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Interstate New Teacher Assessment and
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| 1. Subject Matter Knowledge: Candidates understand the major concepts, assumptions, debates, processes of inquiry and ways of knowing that are central to the subjects they teach. | |||||
| Early American History | Modern American History | Early World History | Modern World History | ||
| Irish Immigration (Paper) | This Hallowed Ground (Critical Review) | Going Viking (Paper) | Garibaldi: The Red Gaucho (Paper) | ||
| 2. Technology: Candidates understand and know how to use computer technology in their teaching. | |||||
| Budgetary Analysis | Storyboarding | Factual Presentation | Animation | ||
| New Teacher Budget (Spreadsheet) | Visual Planning (Presentation) | Financing Education (Presentation) | Flag Lesson (Presentation) | ||
| 3. Student Learning: Candidates understand how learning occurs-how students construct knowledge and acquire skills-and how to use instructional strategies that promote student learning. | |||||
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Teaching vs. Training |
Instructional Strategies |
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| The End of Education (Critical Review) | Teaching Strategy (Organization Chart) | ||||
| 4. Diverse Learners: Candidates understand how students may differ in their approach to learning and create instructional opportunities that are equitable and adaptable to diverse learners. | |||||
| Multi-modal Learning | SPED Instructional Strategies | ||||
| Great
Famine Unit Project (Rubric) Police Agency Project (Rubric) |
Computation
of Square Area and Volume (Strategy) Preamble to the Constitution (Strategy) |
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| 5. Planning Instruction: Candidates understand learning theory, curriculum development, and student development and how to use this knowledge in planning instruction to meet curricular goals. | |||||
| Instructional Strategies | The Great Famine (Unit Plan) | ||||
| 6. Instructional Strategies: Candidates understand and know how to use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. | |||||
| Background Knowledge Inventory | The Great Famine (BKI) | ||||
| 7. Learning Environment: Candidates know how to help students work productively and cooperatively with each other in complex social settings. | |||||
| Group Projects and Collaborative Education | American History Group Project (Outline & Rubric) | ||||
| 8. Communication: Candidates communicate effectively, understand the role of language in learning, and foster active inquiry. collaboration, and interaction in the classroom. | |||||
| Language and Communication | Propaganda
(Essay) I (Still) Have a Dream (Essay) Bosnia (Article Analysis through Personal Letters) |
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| 9. Assessment: Candidates understand the uses, advantages, and limitations of different types of formal and informal student assessments. | |||||
| Formal Assessment | Informal Assessment | ||||
| World War I Unit Test | Current Events Reading/Participation Assessment | ||||
| 10. Reflection and Professional Development: Candidates understand the importance of reflection, self-assessment, and learning as ongoing process and actively seek opportunities for professional growth. | |||||
| Student Teaching Journals | Journal #2 | ||||
| Journal #3 | Journal #4 | Journal #5 | |||
| 11. Collaboration, Ethics, and Relationships: Candidates understand schools as connected to larger community contexts and foster relationships with parents, school colleagues, and organizations that will support student's learning and development. | |||||
| Climate Surveys | |||||
The preceding standards were gleaned from the University of Iowa's Education Web Site:
http://www.education.uiowa.edu/resources/standards.htm