B.S. in Elementary Education

Organizing Content Knowledge for Student Learning: Is familiar with students’ background knowledge and experience and uses this information to plan lessons. Selects instruction that is appropriate for cultural and language differences. Designs lesson plans that are appropriate for students. Demonstrates connection between past, current, and future content to be learned. Selects appropriate evaluation strategies that align with goals of lessons and directly measure the student’s mastery of the content. Teaching for Student Learning: Provides effective large group, small group and one to one instruction. Uses appropriate teaching strategies for the content taught. Implements appropriate and varied methods, materials, and resources aligned with goals of lessons. Provides differentiated instructions and curriculum, adaptations, and modifications necessary to promote student learning e.g., arts integration). Monitors students’ understanding of content, provides feedback, and adjusts learning activities as the situation demands. Uses instructional time effectively. Reflects on the extent to which learning goals were met. Assessment : Selects and administers a variety of appropriate formal and informal assessment instruments/procedures and observational methods. Selects and administers assessments that are appropriate to cultural and language differences. Summarizes, integrates, and interprets assessment data for identification, placement, instruction and evaluation. Designs and/or maintains an on-going record-keeping system for monitoring and evaluating student progress. Utilizes information gained from on-going evaluation systems to modify student instruction. Creating an Environment for Student Learning/Classroom Management: Establishes and maintains positive rapport with students. Establishes and maintains consistent standards of classroom behavior. Establishes and maintains a physical environment that is safe and conducive to learning. Selects and uses appropriate record-keeping systems for teaching organizations and accountability. Uses positive encouragement in guiding appropriate behavior. If necessary, develops and implements a more individualized plan for individual or groups of students in order to maintain desired behavior. Teaching Professionalism: Complies with standards and ethics established by the profession including but not limited to professional responsibilities when interacting with students, colleagues, and community members; demonstrating professional autonomy and informed decision making. Demonstrates professional presence (e.g., appearance, professional language). Handles information about students, peers, colleagues and supervisory ethically and confidentially. Respects all individuals (e.g. culture, ability, value systems). Systematically evaluates and critiques own teaching performance and accepts constructive criticism and make modifications as appropriate. Reflects on teaching practice and the impact on school and community. Builds professional and collaborative relationships with colleagues to share insights and coordinate activities. Develops collaborative partnerships with students and families.