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All teacher candidates
complete studies in professional education. Professional
education is a lifelong undertaking that is initiated in
college course work, refined in field experiences, and
enhanced during professional practice. The course work and
related field and laboratory experiences enable the teacher
candidate to meet the following performance standards in
teaching all students including at risk, students with
disabilities, English language learners, economically
disadvantaged students, highly mobile students,
intellectually gifted students, and students from different
racial and ethnic backgrounds. |
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Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
Standard 9
Standard 10
Standard 11A
Standard 11B
Standard 11C |
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Standard 1: Discipline Taught.
Candidates know, understand, and use the central concepts,
tools of inquiry and structures of the discipline(s) they
teach and can create learning experiences that develop
student competence in the subject matter. |
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1.1 Candidates demonstrate a
broad general understanding of the major concepts of the
discipline they teach, including those addressed in the
licensure standards for the teaching endorsement(s) they
seek.
1.2 They understand and are able to use assumptions and the
processes of inquiry for the discipline being taught.
1.3 Candidates create interdisciplinary learning experiences
that allow students to integrate knowledge, skills and
methods of inquiry from several related subject areas.
1.4 They use connections in instruction across disciplines
and draw on their knowledge to build understanding and
motivate students.
1.5 They demonstrate an understanding of the implications of
disability legislation and special education policies and
procedures and they provide equitable access to and
participation in the general curriculum for students with
disabilities.
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Standard 2: Student Learning and
Development. Candidates understand how students learn and
develop and provide learning opportunities that support
student intellectual, social and personal development. |
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2.1 Candidates understand how learning occurs—how all
students construct knowledge and acquire skills—and are able
to provide learning opportunities that support their
intellectual, social and personal development.
2.2 When making instructional decisions, candidates
draw upon an in-depth knowledge of developmental progression
in student physical, social, emotional, moral, & cognitive
domains and recognize that students with disabilities may
exhibit greater individual variation, and that a disability
often influences development and functioning in more than
one area.
2.3 Candidates use this knowledge
to optimize learning opportunities for each student.
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Standard 3: Diverse Learners.
Candidates understand how students differ in their
approaches to learning and create instructional
opportunities that are adapted to diverse learners.
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3.1 Candidates understand and identify differences in
student approaches to learning and performance.
3.2 They design instruction and adapt instructional
techniques for all students within the broader context
of their families, cultural backgrounds, socioeconomic
classes, languages, communities, peer/social groups and
exceptional learning needs.
3.3 Candidates create a learning community which is
inclusive and in which individual differences are
respected.
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Standard 4: Teaching Strategies.
Candidates understand and use a variety of instructional
strategies to encourage development of critical thinking,
problem solving and performance skills in students. |
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4.1 Candidates understand and use the principles and
techniques associated with various instructional strategies
that reflect best practice (such as cooperative learning,
direct instruction, whole group instruction, independent
study and interdisciplinary instruction) and that foster
high expectations for all students.
4.2 They organize instruction to create learning experiences
that connect subject matter to real life experiences and
enable students to apply learning to future careers.
4.3 Candidates vary their role in the instructional process
(e.g. instructor, facilitator, coach, audience) to achieve
different instructional purposes and to meet individual
student needs.
4.4 Candidates use multiple teaching and learning strategies
in active learning opportunities to promote the development
of critical thinking, problem solving and performance
capabilities in the content areas.
4.5 Using a wide variety of resources and methods, including
technology and assessment data, candidates develop and use
clear, accurate presentations of concepts to promote student
learning.
4.6 Candidates use reading comprehension and writing
strategies in the content area and assist students in
applying mathematics concepts to subject content.
4.7 They support
acquisition of English necessary for continuous learning in
the content area of students whose first language is not
English.
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Standard 5: Learning Environment.
Candidates use 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.
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5.1 Drawing on their knowledge of human motivation and
behavior, candidates create a learning environment that is
inclusive and supports positive social interaction, active
engagement in learning and self-motivation for all students.
5.2 They organize and manage
resources such as time, space, facilities, technology,
activities, instructional assistants and volunteers to
engage all students in productive tasks and maximize the
amount of learning time.
5.3 They develop shared
expectations for all students and create and maintain a
positive, inclusive classroom climate of mutual respect,
support and inquiry.
5.4 Candidates understand and use a wide variety of
classroom management strategies that foster self-control and
self-discipline.
5.5 They can defuse potential conflict and use conflict
resolution strategies to maintain a smoothly functioning
learning community.
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Standard 6: Communication.
Candidates use knowledge of effective verbal, nonverbal and
media communication techniques to foster active inquiry,
collaboration and supportive interaction in the classroom. |
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6.1 Candidates understand language development, the role of
language in learning and how culture, gender, and
exceptional learning needs affect communication in the
classroom.
6.2 They recognize effective verbal and nonverbal
communication techniques and use them to support
all
students learning.
6.3 Candidates model effective communication strategies in
conveying ideas and information, asking questions,
listening, giving directions, probing for student
understanding, and helping students express their ideas.
6.4 Using a variety of tools, including
technology, candidates support and expand student expression
in speaking, writing and technical media.
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Standard 7:
Planning. Candidates plan instruction based upon knowledge
of subject matter, students, the community, and curriculum
goals. |
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7.1 Candidates use their knowledge of subject matter,
learning theory, curriculum and student development,
assessment measures, and assessed student needs in planning
instruction for all students.
7.2 They evaluate, select and create learning experiences
that are developmentally appropriate, aligned with Tennessee
curriculum standards, relevant to students and based upon
the principles of effective teaching.
7.3 They are able to help students connect learning to real
life and future careers.
7.4 Candidates identify long-range instructional goals,
sequence short-range instructional objectives, and develop
units and daily lessons that target these goals and
objectives.
7.5 Candidates effectively integrate a variety of resources,
including teacher-created materials, textbooks, technology,
community and business resources, to promote student
learning.
7.6 Working with others in developing individualized plans,
candidates adjust goals, teaching strategies or supports to
help students with disabilities succeed in the general
curriculum and plan for students who require an expanded
curriculum.
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Standard 8:
Assessment and Evaluation. Candidates know, understand and
use formal and informal assessment strategies to evaluate
and ensure the continuing intellectual, social and physical
development of the learner.
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8.1 Candidates understand the characteristics, uses,
advantages and limitations of different types of assessments
for evaluating student learning.
8.2 They understand state and federal accountability
requirements.
8.3 Candidates select, construct and use formal and informal
assessment strategies and instruments appropriate to the
learning expectations being evaluated to make instructional
decisions based on student performance information.
8.4 They actively solicit and use information about
students’ learning needs and progress from parents, other
colleagues and the students themselves.
8.5 Candidates develop and maintain useful records of
student work and progress and responsibly communicate
student progress to students, parents and other colleagues.
8.6 They collaborate with special education teachers and
others to plan and design accommodations, modifications,
adaptations or alternate assessments, based on the results
of recommended individual assessments.
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Standard 9:
Reflective Practitioner. Candidates are reflective
practitioners who continually evaluate the effects of their
choices and actions on others (students, parents and other
professionals in the learning community) and who actively
seek out opportunities to grow professionally. |
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9.1 Candidates consistently reflect on their teaching
practices by continually evaluating the effect their
instruction has on all students.
9.2 They monitor teaching strategies and behavior in
relation to student success and use the information to
modify and revise instruction accordingly.
9.3 Candidates continually examine their teaching
performance within the context of state and local standards
and federal and state accountability requirements.
9.4 Using their data based reflections, candidates engage in
actions that consistently support and promote the
achievement of students with disabilities.
9.5 Candidates seek professional literature, engage
colleagues, participate in professional organizations, and
use other resources to support their continuing professional
development.
9.6 To guide professional behavior, candidates draw upon a
broad knowledge of legal and ethical responsibilities,
educational policy, and organizational, historical, and
professional dimensions of classrooms and schools.
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Standard 10:
Colleagues, Parents, and Community. Candidates foster
relationships with school colleagues, parents and agencies
in the larger community to support students' learning and
wellbeing. |
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10.1 Candidates consult with families and teachers, and
collaborate with other professionals within the school and
within community agencies to foster student learning.
10.2 They participate in collegial activities designed to
make the entire school a productive learning community.
10.3 Candidates act as advocates for all students, advise
them, recognize student problems, and seek additional help
as needed and appropriate.
10.4 Candidates understand schools as organizations within
the larger community and effectively communicate school
goals and accomplishments to the community and general
public.
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Standard 11A:
Technology. Candidates use technology and technology based
resources to facilitate developmentally appropriate student
learning.
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11.A.1 Candidates use technology resources to guide
classroom decisions regarding
student learning.
11.A.2 They integrate instructional technology to facilitate
interdisciplinary teaching and learning in their classrooms,
to supplement
instructional strategies, to design instructional materials,
and to enhance
hands-on experiences and problem solving activities for all
students.
11.A.3 Candidates select and use grade-level and
content-specific technology
resources, including assistive technology, to increase
student participation in
the total curriculum.
11.A.4 They apply technology to analyze assessment data and
to
target individual student learning needs.
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Standard 11B:
Technology. Candidates use technology to enhance their
professional growth and productivity. |
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11.B.1 Candidates use technology in their own learning
process and to change their current educational practice.
11.B.2 They use technology to gather, sort, and analyze
information needed for their own research projects and to
communicate and collaborate effectively with other
professionals. 11.B.3 Candidates use tools such as databases
and spreadsheets for sorting, compiling, and analyzing data
gathered from a variety of sources.
11.B.4 They use presentation tools in a networked
environment for sharing information in multiple professional
formats.
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Standard 11C: Technology. Candidates effectively use and
manage all technology available to them and explore uses of
emerging resources. They promote the equitable, ethical and
legal use of technology resources. |
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11.C.1 Candidates design effective environments for using
and managing technology in the classroom.
11.C.2 They are able to perform minor trouble-shooting
operations.
11.C.3 When planning units of instruction, candidates
address software-purchasing agreements, copyright laws,
issues related to intellectual property, the importance of
virus protection, and policies for acceptable use of
Internet resources.
11.C.4 Candidates seek information from technical manuals
and journals as well as on-line resources to learn about
emerging technologies and to explore their possible
educational applications.
11.C.5 They model the legal and ethical use of technology
resources.
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