Domains
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Development, Learning and Motivation -
- Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]
- Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [ACEI 1.0; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]
- Identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI 1.0; InTASC 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q); MC1, MC2]
- Promote responsible student use of active technologies to collaborate in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. [ACEI 1.0; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5]
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Curriculum Content -
- Incorporate English language arts concepts on reading, language and child development to design, deliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a; MC1, MC2]
- Design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC2]
- Use fundamental concepts of physical, life, and earth/space sciences to design and implement age-appropriate lessons, centered on the principles of scientific inquiry, to build student understanding for personal and social applications, and to convey the nature of science. [ACEI 2.2; InTASC 4(a), 4(f), 4(g), 5(c), 5(h); MC2]
- Use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5]
- Use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. [ACEI 2.5; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2]
- Use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. [ACEI 2.6; InTASC 5(j); MC2]
- Use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. [ACEI 2.7; MC2]
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Instruction -
- Plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4]
- Create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE-T 2c; 4d; MC2, MC3, MC5]
- Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-T 1b, 2a, 3a; MC2]
- Use their knowledge and understanding of individual and group motivation and behavior among students at the 1-8 level to create opportunities for students' active engagement in learning, self-motivation, and positive social interaction. [ACEI 3.4; InTASC 7(n); ISTE-T 1c, 2b; MC2, MC4]
- Use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d; MC1, MC2]
- Collaboratively plan short and long term range goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC4]
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Assessment -
- Use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-T 2d, 3d; MC1, MC2, MC5]
- Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(c), 6(f), 6(l), 7(l); MC2]
- Continuously monitor student progress to provide effective descriptive feedback, and collaboratively establish learning goals, assisting students in identifying quality work and analyzing their own assessment results. [ACEI 4.0; InTASC 6(d), 6(m), 6(n), 6 (q), 6(s); MC1, MC2]
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Professionalism -
- Reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; InTASC 9(l), 9(o); MC2, MC4]
- Continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally and align practices with laws related to educational equity. [ACEI 5.1; InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC2, MC3, MC5]
- Establish and maintain positive collaborative relationships with families, school colleagues, other professionals, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. [ACEI 5.2; InTASC 1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC1, MC5]
Disclosure Categories Related to Professional Licensure
Master of Education in Elementary Education (Does Not Lead to Initial Teacher Licensure)
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Federated States of Micronesia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Marshall Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.