PROFESSIONAL STUDIES ALIGNMENT

PROFESSIONAL STUDIES ALIGNMENT

SD DOE STATE PROFESSIONAL STANDARDS FOR TEACHERS 24:16:07:01

Development of knowledge, skills, and attitudes in teacher candidates. Each program for the preparation of teachers shall require study and experience to develop the following competencies in teacher candidates:

NCATE INDICATORS

--foundations of education

--the ways children and adolescents develop and the relationship to learning

--professional ethics, laws, and policies

--the use of research in teaching

--diversity of student populations, families and communities

the roles and responsibilities of the professional communities

--the consideration of school, family, and community contexts and the prior experiences of students

PROGRAM COMPETENCY

COURSE ALIGNMENT

(1) Understanding principles of how all students develop and learn and using that knowledge to design active learning opportunities that are appropriately adapted for varied developmental levels and diverse approaches to learning;

--the ways children and adolescents develop and the relationship to learning

--diversity of student populations, families and communities

--the consideration of school, family, and community contexts and the prior experiences of students

#2 Knowledge of Human Development and Learning

#3 Adapting Instruction for Individual Needs

#7 Instructional Planning Skills

EDUC 245, EDUC 275, EDUC 355, NAST, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 220, 224, 320, 321, 323

SEED—EDUC 345, 240

SPED—SPED 260, 360, 301

(2) Integrating pedagogical studies with knowledge of a specific discipline to create meaningful learning experiences;

--NCATE indicator N/A

#2 Knowledge of Human Development and Learning

#3 Adapting Instruction for Individual Needs

#7 Instructional Planning Skills

EDUC 275, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 323, 321, 320, 327, 224

SEED—EDUC 310, 335

SPED—SPED 301, 360

(3) Designing a variety of instructional strategies based on knowledge of subject matter, students, materials, technology, and curriculum frameworks, including the South Dakota K-12 content standards as provided in SDCL 13-3-48 and other established academic standards;

--the consideration of school, family, and community contexts and the prior experiences of students

#1Knowledge of Subject Matter

#2 Knowledge of Human Development and Learning

#4 Multiple Instructional Strategies

#6 Communication Skills

#7 Instructional Planning Skills

EDUC 245, EDUC 275, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 220, 323, 274, 321, 320, 226, 227, 331, 332, 333

SEED—EDUC 310, 335

SPED—SPED 301, 360

(4) Establishing a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning, and self-motivation;

--NCATE indicator N/A

#5 Classroom Management and Motivation Skills

EDUC/SPED 110, EDUC 245, EDUC 275

EDUC 355, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 315, 323

SEED—EDUC 345, 335

SPED—SPED 250, 315, 350, 301

(5) Creating, selecting, and using formal and informal assessment strategies to evaluate student progress and utilizing the results to determine whether curricula programs are addressing student needs and facilitating student achievement;

--NCATE indicator N/A

#7 Instructional Planning Skills

#8 Assessment of Student Learning

EDUC 245, EDUC 275, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 323, 321,338, 320

SEED—EDUC 335, 310

SPED—SPED 350, 301

(6) Using effective communication and consultation techniques with students, families, patrons, school colleagues, and community agencies to foster supportive relationships for students’ lifelong learning, well-being, and readiness for the workforce;

--diversity of student populations, families and communities

--the consideration of school, family, and community contexts and the prior experiences of students

#6 Communication Skills

#10 Partnerships

EDUC 275, EDUC 355, NAST, Student Teaching

ELED—EDUC/SPED 210, 320,325,350

EDHH—SPED 210, 320, 323, 321, 226, 227, 331, 332, 333

SEED—EDUC 345, 335

SPED—SPED 210, 250, 315, 350, 260, 301

(7) Reflecting on and evaluating instructional practices and continually seeking opportunities for professional growth and development;

--the use of research in teaching

--the roles and responsibilities of the professional communities

#9 Professionalism

EDUC/SPED 110, EDUC 245, EDUC 275, EDUC 355, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, MATH113, 230, PE 265, ART 290

EDHH—SPED 221, 220, 321, 224, 323

SEED—EDUC 345, 335, 310

SPED—SPED 260, 301, 360

(8) Understanding the foundations of public education, technological and societal changes in schools, and the legal and ethical responsibilities of the teaching profession.

--foundations of education

--professional ethics, laws, and policies

#9 Professionalism

EDUC/SPED 110, Student Teaching

ELED—EDUC 290, 320, 325, 350, 301, 355, MATH113, 230, PE 265, ART 290

EDHH—SPED 220, 323

SPED—SPED 260, 301