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sample_standards_graphic_organizer.docx
Standards Graphic Organizer
December 13, 2015
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National Board of Professional Teaching Standards |
Council for Exceptional Children |
TASC |
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Learning |
Teachers need to be committed to helping students advance their knowledge and skills in all areas of content such as math, science, language arts, and social studies. (www.nbpts.org).
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Promoting meaningful and inclusive participation of individuals with exceptionalities in the school. Help develop the highest possible learning outcomes for students (www.cec.sped.org).
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Teacher will understand 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. They will display an understanding of diverse cultures as well (www.ccsso.org) |
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Content Knowledge
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Teachers share their knowledge of content in all core subject areas and they teach it to their students (www.nbpts.org).
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Teachers will use evidence, instructional data, research, and professional knowledge to enrich the students’ content knowledge in all core subject matter (www.cec.sped.org). |
The teacher understands the main concepts, tools of inquiry, and the structures of discipline. They create learning experiences that make the discipline accessible and meaningful for students to assure mastery of the content. The teacher knows how to connect concepts and use a variety of perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
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Instructional Practices
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In the classroom structure the teachers will enhance the students’ quality of life potential in a way that is respectful to all students’ dignity, culture, language, and background (www.cec.sped.org).
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The teacher will use many different methods of assessing the student’s progress and growth. Teacher provides lessons that support students in meeting individualized goals. Using knowledge about content, curriculum, pedagogy, cross-disciplinary skills, and community context. They understand many teaching strategies. Encouraging learners to have a deep understanding of all content areas. Helping students making connections, and to build skills to apply knowledge in meaningful ways (www.ccsso.org). |
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Professional Responsibility
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Teachers are responsible for managing and monitoring the students’ progress of learning (www.nbpts.org). |
Protecting and supporting the physical and psychological safety of individuals with exceptionalities. Advocating for professional conditions and resources that will improve learning outcomes of students with exceptionalities. Improving the profession through active participation in professional organizations. (www.cec.sped.org). |
Continuing to develop professionally, and uses evidence to evaluate their practice. They are to adapt practices to meet the individual needs of each learner. Display professional responsibility in regards to choices and actions that effect students, families, and other professionals (www.ccsso.org). |
Learning: Promoting meaningful and inclusive participation of individuals with exceptionalities in the school. Help develop the highest possible learning outcomes for students. Teachers’ can do this by following a student’s individualized education plan. Each student will have different learning needs and learning styles. When introducing a topic to the students make sure that the lesson can be adapted and modified to each child in the room. For example the students are learning about the natural resources. Have the students show what products we get from trees, wool, and corn. If the student that is not able to cut and paste pictures, because they have low to no fine motor skills, you can have them do other choices. If the student does not have verbal skills, then they may be able to do it on the smart board (with unique curriculum) or on their individual tablet. If a student is not able to either of this and they have verbal skills they can tell the teacher and she can manipulate the objects for them.
Professional responsibility: It is very important for teachers to help support the physical and psychological safety of individuals with exceptionalities. We need to be advocates for students with exceptionalities. According to Kling, we also need to teach the students to be self-advocates as well. We need to show the students how to ask for what the need, teach them that they have a voice and we will act on their behalf, tell them what they are entitled to, and set goals for the students and how they can obtain them (Kling 2000). Teaching the students to help themselves and showing them how to ask for help shows that the teacher is promoting both physical and psychological safety as well.
Instructional practices: In the classroom structure the teachers will enhance the students’ quality of life by showing respect to all students. Showing acceptance of their diverse cultures, backgrounds, and languages. In the classroom the teacher will want to provide many different strategies to present lessons to the students. First, for the exceptional students the teacher can use the smart board and use the unique curriculum that is geared to their needs. Second, the teacher will also need to work one on one with each student as well to help them achieve their goals for the. Third, the teacher can put the students in groups to work on a task or project. No matter what strategies the teacher uses they need to remember to use the best practices, and to have the student placed in a least restrictive environment (www.teachingresources.uregina.net).
Resources
Kling, B. Assert Yourself: Helping Students of all ages develop self -advocacy skills. Teaching Exceptional Children, 30(3)
66-67.
www.cec.sped.org Retrieved on April, 16, 2015
www.ccsso.org Retrieved on April 17, 2015
www.nbpts.org Retrieved on April 15, 2015
www.teachingresources.uregina.net Retrieved on April 18, 2015
