SUNY Geneseo are expected to acquire a thorough grounding in the liberal arts and sciences, as well as in theories of child development, and the historical, social, and philosophical foundations of education. They are expected to develop the sensitivity and imagination to create a learning environment that enhances the education and meets the needs of all students. Teacher candidates are also expected to grow as reflective practitioners who are adept at using technology appropriately to enhance teaching and learning. The following table shows the alignment of the proficiencies expected of our teacher candidates with professional and state standards. InTASC Standards New York State Geneseo Candidate Teacher Standards Proficiencies 1. The teacher understands I.1 Teachers demonstrate B2. Based on their knowledge how learners grow and knowledge of child and of student development develop, recognizing that adolescent development, within the context of family, patterns of learning and including students’ cognitive, school, and community, development may vary language, social, emotional, candidates understand how to individually within and across and physical developmental structure a classroom the cognitive, linguistic, levels. environment to help all social, emotional, and I.4 Teachers acquire students become successful physical areas, and designs knowledge of individuals learners. and implements from students, families, developmentally appropriate guardians, and/or caregivers and challenging learning to enhance student learning. experiences. 2. The teachers uses I.3 Teachers demonstrate B.1 on their knowledge understanding of individual knowledge of and are of student development differences and diverse responsive to diverse learning within the context of family, cultures and communities to needs, strengths, interests, and school, and community, ensure inclusive learning experiences of all students. candidates understand how to environments that enable each I.2 Teachers demonstrate create a classroom learner to meet high knowledge of current research environment to help all standards. in learning and language students become successful acquisition theories and learners. processes. B.2 Candidates use teaching and learning strategies consistent with an understanding of multiple perspectives, cultural and linguistic diversity, and different learning styles, and act in ways that welcome and encourage diversity. 3. The teacher works with III.3 Teachers set high B.1 Based on their knowledge others to create environments expectations and create of student development that support individual and challenging learning within the context of family, collaborative learning, and experiences for students. school, and community, that encourage positive social candidates understand how to
SUNY Geneseo are expected to acquire a thorough grounding in the liberal arts and sciences, as well as in theories of child development, and the historical, social, and philosophical foundations of education. They are expected to develop the sensitivity and imagination to create a learning environment that enhances the education and meets the needs of all students. Teacher candidates are also expected to grow as reflective practitioners who are adept at using technology appropriately to enhance teaching and learning. The following table shows the alignment of the proficiencies expected of our teacher candidates with professional and state standards. InTASC Standards New York State Teacher Standards Geneseo Candidate Proficiencies 1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development may vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. I.1 Teachers demonstrate knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and physical developmental levels. I.4 Teachers acquire knowledge of individuals from students, families, guardians, and/or caregivers to enhance student learning. B2. Based on their knowledge of student development within the context of family, school, and community, candidates understand how to structure a classroom environment to help all students become successful learners. 2. The teachers uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. I.3 Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students. I.2 Teachers demonstrate knowledge of current research in learning and language acquisition theories and processes. B.1 on their knowledge of student development within the context of family, school, and community, candidates understand how to create a classroom environment to help all students become successful learners. B.2 Candidates use teaching and learning strategies consistent with an understanding of multiple perspectives, cultural and linguistic diversity, and different learning styles, and act in ways that welcome and encourage diversity. 3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social III.3 Teachers set high expectations and create challenging learning experiences for students. B.1 Based on their knowledge of student development within the context of family, school, and community, candidates understand how to
1.5.c_Conceptual%20Framework%20Booklet.docx