The Learner and Learning -
From BS Elementary Ed (2019)Development, Learning and MotivationCandidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each students to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas.

• Integrate multiple perspectives within the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
• Collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
• Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
• Create and maintain a safe, supportive and engaging learning environment by implementing transitions, routines and positive behavior management.

Application of Content -
From BS Elementary Ed (2019)Curriculum ContentCandidates apply the central concepts, tools of inquiry, and structures of the disciplines he or she teaches to engage students in critical thinking, creativity, and collaborative problem solving, making the content accessible and meaningful to assure mastery.

• Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
• Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
• Facilitate learners’ collaborative use of technology tools and resources to access, interpret, evaluate, and apply information in content area.

Instructional Practice -
From BS Elementary Ed. (2019)InstructionCandidates plan and implement instruction using a variety of instructional strategies that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of students and the community context.

• Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
• Create opportunities for students to learn, practice, and master academic language in their content.
• Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Assessment -
From BS Elementary Ed (2019)AssessmentCandidates understand and use multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher's and student's decision making.

• Provide effective descriptive feedback to learners based on assessment data to guide learner progress.
• Create opportunities for students to demonstrate their learning in different ways to promote positive outcomes.
• Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for students.
• Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision-making.

Professional Responsibility -
From BS Elementary Ed (2019)ProfessionalismCandidates engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with students, families, colleagues, other school professionals, and community members to ensure student growth, and to advance the profession.

• Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards.
• Reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences.
• Establish ongoing connections with community resources to enhance student learning and well-being, while working collaboratively with school colleagues.