7 Individual Reflective Journal

A. Reflexive Praxis

B. Learner Centeredness

C. Discipline Knowledge and Skills

D. Professional Commitment to Action

E. Data Literacy and Research

Touro GSE Candidate Learning Outcomes (CLO)

Standard A1:

Are aware of and reflect on their practice in light of educational research, professional ethics and resources available for professional learning.

Standard A2:

Continually and deliberately evaluate the effect of their professional decisions and actions on students, their families, and professionals in the learning community and actively seek out opportunities to grow professionally. Standard A3:

Demonstrate informed flexibility by applying the skills of reflection-in-action to intentionally respond to unplanned incidents and modify and/or adapt instructional, assessment, and management practices accordingly.

Standard B1:

Create contexts for learning that are driven by evidence-based principles of diversity and equity.

Standard B2:

Understand developmental differences and learning needs of diverse individuals to promote learning, wellbeing, and self-advocacy.

Standard C1:

Demonstrate and apply knowledge of major concepts, procedures, connections, and applications across discipline domains.

Standard C2:

Demonstrate essential strategies to teach and communicate discipline knowledge and skills to all individuals.

Standard C3:

Demonstrate how to connect concepts and use various strategies to engage individuals and promote critical thinking and creativity.

Standard D1:

Demonstrate attitudes, knowledge, skills, and professional ethics and principles that contribute to academic success and well-being of all individuals.

Standard D2:

Collaborate with students, peers, families, and community to support innovation and individual’s success that promote lifelong learning and advance the profession.

Standard E1:

Evaluate, plan, select, and implement appropriate formative and summative assessments (including those that are technology-based) that are fair, valid, and reliable to monitor individuals’ understanding, behavior, and progress.

Standard E2:

Evaluate data and evidence-based practice (including research) to develop and implement appropriate professional practice to advance individuals’ progress.

Standard E3:

Understand and design essential processes for program evaluation (e.g. IEP, curriculum, professional development).

EQUITY & CULTURALLY RESPONSIVE "Equitable and culturally responsive practitioners value students’ cultural and linguistic resources and view this knowledge as capital to build upon rather than as a barrier to learning, use this capital (i.e., personal experiences and interests) as the basis for instructional connections to facilitate student learning and development, and apply interactive, collaborative methods, strategies, and ways of interacting that support students’ cultural, linguistic, and racial experiences and integrate the methods with evidence-based practices (Gay,2010; Nieto, et al., 2008; Ladson-Billings, 2009; Harlin & Souto-Manning, 2009; Hersi & Watkinson, 2012; Santamaria, 2009).

Equity & Access

EA RP1. Examine and are aware of how one's biases, privilege, identity, and socio-cultural experiences influence teaching and learning.

EA RP2. Reflect on educational systems and practices to ensure access to a fair and equitable learning environment.

EA LC1. Comprehend how learning is influenced by individual experience, gender, talents, and prior learning, as well as language, culture, family, and community values. EA LC2. Model and reinforce respectful behavior so learners develop positive views of themselves and their futures.

EA LC3. Uphold the belief that all individuals can learn and bring valuable resources from their personal lives to the learning process.

EA DKS1. Link content knowledge, experience, and diversity with instructional strategies that enhance learner achievement.

EA DKS2. During clinical experience, demonstrate positive learning environments and equitable learning outcomes for a wide variety of learners, including those placed-at-risk and from underrepresented communities.

EA PCA1. Integrate theory and practice as related to diversity and global perspectives. EA PCA2. Empower a diverse support system (e.g., parents, community stakeholders, and caregivers) to become involved in the learner's education.

EA PCA3. Advocate for educational equity and justice through research, policy, and practice.

EA DLR1. Demonstrate understanding of ethical and equitable use of data. EA DLR2. Develop and use multiple forms of assessments, including authentic assessments, that are culturally responsive.

EA DLR3. Knowledeable of ethical, moral, and culturally responsive research methods and practices.

TECHNOLOGY "Educational technology is the study and ethical application of theory, research, and best practices to advance knowledge as well as mediate and improve learning and performance through the strategic design, management and implementation of learning and instructional processes and resources [e.g., digital, adaptive, and assistive technologies " (Association for Education Communications and Technology [AECT], 2018).

Technology & Innovation

Standard 1: Learner

Standard 3: Citizen

Standard 5: Designer

Standard 6: Facilitator

Standard 1: Learner

Standard 2: Leader

Standard 4: Collaborator

Standard 7: Analyst

NYS Teaching

Standard 7: Professional Growth

Standard 1: Knowledge of Students & Student Learning

Standard 4: Learning Environment

Standard 2: Knowledge of Content and Instructional Planning

Standard 3: Instructional Practice

Standard 6: Professional Responsibilities and Collaboration

Standard 5: Assessment for Student Learning

CAEP

Standard 2: Clinical Partnerships and Practice

Standard 4: Program Impact

Standard 5: Provider Quality Assurance and Continuous Improvement

Standard 1: Content and Pedagogical Knowledge

(1.1, 1.2, 1.3)

Standard 3: Candidate Quality, Recruitment, and Selectivity (3.1, 3.3, 3.4 ,3.5)

Standard 1: Content and Pedagogical Knowledge

Standard 2: Clinical Partnerships and Practice (2.3)

Standard Standard 3: Candidate Quality, Recruitment, and Selectivity (3.3, 3.4, 3.5)

Standard 1: Content and Pedagogical Knowledge

Standard 2: Clinical Partnerships and Practice

Standard 3: Candidate Quality, Recruitment, and Selectivity Standard 4 :Program Impact Standard 5: Provider Quality Assurance and Continuous Improvement

Standard 1: Content and Pedagogical Knowledge

Standard 4: Program Impact

Standard 5: Provider Quality Assurance and Continuous Improvement

AAQEP

Standard 2: Completer Professional Competence and Growth

Standard 1: Candidate/Completer Performance

Standard 2: Completer Professional Competence and Growth

Standard 1: Candidate/Completer Performance

Standard 2: Completer Professional Competence and Growth

Standard 2: Completer Professional Competence and Growth

Standard 2: Completer Professional Competence and Growth

InTASC

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Danielson

Professional Responsibilities 4a: Reflecting on Teaching 4e: Growing and Developing Professionally 4f: Showing Professionalism

Instruction

3e: Demonstrating Flexibility and Responsiveness

Planning and Preparation

1b: Demonstrating Knowledge of Students

Classroom Environment

2a: Creating an Environment of Respect and Rapport Instruction

2b: Establishing a Culture of Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

Instruction

3c: Engaging Students in Learning

Planning and Preparation

1a. Demonstrating Knowledge of Content and Pedagogy

1c: Setting Instructional Outcomes

1d: Demonstrate Knowledge of Resources

1e: Designing Coherent instruction

Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging students in learning

Instruction

3a: Communicating with Students

3c: Engaging Students in Learning

3f: Demonstrating Flexibility and Responsiveness

Professional Responsibilities

4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4f: Showing Professionalism

Planning and Preparation. 1b: Demonstrating knowledge of students 1e: Designing coherent instruction 1f: Designing Student Assessments

Instruction 3d: Using Assessment in Instruction

Marzano

Domain 3: Reflecting on Teaching

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing

Domain 4: Collegiality and Professionalism

Domain 1: Classroom Strategies and Behaviors

edTPA

Rubric 10: Analyzing Teaching Effectiveness

Rubric 2: Planning to Support Varied Student Learning Needs

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

Rubric 6: Learning Environment

Rubric 7: engaging Students in Learning

Rubric 13: Students Use of Feedback

Rubric 1: Planning for Learning

Rubric 4: Identifying and Supporting Language Demands

Rubric 7: engaging Students in Learning

Rubric 8: Deepening Student Learning

Rubric 9: Subject-Specific Pedagogy

Rubric 5: Planning Assessments to Monitor and Support Student Learning

Rubric 11: Analysis of Student Learning

Rubric 12: Providing Feedback to Guide Further Learning

Rubric 14: Analyzing Student’s Language Use and Learning

Rubric 15: Using Assessment to Inform Instruction

TESOL

Standard 5: Professionalism and Leadership

Standard 2: ELLs in the Sociocultural Context

Standard 1: Knowledge about Language

Standard 3: Planning and Instruction

Standard 5: Professionalism and Leadership

Standard 4: Assessment and Evaluation

Mathematics Education

Standard 6: Professional Knowledge and Skills

Standard 4: Mathematical Learning Environment

Standard 5: Impact on Student Learning

Standard 1: Content Knowledge

Standard 2: Mathematical Practices

Standard 3: Content Pedagogy

Standard 7: Elementary Mathematics Specialist Field Experiences and Clinical Practice

Standard 5: Impact on Student Learning

Educational

Leaders

Standard 10: School Improvement

Standard 2: Ethics and Professional Norms

Standard 3: Equity and Culturally Responsiveness

Standard 5: Community of Care and Support for Students

Standard 4: Curriculum, Instruction, & Assessment

Standard 7: Professional Community for Teachers and Staff

Standard 9: Operations and Management

Standard 1: Mission, Vision, and Core Values

Standard 6: Professional Capacity of School Personnel

Standard 8: Meaningful Engagement of Families and Community

Standard 4: Curriculum, Instruction, & Assessment

Counseling

CACREP Standard 1: Professional Orientation & Identity

CACREP Standard 2: Human Growth & Development CACREP Standard 4: Career Development

CACREP Standard 8: Research and Program Evaluation

CACREP Standard 2: Social and Cultural Diversity

CACREP Standard 5: Helping Relationship

CACREP Standard 6: Group Work

CACREP Standard 7: Assessment