Council for the Accreditationof EducatorPreparation Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE 2014 CAEP –Conference Nashville, TN March 26-28, 2014 Presenter: Elizabeth A. Vilky Director of Program Review CAEP CONNECT WITH CAEP | | Dr. Keith Wayland, Capacitación CAEP UPRM Rincón PR, Mayo 28, 2014 Dr. Keith Wayland, Capacitación CAEP UPRM Rincón PR, Mayo 28, 2014

Explain Standard 1. Identify and explain components. Identify possible pieces of evidence for the components of standard 1. Goals Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Glossary All P-12 students: Defined as children or youth attending P-12 schools including, but not limited to, students with disabilities or exceptionalities, students who are gifted, and students who represent diversity based on ethnicity, race, socioeconomic status, gender, language, religion, sexual identification, and/or geographic origin. Candidate : In this report, the term “candidate” refers to individuals preparing for professional education positions. Completer : A term to embrace candidates exiting from degree programs and also candidates exiting from other higher education programs or preparation programs conducted by alternative providers that may or may not offer a certificate or degree. Provider : Educator preparation provider (EPP) – An inclusive term referring to the sponsoring organization for preparation, whether it is an institution of higher education, a district ‐ or state sponsored program, or an alternative pathway organization Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Standard 1 The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline ‐ specific practices flexibly to advance the learning of all students toward attainment of college ‐ and career ‐ readiness standards. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

InTASC Standards 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: Learner and Learning; Content ; Instructional Practice; and Professional Responsibility. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

InTASC - The Learner and Learning Standard #1: Learner Development The teacher 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 #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

InTASC - CONTENT Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

InTASC - Instructional Practice Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

InTASC - Professional Responsibility Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Work Task Use your yellow evidence sheet to answer the following: Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | What evidence other than course grades can my department offer to show that candidates meet InTASC Standards #4 and #5? Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Work Task - Tomorrow Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | What evidence can UPRM offer to address component 1.1? Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: Learner and Learning; Content; Instructional Practice; and Professional Responsibility

College GPA in specialty field and in professional preparation courses. Assessments and rubrics used to assess teaching practice at key points along a developmental continuum, including but not limited to documentation of expected instructional practices and candidate performance. Analysis of video recorded lessons with review and evaluation based on rubrics. Observation measures with trained review procedures, faculty peer observation with rubrics. Student performance on valid, reliable assessments aligned with instruction during clinical practice experiences. P‐12 student surveys of their pre-service candidate teachers during clinical practice and analysis of data on candidate instructional practices. Component CONNECT WIT PossibleEvidence Possible Evidence 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Provider Responsibilities 1.2 Providers ensure that completers use research and evidence to develop an understanding of the teaching profession and use both to measure their P ‐ 12 students’ progress and their own professional practice. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Work Task - Tomorrow Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | What evidence can UPRM offer to address component 1.2? Providers ensure that completers use research and evidence to develop an understanding of the teaching profession and use both to measure their P ‐ 12 students’ progress and their own professional practice.

PossibleEvidence Component Possible Evidence 1.2 Providers ensure that completers use research and evidence to develop an understanding of the teaching profession and use both to measure their P‐12 students’ progress and their own professional practice. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | Teacher Work Sample

Provider Responsibilities 1.3 Providers ensure that completers apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM). Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Work Task - Tomorrow What evidence can UPRM offer to address component 1.3? Providers ensure that completers apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of SPAs, the NBPTS, Puerto Rico, or other accrediting bodies. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

PossibleEvidence ComponentPossible Evidence 1.3 Providers ensure that completers apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM). Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | Program Review Assessments and rubrics used to assess teaching practice at key points along a developmental continuum, including but not limited to documentation of expected instructional practices and candidate performance. Student performance on valid, reliable assessments aligned with instruction during clinical practice experiences. P ‐ 12 student surveys of their preservice candidate teachers during clinical practice and analysis of data on candidate instructional practices.

Provider Responsibilities 1.4 Providers ensure that completers demonstrate skills and commitment that afford all P ‐ 12 students access to rigorous college ‐ and career ‐ ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Work Task - Tomorrow What evidence can UPRM offer to address component 1.4? Providers ensure that completers demonstrate skills and commitment that afford all P ‐ 12 students access to rigorous college ‐ and career ‐ ready standards. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Assessments and rubrics used to assess teaching practice at key points along a developmental continuum, including but not limited to documentation of expected instructional practices and candidate performance. Student performance on valid, reliable assessments aligned with instruction during clinical practice experiences. P ‐ 12 student surveys of their pre-service candidate teachers during clinical practice and analysis of data on candidate instructional practices. Ability of candidates to design and use a variety of formative assessments with P ‐ 12 students. Clinical capstone Standardized capstone assessments: edTPA or ETS pre ‐ service portfolio Possible Evidence 1.4 Providers ensure that completers demonstrate skills and commitment that afford all P‐12 students access to rigorous college‐ and career‐ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards). PossibleEvidence Component Council for the Accreditation of Educator Preparation

Provider Responsibilities 1.5 Providers ensure that completers model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Work Task Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | What evidence can my department offer to show that UPRM candidates know how to use technology appropriately in their teaching field in accordance with component 1.5? Providers ensure that completers model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. Use your yellow evidence sheet to answer the following:

Work Task - Tomorrow Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | | What evidence does UPRM have to address component 1.5? 1.5 Providers ensure that completers model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

Assessments and rubrics used to assess teaching practice at key points along a developmental continuum, including but not limited to documentation of expected instructional practices and candidate performance. PossibleEvidence Component Possible Evidence Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Questions Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |

Contact Information Questions related to standards: Council for the Accreditation of Educator Preparation CONNECT WITH CAEP | |