Candidate Teacher of Teaching Exceptional Proficiencies Competencies (CCCT) Children (CF) (PSC) Standards Content 1: 1: Domain 1: Standard 1: Standard 1: Knowledge Development Content and Promoting Foundations (CNK) and Essential Skills Development and Standard 2: Characteristics Domain 2: Learning Development and 2: of Learners Classroom Standard 2: Characteristics of Pedagogical 2: Environment, Building Family and Learners Knowledge Student Community Standard 3: (PDK) Engagement, and Relationships Individual 3: Integration Instruction Commitment to Standard 3: Learning of 3: Learning Observing, Differences Knowledge based Domain 3: Documenting, and Standard 4: (INT) Classroom and Planning for Assessing to Support Instructional Behavior Active Learning Young Children and Strategies 4: Management Domain 4: Families Standard 5: Technology 4: Assessment Instruction for Standard 4: Learning as a Tool to 5: Professional Active Learning Environments Teach (TTT) Behaviors and Domain 5: Developmentally and Social 5: Diversity Assessment for Effective Interactions (DIV) Learning Approaches to Standard 6: Connect with Domain 6: Language 6: Professional Children and Instructional Responsibilities Families (PRF) Planning and Teacher Standard 5: Standard 7: Leadership Using Content Assessment Knowledge to Build Standard 8: Meaningful Professional and Curriculum Ethical Practice Standard 6: Standard 9: Becoming a Collaboration Professional Outcomes Conceptual NAEYC/CCCT/PSC/ Key Experiences By the end of the course, the Framework CEC Standards candidates will: (CF) LAC Tier III Be able to interpret 1.1 NAEYC: 3, 5 Threaded discussions and implement various 2.2 CCCT: 5 formative evaluation LAC: 1, 2, 3, PSC: 4 Professional portfolio strategies (including 5 CEC: 8 assessment of classroom SRBI Project environments, curriculum, and children's daily
Candidate Proficiencies (CF) Teacher Competencies (PSC) of Teaching (CCCT) Exceptional Children Standards 1: Content Knowledge (CNK) 2: Pedagogical Knowledge (PDK) 3: Integration of Knowledge (INT) 4: Technology as a Tool to Teach (TTT) 5: Diversity (DIV) 6: (PRF) 1: Development and Characteristics of Learners 2: Instruction 3: Classroom and Behavior Management 4: Assessment 5: Professional Behaviors and Domain 1: Content and Essential Skills Domain 2: Classroom Environment, Student Engagement, and Commitment to Learning Domain 3: Planning for Active Learning Domain 4: Instruction for Active Learning Domain 5: Assessment for Learning Domain 6: Professional Responsibilities and Teacher Leadership Standard 1: Promoting Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Developmentally Effective Approaches to Connect with Children and Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language Instructional Planning Standard 7: Assessment Standard 8: Professional and Ethical Practice Standard 9: Collaboration Outcomes By the end of the course, the candidates will: Conceptual Framework (CF) LAC Tier III NAEYC/CCCT/PSC/ CEC Standards Key Experiences Be able to interpret and implement various formative evaluation strategies (including assessment of classroom environments, curriculum, and children's daily 1.1 2.2 LAC: 1, 2, 3, 5 NAEYC: 3, 5 CCCT: 5 PSC: 4 CEC: 8 Threaded discussions Professional portfolio SRBI Project based
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