The Impact student Pedagogy Standard 1: Standard 3: Standard 8: Standard 3: C8: Candidate Observing, Assessment of teacher plans learning as evidenced Knowledge, Skills, Documenting, and Student Learning instruction based by formative and and Dispositions Assessing to Support upon human growth summative Standard 3: Young Children and and development, assessments Experience and Families learning theory, and Clinical Practice the needs of students Professionalism Standard 1: Standard 5: Standard 9: Standard 5: The D1: Reflecting on the Candidate Becoming a Professional teacher works extent to which the Knowledge, Skills, Professional Commitment and collaboratively with learning goals were and Dispositions Responsibility school colleagues, met Standard 3: Field parents/guardians, Experience and and the community to Clinical Practice support students’ learning and well being Professionalism Standard 1: Standard 5: Standard 9: Standard 5: The D2: Demonstrating a Candidate Becoming a Professional teacher sense of efficacy Knowledge, Skills, Professional Commitment and collaboratively with and Dispositions Responsibility school colleagues, Standard 3: Field parents/guardians, Experience and and the community to Clinical Practice support students’ learning and well being
Pedagogy Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Experience and Clinical Practice Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 8: Assessment of Student Learning Standard 3: The teacher plans instruction based upon human growth and development, learning theory, and the needs of students C8: Impact student learning as evidenced by formative and summative assessments Professionalism Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 5: Becoming a Professional Standard 9: Professional Commitment and Responsibility Standard 5: The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well being D1: Reflecting on the extent to which the learning goals were met Professionalism Standard 1: Candidate Knowledge, Skills, and Dispositions Standard 3: Field Experience and Clinical Practice Standard 5: Becoming a Professional Standard 9: Professional Commitment and Responsibility Standard 5: The teacher collaboratively with school colleagues, parents/guardians, and the community to support students’ learning and well being D2: Demonstrating a sense of efficacy