d. Data and summaries of results on key assessments, including proficiencies identified in the unit’s
conceptual framework, disaggregated by program, and for off-campus and distance learning
The following alignment demonstrates the consistency and relationships between the institutional standards,
candidate proficiencies, dispositions, and diversity proficiencies and professional, national, and state standards.
This alignment provides a context for the key assessment chart that follows:
Institutional Standards, Proficiencies, Dispositions, and Proficiencies Related to Diversity
Alignment INTASC Standards,, NBPTS Propositions, and Ohio Teacher Standards
Institutional Standards
INTASC S
NBPTS Propositions
Ohio: …
Demonstrating foundation
4: Content
2: Teachers Know the
2 know and understand the
knowledge, including knowledge of
Knowledge
Subjects They Teach and
content area for which they have
how each individual learns and
How to Teach Those
instructional responsibility.
develops within a unique
Subjects to Students.
developmental context.
Articulating the central concepts,
tools of inquiry, and the structures of
their discipline.
4: Content
Knowledge
Collaborating, leading, and engaging
in positive systems change.
10: Leadership
and
Collaboration
2: Learning
Differences
Demonstrating the moral imperative
to teach all students and address the
responsibility to teach all students
with tenacity.
2: Teachers Know the
Subjects They Teach and
How to Teach Those
Subjects to Students.
5: Teachers are Members
of Learning Communities.
1: Teachers are
Committed to Students
and Their Learning
2 know and understand the
content area for which they have
instructional responsibility.
6. collaborate and communicate
with students, parents other
educators, administrators.
1. understand student learning
and development and respect the
diversity of the students they
teach.
Addressing issues of diversity with
equity and using skills unique to
culturally and individually responsive
practice.
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
1. understand student learning
and development and respect the
diversity of the students they
teach.
Using technology to support their
practice.
8: Instructional
Strategies
1: Teachers are
Committed to Students
and Their Learning
Using assessment and research to
inform their efforts and improve
outcomes.
6: Assessment;
7: Planning
Instruction
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
1. understand student learning
and development and respect the
diversity of the students they
teach.
3. understand and use varies
assessments to inform
instruction, evaluate and ensure
student learning.
Demonstrating pedagogical content
knowledge, grounded in evidencebased practices, committed to
improving the academic and social
outcomes of students.
Institutional Proficiencies: Ways of
knowing, being, and doing
going beyond technical skills,
engaging in inquiry and reflection so
as to bring about changes in their
practice
5: Application of
Content
2: Teachers Know the
Subjects They Teach and
How to Teach Those
Subjects to Students.
INTASC S
9: Professional
Learning and
Ethical Practice
NBPTS
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
2 know and understand the
content area for which they have
instructional responsibility.
Ohio
7 assume responsibility for
professional growth,
performance and involvement.
recognizing and addressing a wide
range of setting events, persisting in
supporting learners in the
construction of knowledge and
development of efficacy within their
unique developmental contexts
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
1. understand student learning
and development and respect the
diversity of the students they
teach.
exploring the funds of knowledge
inherent in the historically
accumulated and culturally
developed bodies of knowledge and
skills essential for household or
individual functioning and well being.
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
1. understand student learning
and development and respect the
diversity of the students they
teach.
being resilient so as to do their work
in challenging situations
9: Professional
Learning and
Ethical Practice
10: Leadership
and
Collaboration
9: Professional
Learning and
Ethical Practice
5: Teachers are Members
of Learning Communities.
7 assume responsibility for
professional growth,
performance and involvement.
6. collaborate and communicate
with students, parents other
educators, administrators.
4. plan and deliver effective
instruction that advances the
learning of each individual
student.
negotiating a place for learning that
is formed from student and teacher
understandings
7: Planning for
Instruction
supporting the development of
resilience
2: Learning
Differences
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
1: Teachers are
Committed to Students
and Their Learning
using technology to strengthen their
professional learning and pedagogical
knowledge, and enhance the learning
of those with whom they work
8: Instructional
Strategies
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
5. create learning environments
that promote high levels of
learning and achievement for all
students.
1. understand student learning
and development and respect the
diversity of the students they
teach.
4. plan and deliver effective
instruction that advances the
learning of each individual
student.
using practices documented to
produce positive outcomes,
grounded in assessment and research
and student-driver teaching and
learning
8: Instructional
Strategies
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
4. plan and deliver effective
instruction that advances the
learning of each individual
student.
Dispositions
initiative on behalf of all learners
INTASC S
9: Professional
Learning and
Ethical Practice
Ohio
7 assume responsibility for
professional growth,
performance and involvement.
responsibility to promote effort and
excellence in all learners
9: Professional
Learning and
Ethical Practice
NBPTS
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
working and communicating
appropriately with families and the
community.
accepting the responsibility for
positive outcomes of students or
clients.
5: Teachers are Members
of Learning Communities.
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
7 assume responsibility for
professional growth,
performance and involvement.
rapport with students, peers, and
others
10: Leadership
and
Collaboration
5: Teachers are Members
of Learning Communities.
6. collaborate and communicate
with students, parents other
educators, administrators.
a commitment to reflection,
assessment, and learning as an
ongoing process grounded in inquiry
6.Assessment
collaboration with other
professionals to improve the overall
learning environment for students
10: Leadership
and
Collaboration
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
5: Teachers are Members
of Learning Communities.
3. understand and use varies
assessments to inform
instruction, evaluate and ensure
student learning.
6. collaborate and communicate
with students, parents other
educators, administrators.
acknowledging multiple perspectives
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
dedication to teaching the subject
matter and in keeping informed and
competent in the discipline and its
pedagogy
appreciating both the content of the
subject are and the diverse needs,
assets, and interests of the students
and value both short and long term
planning
5: Application of
Content
2: Teachers Know the
Subjects They Teach and
How to Teach Those
Subjects to Students.
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
1. understand student learning
and development and respect the
diversity of the students they
teach.
2 know and understand the
content area for which they have
instructional responsibility.
commitment to the expression and
use of democratic values in the
classroom
3: Learning
Environments
responsibility for making the
classroom and the school a “safe
harbor” for learning, in other words,
a place that is protected, predictable,
and has a positive climate
3: Learning
Environments
Recognition of the fundamental need
of students to develop and maintain
a sense of self-worth, and that
student misbehavior may be
attempts to protect self-esteem
7: Planning for
Instruction
2 know and understand the
content area for which they have
instructional responsibility.
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
5. create learning environments
that promote high levels of
learning and achievement for all
students.
5. create learning environments
that promote high levels of
learning and achievement for all
students.
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
1. understand student learning
and development and respect the
diversity of the students they
teach.
belief that all children can learn and
persistence in helping every student
achieve success
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
value all students for their potential
and people and help them value each
other
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
1. understand student learning
and development and respect the
diversity of the students they
teach.
1. understand student learning
and development and respect the
diversity of the students they
teach.
high ethical and professional
standards
Diversity Proficiencies: to
acknowledge/affirm/practice
culturally & individually responsive
pedagogy in diverse educational
environments.
9: Professional
Learning and
Ethical Practice
INTASC S
accept the responsibility for the
learning of their students or clients
9: Professional
Learning and
Ethical Practice
explore the funds of knowledge
inherent in the historically
accumulated and culturally
developed bodies of knowledge and
skills essential for household or
individual
2: Learning
Differences
recognize and address a wide range
of setting events, persisting in
supporting learners in the
construction of knowledge and
development of efficacy
provide supportive environments
that support the development of
resilience
work with and communicate
appropriately with families and the
community at large
10: Leadership
and
Collaboration
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
NBPTS
7 assume responsibility for
professional growth,
performance and involvement.
Ohio
4: Teachers Think
Systematically about Their
Practice and Learn from
Experience.
1: Teachers are
Committed to Students
and Their Learning
7 assume responsibility for
professional growth,
performance and involvement.
2: Learning
Differences
1: Teachers are
Committed to Students
and Their Learning
4. plan and deliver effective
instruction that advances the
learning of each individual
student.
3: Learning
Environments
3: Teachers are
Responsible for Managing
and Monitoring Student
Learning.
5: Teachers are Members
of Learning Communities.
5. create learning environments
that promote high levels of
learning and achievement for all
students.
6. collaborate and communicate
with students, parents other
educators, administrators.
4. plan and deliver effective
instruction that advances the
learning of each individual
student.
Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model
Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
Core Propositions - www.nbpts.org
The following tables align key assessments with these standards, dispositions, and proficiencies. Most
programs have information available on AIMS; for those that do not, the data description is linked to the tables.
P
Key
Assessments
1. Content
Knowledge
2. Content
Knowledge
3. Planning
Standards, Proficiencies, Dispositions
Institutional Standard: Demonstrating
foundation knowledge, including knowledge of
how each individual learns and develops within
a unique developmental context.
Institutional Standard: Articulating the central
concepts, tools of inquiry, and the structures of
their discipline.
Institutional Proficiency:/Diversity: recognizing
and addressing a wide range of setting events,
persisting in supporting learners in the
construction of knowledge and development of
efficacy within their unique developmental
contexts
Institutional Proficiency:/Diversity: exploring
the funds of knowledge inherent in the
historically accumulated and culturally
developed bodies of knowledge and skills
essential for household or individual functioning
and well being.
Institutional Proficiency: negotiating a place for
learning that is formed from student and
teacher understandings
Institutional Standard: Addressing issues of
diversity with equity and using skills unique to
culturally and individually responsive practice.
4: Professional
Practice
5. Impact
6, 7, and 8 (if
applicable) Specific
standards based
assessments)
Dispositions
Institutional Standard: Demonstrating the moral
imperative to teach all students and address the
responsibility to teach all students with tenacity.
Institutional Proficiency: using practices
documented to produce positive outcomes,
grounded in assessment and research and
student-driver teaching and learning
Institutional Proficiency/Diversity: supporting
the development of resilience
Institutional Standard: Using assessment and
research to inform their efforts and improve
outcomes.
Institutional Proficiency: going beyond technical
skills, engaging in inquiry and reflection so as to
bring about changes in their practice
Institutional Proficiency/Diversity: accepting the
responsibility for positive outcomes
Institutional Standard: Demonstrating
pedagogical content knowledge, grounded in
evidence- based practices, committed to
improving the academic and social outcomes of
students.
All Dispositions
Programs Available
on Aims
Advanced
Programs on
CECH Web Pages
Other School
Personnel on
CECH Web
Pages
Grades 7-12 Programs:
□ English/Language
Arts
□ Social Studies
□ Mathematics
□ All Science Programs
□ Woodrow Wilson
Fellows
□ Early Childhood
Education prek-3
□ Middle Childhood
Education 4-9
□ Intervention
Specialist K-12: Mild
Moderate Needs
□ Intervention
Specialist K-12:
Moderate Intense
Needs
□ Intervention
Specialist K-12: Mild
Moderate Needs for
Individuals Holding a
Current License
□ School Psychology
Specialist and PhD
□ Building Level
Leadership
□ District Level
Leadership
□ Literacy and Second
Language Studies M.
Ed. (includes Reading
Endorsement)
□ Special Education
M. Ed.
□ Curriculum and
Instruction M. Ed.
Endorsements:
□ Early Childhood
Education
Generalist Grades
4-5
□ Gifted
Endorsement
□ Middle Childhood
Generalist
□ Teaching English
to Speakers of
Other Languages
Endorsement
□ Teacher Leaders
Endorsement
Early Childhood
Learning
Community:
Associate and
B.S. in Ed.
degrees
TO FACILITATE THIS
REVIEW, THESE
DATA ARE
PRESENTED AS
UPLOADED FILES
Evidence for All Programs
THIS SHOULD BE A LINKI TO 1.4.D
TO FACILITATE
THIS REVIEW,
THESE DATA
ARE PRESENTED
AS UPLOADED
FILES
Institutional Standard: Addressing issues of
diversity with equity and using skills unique to
culturally and individually responsive practice.
Use of Technology
Mentor/Cooperating
Teacher Evaluation
of Program
Institutional Standard: Using technology to
support their practice.
Institutional Proficiency: using technology to
strengthen their professional learning and
pedagogical knowledge, and enhance the
learning of those with whom they work
Evidence for All Programs
Institutional Proficiency: being resilient so as to
do their work in challenging situations
Evidence for All Programs
Institutional Proficiency/Diversity: working and
communicating appropriately with families and
the community.
THIS SHOULD BE A LINK TO THE FILE UNDER STANDARD 1 CALLED
USE OF TECHNOLOGY FOR 1.4.E
THIS SHOULD BE A LINK TO 1.4.H.1
Institutional Standard/Diversity: Collaborating,
leading, and engaging in positive systems
change.
Institutional Standard: Addressing issues of
diversity with equity and using skills unique to
culturally and individually responsive practice.
Follow-up
Institutional Proficiency: being resilient so as to
do their work in challenging situations
Institutional Proficiency/Diversity: working and
communicating appropriately with families and
the community.
Evidence for All Programs
THIS SHOULD BE A LINK TO 1.4.G
Institutional Standard/Diversity: Collaborating,
leading, and engaging in positive systems
change.
Institutional Standard: Addressing issues of
diversity with equity and using skills unique to
culturally and individually responsive practice.
Employer
Institutional Proficiency: being resilient so as to
do their work in challenging situations
Evidence for All Programs
THIS SHOULD BE A LINK TO 1.4.H
Institutional Proficiency/Diversity: working and
communicating appropriately with families and
the community.
Institutional Standard/Diversity: Collaborating,
leading, and engaging in positive systems
change.
Institutional Standard: Addressing issues of
diversity with equity and using skills unique to
culturally and individually responsive practice.
Benchmarks
Assessments used at transition points
Evidence for all programs
THIS SHOULD BE A LINK TO 2.1.1 AND 2.1.2