MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 1 - Development, Learning and Motivation
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Teachers of Early and Middle
Childhood know, understand, and
use the major concepts, principles,
theories, and research related to
the development of children and
young adolescents to construct
learning opportunities that support
individual students' development,
acquisition of knowledge, and
motivation.
1 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - LESSON PLANS FOR TUTORING SESSIONS, WEEKLY TUTORING SESSIONS WITH K-6
STUDENTS, FINAL REPORT OF TUTORING
265 - LECTURE, READINGS, GUEST SPEAKERS, TEACHER ASSESSMENT
235J - TESTS & CLASS PROJECTS
364 – PLANNING & TEACHING LESSON PLANS & UNITS
466 – PRESERVICE TEACHERS DEVELOPED INTEGRATED CURRICULAR UNITS FOR SPECIFIC
DEVELOPMENTAL LEVEL, STUDENTS WRITE CRITICAL ANALYSES BASED ON OBSERVATIONS AT
DIFFERENT DEVELOPMENTAL LEVEL
361 – SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR TEACHER (MT) TIP
EVALUATION
A&D 201 – A. CONTENT OF INTERDISCIPLINARY UNTI REFLECTS SUTDENTS KNOWLEDGE OF
CHILDREN’S ARTISTIC DEVELOPMENTAL LEVELS. STUDENTS CREATE, SELECT, & MODIFY
LESSONS TO BE COMPATIBLE WITH ARTISTIC & DEVELOPMENTAL LEVELS. B. STUDENTS WRITE
IN-CLASS ESSAY EXAM ABOUT CHILDREN’S ARTISTIC DEVELOPMENTAL LEVELS. C. STUDENTS
INCLUDE KNOWLEDGE OR CHILD-CENTERED, SOCIETY-CENTERED, AND SUBJECT MATTER
CENTERED CURRICULUM ORIENTATIONS IN DESIGNING INTEREST CENTER ACTIVITIES FOR THIS
CLASS AND IN THE CURRICULUM UNIT FINAL ASSIGNMENT.
362 – FRAMEWORK PAPER - PARTS I, II, III, CHOOSING BOOKS FOR THEMED UNIT, PLANNING &
TEACHING LESSON PLANS
496 – LESSON UNITS
365 – DEVELOP LESSONS BASED ON CHILDREN’S IDEAS AND SCIENTIFIC CONCEPTS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2 - Curriculum
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Teachers of Early and Middle
Childhood know, understand, and
use the central concepts, tools of
inquiry, and structures of content
for students across the K-6 grades
and can create meaningful learning
experiences that develop students'
competence in subject matter and
skills for various developmental
levels.
2 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS FOR TUTORING
SESSIONS
235J - TESTS & CLASS PROJECTS
265J - TEACHER ASSESSMENT
364 – TEACHING LESSON PLAN & UNIT, SHOULD BE ASSESSED IN MATH CONTENT COURSES
WHICH WE DON’T TEACH. CAN WE EVALUATE THEIR MATHEMATICS CONTENT KNOWLEDGE
WHEN THEY ENTER THE METHODS CLASS?
466 – STUDENT DEVELOP AN INTEGRATED CURRICULAR UNIT DERIVED FROM INQUIRY, SPECIFIC
COMPONENTS INCLUDE: IDENTIFYING & EXPANDING THEMATIC FOC., FINDING RESOURCES,
DEVELOPING RICH MEANINGFUL ACTIVITIES
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
A & D 201 – A. STUDENTS INCLUDE DEMONSTRATION OF THEIR KNOWLEDGE AND
UNDERSTNADING OF ART CONCEPTS, TOOLS OF INQUIRY, AND CONTENT OF ART CURRICULUM IN
DESIGN OF THEIR INTERDISCIPLINARY UNITS, LEARNING CENTERS, AND ART CRITICISM, PAPERS.
B. STUDENTS INCLUDE SIMILAR INFORMATION DOING IN-CLASS DISCUSSIONS OF TEXT AND
OTHER ASSIGNED REFERRINGS. C. STUDENTS INCLUDE THIS INFORMATION ON IN-CLASS ESSAYS.
362 – UNIT – STEP 4 (VARIOUS LEVELS OF INSTRUCTION), DESIGNING INSTRUCTION FOR
EMERGENT LITERACY CASE STUDY CHILD, CONSTRUCTING A CLASS PROFILE FROM EMERGENT
LITERACY CASE STUDIES IN ORDER TO DESIGN INSTRUCTION, PLAN & TEACH LESSONS
496 – LESSON UNITS, CB
365 – DEVELOP LESSONS BASED ON CHILDREN’S IDEAS, INQUIRY BASED TEACHING AND
PRODUCTIVE QUESTIONS
3 Elementary Education Content Standards
03/09/2016
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2a - Mathematics
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Teachers of Early and Middle
Childhood know, understand, and
use the major concepts, procedures,
and reasoning processes of
mathematics that define number
systems and number sense,
geometry, measurement, statistics
and probability, and algebra in order
to foster student understanding and
use of patterns, quantities, and
spatial relationships that can
represent phenomena, solve
problems, and deal with data.
4 Elementary Education Content Standards
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts
[e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher
tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g.,
debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products
Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects],
etc.)
Mathematics Requirement (9 credit hours)
364 - PAPER & PENCIL TESTS IN MA 130, 131, 132
- PROBLEM SOLVING, LESSON PLANS, INTERVIEW IN EDCI 364
A&D 201 – A. STUDENTS INCORPORATE KNOWLEDGE OF SPATIAL RELATIONSHIPS &
PATTERNS, TO SOLVE PROBLEMS IN INTERDISCIPLINARY UNITS ASSIGNMENT.
496 – LESSONS & UNITS, CBP
03/09/2016
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2b – English Language Arts
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Teachers of Early and Middle
Childhood demonstrate a high
level of competence in the use of
English Language Arts and they
know, understand, and use
concepts from reading, language
and child development, to teach
reading, writing, speaking,
listening, and thinking skills and to
help students successfully apply
their developing skills to many
different situations, materials, and
ideas. They teach children to read
with a balanced instructional
program that includes an emphasis
on the use of letter/sound
relationships (phonics), the context
(semantic and syntactic), and
meaningful text.
5 Elementary Education Content Standards
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
English Requirements (15 credit hours)
363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS TO REFLECT A
BALANCED INSTRUCTIONAL PROGRAM, PROFILE OF A LEARNER ASSIGNMENT, INITIAL
ASSESSMENT REPORTS, FINAL REPORTS OF TUTORING, RESPONSES TO COURSE READINGS,
VIDEOS, LITERACY LEARNING COMPUTER MODULES, WRITTEN REFLECTIONS FOLLOWING EACH
TUTORING SESSION, FINAL PAPER ON PROFESSIONAL GROWTH AS A TEACHER OF LITERACY,
CLASSROOM DESCRIPTION ASSIGNMENT
311 – FORMAL EVALUATIONS OF CHILDREN’S LITERATURE
PER C.P. KNOELLER (HEAD, ENGLISH) - ALL OF THE ENGLISH ELECTIVES SHOULD FIT THE
MAPPING GUIDE, SINCE THEY ALL REQUIRE CLOSE READING OF TEXTS, PARTICIPATION IN CLASS
DISCUSSION, CRITICAL THINKING LEADING TO THE DEVELOPMENT OF ORIGINAL IDEAS, 2ND
EXTENSIVE WRITING.
A&D 201 – A. STUDENTS INVOLVE USE OF READING, WRITING, SPEAKING SKILLS IN
INTERDISCIPLINARY UNIT. B. STUDENTS USE READING, WRITING, SPEAKING SKILLS IN ART
CRITICISM PAPER. C. STUDENTS USE READING, SPEAKING SKILLS IN DISCUSSION OF AESTHETICS
QUESTION AND PROBLEMS DURING IN CLASS DISCUSSIONS.
362 – PLAN, TEACH, & REFLECT ON LESSON PLANS., THEORY INTO PRACTICE – REFLECTION
JOURNALS, FRAMEWORK PAPER – PARTS 1, ESPECIALLY ADDRESSES THEORETICAL CONCEPT &
DIVERISTY, FRAMEWORK PAPER – PARTS 2 & 3, SPECIFICALLY ADDRESS A BALANCED LITERACY
CURRICULUM & THE 3 CUE SYSTEMS, EMERGENT LITERACY PROJECT ASSESSES A CHILDE & THEN
DISCUSSES APPROPRIATE AND BALANCED LITERACY INSTRUCTION, UNIT – PARTS 2 & 4
496 – LESSONS & UNITS, CBP
03/09/2016
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2c - Science
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Teachers of Early and Middle
Childhood know, understand, and
use the fundamental concepts in
the subject matter of science
including physical, life, and earth
and space sciences as well as
concepts in science and technology,
science in personal and social
perspectives, the history and
nature of science, the unifying
concepts of science, and the inquiry
processes scientists use in discovery
of new knowledge to build a base
for scientific literacy.
6 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Science Requirements (15 credit hours)
A&D 201 – A. STUDENTS INVOLVE/INCLUDE SCIENCE KNOWLEDGE/SKILLS IN ACTIVITIES
INCLUDED IN INTERDISCIPLINARY UNIT ASSIGNMENT, AND IN LEARNING CENTER ACTIVITIES.
496 – CBP, LESSONS, UNIT
365 – LESSON STANDARDS DEVELOP BASED ON SCIENTIFIC UNDERSTANDING AND THE PROCESS
OF INQUIRY
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2d - Social Studies
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Teachers of Early and Middle
Childhood know, understand, and
use the major concepts and modes
of inquiry from the social studies-the integrated study of history,
geography, the social sciences (such
as anthropology, archaeology,
economics, political science,
psychology, and sociology), and
other related areas (such as
humanities, law, philosophy,
religion, mathematics, science, and
technology)--to promote
elementary students' abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.
7 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Social Studies Requirement (12 credit hours)
(Among recommended courses: ECON 219E: Economics for Future Teachers
--curriculum review assignment
--Virtual Economics 2 assignment
361 – LITERATURE-BASED SOCIAL STUDIES BLOCK III THEMATIC UNIT, ‘GOOD’ CITIZEN ESSAY,
REFLECTION PAPER, INTEGRATED SOCIAL STUDIES TIP LESSONS, PROFICIENCY GUIDE ACTIVITY
A&D 201 – A. STUDENTS INVOLVE/INCLUDE SOCIAL STUDIES CONTENT AND RELATED AREAS IN
DESIGNING ACTIVITIES FOR THEIR INTERDISCIPLINARY UNITS AND LEARNING CENTER
ACTIVITIES ASSIGNMENTS.
496 – LESSONS, UNITS, CBP
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2c - Fine Arts
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Teachers of Early and Middle
Childhood know, understand, and
use--as appropriate to their own
understanding and skills--the
content, functions, and
achievements of dance, music,
theater, and the several visual arts
as primary media for
communication, inquiry, and
insight among elementary students.
8 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
A&D 201 and MUS 324
311 – SMALL GROUP DISCUSSION, REPORTS
MUS 324 – PERFORMANCE EXAMS, TESTS & PERFORMANCE, MICROTEACHING & LESSON PLANS
A&D 201 – STUDENTS INCLUDE KNOWLEDGE OF THE DISCIPLINE BASED ART EDUCATION (DBHE)
MODEL THAT INCLUDES AESTHETICS, ART CRITICISM, ART HISTORY, AND ART PRODUCTION
CONTENT INCLUDING APPROPRIATE ART CONTENT KNOWLEDGE, SKILLS PROCESSES,
MATERIALS, AND TEACHING METHODOLOGIES THAT FOSTERS DEVELOPMENT OF
COMMUNICATION, INQUIRY, AND INSIGHT INTO THE VISION ARTS IN INTERDISCIPLINARY UNITS
ASSIGNMENT, LEARNING CENTERS ASSIGNMENT, ART CRITICISM PAPER, IN-CLASS ESSAYS, AND
DURING IN-CLASS DISCUSSIONS.
496 – LESSONS, UNITS, CBP
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2f - Health Education
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Teachers of Early and Middle
Childhood know, understand, and
use the comprehensive nature of
students' physical, mental, and
social well-being to create
opportunities for student
development and practice of skills
that contribute to good health.
9 Elementary Education Content Standards
03/09/2016
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Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
H&S 320
A&D 201 – A. STUDENTS INCLUDE KNOWLEDGE OF PHYSICAL, SOCIAL, MENTAL, AND ARTISTIC
DEVELOPMENT IN INTERDISCIPLINARY UNIT ASSIGNMENT AND LEARNING CENTERS
ASSIGNEMENT. B. STUDENTS FOCUS ATTENTION SAFE USE OF MATERIALS/MEDIA IN ART
ACTIVITIES INCLUDED IN INTERDISCIPLINARIAN UNITS, LEANING CENTERS, AND DURING INCLASS STUDIO ACTIVITIES.
496 – LESSONS, UNITS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2g - Physical Education
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Teachers of Early and Middle
Childhood know, understand, and
use--as appropriate to their own
understanding and skills--human
movement and physical activity as
central elements to foster active,
healthy life styles and enhanced
quality of life for elementary
students.
10 Elementary Education Content Standards
03/09/2016
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E
D
C
I
3
6
2
E
D
C
I
3
6
3
E
D
C
I
3
6
4
E
D
C
I
3
6
5
E
D
P
S
4
3
0
E
D
C
I
4
6
6
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
PE 322
A&D 201 – A. STUDENTS SELECT AND CREATE ACTIVITIES THAT ARE APPROPRIATE FOR THE
PHYSICAL DEVELOPMENT ABILITIES OF STUDENTS IN INTERDISCIPLINARY ART UNITS.
496 - LESSONS, UNITS, CBP
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 2h - Connections Between Technology and the Disciplines
E
D
F
A
2
0
0
Teachers of Early and Middle
Childhood know, understand, and
use the connections among
concepts, procedures, and
applications from content areas to
motivate elementary students,
build understanding, and
encourage the application of
knowledge, skills, and ideas to real
world issues.
11 Elementary Education Content Standards
E
D
C
I
2
0
5
E
D
C
I
2
7
0
X
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
E
D
C
I
3
6
4
X
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
235J - APPLICATION PAPERS
265J - TEACHER ASSESSMENT
364 - LESSON PLANS & REFLECTIONS PER C.P. KNOELLER (HEAD, ENGLISH) – ALL OF THE ENGLISH
ELECTIVES SHOULD FIR THIS MAPPING GUIDE AS WELL. ALONG WITH THE EMPHASIS LISTED ON
THE PRECEDING SHEET, THERE IS AN EFFOR MADE TO LINK THE THEMES AND IDEAS DISCUSSED
IN CLASS AND WRTITTEN ABOUT IN PAPERS TO RELEVANT AND IMPORTANT “REAL-WORLD”
ISSUES, ESPECIALLY ISSUES OF ETHICS, OF SOCIAL RESPONSIBILITY, AND OF
MULTICULTURALISM.
466 – STUDENTS DEVELOP AN INTEGRATED CURRICULAR UNIT BASED ON REAL WORLD ISSUES,
USING TECHNOLOGY-BASED RESOURCES & IN SOME CASES, DELIVERING CONTENT THRU
TECHNOLOGY APPLICATIONS
270 – DEVELOPMENT OF MAJOR PROJECT WHICH INTEGRATES COMPUTER TECHNOLOGY WITH A
LESSON ON REAL-WORLD ISSUES
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, 361 INTERNET WORKSHOP AND
SCAVENGER HUNT
A&D 201 – A. STUDENTS SELECT REAL WORLD THEMES IN INTERDISCIPLINARY UNITS AND IN
VISUAL RESOURCE FILE ASSIGNMENTS. B. STUDENTS UTILIZE RESOURCES DEVELOPED IN THE
VISUALS RESOURCE ASSIGNMENT DURING IN-CLASS DEMONSTRATIONS AT INTERDISCIPLINARY
UNITS, LEARNING CENTERS, AND ART CRITICISM PAPER ASSIGNMENTS.
362 – REVIEW VARIOUS LITERACY SOFTWARE, UNIT – INCLUDE TECHNOLOGY RESOURCES IN
ANNOTATED BIBLIOGRAPHY COMMUNICATE ON TEACHING & LESSONS VIA E-MAIL, CONSTRUCT
LESSONS, PAPERS, & ASSIGNMENTS USING A COMPUTER, BEGINNING TO USE ELECTRONIC
PORTFOLIOS SHOW VIDEOS.
496 – CBP, LESSONS, UNITS
365 – DEVELOP LESSONS BASED ON REAL-WORLD ISSUES/PROBLEMS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 3 - Instruction
E
D
F
A
2
0
0
Teachers of Early and Middle
Childhood plan and implement
instruction based on knowledge of
students, learning theory, subject
matter, curricular goals, and
community.
12 Elementary Education Content Standards
E
D
C
I
2
0
5
E
D
C
I
2
7
0
X
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
X
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WEEKLY TUTORING SESSIONS OF K-6 STUDENTS, FINAL REPORT OF TUTORING, LESSON
PLANS FOR TUTORING SESSIONS, INITIAL ASSESSMENT REPORT BASED ON MULTIPLE INFORMAL
ASSESSMENTS
265 - LECTURE, READINGS, TEACHER ASSESSMENT
235J - CLASS PROJECTS
270 – LESSON PLAN ON LEARNING THEORY AND HOW IT IS INTEGRATED VIA TECHNOLOGY.
364 - LESSON PLANS & REFLECTIONS
364 – PROFILE OF A LEARNER ASSIGNMENT INCLUDING INTERVIEWS, PLANNING & TEACHING
LESSONS & UNIT
466 – INTEGRATED CURRICULAR UNIT PROVIDES OPPORTUNITY TO APPLY THIS KNOWLEDGE OF:
STUDENTS, THEORY, SUBJECT MATTER, GOALS, AND COMMUNITY.
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, INQUIRY LESSON ASSIGNMENT
(OPTIONAL)
A&D 201 – A. STUDENTS PLAN INSTRUCTION AND BUILD CURRICULUM IN INTERDISCIPLINARY
UNIT ASSIGNMENT AND ART CRITICISM PAPER ASSIGNMENT. B. STUDENTS SELECT AND
IMPLEMENT ART HISTORY RESOURCES AND MATERIALS IN MEETING CURRICULUM GOALS OF
THEIR INTERDISCIPLINARY UNITS AND LEARNING CENTER ASSIGNMENTS. C. STUDENTS SELECT
AND DEMONSTRATE APPROPRIATE TEACHING METHODOLOGIES, MATERIALS, AND PROCESSES
NEED TO TEACH AESTHETICS, ART CRITICISM, ART HISTORY, AND ART PRODUCTION.
362 – FRAMEWORK PAPER, TIP LITERACY INSTRUCTION (LESSON PLANS, CLASSROOM
ASSISTANCE, ETC.)
496 – REFLECTIONS, PLANS, UNITS
365 – DEVELOP LESSONS BASED ON CHILDREN’S SCIENCE LEARNING AND INDIANA SCIENCE
STANDARDS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 3a
E
D
F
A
2
0
0
Teachers of Early and Middle
Childhood understand how
elementary students differ in their
development and approaches to
learning, and create instructional
opportunities that are adapted to
diverse learners.
13 Elementary Education Content Standards
E
D
C
I
2
0
5
E
D
C
I
2
7
0
X
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
X
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS, FINAL REPORT OF
TUTORING
265 - LECTURE, READINGS, EXAMS, GUEST SPEAKERS, VIDEOS, TEACHER ASSESSMENT
235J - CLASS PROJECTS
285 – CULTURE AND LEARNING STYLES PROJECTS.
466 – OBSERVATIONS & CRITICAL ANALYSES OF INTEGRATED CURRICULA DESIGNED FOR
DIVERSE LEARNERS, DEVELOPMENT OF INTEGRATED CURRICULAR UNIT
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, 361/362 TIP
REFLECTION JOURNALS
A&D 201 – STUDENTS DEMONSTRATE KNOWLEDGE OF DIVERSE LEARNERS AND APPROACHES TO
LEARNING AND INSTRUCTION IN INTERDISCIPLINARY UNIT ASSIGNMENT AND IN CLASS
DISCUSSION OF READINGS.
362 – FRAMEWORK PAPER – PART 1, UNIT – STEP 4
496 – CBP, LESSONS, UNITS
365 – ADAPT LESSONS TO ADDRESS SPECIAL NEEDS STANDARDS
14 Elementary Education Content Standards
03/09/2016
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 3b
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood understand and use a
variety of teaching strategies that
encourage elementary students'
development of critical thinking,
problem solving, and performance
skills.
15 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
X
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
265J - TEACHER ASSESSMENT
466 – PRESERVICE TEACHERS EMBED MULTIPLE STRATEGIES WITHIN INTEGRATED UNITS, UNITS
ARE DIRECTED TOWARD DEVELOPING CRITICAL THINKING & PROBLEM-SOLVING SKILLS.
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, REFLECTION PAPER, 361/362 TIP
REFLECTION JOURNALS
A&D 201 A. STUDENTS SELECT AND USE VARIOUS TEACHING STRATEGIES IN ART CRITICISM,
AESTHETIC’S, ART HISTORY, AND ART PRODUCTION THAT DEVELOP CRITICAL THINKING,
PROBLEM SOLVING IN ITNERDISCIPLINARY UNITS, ART CRITICISM PAPER, LEARNING CENTERS,
AND STUDIO PRODUCTION ACTIVITIES AND ASSIGNMENTS.
362 – UNITS, STEP 2 & 4 (ESP. G &T LESSON), LITERATURE CIRCLES
496 – CBP, UNITS, LESSONS
365 – DEVELOP INQUIRY-BASED, LEARNING CYCLE, AND PRODUCTIVE QUESTION TYPE LESSONS
AND TEACHING STRATEGIES
363 – WEEKLY TUTORING SESSIONS, GOALS SET FOLLOWING INITIAL ASSESSMENTS,
RECOMMENDATIONS INCLUDED IN FINAL REPORT OF TUTORING
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 3c
E
D
F
A
2
0
0
Teachers of Early and Middle
Childhood use their knowledge and
understanding of individual and
group motivation and behavior
among students at the K-6 level to
foster active engagement in
learning, self motivation, and
positive social interaction and to
create supportive learning
environments.
16 Elementary Education Content Standards
E
D
C
I
2
0
5
E
D
C
I
2
7
0
X
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
X
E
D
C
I
3
6
5
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS
265 - LECTURE, VIDEOS, READINGS, TEACHER ASSESSMENT
235J - TESTS & CLASS PROJECTS
270 – DEVELOPMENT OF MULTI-MEDIA PRESENTATION AND COMPUTER-BASED DELIVERY
466 – COLLABORATIVE LEARNING & SOCIAL INTERACTION ARE ADDRESSED WITHIN STRUCTURES
OF CURRICULUM.
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENT OF TIP ROTATION 1 AND ROTATION 2, 361/362 TIP REFLECTION JOURNALS
A&D 201 – A. STUDENTS SELECT AND CREATE MOTIVATIONAL ACTIVITIES AS PART OF THEIR
INTERDISCIPLINARY ART UNIT ASSIGNMENT. B. STUDENTS SELECT APPROPRIATE PROCEDURES
FOR SELF MOTIVATION AND POSITIVE SOCIAL INTERACTION AS PART OF THE ART CRITICISM
PAPER ASSIGNMENT AND DURING IN-CLASS AESTHETIC’S TEACHING DEMONSTRATIONS.
362 – FRAMEWORK PAPER – PARTS I, II, & III, REFLECTION JOURNAL, TIP
496 – CBP, REFLECTIONS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 3d
E
D
F
A
2
0
0
Teachers of Early and Middle
Childhood use their knowledge and
understanding of effective verbal,
nonverbal, and media
communication techniques to
foster active inquiry, collaboration,
and supportive interaction in the
elementary classroom.
17 Elementary Education Content Standards
E
D
C
I
2
0
5
E
D
C
I
2
7
0
x
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS
265 - LECTURE, READINGS, GUEST SPEAKERS, TEACHER ASSESSMENT
235J - CLASS PROJECTS
270 – DEVELOPMENT OF RUBRICS FOR EVALUATION OF TECHNOLOGY-ASSISTED INSTRUCTIONAL
MATERIALS.
466 – PRE-SERVICE TEACHERS OBSERVE, DEVELOP & ENACT CURRICULUM, THROUGH A VARIETY
OF MEDIA – INCLUDING SOFTWARE, WEB-BASED TOOLS, ELECTRONIC DISCUSSIONS
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
A&D 201 – A. STUDENTS USE VERBAL, NONVERBAL, AND MEDIA COMMUNICATION IN
INTERDISCIPLINARY UNITS ASSIGNMENT, ART CRITICISM, AESTHETICS, AND STUDIO
PRODUCTION DISCUSSION AND GROUP DISCUSSION IN CLASS.
362 – FRAMEWORK PAPERS – PARTS 1, 2, & 3 (VYGOTSKY, CAMBOURNE, DESIGN CLASSROOM),
TEAMS SELECT TOPIC & WORK ON THEMED UNITS
496 – CBP
365 – DEVELOP LESSONS BASED ON PRODUCTIVE QUESTIONS AND TALK
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 4 - Assessment
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood know, understand, and
use formal and informal
assessment strategies to evaluate
and ensure the continuous
intellectual, social, and physical
development of each elementary
(primary and intermediate)
student.
18 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - INITIAL ASSESSMENT REPORTS FOR K-6 STUDENTS, COMPUTER MODULES ON LITERACY
ASSESSMENTS FOR K-6
235J - TESTS, ON-DEMAND TASKS, CLASS PROJECTS
265J - TEACHER ASSESSMENT
466 – PRE-SERVICE TEACHERS DEVELOP APPROPRIATE MEANS TO ASSESS K-12 STUDENTS’
LEARNING FROM THE INTEGRATED UNITS THEY DEVELOPED
361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, 361/362 TIP REFLECTION JOURNALS
A&D 201 – A. STUDENTS SELECT, CREATE, MODIGY APPROPRIATE FORMAL & INFORMAL
ASSESSMENTS OF STUDENT LEARNING THAT ARE COMPATIBLE WITH MEASUREMENT OF
STUDENT ACHIEVEMENT IN ART CRITICISM, AESTHETICS, ART HISTORY, AND ART PRODUCTION
IN THEIR INTERDISCIPLINARY UNIT DESIGNS, ART CRITICISM PAPERS, AND IN-CLASS ESSAYS.
362 – FRAMEWORK PAPER – PARTS 2&3, LESSON PLANS, INCLUDE ASSESSMENT, EMERGENT
LITERACY PROJECT, I.R.I’S, UNIT INCORPORATES ASSESSMENT THROUGHOUT
496 – REFLECTIONS, LESSONS, UNITS
365 – STANDARDS DEVELOP FORMAL AND INFORMAL ASSESSMENT TOOLS FOR ASSESSING
CHILDREN’S CONCEPTUAL UNDERSTANDING, PROCESS SKILLS, AND SCIENTIFIC ATTITUDE
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 5 - Professionalism
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood understand practices
and behaviors that identify and
develop the competence of a
professional career teacher.
19 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
E
D
C
I
3
6
4
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
265 - LECTURE, READINGS, GUEST SPEAKERS
466 – PRE-SERVICE TEACHERS OBSERVE EFFECTIVE TEACHERS USING INTEGRATED CURRICULUM,
THEY INTERACT WITH A CRITICAL FRIEND AS THEY DEVELOP THEIR OWN UNITS.
361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
A&D 201 – A. STUDENTS COMPLETE IN-CLASS DEMONSTRATIONS OF BEHAVIORS THAT DEVLEOP
PROFESSIONAL COMPETENCE DURING IN CLASS DEMONSTRATIONS OF INTERDISCIPLINARY
UNITS, ART CRITISCISM AND AESTHETICS DISCUSSION. B. STUDENTS ATTEND ART EXHIBITS AND
VISIT ART GALLERIES, MUSEUMS, AND OTHER RESOURCES AVAILABLE TO DEVELOP THEIR
KNOWLEDGE AND COMPETENCE AS FUTURE TEACHERS.
362 – REFLECTION JOURNALS
496 – CBP
365 – DEVELOP LESSON PLANS THAT REFLECT THE TEACHING PROFESSION
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 5a
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood are aware of and reflect
on their practice in light of
research on teaching and resources
available for professional learning;
they continually evaluate the
effects of their professional
decisions and actions on students,
parents, and other professionals in
the learning community and
actively seek out opportunities to
grow professionally.
20 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
X
E
D
P
S
2
6
5
E
D
C
I
3
1
1
E
D
C
I
3
6
1
X
E
D
C
I
3
6
2
X
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
E
D
C
I
3
6
5
X
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
363 - WRITTEN REFLECTIONS FOLLOWING EACH TUTORING SESSION WITH K-6 STUDENTS, FINAL
PAPER ON PERSONAL/PROFESSIONAL GROWTH AS A TEACH OF LITERACY
235J - CLASS PAPERS & DISCUSSIONS
466 – PRE-SERVICE TEACHERS MAKE ADJUSTMENTS TO THEIR UNITS BASED ON FEEDBACK FROM
PEERS, PROFESSIONALS, STUDENTS, & INSTRUCTORS.
361/362 TIP REFLECTION JOURNALS
A&D 201 – A. STUDENTS PROVIDE CRITIQUE S OF LEARNING CENTER ASSIGNMENT COMPLETED
BY FELLOW STUDENTS. THEY OFFER CONSTRUCTIVE SUGGESTIONS FOR USE/EXPANSION OF
ACTIVITIES AND FOR IMPROVEMENT OF PROFESSIONAL GROWTH, B. STUDENTS RELATE
OBSERVATIONS OF PROFESSIONAL AND PARENTS IN DISCUSSIONS OF PROFESSIONAL
DEVELOPMENT DURING IN-CLASS DISCUSSIONS
362 – PLAN, TEACH, & REFLECT ON LESSONS TAUGHT
496 – REFLECTIONS, VIDEO ANALYSES, PROFESSIONAL GROWTH PLAN, CUMULATIVE
PROFESSIONAL PORTFOLIO
365 – STANDARDS DEVELOP WRITTEN REFLECTIONS AND PORTFOLIO REFLECTING THIS SELF
ASSESSMENT
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 5b
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood know the importance of
establishing and maintaining a
positive collaborative relationship
with families to promote the
academic, social and emotional
growth of children.
21 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
E
D
C
I
3
6
2
E
D
C
I
3
6
3
X
E
D
C
I
3
6
4
E
D
C
I
3
6
5
E
D
P
S
4
3
0
X
E
D
C
I
4
6
6
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
265 - LECTURE, READINGS, GUEST SPEAKERS
A&D 201 – STUDENTS UNDERSTAND THE IMPORTANCE OF PARENTAL COLLABORATION IN
DISCUSSING ARTISTIC DEVELOPMENTAL STAGES AND IN DISCUSSING NEEDS OF GIFTED AND
TALENTED AND LEARNERS WITH DISABILITIES IN THE VISUAL ARTS. IN CLASS DISCUSSION OF
THIS IMPORTANCE AND OF TECHNIQUES THAT FOSTER SUCH COLLABORATION ARE INCLUDED.
496 – CBP
363 – WEEKLY LESSON PLANS OF TUTORING AND FINAL REPORT OF TUTORING SHARED WITH
CLASSROOM TEACHER
430 – REFLECTIVE WRITING AND QUIZ ON FAMILY/SCHOOL RELATIONSHIPS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Generalist Standards for Teachers of Early and Middle Childhood
Elementary (primary and intermediate) Begins with Kindergarten
IPSB CONTENT STANDARD 5c
E
D
F
A
2
0
0
E
D
C
I
2
0
5
E
D
C
I
2
7
0
Teachers of Early and Middle
Childhood foster relationships with
school colleagues and agencies in
the larger community to support
students' learning and well-being.
22 Elementary Education Content Standards
03/09/2016
E
D
C
I
2
8
5
E
D
P
S
2
3
5
E
D
P
S
2
6
5
X
E
D
C
I
3
1
1
E
D
C
I
3
6
1
E
D
C
I
3
6
2
E
D
C
I
3
6
3
E
D
C
I
3
6
4
E
D
C
I
3
6
5
E
D
P
S
4
3
0
E
D
C
I
4
6
6
X
E
D
C
I
4
9
6
X
Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; OnDemand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
265 - LECTURE, READINGS, GUEST SPEAKERS
A&D 201 – A. STUDENTS COLLABORATE ON IN-CLASS STUDEIO PRODUCTION ACTIVITIES. B.
STUDENTS UTILIZE CONNECTIONS TO THE LARGER COMMUNITY IN INTERDISCIPLINARY UNITS
BY INCLUDING USE OF COMMUNITY RESOURCES AND SCHOOL COLLEAGUES.
466 – DEVELOP UNITS VIA RESEARCH ON COMMUNITY AND NATIONAL RESOURCES
496 - CBP