Austin Peay State University
Teacher Education Unit
Conceptual Framework
1
Austin Peay State University
College of Education and
Teacher Education Unit
Conceptual Framework
Vision and Mission of Austin Peay State University
Austin Peay State University’s vision is to create a collaborative, integrative learning community, instilling in students habits of
critical inquiry as they gain knowledge, skills and values for life and work in a global society. The teacher education unit is committed
to this vision and mission.
Austin Peay is a comprehensive regional university committed to raising the educational attainment level of the citizenry, developing
programs and services that address regional and state needs, and providing collaborative opportunities that connect university
expertise with private and public resources. Collectively, these endeavors contribute significantly to the intellectual, economic, social,
and cultural development of the region. APSU prepares students to be engaged and productive citizens in the local and regional
economies, while recognizing that the marketplace requires global awareness, community involvement, intellectual vitality, and
continuous learning.
Vision and Mission of the APSU Teacher Education Unit
Consistent with the institutional vision and mission and with our heritage as an institution with a major commitment to quality teacher
preparation, the vision of the teacher education unit at Austin Peay State University is to prepare highly qualified professionals who
are knowledgeable and skilled in standards-based practice. Our goal is to prepare competent, reflective, and caring educators who,
while working in collaboration with other professionals, will serve as change agents to foster development and learning in the lives of
all learners. Our theme, “Preparing Professionals Through Standards-Based Practices” reflects our vision, mission, and goals, and
supports reflective, data-informed planning for continuous improvement.
Ready2Teach
As a Tennessee Board of Regents (TBR) institution, Austin Peay State University Teacher Education Unit is redesigning its education
program. This redesign, Ready2Teach, has a focus on preparing teacher candidates who are ready to teach from day one.
2
The primary goals of the Ready2Teach Initiative are to:


Prepare teacher candidates so that they have a positive impact on student performance from the first time they enter the
classroom.
Work collaboratively with schools to improve outcomes for students, schools, and communities
These goals are consistent with the mission of the APSU Teacher Education Unit and will be met through the guidelines outlined in
this conceptual framework.
Preparing Professionals through Standards-based Practice
The teacher education unit’s teacher preparation programs emanate from a conceptual framework that has evolved from a model
adopted in 2000. At that time, the theme, “Preparing Professionals through Standards-based Practice” was selected with the
realization that the scope of the Teacher Education Unit exceeded the preparation of those earning initial licensure but included
preparation of school administrators, reading specialists, school counselors, instructional technologists, and others who serve in an
administrative role in our schools. Therefore, it was felt that the theme reflected the expanded focus of the Teacher Education Unit.
At the same time as the change was taking place within the teacher education unit, changes in the skills needed by our teacher
candidates also became evident. Long influenced by the work of Dewey, Piaget, Vygotsky, Goodlad, and others, the teacher
education unit recognized that teacher candidates must have knowledge of methods, students, and subjects to be effective in the
classroom. Therefore, the goal of APSU’s Teacher Education Unit is that teacher candidates demonstrate knowledge of learning,
learner, and content. Armed with these three skills, candidates will be prepared to influence student learning the first day they enter the
classroom.
However, the unit also recognized that today’s teachers must have the skills to function in a standards-based environment. Just as
teacher educators within the unit had modeled the knowledge, skills, and dispositions desired for our candidates, it was evident that
faculty must also model how to teach from a standards-based format. It was clear that if teacher candidates are to achieve high
standards and to promote high standards for their own students, we can expect no less from teacher educators. This was affirmed
when the National Commission on Teaching and America’s Future (1996) argued that standards for teaching are the linchpin for
transforming how we prepare teacher candidates.
3
Therefore, since 2002, preparing teacher candidates from a standards model became a new focus in the preparation of our candidates.
This emphasis was affirmed when Linda Darling-Hammond (2006) noted that teacher education programs should provide “a coherent
curriculum organized to instill the knowledge, skills, and dispositions their vision entails; and well-defined standards of practice that
guide development and assessment of teacher candidates” (p. 79). This is done through the alignment of multiple sets of standards –
local, state, and national – to provide a coherent system of candidate assessment.
The goal of the teacher education unit at Austin Peay State University is on preparing professionals for the P-12 environment by providing three
key elements - knowledge, skills, and dispositions. Specifically these elements address:
The knowledge element which enables the professional educators to:
 use their general and content knowledge to enable students to learn and communicate effectively with others.
 use technological knowledge and collaborative techniques to foster active inquiry, problem solving, and performance skills among learners
The skill element which enables the professional educators to:
 use techniques and strategies to create learning environments that foster student intellectual, social, and personal development, and
 use technology and collaborative learning strategies to foster active inquiry, problem solving, and performance skills among learners, and
 use reflection and outcome assessments to improve learning experiences.
The dispositional element which enables the professional educators to:
 create a climate of openness, inquiry, and support by using strategies that develop an atmosphere of acceptance and appreciation for diverse
individuals and groups in the larger community, and
 practice behavior meeting ethical and professional standards while striving for continual personal improvement.
These elements are measured through teacher outcomes defined in the Austin Peay State University Professional Education Standards:
STANDARD ONE: PROFESSIONAL GROWTH AND DEVELOPMENT
Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others, who actively seek out
opportunities to grow professionally, and who effectively communicate with students, parents, colleagues, and others.
1.1
Candidates reflect on effective teaching practices as demonstrated by mentor teachers and colleagues
1.2
Candidates consistently reflect on their teaching practices by continually evaluating the effect their instruction has on all students
1.3
Candidates monitor their teaching strategies and behavior in relation to student success and use the information to modify and
revise instruction accordingly.
1.4
Candidates seek professional literature, engage colleagues, participate in professional organizations, and use other resources to
support their continuing professional development
1.5
Candidates demonstrate a broad knowledge of legal and ethical responsibilities, educational policy, and organizational, historical,
and professional dimensions of classrooms and schools.
4
1.6
1.7
1.8
1.9
1.10
Candidates effectively communicate with families and teachers, and collaborate with other professionals within the school and
within community agencies to foster student learning.
Candidates understand schools as organizations within the larger community and effectively communicate school goals and
accomplishments to the community and general public.
Candidates use knowledge of effective verbal, and nonverbal communication techniques to foster active inquiry, collaboration and
supportive interaction in the classroom
Candidates use media to foster active inquiry, collaboration and supportive interaction in the classroom.
Candidates write at a professional level, using proper grammar and writing techniques and appropriately referencing research.
STANDARD TWO: KNOWLEDGE OF INSTRUCTION
Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals and use a variety of
instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
2.1
Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best
practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary
instruction) and that foster high expectations for all students.
2.2
Candidates organize instruction to create learning experiences that connect to real life experiences and enable students to apply
learning to future careers.
2.3
Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional
purposes and to meet individual student needs.
2.4
Candidates use a wide variety of resources and methods, including technology and assessment data, teacher-created materials,
textbooks, technology, community and business resources to develop and use clear, accurate presentations of concepts to promote
student learning.
2.5
Candidates use reading comprehension and writing strategies in the content area and assist students in applying mathematics
concepts to subject content.
2.6
Candidates support acquisition of English necessary for continuous learning in the content area of students whose first language is
not English.
2.7
Candidates use their knowledge of subject matter, learning theory, curriculum and student development, assessment measures, and
assessed student needs in planning instruction for all students.
2.8
Candidates evaluate, select and create learning experiences that are developmentally appropriate, aligned with Tennessee
curriculum standards, relevant to students and based upon the principles of effective teaching.
2.9
Candidates identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily
lessons that target these goals and objectives.
2.10
Candidates work with others in developing individualized plans, adjust goals, teaching strategies or supports to help students with
disabilities succeed in the general curriculum and plan for students who require an expanded curriculum.
5
2.11
2.12
Candidates use multiple teaching and learning strategies in active learning opportunities to promote the development of critical
thinking, problem solving and performance capabilities in the content areas.
Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving
directions, probing for student understanding, and helping students express their ideas.
STANDARD THREE: KNOWLEDGE OF ASSESSMENT AND EVALUATION
Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing, intellectual, social and
physical development of the learner.
3.1
Candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student
learning.
3.2
Candidates understand state and federal accountability requirements.
3.3
Candidates select, construct and use formal and informal assessment strategies and instruments appropriate to the learning
expectations being evaluated to make instructional decisions based on student performance information.
3.4
Candidates actively solicit and use information about students’ learning needs and progress from parents, other colleagues and the
students themselves.
3.5
Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to
students, parents and other colleagues.
3.6
Candidates collaborate with special education teachers and others to plan and design accommodations, modifications, adaptations
or alternate assessments, based on the results of recommended individual assessments
STANDARD FOUR: KNOWLEDGE OF STUDENTS
Candidates understand the diverse needs of students and that students differ in their approaches to learning. They can create learning opportunities
that meet the needs of all students. They support students’ intellectual, social and personal development.
4.1
Candidates understand how learning occurs—how all students construct knowledge and acquire skills—and are able to provide
learning opportunities that support their intellectual, social and personal development
4.2.
Candidates draw upon an in-depth knowledge of developmental progression in student physical, social, emotional, moral, and
cognitive domains when making instructional decisions.
4.3
Candidates recognize that students with disabilities may exhibit greater individual variation and that a disability often influences
development and functioning in more than one area
4.4
Candidates use this knowledge of students to optimize learning opportunities for each student
4.5
Candidates understand and identify differences in student approaches to learning and performance
4.6
Candidates design instruction and adapt instructional techniques for all students within the broader context of their families,
cultural backgrounds, socioeconomic classes, languages, communities, peer/social groups and exceptional learning needs.
4.7
Candidates create a learning community which is inclusive and in which individual differences are respected
4.8
Candidates demonstrate an understanding of the implications of disability legislation and special education policies and
procedures and they provide equitable access to and participation in the general curriculum for students with disabilities.
6
4.9
4.10
Candidates understand language development, the role of language in learning and how culture, gender, and exceptional learning
needs affect communication in the classroom.
Candidates act as advocates for all students, advise them, recognize student problems, and seek additional help as needed and
appropriate.
STANDARD FIVE: KNOWLEDGE OF CLASSROOM MANAGEMENT
Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning and self-motivation.
5.1
Candidates understand human motivation and behavior and create a learning environment that is inclusive and supports positive
social interaction, active engagement in learning and self-motivation for all students.
5.2
Candidates organize and manage resources such as time, space, facilities, technology, activities, instructional assistants and
volunteers to engage all students in productive tasks and maximize the amount of class time spent in learning.
5.3
Candidates develop shared expectations for all students and create and maintain a positive, inclusive classroom climate of mutual
respect, support and inquiry.
5.4
Candidates understand and use a wide variety of classroom management strategies that foster self-control and self-discipline.
5.5
Candidates can defuse potential conflict and use conflict resolution strategies to maintain a smoothly functioning learning
community.
STANDARD SIX: KNOWLEDGE OF TECHNOLOGY
Candidates promote the equitable, ethical and legal use of technology resources and use technology and technology based resources to facilitate
developmentally appropriate student learning and to enhance their professional growth and productivity
6.1
Candidates integrate instructional technology to facilitate learning in their classrooms, to supplement instructional strategies, to
design instructional materials, and to enhance hands-on experiences and problem solving
6.2
Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase
student participation in the total curriculum.
6.3
Candidates apply technology to analyze assessment data and to guide classroom decisions regarding student learning
6.4
Candidates use technology in their own learning process and to change their current educational practice.
6.5
Candidates use technology to gather, sort, and analyze information needed for their own research projects
6.6
Candidates use technology to effectively communicate with students, parents, and colleagues.
6.7
Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of
sources.
6.8
Candidates effectively use and manage all technology available to them and explore uses of emerging resources
6.9
Candidates model the legal and ethical use of technology resources
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STANDARD SEVEN: KNOWLEDGE OF CONTENT
Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning
experiences that develop student competence in the subject matter.
7.1
Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach, including those
addressed in the licensure standards for the teaching endorsement(s) they seek
7.2
Candidates understand and are able to use assumptions and the processes of inquiry for the discipline being taught.
7.3
Candidates create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry
from several related subject areas.
7.4
Candidates use connections in instruction across disciplines and draw on their knowledge to build understanding and motivate
students
Courses and experiences in all programs are aligned with the APSU Professional Education Standards to assure that learning
opportunities foster an array of knowledge, skills, and dispositional outcomes with special emphasis on diversity and technology.
These elements are integrated throughout all courses and clinical experiences to provide a seamless experience as candidates move
from novice to expert. Table One provides the alignment table for standards, courses, and key assessments.
TABLE ONE
ALIGNMENT OF APSU STANDARDS, COURSES AND KEY ASSESSMENTS
AUSTIN PEAY STATE UNIVERSITY PROFESSIONAL EDUCATION STANDARDS
STANDARD ONE: PROFESSIONAL GROWTH AND DEVELOPMENT
Candidates are reflective practitioners who continually evaluate the effects of their
choices and actions on others, who actively seek out opportunities to grow
professionally, and who effectively communicate with students, parents, colleagues, and
others.
1.11 Candidates reflect on effective teaching practices as demonstrated by mentor
teachers and colleagues
1.12 Candidates consistently reflect on their teaching practices by continually evaluating
the effect their instruction has on all students
1.13 Candidates monitor their teaching strategies and behavior in relation to student
success and use the information to modify and revise instruction accordingly.
1.14 Candidates seek professional literature, engage colleagues, participate in
professional organizations, and use other resources to support their continuing
professional development
1.15 Candidates demonstrate a broad knowledge of legal and ethical responsibilities,
educational policy, and organizational, historical, and professional dimensions of
classrooms and schools.
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COURSES
Educ 2100
Educ 5500
Mus 2240
Educ 3070
Educ 5501
Educ 4080
Educ 5080
Methods Courses
Block I and II
Clinical Teaching
KEY ASSESSMENT
Milestone III
Reflection from
Foundations course
Referenced Research
Paper
Milestone IV
Portfolio Items
Reflection from
Critical Incident
(Assignment I)
Reflection from
1.16 Candidates effectively communicate with families and teachers, and collaborate with
other professionals within the school and within community agencies to foster
student learning.
1.17 Candidates understand schools as organizations within the larger community and
effectively communicate school goals and accomplishments to the community and
general public.
1.18 Candidates use knowledge of effective verbal, and nonverbal communication
techniques to foster active inquiry, collaboration and supportive interaction in the
classroom
1.19 Candidates use media to foster active inquiry, collaboration and supportive
interaction in the classroom.
1.20 Candidates write at a professional level, using proper grammar and writing
techniques and appropriately referencing research.
Critical Incident
(Assignment I)
Five examples of
meetings attended
(faculty meeting,
school board meeting,
team meeting,
PTO/PTA,
professional activities.
Letter to Parent (both
assignments)
Self-assessment
worksheet
(Assignment I and II)
TPA Items
Task 3
Reflections
Academic Language
Other
Admission Interview
Clinical teaching
evaluations
STANDARD TWO: KNOWLEDGE OF INSTRUCTION
Candidates plan instruction based upon knowledge of subject matter, students, the
community, and curriculum goals and use a variety of instructional strategies to
encourage development of critical thinking, problem solving and performance skills in
students.
2.1 Candidates understand and use the principles and techniques associated with various
instructional strategies that reflect best practice (such as cooperative learning, direct
instruction, whole group instruction, independent study and interdisciplinary
instruction) and that foster high expectations for all students.
9
Educ 3070
Educ 5501
Block I and II
Educ 5360
Rdg 5361
Rdg 5362
Rdg 5363
SPED 4350
Math 5100
Milestone III
Unit Plan with
variety of lesson
plans
Milestone IV
2.2 Candidates organize instruction to create learning experiences that connect real life
experiences and enable students to apply learning to future careers.
2.3 Candidates vary their role in the instructional process (e.g. instructor, facilitator,
coach, audience) to achieve different instructional purposes and to meet individual
student needs.
2.4 Candidates use a wide variety of resources and methods, including technology and
assessment data, teacher-created materials, textbooks, technology, community and
business resources to develop and use clear, accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension and writing strategies in the content area and
assist students in applying mathematics concepts to subject content.
2.6 Candidates support acquisition of English necessary for continuous learning in the
content area of students whose first language is not English.
2.7 Candidates use their knowledge of subject matter, learning theory, curriculum and
student development, assessment measures, and assessed student needs in planning
instruction for all students.
2.8 Candidates evaluate, select and create learning experiences that are developmentally
appropriate, aligned with Tennessee curriculum standards, relevant to students and
based upon the principles of effective teaching.
2.9 Candidates identify long-range instructional goals, sequence short-range
instructional objectives, and develop units and daily lessons that target these goals
and objectives.
2.10 Candidates work with others in developing individualized plans, adjust goals,
teaching strategies or supports to help students with disabilities succeed in the
general curriculum and plan for students who require an expanded curriculum.
2.11 Candidates use multiple teaching and learning strategies in active learning
opportunities to promote the development of critical thinking, problem solving and
performance capabilities in the content areas.
2.12 Candidates model effective communication strategies in conveying ideas and
information, asking questions, listening, giving directions, probing for student
understanding, and helping students express their ideas.
4400 methods courses
Clinical Teaching
STANDARD THREE: KNOWLEDGE OF ASSESSMENT AND EVALUATION
Candidates know, understand and use formal and informal assessment strategies to
evaluate and ensure the continuing, intellectual, social and physical development of the
learner.
3.1 Candidates understand the characteristics, uses, advantages and limitations of
different types of assessments for evaluating student learning.
3.2 Candidates understand state and federal accountability requirements.
3.3 Candidates select, construct and use formal and informal assessment strategies and
Art 3140/3150
Educ 4270
Educ 5530
Educ 3070
Educ 5501
Block I and II
Educ 5360
Rdg 5361
10
Portfolio Items
Planning Indicator
Record (PIR)
Reflecting Indicator
Record (RIR)
Unit Plan with
variety of lesson
plans (Assignment
II)
TPA Items
Task 1
Task 2
Academic Language
Other
Admission Interview
Clinical teaching
evaluations
Passing PLT scores
Milestone III
Sample of
assessment
measuring variety
of objectives
Milestone IV
instruments appropriate to the learning expectations being evaluated to make
instructional decisions based on student performance information.
3.4 Candidates actively solicit and use information about students’ learning needs and
progress from parents, other colleagues and the students themselves.
3.5 Candidates develop and maintain useful records of student work and progress and
responsibly communicate student progress to students, parents and other colleagues.
3.6 Candidates collaborate with special education teachers and others to plan and design
accommodations, modifications, adaptations or alternate assessments, based on the
results of recommended individual assessments
Rdg 5362
Rdg 5363
Math 5100
HHP 4210
SPED 3350
4400 methods courses
Clinical Teaching
Portfolio
Educator
Information Record
(EIR) (Assignment
II)
Differentiated
Lesson Plans based
on Assessment
Example of
Assessment
TPA Items
Task 1
Task 3
Other
Admission Interview
Clinical teaching
evaluations
Passing PLT scores
STANDARD FOUR: KNOWLEDGE OF STUDENTS
Candidates understand the diverse needs of students and that students differ in their
approaches to learning. They can create learning opportunities that meet the needs of all
students. They support students’ intellectual, social and personal development.
4.1 Candidates understand how learning occurs—how all students construct knowledge
and acquire skills—and are able to provide learning opportunities that support their
intellectual, social and personal development
4.2. Candidates draw upon an in-depth knowledge of developmental progression in
student physical, social, emotional, moral, and cognitive domains when making
instructional decisions .
4.3 Candidates recognize that students with disabilities may exhibit greater individual
variation and that a disability often influences development and functioning in more
11
Psy 3130
Educ 5550
Sped 3000
Sped 5550
Block I and II
Educ 5360
Rdg 5361
Rdg 5362
Rdg 5363
Math 5100
4400 methods courses
Educ 4080
Milestone III
Research paper on
issue related to
standard
Lesson plans
demonstrating
ability to
differentiate
instruction
than one area
4.4 Candidates use this knowledge of students to optimize learning opportunities for each
student
4.5 Candidates understand and identify differences in student approaches to learning and
performance
4.6 Candidates design instruction and adapt instructional techniques for all students
within the broader context of their families, cultural backgrounds, socioeconomic
classes, languages, communities, peer/social groups and exceptional learning needs.
4.7 Candidates create a learning community which is inclusive and in which individual
differences are respected
4.8 Candidates demonstrate an understanding of the implications of disability legislation
and special education policies and procedures and they provide equitable access to
and participation in the general curriculum for students with disabilities.
4.9 Candidates understand language development, the role of language in learning and
how culture, gender, and exceptional learning needs affect communication in the
classroom.
4.10 Candidates act as advocates for all students, advise them, recognize student
problems, and seek additional help as needed and appropriate.
Educ 5080
Clinical Teaching
Milestone IV
Portfolio
Lesson plans
demonstrating
ability to
differentiate
instruction
(Assignment I)
TPA Items
Task 1
Task 2
Other
Clinical teaching
evaluations
Passing PLT scores
STANDARD FIVE: KNOWLEDGE OF CLASSROOM MANAGEMENT
Candidates use an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active
engagement in learning and self-motivation.
5.1 Candidates understand human motivation and behavior and create a learning
environment that is inclusive and supports positive social interaction, active
engagement in learning and self-motivation for all students.
5.2 Candidates organize and manage resources such as time, space, facilities,
technology, activities, instructional assistants and volunteers to engage all students in
productive tasks and maximize the amount of class time spent in learning.
5.3 Candidates develop shared expectations for all students and create and maintain a
positive, inclusive classroom climate of mutual respect, support and inquiry.
5.4 Candidates understand and use a wide variety of classroom management strategies
that foster self-control and self-discipline.
12
Educ 3070
Educ 5550
Educ 4080
Educ 5080
Block I and II
Educ 5360
Rdg 5361
Rdg 5362
Rdg 5363
SPED 4350
Math 5100
4400 methods courses
Clinical Teaching
Milestone III
Classroom
management plan
Milestone IV
Portfolio
Classroom Rules
(Assignment I and
II)
Classroom
Procedures
5.5 Candidates can defuse potential conflict and use conflict resolution strategies to
maintain a smoothly functioning learning community.
(Assignment I and
II)
Classroom Floor
Plan
(Assignment I and II)
TPA Items
Task 2
Other
Clinical teaching
evaluations
Passing PLT scores
STANDARD SIX: KNOWLEDGE OF TECHOLOGY
Candidates promote the equitable, ethical and legal use of technology resources and use
technology and technology based resources to facilitate developmentally appropriate
student learning. and to enhance their professional growth and productivity
6.1 Candidates integrate instructional technology to facilitate learning in their
classrooms, to supplement instructional strategies, to design instructional materials,
and to enhance hands-on experiences and problem solving
6.2 Candidates select and use grade-level and content-specific technology resources,
including assistive technology, to increase student participation in the total
curriculum.
6.3 6.3 Candidates apply technology to analyze assessment data and to guide classroom
decisions regarding student learning
6.4 Candidates use technology in their own learning process and to change their current
educational practice.
6.5 6.5 Candidates use technology to gather, sort, and analyze information needed for their
own research projects
6.6 Candidates use technology to effectively communicate with students, parents, and
colleagues.
6.8 Candidates effectively use and manage all technology available to them and explore
uses of emerging resources.
6.7 Candidates use tools such as databases and spreadsheets for sorting, compiling, and
analyzing data gathered from a variety of sources.
13
Educ 3040
Educ 5540
Art 1070
HHP 2010
CSCI 1010
Mus 3160
Block I and II
4400 methods courses
Clinical Teaching
Milestone III
Example of use of
technology in
instruction
Example of use of
technology to support
profession
Example of use of
technology in ethical
manner
Milestone IV
Portfolio
Example of use of
technology in
instruction
(Assignment I)
6.9 Candidates model the legal and ethical use of technology resources
Example of use of
technology to support
profession
(Assignment I)
Ethical use policy for
technology for school
or classroom
(Assignment I)
TPA Items
Task 1
Task 2
Other
Clinical Teaching
Evaluations
STANDARD SEVEN: KNOLWEDGE OF CONTENT
Candidates know, understand, and use the central concepts, tools of inquiry and
structures of the discipline(s) they teach and can create learning experiences that develop
student competence in the subject matter.
7.2 Candidates demonstrate a broad general understanding of the major concepts of the
discipline they teach, including those addressed in the licensure standards for the
teaching endorsement(s) they seek
7.2 Candidates understand and are able to use assumptions and the processes of inquiry
for the discipline being taught.
7.3 Candidates create interdisciplinary learning experiences that allow students to
integrate knowledge, skills and methods of inquiry from several related subject
areas.
7.4 Candidates use connections in instruction across disciplines and draw on their
knowledge to build understanding and motivate students.
General Education Core
Courses in Major
Courses in Minor
Courses in Cognate
Passing PLT scores
Milestone III
Passing PRAXIS
exams
Academic transcript
Lesson plan
incorporating
content knowledge
Milestone IV
Portfolio
Unit plan
incorporating
content knowledge
14
(Assignment II)
TPA Items
Task 1
Task 2
Academic Language
In 2010, Tennessee adopted the Common Core Standards with full implementation of these standards to occur by 2014. Therefore,
individual licensure programs are currently revising course requirements to assure that candidates are prepared to teach the Common
Core standards as they enter the classroom. This revision is to assure a seamless transition from theory to practice.
Advanced Programs
Advanced programs are offered through the educational unit and outcomes are derived from the identified Specialized Professional
Association (SPA) standards. These programs and the standards used to measure program outcomes are listed below:
Master of Arts in Education
Curriculum and Instruction – Special Education Concentration
This program provides advanced study in Special Education. It prepares professionals in education to more adequately serve students with
disabilities in schools, community agencies, and mental health facilities. The standards used for this program are those of Council of
Exceptional Children.
Curriculum and Instruction – Instructional Technology Specialization
This specialization is for persons wishing to provide leadership in instructional technology, for teachers who want to advance their
teaching skills through the use of technology, or for those interested in preparing for work in a training environment. The program
addresses the selection, application, and evaluation of technology with classroom work and hands-on in the field projects. Graduates of
the program work as building level technology leaders, trainers, and, as teachers with improved technology skills. The standards used for
this program are those of the Association for Educational Communications and Technology.
Curriculum and Instruction – Advanced Studies Specialization
This program provides an opportunity for advanced studies and continuing professional development. The standards used for this
program are those of National Board for Professional Teaching Standards.
15
Curriculum and Instruction – Mathematics Specialization
The Mathematics Specialization is primarily for licensed secondary teachers of mathematics who wish to pursue advanced study in
mathematics. The standards used for this program are those of National Board for Professional Teaching Standards –
Mathematics.
Reading
This program is used to satisfy Tennessee licensure for Reading Specialist. The standards used for this program are those of the
International Reading Association.
Educational Leadership
This performance-based curriculum for prospective school administrators is based on the standards of the Tennessee Instructional
Leadership Standards (TILS) developed by the Tennessee Department of Education and enacted into law by the Tennessee
General Assembly and initiated in September 2009 in all Tennessee Principal (instructional leadership) Licensing Programs.
This program is designed to prepare candidates for educational administrative positions. Upon completion of the program and required
licensure exams, the student will receive a Master of Arts in Education and be eligible for licensure as a Tennessee school administrator.
Master of Arts in Psychology
School Counseling
The school counseling concentration is designed to prepare graduates for school counseling positions at the elementary/middle/and high
school levels.
The standards used are those of the Council for Accreditation of Counseling and Related Educational Programs.
Master of Music
Music Education Concentration
This program is designed to meet the needs of teachers and other working in the field of professional education. The standards used are
those of the National Association of Schools of Music.
16
Educational Specialist
Administration and Supervision Concentration
The degree is designed to advance the skills of those who hold the license in school administration. The standards used are those of the
Tennessee Instructional Leadership Standards (TILS) developed by the Tennessee Department of Education and enacted into law
by the Tennessee General Assembly and initiated in September 2009 in all Tennessee Principal (instructional leadership)
Licensing Programs.
Administration and Supervision Concentration – Initial License in School Administration
Designed for students with a Master’s degree who wish to earn the Ed.S. and initial licensure as a principal. The standards
used are those of the Tennessee Instructional Leadership Standards (TILS) developed by the Tennessee Department of Education
and enacted into law by the Tennessee General Assembly and initiated in September 2009 in all Tennessee Principal (instructional
leadership) Licensing Programs.
Elementary and Secondary Education Concentrations
Designed for licensed teachers in either elementary or secondary education who wish to advance their teaching skills and knowledge. The
standards used for this program are those of National Board for Professional Teaching Standards.
School Counseling
The psychology department offers one concentration, School Counseling, under the Educational Specialist Programs of Study. The School
Counseling consists of 32 to 33 hours of course work beyond the master’s degree. The standards used for this program are those of
National Board for Professional Teaching Standards.
Appendices A – J provide the alignment table for standards, courses, and key assessments for advanced programs.
Alignment of National, State, and Institutional Standards
Five sets of outcomes are used to measure knowledge, skills, and dispositions for initial licensure. The first is the APSU Professional
Education Standards. These have been aligned with two national models of teacher outcomes. The first is the Interstate New Teacher
Assessment and Support Consortium (INTASC) Model Standards for Beginning Teacher Licensing and Development. The second
17
are those of the National Council for Accreditation of Teacher Education Standards (NCATE). In addition, the APSU standards have
been aligned with these standards are eleven program outcomes outlined in the INTASC inspired Tennessee State Board of Education
Teacher Education Professional Education Standards. The fourth set of outcomes aligned with the APSU Professional Education
Standards is the Teacher Educator Acceleration Model (TEAM). The TEAM standards are used to evaluate Tennessee teachers.
These outcomes are used to assure a seamless transition from teacher candidate to professional. The alignment of these four models of
teacher outcomes is provided in Table Two:
Table Two
Alignment Table
Austin Peay State University Professional Education Standards, Tennessee Professional Educational Standards,
Teacher Educator Acceleration Model (TEAM), Interstate New Teacher Assessment and Support Consortium (INTASC)
Standards (2011), and NCATE Standards
Austin Peay State
University Professional
Educational Standards
Tennessee Professional
Educational Standards
Tennessee Educator
Acceleration Model
(TEAM)
Interstate New Teacher NCATE Standards
Assessment and
Support Consortium
(INTASC) Standards
(2011)
STANDARD ONE:
PROFESSIONAL GROWTH
AND DEVELOPMENT
Candidates are reflective
practitioners who continually
evaluate the effects of their
choices and actions on others,
who actively seek out
opportunities to grow
professionally, and who
effectively communicate with
students, parents, colleagues,
and others.
1.21 Candidates reflect on
effective teaching
practices as demonstrated
Standard 6.
Communication.
Candidates use knowledge of
effective verbal, nonverbal
and media communication
techniques to foster active
inquiry, collaboration and
supportive interaction in the
classroom.
6.1 Candidates understand
language development,
the role of language in
learning and how
culture, gender, and
exceptional learning
needs affect
Professionalism
1. Growing and
Developing
Professionally
2. Reflecting on
Teaching
3. Community
Involvement
4. School
Responsibilities
Standard #9: Professional
Learning and 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.
18
1.C. Candidates consider the
school, family, and
community contexts in which
Candidates work and the
prior experience of students
to develop meaningful
learning experiences.
1.C. Candidates reflect on
their practice. Candidates
know major schools of
thought about schooling,
teaching, and learning.
Candidates are able to
analyze educational research
findings and incorporate new
by mentor teachers and
colleagues
1.22 Candidates consistently
reflect on their teaching
practices by continually
evaluating the effect their
instruction has on all
students
1.23 Candidates monitor their
teaching strategies and
behavior in relation to
student success and use
the information to
modify and revise
instruction accordingly.
1.24 Candidates seek
professional literature,
engage colleagues,
participate in
professional
organizations, and use
other resources to
support their continuing
professional
development
1.25 Candidates demonstrate a
broad knowledge of legal
and ethical
responsibilities,
educational policy, and
organizational, historical,
and professional
dimensions of
classrooms and schools.
1.26 Candidates effectively
communicate with
families and teachers,
and collaborate with
other professionals
within the school and
communication in the
classroom.
6.2 Candidates recognize
effective verbal and
nonverbal
communication
techniques and use them
to support all
students learning.
6.3 Candidates model
effective communication
strategies in conveying
ideas and information,
asking questions,
listening, giving
directions, probing for
student understanding,
and helping students
express their ideas.
6.4 Using a variety of
tools, including
technology, candidates
support and expand
student expression in
speaking, writing and
technical media
Standard #10: Leadership
and 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.
information into their practice
as appropriate
3.B. Field experiences
facilitate candidates’
development as professional
educators by providing
opportunities for candidates
to observe in schools and
other agencies, tutor students,
participate in educationrelated community events,
interact with families of
students, attend school board
meetings, and assist teachers
or other school professionals
prior to clinical practice
3.B. Clinical practice is
sufficiently extensive and
intensive for candidates to
develop and demonstrate
proficiencies in the
professional roles for which
they are preparing
4. A. They communicate with
students and families in ways
that demonstrate sensitivity to
cultural and gender
differences.
Standard 9. Reflective
Practitioner. Candidates are
reflective practitioners who
continually evaluate the
effects of their choices and
actions on others (students,
parents and other
professionals in the learning
community) and who actively
seek out opportunities to
grow professionally.
9.1 Candidates consistently
reflect on their teaching
19
within community
agencies to foster student
learning.
1.27 Candidates understand
schools as organizations
within the larger
community and
effectively communicate
school goals and
accomplishments to the
community and general
public.
1.28 Candidates use
knowledge of effective
verbal, and nonverbal
communication
techniques to foster
active inquiry,
collaboration and
supportive interaction in
the classroom
1.29 Candidates use media to
foster active inquiry,
collaboration and
supportive interaction in
the classroom.
1.30 Candidates write at a
professional level, using
proper grammar and
writing techniques and
appropriately referencing
research.
practices by continually
evaluating the effect their
instruction has on all
students.
9.2 Candidates monitor
teaching strategies and
behavior in relation to
student success and use
the information to
modify and revise
instruction accordingly.
9.3 Candidates continually
examine their teaching
performance within the
context of state and local
standards and federal and
state accountability
requirements.
9.4 Using their data based
reflections, candidates
engage in actions that
consistently support and
promote the achievement
of students with
disabilities.
9.5 Candidates seek
professional literature,
engage colleagues,
participate in
professional
organizations, and use
other resources to
support their continuing
professional
development.
9.6 To guide professional
behavior, candidates
draw upon a broad
knowledge of legal and
ethical responsibilities,
20
educational policy, and
organizational,
historical, and
professional dimensions
of classrooms and
schools.
Standard 10. Colleagues,
Parents, and Community.
Candidates foster
relationships with school
colleagues, parents and
agencies in the larger
community to support
students’ learning and wellbeing.
10.1 Candidates consult
with families and
teachers, and
collaborate with other
professionals within
the school and within
community agencies to
foster student learning.
10.2 Candidates participate
in collegial activities
designed to make the
entire school a
productive learning
community.
10.3 Candidates act as
advocates for all
students, advise them,
recognize student
problems, and seek
additional help as
needed and
appropriate.
10.4 Candidates understand
schools as
21
organizations within
the larger community
and effectively
communicate school
goals and
accomplishments to the
community and general
public.
STANDARD TWO:
KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction
based upon knowledge of
subject matter, students, the
community, and curriculum
goals and use a variety of
instructional strategies to
encourage development of
critical thinking, problem
solving and performance
skills in students.
2.1 Candidates understand
and use the principles
and techniques
associated with various
instructional strategies
that reflect best practice
(such as cooperative
learning, direct
instruction, whole group
instruction, independent
study and
interdisciplinary
instruction) and that
foster high expectations
for all students.
Standard 4. Teaching
Strategies.
Candidates understand and
use a variety of instructional
strategies to encourage
development of critical
thinking, problem solving and
performance skills in
students.
4.1 Candidates
understand and use the
principles and techniques
associated with various
instructional strategies
that reflect best practice
(such as cooperative
learning, direct
instruction, whole group
instruction, independent
study and
interdisciplinary
instruction) and that
foster high expectations
for all students.
4.2 Candidates organize
instruction to create
learning experiences that
connect subject matter to
Instruction
1. Standards and
Objectives
2. Motivating Students
3. Presenting
Instructional Content
4. Lesson Structure
and Pacing
5. Activities and
Materials
6. Questioning
7. Academic Feedback
8. Grouping Students
11. Thinking
12. Problem Solving
Planning
1. Instructional Plans
2. Student Work
3. Assessment
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.
1. B. Candidates have a broad
knowledge of instructional
strategies that draws upon
content and pedagogical
knowledge and skills
delineated in professional,
state, and institutional
standards to help all students
learn.
1.B. Candidates facilitate
student learning of the
content through presentation
of the content in clear and
meaningful ways and through
the integration of technology
1. C. Teacher candidates can
apply the professional and
pedagogical knowledge and
skills delineated in
professional, state, and
institutional standards to
facilitate learning.
4. A. Candidates connect
lessons, instruction, or
services to students’
22
2.2 Candidates organize
instruction to create
learning experiences that
content to real life
experiences and enable
students to apply
learning to future careers.
2.3 Candidates vary their role
in the instructional
process (e.g. instructor,
facilitator, coach,
audience) to achieve
different instructional
purposes and to meet
individual student needs.
2.4 Candidates use a wide
variety of resources and
methods, including
technology and
assessment data, teachercreated materials,
textbooks, technology,
community and business
resources to develop and
use clear, accurate
presentations of concepts
to promote student
learning.
2.5 Candidates use reading
comprehension and
writing strategies in the
content area and assist
students in applying
mathematics concepts to
subject content.
2.6 Candidates support
acquisition of English
necessary for continuous
learning in the content
area of students whose
real life experiences and
enable students to apply
learning to future careers.
4.3 Candidates vary their
role in the instructional
process (e.g. instructor,
facilitator, coach,
audience) to achieve
different instructional
purposes and to meet
individual student needs.
4.4 Candidates use
multiple teaching and
learning strategies in
active learning
opportunities to promote
the development of
critical thinking, problem
solving and performance
capabilities in the content
areas.
4.5 Using a wide variety
of resources and
methods, including
technology and
assessment data,
candidates develop and
use clear, accurate
presentations of concepts
to promote student
learning.
4.6 Candidates use
reading comprehension
and writing strategies in
the content area and
assist students in
applying mathematics
concepts to subject
content.
4.7 Candidates support
experiences and cultures.
23
first language is not
English.
2.7 Candidates use their
knowledge of subject
matter, learning theory,
curriculum and student
development, assessment
measures, and assessed
student needs in planning
instruction for all
students.
2.8 Candidates evaluate,
select and create learning
experiences that are
developmentally
appropriate, aligned with
Tennessee curriculum
standards, relevant to
students and based upon
the principles of effective
teaching.
2.9 Candidates identify longrange instructional goals,
sequence short-range
instructional objectives,
and develop units and
daily lessons that target
these goals and
objectives.
2.10 Candidates work with
others in developing
individualized plans,
adjust goals, teaching
strategies or supports to
help students with
disabilities succeed in the
general curriculum and
plan for students who
require an expanded
curriculum.
acquisition of English
necessary for continuous
learning in the content
area of students whose
first language is not
English
Standard 7. Instructional
Planning.
Candidates plan instruction
based upon knowledge of
subject matter, students, the
community, and curriculum
goals.
7.1 Candidates use their
knowledge of subject
matter, learning theory,
curriculum and student
development, assessment
measures, and assessed
student needs in planning
instruction for all
students.
7.2 Candidates evaluate,
select and create learning
experiences that are
developmentally
appropriate, aligned with
Tennessee curriculum
standards, relevant to
students and based upon
the principles of effective
teaching.
7.3 Candidates are able
to help students connect
learning to real life and
future careers.
24
2.11 Candidates use multiple
teaching and learning
strategies in active
learning opportunities to
promote the development
of critical thinking,
problem solving and
performance capabilities
in the content areas.
2.12 Candidates model
effective communication
strategies in conveying
ideas and information,
asking questions,
listening, giving
directions, probing for
student understanding,
and helping students
express their ideas.
7.4 Candidates identify
long-range instructional
goals, sequence shortrange instructional
objectives, and develop
units and daily lessons
that target these goals
and objectives.
7.5 Candidates
effectively integrate a
variety of resources,
including teacher-created
materials, textbooks,
technology, community
and business resources,
to promote student
learning.
7.6 Working with others
in developing
individualized plans,
candidates adjust goals,
teaching strategies or
supports to help students
with disabilities succeed
in the general curriculum
and plan for students
who require an expanded
curriculum.
Standard Three:
Knowledge of Assessment
and Evaluation.
Candidates know, understand
and use formal and informal
assessment strategies to
evaluate and ensure the
continuing, intellectual, social
Standard 8. Assessment and
Evaluation.
Candidates know, understand
and use formal and informal
assessment strategies to
evaluate and ensure the
continuing intellectual, social
and physical development of
Instruction
7. Academic Feedback
Planning
1. Instructional Plans
2. Assessment
25
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
1.D. Teacher candidates
assess and analyze student
learning, make appropriate
adjustments to instruction,
and monitor student progress.
3.C. Candidates and clinical
faculty systematically
and physical development of
the learner.
3.1 Candidates understand the
characteristics, uses,
advantages and
limitations of different
types of assessments for
evaluating student
learning.
3.2 Candidates understand
state and federal
accountability
requirements.
3.3 Candidates select,
construct and use formal
and informal assessment
strategies and
instruments appropriate
to the learning
expectations being
evaluated to make
instructional decisions
based on student
performance information.
3.4 Candidates actively solicit
and use information
about students’ learning
needs and progress from
parents, other colleagues
and the students
themselves.
3.5 Candidates develop and
maintain useful records
of student work and
progress and responsibly
communicate student
progress to students,
parents and other
colleagues.
3.6 Candidates collaborate
learner’s decision making.
the learner.
8.1 Candidates
understand the
characteristics, uses,
advantages and
limitations of different
types of assessments for
evaluating student
learning.
examine results related to P–
12 learning. They begin a
process of continuous
assessment, reflection, and
action directed at supporting
P–12 student learning.
3.C. Candidates collect data
on student learning, analyze
them, reflect on their work,
and develop strategies for
improving learning.
8.2 Candidates
understand state and
federal accountability
requirements.
8.3 Candidates select,
construct and use formal
and informal assessment
strategies and
instruments appropriate
to the learning
expectations being
evaluated to make
instructional decisions
based on student
performance information.
8.4 Candidates actively
solicit and use
information about
students’ learning needs
and progress from
parents, other colleagues
and the students
themselves.
8.5 Candidates develop
and maintain useful
records of student work
and progress and
26
with special education
teachers and others to
plan and design
accommodations,
modifications,
adaptations or alternate
assessments, based on
the results of
recommended individual
assessments
STANDARD FOUR:
KNOWLEDGE OF
STUDENTS
Candidates understand the
diverse needs of students and
that students differ in their
approaches to learning.
Candidates can create
learning opportunities that
meet the needs of all students.
Candidates support students’
intellectual, social and
personal development.
4.1 Candidates understand
how learning occurs—
how all students
construct knowledge and
acquire skills—and are
able to provide learning
opportunities that support
their intellectual, social
and personal
development
4.2. Candidates draw upon an
in-depth knowledge of
responsibly communicate
student progress to
students, parents and
other colleagues.
8.6 Candidates
collaborate with special
education teachers and
others to plan and design
accommodations,
modifications,
adaptations or alternate
assessments, based on the
results of recommended
individual assessments
Standard 2. Student
Learning and Development.
Candidates understand how
students learn and develop
and provide learning
opportunities that support
student intellectual, social
and personal development.
Instruction
8 Grouping Students
10. Teacher Knowledge
of Students
2.1 Candidates
understand how learning
occurs—how all students
construct knowledge and
acquire skills—and are
able to provide learning
opportunities that support
their intellectual, social
and personal
development.
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 enable each learner to
2.2 When making
instructional decisions,
candidates draw upon an
in-depth knowledge of
developmental
27
1.D. Candidates are able to
develop and implement
meaningful learning
experiences for students
based on their developmental
levels and prior experience
3.C. All candidates
participate in field
experiences or clinical
practice that include students
with exceptionalities and
students from diverse
ethnic/racial, linguistic,
gender, and socioeconomic
groups.
4.A. Candidates are aware of
different learning styles and
adapt instruction or services
appropriately for all students,
including linguistically and
culturally diverse students
and students with
exceptionalities
developmental
progression in student
physical, social,
emotional, moral, and
cognitive domains when
making instructional
decisions .
4.3 Candidates recognize that
students with disabilities
may exhibit greater
individual variation and
that a disability often
influences development
and functioning in more
than one area
4.4 Candidates use this
knowledge of students to
optimize learning
opportunities for each
student
4.5 Candidates understand
and identify differences
in student approaches to
learning and performance
4.6 Candidates design
instruction and adapt
instructional techniques
for all students within the
broader context of their
families, cultural
backgrounds,
socioeconomic classes,
languages, communities,
peer/social groups and
exceptional learning
needs.
4.7 Candidates create a
learning community
which is inclusive and in
which individual
progression in student
physical, social,
emotional, moral, and
cognitive domains and
recognize that students
with disabilities may
exhibit greater individual
variation and that a
disability often
influences development
and functioning in more
than one area.
meet high standards.
2.3 Candidates use this
knowledge to optimize
learning opportunities for
each student.
Standard 3. Diverse
Learners/Differentiated
Instruction. Candidates
understand how students
differ in their approaches to
learning and create
instructional opportunities
that are adapted to diverse
learners.
3.1 Candidates
understand and identify
differences in student
approaches to learning
and performance.
3.2 Candidates design
instruction and adapt
instructional techniques
for all students within the
broader context of their
families, cultural
backgrounds,
28
differences are respected
4.8 Candidates demonstrate
an understanding of the
implications of disability
legislation and special
education policies and
procedures and
Candidates provide
equitable access to and
participation in the
general curriculum for
students with disabilities.
4.9 Candidates understand
language development,
the role of language in
learning and how culture,
gender, and exceptional
learning needs affect
communication in the
classroom.
4.10 Candidates act as
advocates for all
students, advise them,
recognize student
problems, and seek
additional help as needed
and appropriate.
STANDARD FIVE:
CLASSROOM
MANAGEMENT
Candidates use an
understanding of individual
and group motivation and
behavior to create a learning
environment that encourages
positive social interaction,
active engagement in learning
and self-motivation.
5.1 Candidates understand
human motivation and
socioeconomic classes,
languages, communities,
peer/social groups and
exceptional learning
needs.
3.3 Candidates create a
learning community
which is inclusive and in
which individual
differences are respected
Standard 5. Learning
Environment.
Candidates use an
understanding of individual
and group motivation and
behavior to create a learning
environment that encourages
positive social interaction,
active engagement in learning
and self-motivation.
Environment
1. Expectations
2. Managing Student
Behavior
3. Environment
4. Respectful Culture
5.1 Drawing on their
knowledge of human
29
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.
4.A. Candidates develop a
classroom and school climate
that values diversity.
4.A. Candidates demonstrate
classroom behaviors that are
consistent with the ideas of
fairness and the belief that all
students can learn.
5.2
5.3
5.4
5.5
behavior and create a
learning environment
that is inclusive and
supports positive social
interaction, active
engagement in learning
and self-motivation for
all students.
Candidates organize and
manage resources such
as time, space, facilities,
technology, activities,
instructional assistants
and volunteers to engage
all students in productive
tasks and maximize the
amount of class time
spent in learning.
Candidates develop
shared expectations for
all students and create
and maintain a positive,
inclusive classroom
climate of mutual
respect, support and
inquiry.
Candidates understand
and use a wide variety of
classroom management
strategies that foster selfcontrol and selfdiscipline.
Candidates can defuse
potential conflict and use
conflict resolution
strategies to maintain a
smoothly functioning
learning community.
motivation and behavior,
candidates create a
learning environment
that is inclusive and
supports positive social
interaction, active
engagement in learning
and self-motivation for
all students.
5.2 Candidates organize
and manage resources
such as time, space,
facilities, technology,
activities, instructional
assistants and volunteers
to engage all students in
productive tasks and
maximize the amount of
class time spent in
learning.
5.3 Candidates develop
shared expectations for
all students and create
and maintain a positive,
inclusive classroom
climate of mutual
respect, support and
inquiry.
5.4 Candidates
understand and use a
wide variety of
Classroom management
strategies that foster selfcontrol and selfdiscipline.
5.5 Candidates can
defuse potential conflict
30
Standard Six: Knowledge
of Technology
Candidates promote the
equitable, ethical and legal
use of technology resources
and use technology and
technology based resources to
facilitate developmentally
appropriate student learning.
and to enhance their
professional growth and
productivity
6.1 Candidates integrate
instructional technology
to facilitate learning in
their classrooms, to
supplement instructional
strategies, to design
instructional materials,
and to enhance hands-on
experiences and problem
solving
6.2 Candidates select and use
grade-level and contentspecific technology
resources, including
assistive technology, to
increase student
participation in the total
curriculum.
6.3 6.3 Candidates apply
technology to analyze
assessment data and to
guide classroom
decisions regarding
and use conflict
resolution strategies to
maintain a smoothly
functioning learning
community
Standard 11A. Teaching &
Learning Technology.
Candidates use technology
and technology based
resources to facilitate
developmentally appropriate
student learning.
11.A.1 Candidates use
technology resources to
guide classroom
decisions regarding
student learning.
Note: the use of technology
is viewed as an instructional
strategy and therefore, is
woven in the Standard on
Instruction. Specific
references to technology
appear in:
3. Planning Instructional
Content
5. Activities and
Materials
11.A.2 Candidates
integrate instructional
technology to facilitate
interdisciplinary teaching
and learning in their
classrooms, to
supplement instructional
strategies, to design
instructional materials,
and to enhance hands-on
experiences and problem
solving activities for all
students.
3(g) The teacher promotes
responsible learner use of
interactive technologies to
extend the possibilities for
learning locally and globally.
3(h) The teacher intentionally
builds learner capacity to
collaborate in face-to-face
and virtual environments
through applying effective
interpersonal
communication skills.
3(m) The teacher knows how
to use technologies and
how to guide learners to
apply them in appropriate,
safe, and effective ways.
4(g) The teacher uses
supplementary resources and
technologies effectively to
ensure accessibility and
relevance for all learners.
5(k) The teacher understands
the demands of accessing and
managing information as well
as how to evaluate issues of
ethics and quality related to
information and its use.
11.A.3 Candidates select
and use grade-level and
content-specific
technology resources,
including assistive
technology, to increase
student participation in
5(l) The teacher understands
how to use digital and
31
1.B. Candidates facilitate
student learning of the
content through presentation
of the content in clear and
meaningful ways and through
the integration of technology
3. B. Clinical practice allows
candidates to use information
technology to support
teaching and learning.
student learning
6.4 Candidates use
technology in their own
learning process and to
change their current
educational practice.
6.5 6.5 Candidates use
technology to gather,
sort, and analyze
information needed for
their own research
projects
6.6 Candidates use
technology to effectively
communicate with
students, parents, and
colleagues.
6.8 Candidates effectively use
and manage all
technology available to
them and explore uses of
emerging resources.
6.7 Candidates use tools such
as databases and
spreadsheets for sorting,
compiling, and analyzing
data gathered from a
variety of sources.
6.9 Candidates model
the legal and ethical use
of technology resources
the total curriculum.
interactive technologies for
efficiently and effectively
achieving specific learning
goals.
11.A.4 Candidates apply
technology to analyze
assessment data and to
target individual student
learning needs.
7(k) The teacher knows a
range of evidence-based
instructional strategies,
resources, and technological
tools and how to use them
effectively to plan instruction
that meets diverse learning
needs.
Standard 11B. Technology
for Professional Growth &
Productivity. Candidates use
technology to enhance their
professional growth and
productivity.
8(q) The teacher values the
variety of ways people
communicate and encourages
learners to develop and
use multiple forms of
communication.
11.B.1 Candidates use
technology in their own
learning process and to
change their current
educational practice.
11.B.2 Candidates use
technology to gather,
sort, and analyze
information needed for
their own research
projects and to
communicate and
collaborate effectively
with other professionals.
8(r) The teacher is committed
to exploring how the use
of new and emerging
technologies can support and
promote student learning.
8(n) The teacher knows how
to use a wide variety of
resources, including human
and technological, to
engage students in learning.
11.B.3 Candidates use
tools such as databases
and spreadsheets for
sorting, compiling, and
analyzing data gathered
from a variety of sources.
8(o) The teacher understands
how content and
skill development can be
supported by media and
technology and knows how to
evaluate these resources
for quality, accuracy, and
11.B.4 Candidates use
presentation tools in a
32
networked environment
for sharing information
in multiple professional
formats.
effectiveness.
8(q) The teacher values the
variety of ways people
communicate and encourages
learners to develop and
use multiple forms of
communication.
Standard 11C. Technology
Ethics & Resourcefulness.
Candidates effectively use
and manage all technology
available to them and explore
uses of emerging resources.
Candidates promote the
equitable, ethical and legal
use of technology resources.
8(r) The teacher is committed
to exploring how the use
of new and emerging
technologies can support and
promote student learning.
11.C.1 Candidates design
effective environments
for using and managing
technology in the
classroom.
10(g) The teacher uses
technological tools and a
variety of communication
strategies to build local and
global learning communities
that engage learners, families,
and colleagues.
11.C.2 Candidates are
able to perform minor
trouble-shooting
operations.
10(n) The teacher knows how
to work with other adults
and has developed skills in
collaborative interaction
appropriate for both face-toface and virtual contexts.
11.C.3 When planning
units of instruction,
candidates address
software-purchasing
agreements, copyright
laws, issues related to
intellectual property, the
importance of virus
protection, and policies
for acceptable use of
Internet resources.
11.C.4 Candidates seek
information from
33
technical manuals and
journals as well as online resources to learn
about emerging
technologies and to
explore their possible
educational applications.
11.C.5 Candidates model
the legal and ethical use
of technology resources
Standard 7. Knowledge of
Content
Candidates know, understand,
and use the central concepts,
tools of inquiry and structures
of the discipline(s)
Candidates teach and can
create learning experiences
that develop student
competence in the subject
matter.
7.3 Candidates demonstrate a
broad general
understanding of the
major concepts of the
discipline Candidates
teach, including those
addressed in the
licensure standards for
the teaching
endorsement(s)
Candidates seek
7.2 Candidates understand
and are able to use
assumptions and the
processes of inquiry for
the discipline being
Standard 1. Discipline
Taught. Candidates know,
understand, and use the
central concepts, tools of
inquiry and structures of the
discipline(s) Candidates teach
and can create learning
experiences that develop
student competence in the
subject matter.
1.1 Candidates
demonstrate a broad
general understanding of
the major concepts of the
discipline Candidates
teach, including those
addressed in the
licensure standards for
the teaching
endorsement(s)
Candidates seek.
Instruction
9. Teacher Content
Knowledge
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 to assure mastery of
the content.
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.
1.2 Candidates
understand and are able
to use assumptions and
the processes of inquiry
for the discipline being
34
1.A Teacher candidates
know the content that
Candidates plan to teach and
can explain important
principles and concepts
delineated in professional,
state, and institutional
standards.
1 B. Teacher candidates
understand the relationship of
content and content- specific
pedagogy delineated in
professional, state, and
institutional standards.
3.C. Candidates demonstrate
mastery of content areas and
pedagogical and professional
knowledge before admission
to and during clinical
practice.
taught.
7.3 Candidates create
interdisciplinary learning
experiences that allow
students to integrate
knowledge, skills and
methods of inquiry from
several related subject
areas.
7.4 Candidates use
connections in
instruction across
disciplines and draw on
their knowledge to build
understanding and
motivate students.
taught.
1.3 Candidates create
interdisciplinary learning
experiences that allow
students to integrate
knowledge, skills and
methods of inquiry from
several related subject
areas.
1.4 Candidates use
connections in
instruction across
disciplines and draw on
their knowledge to build
understanding and
motivate students.
1.5 Candidates
demonstrate an
understanding of the
implications of disability
legislation and special
education policies and
procedures and
Candidates provide
equitable access to and
participation in the
general curriculum for
students with disabilities.
Appendices K – S provide the alignment between the standards used in the advanced programs and the APSU standards and the NCATE
standards.
35
Coherence
As reflected in the Ready2Teach program of the Tennessee Board of Regents, the goal of the teacher education unit at Austin Peay
State University to provide is a coherent program that connects the “what” and the “how” of teacher preparation throughout the
coursework and clinical experiences of teacher candidates. As Darling-Hammond (2006) notes, the experience of learning to teach
must be seamless from the acquiring of knowledge to the application of skills. Woven within these experiences is the acquisition and
assessment of the dispositions to teach.
For those students who are completing the traditional education program of 120 semester hours, the first three years is spent acquiring
knowledge of content and pedagogy. The last year candidates participate in Residency I and II which focuses on the connection of
content and pedagogy and on the acquisition of the ability to turn the knowledge acquired into the skills of teaching so all students can
learn.
Throughout the four year program, students are provided opportunities to observe and work with teachers in the K-12 setting. The
first experience begins in the Foundation of Education course (2100/5500) and is designed for students to have their first look at
classrooms through the eyes of a teacher. As the candidate progresses, the field experiences advance from simply observing to
teaching under the watchful eye of mentor teacher, to opportunities to have complete responsibility for the classroom during
Residency I and Residency II.
Field experiences and clinical practice are characterized by collaboration, accountability, and an environment and practices associated
with professional learning. Field experiences represent a variety of early and ongoing school-based opportunities in which candidates
may observe, assist, tutor, instruct, and participate in service learning projects, or conduct applied research. Clinical practice includes
student teaching that provide candidates with experiences that allow for full immersion in the learning community so that candidates
are able to demonstrate proficiencies in the professional roles for which they are preparing.
Shared Vision
The vision for the revised teacher education unit’s conceptual framework began in the spring of 2004 during a series of retreats.
Included in these retreats were faculty from the College of Education, faculty from across the campus involved in the preparation of
teachers, representatives from the school districts who provide placements for field experiences, clinical practice, and internships, and
current students and graduates.
36
During the spring of 2004, an ongoing discussion occurred related to the preparation we wanted to provide to students and the
outcomes expected from their experiences. At the end of the spring semester, the revised conceptual framework was presented to
faculty and approved by the Teacher Education Council.
The conceptual framework has been an evolving document designed to meet the needs of teacher candidates. When the University
mission and vision statement were revised, the conceptual framework was reviewed for consistency. When the School of Education
changed to the College of Education, the conceptual framework was revised to reflect this change.
The most recent and significant change has occurred as the unit has move to implement Ready2Teach. This revision was approved at
the 2011data retreat by all faculty in the unit. It was later approved by the Teacher Education Council which contains representatives
from the P-12 community and includes student representation. The conceptual framework will continue to be shaped by the demands
of our candidates and the students they teach.
The framework has been shared with all teacher candidates and the community in a variety of ways. First the conceptual framework is
included in every syllabus for courses designed specifically for students in initial or advanced programs. Instructors begin each
semester with a discussion of the conceptual framework and how the material presented in the course relates to the conceptual
framework. Assessments within courses are directly tied to the standards outlined in this conceptual framework and instructors
directly relate course activities and assessment to standards. Second, the conceptual framework is shared with mentor teachers and
university mentors who supervise and evaluate teacher candidates.
The teacher education unit and all involved stakeholders are committed to “Preparing Professionals through Standards-based
Practice.” In addition, the teacher education unit is committed to infusing diversity in all our programs and to provide each candidate
with the ability to apply technology to their teaching.
Commitment to Diversity
All candidates in initial licensure programs are required to take a diversity course. At the undergraduate level, that course is Educ
4160. Graduate students earning initial licensure enroll in Educ 5520.
However, it is our belief that enrollment in a single course fails to prepare teachers to fully engage and reach all students. Therefore, it
is our goal that diversity be recognized, appreciated, and addressed as an inherent aspect of the teacher education program. Diversity
is infused throughout all programs that prepare candidates for initial licensure and those in advanced programs. Our commitment to
37
diversity is revealed in the beliefs that form our programs and in the coursework and field experiences to which candidates are
exposed.
Each course within the education minor has a diversity emphasis. Listed below are the diversity experiences of each course within the
teacher education minor:
EDUC 2100 - The implications of diversity/exceptionality on teaching and learning are addressed in 2100. Students are exposed to
current events related to diversity issues in the community and are encouraged to revisit their views. Students experience diversity in
the classroom through their required field experiences and are asked to reflect on this experience in a journal.
EDUC 3040 - Technology-based learning activities to meet the needs of diverse learners. Computer accessibility is discussed
throughout the course.
EDUC 3070 - Students use a textbook that integrates diversity in every chapter. Students need modifications/strategies in their lesson
plans for English language learners, for children with special needs, for different learning styles and multiple intelligences. Students
discuss case studies in class related to teaching strategies used with diverse learners. Students experience diversity in the classroom
through their required field experiences and are asked to reflect on this experience in a journal.
EDUC 4160 – This is the required diversity course for initial licensure.
EDUC 4270 - The implications of diversity/exceptionality on teaching and learning are addressed regularly in 4270 as we explore the
use of student assessment data in contemporary schools. The topic of assessment based "differentiated instruction" has a significant
emphasis in the course.
EDUC 4080 – Throughout the course, strategies for working with students with diverse needs are addressed. The culminating
assignment for the course is the completion of a personal classroom management plan in which they determine how to meet the
individual and unique needs of each student.
SPED 3000 – This course explores all disability categories and disability-related issues.
PSY 3130 – Diversity is presented through various presentations/discussions. The first area that is emphasized is diversity issues
related to group differences. Elaborate emphasis is placed on cultural differences. Also information is provided concerning gender
differences and how they may be relevant in the educational environment. The final area that is given attention in group differences is
38
common differences that are present between different social classes. The second area that is emphasized in the discussion of
diversity relates to individual differences. The focus of these discussion surround issues related to the special need child.
In addition, methods courses also emphasize meeting the needs of diverse learners in lesson development.
Each of the advanced programs also has courses or activities that focus on the issues of diversity. These courses and activities
are listed below:
Curriculum and Instruction – Special Education
Diversity issues are addressed throughout this program. Through interactive, problem-based activities, student address
multiple aspects of diversity.
Curriculum and Instruction – Instructional Technology Specialization
Students are required to develop a variety of technology-based lessons and activities designed to meet the needs of
diverse learners.
Curriculum and Instructions - Advanced Studies Specialization
Students are required to take SPED6550 (School Law) and Educ 6400 (Social/Cultural Foundations in Education)
Curriculum and Instruction – Mathematics Specialization –
Three courses include a discussion of diversity issues and how they relate to the teaching of mathematics.
Reading
Several courses provide instruction in issues of diversity. Specifically in Rdg 5830, 5840 and Rdg 5360, differences
and gender roles are discussed. Students’ field experiences (including, planning, teaching and assessing student
performance) require them to consider these characteristics of students and plan effectively to meet the needs of a
population of diverse learners.
Educational Leadership
Most units deal with some aspect of diversity to include socially and economically disadvantaged children, special
needs children from the various categories of handicapping conditions, gender equity, ethnic and cultural understanding
and acceptance. Units also address religious freedoms and tolerances, as well as, how to live, compete and flourish in a
global society.
39
School Counseling
Students are required to take Psy 5440 – Diversity Issues in Counseling.
Music Education
Course selections include Music 5460 – Music of many Cultures.
Educational Specialist Programs
Students select six hours from a group of courses with an emphasis in diversity.
One of our master’s programs (Special Education) has special needs students as it only focus. It is designed to advance the skills of
special education teachers and to prepare them for leadership roles in their schools.
Commitment to Technology
If students are to be prepared for meaningful participation as self-sufficient citizens in an increasingly technological world, their
teachers must be comfortable with technology as a tool to engage them and enhance their learning. Therefore, teacher candidates must
be comfortable with and model the ways that technology can enhance instruction. The Tennessee State Board of Education Teacher
Education Professional Education Standards measures teacher candidates in technology in three distinct ways:
1. to facilitate developmentally appropriate student learning.
2. to enhance their professional growth and productivity.
3. to use and manage all technology available to them and explore uses of emerging resources. They promote the equitable,
ethical and legal use of technology resources.
To assure competency of teacher candidates seeking initial licensure, every teacher candidate is required to enroll in Educ 3040 (or an
equivalent course) at the undergraduate level or in Educ 5540 at the graduate level. These courses incorporate the standards of the
International Society for Technology in Education (ISTE) in addition to the Tennessee teaching standards. In addition, all students in
initial licensure programs complete key assessments via LiveText. With the exception of students in School Counseling and Music
Education, all students enrolled in advanced programs also complete key assessments via LiveText.
40
However, the goal is not that students take one course in technology but that teacher candidates are exposed to technology in every
course in their program. Therefore, each course within the education minor emphasizes technology in some way. The listing of those
courses and the ways that technology is used follows:
EDUC 2100 - 2100 is delivered via a LiveText shell to introduce candidates to LiveText and to appropriate uses of technology in
teaching. Students use Power Point to enhance their presentations. Students use Microsoft Outlook to communicate with the
instructor, classmates, and cooperating teachers through electronic mail. Students use blackboard to take chapter quizzes.
EDUC 3040 – This is the technology course for the education minor.
EDUC 3070 - Students use LiveText for submission of key assessments. Students use PowerPoint to enhance their presentations.
Students use Microsoft Outlook to communicate with the instructor, classmates, and cooperating teachers through electronic mail.
EDUC 4160 – Students use LiveText for submission of key assessments. Students research topics specific to diversity issues using
the Internet.
EDUC 4270 – Student use Excel spreadsheets for developing grade books and PowerPoint for class presentations.
EDUC 4080 – Personal classroom management plan is created within LiveText. Students use electronic drawing tools to create
classroom design. Students use the Internet for research on specific discipline issues.
SPED 3000 – Students give PowerPoint Presentations and submit assignments via LiveText.
PSY 3130 – The introduction for technology is achieved in-class technology assignment in which the students are required to prepare
a complete PowerPoint presentation reflective of one of the text’s chapters. This experience is conducted through group work using
the guided participation concepts of Vygotsky.
Student incorporate technology in their methods courses by incorporating PowerPoint, virtual field trips, discussion boards, web
quests, Unitedstreaming video, and internet scavenger hunts.
Students in advanced programs are also required to demonstrate competency in technology. The courses or activities that meet this
requirement are listed below:
41
Curriculum and Instruction – Special Education Concentration –
Sped 5395 – Advanced Assistive Technology
Curriculum and Instruction – Advanced Studies Specialization –
Educ 5611 – Education Computer Applications
Curriculum and Instruction – Mathematics Specialization
Math 5080 – Mathematics in a Technological World
Reading –
Many of the courses in the Reading program are offered via the Internet. Therefore, students access D2L and also use
LiveText. Web quests and hotlists are created on the web.
Educational Leadership –
Educ 5612 – Instructional Technology for School Leaders
School Counseling – Many projects for school counseling require research via the Internet.
Music Education –
Music 5160 – Technology in the Music Classroom
Educational Specialist Programs
Educ 5611 – Education Computer Applications
One of our master’s programs (Instructional Technology) has technology as it only focus. It is designed to advance the technology
skills of teachers and to prepare them for leadership roles in their schools as technologist specialist.
Professional Dispositions
Admission and retention decisions for teacher candidates and those in the advanced program are not based only on prior satisfactory
academic performance. It is equally important that candidates demonstrate the dispositions critical to being a successful teacher.
Specific dispositions have been identified for both initial and advanced candidates. Students in initial licensure programs at Austin
Peay State University are expected to demonstrate the following positive professional dispositions. These dispositions will be
42
evaluated by university professors and classroom teachers during field experiences. Failure to exhibit these dispositions may result in
dismissal from the teacher education program.
1. Demonstrates a positive attitude about working with diverse students, peers, professionals, and in diverse environments.
2. Attends classes and field experiences consistently and punctually (including not arriving late or leaving early).
3. Demonstrates honesty and integrity.
4. Communicates effectively, both orally and in writing.
5. Demonstrates positive interactions with peers, faculty and P-12 students and school personnel.
6. Demonstrates a commitment to P-12 students’ success and to maintenance of a positive learning environment.
7. Demonstrates self respect and respect for others.
8. Accepts constructive criticism and is willing to modify one’s behavior.
9. Analyzes problems critically and attempts to resolve them independently.
10. Assumes personal responsibility for adhering to professional guidelines regarding academic conduct.
11. Assumes personal responsibility for adhering to established guidelines for the Teacher Education Program.
12. Maintains professional ethics, appearance and demeanor.
Students in advanced programs at Austin Peay State University are expected to demonstrate the following positive professional
dispositions. These dispositions will be evaluated by university professors and supervisors during field experiences. Failure to
adhere to dispositions one and two will be cause for immediate dismissal from the program. Failure to adhere to dispositions three
through eight may result in dismissal from the teacher education program.
1. Adherence to professional ethics: demonstrates adherence to standards of ethical conduct, fulfills professional obligations, and assumes
responsibility for own decisions.
43
2. Professional demeanor: deals with conflict appropriately, poised and professional behavior, responsive to professional feedback
3. Collaboration: works effectively with professional colleagues, parents, and other adults.
4. Commitment to diversity: values multiple aspects of diversity; respects children and adults of various cultural backgrounds, ethnicities,
religions, sexual orientations, social classes, abilities, political beliefs, etc.
5. Leadership and initiative: assumes leadership roles in improving professional practice, goes beyond what is expected, and actively seeks
solutions to problems.
6. Professional advocacy: serves as an advocate in schools and in the broader community to enhance educational opportunities for all
students.
7. Self-reflection: reflects on and evaluates one’s own experience and work, is willing and able to recognize difficulties or deficiencies in
one’s professional practice, seeks after knowledge and professional development.
All teacher education students, faculty, and clinical supervisors are provided with a copy of the Teacher Candidate Dispositions Form.
In addition, these forms and policies are addressed in initial courses, published in appropriate teacher education documents, and
reinforced throughout the program. Students will be made aware that repeated violations of these dispositions will constitute grounds
for a decision regarding separation from the Austin Peay State University Teacher Education Program.
The candidate disposition assessment process is composed of two components. Dispositions reports are completed by instructors at
distinct points in the program. These reports are completed for those who demonstrate both appropriate and inappropriate
dispositions.
Disposition reports are also completed to identify and to provide remediation for those dispositional issues that are problematic. This
process consists of the reporting of a dispositional problem, development of a set of actions the candidate agrees to follow to correct
the problem, and, if needed, a process for the removal of the candidate from the program.
44
Assessment of Candidates, Program, and the Unit
Continuous assessment is interwoven throughout the teacher education program at Austin Peay State University as candidates,
programs, and the unit are systematically evaluated. The assessment system (see Assessment Handbook) has been designed to provide
evidence of the ability and proficiencies of our candidates and the effectiveness of our programs and unit.
In support of our theme, Preparing Professionals through Standards-based Practice, the assessment system provides for evidence
of how well both initial and advanced candidates meet the APSU, state, and national standards and how well programs and the unit
prepare students to meet standards. Candidate qualifications and proficiencies are evaluated through a milestone review taking place
at four points for those earning initial licensure and at three points for those in advanced programs. The milestone review includes a
review of the standards met by each candidate to measure the candidate’s ability to meet identified standards. The competence of
graduates is evaluated upon completion of the various programs through exit interviews with candidates, evaluation of graduates in the
first five years of graduation, and through employer evaluations. All evaluations focus on the identified standards for each program.
The assessment system has been designed to evaluate candidates in initial and advanced programs at admission into the program, at
appropriate transition points within the program, at program completion, and during the first five years of practice. Table Three
provides the major decision points for candidates at the initial and advanced levels.
Table Three
Decision Points for those earning Initial License for as Undergraduates, Post-Baccalaureate Students, and Master of Arts in
Teaching (MAT) students
Decision Point I
Milestone I
Candidacy
Status
 Completion of EDUC
2100/5500 or equivalent
with C or better
Decision Point II
Milestone II
Provisional
Status
 Minimum 2.75
GPA
Decision Point III
Milestone III
Clinical
Status
Minimum 2.75
GPA
 Minimum of 12 hours of
undergraduate credit or 3
hours of graduate credit
 Minimum of “C” in
Professional Minor
courses
Minimum grade of
“C” in all
professional
education courses
45
Decision Point IV
Milestone IV
Induction
Status
 Meets acceptable
level for
knowledge and
skills identified
for Milestone IV
portfolio or
through
Decision Point V
Post Licensure
 Follow up survey
of graduates
 Exit survey of
clinical teachers
 Minimum 2.5 GPA
 Evidence of professional
dispositions
 Completion of security
clearance
 Evidence of
professional
disposition
 Minimum of 45
hours if
undergraduate or 9
hours if graduate
student
 Minimum Praxis I
(PPST Reading174, Math &
Writing-173, or
ACT-22, SAT1020)/GRE
(Verbal-350 &
Quantitative-350)
score
 Successful
interview
Successful
completion of all
required PRAXIS
II exams
Completion of all
courses required
for licensure
completion of
TPA.
 Evidence of
professional
dispositions
 Successful
passage of all
licensure exams
Standards review
to determine that
candidate has met
all standards and
substandards.
 Successful
completion of
student teaching
seminars
Evidence of
professional
disposition
 Passing grades in
both clinical
placements
Completion of
security clearance
 Completion of all
licensure
requirements
 Completion of
security clearance
 Completion of
security clearance
46
 Title II report
 Follow up of
survey of
employers
Decision Points for those in Advanced Programs and Programs for Other Personnel (excluding School Counseling)
Decision Point I
Milestone I
Candidacy Status
 GPA requirement of
2.75
Decision Point II
Milestone II
Provisional Status
 Professional dispositions
 Evidence of completion
of bachelor’s degree
 Completed Review by
Graduate Committee
o 3.0 overall GPA
o Completed Program
of Study
 Evidence of academic
background and
licensure for degree
sought
Decision Point III
Milestone III
Induction Status
 3.0 GPA in all courses
 Course work
completed for degree
 Completion of
capstone project and
successful evaluation
by Graduate
committee
 Completion of research
course
Decision Point IV
Post Licensure
 Follow up survey of
graduates
 Follow up of survey of
employers
 Completion of PRAXIS for
additional licensure
 Professional
dispositions
 Minimum test scores for
program sought
 Completion of field
study (Ed.S.
candidates only)
Decision Points for those in School Counseling
Decision Point I
Milestone I
Candidacy
Status
 Initial application
Decision Point II
Milestone II
Provisional
Status
 3.0 GPA
 GPA Requirement
of 2.75
 Completed program
of study
Decision Point III
Milestone III
Clinical
Status
 3.0 GPA in all
courses
Decision Point IV
Milestone IV
Induction
Status
 3.0 GPA in all
courses
 Completion of
Advanced
Counseling
 Coursework
completed
47
Decision Point
V
Post Licensure
 Follow up survey
of graduates
 Follow up of
survey of
employers
 Minimum GRE test
scores
 3 letters of
recommendation
 Evidence of
academic
background for
degree sought
 Completed review by
Counseling Graduate
Program Committee
Laboratory
Course (PSY
5420)
 Evidence of positive
professional
dispositions
 Completion of
Security
Clearance by
TBI/FBI
 Completion of
Research Course
(Psy 5000)
 Passing grade in
clinical
placements
(Practicum
and/or
Internship)
 Completion of
Counseling
Laboratory Course
(Psy 5410)
 Passing score on
CPCE
Comprehensive
Exam
 Passing score on
PRAXIS II
 Evidence of
positive
professional
dispositions
While assessments occur at the individual level through our milestone evaluation process, continuous assessment also applies to the
unit and program. The assessment system provides for both the ongoing assessment of candidate achievement (knowledge, skills, and
dispositions) and the ongoing evaluation of program quality within the unit. The teacher education unit and its candidates are
evaluated through a committee structure which allows for assessment of candidates, program, and the unit. These committees and
their charge are:
Assessment System Review Committee –committee has oversight of the assessment system.
48
Unit Assessment Committee –committee reviews unit data and makes recommendations for unit changes and determines
appropriateness of assessment process.
Program Review Committee –committee analyzes data related to programs and to suggest program changes based on state mandates
and data analysis and determines appropriateness of assessment process.
Candidate Appeal Committee – committee hears appeals for students who wish to enter courses with restricted entrance. They
review resolution of complaints by Dean of College of Education and determine fairness and appropriateness of assessment process.
Graduate Appeal Committee – committee hears appeals for students who wish to enter courses with restricted entrance.
Candidate Admission/Retention Committee – committee reviews and approves applications for candidates as they move through
the milestone process. The committee also determines fairness and appropriateness of assessment process.
The assessment system is supported by three primary technologies. The first is FileMakerPro which contains the major portion of data
used in candidate assessment. A great deal of the data in FileMakerPro has been downloaded from the University’s information
system, Banner. Banner provides much of candidate’s demographic information, transcript, test scores, and status. The third system is
LiveText which is the platform for candidates’ key assessments. LiveText also allows candidates to complete surveys on the diversity
of the classrooms in their field experiences and their use of technology.
Knowledge-Base and References
American Association of Colleges for Teacher Education. (1997). Selected data from the 1995 AACTE/NCATE joint data collection
system. Washington, DC: Author.
Banks, J. A. (2001a). Cultural diversity and education: Foundations, curriculum and teaching (4th ed.). Boston: Allyn & Bacon.
Banks, J. A. (2001b). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks and C. A. M. Banks
(Eds.), Handbook of research on multicultural education (pp. 3-24). San Francisco: Jossey-Bass.
49
Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals. New York: Longmans, Green.
Carnegie Forum on Education and the Economy, Task Force on Teaching as a Profession. (1986). A nation prepared: Teachers for the
21st century. New York: Author.
Cochran-Smith, M. (2004). Multicultural teacher education: Research, practice and policy. In J. A. Banks and C.A.M. Banks (Eds.),
The Handbook of research on multicultural education (2nd ed., pp. 931-978). San Francisco: Jossey-Bass.
Darling-Hammond, L. (1999). Educating teachers for the next century: Rethinking practice and policy. In G. A. Griffen (ed.), The
education of teachers (pp. 221-256). Chicago: University of Chicago Press.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy
Analysis Archives, 8(1). Retrieved October 3, 2004, from http://epaa.asu.edu/epaa/v8n1
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs.
San Francisco: Jossey-Bass.
Darling-Hammond, L., Chung, R., and Frelow, F. (2002). Variation of teacher preparation: How well do different pathways prepare
teachers to teach? Journal of Teacher Education, 53(4), 286-302.
Dewey, J. (1916/1977). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
Education Trust (2003). Achievement in America. Retrieved October 5, 2004, from http://www2.edtrust.org/NR/rdonlyres/14FB5D3331EF-4A9C-B55F-33184998BDD8/0/1
Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.
Grossman, P. (in press). Research on pedagogical approaches in teacher education. In M. Cochran-Smith and K. Zeichner (Eds.),
Report of the AERA Panel on Research and Teacher Education. Washington, DC: American Educational Research
Association Consensus Panel on Teacher Education.
50
Holmes Group. (1996). Tomorrow’s schools of education. East Lansing, MI: Author.
Imig, D., and Switzer, T. (1996). Changing teacher education programs: Restructuring collegiate-based teacher education. In J. P.
Sikula, T. J. Buttery, and E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 213-226). New York:
Macmillan.
Kennedy, M. (1999). The role of preservice teacher education. In L. Darling-Hammond and G. Skyes (Eds.), Teaching as the learning
profession: Handbook of policy and practice (pp. 54-85). San Francisco: Jossey-Bass.
National Commission of Excellence in Education (1983). A nation at risk: The imperative for educational reform. Washington, DC:
U.S. Government Printing Office.
National Commission on Teaching and America’s Future (1996). What matters most: Teaching for America’s future. New York:
Author.
National Commission on Teaching America’s Future (2003). No dream denied: A pledge to American’s children. Washington, DC:
Author.
National Council for the Accreditation of Teacher Education (2011). Blue ribbon panel on clinical preparation and partnerships for
improved student learning. Washington , DC: Author.
National Council for the Accreditation of Teacher Education (2002). Professional standards for the accreditation of schools, colleges,
and departments of teacher education.
Washington , DC: Author.
National Research Council (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. Washington,
DC: National Academies Press.
Piaget, J. (1972). The psychology of the child. New York: Basic Books.
Piaget, J. (1990). The child's conception of the world. New York: Littlefield Adams.
51
Sprinthall, N. A., Reiman, A. J., and Theis-Sprinthall, L. (1996). Teacher professional development. In J. P. Sikula, T. J. Buttery, E.
Guyton, and Association of Teacher Educators (Eds.), Handbook of research on teacher education: A project of the
Association of Teacher Educators (2nd ed., pp. 666-703). New York: Macmillan Library Reference, USA.
Thompson, C. L., and Zeuli, J. S. (1999). The frame and tapestry: Standards-based reform and professional development. In L.
Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession: A handbook of policy and practice, pp. 341-375.
San Francisco: Jossey-Bass.
Vygotsky, L. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original English translation
published 1962).
Williams, B. C. (2000). Reforming teacher education through accreditation: Telling our story. Washington, DC: National Council
for the Accreditation of Teacher Education and American Association of Colleges for Teacher Education.
Zeichner, K. M., and Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.,
pp. 298-332). Washington, DC: American Educational Research Association.
52
APPENDIX A
Curriculum and Instruction - Special Education
Concentration
Standard
Courses
Key Assessments
Advanced Standard 1:
SPED 6570
Capstone Project
SPED 5801
Autism Plan
SPED 5802
EC Curriculum
Design
SPED 5803
Giftedness in the 21t
Century Project
Special education specialists use valid
and reliable assessment practices to
minimize bias.
1.1
Special education specialists minimize
bias in assessment.
1.2
Special education specialists design and
implement assessments to evaluate the
effectiveness of practices and programs
Milestone III
Advanced Standard 2:
Special education specialists
use their knowledge of general
and specialized curricula to improve
programs, supports, and services at
classroom, school, community, and
system levels.
2.1
Special education specialists align
educational standards to provide access
to challenging curriculum to meet the
needs individuals with exceptionalities.
2.2
Special educators continuously broaden
and deepen professional knowledge, and
expand expertise with instructional
Standards
Review
Milestone III
SPED 6570
Capstone Project
SPED 5802
EC Curriculum
Design
EDUC 5770
Special Services
Collaboration Plan
53
technologies, curriculum standards,
effective teaching strategies, and
assistive technologies to support access
to and learning of challenging content.
2.3
Special education specialists use
understanding of diversity and
individual learning differences to inform
the selection, development, and
implementation of comprehensive
curricula for individuals with
exceptionalities.
Advanced Standard 3:
SPED 6570
Special education specialists facilitate
the continuous improvement of general
EDUC 5770
and special education programs,
supports, and services at the classroom,
school, and system levels for individuals SPED 5395
with exceptionalities.
3.1
Special education specialists design and
implement evaluation activities to
improve programs, supports, and
services for individuals with
exceptionalities.
3.2
Special education specialists use
understanding of cultural, social, and
economic diversity and individual
learner differences to inform the
development and improvement
of programs, supports, and services for
individuals with exceptionalities
3.3
Special education specialists apply
knowledge of theories, evidence
54
Capstone Project
Special Services
Collaboration Plan
Assistive
Technology Project
Milestone III
based practices, and relevant laws to
advocate for programs, supports, and
services for individuals with
exceptionalities.
3.4
Special education specialists use
instructional and assistive technologies
to improve programs, supports, and
services for individuals with
exceptionalities.
3.5
Special education specialists evaluate
progress toward achieving the vision,
mission, and goals of programs,
services, and supports for individuals
with exceptionalities
Advanced Standard 4:
Special education specialists conduct,
evaluate, and use inquiry to guide
professional practice
4.1
Special education specialists evaluate
research and inquiry to identify
effective practices.
4.2
Special education specialists use
knowledge of the professional literature
to improve practices with individuals
with exceptionalities
and their families
4.3
Special education specialists foster an
environment that is supportive of
continuous instructional improvement
and engage in the design and
implementation of research and inquiry
Educ 5000
Literature Review
SPED 6570
Capstone Project
SPED 5801
Autism Plan
SPED 5802
EC Curriculum
Design
SPED 5803
Giftedness in the 21t
Century Project
EDUC 5770
Special Services
Collaboration Plan
EDUC 6400
Diversity Plan
SPED 5395
Assistive
55
Milestone III
Technology
Advanced Standard 5:
Special education specialists provide
leadership to formulate goals, set and
meet high professional expectations,
advocate for effective policies and
evidence
based practices and create positive and
productive work
environments
Key Elements5.1
Special education specialists model
respect for and ethical practice
For all individuals
and encourage challenging expectations
for individuals with exceptionalities.
5.2
Special education specialists support
and use linguistically and culturally
responsive practices.
5.3
Special education specialists create and
maintain collegial and productive work
environments that respect and safeguard
the rights of individuals with
exceptionalities and their families.
5.4
Special education specialists advocate
for policies and practices that improve
programs, services, and outcomes for
individuals with exceptionalities.
5.5
Special education specialists advocate
SPED 6570
Capstone Project
SPED 6550
Law Case Study
EDUC 5770
Special Services
Collaboration Plan
EDUC 6400
Diversity Plan
56
Milestone III
for the allocation of appropriate
resources for the preparation and
professional development of all
personnel who serve individuals with
exceptionalities
Advanced Standard 6:
Special education specialists use
foundational knowledge of the field and
professional Ethical Principles and
Practice Standards to inform special
education practice, engage in lifelong
learning, advance the profession, and
perform leadership responsibilities to
promote the success of professional
colleagues and individuals with
exceptionalities.
SPED 6570
Capstone Project
SPED 6550
Law Case Study
EDUC 5770
Special Services
Collaboration Plan
6.1 A comprehensive understanding of
the history of special education, legal
policies, ethical standards, and emerging
issues informs special education
specialist leadership.
6.2
Special education specialists model high
professional expectations and ethical
practice, and create supportive
environments that safeguard the legal
rights and improve outcomes
for individuals with exceptionalities and
their families.
6.3
Special education specialists model and
promote respect for all individuals and
facilitate ethical professional practice.
6.4
57
Milestone III
Special education specialists actively
participate in professional development
and learning communities to increase
professional knowledge and expertise.
6.5
Special education specialists plan,
present, and evaluate professional
development focusing on effective and
ethical practice at all organizational
levels.
6.6
Special education specialists actively
facilitate and participate in the
preparation and induction of prospective
special educators.
6.7
Special education specialists actively
promote the advancement of the
profession
Advanced Standard 7:
Special education specialists collaborate
with stakeholders to improve programs,
services, and outcomes for individuals
with exceptionalities and their
families.
7.1
Special education specialists use
culturally responsive practices to
enhance collaboration.
7.2
Special education specialists use
collaborative skills to improve
programs, services, and
outcomes for individuals with
exceptionalities
7.3
EDUC 6400
Diversity Plan
SPED 6570
Capstone Project
58
Milestone III
Special education specialists collaborate
to promote understanding, resolve
conflicts, and build consensus for
improving program, services, and
outcomes for individuals with
exceptionalities
59
APPENDIX B
CURRICULUM AND INSTRUCTION – INSTRUCTIONAL TECHNOLOGY
ALIGNMENT OF APSU STANDARDS, COURSES, KEY ASSESSMENT
Instructional Technology Standards
Standard I
Candidates demonstrate the knowledge,
skills, and dispositions to design conditions
for learning by applying principles, theories,
and research associated with instructional
systems design, message design,
instructional strategies, and learner
characteristics. Design is the process of
specifying conditions for learning. The
domain of design includes four sub-domains
of theory and practice:
Instructional Systems Design (ISD)
Message Design
Instructional Strategies
Learner Characteristics
Standard II
Candidates demonstrate the knowledge,
skills, and dispositions to develop
instructional materials and experiences by
applying principles, theories, and research
related to print, audiovisual, computerbased, and integrated technologies.
Standard III
Candidates demonstrate the knowledge,
skills, and dispositions to use processes and
resources for learning by applying
principles, theories, and research related to
media utilization, diffusion,
implementations, and policy-making.
Standard IV
Candidates demonstrate knowledge, skills,
and dispositions to plan, organize,
coordinate, and supervise instructional
COURSES
KEY ASSESSMENT
5613
5617
5619
6005
Instructional Design
Plan
6005
5618
5614
5621
Capstone
6005
5611
Capstone
Personal Plan for
Visual Literacy
Copyright/Fair Use
Paper
5611
6005
60
Classroom Plan for
Technology
Integration
technology by applying principles, theories
and research related to project, resource,
delivery system, and information
management.
Standard V
Candidates demonstrate knowledge, skills,
and dispositions to evaluate the adequacy of
instruction and learning by applying
principles of problem analysis, criterionreferenced measurement, formative and
summative evaluation, and long-range
planning.
6005
5613
61
Capstone Project
Instructional Design
Project
APPENDIX C
CURRICULUM AND INSTRUCTION – ADVANCED STUDIES
ALIGNMENT OF NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS, COURSES, KEY
ASSESSMENT
COURSES
Educ 6400
ADVANCED STUDIES STANDARDS
Standard 1: Teachers are Committed to Students and
Their Learning
KEY ASSESSMENT
Capstone Project
SPED 6550
1.1 Candidates are dedicated to making knowledge
accessible to all students. They believe all
students can learn. They treat students equitably.
Educ 6800
Diversity Interview Project
Educ 5150
1.2 They recognize the individual differences that
distinguish their students from one another and
they take account for these differences in their
practice.
Practicum in SPED
1.3 Candidates understand how students develop and
learn.
1.4 Candidates respect the cultural and family
differences students bring to their classroom.
1.5 Candidates are concerned with their students’
self-concept, their motivation and the effects of
learning on peer relationships.
1.6 Candidates are concerned with the development
of character and civic responsibility.
Content
Electives
Standard 2: Teachers Know the Subjects They Teach
and How to Teach Those Subjects to Students.
62
Capstone Project
2.1 Candidates have mastery over the subject(s) they
teach. They have a deep understanding of the history,
structure and real-world applications of the subject.
2.2. Candidates have skill and experience in teaching it,
and they are very familiar with the skills gaps and
preconceptions students may bring to the subject.
2.3 Candidates are able to use diverse instructional
strategies to teach for understanding.
Standard 3: Teachers are Responsible for Managing
and Monitoring Student Learning.
Educ 5150
Educ 6800
Teacher Effectiveness Research Paper
Educ 5200
Capstone Project
Educ 5150
3.1 Candidates deliver effective instruction. They move
fluently through a range of instructional techniques,
keeping students motivated, engaged and focused.
3.2 Candidates know how to engage students to ensure a
disciplined learning environment, and how to organize
instruction to meet instructional goals.
3.3. Candidates know how to assess the progress of
individual students as well as the class as a whole.
3.5 Candidates use multiple methods for measuring
student growth and understanding, and they can
clearly explain student performance to parents.
Standard 4: Teachers Think Systematically about
Their Practice and Learn from Experience.
Educ 6800
Value Added Assessment Project
Educ 5000
Capstone Project
Educ 6500
4.1 Candidates model what it means to be an educated
person – they read, they question, they create and they
are willing to try new things.
4.2 Candidates are familiar with learning theories and
instructional strategies and stay abreast of current
issues in American education.
4.3 Candidates critically examine their practice on a
regular basis to deepen knowledge, expand their
repertoire of skills, and incorporate new findings into
their practice.
63
Educ 5150
Research Paper
Educ 5611
School Reform PowerPoint
Educ 5150
Standard 5: Teachers are Members of Learning
Communities.
Capstone Project
Educ 6500
5.1 Candidates collaborate with others to improve student
Educ 6400
learning.
5.2 Candidates are leaders and actively know how to seek
and build partnerships with community groups and
businesses.
5.3 Candidates work with other professionals on
instructional policy, curriculum development and staff
development.
5.4 Candidates can evaluate school progress and the
allocation of resources in order to meet state and local
education objectives.
5.5 Candidates know how to work collaboratively with
parents to engage them productively in the work of the
school.
64
Diversity Project
School Reform PowerPoint
APPENDIX D
CURRICULUM AND INSTRUCTION – MATHEMATICS
ALIGNMENT OF NATIONAL BOARD MATHEMATICS STANDARDS, COURSES, KEY ASSESSMENT, AND
PORTFOLIO REVIEW
MATHEMATICS
STANDARDS
Standard I:
Commitment to
Mathematics
Learning of All
Students
Accomplished
mathematics teachers
acknowledge and
value the
individuality and
worth of
each student, believe
that every student can
learn and use
mathematics, and are
dedicated to their
success.
Accomplished
mathematics teachers
are committed to the
fair and equitable
treatment of all
students—especially
in their learning of
mathematics.
Standard II.
Knowledge of
COURSES
KEY ASSESSMENT
STANDARDS
REVIEW
Educ 6800
Educ 5200
MATH 5070
MATH 5120
Value-Added Assessment
MATH UNIT designed in
MATH 5070
Milestone III
MATH 5020
MATH 5030
-GPA in content courses
(Chosen from among MATH
Milestone III
65
Mathematics.
Accomplished
mathematics teachers
have a deep and broad
knowledge of the
concepts, principles,
techniques, and
reasoning methods of
mathematics, and they
use this knowledge to
inform curricular
goals and shape their
instruction and
assessment. They
understand significant
connections among
mathematical ideas
and the applications
of these ideas to
problem solving in
mathematics, in other
disciplines, and in the
world outside of
school.
MATH 5040
MATH 5050
MATH 5060
MATH 5520
MATH 5640
MATH 5350
(MATH 5120)
5020, MATH 5030, MATH
5040, MATH 5050, MATH
5060, MATH 5520, MATH
5640, MATH 5350, MATH 5120
or appropriate substitutions)
Standard III:
Knowledge of
Students
Accomplished
teachers use their
knowledge of human
development and
individual students to
guide their planning
and instructional
decisions. They
Educ 5200
MATH 5070
Educ 6800
Value-Added Assessment
Project
MATH UNIT designed in
MATH 5070
66
Milestone III
understand the impact
of prior
mathematical
knowledge, home life,
cultural background,
individual learning
differences,
student attitudes and
aspirations, and
community
expectations and
values on students
and
their mathematics
learning.
Standard IV.
Knowledge of the
Practice of
Teaching.
Accomplished
mathematics teachers
use their knowledge
of pedagogy along
with their knowledge
of mathematics and
student learning to
inform curricular
decisions; select,
design, and develop
instructional
strategies and
assessment plans; and
choose materials and
resources for
mathematics
instruction.
MATH 5070
MATH 5080
(MATH 5120)
EDUC 6800
-MATH UNIT designed in
MATH 5070
-MATH UNIT designed in
MATH 5080
67
Milestone III
Accomplished
mathematics teachers
stimulate and
facilitate student
learning by using a
wide range of
practices.
Standard V:
Learning
Environment
Accomplished
mathematics teachers
create environments
in which students are
active learners, show
willingness to take
intellectual risks,
develop selfconfidence, and value
mathematics. This
environment fosters
student learning of
mathematics.
Standard VI. Ways
of Thinking
Mathematically.
Accomplished
mathematics teachers
develop their own and
their students’
abilities to reason and
think
mathematically—to
investigate and
explore patterns, to
Educ 6800
MATH 5070
Math 5120
Lesson Plan designed in Math
5070
Milestone III
MATH 5020
MATH 5030
MATH 5040
MATH 5050
MATH 5060
MATH 5520
MATH 5640
MATH 5350
(MATH 5120)
-Successful completion of
problem solving portfolio in
MATH 5030
-Completion of significant
problem solving scenarios in
content courses (Chosen from
among MATH 5020, MATH
5040, MATH 5050, MATH
5060, MATH 5520, MATH
5640, MATH 5350, MATH 5120
or appropriate substitutions)
Milestone III
68
discover structures
and establish
mathematical
relationships, to
formulate and solve
problems, to justify
and communicate
conclusions, and to
question and extend
those conclusions.
Standard VII.
Assessment.
Accomplished
mathematics teachers
integrate a range of
assessment methods
in their instruction to
promote the learning
of all students by
designing, selecting,
and ethically
employing
assessments that align
with educational
goals. They provide
opportunities for
students to reflect on
their strengths and
weaknesses in order
to revise, support, and
extend their
individual
performance.
MATH 5070
EDUC 5200
-Assessment Component of Unit
Plan in MATH 5070
Milestone III
Standard VIII.
MATH 5940
-Literature Review in MATH
Milestone III
69
Reflection and
Growth. To improve
practice,
accomplished
mathematics teachers
regularly reflect on
what they teach, how
they teach, and how
their teaching impacts
student learning.
They keep abreast of
changes and learn
new mathematics and
mathematical
pedagogy, continually
improving their
knowledge and
practice.
Standard IX:
Families and
Communities
Accomplished
mathematics teachers
collaborate with
families and
communities to
support student
engagement in
learning mathematics.
They help various
communities, within
and outside the school
building, understand
the role of
mathematics and
mathematics
MATH 5090
EDUC 5000
5090
-Evidence of professional
involvement in MATH 5940
-Completion of Action Research
in MATH 5940
Math 5120
Educ 6800
Milestone III
70
instruction
in today’s world.
Standard X:
Professional
Community
Accomplished
mathematics teachers
continually
collaborate with other
teachers and
education
professionals to
strengthen the
school’s mathematics
program, promote
program quality and
continuity across
grade levels and
courses, and improve
knowledge and
practice in the field of
mathematics
education.
MATH 5940
-Evidence of professional
involvement in MATH 5940
-Completion of Action Research
in MATH 5940
71
Milestone III
APPENDIX E
MASTERS IN EDUCATIONAL LEADERSHIP
ALIGNMENT OF TENNESSEE INSTRUCTIONAL LEADERSHIP
STANDARDS (TILS), COURSES, KEY ASSESSMENT
TILS Standards
Standard A: Continuous Improvement
Implements a systematic, coherent approach to bring
about the continuous growth in the academic
achievement of all students
COURSES
EDUC 5710
EDUC 5720
EDUC 5730
EDUC 5740
KEY ASSESSMENT
Examination and
Assessment of School
Improvement Planning
Process
EDUC 5710
EDUC 5740
Action Research
Project
1. Engages the education stakeholders in
developing a school vision, mission, and goals that
emphasize learning for all students and is consistent
with that of the school district;
2. Facilitates the implementation of clear
goals, strategies, and timelines to carry out the vision
and mission that emphasize learning for all students
and keeps those goals in the forefront of the school’s
attention;
3. Creates and sustains an organizational
structure that supports school vision, mission, and
goals that emphasize learning for all students;
4. Facilitates the development,
implementation, evaluation, and revision of data
informed school-wide improvement plans for the
purpose of continuous school improvement;
5. Develops collaborations with
parent/guardians, community agencies and school
system leaders in the implementation of continuous
improvement;
6. Communicates and operates from a strong
belief that all students can achieve academic success.
Standard B: Culture for Teaching and Learning
72
Creates a school culture and climate based on high
expectations conductive to the success of all students
EDUC 5770
EDUC 5780
Development of a 3 day
Staff Development Plan
EDUC 5612
Technology Plan
1. Develops and sustains a school culture
based on ethics, diversity, equity, and
collaboration;
2. Advocates, nurtures, and leads a culture
conducive to student learning;
3. Develops and sustains a safe, secure and
disciplined learning environment;
4. Models and communicates to staff,
students, and parents self-discipline and
engagement in life-long learning;
5. Facilitates and sustains a culture that
protects and maximizes learning time;
6. Develops leadership teams, designed to
share responsibilities and ownership to meet the
school’s vision;
7. Demonstrates and understanding of change
processes and the ability to lead the
implementation of productive changes in the
school;
8. Leads the school community in building
relationships that result in a productive learning
environment;
9. Encourages and leads challenging,
research-based changes;
10. Establishes and cultivates strong,
supportive family connections;
11. Recognizes and celebrates school
accomplishments and addresses failures;
12. Establishes effective lines of
communication with teachers, parents, students
and stakeholders;
13. Recruits, hires, and retains teachers whose
values and instructional frameworks align with the
school’s mission.
Standard C: Instructional Leadership and
73
Assessment
EDUC 5720
EDUC 5740
Action Research
Project
School Business
Management Plan
Human Resource
Research Paper
EDUC 5730
EDUC 5740
EDUC 5750
EDUC 5760
Public Relations or
Communications Plan
Human Resource
Research Paper
Special Education Law
Paper
Administrator
Interviews
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
1. Leads a systematic process of student
assessment and program evaluation using
qualitative and quantitative data;
2. Leads the professional learning community
in analyzing and improving curriculum and
instruction;
3. Ensures accessibility to a rigorous
curriculum and the supports necessary for all
students to meet high expectations;
4. Recognizes literacy and numeracy are
essential for learning and ensures they are
embedded in all subject areas;
5. Uses research-based best practice in the
development, design, monitoring and
implementation of curriculum, instruction, and
assessment;
6. Monitors and evaluates the school’s
curricular program for rigor;
7. Provides teachers and parents with
assessment results on a regular basis;
8. Develops and implements a system to
regularly communicate student academic progress
and assessment results to parents, students and
teachers.
Standard D: Professional Growth
Improves student learning and achievement by
developing and sustaining high quality professional
development
1. Systematically supervises and evaluates
faculty and staff;
2. Promotes, facilitates and evaluates
74
professional development;
3. Models continuous learning and engages in
personal professional development;
4. Provides leadership opportunities for the
professional learning community and mentors aspiring
leaders;
5. Works in collaboration with the school
community to align high quality professional
development with the school’s improvement plan to
impact student learning;
6. Provides faculty and staff with the
resources necessary for the successful execution of
their jobs.
Standard E: Management of the School
Facilitates learning and teaching through the effective
use of resources
1. Establishes a set of standard
operating procedures and routines that are
understood and followed by all staff;
2. Focuses daily operation on the
academic achievement of all students;
3. Garners and employs resources to
achieve the school’s mission;
4. Prepares and regularly monitors
an annual operational budget that aligns with
the school’s improvement plan;
5. Mobilizes community resources to
support the school’s mission;
6. Identifies potential problems and
is strategic in planning proactive responses;
7. Implements a shared
understanding of resource management based
upon equity, integrity, fairness, and ethical
conduct;
8. Develops a comprehensive
strategy for positive community and media
75
EDUC 5612
EDUC 5710
EDUC 5750
EDUC 5760
EDUC 5780
Action Research
Project
Human Resource
Research Paper
relations.
EDUC 5700
EDUC 5710
EDUC 5780
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the highest
ethical standards and promote advocacy including
political action when appropriate
Reflection on an
Ethical Situational
Vignette
1. Performs all professional responsibilities
with integrity and fairness;
2. Models and adheres to a professional code
of ethics and values;
3. Makes decisions within an ethical context
and respecting the dignity of all;
4. Advocates to district and state-level
decision-makers when educational, social or
political changes are necessary to improve
learning for students;
5. Makes decisions that are in the best
interests of students and aligned with the vision of
the school;
6. Considers legal, moral, and ethical
implications when making decisions;
7. Acts in accordance with federal and state
constitutional provisions, statutory standards and
regulatory applications.
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural context
in the classroom, school, and the community while
addressing diverse student needs to ensure the success
of all students
1. Develops and implements an appropriate
diversity policy involving the school community and
stakeholders which encompasses program planning
76
EDUC 5700
EDUC 5770
EDUC 5780
Special Education Law
Paper
School Law Case Briefs
and assessment efforts;
2. Recruits, hires and retains a diverse staff;
3. Interacts effectively with diverse
individuals and groups using a variety of interpersonal
skills in any given situation;
4. Recognizes and addresses cultural, learning
and personal differences as a basis for academic
decision-making;
5. Leads the faculty in engaging
families/parents in the education of their children.
77
APPENDIX F
MASTER OF ARTS IN EDUCATION
READING SPECIALIST
ALIGNMENT OF APSU STANDARDS, COURSES, KEY ASSESSMENT
Reading Specialist Standards
Standard 1. Theoretical Base
Candidates demonstrate an
understanding of theories underlying
the reading process and the teaching
of reading.
Standard 2. Knowledge Base.
Candidates demonstrate an
understanding of the written
language as a symbolic system and
the interrelation of reading and
writing, and listening and speaking.
Standard 3. Individual Differences.
Candidates demonstrate an
understanding of how literacy
development differs from learner to
learner
Standard 4. Reading Difficulties.
Candidates use knowledge of the
multiple factors associated with
reading and writing difficulties to
assess capabilities and reading
difficulties of individual learners and
create appropriate learning
experiences.
Standard 5. Literacy Environment.
Candidates create an environment
COURSES
RDG 5820
RDG 5860
KEY ASSESSMENT
- Giants in Reading
Project
- Capstone Project:
Action Research Project
RDG 6051
- Writing Project
RDG 5860
- Capstone Project:
Action Research Project
RDG 5830
RDG 5840
-Case Study of At-Risk
Students
RDG 5830
RDG 5840
RDG 5860
-Case Study of At-Risk
Students
- Capstone Project:
Action Research Project
RDG 5850
RDG 5860
78
-Problem-Based
Learning Scenario
that fosters interest and growth in all
aspects of literacy.
Standard 6. Word Identification,
Vocabulary, and Spelling.
Candidates teach word identification
strategies, assist students in building
their vocabularies, and guide students
in refining their spelling.
Standard 7. Comprehension.
Candidates provide explicit
instruction and model multiple
comprehension strategies.
Standard 8. Study Strategies.
Candidates teach students a variety
of study strategies to strengthen
reading comprehension.
Standard 9. Writing.
Candidates emphasize the
interrelationship between reading and
writing.
Standard 10. Assessment.
Candidates use a variety of
evaluation tools and techniques and
provide ongoing assessment to
diagnose individual learner strengths
and needs, recommend effective
strategies, make decisions about
instruction, advise classroom
teachers, parents and students, and
make referrals to other professionals.
Standard 11. Communicating
Information. Candidates
communicate information about
RDG 5840
RDG 5040
- Capstone Project:
Action Research Project
-Case Study of At-Risk
Students
-Strategies Guide
RDG 5840
-Case Study of At-Risk
Students
RDG 5040
-Strategies Guide
RDG 6051
-Writing Project
EDUC 5870
-Genre Study
RDG 5830
RDG 5840
RDG 5860
-Case Study of At-Risk
Students
RDG 5850
RDG 5860
-Paraprofessional/
Community Workshop
79
-Capstone Project:
Action Research Project
reading to students, professionals,
paraprofessionals, administrators,
policy makers, and the community
and elicit their assistance.
Standard 12. Curriculum
Development.
Candidates initiate and participate in
ongoing curriculum development and
evaluation.
Standard 13. Professional
Development.
Candidates participate in, initiate,
implement and evaluate professional
development programs in the
schools.
Standard 14. Research.
Candidates apply research to
improve the literacy program.
Standard 15. Supervision of
Paraprofessionals. Candidates assist
paraprofessionals in meeting
students’ needs.
Standard 16. Professionalism.
Candidates continually pursue
knowledge of literacy and use that
knowledge to assess and adapt their
practices.
-Oral Presentation of
Capstone Project
RDG 5890
RDG 5860
-Reading Programs
Curriculum Analysis
- Capstone Project:
Action Research Project
RDG 5850
RDG 5860
-Paraprofessional
training workshop
- Capstone Project:
Action Research Project
EDUC 5000
RDG 5850
RDG 5860
-Research Paper
RDG 5850
-Paraprofessional
training workshop
RDG 5820
RDG 5860
-Goals Statement
80
- Problem-Based
Learning Literacy
Project
- Research Paper (RDG
5850)
- Capstone Project:
Action Research Project
- Capstone Project:
Action Research Project
APPENDIX G
EDUCATIONAL SPECIALIST – ADMINSTRATION AND SUPERVISION WITH LICENSURE
ALIGNMENT OF TENNESSEE INSTRUCTIONAL LEADERSHIP
STANDARDS (TILS), COURSES, KEY ASSESSMENT
TILS Standards
Standard A: Continuous Improvement
COURSES
EDUC 5710
EDUC 5720
EDUC 5730
EDUC 5740
Implements a systematic, coherent approach
to bring about the continuous growth in the
academic achievement of all students
1. Engages the education
stakeholders in developing a school
vision, mission, and goals that
emphasize learning for all students and
is consistent with that of the school
district;
2. Facilitates the implementation of
clear goals, strategies, and timelines to
carry out the vision and mission that
emphasize learning for all students and
keeps those goals in the forefront of the
school’s attention;
3. Creates and sustains an
organizational structure that supports
school vision, mission, and goals that
emphasize learning for all students;
4. Facilitates the development,
implementation, evaluation, and
revision of data informed school-wide
improvement plans for the purpose of
continuous school improvement;
5. Develops collaborations with
81
KEY ASSESSMENT
Examination and
Assessment of School
Improvement Planning
Process
parent/guardians, community agencies
and school system leaders in the
implementation of continuous
improvement;
6. Communicates and operates
from a strong belief that all students can
achieve academic success.
EDUC 5710
EDUC 5740
EDUC 5770
EDUC 5780
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based
on high expectations conductive to the
success of all students
1. Develops and sustains a school
culture based on ethics, diversity,
equity, and collaboration;
2. Advocates, nurtures, and leads a
culture conducive to student learning;
3. Develops and sustains a safe,
secure and disciplined learning
environment;
4. Models and communicates to
staff, students, and parents selfdiscipline and engagement in life-long
learning;
5. Facilitates and sustains a culture
that protects and maximizes learning
time;
6. Develops leadership teams,
designed to share responsibilities and
ownership to meet the school’s vision;
7. Demonstrates and understanding
of change processes and the ability to
lead the implementation of productive
changes in the school;
8. Leads the school community in
building relationships that result in a
productive learning environment;
82
Action Research
Project
Development of a 3 day
Staff Development Plan
9. Encourages and leads
challenging, research-based changes;
10. Establishes and cultivates
strong, supportive family connections;
11. Recognizes and celebrates
school accomplishments and addresses
failures;
12. Establishes effective lines of
communication with teachers, parents,
students and stakeholders;
13. Recruits, hires, and retains
teachers whose values and instructional
frameworks align with the school’s
mission.
EDUC 5612
EDUC 5720
EDUC 5740
Standard C: Instructional Leadership
and Assessment
Facilitates instructional practices that are
based on assessment data and continually
improve student learning
1. Leads a systematic process of
student assessment and program
evaluation using qualitative and
quantitative data;
2. Leads the professional learning
community in analyzing and improving
curriculum and instruction;
3. Ensures accessibility to a
rigorous curriculum and the supports
necessary for all students to meet high
expectations;
4. Recognizes literacy and
numeracy are essential for learning and
ensures they are embedded in all
subject areas;
5. Uses research-based best
practice in the development, design,
monitoring and implementation of
83
Technology Plan
Action Research
Project
School Business
Management Plan
Human Resource
Research Paper
curriculum, instruction, and assessment;
6. Monitors and evaluates the
school’s curricular program for rigor;
7. Provides teachers and parents
with assessment results on a regular
basis;
8. Develops and implements a
system to regularly communicate
student academic progress and
assessment results to parents, students
and teachers.
EDUC 5730
EDUC 5740
EDUC 5750
EDUC 5760
Standard D: Professional Growth
Improves student learning and achievement
by developing and sustaining high quality
professional development
1. Systematically
supervises and evaluates faculty
and staff;
2. Promotes, facilitates
and evaluates professional
development;
3. Models continuous
learning and engages in personal
professional development;
4. Provides leadership
opportunities for the professional
learning community and mentors
aspiring leaders;
5. Works in collaboration
with the school community to align
high quality professional
development with the school’s
improvement plan to impact
student learning;
6. Provides faculty and
staff with the resources necessary
for the successful execution of their
84
Public Relations or
Communications Plan
Human Resource
Research Paper
Special Education Law
Paper
Administrator
Interviews
jobs.
EDUC 5612
EDUC 5710
EDUC 5750
EDUC 5760
EDUC 5780
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Action Research
Project
Human Resource
Research Paper
1. Establishes a set of
standard operating procedures and
routines that are understood and
followed by all staff;
2. Focuses daily operation
on the academic achievement of all
students;
3. Garners and employs
resources to achieve the school’s
mission;
4. Prepares and regularly
monitors an annual operational
budget that aligns with the school’s
improvement plan;
5. Mobilizes community
resources to support the school’s
mission;
6. Identifies potential
problems and is strategic in
planning proactive responses;
7. Implements a shared
understanding of resource
management based upon equity,
integrity, fairness, and ethical
conduct;
8. Develops a
comprehensive strategy for positive
community and media relations.
EDUC 5700
EDUC 5710
EDUC 5780
Standard F: Ethics
Facilitates continuous improvement in
85
Reflection on an
Ethical Situational
Vignette
student achievement through processes that
meet the highest ethical standards and
promote advocacy including political action
when appropriate
1. Performs all professional
responsibilities with integrity and fairness;
2. Models and adheres to a
professional code of ethics and values;
3. Makes decisions within an
ethical context and respecting the dignity of
all;
4. Advocates to district and statelevel decision-makers when educational,
social or political changes are necessary to
improve learning for students;
5. Makes decisions that are in the
best interests of students and aligned with
the vision of the school;
6. Considers legal, moral, and
ethical implications when making decisions;
7. Acts in accordance with federal
and state constitutional provisions, statutory
standards and regulatory applications.
EDUC 5700
EDUC 5770
EDUC 5780
Standard G: Diversity
Responds to and influences the larger
personal, political, social, economic, legal
and cultural context in the classroom,
school, and the community while addressing
diverse student needs to ensure the success
of all students
Special Education Law
Paper
School Law Case Briefs
1. Develops and implements an
appropriate diversity policy involving
the school community and stakeholders
which encompasses program planning
and assessment efforts;
86
2. Recruits, hires and retains a
diverse staff;
3. Interacts effectively with diverse
individuals and groups using a variety
of interpersonal skills in any given
situation;
4. Recognizes and addresses
cultural, learning and personal
differences as a basis for academic
decision-making;
5. Leads the faculty in engaging
families/parents in the education of
their children.
87
APPENDIX H
EDUCATIONAL SPECIALIST – ADMINSTRATION AND SUPERVISION Without Licensure
ALIGNMENT OF TENNESSEE INSTRUCTIONAL LEADERSHIP
STANDARDS (TILS), COURSES, KEY ASSESSMENT,
AND PORTFOLIO REVIEW
TILS Standards
Standard A: Continuous Improvement
COURSES
Educ 6900
Implements a systematic, coherent approach
to bring about the continuous growth in the
academic achievement of all students
1. Engages the education
stakeholders in developing a school
vision, mission, and goals that
emphasize learning for all students and
is consistent with that of the school
district;
2. Facilitates the implementation of
clear goals, strategies, and timelines to
carry out the vision and mission that
emphasize learning for all students and
keeps those goals in the forefront of the
school’s attention;
3. Creates and sustains an
organizational structure that supports
school vision, mission, and goals that
emphasize learning for all students;
4. Facilitates the development,
implementation, evaluation, and
revision of data informed school-wide
improvement plans for the purpose of
88
KEY ASSESSMENT
Practicum Project
PORTFOLIO
M III
continuous school improvement;
5. Develops collaborations with
parent/guardians, community agencies
and school system leaders in the
implementation of continuous
improvement;
6. Communicates and operates
from a strong belief that all students can
achieve academic success.
Standard B: Culture for Teaching and
Learning
Educ 6900
Practicum Project
Creates a school culture and climate based
on high expectations conductive to the
success of all students
Educ 6400
Diversity Interview
Project
1. Develops and sustains a school
culture based on ethics, diversity,
equity, and collaboration;
2. Advocates, nurtures, and leads a
culture conducive to student learning;
3. Develops and sustains a safe,
secure and disciplined learning
environment;
4. Models and communicates to
staff, students, and parents selfdiscipline and engagement in life-long
learning;
5. Facilitates and sustains a culture
that protects and maximizes learning
time;
6. Develops leadership teams,
designed to share responsibilities and
ownership to meet the school’s vision;
7. Demonstrates and understanding
of change processes and the ability to
lead the implementation of productive
changes in the school;
8. Leads the school community in
89
M III
building relationships that result in a
productive learning environment;
9. Encourages and leads
challenging, research-based changes;
10. Establishes and cultivates
strong, supportive family connections;
11. Recognizes and celebrates
school accomplishments and addresses
failures;
12. Establishes effective lines of
communication with teachers, parents,
students and stakeholders;
13. Recruits, hires, and retains
teachers whose values and instructional
frameworks align with the school’s
mission.
Standard C: Instructional Leadership
and Assessment
Educ 6900
Facilitates instructional practices that are
based on assessment data and continually
improve student learning
1. Leads a systematic process of
student assessment and program
evaluation using qualitative and
quantitative data;
2. Leads the professional learning
community in analyzing and improving
curriculum and instruction;
3. Ensures accessibility to a
rigorous curriculum and the supports
necessary for all students to meet high
expectations;
4. Recognizes literacy and
numeracy are essential for learning and
ensures they are embedded in all
subject areas;
5. Uses research-based best
90
Practicum Project
M III
practice in the development, design,
monitoring and implementation of
curriculum, instruction, and assessment;
6. Monitors and evaluates the
school’s curricular program for rigor;
7. Provides teachers and parents
with assessment results on a regular
basis;
8. Develops and implements a
system to regularly communicate
student academic progress and
assessment results to parents, students
and teachers.
Standard D: Professional Growth
Educ 6900
Improves student learning and achievement
by developing and sustaining high quality
professional development
1. Systematically
supervises and evaluates faculty
and staff;
2. Promotes, facilitates
and evaluates professional
development;
3. Models continuous
learning and engages in personal
professional development;
4. Provides leadership
opportunities for the professional
learning community and mentors
aspiring leaders;
5. Works in collaboration
with the school community to align
high quality professional
development with the school’s
improvement plan to impact
student learning;
6. Provides faculty and
91
Practicum Project
M III
staff with the resources necessary
for the successful execution of their
jobs.
Standard E: Management of the School
Educ 6900
Practicum Project
M III
Facilitates learning and teaching through the
effective use of resources
1. Establishes a set of
standard operating procedures and
routines that are understood and
followed by all staff;
2. Focuses daily operation
on the academic achievement of all
students;
3. Garners and employs
resources to achieve the school’s
mission;
4. Prepares and regularly
monitors an annual operational
budget that aligns with the school’s
improvement plan;
5. Mobilizes community
resources to support the school’s
mission;
6. Identifies potential
problems and is strategic in
planning proactive responses;
7. Implements a shared
understanding of resource
management based upon equity,
integrity, fairness, and ethical
conduct;
8. Develops a
comprehensive strategy for positive
community and media relations.
Standard F: Ethics
Educ 6900
92
M III
Practicum Project
Facilitates continuous improvement in
student achievement through processes that
meet the highest ethical standards and
promote advocacy including political action
when appropriate
1. Performs all professional
responsibilities with integrity and fairness;
2. Models and adheres to a
professional code of ethics and values;
3. Makes decisions within an
ethical context and respecting the dignity of
all;
4. Advocates to district and statelevel decision-makers when educational,
social or political changes are necessary to
improve learning for students;
5. Makes decisions that are in the
best interests of students and aligned with
the vision of the school;
6. Considers legal, moral, and
ethical implications when making decisions;
7. Acts in accordance with federal
and state constitutional provisions, statutory
standards and regulatory applications.
Standard G: Diversity
Educ 6900
Practicum Project
Responds to and influences the larger
personal, political, social, economic, legal
and cultural context in the classroom,
school, and the community while addressing
diverse student needs to ensure the success
of all students
Educ 6400
Diversity Interview
Project
1. Develops and implements an
appropriate diversity policy involving
the school community and stakeholders
93
M III
which encompasses program planning
and assessment efforts;
2. Recruits, hires and retains a
diverse staff;
3. Interacts effectively with diverse
individuals and groups using a variety
of interpersonal skills in any given
situation;
4. Recognizes and addresses
cultural, learning and personal
differences as a basis for academic
decision-making;
5. Leads the faculty in engaging
families/parents in the education of
their children.
94
APPENDIX I
EDUCATIONAL SPECIALIST – ELEMENTARY
EDUCATIONAL SPECIALIST – SECONDARY
ALIGNMENT OF NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS, COURSES, KEY
ASSESSMENT
COURSES
ADVANCED STUDIES STANDARDS
Standard 1: Teachers are Committed
to Students and Their Learning
Electives from
Special Education/
Diversity/ Learning
Theories
1.1 Candidates are dedicated to
making knowledge accessible to
all students. They believe all
students can learn. They treat
students equitably.
1.2 They recognize the individual
differences that distinguish their
students from one another and
they take account for these
differences in their practice.
1.3 Candidates understand how
students develop and learn.
1.4 Candidates respect the cultural
and family differences students
bring to their classroom.
1.5 Candidates are concerned with
their students’ self-concept, their
motivation and the effects of
learning on peer relationships.
1.6 Candidates are concerned with
95
the development of character and
civic responsibility.
STANDARD
ASSESSMENT
Research paper from
Special
Education/Diversity
Learning courses
Standard 2: Teachers Know the
Subjects They Teach and How to
Teach Those Subjects to Students.
2.2 Candidates have mastery over the
subject(s) they teach. They have a
deep understanding of the history,
structure and real-world
applications of the subject.
2.3. Candidates have skill and
experience in teaching it, and they
are very familiar with the skills gaps
and preconceptions students may
bring to the subject.
2.4 Candidates are able to use diverse
instructional strategies to teach for
understanding.
Content Electives
Educ 6800
Teacher Effectiveness
Research Paper
Standard 3: Teachers are Responsible
for Managing and Monitoring
Student Learning.
3.3 Candidates deliver effective
instruction. They move fluently
through a range of instructional
techniques, keeping students
motivated, engaged and focused.
3.4 Candidates know how to engage
students to ensure a disciplined
Electives from
Special Education/
Diversity/ Learning
Theories
Value Added
Assessment Project
96
learning environment, and how to
organize instruction to meet
instructional goals.
3.4. Candidates know how to assess the
progress of individual students as
well as the class as a whole.
3.6 Candidates use multiple methods
for measuring student growth and
understanding, and they can clearly
explain student performance to
parents.
Standard 4: Teachers Think
Systematically about Their Practice
and Learn from Experience.
4.4 Candidates model what it means to
be an educated person – they read,
they question, they create and they
are willing to try new things.
4.5 Candidates are familiar with
learning theories and instructional
strategies and stay abreast of current
issues in American education.
4.6 Candidates critically examine their
practice on a regular basis to deepen
knowledge, expand their repertoire
of skills, and incorporate new
findings into their practice.
Standard 5: Teachers are Members of
Learning Communities.
5.6 Candidates collaborate with others
to improve student learning.
5.7 Candidates are leaders and actively
know how to seek and build
partnerships with community
groups and businesses.
5.8 Candidates work with other
Educ 6050
Educ 6990
Educ 6500
Educ 5611
Educ 6030
Field Study
School Reform
PowerPoint
Classroom Plan for
Technology
Hypothesis Test
Summary
Proposal Prototype
Educ 6500
Educ 6400
97
Diversity Project
School Reform
PowerPoint
professionals on instructional
policy, curriculum development and
staff development.
5.9 Candidates can evaluate school
progress and the allocation of
resources in order to meet state and
local education objectives.
5.10
Candidates know how to work
collaboratively with parents to
engage them productively in the
work of the school.
98
APPENDIX J
SCHOOL COUNSELING
ALIGNMENT OF CACREP STANDARDS, COURSES, KEY ASSESSMENT
COURSES
CACREP
1. Understanding of the nature and needs of
students in grade levels PreK-12. Ability to apply
knowledge from the area of human growth and
development and learning theories; to identify
learning problems; and to assist teachers and
parents in responding to counseling and guidance
interventions with students.
2. Understanding the process of social and cultural
change with respect to various racial, gender, and
ethnic groups, and knowledge of differing cultural
and lifestyle patterns. Ability to develop plans and
programs to prevent person and substance abuse,
discrimination, and dropping out of school.
PSY 5110
PSY 5725
PSY 6015
KEY ASSESSMENT
Psy 5110 Examinations
Comprehensive
Developmental School
Counseling Plan
Field Experiences
Counseling Lab
PSY 5410
PSY 5420
PSY 5440
PSY 5725
PSY 6015
Advanced Counseling
Lab
Comprehensive
Developmental School
Counseling Plan
Advocacy Project
Group Presentations
3. Understanding of the philosophical basis
underlying the helping process. Ability to facilitate
student growth and development through both
counseling and consulting activities, including
contributing to the development and
implementation of individualized educational
programs (IEPs) for students with special needs.
4. Ability to lead large and small group counseling
99
Psy 5400 Examinations
PSY 5400
PSY 5410
PSY 5420
PSY 5725
Theories of Counseling
Paper
Theoretical Case
Conceptualization
Field Experience
Classroom Guidance
PSY 5430
PSY 6015
PSY 5725
and guidance activities related to personal and
interpersonal growth, self-help and problem
solving, and career development.
5. Understanding changes in society and
technology and the influence of changes on work
and learning. Ability to develop and implement a
comprehensive career development program.
6. Ability to assist in curriculum advisement and
career counseling using a variety of materials,
strategies, and technologies.
7. Understanding of appropriate tests and other
assessments to assist students and their parents in
making effective educational, social, and career
decisions. Ability to use group-administered
educational and psychological measurement and
appraisal instruments.
8. Ability to plan, manage, and evaluate a
comprehensive PreK-12 program of guidance and
counseling services. Understanding of research and
research design. Ability to conduct research and
evaluation projects related to the outcomes of
counseling and guidance services.
100
PSY 5600
PSY 6015
PSY 5725
PSY 5420
PSY 5600
PSY 5725
PSY 5190
PSY 5600
PSY 5725
Activity
Facilitation of Group
Sessions
Site Supervisor
Evaluation
Conference Meeting
Attendance
Summarization Paper
Career Intervention
Service Learning
Project
Advanced Counseling
Lab
Career Intervention
Service Learning
Project
Site Supervisor
Evaluation
Career Assessment
Portfolio
Psy 5190 Examinations
Field Experience
PSY 5000
PSY 5725
PSY 6015
Research Proposal or
Program Evaluation
Comprehensive
Developmental School
Counseling Plan
9. Understanding of the ethical and legal standards
of guidance and school counseling professionals.
PSY 5410
PSY 5420
PSY 5725
PSY 6015
Conference Meeting
Attendance
Summarization Paper
Counseling Lab
Experience
Advanced Counseling
Lab Experience
Site Supervisor
Evaluation
10. Ability to work with teachers, school social
workers, school psychologists, and family resource
center staff in meeting student needs.
PSY 5725
PSY 6015
Comprehensive
Developmental School
Counseling Plan
School Counseling
Philosophy paper
Field Experience
11. Ability to inform students, teachers, parents,
and the community about the purposes and
activities of the school guidance and counseling
program.
PSY 5600
PSY 5725
Site Supervisor
Evaluation
Field Experience
Comprehensive
Developmental School
Counseling Plan
101
12. Ability to work with parents and conduct
parent education activities. Ability to use
community resources and referral processes, and
develop effective partnership arrangements with
community agencies.
102
PSY 5725
PSY 6015
Site Supervisor
Evaluation
Field Experience
Comprehensive
Developmental School
Counseling Plan
Appendix K
Curriculum and Instruction – Special Education
Alignment of Austin Peay State University Professional Educational Standards,
Council for Exceptional Children Advanced Content Standards, and NCATE Standards
Austin Peay State University
Professional Educational
Standards
STANDARD ONE:
PROFESSIONAL GROWTH AND
DEVELOPMENT
Candidates are reflective
practitioners who continually
evaluate the effects of their
choices and actions on others,
who actively seek out
opportunities to grow
professionally, and who
effectively communicate with
students, parents, colleagues,
and others.
1.31 Candidates reflect on
effective teaching practices
as demonstrated by mentor
teachers and colleagues
1.32 Candidates consistently
reflect on their teaching
practices by continually
evaluating the effect their
instruction has on all
Council for Exceptional
Children
NCATE Standards
Advanced Standard 4:
Special education specialists
conduct, evaluate, and use
inquiry to guide professional
practice
4.1
Special education specialists
evaluate research and inquiry
to identify effective practices.
4.2
Special education specialists
use knowledge of the
professional literature to
improve practices with
individuals with
exceptionalities
and their families
4.3
Special education specialists
foster an environment that is
supportive of continuous
instructional improvement and
1.c.
Candidates in advanced
programs for teachers reflect
on their practice and are able
to identify their strengths and
areas of needed improvement
103
1.c
They are aware of current
research and policies related to
schooling, teaching, learning,
and best practices.
1.c
They are able to analyze
educational research and
policies and can explain the
implications for their own
practice and for the
profession.
1.d.
students
1.33 Candidates monitor their
teaching strategies and
behavior in relation to
student success and use the
information to modify and
revise instruction
accordingly.
1.34 Candidates seek
professional literature,
engage colleagues,
participate in professional
organizations, and use other
resources to support their
continuing professional
development
1.35 Candidates demonstrate
a broad knowledge of legal
and ethical responsibilities,
educational policy, and
organizational, historical,
and professional dimensions
of classrooms and schools.
1.36 Candidates effectively
communicate with families
and teachers, and
collaborate with other
professionals within the
school and within
community agencies to
foster student learning.
1.37 Candidates understand
schools as organizations
within the larger community
engage in the design and
implementation of research
and inquiry
Advanced Standard 5:
Special education specialists
provide leadership to
formulate goals, set and meet
high professional
expectations, advocate for
effective policies and evidence
based practices and create
positive and productive work
environments
Key Elements5.1
Special education specialists
model respect for and ethical
practice
For all individuals
and encourage challenging
expectations for individuals
with exceptionalities.
5.2
Special education specialists
support and use linguistically
and culturally responsive
practices.
5.3
Special education specialists
create and maintain collegial
and productive work
environments that respect and
safeguard the rights of
104
They analyze student,
classroom, and school
performance data and make
data-driven decisions about
strategies for teaching and
learning so that all students
learn.
1.c.
They engage in professional
activities.
1.c
They have a thorough
understanding of the school,
family, and community
contexts in which they work,
and they collaborate with the
professional community to
create meaningful learning
experiences for all students.
1.d
They are aware of and utilize
school and community
resources that support student
learning
and effectively communicate
school goals and
accomplishments to the
community and general
public.
1.38 Candidates use
knowledge of effective
verbal, and nonverbal
communication techniques
to foster active inquiry,
collaboration and supportive
interaction in the classroom
1.39 Candidates use media to
foster active inquiry,
collaboration and supportive
interaction in the classroom.
1.40 Candidates write at a
professional level, using
proper grammar and writing
techniques and
appropriately referencing
research.
individuals with
exceptionalities and their
families.
5.4
Special education specialists
advocate for policies and
practices that improve
programs, services, and
outcomes for individuals with
exceptionalities.
5.5
Special education specialists
advocate for the allocation of
appropriate resources for the
preparation and professional
development of all personnel
who serve individuals with
exceptionalities
Advanced Standard 6:
Special education specialists
use foundational knowledge of
the field and professional
Ethical Principles and Practice
Standards to inform special
education practice, engage in
lifelong learning, advance the
profession, and perform
leadership responsibilities to
promote the success of
professional
colleagues and individuals
with exceptionalities.
105
6.1 A comprehensive
understanding of the history of
special education, legal
policies, ethical standards, and
emerging issues informs
special education specialist
leadership.
6.2
Special education specialists
model high professional
expectations and ethical
practice, and create supportive
environments that safeguard
the legal rights and improve
outcomes
for individuals with
exceptionalities and their
families.
6.3
Special education specialists
model and promote respect for
all individuals and facilitate
ethical professional practice.
6.4
Special education specialists
actively participate in
professional development and
learning communities to
increase professional
knowledge and expertise.
6.5
Special education specialists
plan, present, and evaluate
106
professional development
focusing on effective and
ethical practice at all
organizational levels.
6.6
Special education specialists
actively facilitate and
participate in the preparation
and induction of prospective
special educators.
6.7
Special education specialists
actively promote the
advancement of the profession
Advanced Standard 7:
Special education specialists
collaborate with stakeholders
to improve programs, services,
and outcomes for individuals
with exceptionalities and their
families.
7.1
Special education specialists
use culturally responsive
practices to enhance
collaboration.
7.2
Special education specialists
use collaborative skills to
improve programs, services,
107
and
outcomes for individuals with
exceptionalities
7.3
Special education specialists
collaborate to promote
understanding, resolve
conflicts, and build consensus
for improving program,
services, and outcomes for
individuals with
exceptionalities
STANDARD TWO:
KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction
based upon knowledge of
subject matter, students, the
community, and curriculum
goals and use a variety of
instructional strategies to
encourage development of
critical thinking, problem
solving and performance skills
in students.
2.1 Candidates understand and
use the principles and
techniques associated with
various instructional
strategies that reflect best
practice (such as
1.d.
They analyze student,
Special education specialists
classroom, and school
use their knowledge of general performance data and make
and specialized curricula to
data-driven decisions about
improve programs, supports,
strategies for teaching and
and services at classroom,
learning so that all students
school, community, and
learn.
system levels.
2.1
Special education specialists
align educational standards to
provide access to challenging
curriculum to meet the needs
individuals with
exceptionalities.
2.2
Special educators
continuously broaden and
Advanced Standard 2:
108
cooperative learning,
direct instruction, whole
group instruction,
independent study and
interdisciplinary
instruction) and that foster
high expectations for all
students.
2.2 Candidates organize
instruction to create
learning experiences that
content to real life
experiences and enable
students to apply learning
to future careers.
2.3 Candidates vary their role
in the instructional process
(e.g. instructor, facilitator,
coach, audience) to
achieve different
instructional purposes and
to meet individual student
needs.
2.4 Candidates use a wide
variety of resources and
methods, including
technology and assessment
data, teacher-created
materials, textbooks,
technology, community
and business resources to
develop and use clear,
accurate presentations of
deepen professional
knowledge, and
expand expertise with
instructional technologies,
curriculum standards,
effective teaching strategies,
and assistive technologies to
support access to and learning
of challenging content.
2.3
Special education specialists
use understanding of diversity
and individual learning
differences to inform the
selection, development, and
implementation of
comprehensive
curricula for individuals with
exceptionalities.
109
concepts to promote
student learning.
2.5 Candidates use reading
comprehension and
writing strategies in the
content area and assist
students in applying
mathematics concepts to
subject content.
2.6 Candidates support
acquisition of English
necessary for continuous
learning in the content area
of students whose first
language is not English.
2.7 Candidates use their
knowledge of subject
matter, learning theory,
curriculum and student
development, assessment
measures, and assessed
student needs in planning
instruction for all students.
2.8 Candidates evaluate, select
and create learning
experiences that are
developmentally
appropriate, aligned with
Tennessee curriculum
standards, relevant to
students and based upon
the principles of effective
teaching.
110
2.9 Candidates identify longrange instructional goals,
sequence short-range
instructional objectives,
and develop units and
daily lessons that target
these goals and objectives.
2.10 Candidates work with
others in developing
individualized plans,
adjust goals, teaching
strategies or supports to
help students with
disabilities succeed in the
general curriculum and
plan for students who
require an expanded
curriculum.
2.11 Candidates use multiple
teaching and learning
strategies in active
learning opportunities to
promote the development
of critical thinking,
problem solving and
performance capabilities in
the content areas.
2.12 Candidates model
effective communication
strategies in conveying
ideas and information,
asking questions, listening,
giving directions, probing
111
for student understanding,
and helping students
express their ideas.
Standard Three: Knowledge
of Assessment and
Evaluation.
Candidates know, understand
and use formal and informal
assessment strategies to
evaluate and ensure the
continuing, intellectual, social
and physical development of
the learner.
3.1 Candidates understand the
characteristics, uses,
advantages and limitations
of different types of
assessments for evaluating
student learning.
3.2 Candidates understand
state and federal
accountability
requirements.
3.3 Candidates select,
construct and use formal
and informal assessment
strategies and instruments
appropriate to the learning
expectations being
evaluated to make
instructional decisions
based on student
performance information.
Advanced Standard 1:
Special education specialists
use valid and reliable
assessment practices to
minimize bias.
1.1
Special education specialists
minimize bias in assessment.
1.2
Special education specialists
design and implement
assessments to evaluate the
effectiveness of practices and
programs
112
1.d.
They analyze student,
classroom, and school
performance data and make
data-driven decisions about
strategies for teaching and
learning so that all students
learn.
3.4 Candidates actively solicit
and use information about
students’ learning needs
and progress from parents,
other colleagues and the
students themselves.
3.5 Candidates develop and
maintain useful records of
student work and progress
and responsibly
communicate student
progress to students,
parents and other
colleagues.
3.6 Candidates collaborate
with special education
teachers and others to plan
and design
accommodations,
modifications, adaptations
or alternate assessments,
based on the results of
recommended individual
assessments
STANDARD FOUR:
KNOWLEDGE OF
STUDENTS
Candidates understand the
diverse needs of students and
that students differ in their
approaches to learning.
Candidates can create learning
opportunities that meet the
Advanced Standard 3:
Special education specialists
facilitate the continuous
improvement of general
and special education
programs, supports, and
services at the classroom,
school, and system levels for
individuals with
113
1.d.
Candidates in advanced
programs for teachers have a
thorough understanding of the
major concepts and theories
related to assessing student
learning and regularly apply
these in their practice.
needs of all students.
Candidates support students’
intellectual, social and
personal development.
4.1 Candidates understand
how learning occurs—how
all students construct
knowledge and acquire
skills—and are able to
provide learning
opportunities that support
their intellectual, social
and personal development
4.2. Candidates draw upon an
in-depth knowledge of
developmental progression
in student physical, social,
emotional, moral, and
cognitive domains when
making instructional
decisions .
4.3 Candidates recognize that
students with disabilities
may exhibit greater
individual variation and
that a disability often
influences development
and functioning in more
than one area
4.4 Candidates use this
knowledge of students to
optimize learning
opportunities for each
exceptionalities.
3.1
Special education specialists
design and implement
evaluation activities to
improve programs, supports,
and services for individuals
with exceptionalities.
3.2
Special education specialists
use understanding of cultural,
social, and economic diversity
and individual learner
differences to inform the
development and
improvement
of programs, supports, and
services for individuals with
exceptionalities
3.3
Special education specialists
apply knowledge of theories,
evidence
based practices, and relevant
laws to advocate for programs,
supports, and services for
individuals with
exceptionalities.
3.4
Special education specialists
use instructional and assistive
technologies to improve
programs, supports, and
114
student
4.5 Candidates understand and
identify differences in
student approaches to
learning and performance
4.6 Candidates design
instruction and adapt
instructional techniques
for all students within the
broader context of their
families, cultural
backgrounds,
socioeconomic classes,
languages, communities,
peer/social groups and
exceptional learning
needs.
4.7 Candidates create a
learning community which
is inclusive and in which
individual differences are
respected
4.8 Candidates demonstrate
an understanding of the
implications of disability
legislation and special
education policies and
procedures and Candidates
provide equitable access to
and participation in the
general curriculum for
students with disabilities.
4.9 Candidates understand
services for individuals with
exceptionalities.
3.5
Special education specialists
evaluate progress toward
achieving the vision, mission,
and goals of programs,
services, and supports for
individuals with
exceptionalities
Advanced Standard 5:
Special education specialists
provide leadership to
formulate goals, set and meet
high professional
expectations, advocate for
effective policies and evidence
based practices and create
positive and productive work
environments
Key Elements5.1
Special education specialists
model respect for and ethical
practice
For all individuals
and encourage challenging
expectations for individuals
with exceptionalities.
5.2
Special education specialists
support and use linguistically
and culturally responsive
115
language development, the
role of language in
learning and how culture,
gender, and exceptional
learning needs affect
communication in the
classroom.
4.10 Candidates act as
advocates for all students,
advise them, recognize
student problems, and seek
additional help as needed
and appropriate.
practices.
5.3
Special education specialists
create and maintain collegial
and productive work
environments that respect and
safeguard the rights of
individuals with
exceptionalities and their
families.
5.4
Special education specialists
advocate for policies and
practices that improve
programs, services, and
outcomes for individuals with
exceptionalities.
5.5
Special education specialists
advocate for the allocation of
appropriate resources for the
preparation and professional
development of all personnel
who serve individuals with
Exceptionalities
Advanced Standard 7:
Special education specialists
collaborate with stakeholders
to improve programs, services,
and outcomes for individuals
with exceptionalities and their
families.
116
7.1
Special education specialists
use culturally responsive
practices to enhance
collaboration.
7.2
Special education specialists
use collaborative skills to
improve programs, services,
and
outcomes for individuals with
exceptionalities
7.3
Special education specialists
collaborate to promote
understanding, resolve
conflicts, and build consensus
for improving program,
services, and outcomes for
individuals with
exceptionalities
STANDARD FIVE:
CLASSROOM
MANAGEMENT
Candidates use an
understanding of individual
and group motivation and
behavior to create a learning
environment that encourages
positive social interaction,
active engagement in learning
Advanced Standard 4:
Special education specialists
conduct, evaluate, and use
inquiry to guide professional
practice
4.1
Special education specialists
evaluate research and inquiry
to identify effective practices.
4.2
117
1.c
They have a thorough
understanding of the school,
family, and community
contexts in which they work,
and they collaborate with the
professional community to
create meaningful learning
experiences for all students.
and self-motivation.
5.1 Candidates understand
human motivation and
behavior and create a
learning environment that
is inclusive and supports
positive social interaction,
active engagement in
learning and selfmotivation for all students.
5.2 Candidates organize and
manage resources such as
time, space, facilities,
technology, activities,
instructional assistants and
volunteers to engage all
students in productive
tasks and maximize the
amount of class time spent
in learning.
5.3 Candidates develop
shared expectations for all
students and create and
maintain a positive,
inclusive classroom
climate of mutual respect,
support and inquiry.
5.4 Candidates understand
and use a wide variety of
classroom management
strategies that foster selfcontrol and self-discipline.
5.5 Candidates can defuse
Special education specialists
use knowledge of the
professional literature to
improve practices with
individuals with
exceptionalities
and their families
4.3
Special education specialists
foster an environment that is
supportive of continuous
instructional improvement and
engage in the design and
implementation of research
and inquiry
118
potential conflict and use
conflict resolution
strategies to maintain a
smoothly functioning
learning community.
Standard Six: Knowledge of
Technology
Candidates promote the
equitable, ethical and legal use
of technology resources and
use technology and
technology based resources to
facilitate developmentally
appropriate student learning.
and to enhance their
professional growth and
productivity
6.1 Candidates integrate
instructional technology to
facilitate learning in their
classrooms, to supplement
instructional strategies, to
design instructional
materials, and to enhance
hands-on experiences and
problem solving
6.2 Candidates select and use
grade-level and contentspecific technology
resources, including
assistive technology, to
increase student
participation in the total
1.a
Candidates in advanced
Special education specialists
programs for teachers have an
use their knowledge of general in-depth knowledge of the
and specialized curricula to
content that they teach.
improve programs, supports,
and services at classroom,
1.b
school, community, and
Candidates in advanced
system levels.
programs for teachers
2.1
demonstrate an in-depth
Special education specialists
understanding of the content
align educational standards to of their field and of the
provide access to challenging
theories related to pedagogy
curriculum to meet the needs
and learning.
individuals with
exceptionalities.
1.b
2.2
They are able to select and use
Special educators
a broad range of instructional
continuously broaden and
strategies and technologies
deepen professional
that promote student learning
knowledge, and
and are able to clearly explain
expand expertise with
the choices they make in their
instructional technologies,
practice
curriculum standards,
effective teaching strategies,
and assistive technologies to
support access to and learning
of challenging content.
Advanced Standard 2:
119
curriculum.
6.3 6.3 Candidates apply
technology to analyze
assessment data and to
guide classroom decisions
regarding student learning
6.4 Candidates use
technology in their own
learning process and to
change their current
educational practice.
6.5 6.5 Candidates use
technology to gather, sort,
and analyze information
needed for their own
research projects
6.6 Candidates use technology
to effectively
communicate with
students, parents, and
colleagues.
6.8 Candidates effectively use
and manage all technology
available to them and
explore uses of emerging
resources.
6.7 Candidates use tools such
as databases and
spreadsheets for sorting,
compiling, and analyzing
data gathered from a
variety of sources.
6.9 Candidates model the
2.3
Special education specialists
use understanding of diversity
and individual learning
differences to inform the
selection, development, and
implementation of
comprehensive
curricula for individuals with
exceptionalities.
Advanced Standard 3:
Special education specialists
facilitate the continuous
improvement of general
and special education
programs, supports, and
services at the classroom,
school, and system levels for
individuals with
exceptionalities.
3.1
Special education specialists
design and implement
evaluation activities to
improve programs, supports,
and services for individuals
with exceptionalities.
3.2
Special education specialists
use understanding of cultural,
social, and economic diversity
and individual learner
120
legal and ethical use of
technology resources
Standard 7. Knowledge of
Content
Candidates know, understand,
differences to inform the
development and
improvement
of programs, supports, and
services for individuals with
exceptionalities
3.3
Special education specialists
apply knowledge of theories,
evidence
based practices, and relevant
laws to advocate for programs,
supports, and services for
individuals with
exceptionalities.
3.4
Special education specialists
use instructional and assistive
technologies to improve
programs, supports, and
services for individuals with
exceptionalities.
3.5
Special education specialists
evaluate progress toward
achieving the vision, mission,
and goals of programs,
services, and supports for
individuals with
exceptionalities
1.a
Advanced Standard 2:
Candidates in advanced
Special education specialists
programs for teachers have an
121
and use the central concepts,
tools of inquiry and structures
of the discipline(s) Candidates
teach and can create learning
experiences that develop
student competence in the
subject matter.
use their knowledge of general
and specialized curricula to
improve programs, supports,
and services at classroom,
school, community, and
system levels.
2.1
7.4 Candidates demonstrate a
Special education specialists
broad general understanding align educational standards to
of the major concepts of the provide access to challenging
discipline Candidates teach,
curriculum to meet the needs
including those addressed in individuals with
the licensure standards for
exceptionalities.
the teaching endorsement(s) 2.2
Candidates seek
Special educators
7.2 Candidates understand
continuously broaden and
and are able to use
deepen professional
assumptions and the
knowledge, and
processes of inquiry for
expand expertise with
the discipline being taught. instructional technologies,
7.3 Candidates create
curriculum standards,
interdisciplinary learning
effective teaching strategies,
experiences that allow
and assistive technologies to
students to integrate
support access to and learning
knowledge, skills and
of challenging content.
methods of inquiry from
2.3
several related subject
Special education specialists
areas.
use understanding of diversity
7.4 Candidates use
and individual learning
connections in instruction differences to inform the
across disciplines and
selection, development, and
draw on their knowledge
implementation of
to build understanding and comprehensive
motivate students.
122
in-depth knowledge of the
content that they teach.
1.b
Candidates in advanced
programs for teachers
demonstrate an in-depth
understanding of the content
of their field and of the
theories related to pedagogy
and learning.
1.b
They are able to select and use
a broad range of instructional
strategies and technologies
that promote student learning
and are able to clearly explain
the choices they make in their
practice
curricula for individuals with
exceptionalities.
123
Appendix L
Curriculum and Instruction – Instructional Technology
Alignment of Austin Peay State University Professional Educational Standards, Instructional Technology Standards, and NCATE
Standards
Instructional Technology Standards
Austin Peay State University
Professional Educational Standards
STANDARD ONE: PROFESSIONAL GROWTH Standard III
AND DEVELOPMENT
Candidates demonstrate the knowledge,
Candidates are reflective practitioners who skills, and dispositions to use processes
continually evaluate the effects of their
and resources for learning by applying
choices and actions on others, who actively principles, theories, and research related
seek out opportunities to grow
to media utilization, diffusion,
professionally, and who effectively
implementations, and policy-making.
communicate with students, parents,
colleagues, and others.
1.1 Candidates reflect on effective teaching
practices as demonstrated by mentor
teachers and colleagues
1.2 Candidates consistently reflect on their
teaching practices by continually
evaluating the effect their instruction has
on all students
1.3 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information
to modify and revise instruction
accordingly.
1.4 Candidates seek professional literature,
Standard III
Candidates demonstrate the knowledge,
skills, and dispositions to use processes
and resources for learning by applying
principles, theories, and research related
to media utilization, diffusion,
implementations, and policy-making.
NCATE Standards
1.c.
Candidates in advanced programs for
teachers reflect on their practice and are
able to identify their strengths and areas of
needed improvement
1.c
They are aware of current research and
policies related to schooling, teaching,
learning, and best practices.
1.c
They are able to analyze educational
research and policies and can explain the
implications for their own practice and for
the profession.
1.d.
They analyze student, classroom, and
124
engage colleagues, participate in
professional organizations, and use other
resources to support their continuing
professional development
1.5 Candidates demonstrate a broad
knowledge of legal and ethical
responsibilities, educational policy, and
organizational, historical, and professional
dimensions of classrooms and schools.
1.6 Candidates effectively communicate with
families and teachers, and collaborate with
other professionals within the school and
within community agencies to foster
student learning.
1.7 Candidates understand schools as
organizations within the larger community
and effectively communicate school goals
and accomplishments to the community
and general public.
1.8 Candidates use knowledge of effective
verbal, and nonverbal communication
techniques to foster active inquiry,
collaboration and supportive interaction in
the classroom
1.9 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.10 Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
school performance data and make datadriven decisions about strategies for
teaching and learning so that all students
learn.
1.c.
They engage in professional activities.
1.c
They have a thorough understanding of the
school, family, and community contexts in
which they work, and they collaborate with
the professional community to create
meaningful learning experiences for all
students.
1.d
They are aware of and utilize school and
community resources that support student
learning
Standard I
1.d.
Candidates demonstrate the knowledge,
They analyze student, classroom, and
125
Candidates plan instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals and use
a variety of instructional strategies to
encourage development of critical thinking,
problem solving and performance skills in
students.
2.1 Candidates understand and use the
principles and techniques associated
with various instructional strategies that
reflect best practice (such as
cooperative learning, direct instruction,
whole group instruction, independent
study and interdisciplinary instruction)
and that foster high expectations for all
students.
2.2 Candidates organize instruction to
create learning experiences that content
to real life experiences and enable
students to apply learning to future
careers.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
skills, and dispositions to design
conditions for learning by applying
principles, theories, and research
associated with instructional systems
design, message design, instructional
strategies, and learner characteristics.
Design is the process of specifying
conditions for learning. The domain of
design includes four sub-domains of
theory and practice:
Instructional Systems Design (ISD)
Message Design
Instructional Strategies
Learner Characteristics
Standard II
Candidates demonstrate the knowledge,
skills, and dispositions to develop
instructional materials and experiences
by applying principles, theories, and
research related to print, audiovisual,
computer-based, and integrated
technologies.
2.4 Candidates use a wide variety of
resources and methods, including
technology and assessment data,
126
school performance data and make datadriven decisions about strategies for
teaching and learning so that all students
learn.
teacher-created materials, textbooks,
technology, community and business
resources to develop and use clear,
accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension
and writing strategies in the content
area and assist students in applying
mathematics concepts to subject
content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of students
whose first language is not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student development,
assessment measures, and assessed
student needs in planning instruction
for all students.
2.8 Candidates evaluate, select and create
learning experiences that are
developmentally appropriate, aligned
with Tennessee curriculum standards,
relevant to students and based upon the
principles of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence short-
127
range instructional objectives, and
develop units and daily lessons that
target these goals and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports to
help students with disabilities succeed
in the general curriculum and plan for
students who require an expanded
curriculum.
2.11 Candidates use multiple teaching and
learning strategies in active learning
opportunities to promote the
development of critical thinking,
problem solving and performance
capabilities in the content areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking
questions, listening, giving directions,
probing for student understanding, and
helping students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Candidates know, understand and use
formal and informal assessment strategies
to evaluate and ensure the continuing,
intellectual, social and physical
development of the learner.
Standard V
1.d.
Candidates demonstrate knowledge,
skills, and dispositions to evaluate the
adequacy of instruction and learning by
applying principles of problem analysis,
criterion-referenced measurement,
formative and summative evaluation, and
They analyze student, classroom, and
school performance data and make datadriven decisions about strategies for
teaching and learning so that all students
learn.
128
long-range planning.
3.1 Candidates understand the
characteristics, uses, advantages and
limitations of different types of
assessments for evaluating student
learning.
3.2 Candidates understand state and federal
accountability requirements.
3.3 Candidates select, construct and use
formal and informal assessment
strategies and instruments appropriate
to the learning expectations being
evaluated to make instructional
decisions based on student performance
information.
3.4 Candidates actively solicit and use
information about students’ learning
needs and progress from parents, other
colleagues and the students themselves.
3.5 Candidates develop and maintain useful
records of student work and progress
and responsibly communicate student
progress to students, parents and other
colleagues.
3.6 Candidates collaborate with special
education teachers and others to plan
and design accommodations,
modifications, adaptations or alternate
129
assessments, based on the results of
recommended individual assessments
STANDARD FOUR: KNOWLEDGE
OF STUDENTS
Candidates understand the diverse needs of
students and that students differ in their
approaches to learning. Candidates can
create learning opportunities that meet the
needs of all students. Candidates support
students’ intellectual, social and personal
development.
4.1 Candidates understand how learning
occurs—how all students construct
knowledge and acquire skills—and are
able to provide learning opportunities
that support their intellectual, social
and personal development
Standard I
1.d.
Candidates demonstrate the knowledge,
skills, and dispositions to design
conditions for learning by applying
principles, theories, and research
associated with instructional systems
design, message design, instructional
strategies, and learner characteristics.
Design is the process of specifying
conditions for learning. The domain of
design includes four sub-domains of
theory and practice:
Candidates in advanced programs for
teachers have a thorough understanding of
the major concepts and theories related to
assessing student learning and regularly
apply these in their practice.
Instructional Systems Design (ISD)
Message Design
Instructional Strategies
4.2. Candidates draw upon an in-depth
knowledge of developmental
progression in student physical, social,
emotional, moral, and cognitive
domains when making instructional
decisions.
Learner Characteristics
4.3 Candidates recognize that students
with disabilities may exhibit greater
individual variation and that a disability
often influences development and
functioning in more than one area
130
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and adapt
instructional techniques for all students
within the broader context of their
families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning
community which is inclusive and in
which individual differences are
respected
4.8 Candidates demonstrate an
understanding of the implications of
disability legislation and special
education policies and procedures and
Candidates provide equitable access to
and participation in the general
curriculum for students with
disabilities.
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
131
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize
student problems, and seek additional
help as needed and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
behavior to create a learning environment
that encourages positive social interaction,
active engagement in learning and selfmotivation.
5.1 Candidates understand human
motivation and behavior and create a
learning environment that is inclusive
and supports positive social interaction,
active engagement in learning and selfmotivation for all students.
5.2 Candidates organize and manage
resources such as time, space, facilities,
technology, activities, instructional
assistants and volunteers to engage all
students in productive tasks and
maximize the amount of class time
spent in learning.
Standard I
1.c
Candidates demonstrate the knowledge,
skills, and dispositions to design
conditions for learning by applying
principles, theories, and research
associated with instructional systems
design, message design, instructional
strategies, and learner characteristics.
Design is the process of specifying
conditions for learning. The domain of
design includes four sub-domains of
theory and practice:
They have a thorough understanding of the
school, family, and community contexts in
which they work, and they collaborate with
the professional community to create
meaningful learning experiences for all
students.
Instructional Systems Design (ISD)
Message Design
Instructional Strategies
Learner Characteristics
5.3 Candidates develop shared expectations
132
for all students and create and maintain
a positive, inclusive classroom climate
of mutual respect, support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and
self-discipline.
5.5 Candidates can defuse potential conflict
and use conflict resolution strategies to
maintain a smoothly functioning
learning community.
Standard Six: Knowledge of Technology Standard II
Candidates promote the equitable, ethical
and legal use of technology resources and
use technology and technology based
resources to facilitate developmentally
appropriate student learning. and to
enhance their professional growth and
productivity
1.a
Candidates demonstrate the knowledge,
skills, and dispositions to develop
instructional materials and experiences
by applying principles, theories, and
research related to print, audiovisual,
computer-based, and integrated
technologies.
6.1 Candidates integrate instructional
technology to facilitate learning in their
classrooms, to supplement instructional
strategies, to design instructional
materials, and to enhance hands-on
experiences and problem solving
Candidates in advanced programs for
teachers have an in-depth knowledge of the
content that they teach.
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
understanding of the content of their field
and of the theories related to pedagogy and
learning.
6.2 Candidates select and use grade-level
and content-specific technology
resources, including assistive
1.b
133
technology, to increase student
participation in the total curriculum.
They are able to select and use a broad
range of instructional strategies and
technologies that promote student learning
and are able to clearly explain the choices
they make in their practice
6.3 Candidates apply technology to analyze
assessment data and to guide classroom
decisions regarding student learning
6.4 Candidates use technology in their own
learning process and to change their
current educational practice.
6.5 Candidates use technology to gather, sort,
and analyze information needed for
their own research projects
6.6 Candidates use technology to
effectively communicate with students,
parents, and colleagues.
6.8 Candidates effectively use and manage
all technology available to them and
explore uses of emerging resources.
6.7 Candidates use tools such as databases
and spreadsheets for sorting, compiling,
and analyzing data gathered from a
variety of sources.
6.9 Candidates model the legal and ethical
use of technology resources
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Standard 7. Knowledge of Content
Standard I
1.a
Candidates know, understand, and use the
central concepts, tools of inquiry and
structures of the discipline(s) Candidates
teach and can create learning experiences
that develop student competence in the
subject matter.
Candidates demonstrate the knowledge,
skills, and dispositions to design
conditions for learning by applying
principles, theories, and research
associated with instructional systems
design, message design, instructional
strategies, and learner characteristics.
Design is the process of specifying
conditions for learning. The domain of
design includes four sub-domains of
theory and practice:
Candidates in advanced programs for
teachers have an in-depth knowledge of the
content that they teach.
1.11 Candidates demonstrate a broad
general understanding of the major
concepts of the discipline Candidates
teach, including those addressed in the
licensure standards for the teaching
endorsement(s) Candidates seek
7.2 Candidates understand and are able to
use assumptions and the processes of
inquiry for the discipline being taught.
Instructional Systems Design (ISD)
Message Design
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
understanding of the content of their field
and of the theories related to pedagogy and
learning.
Instructional Strategies
1.b
Learner Characteristics
7.3 Candidates create interdisciplinary
learning experiences that allow students
to integrate knowledge, skills and
methods of inquiry from several related Standard II
subject areas.
Candidates demonstrate the
7.4 Candidates use connections in
knowledge, skills, and dispositions to
instruction across disciplines and draw
develop instructional materials and
on their knowledge to build
experiences by applying principles,
understanding and motivate students.
theories, and research related to print,
audiovisual, computer-based, and
integrated technologies.
135
They are able to select and use a broad
range of instructional strategies and
technologies that promote student learning
and are able to clearly explain the choices
they make in their practice
Standard III
Candidates demonstrate the
knowledge, skills, and dispositions to
use processes and resources for
learning by applying principles,
theories, and research related to
media utilization, diffusion,
implementations, and policy-making.
136
APPENDIX M
Curriculum and Instruction – Advanced Studies
Alignment of Austin Peay State University Professional Educational Standards,
National Board for Professional Teaching Standards, and NCATE Standards
Austin Peay State University
Professional Educational Standards
STANDARD ONE: PROFESSIONAL
GROWTH AND DEVELOPMENT
Candidates are reflective practitioners who
continually evaluate the effects of their
choices and actions on others, who
actively seek out opportunities to grow
professionally, and who effectively
communicate with students, parents,
colleagues, and others.
1.1 Candidates reflect on effective teaching
practices as demonstrated by mentor
teachers and colleagues
1.2 Candidates consistently reflect on their
teaching practices by continually
evaluating the effect their instruction has
on all students
1.3 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information
to modify and revise instruction
accordingly.
1.4 Candidates seek professional literature,
engage colleagues, participate in
National Board for Professional
Teaching Standards
NCATE Standards
Standard 4: Teachers Think
Systematically about Their Practice and
Learn from Experience.
1.c.
4.1
Candidates model what it means to be
an educated person – they read, they
question, they create and they are
willing to try new things.
4.2
Candidates are familiar with learning
theories and instructional strategies and
stay abreast of current issues in
American education.
4.3
Candidates critically examine their
practice on a regular basis to deepen
knowledge, expand their repertoire of
skills, and incorporate new findings into
their practice.
137
Candidates in advanced programs for
teachers reflect on their practice and
are able to identify their strengths and
areas of needed improvement
1.c
They are aware of current research
and policies related to schooling,
teaching, learning, and best practices.
1.c
They are able to analyze educational
research and policies and can explain
the implications for their own
practice and for the profession.
professional organizations, and use other
resources to support their continuing
professional development
1.5 Candidates demonstrate a broad
knowledge of legal and ethical
responsibilities, educational policy, and
organizational, historical, and professional
dimensions of classrooms and schools.
1.6 Candidates effectively communicate with
families and teachers, and collaborate
with other professionals within the school
and within community agencies to foster
student learning.
1.7 Candidates understand schools as
organizations within the larger
community and effectively communicate
school goals and accomplishments to the
community and general public.
1.8 Candidates use knowledge of effective
verbal, and nonverbal communication
techniques to foster active inquiry,
collaboration and supportive interaction
in the classroom
1.9 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.10 Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
Standard 5: Teachers are Members of
Learning Communities.
STANDARD TWO: KNOWLEDGE OF
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
1.d.
5.1
Candidates collaborate with others to
improve student learning.
5.2
Candidates are leaders and actively
know how to seek and build
partnerships with community groups
and businesses.
5.3
Candidates work with other
professionals on instructional policy,
curriculum development and staff
development.
5.4
Candidates can evaluate school progress
and the allocation of resources in order
to meet state and local education
objectives.
5.5
Candidates know how to work
collaboratively with parents to engage
them productively in the work of the
school.
They analyze student, classroom, and
school performance data and make
data-driven decisions about strategies
for teaching and learning so that all
students learn.
1.c.
They engage in professional
activities.
1.c
They have a thorough understanding
of the school, family, and community
contexts in which they work, and
they collaborate with the professional
community to create meaningful
learning experiences for all students.
1.d
138
They are aware of and utilize school
and community resources that
support student learning
1.d.
INSTRUCTION
Candidates plan instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals and use
a variety of instructional strategies to
encourage development of critical
thinking, problem solving and
performance skills in students.
2.1 Candidates understand and use the
principles and techniques associated
with various instructional strategies
that reflect best practice (such as
cooperative learning, direct instruction,
whole group instruction, independent
study and interdisciplinary instruction)
and that foster high expectations for all
students.
2.2 Candidates organize instruction to
create learning experiences that content
to real life experiences and enable
students to apply learning to future
careers.
Learning.
3.1
Candidates deliver effective instruction.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
2.4 Candidates use a wide variety of
139
They analyze student, classroom, and
school performance data and make
data-driven decisions about strategies
for teaching and learning so that all
students learn.
resources and methods, including
technology and assessment data,
teacher-created materials, textbooks,
technology, community and business
resources to develop and use clear,
accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension
and writing strategies in the content
area and assist students in applying
mathematics concepts to subject
content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of students
whose first language is not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student development,
assessment measures, and assessed
student needs in planning instruction
for all students.
2.8 Candidates evaluate, select and create
learning experiences that are
developmentally appropriate, aligned
with Tennessee curriculum standards,
relevant to students and based upon the
principles of effective teaching.
140
2.9 Candidates identify long-range
instructional goals, sequence shortrange instructional objectives, and
develop units and daily lessons that
target these goals and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports to
help students with disabilities succeed
in the general curriculum and plan for
students who require an expanded
curriculum.
2.11 Candidates use multiple teaching and
learning strategies in active learning
opportunities to promote the
development of critical thinking,
problem solving and performance
capabilities in the content areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking
questions, listening, giving directions,
probing for student understanding, and
helping students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Candidates know, understand and use
formal and informal assessment strategies
to evaluate and ensure the continuing,
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
Learning.
3.1
Candidates deliver effective instruction.
141
1.d.
They analyze student, classroom, and
school performance data and make
data-driven decisions about strategies
for teaching and learning so that all
intellectual, social and physical
development of the learner.
3.1 Candidates understand the
characteristics, uses, advantages and
limitations of different types of
assessments for evaluating student
learning.
3.2 Candidates understand state and
federal accountability requirements.
3.3 Candidates select, construct and use
formal and informal assessment
strategies and instruments appropriate
to the learning expectations being
evaluated to make instructional
decisions based on student
performance information.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
3.4 Candidates actively solicit and use
information about students’ learning
needs and progress from parents, other
colleagues and the students
themselves.
3.5 Candidates develop and maintain
useful records of student work and
progress and responsibly communicate
student progress to students, parents
and other colleagues.
3.6 Candidates collaborate with special
142
students learn.
education teachers and others to plan
and design accommodations,
modifications, adaptations or alternate
assessments, based on the results of
recommended individual assessments
STANDARD FOUR: KNOWLEDGE
OF STUDENTS
Standard 1: Teachers are Committed to
Students and Their Learning
Candidates understand the diverse needs of 1.1 Candidates are dedicated to making
students and that students differ in their
knowledge accessible to all students.
approaches to learning. Candidates can
They believe all students can learn.
create learning opportunities that meet the
They treat students equitably.
needs of all students. Candidates support
students’ intellectual, social and personal
1.2 They recognize the individual
development.
differences that distinguish their
students from one another and they
4.1 Candidates understand how learning
take account for these differences in
occurs—how all students construct
their practice.
knowledge and acquire skills—and are
able to provide learning opportunities
1.3 Candidates understand how students
that support their intellectual, social
develop and learn.
and personal development
1.4 Candidates respect the cultural and
4.2. Candidates draw upon an in-depth
family differences students bring to
knowledge of developmental
their classroom.
progression in student physical, social,
emotional, moral, and cognitive
1.5 Candidates are concerned with their
domains when making instructional
students’ self-concept, their
decisions.
motivation and the effects of learning
on peer relationships.
4.3 Candidates recognize that students
with disabilities may exhibit greater
1.6 Candidates are concerned with the
individual variation and that a
development of character and civic
143
1.d.
Candidates in advanced programs for
teachers have a thorough
understanding of the major concepts
and theories related to assessing
student learning and regularly apply
these in their practice.
disability often influences development responsibility.
and functioning in more than one area
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and
adapt instructional techniques for all
students within the broader context of
their families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning
community which is inclusive and in
which individual differences are
respected
4.8 Candidates demonstrate an
understanding of the implications of
disability legislation and special
education policies and procedures and
Candidates provide equitable access to
and participation in the general
curriculum for students with
disabilities.
144
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize
student problems, and seek additional
help as needed and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
behavior to create a learning environment
that encourages positive social interaction,
active engagement in learning and selfmotivation.
5.1 Candidates understand human
motivation and behavior and create a
learning environment that is inclusive
and supports positive social
interaction, active engagement in
learning and self-motivation for all
students.
5.2 Candidates organize and manage
resources such as time, space,
facilities, technology, activities,
instructional assistants and volunteers
to engage all students in productive
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
Learning.
3.1
Candidates deliver effective instruction.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
145
1.c
They have a thorough understanding
of the school, family, and community
contexts in which they work, and
they collaborate with the professional
community to create meaningful
learning experiences for all students.
tasks and maximize the amount of
class time spent in learning.
5.3 Candidates develop shared
expectations for all students and create
and maintain a positive, inclusive
classroom climate of mutual respect,
support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and
self-discipline.
5.5 Candidates can defuse potential
conflict and use conflict resolution
strategies to maintain a smoothly
functioning learning community.
Standard Six: Knowledge of
Technology
Candidates promote the equitable, ethical
and legal use of technology resources and
use technology and technology based
resources to facilitate developmentally
appropriate student learning. and to
enhance their professional growth and
productivity
6.1 Candidates integrate instructional
technology to facilitate learning in
their classrooms, to supplement
instructional strategies, to design
Standard 2: Teachers Know the Subjects
They Teach and How to Teach Those
Subjects to Students.
2.1
Candidates have mastery over the
subject(s) they teach. They have a deep
understanding of the history, structure
and real-world applications of the
subject.
2.2
Candidates have skill and experience in
teaching it, and they are very familiar
with the skills gaps and preconceptions
students may bring to the subject.
146
1.a
Candidates in advanced programs for
teachers have an in-depth knowledge
of the content that they teach.
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
understanding of the content of their
field and of the theories related to
instructional materials, and to enhance
hands-on experiences and problem
solving
2.3
Candidates are able to use diverse
instructional strategies to teach for
understanding.
6.2 Candidates select and use grade-level
and content-specific technology
resources, including assistive
technology, to increase student
participation in the total curriculum.
pedagogy and learning.
1.b
They are able to select and use a
broad range of instructional strategies
and technologies that promote student
learning and are able to clearly
explain the choices they make in their
practice
6.3 Candidates apply technology to analyze
assessment data and to guide
classroom decisions regarding student
learning
6.4 Candidates use technology in their own
learning process and to change their
current educational practice.
6.5 Candidates use technology to gather,
sort, and analyze information needed
for their own research projects
6.6 Candidates use technology to
effectively communicate with students,
parents, and colleagues.
6.8 Candidates effectively use and manage
all technology available to them and
explore uses of emerging resources.
6.7 Candidates use tools such as databases
and spreadsheets for sorting,
147
compiling, and analyzing data gathered
from a variety of sources.
6.9 Candidates model the legal and ethical
use of technology resources
Standard 7. Knowledge of Content
Candidates know, understand, and use the
central concepts, tools of inquiry and
structures of the discipline(s) Candidates teach
and can create learning experiences that
develop student competence in the subject
matter.
7.1 Candidates demonstrate a broad general
understanding of the major concepts of
the discipline Candidates teach, including
those addressed in the licensure standards
for the teaching endorsement(s)
Candidates seek
7.2 Candidates understand and are able to use
assumptions and the processes of inquiry
for the discipline being taught.
Standard 2: Teachers Know the Subjects
They Teach and How to Teach Those
Subjects to Students.
2.1
Candidates have mastery over the
subject(s) they teach. They have a deep
understanding of the history, structure
and real-world applications of the
subject.
2.2.
Candidates have skill and experience in
teaching it, and they are very familiar
with the skills gaps and preconceptions
students may bring to the subject.
2.3
Candidates are able to use diverse
instructional strategies to teach for
understanding.
7.3 Candidates create interdisciplinary
learning experiences that allow students to
integrate knowledge, skills and methods of
inquiry from several related subject areas.
1.a
Candidates in advanced programs for
teachers have an in-depth knowledge of
the content that they teach.
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
understanding of the content of their
field and of the theories related to
pedagogy and learning.
1.b
They are able to select and use a broad
range of instructional strategies and
technologies that promote student
learning and are able to clearly explain
the choices they make in their practice
7.4 Candidates use connections in instruction
across disciplines and draw on their
knowledge to build understanding and
motivate students.
148
APPENDIX N
Curriculum and Instruction – Mathematics
Alignment of Austin Peay State University Professional Educational Standards,
National Board Mathematics Standards, and NCATE Standards
Austin Peay State University
Professional Educational
Standards
STANDARD ONE:
PROFESSIONAL GROWTH AND
DEVELOPMENT
Candidates are reflective
practitioners who continually
evaluate the effects of their
choices and actions on others,
who actively seek out
opportunities to grow
professionally, and who
effectively communicate with
students, parents, colleagues,
and others.
National Board Mathematics NCATE Standards
Standards
1.41 Candidates reflect on
effective teaching practices
as demonstrated by mentor
teachers and colleagues
1.42 Candidates consistently
reflect on their teaching
practices by continually
evaluating the effect their
instruction has on all
students
1.43 Candidates monitor their
Standard IX: Families and
Communities
Accomplished mathematics
teachers collaborate with
families and communities to
support student engagement in
learning mathematics. They
help various communities,
within and outside the school
building, understand the role
Standard VIII:
Reflection and Growth
Accomplished mathematics
teachers regularly reflect on
teaching and learning. They
keep abreast of changes in
mathematics and in
mathematical pedagogy,
continually increasing their
knowledge and improving
their practice.
149
1.c.
Candidates in advanced
programs for teachers reflect
on their practice and are able
to identify their strengths and
areas of needed improvement
1.c
They are aware of current
research and policies related to
schooling, teaching, learning,
and best practices.
1.c
They are able to analyze
educational research and
policies and can explain the
implications for their own
practice and for the
profession.
1.d.
They analyze student,
teaching strategies and
behavior in relation to
student success and use the
information to modify and
revise instruction
accordingly.
1.44 Candidates seek
professional literature,
engage colleagues,
participate in professional
organizations, and use other
resources to support their
continuing professional
development
1.45 Candidates demonstrate
a broad knowledge of legal
and ethical responsibilities,
educational policy, and
organizational, historical,
and professional dimensions
of classrooms and schools.
1.46 Candidates effectively
communicate with families
and teachers, and
collaborate with other
professionals within the
school and within
community agencies to
foster student learning.
1.47 Candidates understand
schools as organizations
within the larger community
and effectively communicate
school goals and
of mathematics and
mathematics instruction
in today’s world.
Standard X: Professional
Community
Accomplished mathematics
teachers continually
collaborate with other teachers
and education
professionals to strengthen the
school’s mathematics
program, promote program
quality and
continuity across grade levels
and courses, and improve
knowledge and practice in the
field of mathematics
education.
classroom, and school
performance data and make
data-driven decisions about
strategies for teaching and
learning so that all students
learn.
1.c.
They engage in professional
activities.
1.c
They have a thorough
understanding of the school,
family, and community
contexts in which they work,
and they collaborate with the
professional community to
create meaningful learning
experiences for all students.
1.d
They are aware of and utilize
school and community
resources that support student
learning
150
accomplishments to the
community and general
public.
1.48 Candidates use
knowledge of effective
verbal, and nonverbal
communication techniques
to foster active inquiry,
collaboration and supportive
interaction in the classroom
1.49 Candidates use media to
foster active inquiry,
collaboration and supportive
interaction in the classroom.
1.50 Candidates write at a
professional level, using
proper grammar and writing
techniques and
appropriately referencing
research.
STANDARD TWO:
KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction
based upon knowledge of
subject matter, students, the
community, and curriculum
goals and use a variety of
instructional strategies to
encourage development of
critical thinking, problem
solving and performance skills
in students.
2.1 Candidates understand and
Standard IV. Knowledge of the
Practice of Teaching.
Accomplished mathematics teachers
use their knowledge of pedagogy
along with their knowledge of
mathematics and student learning to
inform curricular decisions; select,
design, and develop instructional
strategies and assessment plans; and
choose materials and resources for
mathematics instruction.
Accomplished mathematics teachers
stimulate and facilitate student
learning by using
151
1.d.
They analyze student,
classroom, and school
performance data and make
data-driven decisions about
strategies for teaching and
learning so that all students
learn.
use the principles and
techniques associated with
various instructional
strategies that reflect best
practice (such as
cooperative learning,
direct instruction, whole
group instruction,
independent study and
interdisciplinary
instruction) and that foster
high expectations for all
students.
2.2 Candidates organize
instruction to create
learning experiences that
content to real life
experiences and enable
students to apply learning
to future careers.
2.3 Candidates vary their role
in the instructional process
(e.g. instructor, facilitator,
coach, audience) to
achieve different
instructional purposes and
to meet individual student
needs.
2.4 Candidates use a wide
variety of resources and
methods, including
technology and assessment
data, teacher-created
152
materials, textbooks,
technology, community
and business resources to
develop and use clear,
accurate presentations of
concepts to promote
student learning.
2.5 Candidates use reading
comprehension and
writing strategies in the
content area and assist
students in applying
mathematics concepts to
subject content.
2.6 Candidates support
acquisition of English
necessary for continuous
learning in the content area
of students whose first
language is not English.
2.7 Candidates use their
knowledge of subject
matter, learning theory,
curriculum and student
development, assessment
measures, and assessed
student needs in planning
instruction for all students.
2.8 Candidates evaluate, select
and create learning
experiences that are
developmentally
appropriate, aligned with
153
Tennessee curriculum
standards, relevant to
students and based upon
the principles of effective
teaching.
2.9 Candidates identify longrange instructional goals,
sequence short-range
instructional objectives,
and develop units and
daily lessons that target
these goals and objectives.
2.10 Candidates work with
others in developing
individualized plans,
adjust goals, teaching
strategies or supports to
help students with
disabilities succeed in the
general curriculum and
plan for students who
require an expanded
curriculum.
2.11 Candidates use multiple
teaching and learning
strategies in active
learning opportunities to
promote the development
of critical thinking,
problem solving and
performance capabilities in
the content areas.
2.12 Candidates model
154
effective communication
strategies in conveying
ideas and information,
asking questions, listening,
giving directions, probing
for student understanding,
and helping students
express their ideas.
Standard Three: Knowledge
of Assessment and
Evaluation.
Candidates know, understand
and use formal and informal
assessment strategies to
evaluate and ensure the
continuing, intellectual, social
and physical development of
the learner.
3.1 Candidates understand the
characteristics, uses,
advantages and limitations
of different types of
assessments for evaluating
student learning.
3.2 Candidates understand
state and federal
accountability
requirements.
3.3 Candidates select,
construct and use formal
and informal assessment
strategies and instruments
appropriate to the learning
Standard VII. Assessment.
Accomplished mathematics teachers
integrate a range of assessment
methods in their instruction to
promote the learning of all students
by designing, selecting, and ethically
employing assessments that align
with educational goals. They
provide opportunities for students to
reflect on their strengths and
weaknesses in order to revise,
support, and extend their individual
performance.
155
1.d.
They analyze student,
classroom, and school
performance data and make
data-driven decisions about
strategies for teaching and
learning so that all students
learn.
expectations being
evaluated to make
instructional decisions
based on student
performance information.
3.4 Candidates actively solicit
and use information about
students’ learning needs
and progress from parents,
other colleagues and the
students themselves.
3.5 Candidates develop and
maintain useful records of
student work and progress
and responsibly
communicate student
progress to students,
parents and other
colleagues.
3.6 Candidates collaborate
with special education
teachers and others to plan
and design
accommodations,
modifications, adaptations
or alternate assessments,
based on the results of
recommended individual
assessments
STANDARD FOUR:
KNOWLEDGE OF
STUDENTS
Candidates understand the
Standard I: Commitment to
Mathematics Learning of All
Students
Accomplished mathematics
156
1.d.
Candidates in advanced
programs for teachers have a
thorough understanding of the
diverse needs of students and
that students differ in their
approaches to learning.
Candidates can create learning
opportunities that meet the
needs of all students.
Candidates support students’
intellectual, social and
personal development.
4.1 Candidates understand
how learning occurs—how
all students construct
knowledge and acquire
skills—and are able to
provide learning
opportunities that support
their intellectual, social
and personal development
4.2. Candidates draw upon an
in-depth knowledge of
developmental progression
in student physical, social,
emotional, moral, and
cognitive domains when
making instructional
decisions .
4.3 Candidates recognize that
students with disabilities
may exhibit greater
individual variation and
that a disability often
influences development
and functioning in more
teachers acknowledge and
value the individuality and
worth of
each student, believe that
every student can learn and
use mathematics, and are
dedicated to their success.
Accomplished mathematics
teachers are committed to the
fair and equitable treatment of
all students—especially in
their learning of mathematics.
Standard III: Knowledge of
Students
Accomplished teachers use their
knowledge of human development
and individual students to
guide their planning and
instructional decisions. They
understand the impact of prior
mathematical knowledge, home life,
cultural background, individual
learning differences, student
attitudes and aspirations, and
community expectations and values
on students and their mathematics
learning.
Standard IX: Families and
Communities
Accomplished mathematics
teachers collaborate with
families and communities to
support student engagement in
learning mathematics. They
157
major concepts and theories
related to assessing student
learning and regularly apply
these in their practice.
than one area
4.4 Candidates use this
knowledge of students to
optimize learning
opportunities for each
student
4.5 Candidates understand and
identify differences in
student approaches to
learning and performance
4.6 Candidates design
instruction and adapt
instructional techniques
for all students within the
broader context of their
families, cultural
backgrounds,
socioeconomic classes,
languages, communities,
peer/social groups and
exceptional learning
needs.
4.7 Candidates create a
learning community which
is inclusive and in which
individual differences are
respected
4.8 Candidates demonstrate
an understanding of the
implications of disability
legislation and special
education policies and
procedures and Candidates
help various communities,
within and outside the school
building, understand the role
of mathematics and
mathematics instruction
in today’s world.
158
provide equitable access to
and participation in the
general curriculum for
students with disabilities.
4.9 Candidates understand
language development, the
role of language in
learning and how culture,
gender, and exceptional
learning needs affect
communication in the
classroom.
4.10 Candidates act as
advocates for all students,
advise them, recognize
student problems, and seek
additional help as needed
and appropriate.
STANDARD FIVE:
CLASSROOM
MANAGEMENT
Candidates use an
understanding of individual
and group motivation and
behavior to create a learning
environment that encourages
positive social interaction,
active engagement in learning
and self-motivation.
5.1 Candidates understand
human motivation and
behavior and create a
learning environment that
Standard V: Learning
Environment
Accomplished mathematics teachers
create environments in which
students are active learners, show
willingness to take intellectual risks,
develop self-confidence, and value
mathematics. This environment
fosters student learning of
mathematics.
159
1.c
They have a thorough
understanding of the school,
family, and community
contexts in which they work,
and they collaborate with the
professional community to
create meaningful learning
experiences for all students.
is inclusive and supports
positive social interaction,
active engagement in
learning and selfmotivation for all students.
5.2 Candidates organize and
manage resources such as
time, space, facilities,
technology, activities,
instructional assistants and
volunteers to engage all
students in productive
tasks and maximize the
amount of class time spent
in learning.
5.3 Candidates develop
shared expectations for all
students and create and
maintain a positive,
inclusive classroom
climate of mutual respect,
support and inquiry.
5.4 Candidates understand
and use a wide variety of
classroom management
strategies that foster selfcontrol and self-discipline.
5.5 Candidates can defuse
potential conflict and use
conflict resolution
strategies to maintain a
smoothly functioning
learning community.
160
Standard Six: Knowledge of
Technology
Candidates promote the
equitable, ethical and legal use
of technology resources and
use technology and
technology based resources to
facilitate developmentally
appropriate student learning.
and to enhance their
professional growth and
productivity
6.1 Candidates integrate
instructional technology to
facilitate learning in their
classrooms, to supplement
instructional strategies, to
design instructional
materials, and to enhance
hands-on experiences and
problem solving
6.2 Candidates select and use
grade-level and contentspecific technology
resources, including
assistive technology, to
increase student
participation in the total
curriculum.
6.3 6.3 Candidates apply
technology to analyze
assessment data and to
guide classroom decisions
Standard VI. Ways of Thinking
Mathematically. Accomplished
mathematics teachers develop their
own and their students' abilities to
reason and think mathematically--to
investigate and explore patterns, to
discover structures and establish
mathematical relationships, to
formulate and solve problems, to
justify and communicate
conclusions, and to question and
extend those conclusions.
1.a
Candidates in advanced
programs for teachers have an
in-depth knowledge of the
content that they teach.
1.b
Candidates in advanced
programs for teachers
demonstrate an in-depth
understanding of the content
of their field and of the
theories related to pedagogy
and learning.
1.b
They are able to select and use
a broad range of instructional
strategies and technologies
that promote student learning
and are able to clearly explain
the choices they make in their
practice
161
regarding student learning
6.4 Candidates use
technology in their own
learning process and to
change their current
educational practice.
6.5 6.5 Candidates use
technology to gather, sort,
and analyze information
needed for their own
research projects
6.6 Candidates use technology
to effectively
communicate with
students, parents, and
colleagues.
6.8 Candidates effectively use
and manage all technology
available to them and
explore uses of emerging
resources.
6.7 Candidates use tools such
as databases and
spreadsheets for sorting,
compiling, and analyzing
data gathered from a
variety of sources.
6.9 Candidates model the
legal and ethical use of
technology resources
Standard 7. Knowledge of
Content
Candidates know, understand,
Standard II: Knowledge of
Mathematics
Accomplished mathematics
162
1.a
Candidates in advanced
programs for teachers have an
and use the central concepts,
tools of inquiry and structures
of the discipline(s) Candidates
teach and can create learning
experiences that develop
student competence in the
subject matter.
teachers draw on their broad
knowledge of mathematics to
shape their teaching and set
curricular goals. They
understand significant
connections among
mathematical ideas and the
7.5 Candidates demonstrate a
application of those ideas not
broad general understanding only within mathematics but
of the major concepts of the also to other disciplines and
discipline Candidates teach,
the world outside of school.
including those addressed in
the licensure standards for
the teaching endorsement(s)
Candidates seek
Standard VI. Ways of
Thinking Mathematically.
Accomplished mathematics
7.2 Candidates understand
teachers develop their own
and are able to use
and their students’ abilities to
assumptions and the
reason and think
processes of inquiry for
mathematically—to
the discipline being taught. investigate and explore
7.3 Candidates create
patterns, to discover structures
interdisciplinary learning
and establish mathematical
experiences that allow
relationships, to formulate and
students to integrate
solve problems, to justify and
knowledge, skills and
communicate conclusions, and
methods of inquiry from
to question and extend those
several related subject
conclusions.
areas.
7.4 Candidates use
connections in instruction
across disciplines and
draw on their knowledge
to build understanding and
motivate students.
163
in-depth knowledge of the
content that they teach.
1.b
Candidates in advanced
programs for teachers
demonstrate an in-depth
understanding of the content
of their field and of the
theories related to pedagogy
and learning.
1.b
They are able to select and use
a broad range of instructional
strategies and technologies
that promote student learning
and are able to clearly explain
the choices they make in their
practice
164
APPENDIX O
Educational Leadership
Austin Peay State University Professional Educational Standards,
TILS Standards, and NCATE Standards
Austin Peay State University Professional
Educational Standards
STANDARD ONE: PROFESSIONAL GROWTH
AND DEVELOPMENT
Candidates are reflective practitioners who
continually evaluate the effects of their
choices and actions on others, who actively
seek out opportunities to grow
professionally, and who effectively
communicate with students, parents,
colleagues, and others.
1.1 Candidates reflect on effective teaching
practices as demonstrated by mentor
teachers and colleagues
1.2 Candidates consistently reflect on their
teaching practices by continually
evaluating the effect their instruction has
on all students
1.3 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information
to modify and revise instruction
accordingly.
1.4 Candidates seek professional literature,
engage colleagues, participate in
professional organizations, and use other
resources to support their continuing
professional development
1.5 Candidates demonstrate a broad
TILS Standards
Standard A: Continuous Improvement
Implements a systematic, coherent approach to bring
about the continuous growth in the academic
achievement of all students
Standard B: Culture for Teaching and Learning
Creates a school culture and climate based on high
expectations conductive to the success of all students
Standard D: Professional Growth
Improves student learning and achievement by
developing and sustaining high quality professional
development
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the highest
ethical standards and promote advocacy including
political action when appropriate
165
NCATE Standards
1.E.
They know their students, families,
and communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
1.F.
They understand and build upon the
developmental levels of students with
whom they work; the diversity of
students, families, and communities;
and the policy contexts within which
they work.
knowledge of legal and ethical
responsibilities, educational policy, and
organizational, historical, and
professional dimensions of classrooms
and schools.
1.6 Candidates effectively communicate
with families and teachers, and
collaborate with other professionals
within the school and within community
agencies to foster student learning.
1.7 Candidates understand schools as
organizations within the larger
community and effectively
communicate school goals and
accomplishments to the community and
general public.
1.8 Candidates use knowledge of effective
verbal, and nonverbal communication
techniques to foster active inquiry,
collaboration and supportive interaction
in the classroom
1.9 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.10
Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural context
in the classroom, school, and the community while
addressing diverse student needs to ensure the
success of all students
166
STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals and use a
variety of instructional strategies to
encourage development of critical thinking,
problem solving and performance skills in
students.
2.1 Candidates understand and use the
principles and techniques associated
with various instructional strategies that
reflect best practice (such as cooperative
learning, direct instruction, whole group
instruction, independent study and
interdisciplinary instruction) and that
foster high expectations for all students.
2.2 Candidates organize instruction to create
learning experiences that content to real
life experiences and enable students to
apply learning to future careers.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
2.4 Candidates use a wide variety of
resources and methods, including
technology and assessment data,
teacher-created materials, textbooks,
technology, community and business
resources to develop and use clear,
accurate presentations of concepts to
Standard B: Culture for Teaching and Learning
Creates a school culture and climate based on high
expectations conductive to the success of all students
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
167
1.F.
Candidates for other professional
school roles are able to create positive
environments for student learning.
promote student learning.
2.5 Candidates use reading comprehension
and writing strategies in the content area
and assist students in applying
mathematics concepts to subject content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of students
whose first language is not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student development,
assessment measures, and assessed
student needs in planning instruction for
all students.
2.8 Candidates evaluate, select and create
learning experiences that are
developmentally appropriate, aligned
with Tennessee curriculum standards,
relevant to students and based upon the
principles of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence short-range
instructional objectives, and develop
units and daily lessons that target these
goals and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports to
help students with disabilities succeed in
the general curriculum and plan for
students who require an expanded
curriculum.
2.11 Candidates use multiple teaching and
learning strategies in active learning
opportunities to promote the
168
development of critical thinking,
problem solving and performance
capabilities in the content areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking questions,
listening, giving directions, probing for
student understanding, and helping
students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Candidates know, understand and use formal
and informal assessment strategies to
evaluate and ensure the continuing,
intellectual, social and physical development
of the learner.
3.1 Candidates understand the
characteristics, uses, advantages and
limitations of different types of
assessments for evaluating student
learning.
3.2 Candidates understand state and federal
accountability requirements.
3.3 Candidates select, construct and use
formal and informal assessment
strategies and instruments appropriate to
the learning expectations being
evaluated to make instructional
decisions based on student performance
information.
3.4 Candidates actively solicit and use
information about students’ learning
needs and progress from parents, other
colleagues and the students themselves.
3.5 Candidates develop and maintain useful
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
1.E.
They know their students, families,
and communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
1.F.
They understand and build upon the
developmental levels of students with
whom they work; the diversity of
students, families, and communities;
and the policy contexts within which
they work.
169
records of student work and progress
and responsibly communicate student
progress to students, parents and other
colleagues.
3.6 Candidates collaborate with special
education teachers and others to plan
and design accommodations,
modifications, adaptations or alternate
assessments, based on the results of
recommended individual assessments
STANDARD FOUR: KNOWLEDGE OF
STUDENTS
Candidates understand the diverse needs of
students and that students differ in their
approaches to learning. Candidates can
create learning opportunities that meet the
needs of all students. Candidates support
students’ intellectual, social and personal
development.
4.1 Candidates understand how learning
occurs—how all students construct
knowledge and acquire skills—and are
able to provide learning opportunities
that support their intellectual, social and
personal development
4.2. Candidates draw upon an in-depth
knowledge of developmental
progression in student physical, social,
emotional, moral, and cognitive
domains when making instructional
decisions.
4.3 Candidates recognize that students with
disabilities may exhibit greater
individual variation and that a disability
often influences development and
functioning in more than one area
Standard B: Culture for Teaching and Learning
Creates a school culture and climate based on high
expectations conductive to the success of all students
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural context
in the classroom, school, and the community while
addressing diverse student needs to ensure the
success of all students
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the highest
ethical standards and promote advocacy including
political action when appropriate
170
1.E.
They know their students, families,
and communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and adapt
instructional techniques for all students
within the broader context of their
families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning community
which is inclusive and in which
individual differences are respected
4.8 Candidates demonstrate an
understanding of the implications of
disability legislation and special
education policies and procedures and
Candidates provide equitable access to
and participation in the general
curriculum for students with disabilities.
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize student
problems, and seek additional help as
needed and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
Standard B: Culture for Teaching and Learning
Creates a school culture and climate based on high
expectations conductive to the success of all students
171
1.F.
Candidates for other professional
school roles are able to create positive
environments for student learning.
behavior to create a learning environment
that encourages positive social interaction,
active engagement in learning and selfmotivation.
5.1 Candidates understand human
motivation and behavior and create a
learning environment that is inclusive
and supports positive social interaction,
active engagement in learning and selfmotivation for all students.
5.2 Candidates organize and manage
resources such as time, space, facilities,
technology, activities, instructional
assistants and volunteers to engage all
students in productive tasks and
maximize the amount of class time spent
in learning.
5.3 Candidates develop shared expectations
for all students and create and maintain
a positive, inclusive classroom climate
of mutual respect, support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and
self-discipline.
5.5 Candidates can defuse potential conflict
and use conflict resolution strategies to
maintain a smoothly functioning
learning community.
Standard Six: Knowledge of Technology
Candidates promote the equitable, ethical
and legal use of technology resources and
use technology and technology based
resources to facilitate developmentally
appropriate student learning. and to enhance
their professional growth and productivity
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Standard A: Continuous Improvement
Implements a systematic, coherent approach to bring
about the continuous growth in the academic
achievement of all students
Standard C: Instructional Leadership and
Assessment
172
1. E.
They know their students, families,
and communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
6.1 Candidates integrate instructional
technology to facilitate learning in their
classrooms, to supplement instructional
strategies, to design instructional
materials, and to enhance hands-on
experiences and problem solving
6.2 Candidates select and use grade-level
and content-specific technology
resources, including assistive
technology, to increase student
participation in the total curriculum.
6.3 Candidates apply technology to analyze
assessment data and to guide classroom
decisions regarding student learning
6.4 Candidates use technology in their own
learning process and to change their
current educational practice.
6.5 Candidates use technology to gather, sort,
and analyze information needed for their
own research projects
6.6 Candidates use technology to effectively
communicate with students, parents, and
colleagues.
6.8 Candidates effectively use and manage
all technology available to them and
explore uses of emerging resources.
6.7 Candidates use tools such as databases
and spreadsheets for sorting, compiling,
and analyzing data gathered from a
variety of sources.
6.9 Candidates model the legal and
ethical use of technology resources
Standard 7. Knowledge of Content
Candidates know, understand, and use the
central concepts, tools of inquiry and
structures of the discipline(s) Candidates
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Standard A: Continuous Improvement
Implements a systematic, coherent approach to bring
about the continuous growth in the academic
achievement of all students
173
1.E.
Candidates for other professional
school roles have an adequate
understanding of the knowledge
teach and can create learning experiences
that develop student competence in the
subject matter.
1.11
Candidates demonstrate a broad
general understanding of the major
concepts of the discipline Candidates
teach, including those addressed in the
licensure standards for the teaching
endorsement(s) Candidates seek
7.2 Candidates understand and are able to
use assumptions and the processes of
inquiry for the discipline being taught.
7.3 Candidates create interdisciplinary
learning experiences that allow students
to integrate knowledge, skills and
methods of inquiry from several related
subject areas.
7.4 Candidates use connections in
instruction across disciplines and draw
on their knowledge to build
understanding and motivate students.
Standard B: Culture for Teaching and Learning
Creates a school culture and climate based on high
expectations conductive to the success of all students
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
Standard D: Professional Growth
Improves student learning and achievement by
developing and sustaining high quality professional
development
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the highest
ethical standards and promote advocacy including
political action when appropriate
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural context
in the classroom, school, and the community while
addressing diverse student needs to ensure the
success of all students
174
expected in their fields and delineated
in professional, state, and institutional
standards.
APPENDIX P
Reading Specialist
Austin Peay State University Professional Educational Standards,
International Reading Association,
and NCATE Standards
Austin Peay State University
Professional Educational Standards
STANDARD ONE: PROFESSIONAL
GROWTH AND DEVELOPMENT
Candidates are reflective practitioners who
continually evaluate the effects of their
choices and actions on others, who
actively seek out opportunities to grow
professionally, and who effectively
communicate with students, parents,
colleagues, and others.
1.1 Candidates reflect on effective teaching
practices as demonstrated by mentor
teachers and colleagues
1.2 Candidates consistently reflect on their
teaching practices by continually
evaluating the effect their instruction has
on all students
1.3 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information
to modify and revise instruction
accordingly.
1.4 Candidates seek professional literature,
engage colleagues, participate in
International Reading Association
Standards
Standard 11. Communicating
Information. Candidates communicate
information about reading to students,
professionals, paraprofessionals,
administrators, policy makers, and the
community and elicit their assistance.
NCATE Standards
1.E.
They know their students, families, and
communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
Standard 13. Professional Development.
Candidates participate in, initiate,
1.F.
implement and evaluate professional
They understand and build upon the
development programs in the schools.
developmental levels of students with
whom they work; the diversity of
Standard 14. Research.
students, families, and communities; and
Candidates apply research to improve the the policy contexts within which they
literacy program.
work.
Standard 15. Supervision of
Paraprofessionals. Candidates assist
paraprofessionals in meeting students’
needs.
175
professional organizations, and use other
resources to support their continuing
professional development
1.5 Candidates demonstrate a broad
knowledge of legal and ethical
responsibilities, educational policy, and
organizational, historical, and professional
dimensions of classrooms and schools.
1.6 Candidates effectively communicate with
families and teachers, and collaborate
with other professionals within the school
and within community agencies to foster
student learning.
1.7 Candidates understand schools as
organizations within the larger
community and effectively communicate
school goals and accomplishments to the
community and general public.
1.8 Candidates use knowledge of effective
verbal, and nonverbal communication
techniques to foster active inquiry,
collaboration and supportive interaction
in the classroom
1.9 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.10 Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction based upon
knowledge of subject matter, students, the
Standard 6. Word Identification,
Vocabulary, and Spelling.
Candidates teach word identification
strategies, assist students in building
176
1.F.
Candidates for other professional school
roles are able to create positive
environments for student learning.
community, and curriculum goals and use
their vocabularies, and guide students
a variety of instructional strategies to
in refining their spelling.
encourage development of critical
thinking, problem solving and
Standard 7. Comprehension.
performance skills in students.
Candidates provide explicit instruction
2.1 Candidates understand and use the
and model multiple comprehension
principles and techniques associated
strategies.
with various instructional strategies
that reflect best practice (such as
cooperative learning, direct instruction, Standard 8. Study Strategies.
whole group instruction, independent
Candidates teach students a variety of
study and interdisciplinary instruction)
study strategies to strengthen reading
and that foster high expectations for all
comprehension.
students.
2.2 Candidates organize instruction to
create learning experiences that
Standard 9. Writing.
content to real life experiences and
Candidates emphasize the
enable students to apply learning to
interrelationship between reading and
future careers.
writing.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
2.4 Candidates use a wide variety of
resources and methods, including
technology and assessment data,
teacher-created materials, textbooks,
technology, community and business
resources to develop and use clear,
accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension
177
and writing strategies in the content
area and assist students in applying
mathematics concepts to subject
content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of students
whose first language is not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student development,
assessment measures, and assessed
student needs in planning instruction
for all students.
2.8 Candidates evaluate, select and create
learning experiences that are
developmentally appropriate, aligned
with Tennessee curriculum standards,
relevant to students and based upon the
principles of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence shortrange instructional objectives, and
develop units and daily lessons that
target these goals and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports
to help students with disabilities
succeed in the general curriculum and
plan for students who require an
expanded curriculum.
2.11 Candidates use multiple teaching and
178
learning strategies in active learning
opportunities to promote the
development of critical thinking,
problem solving and performance
capabilities in the content areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking
questions, listening, giving directions,
probing for student understanding, and
helping students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Candidates know, understand and use
formal and informal assessment strategies
to evaluate and ensure the continuing,
intellectual, social and physical
development of the learner.
3.1 Candidates understand the
characteristics, uses, advantages and
limitations of different types of
assessments for evaluating student
learning.
3.2 Candidates understand state and
federal accountability requirements.
3.3 Candidates select, construct and use
formal and informal assessment
strategies and instruments appropriate
to the learning expectations being
evaluated to make instructional
decisions based on student
performance information.
Standard 4. Reading Difficulties.
Candidates use knowledge of the
multiple factors associated with
reading and writing difficulties to
assess capabilities and reading
difficulties of individual learners and
create appropriate learning
experiences.
Standard 10. Assessment. Candidates
use a variety of evaluation tools and
techniques and provide ongoing
assessment to diagnose individual
learner strengths and needs,
recommend effective strategies, make
decisions about instruction, advise
classroom teachers, parents and
students, and make referrals to other
professionals.
179
1.E.
They know their students, families, and
communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
1.F.
They understand and build upon the
developmental levels of students with
whom they work; the diversity of
students, families, and communities; and
the policy contexts within which they
work.
3.4 Candidates actively solicit and use
information about students’ learning
needs and progress from parents, other
colleagues and the students
themselves.
3.5 Candidates develop and maintain
useful records of student work and
progress and responsibly communicate
student progress to students, parents
and other colleagues.
3.6 Candidates collaborate with special
education teachers and others to plan
and design accommodations,
modifications, adaptations or alternate
assessments, based on the results of
recommended individual assessments
Standard 3. Individual Differences.
STANDARD FOUR: KNOWLEDGE
Candidates demonstrate an
OF STUDENTS
Candidates understand the diverse needs
understanding of how literacy
of students and that students differ in their
development differs from learner to
approaches to learning. Candidates can
learner
create learning opportunities that meet the
needs of all students. Candidates support
students’ intellectual, social and personal
development.
4.1 Candidates understand how learning
occurs—how all students construct
knowledge and acquire skills—and are
able to provide learning opportunities
that support their intellectual, social
and personal development
4.2. Candidates draw upon an in-depth
knowledge of developmental
180
1.E.
They know their students, families, and
communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
progression in student physical, social,
emotional, moral, and cognitive
domains when making instructional
decisions.
4.3 Candidates recognize that students
with disabilities may exhibit greater
individual variation and that a
disability often influences
development and functioning in more
than one area
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and
adapt instructional techniques for all
students within the broader context of
their families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning
community which is inclusive and in
which individual differences are
respected
4.8 Candidates demonstrate an
understanding of the implications of
disability legislation and special
education policies and procedures and
Candidates provide equitable access to
and participation in the general
181
curriculum for students with
disabilities.
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize student
problems, and seek additional help as
needed and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
behavior to create a learning environment
that encourages positive social interaction,
active engagement in learning and selfmotivation.
5.1 Candidates understand human
motivation and behavior and create a
learning environment that is inclusive
and supports positive social
interaction, active engagement in
learning and self-motivation for all
students.
5.2 Candidates organize and manage
resources such as time, space,
facilities, technology, activities,
instructional assistants and volunteers
to engage all students in productive
tasks and maximize the amount of
class time spent in learning.
Standard 5. Literacy Environment.
Candidates create an environment that
fosters interest and growth in all
aspects of literacy.
182
1.F.
Candidates for other professional school
roles are able to create positive
environments for student learning.
5.3 Candidates develop shared
expectations for all students and create
and maintain a positive, inclusive
classroom climate of mutual respect,
support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and
self-discipline.
5.5 Candidates can defuse potential
conflict and use conflict resolution
strategies to maintain a smoothly
functioning learning community.
Standard Six: Knowledge of
Technology
Candidates promote the equitable, ethical
and legal use of technology resources and
use technology and technology based
resources to facilitate developmentally
appropriate student learning. and to
enhance their professional growth and
productivity
6.1 Candidates integrate instructional
technology to facilitate learning in
their classrooms, to supplement
instructional strategies, to design
instructional materials, and to enhance
hands-on experiences and problem
solving
6.2 Candidates select and use grade-level
and content-specific technology
resources, including assistive
technology, to increase student
Standard 11. Communicating
Information. Candidates communicate
information about reading to students,
professionals, paraprofessionals,
administrators, policy makers, and the
community and elicit their assistance.
Standard 12. Curriculum Development.
Candidates initiate and participate in
ongoing curriculum development and
evaluation.
183
1.E.
They know their students, families, and
communities; use data and current
research to inform their practices; use
technology in their practices; and
support student learning through their
professional services
participation in the total curriculum.
6.3 Candidates apply technology to analyze
assessment data and to guide
classroom decisions regarding student
learning
6.4 Candidates use technology in their
own learning process and to change
their current educational practice.
6.5 Candidates use technology to gather,
sort, and analyze information needed
for their own research projects
6.6 Candidates use technology to
effectively communicate with students,
parents, and colleagues.
6.8 Candidates effectively use and manage
all technology available to them and
explore uses of emerging resources.
6.7 Candidates use tools such as databases
and spreadsheets for sorting,
compiling, and analyzing data gathered
from a variety of sources.
6.9 Candidates model the legal and
ethical use of technology resources
Standard 7. Knowledge of Content
Candidates know, understand, and use the
central concepts, tools of inquiry and
structures of the discipline(s) Candidates
teach and can create learning experiences
that develop student competence in the
subject matter.
1.11 Candidates demonstrate a broad
general understanding of the major
concepts of the discipline Candidates
Standard 1. Theoretical Base
Candidates demonstrate an understanding
of theories underlying the reading process
and the teaching of reading.
Standard 2. Knowledge Base.
Candidates demonstrate an understanding
of the written language as a symbolic
system and the interrelation of reading
and writing, and listening and speaking.
184
1.E.
Candidates for other professional school
roles have an adequate understanding of
the knowledge expected in their fields
and delineated in professional, state, and
institutional standards.
teach, including those addressed in the
licensure standards for the teaching
endorsement(s) Candidates seek
7.2 Candidates understand and are able to
use assumptions and the processes of
inquiry for the discipline being taught.
7.3 Candidates create interdisciplinary
learning experiences that allow
students to integrate knowledge, skills
and methods of inquiry from several
related subject areas.
7.4 Candidates use connections in
instruction across disciplines and draw
on their knowledge to build
understanding and motivate students.
185
APPENDIX Q
Educational Specialist – Administration and Supervision with Licensure
Educational Specialist – Administration and Supervision without Licensure
Austin Peay State University Professional Educational Standards,
TILS Standards and NCATE Standards
Austin Peay State University Professional
Educational Standards
STANDARD ONE: PROFESSIONAL GROWTH
AND DEVELOPMENT
Candidates are reflective practitioners who
continually evaluate the effects of their choices
and actions on others, who actively seek out
opportunities to grow professionally, and who
effectively communicate with students,
parents, colleagues, and others.
1.1 Candidates reflect on effective teaching
practices as demonstrated by mentor
teachers and colleagues
1.2 Candidates consistently reflect on their
teaching practices by continually
evaluating the effect their instruction has
on all students
1.3 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information to
modify and revise instruction accordingly.
1.4 Candidates seek professional literature,
engage colleagues, participate in
professional organizations, and use other
resources to support their continuing
professional development
1.5 Candidates demonstrate a broad
knowledge of legal and ethical
TILS Standards
Standard A: Continuous Improvement
Implements a systematic, coherent approach to
bring about the continuous growth in the academic
achievement of all students
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based on high
expectations conductive to the success of all
students
Standard D: Professional Growth
Improves student learning and achievement by
developing and sustaining high quality
professional development
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the
186
NCATE Standards
1.E.
They know their students, families, and
communities; use data and current research to
inform their practices; use technology in their
practices; and support student learning through
their professional services
1.F.
They understand and build upon the
developmental levels of students with whom
they work; the diversity of students, families,
and communities; and the policy contexts within
which they work.
responsibilities, educational policy, and
organizational, historical, and professional
dimensions of classrooms and schools.
1.6 Candidates effectively communicate with
families and teachers, and collaborate with
other professionals within the school and
within community agencies to foster
student learning.
1.7 Candidates understand schools as
organizations within the larger community
and effectively communicate school goals
and accomplishments to the community
and general public.
1.8 Candidates use knowledge of effective
verbal, and nonverbal communication
techniques to foster active inquiry,
collaboration and supportive interaction in
the classroom
1.9 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.10
Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals and use a
variety of instructional strategies to encourage
development of critical thinking, problem
solving and performance skills in students.
2.1 Candidates understand and use the
principles and techniques associated with
various instructional strategies that reflect
highest ethical standards and promote advocacy
including political action when appropriate
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural
context in the classroom, school, and the
community while addressing diverse student needs
to ensure the success of all students
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based on high
expectations conductive to the success of all
students
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
187
1.F.
Candidates for other professional school roles
are able to create positive environments for
student learning.
best practice (such as cooperative learning,
direct instruction, whole group instruction,
independent study and interdisciplinary
instruction) and that foster high
expectations for all students.
2.2 Candidates organize instruction to create
learning experiences that content to real
life experiences and enable students to
apply learning to future careers.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
2.4 Candidates use a wide variety of resources
and methods, including technology and
assessment data, teacher-created materials,
textbooks, technology, community and
business resources to develop and use
clear, accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension and
writing strategies in the content area and
assist students in applying mathematics
concepts to subject content.
2.6 Candidates support acquisition of English
necessary for continuous learning in the
content area of students whose first
language is not English.
2.7 Candidates use their knowledge of subject
matter, learning theory, curriculum and
student development, assessment
measures, and assessed student needs in
planning instruction for all students.
2.8 Candidates evaluate, select and create
learning experiences that are
learning
188
developmentally appropriate, aligned with
Tennessee curriculum standards, relevant
to students and based upon the principles
of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence short-range
instructional objectives, and develop units
and daily lessons that target these goals
and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports to
help students with disabilities succeed in
the general curriculum and plan for
students who require an expanded
curriculum.
2.11 Candidates use multiple teaching and
learning strategies in active learning
opportunities to promote the development
of critical thinking, problem solving and
performance capabilities in the content
areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking questions,
listening, giving directions, probing for
student understanding, and helping
students express their ideas.
Standard Three: Knowledge of Assessment
and Evaluation.
Candidates know, understand and use formal
and informal assessment strategies to evaluate
and ensure the continuing, intellectual, social
and physical development of the learner.
3.1 Candidates understand the characteristics,
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
189
1.E.
They know their students, families, and
communities; use data and current research to
inform their practices; use technology in their
practices; and support student learning through
their professional services
uses, advantages and limitations of
different types of assessments for
evaluating student learning.
3.2 Candidates understand state and federal
accountability requirements.
3.3 Candidates select, construct and use formal
and informal assessment strategies and
instruments appropriate to the learning
expectations being evaluated to make
instructional decisions based on student
performance information.
3.4 Candidates actively solicit and use
information about students’ learning needs
and progress from parents, other
colleagues and the students themselves.
3.5 Candidates develop and maintain useful
records of student work and progress and
responsibly communicate student progress
to students, parents and other colleagues.
3.6 Candidates collaborate with special
education teachers and others to plan and
design accommodations, modifications,
adaptations or alternate assessments, based
on the results of recommended individual
assessments
STANDARD FOUR: KNOWLEDGE OF
STUDENTS
Candidates understand the diverse needs of
students and that students differ in their
approaches to learning. Candidates can create
learning opportunities that meet the needs of
all students. Candidates support students’
intellectual, social and personal development.
4.1 Candidates understand how learning
occurs—how all students construct
knowledge and acquire skills—and are
1.F.
They understand and build upon the
developmental levels of students with whom
they work; the diversity of students, families,
and communities; and the policy contexts within
which they work.
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based on high
expectations conductive to the success of all
students
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural
context in the classroom, school, and the
190
1.E.
They know their students, families, and
communities; use data and current research to
inform their practices; use technology in their
practices; and support student learning through
their professional services
able to provide learning opportunities that
support their intellectual, social and
personal development
4.2. Candidates draw upon an in-depth
knowledge of developmental progression
in student physical, social, emotional,
moral, and cognitive domains when
making instructional decisions.
4.3 Candidates recognize that students with
disabilities may exhibit greater individual
variation and that a disability often
influences development and functioning in
more than one area
4.4 Candidates use this knowledge of students
to optimize learning opportunities for each
student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and adapt
instructional techniques for all students
within the broader context of their
families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning community
which is inclusive and in which individual
differences are respected
4.8 Candidates demonstrate an understanding
of the implications of disability legislation
and special education policies and
procedures and Candidates provide
equitable access to and participation in the
general curriculum for students with
disabilities.
community while addressing diverse student needs
to ensure the success of all students
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the
highest ethical standards and promote advocacy
including political action when appropriate
191
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize student
problems, and seek additional help as needed
and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of individual
and group motivation and behavior to create a
learning environment that encourages positive
social interaction, active engagement in
learning and self-motivation.
5.1 Candidates understand human motivation
and behavior and create a learning
environment that is inclusive and supports
positive social interaction, active
engagement in learning and selfmotivation for all students.
5.2 Candidates organize and manage resources
such as time, space, facilities, technology,
activities, instructional assistants and
volunteers to engage all students in
productive tasks and maximize the amount
of class time spent in learning.
5.3 Candidates develop shared expectations for
all students and create and maintain a
positive, inclusive classroom climate of
mutual respect, support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and selfdiscipline.
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based on high
expectations conductive to the success of all
students
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
192
1.F.
Candidates for other professional school roles
are able to create positive environments for
student learning.
5.5 Candidates can defuse potential conflict
and use conflict resolution strategies to
maintain a smoothly functioning learning
community.
Standard Six: Knowledge of Technology
Candidates promote the equitable, ethical and
legal use of technology resources and use
technology and technology based resources to
facilitate developmentally appropriate student
learning. and to enhance their professional
growth and productivity
6.1 Candidates integrate instructional
technology to facilitate learning in their
classrooms, to supplement instructional
strategies, to design instructional materials,
and to enhance hands-on experiences and
problem solving
6.2 Candidates select and use grade-level and
content-specific technology resources,
including assistive technology, to increase
student participation in the total
curriculum.
6.3 Candidates apply technology to analyze
assessment data and to guide classroom
decisions regarding student learning
6.4 Candidates use technology in their own
learning process and to change their
current educational practice.
6.5 Candidates use technology to gather, sort,
and analyze information needed for their
own research projects
6.6 Candidates use technology to effectively
communicate with students, parents, and
colleagues.
6.8 Candidates effectively use and manage all
technology available to them and explore
Standard A: Continuous Improvement
Implements a systematic, coherent approach to
bring about the continuous growth in the academic
achievement of all students
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
193
1.E.
They know their students, families, and
communities; use data and current research to
inform their practices; use technology in their
practices; and support student learning through
their professional services
uses of emerging resources.
6.7 Candidates use tools such as databases and
spreadsheets for sorting, compiling, and
analyzing data gathered from a variety of
sources.
6.9 Candidates model the legal and ethical
use of technology resources
Standard 7. Knowledge of Content
Candidates know, understand, and use the
central concepts, tools of inquiry and structures
of the discipline(s) Candidates teach and can
create learning experiences that develop
student competence in the subject matter.
1.11
Candidates demonstrate a broad
general understanding of the major
concepts of the discipline Candidates
teach, including those addressed in the
licensure standards for the teaching
endorsement(s) Candidates seek
7.2 Candidates understand and are able to use
assumptions and the processes of inquiry
for the discipline being taught.
7.3 Candidates create interdisciplinary learning
experiences that allow students to integrate
knowledge, skills and methods of inquiry
from several related subject areas.
7.4 Candidates use connections in instruction
across disciplines and draw on their
knowledge to build understanding and
motivate students.
Standard A: Continuous Improvement
Implements a systematic, coherent approach to
bring about the continuous growth in the academic
achievement of all students
Standard B: Culture for Teaching and
Learning
Creates a school culture and climate based on high
expectations conductive to the success of all
students
Standard C: Instructional Leadership and
Assessment
Facilitates instructional practices that are based on
assessment data and continually improve student
learning
Standard D: Professional Growth
Improves student learning and achievement by
developing and sustaining high quality
professional development
Standard E: Management of the School
Facilitates learning and teaching through the
effective use of resources
194
1.E.
Candidates for other professional school roles
have an adequate understanding of the
knowledge expected in their fields and
delineated in professional, state, and
institutional standards.
Standard F: Ethics
Facilitates continuous improvement in student
achievement through processes that meet the
highest ethical standards and promote advocacy
including political action when appropriate
Standard G: Diversity
Responds to and influences the larger personal,
political, social, economic, legal and cultural
context in the classroom, school, and the
community while addressing diverse student needs
to ensure the success of all students
195
APPENDIX R
Educational Specialist – Elementary
Educational Specialist - Secondary
Alignment of Austin Peay State University Professional Educational Standards, National Board for Professional Teaching
Standards, and NCATE Standards
Austin Peay State University
Professional Educational Standards
STANDARD ONE: PROFESSIONAL
GROWTH AND DEVELOPMENT
Candidates are reflective practitioners who
continually evaluate the effects of their
choices and actions on others, who
actively seek out opportunities to grow
professionally, and who effectively
communicate with students, parents,
colleagues, and others.
1.11 Candidates reflect on effective
teaching practices as demonstrated by
mentor teachers and colleagues
1.12 Candidates consistently reflect on
their teaching practices by continually
evaluating the effect their instruction has
on all students
1.13 Candidates monitor their teaching
strategies and behavior in relation to
student success and use the information
to modify and revise instruction
accordingly.
National Board for Professional
Teaching Standards
NCATE Standards
Standard 4: Teachers Think
Systematically about Their Practice and
Learn from Experience.
1.c.
4.1
Candidates model what it means to be
an educated person – they read, they
question, they create and they are
willing to try new things.
4.2
Candidates are familiar with learning
theories and instructional strategies and
stay abreast of current issues in
American education.
4.3
Candidates critically examine their
practice on a regular basis to deepen
knowledge, expand their repertoire of
skills, and incorporate new findings into
their practice.
196
Candidates in advanced programs for
teachers reflect on their practice and
are able to identify their strengths and
areas of needed improvement
1.c
They are aware of current research
and policies related to schooling,
teaching, learning, and best practices.
1.c
They are able to analyze educational
research and policies and can explain
the implications for their own
1.14 Candidates seek professional
literature, engage colleagues, participate
in professional organizations, and use
other resources to support their
continuing professional development
1.15 Candidates demonstrate a broad
knowledge of legal and ethical
responsibilities, educational policy, and
organizational, historical, and professional
dimensions of classrooms and schools.
1.16 Candidates effectively communicate
with families and teachers, and
collaborate with other professionals
within the school and within community
agencies to foster student learning.
1.17 Candidates understand schools as
organizations within the larger
community and effectively communicate
school goals and accomplishments to the
community and general public.
1.18 Candidates use knowledge of
effective verbal, and nonverbal
communication techniques to foster
active inquiry, collaboration and
supportive interaction in the classroom
1.19 Candidates use media to foster active
inquiry, collaboration and supportive
interaction in the classroom.
1.20 Candidates write at a professional
level, using proper grammar and writing
techniques and appropriately referencing
research.
practice and for the profession.
Standard 5: Teachers are Members of
Learning Communities.
1.d.
5.1
Candidates collaborate with others to
improve student learning.
5.2
Candidates are leaders and actively
know how to seek and build
partnerships with community groups
and businesses.
5.3
Candidates work with other
professionals on instructional policy,
curriculum development and staff
development.
5.4
Candidates can evaluate school progress
and the allocation of resources in order
to meet state and local education
objectives.
5.5
Candidates know how to work
collaboratively with parents to engage
them productively in the work of the
school.
They analyze student, classroom, and
school performance data and make
data-driven decisions about strategies
for teaching and learning so that all
students learn.
1.c.
They engage in professional
activities.
1.c
They have a thorough understanding
of the school, family, and community
contexts in which they work, and
they collaborate with the professional
community to create meaningful
learning experiences for all students.
1.d
They are aware of and utilize school
and community resources that
support student learning
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STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals and use
a variety of instructional strategies to
encourage development of critical
thinking, problem solving and
performance skills in students.
2.1 Candidates understand and use the
principles and techniques associated
with various instructional strategies
that reflect best practice (such as
cooperative learning, direct instruction,
whole group instruction, independent
study and interdisciplinary instruction)
and that foster high expectations for all
students.
2.2 Candidates organize instruction to
create learning experiences that content
to real life experiences and enable
students to apply learning to future
careers.
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
Learning.
3.1
Candidates deliver effective instruction.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
2.3 Candidates vary their role in the
instructional process (e.g. instructor,
facilitator, coach, audience) to achieve
different instructional purposes and to
meet individual student needs.
198
1.d.
They analyze student, classroom, and
school performance data and make
data-driven decisions about strategies
for teaching and learning so that all
students learn.
2.4 Candidates use a wide variety of
resources and methods, including
technology and assessment data,
teacher-created materials, textbooks,
technology, community and business
resources to develop and use clear,
accurate presentations of concepts to
promote student learning.
2.5 Candidates use reading comprehension
and writing strategies in the content
area and assist students in applying
mathematics concepts to subject
content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of students
whose first language is not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student development,
assessment measures, and assessed
student needs in planning instruction
for all students.
2.8 Candidates evaluate, select and create
learning experiences that are
developmentally appropriate, aligned
with Tennessee curriculum standards,
relevant to students and based upon the
199
principles of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence shortrange instructional objectives, and
develop units and daily lessons that
target these goals and objectives.
2.10 Candidates work with others in
developing individualized plans, adjust
goals, teaching strategies or supports to
help students with disabilities succeed
in the general curriculum and plan for
students who require an expanded
curriculum.
2.11 Candidates use multiple teaching and
learning strategies in active learning
opportunities to promote the
development of critical thinking,
problem solving and performance
capabilities in the content areas.
2.12 Candidates model effective
communication strategies in conveying
ideas and information, asking
questions, listening, giving directions,
probing for student understanding, and
helping students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
Learning.
Candidates know, understand and use
200
1.d.
They analyze student, classroom, and
school performance data and make
formal and informal assessment strategies
to evaluate and ensure the continuing,
intellectual, social and physical
development of the learner.
3.1 Candidates understand the
characteristics, uses, advantages and
limitations of different types of
assessments for evaluating student
learning.
3.2 Candidates understand state and
federal accountability requirements.
3.3 Candidates select, construct and use
formal and informal assessment
strategies and instruments appropriate
to the learning expectations being
evaluated to make instructional
decisions based on student
performance information.
3.1
Candidates deliver effective instruction.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
3.4 Candidates actively solicit and use
information about students’ learning
needs and progress from parents, other
colleagues and the students
themselves.
3.5 Candidates develop and maintain
useful records of student work and
progress and responsibly communicate
student progress to students, parents
201
data-driven decisions about strategies
for teaching and learning so that all
students learn.
and other colleagues.
3.6 Candidates collaborate with special
education teachers and others to plan
and design accommodations,
modifications, adaptations or alternate
assessments, based on the results of
recommended individual assessments
STANDARD FOUR: KNOWLEDGE
OF STUDENTS
Standard 1: Teachers are Committed to
Students and Their Learning
Candidates understand the diverse needs of 1.1 Candidates are dedicated to making
students and that students differ in their
knowledge accessible to all students.
approaches to learning. Candidates can
They believe all students can learn.
create learning opportunities that meet the
They treat students equitably.
needs of all students. Candidates support
students’ intellectual, social and personal
1.2 They recognize the individual
development.
differences that distinguish their
students from one another and they
4.1 Candidates understand how learning
take account for these differences in
occurs—how all students construct
their practice.
knowledge and acquire skills—and are
able to provide learning opportunities
1.3 Candidates understand how students
that support their intellectual, social
develop and learn.
and personal development
1.4 Candidates respect the cultural and
4.2. Candidates draw upon an in-depth
family differences students bring to
knowledge of developmental
their classroom.
progression in student physical, social,
emotional, moral, and cognitive
1.5 Candidates are concerned with their
domains when making instructional
students’ self-concept, their
decisions.
motivation and the effects of learning
202
1.d.
Candidates in advanced programs for
teachers have a thorough
understanding of the major concepts
and theories related to assessing
student learning and regularly apply
these in their practice.
4.3 Candidates recognize that students
on peer relationships.
with disabilities may exhibit greater
individual variation and that a
1.6 Candidates are concerned with the
disability often influences development development of character and civic
and functioning in more than one area
responsibility.
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and identify
differences in student approaches to
learning and performance
4.6 Candidates design instruction and
adapt instructional techniques for all
students within the broader context of
their families, cultural backgrounds,
socioeconomic classes, languages,
communities, peer/social groups and
exceptional learning needs.
4.7 Candidates create a learning
community which is inclusive and in
which individual differences are
respected
4.8 Candidates demonstrate an
understanding of the implications of
disability legislation and special
education policies and procedures and
Candidates provide equitable access to
and participation in the general
203
curriculum for students with
disabilities.
4.9 Candidates understand language
development, the role of language in
learning and how culture, gender, and
exceptional learning needs affect
communication in the classroom.
4.10 Candidates act as advocates for all
students, advise them, recognize
student problems, and seek additional
help as needed and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
behavior to create a learning environment
that encourages positive social interaction,
active engagement in learning and selfmotivation.
5.1 Candidates understand human
motivation and behavior and create a
learning environment that is inclusive
and supports positive social
interaction, active engagement in
learning and self-motivation for all
students.
5.2 Candidates organize and manage
resources such as time, space,
Standard 3: Teachers are Responsible for
Managing and Monitoring Student
Learning.
3.1
Candidates deliver effective instruction.
They move fluently through a range of
instructional techniques, keeping
students motivated, engaged and
focused.
3.2
Candidates know how to engage
students to ensure a disciplined learning
environment, and how to organize
instruction to meet instructional goals.
3.3
Candidates know how to assess the
progress of individual students as well as
the class as a whole.
3.4
Candidates use multiple methods for
204
1.c
They have a thorough understanding
of the school, family, and community
contexts in which they work, and
they collaborate with the professional
community to create meaningful
learning experiences for all students.
facilities, technology, activities,
instructional assistants and volunteers
to engage all students in productive
tasks and maximize the amount of
class time spent in learning.
measuring student growth and
understanding, and they can clearly
explain student performance to parents.
5.3 Candidates develop shared
expectations for all students and create
and maintain a positive, inclusive
classroom climate of mutual respect,
support and inquiry.
5.4 Candidates understand and use a wide
variety of classroom management
strategies that foster self-control and
self-discipline.
5.5 Candidates can defuse potential
conflict and use conflict resolution
strategies to maintain a smoothly
functioning learning community.
Standard Six: Knowledge of
Technology
Candidates promote the equitable, ethical
and legal use of technology resources and
use technology and technology based
resources to facilitate developmentally
appropriate student learning. and to
enhance their professional growth and
productivity
6.1 Candidates integrate instructional
Standard 2: Teachers Know the Subjects
They Teach and How to Teach Those
Subjects to Students.
2.1
Candidates have mastery over the
subject(s) they teach. They have a deep
understanding of the history, structure
and real-world applications of the
subject.
2.2
Candidates have skill and experience in
205
1.a
Candidates in advanced programs for
teachers have an in-depth knowledge
of the content that they teach.
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
technology to facilitate learning in
their classrooms, to supplement
instructional strategies, to design
instructional materials, and to enhance
hands-on experiences and problem
solving
teaching it, and they are very familiar
with the skills gaps and preconceptions
students may bring to the subject.
2.3
Candidates are able to use diverse
instructional strategies to teach for
understanding.
6.2 Candidates select and use grade-level
and content-specific technology
resources, including assistive
technology, to increase student
participation in the total curriculum.
understanding of the content of their
field and of the theories related to
pedagogy and learning.
1.b
They are able to select and use a
broad range of instructional strategies
and technologies that promote student
learning and are able to clearly
explain the choices they make in their
practice
6.3 Candidates apply technology to analyze
assessment data and to guide
classroom decisions regarding student
learning
6.4 Candidates use technology in their own
learning process and to change their
current educational practice.
6.5 Candidates use technology to gather,
sort, and analyze information needed
for their own research projects
6.6 Candidates use technology to
effectively communicate with students,
parents, and colleagues.
6.8 Candidates effectively use and manage
all technology available to them and
206
explore uses of emerging resources.
6.7 Candidates use tools such as databases
and spreadsheets for sorting,
compiling, and analyzing data gathered
from a variety of sources.
6.9 Candidates model the legal and ethical
use of technology resources
Standard 7. Knowledge of Content
Candidates know, understand, and use the
central concepts, tools of inquiry and
structures of the discipline(s) Candidates teach
and can create learning experiences that
develop student competence in the subject
matter.
7.2 Candidates demonstrate a broad general
understanding of the major concepts of
the discipline Candidates teach, including
those addressed in the licensure standards
for the teaching endorsement(s)
Candidates seek
7.2 Candidates understand and are able to use
assumptions and the processes of inquiry
for the discipline being taught.
Standard 2: Teachers Know the Subjects
They Teach and How to Teach Those
Subjects to Students.
2.1
Candidates have mastery over the
subject(s) they teach. They have a deep
understanding of the history, structure
and real-world applications of the
subject.
2.2.
Candidates have skill and experience in
teaching it, and they are very familiar
with the skills gaps and preconceptions
students may bring to the subject.
2.3
Candidates are able to use diverse
instructional strategies to teach for
understanding.
7.3 Candidates create interdisciplinary
learning experiences that allow students to
integrate knowledge, skills and methods of
inquiry from several related subject areas.
1.a
Candidates in advanced programs for
teachers have an in-depth knowledge of
the content that they teach.
1.b
Candidates in advanced programs for
teachers demonstrate an in-depth
understanding of the content of their
field and of the theories related to
pedagogy and learning.
1.b
They are able to select and use a broad
range of instructional strategies and
technologies that promote student
learning and are able to clearly explain
the choices they make in their practice
7.4 Candidates use connections in instruction
207
across disciplines and draw on their
knowledge to build understanding and
motivate students.
208
APPENDIX S
School Counseling
Austin Peay State University Professional Educational Standards,
CACREP STANDARDS, and NCATE Standards
Austin Peay State University
Professional Educational
Standards
STANDARD ONE: PROFESSIONAL
GROWTH AND DEVELOPMENT
Candidates are reflective practitioners
who continually evaluate the effects of
their choices and actions on others,
who actively seek out opportunities to
grow professionally, and who
effectively communicate with
students, parents, colleagues, and
others.
1.1 Candidates reflect on effective
teaching practices as
demonstrated by mentor teachers
and colleagues
1.2 Candidates consistently reflect on
their teaching practices by
continually evaluating the effect
their instruction has on all
students
1.3 Candidates monitor their teaching
strategies and behavior in relation
to student success and use the
information to modify and revise
instruction accordingly.
1.4 Candidates seek professional
literature, engage colleagues,
CACREP STANDARDS
1. PROFESSIONAL IDENTITY studies that provide an
understanding of all of the following
aspects of professional functioning
4. CAREER DEVELOPMENT studies that provide an
understanding of career
development and related life factors.
5. HELPING RELATIONSHIPS studies that provide an
understanding of counseling and
consultation processes
8.RESEARCH AND PROGRAM
EVALUATION - studies that
provide an understanding of
research methods, statistical
analysis, needs assessment, and
program evaluation
209
NCATE Standards
1.E. School counselors have an
in-depth understanding of
knowledge in their fields as
delineated in professional, state,
and institutional standards and
demonstrated through inquiry,
critical analysis, and synthesis.
They collect and analyze data
related to their work, reflect on
their practice, and use research
and technology to support and
improve student learning.
1.G. School counselors work
with students, families,
colleagues, and communities in
ways that reflect the
professional dispositions
expected of professional
educators as delineated in
professional, state, and
institutional standards.
Candidates demonstrate
classroom behaviors that create
caring and supportive learning
participate in professional
organizations, and use other
resources to support their
continuing professional
development
1.5 Candidates demonstrate a broad
knowledge of legal and ethical
responsibilities, educational
policy, and organizational,
historical, and professional
dimensions of classrooms and
schools.
1.6 Candidates effectively
communicate with families and
teachers, and collaborate with
other professionals within the
school and within community
agencies to foster student
learning.
1.7 Candidates understand schools as
organizations within the larger
community and effectively
communicate school goals and
accomplishments to the
community and general public.
1.8 Candidates use knowledge of
effective verbal, and nonverbal
communication techniques to
foster active inquiry, collaboration
and supportive interaction in the
classroom
1.9 Candidates use media to foster
active inquiry, collaboration and
supportive interaction in the
classroom.
1.10
Candidates write at a
environments and encourage
self-directed learning by all
students. Candidates recognize
when their own professional
dispositions may need to be
adjusted and are able to develop
plans to do so.
210
professional level, using proper
grammar and writing techniques
and appropriately referencing
research.
STANDARD TWO: KNOWLEDGE OF
INSTRUCTION
Candidates plan instruction based
upon knowledge of subject matter,
students, the community, and
curriculum goals and use a variety of
instructional strategies to encourage
development of critical thinking,
problem solving and performance
skills in students.
2.1 Candidates understand and use the
principles and techniques
associated with various
instructional strategies that reflect
best practice (such as cooperative
learning, direct instruction, whole
group instruction, independent
study and interdisciplinary
instruction) and that foster high
expectations for all students.
2.2 Candidates organize instruction to
create learning experiences that
content to real life experiences
and enable students to apply
learning to future careers.
2.3 Candidates vary their role in the
instructional process (e.g.
instructor, facilitator, coach,
audience) to achieve different
instructional purposes and to meet
individual student needs.
2.4 Candidates use a wide variety of
4. CAREER DEVELOPMENT studies that provide an
understanding of career
development and related life factors.
6. GROUP WORK - studies that
provide both theoretical and
experiential understandings of group
purpose, development, dynamics,
counseling theories, group
counseling methods and skills, and
other group approaches
211
1.E. School counselors have an
in-depth understanding of
knowledge in their fields as
delineated in professional, state,
and institutional standards and
demonstrated through inquiry,
critical analysis, and synthesis.
They collect and analyze data
related to their work, reflect on
their practice, and use research
and technology to support and
improve student learning.
1.F. School counselors critique
and are able to reflect on their
work within the context of
student learning. They establish
educational environments that
support student learning, collect
and analyze data related to
student learning, and apply
strategies for improving student
learning within their own jobs
and schools.
resources and methods, including
technology and assessment data,
teacher-created materials,
textbooks, technology, community
and business resources to develop
and use clear, accurate
presentations of concepts to
promote student learning.
2.5 Candidates use reading
comprehension and writing
strategies in the content area and
assist students in applying
mathematics concepts to subject
content.
2.6 Candidates support acquisition of
English necessary for continuous
learning in the content area of
students whose first language is
not English.
2.7 Candidates use their knowledge of
subject matter, learning theory,
curriculum and student
development, assessment
measures, and assessed student
needs in planning instruction for
all students.
2.8 Candidates evaluate, select and
create learning experiences that
are developmentally appropriate,
aligned with Tennessee
curriculum standards, relevant to
students and based upon the
principles of effective teaching.
2.9 Candidates identify long-range
instructional goals, sequence
short-range instructional
212
objectives, and develop units and
daily lessons that target these
goals and objectives.
2.10 Candidates work with others in
developing individualized plans,
adjust goals, teaching strategies or
supports to help students with
disabilities succeed in the general
curriculum and plan for students
who require an expanded
curriculum.
2.11 Candidates use multiple teaching
and learning strategies in active
learning opportunities to promote
the development of critical
thinking, problem solving and
performance capabilities in the
content areas.
2.12 Candidates model effective
communication strategies in
conveying ideas and information,
asking questions, listening, giving
directions, probing for student
understanding, and helping
students express their ideas.
Standard Three: Knowledge of
Assessment and Evaluation.
Candidates know, understand and use
formal and informal assessment
strategies to evaluate and ensure the
continuing, intellectual, social and
physical development of the learner.
3.1 Candidates understand the
characteristics, uses, advantages
and limitations of different types
7. ASSESSMENT - studies that
provide an understanding of
individual and group approaches to
assessment and evaluation
213
of assessments for evaluating
student learning.
3.2 Candidates understand state and
federal accountability
requirements.
3.3 Candidates select, construct and
use formal and informal
assessment strategies and
instruments appropriate to the
learning expectations being
evaluated to make instructional
decisions based on student
performance information.
3.4 Candidates actively solicit and use
information about students’
learning needs and progress from
parents, other colleagues and the
students themselves.
3.5 Candidates develop and maintain
useful records of student work and
progress and responsibly
communicate student progress to
students, parents and other
colleagues.
3.6 Candidates collaborate with
special education teachers and
others to plan and design
accommodations, modifications,
adaptations or alternate
assessments, based on the results
of recommended individual
assessments
STANDARD FOUR:
KNOWLEDGE OF STUDENTS
Candidates understand the diverse
needs of students and that students
1.F. School counselors critique
and are able to reflect on their
work within the context of
student learning. They establish
educational environments that
support student learning, collect
and analyze data related to
student learning, and apply
strategies for improving student
learning within their own jobs
and schools.
2. SOCIAL AND CULTURAL
DIVERSITY - studies that provide
an understanding of the cultural
context of relationships, issues and
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differ in their approaches to learning.
Candidates can create learning
opportunities that meet the needs of
all students. Candidates support
students’ intellectual, social and
personal development.
4.1 Candidates understand how
learning occurs—how all students
construct knowledge and acquire
skills—and are able to provide
learning opportunities that support
their intellectual, social and
personal development
4.2. Candidates draw upon an in-depth
knowledge of developmental
progression in student physical,
social, emotional, moral, and
cognitive domains when making
instructional decisions .
4.3 Candidates recognize that
students with disabilities may
exhibit greater individual
variation and that a disability
often influences development and
functioning in more than one area
4.4 Candidates use this knowledge of
students to optimize learning
opportunities for each student
4.5 Candidates understand and
identify differences in student
approaches to learning and
performance
4.6 Candidates design instruction and
adapt instructional techniques for
all students within the broader
context of their families, cultural
trends in a multicultural and diverse
society related to such factors as
culture, ethnicity, nationality, age,
gender, sexual orientation, mental
and physical characteristics,
education, family values, religious
and spiritual values, socioeconomic
status and unique characteristics of
individuals, couples, families, ethnic
groups, and communities.
1.F. School counselors critique
and are able to reflect on their
work within the context of
student learning. They establish
educational environments that
support student learning, collect
and analyze data related to
student learning, and apply
strategies for improving student
learning within their own jobs
and schools.
3. HUMAN GROWTH AND
DEVELOPMENT - studies that
provide an understanding of the
nature and needs of individuals at all
developmental levels.
1.G. School counselors work
with students, families,
colleagues, and communities in
ways that reflect the
professional dispositions
expected of professional
educators as delineated in
professional, state, and
institutional standards.
Candidates demonstrate
classroom behaviors that create
caring and supportive learning
environments and encourage
self-directed learning by all
students. Candidates recognize
when their own professional
dispositions may need to be
adjusted and are able to develop
plans to do so.
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backgrounds, socioeconomic
classes, languages, communities,
peer/social groups and exceptional
learning needs.
4.7 Candidates create a learning
community which is inclusive and
in which individual differences
are respected
4.8 Candidates demonstrate an
understanding of the implications
of disability legislation and
special education policies and
procedures and Candidates
provide equitable access to and
participation in the general
curriculum for students with
disabilities.
4.9 Candidates understand language
development, the role of language
in learning and how culture,
gender, and exceptional learning
needs affect communication in the
classroom.
4.10 Candidates act as advocates for
all students, advise them,
recognize student problems, and
seek additional help as needed
and appropriate.
STANDARD FIVE: CLASSROOM
MANAGEMENT
Candidates use an understanding of
individual and group motivation and
behavior to create a learning
environment that encourages positive
social interaction, active engagement
in learning and self-motivation.
5. HELPING RELATIONSHIPS studies that provide an
understanding of counseling and
consultation processes
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1.F. School counselors critique
and are able to reflect on their
work within the context of
student learning. They establish
educational environments that
support student learning, collect
and analyze data related to
5.1 Candidates understand human
motivation and behavior and
create a learning environment that
is inclusive and supports positive
social interaction, active
engagement in learning and selfmotivation for all students.
5.2 Candidates organize and manage
resources such as time, space,
facilities, technology, activities,
instructional assistants and
volunteers to engage all students
in productive tasks and maximize
the amount of class time spent in
learning.
5.3 Candidates develop shared
expectations for all students and
create and maintain a positive,
inclusive classroom climate of
mutual respect, support and
inquiry.
5.4 Candidates understand and use a
wide variety of classroom
management strategies that foster
self-control and self-discipline.
5.5 Candidates can defuse potential
conflict and use conflict resolution
strategies to maintain a smoothly
functioning learning community.
Standard Six: Knowledge of
Technology
Candidates promote the equitable,
ethical and legal use of technology
resources and use technology and
technology based resources to
facilitate developmentally appropriate
6. GROUP WORK - studies that
provide both theoretical and
experiential understandings of group
purpose, development, dynamics,
counseling theories, group
counseling methods and skills, and
other group approaches
4. CAREER DEVELOPMENT studies that provide an
understanding of career
development and related life factors.
8.RESEARCH AND PROGRAM
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student learning, and apply
strategies for improving student
learning
1.G. School counselors work
with students, families,
colleagues, and communities
in ways that reflect the
professional dispositions
expected of professional
educators as delineated in
professional, state, and
institutional standards.
Candidates demonstrate
classroom behaviors that
create caring and supportive
learning environments and
encourage self-directed
learning by all students.
Candidates recognize when
their own professional
dispositions may need to be
adjusted and are able to
develop plans to do so.
student learning. and to enhance their
professional growth and productivity
6.1 Candidates integrate instructional
technology to facilitate learning in
their classrooms, to supplement
instructional strategies, to design
instructional materials, and to
enhance hands-on experiences and
problem solving
6.2 Candidates select and use gradelevel and content-specific
technology resources, including
assistive technology, to increase
student participation in the total
curriculum.
6.3 6.3 Candidates apply technology to
analyze assessment data and to
guide classroom decisions
regarding student learning
6.4 Candidates use technology in
their own learning process and to
change their current educational
practice.
6.5 6.5 Candidates use technology to
gather, sort, and analyze
information needed for their own
research projects
6.6 Candidates use technology to
effectively communicate with
students, parents, and colleagues.
6.8 Candidates effectively use and
manage all technology available
to them and explore uses of
emerging resources.
6.7 Candidates use tools such as
databases and spreadsheets for
EVALUATION - studies that
provide an understanding of
research methods, statistical
analysis, needs assessment, and
program evaluation
1.E. School counselors have an
in-depth understanding of
knowledge in their fields as
delineated in professional, state,
and institutional standards and
demonstrated through inquiry,
critical analysis, and synthesis.
They collect and analyze data
related to their work, reflect on
their practice, and use research
and technology to support and
improve student learning.
1.F. School counselors critique
and are able to reflect on their
work within the context of
student learning. They establish
educational environments that
support student learning, collect
and analyze data related to
student learning, and apply
strategies for improving student
learning within their own jobs
and schools
1.G. School counselors work with
students, families, colleagues, and
communities in ways that reflect
the professional dispositions
expected of professional educators
as delineated in professional, state,
and institutional standards.
Candidates demonstrate classroom
behaviors that create caring and
supportive learning environments
and encourage self-directed
learning by all students.
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sorting, compiling, and analyzing
data gathered from a variety of
sources.
6.9 Candidates model the legal
and ethical use of technology
resources
Standard 7. Knowledge of Content
Candidates know, understand, and use
the central concepts, tools of inquiry
and structures of the discipline(s)
Candidates teach and can create
learning experiences that develop
student competence in the subject
matter.
7.1 Candidates demonstrate a broad
general understanding of the
major concepts of the discipline
Candidates teach, including those
addressed in the licensure
standards for the teaching
endorsement(s) Candidates seek
7.2 Candidates understand and are
able to use assumptions and the
processes of inquiry for the
discipline being taught.
7.3 Candidates create interdisciplinary
learning experiences that allow
students to integrate knowledge,
skills and methods of inquiry from
several related subject areas.
7.4 Candidates use connections in
instruction across disciplines and
draw on their knowledge to build
understanding and motivate
students.
Candidates recognize when their
own professional dispositions may
need to be adjusted and are able to
develop plans to do so.
1. PROFESSIONAL IDENTITY studies that provide an
understanding of all of the following
aspects of professional functioning
8.RESEARCH AND PROGRAM
EVALUATION - studies that
provide an understanding of
research methods, statistical
analysis, needs assessment, and
program evaluation
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1.E. School counselors have an indepth understanding of knowledge
in their fields as delineated in
professional, state, and
institutional standards and
demonstrated through inquiry,
critical analysis, and synthesis.
They collect and analyze data
related to their work, reflect on
their practice, and use research and
technology to support and improve
student learning.
1.F. School counselors critique
and are able to reflect on their
work within the context of student
learning. They establish
educational environments that
support student learning, collect
and analyze data related to student
learning, and apply strategies for
improving student learning within
their own jobs and schools
1.G. School counselors work
with students, families,
colleagues, and communities in
ways that reflect the
professional dispositions
expected of professional
educators as delineated in
professional, state, and
institutional standards.
Candidates demonstrate
classroom behaviors that create
caring and supportive learning
environments and encourage
self-directed learning by all
students. Candidates recognize
when their own professional
dispositions may need to be
adjusted and are able to develop
plans to do so.
220