IV.b. Conceptual Framework Addendum for Professional Education course syllabi
We will include this language on syllabi to be transparent about expectations for our students regarding
the updated NYS teaching standards and be sure we are referring to the Conceptual Framework’s goals
and program standards across campus consistently. This addendum can be pasted to the end of a syllabus
for professional education courses.* Please see the sample below and include:
•The two paragraphs explaining the ACTEC mission and Unit Conceptual Framework
•The Ithaca College Teacher Education Program Standards (Please bold the relevant standards
aligned to your professional ed course.)
•The corresponding NYS teaching standards. (See the alignment map provided on page 2 of this
document for the NYS standards. Also, not every single aligned NYS standard may be addressed
in a particular course; please include those that make sense for yours.)**
*See master list of professional education courses listed in the Professional Education Faculty
Assessment Handbook.
**See NYSED's website for the current New York State Teaching Standards and for additional information
regarding the standards: www.highered.nysed.gov/tcert/resteachers/teachingstandards.html
---------------------------------------------------------------------------------------------------------------------------------------------------------All-College Teacher Education Mission
The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence, and Commitment to
Service. Our mission is to prepare teachers who possess knowledge and teaching competence in their respective disciplines,
who know how to work collaboratively and effectively with diverse communities of students and families, and who are
inspired and motivated by the belief that excellence and equity in education are profoundly interdependent. To this end, Ithaca
College teacher educators guide candidates through carefully designed and supervised programs where theory, research, and
practice combine in order to provide them with solid foundations in the content, professional, pedagogical, technological,
relational, and cultural knowledge and experiences needed in order to become engaged and effective teachers for all students
in the 21st century.
The values and commitments found in the Unit’s Conceptual Framework are embedded in the following Ithaca College Teacher
Education Program Standards. These eight Standards, when aligned with the New York State Teaching Standards and the
Specialized Professional Association Standards, ensure that the All-College Teacher Education Unit’s goals of Knowledge,
Competence, and Commitment to Service are attained. The Ithaca College Teacher Education Program Standards reflect the
shared values and expectations of our teacher education faculty and stakeholders and are used to assess the readiness of every
teacher education candidate at Ithaca College.
[Include the Ithaca College Teacher Education Program Standards here]
[List the New York State Teaching Standards addressed in this course]
[OPTIONAL example for indicating course alignment of standards, including visual representation of CF on page 8 below]
Aligned Standards
IC TEPS
NYS Teaching Standards
ASHA, NASPE, NASM, etc. as applies
Standard 3 - Positive Learning
Environment
I.1, III.1, IV.1, IV.2, IV.3, IV.4
Etc.
Alignment of Ithaca College Education Program Standards and NYS Teacher Standards
Ithaca College Teacher Education Program Standards
New York State Teaching
Standards
(Revised by NYS 9/12/2011)
Standard 1 - Content Knowledge:
Ithaca College teaching professionals demonstrate a rich, thorough
understanding of the content and skill knowledge, theories, and issues
comprising their disciplines.
II.1, II.2, II.5
Standard 2 - Planning and Instruction/Implementation:
Ithaca College teaching professionals are able to plan and implement
effective, developmentally appropriate lessons and curricula based upon
sound principles of content knowledge and skill development.
I.3, I.4, I.6, II.3, II.4, II.6,
III.2, III.3, III.4, III.5,
III.6
Standard 3 - Positive Learning Environment:
Ithaca College teaching professionals create safe and motivational learning
environments that encourage all students to become actively involved.
I.1, III.1, IV.1, IV.2,
IV.3, IV.4
Standard 4 - Diversity:
Ithaca College teaching professionals respect and possess knowledge of
diversity in its many forms and know how to use this competence to
develop relationships, instruction, schools, classrooms, communities and
experiences that help all students achieve to their fullest potential and
function effectively and respectfully in a diverse world.
I.2, I.3, I.5, II.4, III.3
Standard 5 - Technology:
Ithaca College teaching professionals are able to effectively utilize
technology to enhance student learning and professional growth and
development.
II.3, II.6, III.5, VII.4
Standard 6 - Assessment:
Ithaca College teaching professionals demonstrate the ability to develop
and utilize a variety of assessment tools and techniques designed to
evaluate student learning and performance, provide feedback, and shape
future lesson planning, programs, and curricula.
V.1, V.2, V.3, V.4, V.5
Standard 7- Collaboration & Outreach:
Ithaca College teaching professionals foster positive relationships with a
variety of target groups (e.g. students, families, colleagues, local
community members, etc.) in order to promote and enhance the teaching
and learning environment.
VI.1, VI.2, VI.3, VI.4,
VI.5
Standard 8 - Professional Development:
Ithaca College teaching professionals engage in reflective practice and
continually seek to improve their knowledge base and effectiveness as
teachers and make positive contributions to the culture of their fields, and
demonstrate the dispositions of an emerging professional.
VII.1, VII.2, VII.3, VII.4