Standards of Effective Practice in EDU 385

Note: Students take the "Elementary Interdisciplinary Methods and Practicum" course (EDU 385) concurrently with their kindergarten (EDU 370), science (EDU 371), language arts (372), math (EDU 373), social studies (EDU 374), and reading (EDU 375) content methods courses. The EDU 385 course is co-taught by the instructors of the individual methods courses and meets weekly to prepare and support students in their practicum experience. The emphasis of the course is on interdisciplinary topics such as supporting diverse learners, building classroom community, and developing professional skills and values. The course is also designed to be responsive to emerging student needs and interests as they participate in their school placements. Although individual assignments that are completed during practicum tend to be assigned and assessed by the individual methods instructors, there is a great deal of overlap between the EDU 385 course and the methods courses. Therefore, in the chart below, we have listed assignments and activities specific to EDU 385, as well as content-specific assignments that are described in more detail in the individual content course charts.

The following Minnesota Board of Teaching Standards of Effective Practice are addressed in this course at the levels of Knowledge and Understanding of the standard and Practice in Applying the standard.

Standard 1: Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students. The teacher must:

1.J. design interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.

Integrated Language Arts and Social Studies practicum plans (K) and Paperclip movie and analysis

Integrated Language Arts and Social Studies practicum plans;

Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.

2A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning;

Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 provide the foundational evidence for this standard. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. (K)

2B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions;

Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375. Practicum plans (focal students, differentiation); Analysis of student learning assignment (EDU 372 & 374). (K)

Standard 3: Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

3B. Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents;	Classroom Profile: Completion of a practicum classroom profile that identifies, students’ ethnicities, exceptionalities, and educational (and other) services received. Discussion with classroom teachers and other school personnel. Practicum lesson plans; in-class discussion; in-class reflective writing; communication with cooperating teacher; Analysis of Student Learning project (EDU 372 & 374); feedback on peer teaching (K). Assessment: Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
3.C. know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English;	Practicum lesson plans; in-class discussion; in-class reflective writing; communication with cooperating teacher; Analysis of Student Learning project (EDU 372 & 374); feedback on peer teaching (K) Assessment: Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
3.D. understand and recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;	Paperclip movie and analysis (K).
3H Understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction	Discussions with public school professionals, and observations in practicum classroom setting. Practicum lesson plans; in-class discussion; in-class reflective writing; communication with cooperating teacher; Analysis of Student Learning project (EDU 372 & 374); feedback on peer teaching. (A)
3J Know about community and cultural norms	Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors and cooperating teachers after observed teaching episodes. Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
3.K. identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs;	Practicum lesson plans; in-class discussion; in-class reflective writing; communication with cooperating teacher; Analysis of Student Learning project (EDU 372 & 374) (K)
3.L. use teaching approaches that are sensitive to the varied experiences of students and that address difference learning and performance modes;	Practicum lesson plans; in-class discussion; in-class reflective writing; communication with cooperating teacher; Analysis of Student Learning project (EDU 372 & 374) (K)
3M Accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes	Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
3N Identify when and how to access appropriate services or resources to meet exceptional learning needs	Classroom Profile: Completion of a practicum classroom profile that identifies, students’ ethnicities, exceptionalities, and educational (and other) services received. Discussion with classroom teachers and other school personnel. Assessment: Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
3.Q. develop a learning community in which individual differences are respected;	Practicum plans (focal students, differentiation, implementation); Morning Meeting/Responsive Teaching peer teaching; (K)

Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

4A. Understand Minnesota’s graduation standards and how to implement them;	At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Each lesson plan embeds Minnesota Academic Standards in Language Arts, Science, Mathematics, Social Studies and Common Core standards. (K) Assessment: Student-created lesson plans with standards that connected to goals and objectives.
4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 and Kriete, K. (2002). (K) Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. (A)
4D. Enhance learning through the use of a wide variety of materials and human and technological resources;	At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Each lesson plan embeds Minnesota Academic Standards in Language Arts, Science, Mathematics, Social Studies and Common Core standards.(K). Assessment: Student-created lesson plans with standards that connected to goals and objectives. (A)
4E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities;	At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Each lesson plan embeds Minnesota Academic Standards in Language Arts, Science, Mathematics, Social Studies and Common Core standards. Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment (EDU 372 & 374); revision of lesson plans in response to new information; (K) Assessment: Student-created lesson plans with standards that connected to goals and objectives. (A)
4F. Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;	Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors and cooperating teachers after observed teaching episodes.. Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment (EDU 372 & 374). (K). Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
4H. Use multiple teaching and learning strategies to engage student s in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 and Kriete, K. (2002). Excerpts for The Morning Meeting text and Responsive Classroom materials provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
4I. Monitor and adjust strategies in response to learner feedback.	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375. Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment (EDU 372 & 374); revision of lesson plans in response to new information;At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
4J. Vary the instructional process to address the content and purposes of instruction and the needs of students;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. (K).) Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
4K. Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and present varied perspectives to encourage critical thinking; and	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. (K) Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes. Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
4.L. use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.	Class Blog (EDU 372 & 374). (K).

Standard 5: Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

5A. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;	Readings, journal reflections and classroom discussions for: , Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556 (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5B. understand how social groups function and influence people, and how people influence groups;	Readings, journal reflections and classroom discussions for: , Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) Assessment is found in Elementary Practicum lessons plans across all subject areas.
5.C. know how to create learning environments that contribute to the self-esteems of all persons and to positive interpersonal relations;	Practicum plans (focal students, differentiation, implementation); Morning Meeting/Responsive Teaching; peer teaching (K).
5D. know how to help people work productively and cooperatively with each other in complex social settings;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5E. understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5H. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5J. recognize the relationship of intrinsic motivation to student lifelong growth and learning;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5L. design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;	Readings, journal reflections and classroom discussions for:Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K).Assessment is found in Elementary Practicum lessons plans across all subject areas.
5.M. engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students’ personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K). Assessment is found in Elementary Practicum lessons plans across all subject areas.
5N. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;	Readings, journal reflections and classroom discussions for:Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K) Assessment is found in Elementary Practicum lessons plans across all subject areas. .
5O. maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals;	Readings, journal reflections and classroom discussions for:Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching(K) Assessment is found in Elementary Practicum lessons plans across all subject areas.
5P. develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;	Readings, journal reflections and classroom discussions for:Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching (K) Assessment is found in Elementary Practicum lessons plans across all subject areas.
5Q. analyze the classroom environment and make5R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; and	Classroom Profile: Completion of a practicum classroom profile that identifies, students’ ethnicities, exceptionalities, and educational (and other) services received. Discussion with classroom teachers and other school personnel. Development of class agreement; Morning Meeting/Responsive Teaching; peer teaching; Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information (K) Assessment: Appropriate use of information in lesson design in practicum, including developing instruction for three focal students. (A)
5R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals	Readings, journal reflections and classroom discussions for: Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case.* Exceptionality, 10 (3), 171-188;* Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K) Assessment is found in Elementary Practicum lessons plans across all subject areas.

Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Preservice teachers will illustrate evidence for this standard through multiple opportunities to communicate through verbal, written and electronic formats.

G. foster sensitive communication by and among all students in the class;
Readings, journal reflections and classroom discussions for:Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556 Analysis of student learning assignment; Development of class agreement; Morning Meeting/Responsive Teaching (EDU 372 & 374); peer teaching.(K)

Assessment is found in Elementary Practicum lessons plans across all subject areas.

6.H. use effective communication strategies in conveying ideas and information and in asking questions; In-class use of discussion techniques (K)

6.J. know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question; In-class use of discussion techniques (K)

Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Preservice teachers will illustrate evidence for this standard through multiple opportunities to plan instruction with peers and for their students in their elementary practicum classrooms.

7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

7B. plan instruction using contextual considerations that bridge curriculum and student experiences;

Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

7C. plan instructional programs that accommodate individual student learning styles and performance modes;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

7.D. create short-range and long-range plans that are linked to student needs and performances;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

7.E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

7.F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction activating student prior knowledge, anticipating preconceptions, encouraging exploring and problem solving, and building new skills on those previously acquired;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K).

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

8A. be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

8B. understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

8F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

8H. use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

8 K. monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

8L. establish and maintain student records of work and performance; and
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375.

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

Standard 9: Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

9.B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment;
Analysis of student learning assignment (EDU 372 & 374), practicum plans (reflection).

Accomplished through Study of Teaching research project (EDU 371/373).(K)

9C. understand the influences of the teacher's behavior on student growth and learning;
Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment (EDU 372 and 374); revision of lesson plans in response to new information and Study of Teaching research project (EDU 371/373). (K)

Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

9D. know major areas of research on teaching and of resources available for professional development; Accomplished through Study of Teaching research project (EDU 371/373).(K)

9.E. understand the role of reflection and self-assessment on continual learning; Analysis of student learning assignment (EDU 372 & 374), practicum plans (reflection); Accomplished through Study of Teaching research project (EDU 371/373). (K)

9F. understand the value of critical thinking and self-directed learning; Study of Teaching research project (EDU 371/373). (K)

9.G. understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues; Analysis of student learning assignment, practicum plans (reflection); weekly practicum debriefings and Study of Teaching research project (EDU 371/373). (K)

9H. use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice;
Use of Conceptual Framework applied to practicum teaching, Classroom Profile, and research-based texts to prepare for, plan, teach, and self-assess instruction. Analysis of student learning assignment (EDU 372 & 374); practicum plans (reflection); weekly practicum debriefings (K).

Assessment: Students reflect (written and/or oral) on teaching, revise lesson plans) and Study of Teaching research project (EDU 371/373).

9I. use professional literature, colleagues, and other resources to support development as both a student
In-class readings; weekly practicum debriefings (K)

Assessment: Study of teaching (EDU 371 and 373) (A)

9.J. collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking and giving feedback; Weekly practicum debriefings; communication with cooperating teachers (K)

Standard 10: Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

10B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;
Communication with cooperating teachers; analysis of student learning project; practicum debriefings (K)

Assessment: Study of teaching (EDU 371 and 373) (A)

10.C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect; Review and self-assessment using the Standards of Professionalism (K)

10D. understand the concept of addressing the needs of the whole learner; Practicum plans (focal students, differentiation); Analysis of student learning assignment (EDU 372 & 374); initial practicum visits. Students interview and informally converse with practicum teachers and other school personnel while in extended practicum experience. They complete a Classroom Profile that helps them make connections to the needs of the individual child and the class as a whole. (K and A)

10G. collaborate with other professionals to improve
the overall learning environment for students;
Co-teaching in practicum with practicum partner teacher candidate (K); Assessment: through Study of Teaching (EDU 371/373) research project.

7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
7B. plan instruction using contextual considerations that bridge curriculum and student experiences;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft
7C. plan instructional programs that accommodate individual student learning styles and performance modes;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft
7.D. create short-range and long-range plans that are linked to student needs and performances;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft
7.E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft
7.F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction activating student prior knowledge, anticipating preconceptions, encouraging exploring and problem solving, and building new skills on those previously acquired;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft
7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, and 375 Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment; revision of lesson plans in response to new information; provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375 (K). Assessment is found in design and implementation of practicum lesson plans across all subject areas, by aft

8A. be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
8B. understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
8F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
8H. use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
8 K. monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
8L. establish and maintain student records of work and performance; and	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)

9.B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment;	Analysis of student learning assignment (EDU 372 & 374), practicum plans (reflection). Accomplished through Study of Teaching research project (EDU 371/373).(K)
9C. understand the influences of the teacher's behavior on student growth and learning;	Readings, journal reflections and classroom discussions from all course texts in EDU 370, 371, 372, 373, 374, provide the foundational evidence for this standard. At the minimum 10 lesson plans are developed to meet the goals of each of the methods courses EDU 370, 371, 372, 373, 374, and 375. Practicum plans (focal students, differentiation, implementation); Analysis of student learning assignment (EDU 372 and 374); revision of lesson plans in response to new information and Study of Teaching research project (EDU 371/373). (K) Assessment is found in design and implementation of practicum lesson plans across all subject areas, by after teaching notes taken by teacher candidates, and reflective conversation with faculty supervisors after observed teaching episodes.(A)
9D. know major areas of research on teaching and of resources available for professional development;	Accomplished through Study of Teaching research project (EDU 371/373).(K)
9.E. understand the role of reflection and self-assessment on continual learning;	Analysis of student learning assignment (EDU 372 & 374), practicum plans (reflection); Accomplished through Study of Teaching research project (EDU 371/373). (K)
9F. understand the value of critical thinking and self-directed learning;	Study of Teaching research project (EDU 371/373). (K)
9.G. understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues;	Analysis of student learning assignment, practicum plans (reflection); weekly practicum debriefings and Study of Teaching research project (EDU 371/373). (K)
9H. use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice;	Use of Conceptual Framework applied to practicum teaching, Classroom Profile, and research-based texts to prepare for, plan, teach, and self-assess instruction. Analysis of student learning assignment (EDU 372 & 374); practicum plans (reflection); weekly practicum debriefings (K). Assessment: Students reflect (written and/or oral) on teaching, revise lesson plans) and Study of Teaching research project (EDU 371/373).
9I. use professional literature, colleagues, and other resources to support development as both a student	In-class readings; weekly practicum debriefings (K) Assessment: Study of teaching (EDU 371 and 373) (A)
9.J. collaboratively use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking and giving feedback;	Weekly practicum debriefings; communication with cooperating teachers (K)

10B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;	Communication with cooperating teachers; analysis of student learning project; practicum debriefings (K) Assessment: Study of teaching (EDU 371 and 373) (A)
10.C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect;	Review and self-assessment using the Standards of Professionalism (K)
10D. understand the concept of addressing the needs of the whole learner;	Practicum plans (focal students, differentiation); Analysis of student learning assignment (EDU 372 & 374); initial practicum visits. Students interview and informally converse with practicum teachers and other school personnel while in extended practicum experience. They complete a Classroom Profile that helps them make connections to the needs of the individual child and the class as a whole. (K and A)
10G. collaborate with other professionals to improve the overall learning environment for students;	Co-teaching in practicum with practicum partner teacher candidate (K); Assessment: through Study of Teaching (EDU 371/373) research project.