CONCEPTUAL FRAMEWORK ALIGNED TO NY STATE, INTASC, NBPTS, NCATE STANDARDS ALONG WITH PROFICIENCIES OF INITIAL CANDIDATES
Theme A: Developing In-Depth Knowledge About the World
We seek to support our candidates to develop the content knowledge and skills that are needed to help all students learn. Our goal is to nurture candidate's abilities and dispositions to realize their potentials and become life-long learner.
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NY State
Standard(s)
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INTASC
Standard(s)
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NBPTS
Standard(s) |
NCATE
Standard(s)
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Candidate
Proficiencies
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Strengthen teacher preparation in the liberal arts and sciences and in the subject that will be taught:
52.21(b)(2)(ii)a
52.21(b)(2)(ii)b
52.1(b)(3)
52.2(c)(3)
52.21(b)(3)
52.21(b)(2)(i)(k)
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Principle 1
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2
The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
Principle 3
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 4
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Principle 5
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.
Principle 7
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (PDF)
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Proposition 2
Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
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Standard 1
Candidate Knowledge, Skills, and Dispositions
Standard 2
Assessment System and Unit Evaluation
Standard 3
Field Experiences and Clinical Practice
Standard 6
Unit Governance and Resources
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AK 1
Candidates know and understand subject matter concepts, knowledge, and skills.
AK 2
Candidates have knowledge of human learning and development.
AK 3
Candidates have beginning knowledge and understanding of traditional and alternative assessment techniques and when, why and how to use them.
AK 4
Candidates understand how students' social, emotional, and cognitive development influences learning.
AK 5
Candidates know and understand how to use technology to augment their knowledge about the world.
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Theme B: BECOMING SKILLFUL, REFELCTIVE PRACTITIONERS
We aim for our candidates to demonstrate pedagogical excellence by fostering a practice that includes: a deep knowledge of human learning and development, the ability to support learners who can actively inquire and construct understandings about the world, the ability to recognize and respond to all learners, skills in using technology appropriately, a broad range of instructional and assessment strategies that are effective with all learners, competence in applying theory and knowledge to practice in real-world situations.
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NY State
Standard(s)
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INTASC
Standard(s)
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NBPTS |
NCATE
Standard(s)
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Candidate
Proficiencies
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BK 7
Candidates know how reflection can inform professional practice.
BK 8
Candidates have beginning knowledge of assessment tools and strategies.
BK 9
Candidates know, when appropriate, the factors in the environment outside of school that influence students' lives and learning.
BK 10
Candidates have a beginning knowledge of the principles of discipline-based and, where appropriate, interdisciplinary curriculum design.
BK 11
Candidates have a beginning knowledge of how to evaluate curriculum materials for their usefulness and appropriateness for their students.
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Theme C: EDUCATING FOR AND ABOUT DIVERSITY
We embrace diversity as a resource that enables the faculty to build on the varied strengths of all learners. We continuously work to promote understanding by being responsive to the needs and perspectives of those from diverse socio-cultural backgrounds. We focus special attention on how issues of diversity can best be used to support student learning and positively impact schools in urban settings.
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NY State
Standard(s)
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INTASC
Standard(s)
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NBPTS Standard(s) |
NCATE
Standard(s)
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Candidate
Proficiencies
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General Education Core, Content core and Pedagogical Core: 52.21(b)(3) 52.1(b)(3)
Registration of Programs Preparing Classroom Teachers |
Principle 9 Principle 10
Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (PDF) |
Proposition 1
Teachers are Committed to Students and Their Learning.
Proposition 5
Teachers are Members of Learning Communities
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Standard 1
Candidate Knowledge, Skills, and Dispositions
Standard 3
Field Experiences and Clinical Practice
Standard 4
Diversity
NCATE
National Council for Accredition of Teacher Education
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DK 1
Candidates understand the importance of forging relationships with parents to support students' learning.
DK 2
Candidates are becoming aware of community and professional resources that are important for their professional development.
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Theme E: BUILDING CARING COMMUNITIES
We seek to enable candidates to create democratic communities in their classrooms and schools and to model caring, committed, and ethical practice.
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NY State
Standard(s)
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INTASC
Standard(s)
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NBPTS Standard(s) |
NCATE
Standard(s)
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Candidate
Proficiencies
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General Education Core, Content core and Pedagogical Core: 52.21(b)(3) 52.1(b)(3)
Registration of Programs Preparing Classroom Teachers |
Principle 1
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2
The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
Principle 3
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 5
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.
Principle 6
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle 10 |
Proposition 1
Teachers are Committed to Students and Their Learning.
Proposition 3
Teachers are Responsible for Managing and Monitoring Student Learning
Proposition 4
Teachers Think Systematically About Their Practice and Learn from Experience
Proposition 5
Teachers are Members of Learning Communities
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Standard 1
Candidate Knowledge, Skills, and Dispositions
Standard 2
Assessment System and Unit Evaluation
Standard 3
Field Experiences and Clinical Practice
Standard 4
Diversity
NCATE
National Council for Accredition of Teacher Education
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EK 1
Candidates know, when appropriate, the factors in the' environment outside of school that influence students' lives and learning.
EK 2
Candidates a beginning knowledge of effective verbal and non-verbal communication strategies to guide student learning and behavior.
EK 3
Candidates know a beginning knowledge of effective strategies for maintaining an orderly and purposeful learning environment.
EK 4
Candidates have a beginning knowledge of effective strategies for resolving interpersonal conflict in the classroom.
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Last Updated: 11/01/2019 10:15