS implements effective instructional design strategies to guide, evaluate,
and improve all students’ learning of number concepts and operations.
Standard 11: The OEMS implements effective instructional design strategies to guide, evaluate,
and improve all students’ learning of geometry and measurement.
National Board for
Professional Teaching
Standards
Proposition 2: Teachers
Know the Subjects They
Teach and How to Teach
Those Subjects to Students.
Proposition 3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
Proposition 1: Teachers are
Committed to Students and
Learning
Proposition 4: Teachers
Think Systematically about
Their Practice and Learn
from Experience.
Proposition 5: Teachers are
Members of Learning
Communities.
STANDARDS ALIGNMENT – M.Ed. in EDUCATION concentration in Literacy
Cameron Core
Values
Conceptual
Framework
Student
learning as
our top
priority
competent
Diversity
among our
students,
faculty, and
staff
Excellence in
teaching,
scholarship,
service, and
mentoring
caring
committed
M.Ed.
Program Objectives
1. develop and deliver
curriculum based on
theoretical foundations
of the discipline
2. analyze, utilize, and
conduct research
critically
4. monitor and assess
pupil learning
5. demonstrate the use
of technology in
support of teaching and
learning
3. identify
developmental and
individual differences
and adjust practices
accordingly;
6. reflect upon and
evaluate his/her own
practices.
IRA Standards (2010)
National Board for
Professional Teaching
Standards
Standard 1. Foundational Knowledge. Candidates understand the theoretical and evidencebased foundations of reading and writing processes and instruction.
Standard 2. Curriculum and Instruction. Candidates use instructional approaches, materials, and
an integrated, comprehensive, balanced curriculum to support student learning in reading and
writing.
Standard 3. Assessment and Evaluation. Candidates use a variety of assessment tools and
practices to plan and evaluate effective reading and writing instruction.
Standard 5. Literate Environment. Candidates create a literate environment that fosters reading
and writing by integrating foundational knowledge, instructional practices, approaches and
methods, curriculum materials, and the appropriate use of assessments.
Proposition 2: Teachers
Know the Subjects They
Teach and How to Teach
Those Subjects to Students.
Proposition 3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
Standard 4. Diversity. Candidates create and engage their students in literacy practices that
develop awareness, understanding, respect, and a valuing of differences in our society.
Proposition 1: Teachers are
Committed to Students and
Learning
Standard 6: Professional Learning and Leadership. Candidates recognize the importance of,
demonstrate, and facilitate professional learning and leadership as a career-long effort and
responsibility.
Proposition 4: Teachers
Think Systematically about
Their Practice and Learn
from Experience.
Proposition 5: Teachers are
Members of Learning
Communities.
STANDARDS ALIGNMENT – M.Ed. in EDUCATION concentration in Secondary Education
Cameron Core
Values
Conceptual
Framework
Student learning
as our top
priority
competent
Diversity among
our students,
faculty, and staff
Excellence in
teaching,
scholarship,
service, and
mentoring
caring
committed
M.Ed.
Program Objectives
National Board for Professional Teaching Standards
1. develop and deliver curriculum based on theoretical foundations of the
discipline
2. analyze, utilize, and conduct research critically
4. monitor and assess pupil learning
5. demonstrate the use of technology in support of teaching and learning
3. identify developmental and individual differences and adjust practices
accordingly;
Proposition 2: Teachers Know the Subjects They Teach and How to
Teach Those Subjects to Students.
Proposition 3: Teachers are Responsible for Managing and Monitoring
Student Learning.
6. reflect upon and evaluate his/her own practices.
Proposition 4: Teachers Think Systematically about Their Practice and
Learn from Experience.
Proposition 5: Teachers are Members of Learning Communities.
Proposition 1: Teachers are Committed to Students and Learning
STANDARDS ALIGNMENT – M.Ed. in EDUCATION concentration in Special Education
Cameron Core
Values
Student
learning as
our top
priority
Conceptual
Framework
competent
M.Ed.
Program Objectives
1. develop and deliver
curriculum based on
theoretical
foundations of the
discipline
2. analyze, utilize, and
conduct research
critically
4. monitor and assess
pupil learning
5. demonstrate the
use of technology in
support of teaching
and learning
CEC Standards
Standard 1: Foundations Special educators understand the field as an evolving and changing
discipline based on philosophies, evidence-based principles and theories, relevant laws and
policies, diverse and historical points of view, and human issues that have historically
influenced and continue to influence the field of special education and the education and
treatment of individuals with exceptional needs both in school and society. Special educators
understand how these influence professional practice, including assessment, instructional
planning, implementation, and program evaluation. Special educators understand how issues
of human diversity can impact families, cultures, and schools, and how these complex human
issues can interact with issues in the delivery of special education services. They understand
the relationships of organizations of special education to the organizations and functions of
schools, school systems, and other agencies. Special educators use this knowledge as a
ground upon which to construct their own personal understandings and philosophies of
special education.
Standard 4: Instructional Strategies Special educators possess a repertoire of evidence-based
instructional strategies to individualize instruction for individuals with ELN. Special educators
select, adapt, and use these instructional strategies to promote challenging learning results in
general and special curricula and to appropriately modify learning environments for
individuals with ELN. They enhance the learning of critical thinking, problem solving, and
performance skills of individuals with ELN, and increase their self-awareness, selfmanagement, self-control, self-reliance, and self-esteem. Moreover, special educators
emphasize the development, maintenance, and generalization of knowledge and skills across
environments, settings, and the lifespan.
Standard 6: Language Special educators understand typical and atypical language
development and the ways in which exceptional conditions can interact with an individual’s
experience with and use of language. Special educators use individualized strategies to
enhance language development and teach communication skills to individuals with ELN.
Special educators are familiar with augmentative, alternative, and assistive technologies to
support and enhance communication of individuals with exceptional needs. Special educators
match their communication methods to an individual’s language proficiency and cultural and
linguistic differences. Special educators provide effective language models, and they use
communication strategies and resources to facilitate understanding of subject matter for
individuals with ELN whose primary language is not English.
National Board for Professional
Teaching Standards
Proposition 2: Teachers Know the
Subjects They Teach and How to
Teach Those Subjects to Students.
Proposition 3: Teachers are
Responsible for Managing and
Monitoring Student Learning.
Cameron Core
Values
Student
learning as
our top
priority
Conceptual
Framework
competent
M.Ed.
Program Objectives
1. develop and deliver
curriculum based on
theoretical
foundations of the
discipline
2. analyze, utilize, and
conduct research
critically
4. monitor and assess
pupil learning
5. demonstrate the
use of technology in
support of teaching
and learning
CEC Standards
Standard 7: Instructional Planning Individualized decision-making and instruction is at the
center of special education practice. Special educators develop long-range individualized
instructional plans anchored in both general and special curricula. In addition, special
educators systematically translate these individualized plans into carefully selected shorterrange goals and objectives taking into consideration an individual’s abilities and needs, the
learning environment, and a myriad of cultural and linguistic factors. Individualized
instructional plans emphasize explicit modeling and efficient guided practice to assure
acquisition and fluency through maintenance and generalization. Understanding of these
factors as well as the implications of an individual’s exceptional condition, guides the special
educator’s selection, adaptation, and creation of materials, and the use of powerful
instructional variables. Instructional plans are modified based on ongoing analysis of the
individual’s ongoing learning process. Moreover, special educators facilitate this instructional
planning in a collaborative context including the individuals with exceptionalities, families,
professional colleagues, and personnel from other agencies as appropriate. Special educators
also develop a variety of individualized transition plans, such as transitions from preschool to
elementary school and from secondary settings to a variety of postsecondary work and
learning contexts. Special educators are comfortable using appropriate technologies to
support instructional planning and individualized instruction.
Standard 8: Assessment Assessment is integral to the decision-making and teaching of special
educators and special educators use multiple types of assessment information for a variety of
educational decisions. Special educators use the results of assessments to help identify
exceptional learning needs and to develop and implement individualized instructional
programs, as well as to adjust instruction in response to ongoing learning progress. Special
educators understand the legal policies and ethical principles of measurement and
assessment related to referral, eligibility, program planning, instruction, and placement for
individuals with ELN, including those from culturally and linguistically diverse backgrounds.
Special educators understand measurement theory and practices for addressing issues of
validity, reliability, norms, bias, and interpretation of assessment results. In addition, special
educators understand the appropriate use and limitations of various types of assessments.
Special educators collaborate with families and other colleagues to assure non-biased,
meaningful assessments and decision-making. Special educators conduct formal and informal
assessments of behavior, learning, achievement, and environments to design learning
experiences that support the growth and development of individuals with ELN. Special
educators use assessment information to identify supports and adaptations required for
individuals with ELN to access the general curriculum and to participate in school, system, and
statewide assessment programs. Special educators regularly monitor the progress of
individuals with ELN in general and special curricula. Special educators use appropriate
technologies to support their assessments.
National Board for Professional
Teaching Standards
Proposition 2: Teachers Know the
Subjects They Teach and How to
Teach Those Subjects to Students.
Proposition 3: Teachers are
Responsible for Managing and
Monitoring Student Learning.
Cameron Core
Values
Conceptual
Framework
M.Ed.
Program Objectives
Diversity
among our
students,
faculty, and
staff
caring
3. identify
developmental and
individual differences
and adjust practices
accordingly;
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
6. reflect upon and
evaluate his/her own
practices.
CEC Standards
Standard 2: Development and Characteristics of Learners Special educators know and
demonstrate respect for their students first as unique human beings. Special educators
understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs (ELN).
Moreover, special educators understand how exceptional conditions can interact with the
domains of human development and they use this knowledge to respond to the varying
abilities and behaviors of individual’s with ELN. Special educators understand how the
experiences of individuals with ELN can impact families, as well as the individual’s ability to
learn, interact socially, and live as fulfilled contributing members of the community.
Standard 3: Individual Learning Differences Special educators understand the effects that an
exceptional condition can have on an individual’s learning in school and throughout life.
Special educators understand that the beliefs, traditions, and values across and within
cultures can affect relationships among and between students, their families, and the school
community. Moreover, special educators are active and resourceful in seeking to understand
how primary language, culture, and familial backgrounds interact with the individual’s
exceptional condition to impact the individual’s academic and social abilities, attitudes,
values, interests, and career options. The understanding of these learning differences and
their possible interactions provide the foundation upon which special educators individualize
instruction to provide meaningful and challenging learning for individuals with ELN.
Standard 5: Learning Environments and Social Interactions Special educators actively create
learning environments for individuals with ELN that foster cultural understanding, safety and
emotional well being, positive social interactions, and active engagement of individuals with
ELN. In addition, special educators foster environments in which diversity is valued and
individuals are taught to live harmoniously and productively in a culturally diverse world.
Special educators shape environments to encourage the independence, self-motivation, selfdirection, personal empowerment, and self-advocacy of individuals with ELN. Special
educators help their general education colleagues integrate individuals with ELN in regular
environments and engage them in meaningful learning activities and interactions. Special
educators use direct motivational and instructional interventions with individuals with ELN to
teach them to respond effectively to current expectations. When necessary, special educators
can safely intervene with individuals with ELN in crisis. Special educators coordinate all these
efforts and provide guidance and direction to paraeducators and others, such as classroom
volunteers and tutors.
Standard 9: Professional and Ethical Practice Special educators are guided by the profession’s
ethical and professional practice standards. Special educators practice in multiple roles and
complex situations across wide age and developmental ranges. Their practice requires
ongoing attention to legal matters along with serious professional and ethical considerations.
Special educators engage in professional activities and participate in learning communities
that benefit individuals with ELN, their families, colleagues, and their own professional
growth. Special educators view themselves as lifelong learners and regularly reflect on and
adjust their practice. Special educators are aware of how their own and others attitudes,
behaviors, and ways of communicating can influence their practice. Special educators
understand that culture and language can interact with exceptionalities, and are sensitive to
the many aspects of diversity of individuals with ELN and their families. Special educators
actively plan and engage in activities that foster their professional growth and keep them
current with evidence-based best practices. Special educators know their own limits of
practice and practice within them.
National Board for Professional
Teaching Standards
Proposition 1: Teachers are
Committed to Students and
Learning
Proposition 4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
Proposition 5: Teachers are
Members of Learning
Communities.
STANDARDS ALIGNMENT – M.Ed. in EDUCATION concentration in Teaching & Learning
Cameron Core
Values
Conceptual
Framework
M.Ed.
Program Objectives
Student learning
as our top
priority
competent
1. develop and deliver curriculum
based on theoretical foundations
of the discipline
2. analyze, utilize, and conduct
research critically
4. monitor and assess pupil
learning
5. demonstrate the use of
technology in support of teaching
and learning
Diversity among
our students,
faculty, and staff
caring
3. identify developmental and
individual differences and adjust
practices accordingly;
Excellence in
teaching,
scholarship,
service, and
mentoring
committed
6. reflect upon and evaluate
his/her own practices.
InTASC Model Core Teaching Standards /
Oklahoma State Standards for Teacher Licensure
National Board for Professional
Teaching Standards
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: Application of Content The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical thinking,
creativity, 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 monitor learner
progress, and to guide the teacher’s and learner’s decision making.
Standard 7: Planning for Instruction The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
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
apply knowledge in meaningful ways.
Standard 1: Learner Development The teacher understands how learners
grow 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.
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.
Standard 3: Learning Environments The teacher works with others to create
environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and selfmotivation.
Standard 9: Professional Learning & Ethical Practice The teacher engages in
ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
Standard 10: Leadership & Collaboration The teacher seeks appropriate
leadership roles and opportunities to take responsibility for student learning,
to collaborate with learners, families, colleagues, other school professionals,
and community members to ensure learner growth, and to advance the
profession.
Proposition 2: Teachers Know
the Subjects They Teach and
How to Teach Those Subjects
to Students.
Proposition 3: Teachers are
Responsible for Managing and
Monitoring Student Learning.
Proposition 1: Teachers are
Committed to Students and
Learning
Proposition 4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
Proposition 5: Teachers are
Members of Learning
Communities.
STANDARDS ALIGNMENT – M.Ed. in READING
Cameron Core
Values
Conceptual
Framework
M.Ed.
Program Objectives
Student
learning as
our top
priority
competent
1. develop and deliver curriculum based on
theoretical foundations of the discipline
2. analyze, utilize, and conduct research
critically
4. monitor and assess pupil learning
5. demonstrate the use of technology in support
of teaching and learning
Diversity
among our
students,
faculty, and
staff
Excellence in
teaching,
scholarship,
service, and
mentoring
caring
3. identify developmental and individual
differences and adjust practices accordingly;
committed
6. reflect upon and evaluate his/her own
practices.
IRA Standards (2010)
Standard 1. Foundational Knowledge. Candidates understand the theoretical and evidence-based
foundations of reading and writing processes and instruction.
Standard 2. Curriculum and Instruction. Candidates use instructional approaches, materials, and
an integrated, comprehensive, balanced curriculum to support student learning in reading and
writing.
Standard 3. Assessment and Evaluation. Candidates use a variety of assessment tools and
practices to plan and evaluate effective reading and writing instruction.
Standard 5. Literate Environment. Candidates create a literate environment that fosters reading
and writing by integrating foundational knowledge, instructional practices, approaches and
methods, curriculum materials, and the appropriate use of assessments.
Standard 4. Diversity. Candidates create and engage their students in literacy practices that
develop awareness, understanding, respect, and a valuing of differences in our society.
Standard 6: Professional Learning and Leadership. Candidates recognize the importance of,
demonstrate, and facilitate professional learning and leadership as a career-long effort and
responsibility.
STANDARDS ALIGNMENT – M.S. in EDUCATIONAL LEADERSHIP
Cameron Core
Values
Student learning
as our top
priority
Conceptual
Framework
competent
M.S.
Program Objectives
To assist and provide opportunities for
students to develop:
1. An understanding of and proficiency
in resource management
2. An understanding of and proficiency
in financial management
3. Effective and industry standard
techniques for the assessment and
supervision of programs
4. Effective and best practice
techniques for the assessment and
supervision of personnel
ELCC Standards (2002)
Standard 1.1 Develop a Vision Candidates develop a vision of learning for a school that promotes the
success of all students. Candidates base this vision on relevant knowledge and theories, including but not
limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’
needs, schools as interactive social and cultural systems, and social and organizational change.
Standard 1.5 Promote Community Involvement in the Vision Candidates acquire and demonstrate the
skills needed to communicate effectively with all stakeholders about implementation of the vision
Standard 2.1 Promote Positive School Culture Candidates assess school culture using multiple methods
and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language,
disability, gender, race, socio-economic) of the school community to improve school programs and
culture.
Standard 2.2 Provide Effective Instructional Program Candidates demonstrate the ability to make
recommendations regarding the design, implementation, and evaluation of a curriculum that fully
accommodates learners’ diverse needs.
Standard 2.3 Apply Best Practice to Student Learning Candidates apply human development theory,
proven learning and motivational theories, and concern for diversity to the learning process. Candidates
demonstrate an understanding of how to use appropriate research strategies to promote an
environment for improved student achievement.
Standard 2.4 Design Comprehensive Professional Growth Plans Candidates develop and implement
personal professional growth plans that reflect commitment to life-long learning.
Standard 3.1 Manage the Organization Candidates demonstrate the ability to optimize the learning
environment for all students by applying appropriate models and principles of organizational
development and management, including research and data driven decision- making with attention to
indicators of equity, effectiveness, and efficiency.
Standard 3.2 Manage Operations Candidates develop communications plans for staff that includes
opportunities for staff to develop their family and community collaboration skills.
Candidates demonstrate an understanding of how to apply legal principles to promote educational
equity and provide safe, effective, and efficient facilities.
Standard 4.1 Collaborate with Families and Other Community Members Candidates demonstrate an
ability to bring together the resources of family members and the community to positively affect student
learning. Candidates demonstrate an ability to involve families in the education of their children based
on the belief that families have the best interests of their children in mind. Candidates demonstrate the
ability to collaborate with community agencies to integrate health, social, and other services.
Standard 4.2 Respond to Community Interests and Needs Candidates demonstrate the ability to use
appropriate assessment strategies and research methods to understand and accommodate diverse
school and community conditions and dynamics. Candidates provide leadership to programs serving
students with special and exceptional needs. Candidates demonstrate the ability to capitalize on the
diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to
improve school programs and meet the diverse needs of all students.
Standard 4.3 Mobilize Community Resources Candidates demonstrate an understanding of and ability to
use community resources, including youth services to support student achievement, to solve school
problems and achieve school goals.
Standard 5.2 Acts Fairly Candidates demonstrate the ability to combine impartiality, sensitivity to
student diversity, and ethical considerations in their interactions with others.
Cameron Core
Values
Conceptual
Framework
M.S.
Program Objectives
1.
Diversity among
our students,
faculty, and staff
caring
To assist and provide
opportunities for students to
develop:
5. Leadership strategies for
dealing with geographically,
ethnically, and economically
diverse populations
7. Leadership skills in fostering a
collegial relationship,
problem solving, and
effective communication
with various constituents at
the school, district, state,
and federal level
ELCC Standards (2002)
Standard 6.1 Understand the Larger Context Candidates demonstrate the ability to analyze the complex causes
of poverty and other disadvantages and their effects on families, communities, children, and learning. Candidates
demonstrate the ability to analyze and describe the cultural diversity in a school community. Candidates
demonstrate the ability to explain various theories of change and conflict resolution and the appropriate
application of those models to specific communities.
Standard 6.2 Respond to the Larger Context Candidates demonstrate the ability to communicate with members
of a school community concerning trends, issues, and potential changes in the environment in which the school
operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.
Standard 6.3 Influence the Larger Context Candidates advocate for policies and programs that promote
equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity,
gender, disability, or other individual characteristics.
Standard 1.2 Articulate a Vision Candidates demonstrate the ability to use data- based research strategies and
strategic planning processes that focus on student learning to develop a vision, drawing on relevant information
sources such as student assessment results, student and family demographic data, and an analysis of community
needs.
Standard 1.3 Implement a Vision Candidates develop plans and processes for implementing the vision (e.g.,
articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and
teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy,
supporting innovation, delegating responsibility, developing leadership in others, and securing needed
resources).
Standard 1.4 Steward a Vision Candidates demonstrate an understanding of the role effective communication
skills play in building a shared commitment to the vision. Candidates design or adopt a system for using databased research strategies to regularly monitor, evaluate, and revise the vision.
Standard 1.5 Promote Community Involvement in the Vision Candidates demonstrate the ability to involve
community members in the realization of the vision and in related school improvement efforts.
Standard 2.2 Provide Effective Instructional Program Candidates demonstrate the ability to facilitate activities
that apply principles of effective instruction to improve instructional practices and curricular materials.
Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum
and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.
Standard 2.3 Apply Best Practice to Student Learning Candidates demonstrate the ability to assist school
personnel in understanding and applying best practices for student learning.
Standard 3.1 Manage the Organization Candidates develop plans of action for focusing on effective organization
and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum,
and instruction. Candidates demonstrate an ability to manage time effectively and deploy financial and human
resources in ways that promote student achievement.
Standard 3.3 Manage Resources Candidates creatively seek new resources to facilitate learning.
Standard 4.1 Collaborate with Families and Other Community Members Candidates demonstrate the ability to
use public information and research-based knowledge of issues and trends to collaborate with families and
community members.
Standard 4.2 Respond to Community Interests and Needs Candidates demonstrate active involvement within
the community, including interactions with individuals and groups with conflicting perspectives.
Standard 5.3 Acts Ethically Candidates make and explain decisions based upon ethical and legal principles.
Standard 6.1 Understand the Larger Context Candidates act as informed consumers of educational theory and
concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods
to a school context. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by
local, state, and federal authorities that affect schools, especially those that might improve educational and
social opportunities. Candidates can describe community norms and values and how they relate to the role of the
school in promoting social justice.
Cameron Core
Values
Excellence in
teaching,
scholarship,
service, and
mentoring
Conceptual
Framework
committed
M.S.
Program Objectives
To assist and provide
opportunities for students to
develop:
6. An understanding of,
adherence to, and
promotion of the legal
requirements, ethical
standards, and professional
obligations at the school,
district, state, and federal
levels
ELCC Standards (2002)
Standard 1.2 Articulate a Vision Candidates demonstrate the ability to articulate the components of this vision
for a district and the leadership processes necessary to implement and support the vision.
c. Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and
community members through the use of symbols, ceremonies, stories, and other activities.
Standard 1.3 Implement a Vision Candidates can formulate the initiatives necessary to motivate staff, students,
and families to achieve the school’s vision.
Standard 1.4 Steward a Vision Candidates assume stewardship of the vision through various methods.
Standard 2.4 Design Comprehensive Professional Growth Plans Candidates design and demonstrate an ability to
implement well-planned, context-appropriate professional development programs based on reflective practice
and research on student learning consistent with the school vision and goals.
Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult
learning strategies to form comprehensive professional growth plans with teachers and other school personnel.
Standard 3.2 Manage Operations Candidates demonstrate the ability to involve staff in conducting operations
and setting priorities using appropriate and effective needs assessment, research-based data, and group process
skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational
vision.
Standard 3.3 Manage Resources Candidates use problem-solving skills and knowledge of strategic, long-range,
and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal,
human, and material resource allocation and alignment that focuses on teaching and learning. Candidates apply
and assess current technologies for management, business procedures, and scheduling
Standard 4.1 Collaborate with Families and Other Community Members Candidates apply an understanding of
community relations models, marketing strategies and processes, data-based decision-making, and
communications theory to create frameworks for school, family, business, community, government, and higher
education partnerships. Candidates develop various methods of outreach aimed at business, religious, political,
and service organizations. Candidates demonstrate the ability to involve families and other stakeholders in school
decision-making processes, reflecting an understanding that schools are an integral part of the larger community.
Candidates develop a comprehensive program of community relations and demonstrate the ability to work with
the media.
Standard 4.3 Mobilize Community Resources Candidates demonstrate how to use school resources and social
service agencies to serve the community. Candidates demonstrate an understanding of ways to use public
resources and funds appropriately and effectively to encourage communities to provide new resources to
address emerging student problems.
Standard 5.1 Acts with Integrity Candidates demonstrate a respect for the rights of others with regard to
confidentiality and dignity and engage in honest interactions.
Standard 6.1 Understand the Larger Context Candidates demonstrate the ability to explain how the legal and
political systems and institutional framework of schools have shaped a school and community, as well as the
opportunities available to children and families in a particular school. Candidates demonstrate the ability to
describe the economic factors shaping a local community and the effects economic factors have on local schools.
Standard 6.3 Influence the Larger Context Candidates demonstrate the ability to engage students, parents,
members of the school board, and other community members in advocating for adoption of improved policies
and laws. Candidates apply their understanding of the larger political, social, economic, legal, and cultural
context to develop activities and policies that benefit students and their families.
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