Teacher Education Candidates will provide evidence for each of the following
in their electronic portfolios. See the button to the left labeled Conceptual
Framework for graphic and narrative representations of these
Liberal Arts. Teachers
have broad knowledge of the liberal arts.
Have background in basic subject areas: the arts, humanities, mathematics,
and sciences, and have a broad understanding of the major cultures,
religions, geography, political systems, philosophies, and economic
systems by which people organize their lives.
1.1.2 Know and appreciate the great creative works of world cultures.
1.2 Subject-area Content. Teachers know the
content appropriate to their teaching specialty and the relevant applications
of this content.
Know their subjects considerably beyond the content they are expected
to teach, and know how professionals in their field think and analyze
1.2.2 Have a strong background in the subjects related to their specialty
1.2.3 Understand major concepts, assumptions, debates, processes of
inquiry, and ways of knowing that are central to the discipline they
1.2.4 Know how to apply information from their discipline to real-world
1.3 Curriculum Theory. Teachers understand
the ways in which their teaching area connects to the broad curriculum.
Know the links between the grade or subject they teach and what comes
before and after their course or grade.
1.3.2 Can relate disciplinary knowledge to other subject areas.
1.4 Developmental Theory. Teachers know the
ways in which learning takes place, and they know the appropriate levels
of intellectual, physical, social, and emotional development of the students
Understand how learning occurs-how students construct knowledge, acquire
skills, and develop habits of mind.
1.4.2 Understand that students' physical, social, emotional, moral and
cognitive development influence learning.
1.4.3 Are aware of expected developmental progressions and ranges of
individual variation within each domain (physical, social, emotional,
moral and cognitive), can identify levels of readiness in learning,
and understand how development in any one domain may affect performance
1.4.4 Understand how social groups function and influence people, and
how people influence groups.
1.4.5 Recognize factors and situations that are likely to promote or
diminish intrinsic motivation.
1.5 Diverse Cultural Environments. Teachers
recognize the impact of cultural, economic, political, and social environments
upon their discipline.
Know the history of their discipline.
1.5.2 Know the contributions that diverse cultural groups have made
to their discipline.
1.6 Subject-Specific Technology. Teachers
know the specific uses of technology in their discipline.
Understand how technological advances affect their discipline.
1.6.2 Know where to find technological resources specific to their discipline.
Effective Classroom Management.
Teachers practice effective classroom management.
Exercise leadership by taking personal responsibility for the progress
of all students.
2.1.2 Organize and motivate students to act in ways that meet the needs
of both the individual student and the class as a whole.
2.1.3 Maximize efficiency, maintain discipline and morale, promote teamwork,
plan, communicate, focus on results, evaluate progress, and make constant
2.1.4 Work to minimize disruptions in student learning and take advantage
of unexpected events to teach students.
2.1.5 Are skilled at facilitating consensus and mediating conflict.
2.1.6 Use a range of strategies to promote positive relationships, cooperation,
and purposeful learning in the classroom.
2.1.7 Engage students in individual and cooperative learning activities
that help them develop the motivation to achieve.
2.1.8 Organize, allocate, and manage the resources of time, space, activities,
and attention to provide active and equitable engagement of students
in productive tasks.
2.1.9 Help the group to develop shared values and expectations for student
interactions, academic discussions, and individual and group responsibility
that create a positive classroom climate of openness, mutual respect,
support, and inquiry.
2.2 Effective Teaching Practices. Teachers
use a variety of methods to teach students, including cooperative learning
techniques, to promote content knowledge, critical thinking, and problem-solving
Teach students how to live and work together productively and in a positive
2.2.2 Effectively use multiple representations and explanations of disciplinary
concepts that capture key ideas and link them to students' prior understandings.
2.2.3 Represent and use differing viewpoints, theories, "ways of
knowing" and methods of inquiry in the teaching of subject matter
2.2.4 Integrate interdisciplinary learning experiences that allow students
to integrate knowledge, skills, and methods of inquiry from several
2.2.5 Use multiple teaching and learning strategies to engage students
in active learning opportunities that promote the development of critical
thinking, problem solving, and performance capabilities and that help
students assume responsibility for identifying and using learning resources.
2.2.6 Constantly monitor and adjust strategies in response to learner
2.2.7 Engage students in individual and cooperative learning activities
that help them develop the motivation to achieve.2.2.8 Model effective
communication strategies in conveying ideas and information and in asking
2.3 Effective Assessment. Teachers use a
variety of methods to assess what students have learned.
Use formal tests, responses to quizzes, evaluation of class assignments,
student performances and projects, and standardized achievement tests
to understand what students know.
2.3.2 Evaluate informal measures of student understanding, such as the
questions asked in class and the level of student enthusiasm.
2.3.3 Use assessment strategies to involve learners in self-assessment
activities, to help them become aware of their strengths and needs,
and to encourage them to set personal goals for learning.
2.3.4 Modify teaching strategies and behavior in relation to student
success, modifying plans and instructional approaches accordingly.
2.3.5 Maintain useful records of student work and performance and communicate
student progress knowledgeably and responsibly, based on appropriate
indicators, to students, parents, and other colleagues.
2.4 Curriculum Alignment. Teachers align
their instruction with the required curriculum.
Develop and apply strategies to make the North Carolina Standard Course
of Study, local curriculum framework, and content standards developed
by professional organizations in their specialty area significant to
the students they teach.
2.4.2 Meet the requirements of the entire curriculum, while recognizing
and focusing on those concepts in the curriculum which are fundamental
to student understanding.
2.5 Diversified Instruction. Teachers plan
instruction that is appropriate for a diverse student population, including
students with special needs.
Develop short- and long-range plans for instruction, which reflect understanding
of how students learn, and allow for students who learn at a faster
or slower pace than others to be successful and engaged in learning.
2.5.2 Understand that plans are general guidelines and must be constantly
monitored and modified to enhance the learning that is occurring in
2.5.3 Make inclusion of special needs students in the regular classroom
a positive experience for each student in the class and collaborate
with the range of support specialists to help them meet the needs of
2.5.4 Identify and design instruction appropriate to students' stages
of development, learning styles, strengths, and needs.2.5.5 Bring multiple
perspectives to the discussion of subject matter, including attention
to students' personal, family, and community experiences and cultural
2.5.6 Know how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources)
into curriculum goals and students' experiences.
2.5.7 Know when and how to adjust plans based on student responses and
2.6 Technology Skills. Teachers have strong
and current technology skills.
Know when and how to use current educational technology.
2.6.2 Understand the most appropriate type and level of technology to
use to maximize student learning.
Belief That All Students Can Learn.
Teachers believe that all students can learn.
Instill a love of learning and self-confidence based on achievement.
3.1.2 Treat students as individuals.
3.1.3 Enjoy spending time in the company of children and young adults
learn all they can about each of their students; maintain the dignity
of each student; express pride in their students' accomplishments.
3.1.4 Believe that all children can learn at high levels and persist
in helping all children achieve success.
3.2 Respect for Diversity. Teachers know
and respect the influence of race, ethnicity, gender, religion and other
aspects of culture on a child's development and personality.
Demonstrate the belief that diversity in the classroom, in the school,
and in society is a strength and show this commitment by daily conduct.
3.2.2 Do not allow subtle or overt intolerance to bigotry in classrooms
or schools, and actively select materials and develop lessons that counteract
3.2.3 Strive to understand how an individual child's culture and background
influence his or her school performance.
3.2.4 In schools and communities where population diversity is limited,
find ways to acquaint children with a wide variety of people who make
up our society and world.
3.3 Professional Development and Ethics. Teachers
meet high ethical standards of practice and engage in professional development
activities, including development in the area of technology.
Keep the needs of students at the center of professional thoughts and
3.3.2 Live up to universal ethical principles of honesty, truthfulness,
integrity, fair treatment, and respect for others.
3.3.3 Maintain a clear distinction between personal values and professional
3.3.4 Advocate for teacher professionalism, for school conditions that
encourage teaching and learning, and for decision-making structures
that take advantage of the expertise of teachers.
3.3.5 Recognize that life-long learning is an integral part of the profession.
3.3.6 Recognize the professional responsibility for engaging in and
supporting appropriate professional practices for self and colleagues.
Teachers are reflective about their practice.
Think systematically about what happens in the classroom and school,
why it happens, and what can be done to improve student achievement.
3.4.2 Study educational literature and interpret research and apply
it to classroom and school.
3.4.3 Value critical thinking and self-directed learning as habits of
3.5 Community & School Collaboration. Teachers
work collaboratively with colleagues, families, and the community to support
the learning environment.
Reach out beyond the school to promote trust and understanding, to build
partnerships with all segments of the school community, and to overcome
obstacles that stand in the way of effective family and community involvement
in the education of children.
3.5.2 Are informed about policy issues and initiate or assist in implementing
initiatives to improve the education of children.
3.5.3 Are respected members of the community who play key roles in helping
improve communication and collaboration between the members of the community
and educators in the school and school system.
3.5.4 Realize that everything that happens in the community, between
individual students, with families, or with colleagues has an impact
in the classroom, and work to minimize disruptions in student learning
and take advantage of unexpected events to teach students.
3.5.5 Value and learn from the expertise of other educators.