{"id":77,"date":"2017-10-26T12:23:58","date_gmt":"2017-10-26T19:23:58","guid":{"rendered":"http:\/\/wordpress.ed.pacificu.edu\/caep\/?page_id=77"},"modified":"2017-10-26T12:23:58","modified_gmt":"2017-10-26T19:23:58","slug":"caep-standard-1-1","status":"publish","type":"page","link":"https:\/\/wordpress.ed.pacificu.edu\/slt\/sample-page-2\/caep-standard-1-1\/","title":{"rendered":"CAEP Standard 1.1"},"content":{"rendered":"<p>Candidate Knowledge, Skills, and Professional Dispositions<\/p>\n<p>1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)\u00a0in the following categories: the learner and learning; content; instructional practice; and professional responsibility.<\/p>\n<h1>______________________<\/h1>\n<p>&nbsp;<\/p>\n<ul>\n<li>Standard #1:\u00a0<b>Learner Development.<\/b>\u00a0The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.<\/li>\n<li>Standard #2:\u00a0<b>Learning Differences.<\/b>\u00a0The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.<\/li>\n<li>Standard #3:\u00a0<b>Learning Environments.<\/b>\u00a0The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.<\/li>\n<li>Standard #4:\u00a0<b>Content Knowledge.<\/b>\u00a0The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.<\/li>\n<li>Standard #5:\u00a0<b>Application of Content.<\/b>\u00a0The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.<\/li>\n<li>Standard #6:\u00a0<b>Assessment.<\/b>\u00a0The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher\u2019s and learner\u2019s decision making.<\/li>\n<li>Standard #7:\u00a0<b>Planning for Instruction.<\/b>\u00a0The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.<\/li>\n<li>Standard #8:\u00a0<b>Instructional Strategies.<\/b>\u00a0The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.<\/li>\n<li>Standard #9:\u00a0<b>Professional Learning and Ethical Practice.<\/b>\u00a0The teacher engages in ongoing professional learning and uses evidence to continually evaluate his\/her practice, particularly the effects of his\/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.<\/li>\n<li>Standard #10:\u00a0<b>Leadership and Collaboration.<\/b>\u00a0The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.<\/li>\n<\/ul>\n<p>Content knowledge describes the depth of understanding of critical concepts, theories, skills, processes, principles, and structures that connect and organize ideas within a field.<sup>2<\/sup>\u00a0Research indicates that students learn more when their teachers have a strong foundation of content knowledge.<sup>3<\/sup><\/p>\n<p>[T]eachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others.<sup>4<\/sup><\/p>\n<p>These essential links between instruction and content are especially clear in Darling-Hammond\u2019s description of what the Common Core State Standards mean by \u201cdeeper learning\u201d:<\/p>\n<ul>\n<li>An understanding of the\u00a0<i>meaning<\/i>\u00a0and\u00a0<i>relevance\u00a0<\/i>of ideas to concrete problems<\/li>\n<li>An ability to\u00a0<i>apply<\/i>\u00a0core concepts and modes of inquiry to complex real-world tasks<\/li>\n<li>A capacity to\u00a0<i>transfer<\/i>\u00a0knowledge and skills to new situations, to build on and use them<\/li>\n<li>Abilities to\u00a0<i>communicate<\/i>\u00a0ideas and to\u00a0<i>collaborate<\/i>\u00a0in problem solving<\/li>\n<li>An ongoing ability to\u00a0<i>learn to learn<\/i><sup>5<\/sup><\/li>\n<\/ul>\n<p>Pedagogical content knowledge in teaching includes: core activities of teaching, such as figuring out what students know; choosing and managing representations of ideas; appraising, selecting and modifying textbooks; . . . deciding among alternative courses of action and analyze(ing) the subject matter knowledge and insight entailed in these activities.\u201d<sup>6<\/sup>\u00a0It is crucial to \u201cgood teaching and student understanding.<sup>7<\/sup><\/p>\n<p>The development of pedagogical content knowledge involves a shift in teachers\u2019 understanding from comprehension of subject matter\u00a0<i>for themselves<\/i>, to advancing\u00a0<i>their students\u2019<\/i>\u00a0learning through presentation of subject matter in a variety of ways that are appropriate to different situations\u2014reorganizing and partitioning it and developing activities, metaphors, exercises, examples and demonstrations\u2014so that it can be grasped by students.<sup>8<\/sup><\/p>\n<p>Understanding of pedagogical content knowledge is complemented by knowledge of learners\u2014where teaching begins. Teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Teachers\u2019 professional knowledge includes the ways in which cognitive, linguistic, social, emotional, and physical development occurs.<sup>9<\/sup>\u00a0Neuroscience is influencing education, and future educators should be well-versed in findings from brain research, including how to facilitate learning for students with varying capacities, experiences, strengths and approaches to learning.<\/p>\n<p>To be effective, teachers also must be prepared to collaborate with families to support student success.<sup>10<\/sup>When teachers understand families and communicate and build relationships with them, students benefit. Many studies confirm that strong parent\u2013teacher relationships relate to positive student outcomes for students, such as healthy social development, high student achievement and high rates of college enrollment.<sup>11<\/sup>\u00a0Thus, by giving teachers the support they need to work with families, educator preparation providers can have an even greater impact on student learning and development.<\/p>\n<p>The Commission\u2019s development of this standard and its components was influenced especially by the InTASC Model Core Teaching Standards, the Common Core State Standards Initiative,<sup>12<\/sup>\u00a0and the National Board for Professional Teaching Standards\u2019 Five Core Propositions.<sup>13<\/sup>\u00a0Additionally the Commission used the work of the International Society for Technology in Education (ISTE)<sup>14<\/sup>\u00a0and the Harvard Family Research Project (HFRP).<sup>15<\/sup><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)\u00a0in the following categories: the learner and learning; content; instructional practice; and professional responsibility. ______________________ &nbsp; Standard #1:\u00a0Learner Development.\u00a0The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually [&hellip;]<\/p>\n","protected":false},"author":62,"featured_media":0,"parent":5,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-77","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/pages\/77","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/users\/62"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/comments?post=77"}],"version-history":[{"count":0,"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/pages\/77\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/pages\/5"}],"wp:attachment":[{"href":"https:\/\/wordpress.ed.pacificu.edu\/slt\/wp-json\/wp\/v2\/media?parent=77"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}