1. CAEP STANDARD 1: TEACHERS KNOW THEIR CONTENT AND TEACH EFFECTIVELY STANDARD 1 COMMITTEE

2. Standard 1 Committee Members Sarah Drake Brown (Co-Chair), Associate Professor of History Lisa Pufpaff (Co-Chair), Associate Professor of Special Education Jerrell Cassady, Professor of Educational Psychology Karen Ford, Associate Professor of Curriculum and Instruction Chris Luke, Associate Professor of Foreign Language Education Linda Martin, Professor of Elementary Education Michael Prater, Associate Professor of ArtDenise Seabert, Chairperson and Professor of Physiology and Health Science Kathy Shafer, Associate Professor of Mathematical Sciences Diane Bottomley, Associate Professor of Elementary Education

3. CAEP Standard 1: Content and Pedagogical Knowledge 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.

4. Standard 1.1 Candidates demonstrate an understanding of InTASC Standards at appropriate progression levels categorized by: The Learner and Learning (1, 2, 3) Content (4, 5) Instructional Practice (6, 7, 8) Professional Responsibility (9, 10)

5. Progress on 1.1 Rubrics developed for 5 of 6 instructional areas across three developmental levels aligned to InTASC Standards and High Leverage Practices Instructional areas: Planning Assessment Instruction Professionalism, Advocacy, & Ethics Classroom Environment Dispositions Stages: Stage 1 roughly equal to freshman year Stage 2 roughly equal to sophomore and junior year and 1 st semester senior year Stage 3 roughly equal to student teaching

6. Planning Planning rubrics assess: Knowledge of content and pedagogy Knowledge of students Instructional outcomes Knowledge of resources Instructional activities Student assessment Stage 1: analyze lesson written by someone else and write a reflective piece to demonstrate developing knowledge Stage 2a: develop single lesson plan and reflective piece Stage 2b: develop several connected lessons (e.g., Unit) and reflective piece Stage 3: develop a Unit and reflective piece

7. Assessment Assessment rubrics evaluate: Creation and application of a rubric Creation and application of a traditional assessment At Stage 2 add a case study to demonstrate impact on student learning At Stage 3 add a whole class study to demonstrate impact on student learning

8. Instruction Instruction rubrics evaluate: Instructional interactions Use of questions and discussions Instructional design Student learning Student engagement

9. Professionalism, Advocacy & Ethics Provide a menu of activities to be completed in the context of: Classroom Discipline Community with a required reflection on the activities Stage 1 focus = Becoming a responsible teacher education student Stage 2 focus = Becoming a responsible teacher candidate Stage 3 focus = Becoming a responsible professional teacher

10. Classroom Environment Rubrics evaluate: Culture of learning Interactions in the classroom Classroom management Material management

11. Dispositions Still under development

12. Standard 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.

13. Progress New rubrics have incorporated the requirements of Standard 1.2 Will be further refined as Program Areas begin identifying/creating specific assignments/artifacts with which to use the new rubrics

14. Standard 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).

15. Progress SPA recognitions and other program accreditations will primarily address this substandard Challenge is that current SPA recognitions and Response to Conditions are using “old” assessments Will have to address this issue in the narrative of the self study

16. Standard 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).

17. Progress No specific work on this substandard yet, but will begin to develop as Program Areas begin to add specificity to new assessments Diversity must be addressed here Diversity according to CAEP means: Gifted Disabilities Ethnicity Race SES Gender Language Religion Sexual identification Geographic origin

18. Standard 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.

19. Progress NONE yet