Multiple The Making learning Knowledge Standard 1: Standard 1: Standard 4: Standard 1: C1: Pedagogy Candidate Promoting Child Instructional teacher understands goals and Technology Knowledge, Skills, Development and Strategies the central concepts, instructional and Dispositions Learning Standard 6: tools of inquiry, and procedures clear to Standard 3: Field Standard 3: Communication structures of the students Experience and Observing, Skills discipline, can create Clinical Practice Documenting, and learning experiences Assessing to Support that make these Young Children and aspects of subject Families matter meaningful for Standard 4: students and can link Teaching and the discipline to other Learning subjects Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives The Standard 3: teacher plans instruction based upon human growth and development, learning theory, and the needs of students
Knowledge Pedagogy Technology Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 1: Promoting Child Development and Learning Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Teaching and Learning Standard 4: Multiple Instructional Strategies Standard 6: Communication Skills Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline, can create learning experiences that make these aspects of subject matter meaningful for students and can link the discipline to other subjects Standard 2: The teacher plans curriculum appropriate to the students, to the content, and to the course objectives Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students C1: Making learning goals and instructional procedures clear to students