Conceptual Framework - Professional Candidates | The City College of New York

> Home / School of Education / Conceptual Framework - Professional Candidates

CONCEPTUAL FRAMEWORK ALIGNED TO NY STATE, INTASC, NBPTS, NCATE STANDARDS ALONG WITH PROFICIENCIES OF PROFESSIONAL CANDIDATES

Theme A: Developing On-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 candidates' abilities and dispositions to realize their potentials and become life-long learners.

NY State
Standard(s)

INTASC
Standard(s)

NBPTS
Standard(s)

NCATE
Standars(s)

Candidate
Proficiencies

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)

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.

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)

Proposition 2
Teachers know the subjects they teach and how to teach those subjects to students.

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

NCATE
National Council for Accreditation of
Teacher Education

AK 1
Candidats know and understand subject mater concepts, knowledge, and skills.

AK 2
Candidates have knowledge of human learning and development.

AK 3
Candidates know and understand 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.

Theme B: Becoming Skillful, Reflective Practitioner

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.

NY State
Standard(s)

INTASC
Standard(s)

NBPTS
Standard(s)

NCATE
Standars(s)

Candidate
Proficiencies

General Education Core and Pedagogical Core

52.21(b)(3)

52.2(c)(5)

52.1(b)(3)

Registration of programs preparing classroom teachers.

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.

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 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 7
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

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 3
Teachers are responsible for managing and monitoring student learning.

Proposition 4
Teachers think Systematically about their practice and learn from experience.

Standard 1
Candidate Knowledge, Skills and Dispositions

Standard 2
Assessment System and Unit Evaluation

Standard 3
Field Experiences and Clinical Practice

Standard 4
Diversity

Standard 5
Faculty Qualifications, Performance, and Development

Standard 6
Unit Governance and Resources

NCATE
National Council for Accreditation of
Teacher Education

BK 1
Candidates have knowledge of human learning and development.

BK 2
Candidates have knowledge of constructivism and inquiry learning.

BK 3
Candidates have knowledge of pedagogical approaches to working with students with special needs.

BK 4
Candidates have knowledge and understanding of the uses of technology for lesson planning and curriculum design.

BK 5
Candidates have knowledge of the use of instructional technology for teaching, learning and assessment.

BK 6
Candidates have the knowledge and ability to put into practice multiple teaching strategies and approaches to assessment that build on the knowledge and strengths students bring to school and allow for differentiated instruction for diverse learners.

BK 7
Candidates know how reflection can inform professional practice.

BK 8
Candidates know a variety 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 know and understand the principles of discipline-based and, where appropriate, interdisciplinary curriculum design.

BK 11
Candidates know how to evaluate curriculum materials for their usefulness and appropriateness for their students.

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.

NY State
Standard(s)

INTASC
Standard(s)

NBPTS
Standard(s)

NCATE
Standars(s)

Candidate
Proficiencies

Recruitment/retention of historically underrepresented persons; field experiences; pedagogical, understanding and skills.

52.1(b)(3)

52.2(d)(1)

52.2(c)(3)

52.21(b)(2)(i)
52.21(b)(2)(ii)(c)(2)
52.21(b)(2)(ii)(c)(i)
52.21(b)(3)

Registration of programs preparing classroom teachers.

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.

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 7
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 10
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

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 2
Teachers know the subjects they teach and how to teach those subjects to students.

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.

Standard 1
Candidate Knowledge, Skills and Dispositions

Standard 3
Field Experiences and Clinical Practice

Standard 4
Diversity

NCATE

National Council for Accreditation of
Teacher Education

CK 1
Candidates understand the concepts, theories, and principles of diversity.

CK 2
Candidates enlarge on their own understanding of diverse students' experiences, interests, cultures, language needs and abilities.

CK 3
Candidates understand the importance of using appropriate assessment tools to assess diverse learners.

Theme D: Nurturing Leadership for Learning

Our goal is to develop the capabilities of candidates to assume leadership roles in their classrooms, schools, and communities. We seek to nurture educators who are critical-thinkers, can articulate their understandings to others, and become active agents for improvement and change.

NY State
Standard(s)

INTASC
Standard(s)

NBPTS
Standard(s)

NCATE
Standars(s)

Candidate
Proficiencies

General Education Core, Content Core and Pedagogical Core

52.21(b)(3)

52.1(b)(3)

Registration of programs preparing classroom teachers.

Principle 9

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

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.

Standard 1
Candidate Knowledge, Skills and Dispositions

Standard 3
Field Experiences and Clinical Practice

Standard 4
Diversity

NCATE
National Council for Accreditation of
Teacher Education

DK 1
Candidates understand the importance of forging relationships with parents to support students' learning.

DK 2
Candidates are aware of community and professional resources that are important for their professional development.

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.