The Learner and Learning -
Candidates explore child development including theories and philosophies to understand how learning influences the learner as part of the development process. Candidates build upon positive relationships and supportive interactions to plan and implement developmentally appropriate approaches, strategies, and tools to positively influence each child’s development and learning. [NAEYC 4; InTASC 3, 7, 8, 9)

• Explore theories and philosophies of early learning and development to make developmentally appropriate decisions to respond to each child through curriculum and instruction. [MC2]
• Identify each child's unique and varied characteristics, including development, learning styles, strengths, abilities, challenges, and capacity to make choices in order to respond to each child with developmentally appropriate instruction and interactions. [MC2]
• Use data to identify readiness for learning while taking into account the multiple influences on early development and learning. [MC2]
• Utilize multiple perspectives relevant to learners’ personal, family, community experiences, and cultural diversity to promote student outcomes. [MC5]
• Identify how language, culture, and family background can influence the normative sequences of early development and learning of young children. [MC5]
• Use knowledge of the developmental period of early childhood to create developmentally appropriate and evidence-based instruction that supports young children's learning. [MC2, MC4, MC5]

Content Knowledge -
Candidates apply in-depth content knowledge, appropriate curriculum, content standards, early learning standards, and learning resources to promote developmentally meaningful, engaging, and challenging learning opportunities for all children. (NAEYC 5; InTASC 4, 5, 7)

• Apply in-depth content knowledge and learning resources, including technology, in the academic disciplines to create meaningful and engaging pedagogical practices for students to learn, practice, and master content. [MC2]
• Apply appropriate pedagogical content knowledge, content standards, and early learning standards to plan and evaluate developmentally appropriate and challenging learning opportunities for each child. [MC2]
• Develop meaningful, developmentally appropriate learning progressions adapted to meet the needs of all students based on central concepts, methods and tools of inquiry of the academic disciplines. [MC2]
• Adapt meaningful, developmentally appropriate learning strategies to extend instruction beyond the classroom to meet the needs of students and their families. [MC2]
• Modify teaching practices by adjusting curriculum and instruction to meet the learning needs of all students and promote positive outcomes. [MC2]
• Develop and implement specific evidence-based instructional strategies and supports for social emotional learning in the classroom. [MC2]

Instructional Practice -
Candidates design instruction and learning environments that take into account young children’s characteristics, needs, and readiness for learning, as well as the multiple influences on early development and learning. They understand the teacher’s role in developing shared values, expectations, appreciation for cultural diversity, and reciprocal relationships with learners, colleagues, and families for promoting healthy, respectful, supportive, and challenging learning environments for young children. (NAEYC 1, 2; InTASC 1, 2, 3)

• Plan instruction that uses effective strategies and resources, including the equitable and appropriate use of technology, to meet the needs of young learners. [MC2]
• Develop a wide range of developmentally, culturally, and linguistically responsive teaching and learning strategies to achieve individual learning outcomes, including differentiating instruction. [MC5]
• Use data to reflect upon and evaluate personal practice, and appropriately modify instruction to meet each child’s learning needs and promote positive outcomes. [MC2]
• Use responsive interactions, interventions, and instruction across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement. [MC2]
• Collaborate with colleagues to use data to select, develop, and adapt learning experiences that are reflective of students abilities, interests, and cultural and linguistic factors. [MC2, MC4]
• Develop positive, caring, supportive relationships and interactions that promote learning and development of young children. [MC2]
• Recognize and utilize play as a core teaching practice and a foundational learning strategy designed to support and respond to the unique learning trajectories and supporting the development of executive function skills critical for young children. [MC2]
• Collaborate with families and other professionals to create developmentally appropriate and evidence based instruction that is culturally responsive and supports young children's learning across all academic and developmental domains. [MC2, MC4, MC5]

Assessment -
Candidates know about and understand the goals, benefits, and uses of assessment, assessment technology, and assistive technology as instructional tools, diagnostic screeners, and two-way communication devices to promote development, learning outcomes, and collaborative partnerships for the benefit of young children. (NAEYC 3; InTASC 6, 7, 8)

• Examine formal and informal, formative and summative assessments to make informed choices about instructional goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
• Identify appropriate assessment strategies and approaches, including the use of technology, to observe, document, and collect data, and monitor progress of young children. [MC2, MC4]
• Use assessment data to make ethically and legally informed choices about instruction to select appropriate goals, curriculum, and teaching strategies to promote positive outcomes for young children. [MC2, MC3]
• Identify valid and reliable assessment tools that are developmentally, ability, culturally, and linguistically appropriate to document progress and promote positive outcomes. [MC2, MC3, MC5]
• Develop partnerships with families and colleagues to interpret and share assessment results to document developmental progress and guide educational decisions. [MC2, MC4]
• Collaborate with families and other team members to develop child-centered goals, and plan for interventions to promote positive outcomes. [MC2, MC4]
• Make appropriate accommodations, including the use of assistive technology, in assessments or testing conditions to meet individual student needs. [MC2]
• Collaborate with and support teachers in assessing and diagnosing potential literacy issues, including dyslexia. [MC2, MC4]

Professional Responsibility -
Candidates engage in ongoing professional development; model the expectations of the profession by upholding ethical, professional, and legal standards; inform their practice through relevant, research-based perspectives; and engage in informed advocacy to optimize the learning opportunities for young children, while advancing the early childhood profession. (NAEYC 6; InTASC 4, 9, 10)

• Explore collaborative professional development to inform practice in order to maximize learning outcomes for all students. [MC2]
• Demonstrate the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies. [MC3]
• Analyze ethical decisions to promote the common good for students, families, and colleagues that are consistent with the Christian worldview. [MC3]
• Engage in informed advocacy for young children, families, and the profession to optimize the learning opportunities for young children, and advance the early childhood profession. [MC1, MC4]
• Explain the use technology to communicate information appropriately, legally, and ethically to all stakeholders. [MC1, MC2, MC3]
• Reflect upon and evaluate personal practice to meet each child’s learning needs and promote positive outcomes. [MC2]

Collaboration -
Candidates collaborate with students, families, colleagues and the community in culturally responsive ways to address the needs of children across a range of learning experiences (NAEYC 2, 4, 6; InTASC 1, 2, 7, 9, 10)

• Collaborate with families to build a safe, positive, inclusive learning environment that encourages children’s early development. [MC1, MC4, MC5]
• Collaborate with families to develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships. [MC1, MC4, MC5]
• Provide guidance and direction to paraeducators, tutors, and volunteers that is appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and delivery approach. [MC1, MC3, MC4, MC5]
• Identify community resources that support young children’s learning and development, support families, and build partnerships between early learning settings and community organizations. [MC1, MC4, MC5]
• Use professional communication skills, including appropriate use of technology, when collaborating with families and colleagues. [MC1, MC4]