Conceptual Framework
Candidate Proficiencies
We propose to cultivate the set of proficiencies outlined below in accordance with our core values and goals and the knowledge base above. The specified set of proficiencies is organized in terms of our core goals and their elaboration as articulated in Section 4.2 of this framework and aligned in the following charts with New York State & National (INTASC) standards.
Candidate Proficiencies in Scholarship
Teacher candidates will:
- Be capable of various methods of scholarly inquiry.
- Cultivate liberal knowledge in the sciences, arts, and humanities.
- Refine their abilities to express themselves across a range of discourse modes and styles encompassing the written, oral, and visual.
- Make efficient and creative use of technology to enhance inquiry and expression.
- Develop critical knowledge of media in relation to culture and identity construction
NYS Standards
|
INTASC Standards
|
Content core:(prepare candidates with the knowledge base to teach the subject) General education core in the liberal arts and sciences. |
Principle #1: Understands the central concepts, tools of inquiry, and structure of the disciplines taught; creates learning experiences that make these aspects of subject matter meaningful to students. Principle #6: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. |
Pedagogical core:(i) human developmental processes and variations... (ii) learning processes, motivation, communication, and classroom management... (iii) the nature of students within the full range of disabilities... |
Principle #2: Understands how children learn and develop; provides learning opportunities that support their intellectual, social & personal development. Principle #5: Creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Principle #3: Understands how students differ in their approaches to learning; creates instructional opportunities adapted to diverse learners. |
| AND | AND |
|
(iv)language acquisition and literacy development by native English speakers and students who are English language learners... (v) curriculum development, instructional planning... and (vi) uses of technology... (vii) formal and informal methods of assessing... (viii) history, philosophy, and role of education... |
Principle #4: Understands and uses variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Principle #7: Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. Principle #8: Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Principle #10: Fosters relationships with colleagues, parents, and agencies in the larger community to support students' learning and well-being. |
Candidate Proficiencies in Reflective Practice
Teacher candidates will:
- Cultivate dispositions leading to self-awareness, empathy, critical consciousness, and the capacity for reflection.
- Demonstrate appropriate levels of background knowledge - disciplinary, pedagogical, and professional - requisite of effective teaching.
- Demonstrate reflective practice in action through thoughtful planning, instruction, and assessment of students.
- Practice various methods of self-reflection to gain insight into themselves and their impact on student learning and well-being.
- Participate in their schools and professional organizations.
NYS Standards
|
INTASC Standards
|
Pedagogical core:(viii) history, philosophy, and role of education... (ix) means to update knowledge and skills in the subject(s) taught and in pedagogy; Field and Student Teaching Requirements |
Principle #9: Teacher 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. |
Candidate Proficiencies in Social Justice
Teacher candidates will:
- Cultivate dispositions that demonstrate advocacy for all of their students and the communities in which they work.
- Demonstrate knowledge of the historical, social, political, and economic contexts of schooling, including issues of sexism, racism, homophobia and of economic inequities.
- Synthesize their understandings and dispositions by planning culturally relevant curricula or service learning projects.
NYS Standards
|
INTASC Standards
|
Pedagogical core:(ii) learning processes, motivation, communication, and classroom management (viii) history, philosophy, and role of education... (x) means for identifying and reporting suspected child abuse and maltreatment; training in school violence prevention and intervention 52.21(b)(2)(ii)(c)(2)(1),field work/st. tchng |
Principle #5: Creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Principle #6: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle #9: Teacher 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. Principle #10: Fosters relationships with colleagues, parents, and agencies in the larger community to support students' learning and well-being. |
Candidate Proficiencies in Inclusive Community
Teacher candidates will:
- Be committed to and capable of facilitating learning environments that are dialogical and collaborative in nature.
- Partner with students' families and communities, as well as all school faculty and staff in their students' learning and development.
- Nurture learning communities that demonstrate respect and honor for all cultures.
- Make appropriate provisions for students with particular learning needs, differences or varying abilities.
NYS Standards
|
INTASC Standards
|
Pedagogical Core:(i)human developmental processes and variation (ii) learning processes, motivation, communication, and classroom management... (iii) the nature of students within the full range of disabilities... (iv)language acquisition and literacy development by native English speakers and students who are English language learners... (viii) history, philosophy, and role of education... |
Principle #3: Understands how students differ in their approaches to learning; creates instructional opportunities adapted to diverse learners Principle #5: Creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation Principle #10: Fosters relationships with colleagues, parents, and agencies in the larger community to support students' learning and well-being. |
Candidate Proficiencies in Wellness
Teacher candidates will:
- Understand and be committed to the ideals of a holistic view of learning and development.
- Facilitate classroom environments that demonstrate the promotion of health and emotional well-being.
- Facilitate learning environments that model safe and healthy group interactions where conflicts are handled peacefully and care is demonstrated for and by all.
NYS Standards
|
INTASC Standards
|
Pedagogical Core:(i) human developmental processes and variations... (ii) learning processes, motivation, communication, and classroom management... (iii) the nature of students within the full range of disabilities... (x) means for identifying and reporting suspected child abuse and maltreatment training in school violence prevention and intervention (xi) means for instructing students for the purpose of preventing child abduction, preventing alcohol, tobacco and other drug abuse, providing safety education, in accordance with Education Law section 806; and providing instruction in fire and arson prevention... |
Principle #2: Understands how children learn and develop; provides learning opportunities that support their intellectual, social & personal development. Principle #3: Understands how students differ in their approaches to learning; creates instructional opportunities adapted to diverse learners Principle #5: Creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation Principle #6: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. |
Candidate Proficiencies in Creativity and the Arts
Teacher candidates will:
- Be committed to and capable of engaging students via a range of sensory stimuli and artistic modes of expression.
- Provide opportunities for students to actively explore disciplinary knowledge through creative exploration and the arts.
- Encourage young people to explore issues of culture and identity through the arts.
NYS Standards
|
INTASC Standards
|
Content core:(prepare candidates with the knowledge base to teach the subject) General education core in the liberal arts and sciences. (including artistic expression) |
Principle #1: Understands the central concepts, tools of inquiry, and structure of the disciplines taught; creates learning experiences that make these aspects of subject matter meaningful to students. Principle #6: Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. |
