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Standard #1 - InTASC

InTASC/ESPB Standards

Program area (ECE, Elem. Ed, ML, Sec., SPED), Course Prefix and Title (with electronic links to syllabi)

Assessment (from among those listed under item 4: Evidence of Meeting the Standard)

Standard #1: Learner Development

The teacher candidate 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.

PSYC 250 - Developmental Psychology

EDUC 400 - Ed Psychology

EDUC 480/490 - Student Teaching

InTASC 1 -Student Teaching Data

InTASC 1 -Exit Survey Data

InTASC 1 - 1st Year Teacher Survey

InTASC 1 - Praxis II - PLT - (0622 & 0624)

InTASC 1 - Employer Survey

EDUC 400 Classroom management Project

TLC Template

 

Narrative for Standard 1

Standard #1: Learner Development

The teacher candidate 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 1, Learner Development is addressed throughout the professional education sequence and specifically in PSYC 250 - Developmental Psychology, EDUC 400 - Educational Psychology, and EDUC 480/490 - Student Teaching.

In PSYC 250 candidates have the opportunity to study physical, emotional, mental and social development, applying Piaget's stages of cognitive development to the development of classroom activities.  Candidates also have the opportunity to compare and contract various psychological theories of human development. 

In EDUC 400 - Educational Psychology, candidates continue to learn about how learners grow and develop and how effective instruction assists the learning process.  Candidates have the opportunity to compare and contrast cognitive learning theories and select and implement surveys used to identify individual learning styles.  Candidates also develop lesson plans that include components of effective daily lessons and describe factors that influence selection of instructional strategies used to implement lesson plans as well as learning specific motivational strategies to apply in the teaching/learning process.  One assignment required in EDUC 400 that demonstrates the implementation of developmentally appropriate learning experiences is the development of a classroom management plan useful in creating a positive learning environment.  (see classroom management assignment on the right of this narrative)

In EDUC 480/490 - Student Teaching, candidates not only have an understanding of how learners grow and develop, they are able to recognize and apply teaching strategies that are appropriate for meeting the needs of the learners.  The Teaching for Learning (TLC) unit the candidate designs and implements demonstrates how differentiation of instruction and various strategies are necessary for successful teaching. (see TLC Template on the right of this narrative).    Cooperating Teacher ratings of candidates for InTASC standard 1 have been very favorable and the data indicate a high level of success and support of current practice in the area of learner development.  None of the 375 candidates were considered undeveloped. (see Student Teaching data on the right of this narrative)

The data from the Exit Survey also indicates that 95% of the graduating student teachers felt satisfied or very satisfied with their preparation connected to survey items connected to understanding the development of their learners.  (see Exit Survey Data on right of this narrative)

InTASC 1 Student Teacher Data

InTASC 1 Exit Survey Data

InTASC 1 1st Year Teacher Survey

InTASC 1 Employer (Supervisor) Survey

EDUC 400 - Classroom Management Assessment

EDUC 400 Syllabus

EDUC 480/490 - Syllabus

PSYC 250 Syllabus

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