P-4 Early Childhood
ECED Standards Alignment
PATHWISE
Domains
DOMAIN A:
Organizing Content
Knowledge for
Student Learning
A1: Becoming
familiar with relevant
aspects of student’s
background
knowledge and
experiences
A2: Articulating
clear learning goals
for the lessons that
are appropriate to the
students.
PSC Conceptual
Framework
FORCE
Arkansas Teacher
Licensure Standards
NAEYC
Standards
Principle 2:
Organizer
Principle 4:
Collaborator
Principle 5:
Energizer
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning,
theory, and the needs of
students.
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Principle 2:
Organizer
Principle 5:
Energizer
Standard 1: The teacher
understands the central
concepts, tools of inquiry,
and structures of the
discipline, can create
learning experiences that
make these aspects of
subject matter meaningful
for students and can link
the discipline to other
subjects.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content and to the
course objectives.
Standard 1:
Promoting Child
Development and
Learning
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching
NCATE
Standards
Standard 1:
Candidate
Knowledge,
Skills, and
Dispositions
Standard 2:
Assessment
System and Unit
Evaluation
Standard 1:
Candidate
Knowledge,
Skills, and
Dispositions
Standard 3:
Field Experience
and Clinical Practice
A3: Demonstrating
an understanding of
the connections
between the content
that was learned
previously, the
current content, and
the content that remains
to be learned in the
future.
Principle 2:
Organizer
A4: Creating or
selecting teaching
methods, learning
activities, and
instructional
materials or other
resources that are
appropriate to the
students and that are
aligned with the goals
of the lesson.
A5: Creating or
selecting evaluation
strategies that are
Principle 2:
Organizer
Principle 5:
Energizer
Principle 2:
Organizer
Principle 5:
Standard 1: The teacher
understands the central
concepts, tools of inquiry,
and structures of the
discipline, can create
learning experiences that
make these aspects of
subject matter meaningful
for students and can link
the discipline to other
subjects.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 2: The teacher
plans curriculum
appropriate to the students,
Standard 1:
Promoting
Child Development
and
Learning
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching
and Learning
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 4:
Diversity
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching
and Learning
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 4:
Diversity
Standard 3:
Observing,
Documenting, and
Standard 1:
Candidate
Knowledge,
appropriate for the
students and that are
aligned with the
goals of the lesson
Energizer
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning,
theory, and the needs of
students.
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching and
Learning
Skills, and
Dispositions
Standard 2:
Assessment System
and Unit Evaluation
P-4 Early Childhood
ECED Standards Alignment
PATHWISE
Domains
PSC Conceptual
Framework
FORCE
Arkansas Teacher
Licensure Standards
NAEYC
Standards
NCATE
Standards
Domain B: Creating
an Environment for
Student Learning
B1: Creating a
Principle 1:
Standard 4: The teacher
Standard 2:
Standard 1:
climate that promotes
fairness
Facilitator
Principle 5:
Energizer
exhibits human relations
skills which support the
development of human
potential.
Building
Family and
Community
Relationships
B2: Establishing and
maintaining rapport
with students
Principle 1:
Facilitator
Principle 5:
Energizer
Standard 2:
Building Family
and Community
Relationships
B3: Communicating
challenging learning
expectations to each
student.
Principle 1:
Facilitator
Principle 5:
Energizer
Standard 4: The teacher
exhibits human relations
skills which support the
development of human
potential.
Standard 4: The teacher
exhibits human relations
skills which support the
development of human
potential.
B4: Establishing and
Maintaining consistent
standards of classroom
behavior.
Principle 1:
Facilitator
Principle 5:
Energizer
Standard 4: The teacher
exhibits human relations
skills which support the
development of human
potential.
Standard 2:
Building Family
and Community
Relationships
B5: Making the
physical environment
as safe and conducive
to learning as possible.
Principle 1:
Facilitator
Principle 5:
Energizer
Standard 4: The teacher
exhibits human relations
skills which support the
development of human
potential.
Standard 2:
Building Family
and Community
Relationships
Standard 2:
Building
Family and
Community
Relationships
Candidate
Knowledge, Skills,
and Dispositions
Standard 4:
Diversity
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 4:
Diversity
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 4:
Diversity
P-4 Early Childhood
ECED Standards Alignment
PATHWISE
Domains
DOMAIN C:
Teaching for
Student Learning
C1: Making learning
goals and instructional
PSC Conceptual
Framework
FORCE
Principle 1:
Facilitator
Arkansas Teacher
Licensure Standards
Standard 1: The teacher
understands the central
NAEYC
Standards
Standard 1:
Promoting Child
NCATE
Standards
Standard 1:
Candidate
procedures clear to
students.
Principle 4:
Collaborator
Principle 5:
Energizer
C2: Making content
comprehensible to
students
Principle 1:
Facilitator
Principle 2:
Organizer
Principle 4:
Collaborator
Principle 5:
Energizer
concepts, tools of inquiry,
and structures of the
discipline, can create
learning experiences that
make these aspects of
subject matter meaningful
for students and can
link the discipline to other
subjects.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 1: The teacher
understands the central
concepts, tools of inquiry,
and structures of the
discipline, can create
learning experiences that
make these aspects of
subject matter
meaningful for students
and can link the discipline
to other subjects.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
Development and
Learning
Standard 3:
Observing,
Documenting, and
Assessing to
Support
Young Children
and Families
Standard 4:
Teaching
and Learning
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 1:
Promoting
Child Development
and Learning
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 4:
Diversity
C3: Encouraging
students to extend
their thinking.
Principle 4:
Collaborator
Principle 5:
Energizer
C4: Monitoring
students’ understanding
of content through a
variety of means,
providing feedback
to students to assist
learning, and adjusting
learning activities as the
situation demands.
Principle 2:
Organizer
Principle 4:
Collaborator
Principle 5:
Energizer
students.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 2: The teacher
plans curriculum
appropriate to the
students, to the content,
and to the course
objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching and
Learning
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching and
Learning
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 2:
Assessment System
and Unit
Evaluation
Standard 3:
Field Experience
and Clinical Practice
C5: Using
instructional time
effectively
Principle 4:
Collaborator
Principle 5:
Energizer
Standard 1: The teacher
understands the central
concepts, tools of inquiry,
and structures of the
discipline, can create
learning experiences that
make these aspects of
subject matter meaningful
for students and can link
the discipline to other
subjects.
Standard 2: The teacher
plans curriculum
appropriate to the students,
to the content, and to the
course objectives.
Standard 3: The teacher
plans instruction based
upon human growth and
development, learning
theory, and the needs of
students.
Standard 1:
Promoting Child
Development and
Learning
Standard 3:
Observing,
Documenting, and
Assessing to
Support Young
Children and
Families
Standard 4:
Teaching and
Learning
P-4 Early Childhood
ECED Standards Alignment
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
PATHWISE
Domains
PSC Conceptual
Framework
Arkansas Teacher
Licensure Standards
NAEYC
Standards
NCATE
Standards
DOMAIN D:
Teacher
Professionalism
D1: Reflecting on the
extent to which the
learning goals were
met
Principle 3:
Reflector
D2: Demonstrating a
sense of efficacy
Principle 3:
Reflector
D3: Building
professional
relationships with
colleagues to share
teaching insights and
to coordinate
learning activities for
students
D4: Communication
with parents or
guardians about
student learning
Principle 4:
Collaborator
Principle 4:
Collaborator
Standard 5: The teacher
works collaboratively with
school colleagues,
parents/guardians, and the
community to support
students’ learning and well
being.
Standard 5: The teacher
works collaboratively with
school colleagues,
parents/guardians, and the
community to support
students’ learning and well
being.
Standard 5: The teacher
works collaboratively with
school colleagues,
parents/guardians, and the
community to support
students’ learning and well
being.
Standard 5:
Becoming
a Professional
Standard 5: The teacher
works collaboratively with
school colleagues,
parents/guardians, and
the community to support
students’ learning and well
being.
Standard 5:
Becoming
a Professional
Standard 5:
Becoming
a Professional
Standard 5:
Becoming a
Professional
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice
Standard 1:
Candidate
Knowledge, Skills,
and Dispositions
Standard 3:
Field Experience
and Clinical Practice