Board of Teaching Standards of Effective Practice as embedded in EDU 385:
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; |
Read “What We Know About How to Teach Phonics” used as basis for developing an understanding of cognitive clarity. Look for evidence of cognitive clarity in full-day practicum observation; take field notes. Processing in EDU 385 through writing and collaborative conversation. |
| 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; |
Read: How to Talk So Kids Will Learn |
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: Complete a classroom profile that identifies, among other characteristics, 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. |
| 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. |
| 3J Know about community and cultural norms | Practicum Experience |
| 3M Accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes | Lesson plans prepared for methods courses and taught in practicum. Section on lesson plan titled “Learning Differences” in which accommodations are described. |
| 3N Identify when and how to access appropriate services or resources to meet exceptional learning needs | Topic: Review Classroom Profile for practicum classroom. Complete a classroom profile that identifies, among other characteristics, 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. |
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; | Block Lesson Plan. Students learn the components and purpose of each in a lesson planning instruction session based on an in-class Inquiry. Connections to MAS are made here, as well as throughout EDU 372, 374, & 375 as students plan and peer teach Language Arts, Social Studies, and Guided Reading lessons which they later teach to their elementary practicum classrooms in EDU 385. Resources include MDE website for standards http://education.state.mn.us/html/intro_acad_standards.htm and handouts. Assessment: Student-created lesson plans with standards that connect to the goals and objectives. |
| 4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated; | Read “What We Know About How to Teach Phonics” used as basis for developing an understanding of cognitive clarity. Look for evidence of cognitive clarity in full-day practicum observation; take field notes. Processing in EDU 385 through writing and collaborative conversation. Follow-up in EDU 375, connecting specifically to “Kid Watch” assignment. |
| 4D. Enhance learning through the use of a wide variety of materials and human and technological resources; | Implementation of lesson plans in practicum experience. Gather resources through Education Department, campus library, community and school libraries, use of technology in school practicum setting. Assessment: Written and/or oral reflections on assessment of student learning. |
| 4E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities; | Implementation of lesson plans in practicum experience. Assessment: Written and/or oral reflections and self-assessment of teaching after each lesson. |
| 4F. Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs; | Implementation of lesson plans in practicum experience. Assessment: Written and/or oral reflections and self-assessment of teaching after each lesson. |
| 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; | Practicum teaching in elementary classroom |
| 4I. Monitor and adjust strategies in response to learner feedback. | Practicum teaching in elementary classroom |
| 4J. Vary the instructional process to address the content and purposes of instruction and the needs of students; | Practicum teaching in elementary classroom |
| 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 | Practicum teaching in elementary classroom |
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; |
Responsive Classrooms materials, including Morning Meeting book and video |
| 5B. understand how social groups function and influence people, and how people influence groups; | Nuts and Bolts of Cooperative Learning; Responsive Classrooms materials, including Morning Meeting book and video. |
| 5D. know how to help people work productively and cooperatively with each other in complex social settings; | Application in practicum classrooms |
| 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; | Read and discuss articles by Alfie Kohn Five Reasons to Stop Saying "Good Job!" at http://www.alfiekohn.org/parenting/gj.htm Almost there but not quite at http://www.alfiekohn.org/teaching/almost.htm The Case Against Gold Stars at http://www.alfiekohn.org/parenting/tcags.htm Discipline is the problem Not the Solution at http://www.alfiekohn.org/teaching/ditpnts.htm Assessment: Class collaboration and preparation of presentation to show understanding. Read Kriete, Morning Meeting Book and Faber & Mazlish, How to Talk So Kids Will Learn throughout the semester. |
| 5F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated; | Read articles by Alfie Kohn Five Reasons to Stop Saying "Good Job!" at http://www.alfiekohn.org/parenting/gj.htm Almost there but not quite at http://www.alfiekohn.org/teaching/almost.htm The Case Against Gold Stars at http://www.alfiekohn.org/parenting/tcags.htm Discipline is the problem Not the Solution at http://www.alfiekohn.org/teaching/ditpnts.htm Assessment: Class collaboration and preparation of presentation to show understanding. |
| 5H. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole; | Read Kriete, Morning Meeting Book and Faber & Mazlish, How to Talk So Kids Will Learn throughout the semester. Assessment: Acing out situational scenarios and reflecting on approaches to interpersonal |
| 5J. recognize the relationship of intrinsic motivation to student lifelong growth and learning; | Read articles by Alfie Kohn Five Reasons to Stop Saying "Good Job!" at http://www.alfiekohn.org/parenting/gj.htm Almost there but not quite at http://www.alfiekohn.org/teaching/almost.htm The Case Against Gold Stars at http://www.alfiekohn.org/parenting/tcags.htm Disciple is the problem Not the Solution at http://www.alfiekohn.org/teaching/ditpnts.htm Assessment: Class collaboration and preparation of presentation to show understanding. |
| 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; | Read Kriete, Morning Meeting Book throughout the semester. Assessment: Acing out situational scenarios and reflecting on approaches to interpersonal interactions. Application in practicum through lesson planning.Family Stories Project Assessment: Partner teaching/individual teaching in practicum |
| 5N. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks; | Assessment: Practicum teaching of these lessons |
| 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; | Assessment: Reflection and discussion re: physical setting, student communication and behavior, and how to set expectations so all can learn effectively. |
| 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; | Read Kriete, Morning Meeting Book and Faber & Mazlish, How to Talk So Kids Will Learn throughout the semester. |
| 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 | Complete Class Profile with assistance from practicum classroom teacher. Observe students in practicum classroom setting. Lesson planning in methods courses; teaching lessons in practicum. |
| 5R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals |
Assessment: Practicum teaching of these lessons |
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; Read Kriete, Morning Meeting Book throughout the semester.
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;
For each methods course,several lessons are observed, followed by a conference and reflective writing. 7B. plan instruction using contextual considerations that bridge curriculum and student experiences;
For each methods course,several lessons are observed, followed by a conference and reflective writing. 7C. plan instructional programs that accommodate individual student learning styles and performance modes; Developing lesson plans in all methods courses. 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 Developing lesson plans in all methods courses. Each teaching episide is followed by a conference and reflective writring.
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; Practicum Math Lessons 1 & 2; Science Lessons, Reading, Langauage Arts and social studies lessons. 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; Elementary and Middle School Mathematics Chapters 5; Assessment of math Learning. 8F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities; Developing lesson plans in all methods courses. Each teaching episide is followed by a conference and reflective writring. 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; Developing lesson plans in all methods courses. Each teaching episide is followed by a conference and reflective writring. 8J. evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work; Practicum teaching-student work samples (writing): Students collect samples of student work they have assigned during practicum. Assessment: Analysis of student work according to criteria established with the assignment. 8 K. monitor teaching strategies and behaviors in relation to student success to modify plans and instructional approaches to achieve student goals; Practicum teaching 8L. establish and maintain student records of work and performance; and Practicum teaching
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.
9C. understand the influences of the teacher's behavior on student growth and learning; Practicum lesson planning and teaching 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, Class Profile, and research-based texts to prepare for, plan, teach, and self-assess instruction.
Assessment: Students reflect (written and/or oral) on teaching, revise lesson plans
9I. use professional literature, colleagues, and other resources to support development as both a student Topics: Faber and Mazlish & Kriete texts and topical professional articles used to discuss and explore professional growth and development throughout semester. Sample of articles includes: Five Reasons to Stop Saying "Good Job!" at http://www.alfiekohn.org/parenting/gj.htm
Almost there but not quite at http://www.alfiekohn.org/teaching/almost.htm
The Case Against Gold Stars at http://www.alfiekohn.org/parenting/tcags.htm
Disciple is the problem Not the Solution at http://www.alfiekohn.org/teaching/ditpnts.htm
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; Students interview practicum teachers and other school personnel while in extended practicum experience. 10D. understand the concept of addressing the needs of the whole learner; 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. 10F. understand data practices; Practicum discussions with cooperating teachers; practicum seminar 10G. collaborate with other professionals to improve
the overall learning environment for students;
Collaboration with practicum partner, cooperating teacher, and other school professionals Updated: January 29, 2006