Conceptual Framework Domain Outcomes and Expectations

Conceptual Framework--Teacher Education Program
Domain Outcomes and Expectations

1.0 Content/Subject Matter Expertise -Acquisition of a liberal arts education which provides a foundation for future professional growth

1.1 The candidate plans and modifies instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7); he or she evaluates the appropriateness and quality of the curriculum.

1.2 The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students (I-1).

1.3 The candidate demonstrates a thorough understanding of how content areas and disciplines interrelate and uses this knowledge to improve classroom instruction and student learning; unit and lesson plans contain appropriate interdisciplinary materials and activities.

1.4 The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development (I-2).

1.5 The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8); he or she modifies curriculum and instruction based on assessment data.

1.d The candidate has a thorough knowledge and understanding a wide range of instructional strategies and experiences for individuals, small and large groups, and diverse student populations; he or she consistently applies this understanding to classroom curriculum and instruction in appropriate ways.

1.f The candidate understands his or her content area from a biblical perspective; The candidate has a breadth and depth of understanding of biblical principals and integrates them into his or her personal life and teaching practice.

1.t The candidate understands and integrates technology into classroom curriculum and instruction.

IPSB Themes Addressed: Curriculum, Instruction, Assessment, Learning Environments

Outcome: The candidate understands and demonstrates knowledge of content areas and instructional strategies.

2.0 Personal Development (Morals and Ethics) - - Internalization of an individual set of moral and ethical behaviors

2.1 The candidate consistently demonstrates respect for the dignity of students, parents, and peers; all student and peer confidences are strictly maintained.

2.2 Caring for students and peers is demonstrated in multiple ways: empathy, holding students accountable for the results of their actions, modification of instruction to meet individual and group needs, etc., caring is consistently appropriate and professional.

2.3 The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).

2.4 The candidate displays a strong service orientation toward his or her profession; principles of servant leadership are clearly evidenced in his or her personal behavior; the candidate understands his or her responsibilities to society and acts on that understanding.

2.5 The candidate exhibits personal discipline in all areas of his or her life; self-discipline enables the candidate to increase personal effectiveness; appearance and grooming are characteristic of a professional demeanor.

2.6 The candidate demonstrates enthusiasm, creativity, and a love of learning; inspires the excitement of learning, and fosters risk-taking and collaboration among children and between children and adults.

2.7 The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally (I-9).

2.d The candidate treats all students equally; no distinction is made between students regarding race, ethnicity, gender, socioeconomic status, or special needs.

2.f The candidate continues to grow and mature in his or her personal faith and walk with God.

2.t The candidate uses technology in a morally and ethically responsible manner;

IPSB Themes Addressed: Learning Environments, Professionalism, Building Family and Community Environments

Outcome: The candidate demonstrates attitudes that are consistent with caring and moral and ethical behaviors

3.0 Professional Development - Knowledge of how and when children learn, addressing developmental and motivational stages; awareness of recent developments in educational research

3.1 The candidate demonstrates competency in decision making in all areas of teaching practice; decisions consistently lead to improved student learning.

3.2 The candidate has achieved certification but continues to seek opportunities to improve knowledge and skill in his or her discipline; he or she expands learning to related fields or disciplines.

3.3 The candidate is a member of and actively participates in appropriate professional organizations

3.4 The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally (I-9).

3.5 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).

3.6 The candidate uses research and other resources to construct and implement a continuing self-development plan based on short- and long-term goals; he or she documents achievement in appropriate ways.

3.7 The candidate uses knowledge of how young children differ in their growth, development, and approach to learning to create and modify environments and experiences to meet the individual needs of all students in an inclusive setting; he or she mentors and advises students as appropriate.

3.d The candidate knows and understands learning differences between differently- abled students; he or she communicates with appropriate personnel in the school and community, and accesses resources and services as needed to meet the exceptional learning needs of students.

3.f1 The candidate makes personal decisions that are based on biblical principles; decisions are consistently positive and productive.

3.f2 The candidate thoroughly understands a biblical world view and its importance for the teaching profession; he or she integrates a biblical world view into the classroom.

3.t The candidate continually improves personal and professional technology skills.

IPSB Themes Addressed: Content, Learning Environment, Curriculum, Instruction, Assessment, Professionalism, Building Family and Community Environments

Outcomes: The candidate is accountable for his or her own life-long learning; The candidate demonstrates effective decision-making skills in the classroom.

4.0 Rights and Responsibilities - Application of decision making skills necessary to implement appropriate decisions within the parameters of legal, contractual, and administrative directives.

4.1 The candidate has a thorough understanding of laws and court cases affecting classroom instruction; he or she consistently applies these understandings in appropriate ways in classroom instruction.

4.2 The candidate conducts him or herself at all times in accordance with appropriate employment law and ethical standards; he or she demonstrates concern for children, and acts as an advocate for their mental, physical, and emotional well being.

4.3 The candidate has a thorough understanding of the balance between personal rights and responsibilities; this understanding is demonstrated in positive relationships with students, peers, parents, and the community.

4.4 The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).

4.5 The candidate maintains appropriate records of student progress, maintains confidentiality of records, and communicates progress responsibly to students, parents, and other appropriate personnel.

4.6 The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8). The candidate consistently and appropriately aligns student assessment with learning outcomes and classroom instruction.

4.7 The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7); he or she uses knowledge of human development to create and modify learning experiences and environments .

4.d The candidate understands and implements legal mandates for students with special needs when making classroom decisions.

4.f The candidate bases his or her understanding of rights and responsibilities on biblical principles;

4.t The candidate uses instructional technology in appropriate ways to assist in the decision-making process.

IPSB Themes Addressed: Content, Growth and Development, Curriculum, Instruction, Assessment,

Outcome: The candidate understands legal rights and responsibilities; demonstrates understanding professional, contractual, societal and administrative expectations.

5.0 Methodology- Integration of instruction which permits the teacher to plan, implement and evaluate mastery learning

5.1 The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills (I-4); he or she monitors and adjusts instructional strategies in response to feedback from students and other appropriate individuals.

5.2 The candidate understands, demonstrates, and communicates effective unit and lesson planning processes;

5.3 The candidate connects classroom curriculum and instruction to state, district, and school learning outcomes; lesson plans reflect thoughtful planning regarding these connections; incorporation of learning outcomes in classroom instruction results in students mastery of these learning objectives.

5.4 The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7).

5.5 The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8); he or she allows students to have input into the assessment process, and involves students in self-assessment activities.

5.6 The candidate applies historical, theoretical, and philosophical background knowledge, as well as contemporary research and best practices, to classroom instruction and assessment; he or she conducts classroom research to create and modify effective learning experiences for all students.

5.7 The candidate involves families and other community resources in appropriate ways to create effective learning experiences for all students.

5.d The candidate plans classroom instruction based on differing learning styles and developmental levels and abilities of students.

5.f The candidate teaches in a manner that is reflective of Christ�s character.

5.t The candidate is articulate in the use of instructional technology and its applications in improving student learning; he or she incorporates appropriate instructional technology into classroom curriculum and instruction.

IPSB Themes Addressed: Content, Curriculum, Instruction, Assessment

Outcome: The candidate demonstrates the ability to use a wide-range of instructional techniques and technology

6.0 Management of Time, Classroom, and behavior - Commitment to a model of classroom management based upon positive reinforcement and building self-esteem

6.1 The candidate understands and articulates principles of effective time management in the classroom; he or she makes the best use of learning opportunities while minimizing non-instructional activities.

6.2 TThe candidate understands and articulates multiple behavior management strategies; he or she writes behavior management plans based on recognized theory and research; students are consistently on task and engaged in learning.

6.3 The candidate knows and articulates principles of effective classroom organization; he or she consistently organizes curriculum, instruction, materials and equipment in coherent and logical ways to increase student learning.

6.4 TThe candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (I-5).

6.5 The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development (I-2).

6.6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (I-6).

6.7 The candidate creates positive, safe learning environments based on high expectations for all students; he or she evaluates the effect of the learning environment on both individuals and groups.

6.d The candidate understands and articulates how to manage the classroom to create successful learners in diverse populations; he or she effectively manages the learning environment to promote learning for diverse student populations.

6.f The candidate manages the classroom in a manner that is consistent with the character of Christ.

6.t The candidate understands and articulates the uses of instructional technology in classroom management; he or she implements and adapts a classroom technology plan that creates opportunities for student learning and success, including assistive technologies for differently-abled children.

IPSB Themes Addressed: Growth and Development, Learning Environment, Curriculum, Instruction,

Outcome: The candidate utilizes classroom organizational strategies and management techniques.

7.0 Communication - The ability to communicate effectively with students and peers in written and verbal forms

7.1 The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (I-6).

7.2 The candidate demonstrates effective communication skills with students, parents, fellow teachers and administrators in all forms--writing, speaking, listening; the candidate fosters student acquisition of these skills.

7.3 The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).

7.4 The candidate uses effective questioning strategies that encourage thinking and participation on the part of all students.

7.d The candidate communicates in ways that demonstrate a sensitivity to differences in family structure, culture, and gender.

7.f The candidate develops a Philosophy of Education that combines appropriate educational philosophy with his or her discipline, biblical principles, and beliefs; the Philosophy of Education is expertly written and reveals the candidate as a competent, thoughtful professional.

7.t The candidate understands and articulates the importance of technology for educational communication; he or she implements appropriate communication technology in the classroom.

Outcome: The candidate uses appropriate oral and written communication; Communicates well in written and oral form.

8.0 Global and Multicultural Perspectives - Recognizing that individuals are different and that multicultural (ethnic, socio-economic, and differently abled) diversity awareness changes behavior and systems in order to remove barriers to success

8.d1 The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (I-3).

8.d2 The candidate has a thorough knowledge of mainstreaming and adapting differently abled students into the classroom; unit, lesson, and behavior management plans include provisions for mainstreamed students; planning results in improved student learning.

8.d3 The candidate understands and articulates strategies for adapting curriculum and instruction for differently abled students; he or she effectively adapts and assesses curriculum and instruction to enable differently abled students to become successful learners.

8.d4 The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).

8.d5 The candidate incorporates curricula, materials, and instructional practices that foster the understanding of diverse cultures.

8.df The candidate views all students from God�s perspective.

8.dt The candidate understands and articulates the role of instructional technology to create successful learning for diverse student populations; he or she effectively integrates instructional technology into the classroom.

IPSB Themes Addressed: Growth and Development, Curriculum, Instruction, Assessment, Professionalism

Outcome: The candidate appreciates divergency in terms of exceptionalities, global and ethnic differences.

1.0	Content/Subject Matter Expertise -Acquisition of a liberal arts education which provides a foundation for future professional growth
1.1	The candidate plans and modifies instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7); he or she evaluates the appropriateness and quality of the curriculum.
1.2	The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students (I-1).
1.3	The candidate demonstrates a thorough understanding of how content areas and disciplines interrelate and uses this knowledge to improve classroom instruction and student learning; unit and lesson plans contain appropriate interdisciplinary materials and activities.
1.4	The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development (I-2).
1.5	The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8); he or she modifies curriculum and instruction based on assessment data.
1.d	The candidate has a thorough knowledge and understanding a wide range of instructional strategies and experiences for individuals, small and large groups, and diverse student populations; he or she consistently applies this understanding to classroom curriculum and instruction in appropriate ways.
1.f	The candidate understands his or her content area from a biblical perspective; The candidate has a breadth and depth of understanding of biblical principals and integrates them into his or her personal life and teaching practice.
1.t	The candidate understands and integrates technology into classroom curriculum and instruction.

IPSB Themes Addressed: Curriculum, Instruction, Assessment, Learning Environments

2.0	Personal Development (Morals and Ethics) - - Internalization of an individual set of moral and ethical behaviors
2.1	The candidate consistently demonstrates respect for the dignity of students, parents, and peers; all student and peer confidences are strictly maintained.
2.2	Caring for students and peers is demonstrated in multiple ways: empathy, holding students accountable for the results of their actions, modification of instruction to meet individual and group needs, etc., caring is consistently appropriate and professional.
2.3	The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).
2.4	The candidate displays a strong service orientation toward his or her profession; principles of servant leadership are clearly evidenced in his or her personal behavior; the candidate understands his or her responsibilities to society and acts on that understanding.
2.5	The candidate exhibits personal discipline in all areas of his or her life; self-discipline enables the candidate to increase personal effectiveness; appearance and grooming are characteristic of a professional demeanor.
2.6	The candidate demonstrates enthusiasm, creativity, and a love of learning; inspires the excitement of learning, and fosters risk-taking and collaboration among children and between children and adults.
2.7	The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally (I-9).
2.d	The candidate treats all students equally; no distinction is made between students regarding race, ethnicity, gender, socioeconomic status, or special needs.
2.f	The candidate continues to grow and mature in his or her personal faith and walk with God.
2.t	The candidate uses technology in a morally and ethically responsible manner;

IPSB Themes Addressed: Learning Environments, Professionalism, Building Family and Community Environments

3.0	Professional Development - Knowledge of how and when children learn, addressing developmental and motivational stages; awareness of recent developments in educational research
3.1	The candidate demonstrates competency in decision making in all areas of teaching practice; decisions consistently lead to improved student learning.
3.2	The candidate has achieved certification but continues to seek opportunities to improve knowledge and skill in his or her discipline; he or she expands learning to related fields or disciplines.
3.3	The candidate is a member of and actively participates in appropriate professional organizations
3.4	The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally (I-9).
3.5	The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).
3.6	The candidate uses research and other resources to construct and implement a continuing self-development plan based on short- and long-term goals; he or she documents achievement in appropriate ways.
3.7	The candidate uses knowledge of how young children differ in their growth, development, and approach to learning to create and modify environments and experiences to meet the individual needs of all students in an inclusive setting; he or she mentors and advises students as appropriate.
3.d	The candidate knows and understands learning differences between differently- abled students; he or she communicates with appropriate personnel in the school and community, and accesses resources and services as needed to meet the exceptional learning needs of students.
3.f1	The candidate makes personal decisions that are based on biblical principles; decisions are consistently positive and productive.
3.f2	The candidate thoroughly understands a biblical world view and its importance for the teaching profession; he or she integrates a biblical world view into the classroom.
3.t	The candidate continually improves personal and professional technology skills.

4.0	Rights and Responsibilities - Application of decision making skills necessary to implement appropriate decisions within the parameters of legal, contractual, and administrative directives.
4.1	The candidate has a thorough understanding of laws and court cases affecting classroom instruction; he or she consistently applies these understandings in appropriate ways in classroom instruction.
4.2	The candidate conducts him or herself at all times in accordance with appropriate employment law and ethical standards; he or she demonstrates concern for children, and acts as an advocate for their mental, physical, and emotional well being.
4.3	The candidate has a thorough understanding of the balance between personal rights and responsibilities; this understanding is demonstrated in positive relationships with students, peers, parents, and the community.
4.4	The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).
4.5	The candidate maintains appropriate records of student progress, maintains confidentiality of records, and communicates progress responsibly to students, parents, and other appropriate personnel.
4.6	The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8). The candidate consistently and appropriately aligns student assessment with learning outcomes and classroom instruction.
4.7	The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7); he or she uses knowledge of human development to create and modify learning experiences and environments .
4.d	The candidate understands and implements legal mandates for students with special needs when making classroom decisions.
4.f	The candidate bases his or her understanding of rights and responsibilities on biblical principles;
4.t	The candidate uses instructional technology in appropriate ways to assist in the decision-making process.

5.0	Methodology- Integration of instruction which permits the teacher to plan, implement and evaluate mastery learning
5.1	The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills (I-4); he or she monitors and adjusts instructional strategies in response to feedback from students and other appropriate individuals.
5.2	The candidate understands, demonstrates, and communicates effective unit and lesson planning processes;
5.3	The candidate connects classroom curriculum and instruction to state, district, and school learning outcomes; lesson plans reflect thoughtful planning regarding these connections; incorporation of learning outcomes in classroom instruction results in students mastery of these learning objectives.
5.4	The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals (I-7).
5.5	The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (I-8); he or she allows students to have input into the assessment process, and involves students in self-assessment activities.
5.6	The candidate applies historical, theoretical, and philosophical background knowledge, as well as contemporary research and best practices, to classroom instruction and assessment; he or she conducts classroom research to create and modify effective learning experiences for all students.
5.7	The candidate involves families and other community resources in appropriate ways to create effective learning experiences for all students.
5.d	The candidate plans classroom instruction based on differing learning styles and developmental levels and abilities of students.
5.f	The candidate teaches in a manner that is reflective of Christ�s character.
5.t	The candidate is articulate in the use of instructional technology and its applications in improving student learning; he or she incorporates appropriate instructional technology into classroom curriculum and instruction.

6.0	Management of Time, Classroom, and behavior - Commitment to a model of classroom management based upon positive reinforcement and building self-esteem
6.1	The candidate understands and articulates principles of effective time management in the classroom; he or she makes the best use of learning opportunities while minimizing non-instructional activities.
6.2	TThe candidate understands and articulates multiple behavior management strategies; he or she writes behavior management plans based on recognized theory and research; students are consistently on task and engaged in learning.
6.3	The candidate knows and articulates principles of effective classroom organization; he or she consistently organizes curriculum, instruction, materials and equipment in coherent and logical ways to increase student learning.
6.4	TThe candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (I-5).
6.5	The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development (I-2).
6.6	The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (I-6).
6.7	The candidate creates positive, safe learning environments based on high expectations for all students; he or she evaluates the effect of the learning environment on both individuals and groups.
6.d	The candidate understands and articulates how to manage the classroom to create successful learners in diverse populations; he or she effectively manages the learning environment to promote learning for diverse student populations.
6.f	The candidate manages the classroom in a manner that is consistent with the character of Christ.
6.t	The candidate understands and articulates the uses of instructional technology in classroom management; he or she implements and adapts a classroom technology plan that creates opportunities for student learning and success, including assistive technologies for differently-abled children.

7.0	Communication - The ability to communicate effectively with students and peers in written and verbal forms
7.1	The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (I-6).
7.2	The candidate demonstrates effective communication skills with students, parents, fellow teachers and administrators in all forms--writing, speaking, listening; the candidate fosters student acquisition of these skills.
7.3	The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).
7.4	The candidate uses effective questioning strategies that encourage thinking and participation on the part of all students.
7.d	The candidate communicates in ways that demonstrate a sensitivity to differences in family structure, culture, and gender.
7.f	The candidate develops a Philosophy of Education that combines appropriate educational philosophy with his or her discipline, biblical principles, and beliefs; the Philosophy of Education is expertly written and reveals the candidate as a competent, thoughtful professional.
7.t	The candidate understands and articulates the importance of technology for educational communication; he or she implements appropriate communication technology in the classroom.

8.0	Global and Multicultural Perspectives - Recognizing that individuals are different and that multicultural (ethnic, socio-economic, and differently abled) diversity awareness changes behavior and systems in order to remove barriers to success
8.d1	The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (I-3).
8.d2	The candidate has a thorough knowledge of mainstreaming and adapting differently abled students into the classroom; unit, lesson, and behavior management plans include provisions for mainstreamed students; planning results in improved student learning.
8.d3	The candidate understands and articulates strategies for adapting curriculum and instruction for differently abled students; he or she effectively adapts and assesses curriculum and instruction to enable differently abled students to become successful learners.
8.d4	The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (I-10).
8.d5	The candidate incorporates curricula, materials, and instructional practices that foster the understanding of diverse cultures.
8.df	The candidate views all students from God�s perspective.
8.dt	The candidate understands and articulates the role of instructional technology to create successful learning for diverse student populations; he or she effectively integrates instructional technology into the classroom.