Interstate Teacher Assessment and Support Consortium (InTASC) Standards
During each semester, teacher candidates demonstrate their growth in terms of the 5 Association for Childhood Education International (ACEI) Standards, aligned (as of July 1, 2013) with the 10 InTASC standards. Teacher candidates provide written evidence of how they meet the standards to prepare for conferences with their mentor teachers and field supervisors. The mid-semester and end-of semester Field Experience Evaluation forms and indicators are on the COE student Wiki.
InTASC Standards
(see Standards-Based Teacher Education on this site)
1. Learner Development.
2. Learner Differences.
3. Learning Environments.
4. Content Knowledge.
5. Application of Content.
6. Assessment.
7. Planning for Instruction.
8. Instructional Strategies.
9. Professional Learning and Ethical Practice.
10. Leadership and Collaboration.
Association for Childhood Education International (ACEI) Standards
1.0 Development, Learning, and Motivation
2.0 Curriculum
2.1 Reading, Writing, and Oral Language
2.2 Science
2.3 Mathematics
2.4 Social Studies
2.5 The Arts
2.6 Health Education
2.7 Physical Education
3.0 Instruction
3.1 Integrating and applying knowledge for instruction
3.2 Adaptation to diverse students
3.3 Development of critical thinking and problem solving
3.4 Active engagement in learning
3.5 communication to foster collaboration
4.0 Assessment
5.0 Professionalism
5.1 Professional growth, reflection, and evaluation
5.2 Collaboratioin with families, colleagues, and community agencies
Professional Dispositions
Teacher candidates also demonstrate their growth each semester through the six EECE Professional Dispositions, which describe important professional behaviors of practicing teachers. Teacher candidates provide written evidence of how they meet the professional dispositions to prepare for conferences with their mentor teachers and field supervisors. The evaluation form for dispositions is in the appendix.
Overview of EECE Professional Dispositions
Teacher candidates demonstrate:
1. Professional and ethical conduct.
2. Effective work habits.
3. Effective communication.
4. Self-reflection.
5. Collaboration.
InTASC Standards
(see Standards-Based Teacher Education on this site)
1. Learner Development.
2. Learner Differences.
3. Learning Environments.
4. Content Knowledge.
5. Application of Content.
6. Assessment.
7. Planning for Instruction.
8. Instructional Strategies.
9. Professional Learning and Ethical Practice.
10. Leadership and Collaboration.
Association for Childhood Education International (ACEI) Standards
1.0 Development, Learning, and Motivation
2.0 Curriculum
2.1 Reading, Writing, and Oral Language
2.2 Science
2.3 Mathematics
2.4 Social Studies
2.5 The Arts
2.6 Health Education
2.7 Physical Education
3.0 Instruction
3.1 Integrating and applying knowledge for instruction
3.2 Adaptation to diverse students
3.3 Development of critical thinking and problem solving
3.4 Active engagement in learning
3.5 communication to foster collaboration
4.0 Assessment
5.0 Professionalism
5.1 Professional growth, reflection, and evaluation
5.2 Collaboratioin with families, colleagues, and community agencies
Professional Dispositions
Teacher candidates also demonstrate their growth each semester through the six EECE Professional Dispositions, which describe important professional behaviors of practicing teachers. Teacher candidates provide written evidence of how they meet the professional dispositions to prepare for conferences with their mentor teachers and field supervisors. The evaluation form for dispositions is in the appendix.
Overview of EECE Professional Dispositions
Teacher candidates demonstrate:
1. Professional and ethical conduct.
2. Effective work habits.
3. Effective communication.
4. Self-reflection.
5. Collaboration.