teacher education competencies
TRANSCRIPT
7/31/2019 Teacher Education Competencies
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
(WORKING AND DISCUSSION PAPER)
Definition:
Competency refers to appropriate prior knowledge, skills, attitudes and abilities in a given context that adjust and develop with
time and needs in order to effectively and efficiency accomplish a task and that are measured against a minimum standards (Faculty Summer
Institute, University of Illinois, 2006).
Purpose:
To define in functional and when appropriate observable terms the abilities and expectations from students and
graduates which speaks of the quality of the teacher education program of the University. Rather than requirements, competencies should be
seen as goals.
Guiding Standards:
1. Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue – Council for Chief State School
Officers Interstate New Teacher Assessment and Support Consortium. National Council for Accreditation of Teacher Education
(NCATE) Elementary Education Task Force 2011.
2. North Carolina Professional Teaching Standards, approved by the State Board of Education.
3. Teacher Education Accreditation Council (TEAC) Quality Principles.
4. Bloom's Taxonomy of Learning Domains.
5. Standard 1: Candidate Knowledge, Skills and Professional Dispositions. Standards of Excellence in Teacher Preparation. NCATE.
6. Standards for Teacher Educators. The Association of Teacher Educators
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
1. CONTENT KNOWLEDGE
1.1. DEVELOPMENTAL THEORY. Deep and principled understanding of the learning processes and the role of the teacher in
facilitating these processes in their students.
1.1.1 Understand how learning occurs-how students construct knowledge, acquire skills, and develop habits of mind.
1.1.2 Understand that students' physical, social, emotional, moral and cognitive development influence learning.
1.1.3 Awareness of expected developmental progressions and ranges of individual variation within each domain (physical, social,
emotional, moral and cognitive), can identify levels of readiness in learning, and understand how development in any one
domain may affect performance in others.
1.1.4 Understand how social groups function and influence people and how people influence groups.
1.1.5 Recognize factors and situations that are likely to promote or diminish intrinsic motivation.
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1.2 LIBERAL ARTS. Deep and principled understanding of how educational processes relate to larger historical, social, cultural,
and political processes.
1.2.1 Understand the culture, religion, political system, philosophy and economic systems by which people organize their lives.
1.2.2 Understand the basic subject areas of arts and cultures.
1.3 SUBJECT-AREA CONTENT. Meaningful and comprehensive knowledge of the subject matter they will teach or their
teaching specialty and the relevant application of this content.
1.3.1 Understand their subjects considerably beyond the content they are expected to teach, and know how professionals in their
field think and analyze the world.
1.3.2 Strong background in the concepts, assumptions, processes of inquiry and ways of knowing that are related to their
specialization.
1.3.3 Know how to apply information from their discipline to real-world situations.
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1.4 SUBJECT-SPECIFIC TECHNOLOGY. Understand technological advances and resources affecting the discipline.
1.4.1 Understand and know where to find technological resources specific to their discipline.
1.4.2 Understand the impact of technological advances in their specific specialization.
1.5 CURRICULUM THEORY. Understand the connection of the teaching area to the broad curriculum.
1.5.1 Thorough understanding of specific areas of specialization in relation to other knowledge areas.
1.5.2 Thorough understanding of the relationship between the subject or course they will teach and the other courses that comes
before and after in the program curriculum.
2. PEDAGOGICAL SKILLS
2.1 EFFECTIVE CLASSROOM MANAGEMENT. Basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning.
2.1.1 Accountable leadership by taking personal responsibility for the progress of all students they handle.
2.1.2 Effective motivation to organize students to act in ways that meets the goals of the students and the course.
2.1.3 Efficient organization to maintain discipline, promote teamwork, plan, communicate, focus on outcomes evaluate progress
and make constant adjustments.
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2.1.4 Effective range of teaching strategies that promotes self and cooperative learning.
2.2 EFFECTIVE TEACHING PRACTICES. Apply a wide range of teaching process skills including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches.
2.2.1 Effective range of teaching methods that promotes active critical thinking, problem-solving skills and capabilities in order to
help students assume responsibility for self and cooperative learning.
2.2.2 Creative and innovative material development skills that motivate students to attain course learning outcomes.
2.2.3 Reliable learning assessment skills and effectively measures the desired learning outcomes.
2.2.4 Comprehensive lesson planning skills that uses multiple teaching and learning strategies and activities that matches
students' characteristics.
2.2.5 Comprehensive curriculum development skills that capture professional practice competencies and link them to course,
program goals and students' learning outcomes.
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2.3 DIVERSIFIED INSTRUCTION. Facilitate learning of diverse types of learners, in diverse types of learning environments,
using a wide range of teaching knowledge and skills.
2.3.1 Comprehensive instructional planning skills that addresses students learning styles, stages of development, characteristics
and needs.
2.3.2 Monitoring and modification of instructional plans to attain learning outcomes and program goals.
2.3.3 Collaboration with specialists and community resources to enhance students' learning experiences.
2.4 EFFECTIVE ASSESSMENT. Use of variety of methods to assess what students have learned.
2.4.1 Use of various formal and informal assessment strategies appropriate to the learning outcomes.
2.4.2 Communicate students progress, their strengths and needs based on performance indicators to students, parents and
colleagues.
2.5 CURRICULUM ALIGNMENT. Align instruction with the required curriculum.
2.5.1 Develop curriculum framework that are aligned with and meet the requirements of the university and national competency
standards.
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2.6 TECHNOLOGY SKILLS. Use of current educational technology.
2.6.1 Use of the most appropriate type and level of technology that will maximize attainment of learning outcomes.
3. PROFESSIONAL DISPOSITIONS.
3.1 PROFESSIONAL DEVELOPMENT AND ETHICS. Demonstrate and practice the professional and ethical requirements of the
teaching professions.
3.1.1 Recognize that the needs of students are centers of professional responsibility.
3.1.2 Adhere to professional code of ethics.
3.1.3 Engage in life-long learning and development.
3.2. REFLECTIVE PRACTICE. Reflect on the relationships among the teaching process skills, the learning processing in the
students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational
processes in order to constantly improve their teaching knowledge, skills and practices.
3.2.1 Critical analysis of classroom events and self-directed learning to enhance achievement of learning outcomes.
3.2.2 Research and literature analysis and application to classroom teaching and learning.
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3.3 INNOVATIVENESS. Creative and innovative in thinking of alternative teaching approaches, take informed risks in trying
out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning.
3.3.1 Development of new and effective learning strategies and activities that counteract stereotypes.
3.4 COLLABORATION. Collaborate with colleagues and communities to support the learning environment.
3.4.1 Build partnerships with all segments of the school and the wider community.
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RATIONALE FOR COMPETENCY STANDARDS FOR TEACHER EDUCATION
NCATE
STANDARD 1: CANDIDATE KNOWLEDGE,
SKILLS, AND PROFESSIONAL DISPOSITIONS
TEAC
QUALITY PRINCIPLE: EVIDENCE OF CANDIDATE
LEARNING
COMPETENCIES Standard 1c: Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They know how students learn and how to
make ideas accessible to them.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
1. Understand how learning occurs –
how students construct knowledge,
acquire skills, and develop habits of
mind. Standard 1c: Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They know how students learn and how to
make ideas accessible to them.
Quality Principle: Multicultural Perspectives
and Accuracy. Learned accurate and sound
information on matters of race, gender,
individual differences and ethnic and cultural
perspectives.
2. Understand that students' physical,
social, emotional, moral and cognitive
development influence learning. Standard 1b. Pedagogical Content Knowledgeand Skills for Teacher Candidates. They
understand and address student
preconceptions that hinder learning. They are
able to critique research and theories related to
pedagogy and learning.
Quality Principle: Multicultural Perspectivesand Accuracy. Learned accurate and sound
information on matters of race, gender,
individual differences and ethnic and cultural
perspectives.
3. Awareness of expecteddevelopmental progressions and ranges
of individual variation within each
domain (physical, social, emotional,
moral, cognitive), can identify levels of
readiness in learning, and understand
how development in any one domain
may affect performance in others.
Standard 1c: Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They consider school, family and community
contexts in connecting concepts to students'prior experience and applying the ideas to real-
world issues.
Quality Principle: Multicultural Perspectives
and Accuracy. Learned accurate and sound
information on matters of race, gender,
individual differences and ethnic and culturalperspectives.
4. Understand how social groups
function and influence people and how
people influence groups.
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Standard 1f. Student Learning for Other School
Professionals. They establish educational
environments that support student learning,
collect and analyze data related to student
learning, and apply strategies for improvingstudent learning within their own jobs and
schools.
Quality Principle: Learning How to Learn.
Demonstrate that they have learned how to
learn information on their own, that they can
transfer what they have learned to new
situations, that they have acquired thedispositions and skills of critical reflection that
will support life-long learning in their field.
5. Recognize factors and situations that
are likely to promote or diminish
intrinsic motivation.
Standard 1a. Content Knowledge for Teacher
Candidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
6. Understand the culture, religion,
political system, philosophy and
economic systems by which people
organize their lives.
Standard 1a. Content Knowledge for Teacher
Candidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
7. Understand the basic subject areas
of arts and cultures.
Standard 1a. Content Knowledge for TeacherCandidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described.
Quality Principle: Subject Matter Knowledge.Demonstrate understanding of the subject
matter they will teach.
8. Understand their subjectsconsiderably beyond the content they
are expected to teach, and know how
professionals in their field think and
analyze the world.
Standard 1a. Content Knowledge for Teacher
Candidates. They demonstrate their knowledge
through inquiry, critical analysis, and synthesis
of the subject.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
9. Strong background in the concepts,
assumptions, processes of inquiry and
ways of knowing that are related to
their specialization.
Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They present
the content to the students in challenging, clear
and compelling ways, using real-world contexts
and integrating technology appropriately.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
10. Know how to apply information
from their discipline to real-world
situations.
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Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They present
the content to the students in challenging, clear
and compelling ways, using real-world contexts
and integrating technology appropriately.
Quality Principle: Technology. Use appropriate
technology.
11. Understand and know where to find
technological resources specific to their
discipline. Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They present
the content to the students in challenging, clear
and compelling ways, using real-world contexts
and integrating technology appropriately.
Quality Principle: Technology. Use appropriate
technology.
12. Understand the impact of
technological advances in their specific
specialization.
Standard 1a. Content Knowledge for Teacher
Candidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described in professional, state and
institutional standards. They demonstrate their
knowledge through inquiry, critical analysis, andsynthesis of the subject.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
13. Thorough understanding of specific
areas of specialization in relation to
other knowledge areas.
Standard 1a. Content Knowledge for Teacher
Candidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described in professional, state and
institutional standards. They demonstrate their
knowledge through inquiry, critical analysis, and
synthesis of the subject.
Quality Principle: Subject Matter Knowledge.
Demonstrate understanding of the subject
matter they will teach.
14. Thorough understanding of the
relationship between the subject or
course they will teach and the other
courses that comes before and after in
the program curriculum.
Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They reflect on their practice and makenecessary adjustments to enhance student
learning.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
15. Accountable leadership by taking
personal responsibility for the progress
of all students they handle.
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Standard 1f. Student Learning for Other School
Professionals. They establish educational
environments that support student learning,
collect and analyze data related to student
learning, and apply strategies for improvingstudent learning within their own jobs and
schools.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
16. Effective motivation to organize
students to act in ways that meets the
goals of the students and the course.
Standard 1f. Student Learning for Other School
Professionals. They establish educational
environments that support student learning,
collect and analyze data related to student
learning, and apply strategies for improving
student learning within their own jobs and
schools.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
17. Efficient organization to maintain
discipline, promote teamwork, plan,
communicate, focus on outcomes
evaluate progress and make constant
adjustments.
Standard 1g. Professional Dispositions for All
Candidates. Candidates demonstrate
classroom behaviors that create caring and
supportive learning environments and
encourage self-directed learning by all students.
Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They have in-
depth understanding of the content that they
plan to teach and are able to provide multiple
explanations and instructional strategies so that
all students learn.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
18. Effective range of teaching
strategies that promotes self and
cooperative learning.
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Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They have in-
depth understanding of the content that they
plan to teach and are able to provide multiple
explanations and instructional strategies so thatall students learn.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
19. Effective range of teaching methods
that promotes active critical thinking,
problem-solving skills and performance
capabilities in order to help students
assume responsibility for self and
cooperative learning. Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They are
able to select and develop instructional
strategies and technologies, based on research
and experience, that help all students learn.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
20. Creative and innovative material
development skills that motivate
students to attain course learning
outcomes.
Standard 1d. Student Learning for Teacher
Candidates. They assess and analyze student
learning, make appropriate adjustment to
instruction, monitor student learning, and have
a positive effect on learning for all students.
Candidates in advanced programs for teachers
have a thorough understanding of assessment.
Quality Principle: Evidence of Valid
Assessment. Trustworthiness, reliability and
validity of the evidence produced from the
assessment method or methods that it has
adopted.
21. Reliable learning assessment skills
and effectively measures the desired
learning outcomes.
Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They develop meaningful learning experiences
to facilitate learning for all students.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
22. Comprehensive lesson planning
skills and effectively effective measures
the desired learning outcomes.
Standard 1a. Content Knowledge for Teacher
Candidates. Teacher candidates have in-depth
knowledge of the content that they plan to
teach as described in professional, state and
institutional standards.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
23. Comprehensive curriculum
development skills that capture
professional practice competencies and
link them to course, program goals and
students' learning outcomes.
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Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They are
able to select and develop instructional
strategies and technologies, based on research
and experience, that help all students learn.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
24. Comprehensive instructional
planning skills that addresses students
learning styles, stages of development,
characteristics and needs.
Standard 1d. Student Learning for Teacher
Candidates. They assess and analyze student
learning, make appropriate adjustment to
instruction, monitor student learning, and have
a positive effect on learning for all students.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
25. Monitoring and modification of
instructional plans to attain learning
outcomes and program goals.
Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They take on leadership roles in the
professional community and collaborate with
colleagues to contribute to school improvement
and renewal.
Quality Principle: Candidates. Admission,
mentoring policies encourage recruitment and
retention of diverse candidates. Program
monitor the quality of the support services.
26. Collaboration with specialists and
community resources to enhance
students' learning experiences.
Standard 1d. Student Learning for Teacher
Candidates. They assess and analyze student
learning, make appropriate adjustment to
instruction, monitor student learning, and have
a positive effect on learning for all students.
Candidates in advanced programs for teachers
have a thorough understanding of assessment.
Quality Principle: Evidence of Valid
Assessment. Trustworthiness, reliability and
validity of the evidence produced from the
assessment method or methods that it has
adopted.
27. Use of various formal and informal
assessment strategies appropriate to
the learning outcomes.
Standard 1g. Professional Dispositions for All
Candidates. Candidates work with students,
family, colleagues, and communities in waysthat reflect the professional dispositions
expected of professional educators…
Quality Principle: Evidence of Valid
Assessment. Trustworthiness, reliability and
validity of the evidence produced from theassessment method or methods that it has
adopted.
28. Communicate students progress,
their strengths and needs based on
performance indicators to students,parents and colleagues.
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Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
Teacher candidates reflect a thorough
understanding of professional and pedagogical
knowledge and skills delineated in professional,state, and institutional standards.
Quality Principle: Pedagogical Knowledge.
Convert their knowledge of the subject matter
into compelling lessons that meet the needs of
a wide range of pupils and students.
29. Develop curriculum framework that
are aligned with and meet the
requirements of the university and
national competency standards.
Standard 1b. Pedagogical Content Knowledge
and Skills for Teacher Candidates. They present
the content to the students in challenging, clear
and compelling ways, using real-world contexts
and integrating technology appropriately.
Quality Principle: Technology. Use appropriate
technology.
30. Use of the most appropriate type
and level of technology that will
maximize attainment of learning
outcomes.
Standard 1f. Student Learning for Other School
Professionals. Candidates for other professional
school roles critique and are able to reflect ontheir work within the context of student
learning.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
31. Recognize that the needs of
students are centers of professional
responsibility. Standard 1g. Professional Dispositions for All
Candidates. Candidates recognize when their
own professional dispositions may need to be
adjusted and are able to develop plans to do so.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
32. Adhere to professional code of
ethics.
Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
Candidates in advanced programs for teachers
develop expertise in certain aspects of professional and pedagogical knowledge and
contribute to the dialogue based on their
research and experiences.
Quality Principle: Learning How to Learn.
Demonstrate that they have learned how to
learn information on their own, that they can
transfer what they have learned to newsituations, that they have acquired the
dispositions and skills of critical reflection that
will support life-long learning in their field.
33. Engage in life-long learning and
development.
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Standard 1f. Student Learning for Other School
Professionals. Candidates for other professional
school roles critique and are able to reflect on
their work within the context of student
learning.
Quality Principle: Learning How to Learn.
Demonstrate that they have learned how to
learn information on their own, that they can
transfer what they have learned to new
situations, that they have acquired thedispositions and skills of critical reflection that
will support life-long learning in their field.
34. Critical analysis of classroom events
and self-directed learning to enhance
achievement of learning outcomes.
Standard 1e. Knowledge and Skills for Other
School Professionals. They collect and analyze
data related to their work, reflect on their
practice, and use research and technology to
support and improve student learning.
Quality Principle: Learning How to Learn.
Demonstrate that they have learned how to
learn information on their own, that they can
transfer what they have learned to new
situations, that they have acquired the
dispositions and skills of critical reflection that
will support life-long learning in their field.
35. Research and literature analysis
and application to classroom teaching
and learning.
Standard 1e. Knowledge and Skills for Other
School Professionals. They collect and analyzedata related to their work, reflect on their
practice, and use research and technology to
support and improve student learning.
Quality Principle: Learning How to Learn.
Demonstrate that they have learned how tolearn information on their own, that they can
transfer what they have learned to new
situations, that they have acquired the
dispositions and skills of critical reflection that
will support life-long learning in their field.
36. Development of new and effective
learning strategies and activities thatcounteract stereotypes.
Standard 1c. Professional and Pedagogical
Knowledge and Skills for Teacher Candidates.
They take on leadership roles in the
professional community and collaborate with
colleagues to contribute to school improvement
and renewal.
Quality Principle: Caring and Effective Teaching
Skills. Teach effectively in a caring way and to
act as knowledgeable professionals.
37. Build partnerships with all segments
of the school and the wider community.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
CONTENT KNOWLEDGE – DEVELOPMENTAL THEORY.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATIONTERMINALCOMPETENCIES
(End of program)
Develop and conduct
studies on how learning
occurs – how students
construct knowledge,
acquire skills, develophabits of mind and
analyze the results.
Evaluate how learning
occurs – how students
construct knowledge,
acquire skills, and
develop habits of mind.
Analyze and connect
how learning occurs –
how students
construct knowledge,
acquire skills, anddevelop habits of
mind.
Explain how learning
occurs – how students
construct knowledge,
acquire skills, and
develop habits of mind.
Theory/Concept
Courses
Methods/Strategies
Courses
Child (Learner's)Development
Facilitating Learning
1. Understand how
learning occurs –how
students construct
knowledge, acquire
skills, and develop habitsof mind. Develop and conduct
studies on the physical,
social, emotional, moral
and cognitive
development of
students that influence
learning.
Evaluate the physical,
social, emotional,
moral and cognitive
development of
students that influence
learning.
Differentiate the
physical, social,
emotional, moral and
cognitive
development of
students that
influence learning.
Explain the physical,
social, emotional, moral
and cognitive
development of
students that influence
learning.
Apply knowledge of the
students' physical,
social, emotional, moraland cognitive
development to help
them recognize their
learning practices.
Child (Learner's)
Development
Facilitating Learning
Developmental
Psychology
2. Understand that
students' physical,
social, emotional, moral
and cognitive
development influence
learning.
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Integrate the expected
developmental
progressions and ranges
of individual variation
within each domain(physical, social,
emotional, moral,
cognitive),
Propose the levels of
readiness in learning,
and
Conduct studies on
how development inany one domain may
affect performance in
others.
Criticize the expected
developmental
progressions and
ranges of individual
variation within eachdomain (physical,
social, emotional,
moral, cognitive),
Evaluate the levels of
readiness in learning,
and
Evaluate how
development in anyone domain may affect
performance in others
Illustrate the
expected
developmental
progressions and
ranges of individualvariation within each
domain (physical,
social, emotional,
moral, cognitive),
Differentiate the
levels of readiness in
learning, and
Relates how
development in anyone domain may
affect performance in
others.
Discuss the expected
developmental
progressions and ranges
of individual variation
within each domain(physical, social,
emotional, moral,
cognitive),
Identify and summarize
levels of readiness in
learning, and
Show how development
in any one domain mayaffect performance in
others.
Child (Learner's)
Development
Facilitating Learning
Developmental
Psychology
3. Awareness of
expected developmental
progressions and ranges
of individual variation
within each domain(physical, social,
emotional, moral,
cognitive), can identify
levels of readiness in
learning, and understand
how development in any
one domain may affect
performance in others.
Design how social
groups function and
influence people and
how people influence
groups.
Evaluate how social
groups function and
influence people and
how people influence
groups.
Relate how social
groups function and
influence people and
how people influence
groups.
Illustrate how social
groups function and
influence people and
how people influence
groups.
Social Dimensions of
Education
4. Understand how
social groups function
and influence people
and how people
influence groups.
Integrate factors and
organize situations that
are likely to promote ordiminish intrinsic
motivation
Assess factors and
situations that are
likely to promote ordiminish intrinsic
motivation.
Distinguish factors
and situations that
are likely to promoteor diminish intrinsic
motivation.
Describe factors and
situations that are likely
to promote or diminishintrinsic motivation.
Facilitating Learning
Principles of Teaching
5. Recognize factors and
situations that are likely
to promote or diminishintrinsic motivation.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
CONTENT KNOWLEDGE – LIBERAL ARTS.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Summarize the culture,
religion, political
system, philosophy and
economic systems by
which people organize
their lives.
Critique the culture,
religion, political
system, philosophy
and economic systems
by which people
organize their lives.
Analyze the culture,
religion, political
system, philosophy
and economic
systems by which
people organize their
lives.
Discuss the culture,
religion, political
system, philosophy and
economic systems by
which people organize
their lives.
Theory/Concept
Courses
Liberal Arts Content
Courses
1. Understand the
culture, religion, political
system, philosophy and
economic systems by
which people organize
their lives.
Summarize the basic
subject areas of arts
and cultures.
Criticize the basic
subject areas of arts
and cultures.
Compare the basic
subject areas of arts
and cultures.
Explain the basic subject
areas of arts and
cultures.
Liberal Arts Content
Courses
2. Understand the basic
subject areas of arts and
cultures.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
CONTENT KNOWLEDGE – SUBJECT AREA CONTENT.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATION
TERMINALCOMPETENCIES
(End of program)
Construct an argument
that appropriately uses
meaningful concepts
and phenomena related
to their discipline.
Evaluate concepts and
phenomena related to
their discipline based
on evidence..
Identify sources of
bias, limitations of
concepts and
implication of
phenomena related totheir discipline.
Classify concepts and
phenomena related to
their discipline.
Give clear explanation
relating to lesson
content and procedures.
Theory/ Content
Courses
1. Understand their
subjects considerably
beyond the content
they are expected to
teach, and know howprofessionals in their
field think and analyze
the world.
Develop and conduct
investigation to test a
hypothesis and analyze
the results.
Evaluate the design
and results of an
investigation to
determine if it
satisfactorily addresses
the hypothesis.
Conduct a scientific
investigation and
analyze the results to
determine if
satisfactorily
addresses the
hypothesis.
Develop a hypothesis,
conduct a pre-designed
scientific investigation
and describe results.
Theory/Content
Courses
2. Strong background in
the concepts,
assumptions, processes
of inquiry and ways of
knowing that are
related to their
specialization.
Create an original workby applying existing
knowledge in order to
generate new ideas,
products, or processes.
Evaluate ideas,products and
processes for their
creativity and
innovation.
Investigate and apply current information
from their discipline
in creative ways.
Use current informationfrom their discipline in
basic ways
Show inter-relatedness
of one content areas.
Principles of Teaching3. Know how to applyinformation from their
discipline to real-world
situations.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
CONTENT KNOWLEDGE – SUBJECT SPECIFIC TECHNOLOGY.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATION
TERMINALCOMPETENCIES
(End of program)
Create research
question and select and
use appropriate
information and
communicationtechnology tools and
resources for collecting
and analyzing
information and
reporting results to
multiple audiences.
Recommend and
justify the use of
appropriate
information and
communication toolsto gather information.
Perform advanced
searches and
compare information
from a variety of
sources of accuracy,bias, appropriateness
and
comprehensiveness.
Describe steps for using
technology to locate
information and
guidelines for evaluating
information from varietyof sources.
Technology in the
Learning Environment
Principles and Theories
of EducationalTechnology
Methods/Strategies
Courses
1. Understand and know
where to find
technological resources
specific to their
discipline.
Create and integrate
solution for addressing
the impact of
technological advances
in their specificspecialization to
generate new
technologies.
Describe the strengths
and weaknesses of a
solution for addressing
the impact of
technological advancesin their specific
specialization
Investigate how
technology works, its
development and
how it impacts in their
specific specialization.
Enumerate and explain
how technology works,
its development and
how it impacts in their
specific specialization.
Technology in the
Learning Environment
Special Topics Courses
2. Understand the
impact of technological
advances in their
specific specialization.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
CONTENT KNOWLEDGE – CURRICULUM THEORY.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATION
TERMINALCOMPETENCIES
(End of program)
Construct new
connections of concepts
of specific areas of
specialization to explain
ideas in relation toother knowledge areas.
Use connections of
concepts of specific
areas of specialization
to explain ideas in
relation to otherknowledge areas.
Compare concepts of
specific areas of
specialization in
relation to other
knowledge areas.
Explain connections of
concepts of specific
areas of specialization in
relation to other
knowledge areas.
Theory/Concept
Courses
Exploring the
Curriculum
Curriculum
Development
1. Thorough
understanding of
specific areas of
specialization in relation
to other knowledgeareas.
Construct relationship
between the subject or
course they will teach
and the other courses
that comes before and
after in the program
curriculum.
Explain the
relationship between
the subject or course
they will teach and the
other courses that
comes before and
after in the programcurriculum.
Compare the
relationship between
the subject or course
they will teach and
the other courses that
comes before and
after in the programcurriculum.
Explain the relationship
between the subject or
course they will teach
and the other courses
that comes before and
after in the program
curriculum.
Exploring the
Curriculum
Curriculum
Development
2. Thorough
understanding of the
relationship between
the subject or course
they will teach and the
other courses that
comes before and afterin the program
curriculum.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS – EFFECTIVE CLASSROOM MANAGEMENT.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATION
TERMINALCOMPETENCIES
(End of program)
Plan for and produce
own effective
leadership style that
will be used to influence
students to achievelearning outcomes on
specific situation.
Adhere to the prescribe
standards of practice.
Assess the
effectiveness of
leadership styles used
to influence students
to achieve learningoutcomes.
Assist all students
based on their learning
needs.
Connect and analyze
various leadership
styles used to
influence students to
achieve learningoutcomes.
Demonstrate
sensitivity towards
individual student
differences.
Understand and apply
appropriate classroom
leadership style to
influence students to
achieve learningoutcomes.
Listen to all students
with respect.
Methods/Strategies
Courses
Principles of Teaching
Field Study Courses
Facilitating Learning
1. Accountable
leadership by taking
personal responsibility
for the progress of all
students they handle.
Design instructional
plan that will effectively
motivate students to
act in ways that meets
their goals and thecourse goals.
Evaluate the
effectiveness of each
type of motivation
used in various
classroom settings topromote achievement
of the goals of the
students and the
course.
Compare and analyze
the various types of
motivations used in
classroom setting to
promote achievementof the goals of the
students and the
course.
Understand and apply
the various types of
motivations used in
classroom setting to
promote achievementof the goals of the
students and the course.
Principles of Teaching
Field Study Courses
Facilitating Learning
2. Effective motivation
to organize students to
act in ways that meets
the goals of the
students and thecourse.
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Modify and combine
responsibilities for
changing personal
behaviors of students
in order to acquireskills that lead to both
social and
professional success
such as use of
instruction time
effectively,
establishment of
classroom routines
and response to
student work in atimely fashion.
Design variety of large
group, small group and
independent learning
experiences.
Assess
responsibilities for
changing personal
behaviors of
students in order toacquire skills that
lead to both social
and professional
success such as use
of instruction time
effectively,
establishment of
classroom routines
and response to
student work in atimely fashion.
Evaluate variety of
large group, small
group and
independent learning
experiences.
Connect
responsibilities for
changing personal
behaviors of
students in order toacquire skills that
lead to both social
and professional
success such as use
of instruction time
effectively,
establishment of
classroom routines
and response to
student work in atimely fashion.
Compare and analyze
variety of large group,
small group and
independent learning
experiences.
Understand and apply
responsibilities for
changing personal
behaviors of students
in order to acquire
skills that lead to both
social and professional
success such as use of
instruction time
effectively,
establishment of
classroom routines
and response to
student work in a
timely fashion.
Uses variety of large
group, small group and
independent learning
experiences.
Facilitating Learning
Principles of Teaching
Field Study Courses
3. Efficient organization
to maintain discipline,
promote teamwork,
plan, communicate,
focus on outcomesevaluate progress and
make constant
adjustments.
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Combine the principles
of teaching to create
strategies that
promotes self and
cooperative learning.
Design the variety of
methods such as
demonstrations,
lectures, student
initiated work, group
work, questioning and
independent practice
for specific instructional
goals and purpose.
Assess the teaching
strategies that
promotes self and
cooperative learning.
Evaluate the variety of
methods such as
demonstrations,
lectures, student
initiated work, group
work, questioning and
independent practice
for specific
instructional goals and
purpose.
Explain and connect
knowledge and
teaching strategies
that promotes self
and cooperativelearning.
Compare and analyze
the variety of
methods such as
demonstrations,
lectures, student
initiated work, group
work, questioning and
independent practice
for specific
instructional goals
and purpose.
Identify and apply
knowledge and
teaching strategies
that promotes self
and cooperative
learning.
Discuss the variety of
methods such as
demonstrations,
lectures, student
initiated work, group
work, questioning and
independent practice
for specific instructional
goals and purpose.
Principles of Teaching
Facilitating Learning
Field Study Courses
4. Effective range of
teaching strategies that
promotes self and
cooperative learning.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS – EFFECTIVE TEACHING PRACTICES.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATIONTERMINALCOMPETENCIES
(End of program)
Modify or design and
adapt teaching
methods that promotes
active critical thinking,
problem-solving skillsand performance
capabilities in order to
help students assume
responsibility for self
and cooperative
learning.
Evaluate the various
teaching methods that
promotes active
critical thinking,
problem-solving skillsand performance
capabilities in order to
help students assume
responsibility for self
and cooperative
learning.
Compare and analyze
the various teaching
methods that
promotes active
critical thinking,problem-solving skills
and performance
capabilities in order to
help students assume
responsibility for self
and cooperative
learning.
Discuss and apply the
various teaching
methods that promotes
active critical thinking,
problem-solving skillsand performance
capabilities in order to
help students assume
responsibility for self
and cooperative
learning.
Methods/Strategies
Courses
Principles of Teaching
Facilitating Learning
Field Study Courses
1. Effective range of
teaching methods that
promotes active critical
thinking, problem-
solving skills andperformance
capabilities in order to
help students assume
responsibility for self
and cooperative
learning.
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Design, modify and
adapt materials that
will address student
learning levels, rates
and styles and motivatethem to attain course
learning outcomes.
Evaluate materials
utilized to address
student learning levels,
rates and styles and
motivate them toattain course learning
outcomes.
Compare and analyze
materials utilized to
address student
learning levels, rates
and styles andmotivate them to
attain course learning
outcomes.
Describe and use of
materials that address
student learning levels,
rates and styles and
motivate them to attaincourse learning
outcomes.
Principles and Theories
of Educational
Technology
Field Study Courses
2. Creative and
innovative material
development skills that
motivate students to
attain course learningoutcomes.
Design and apply
variety of reliable
traditional and
alternative assessment
strategies in
determining student's
mastery of desired
learning outcomes.
Evaluate variety of
traditional and
alternative assessment
strategies in
determining student's
mastery of desired
learning outcomes.
Compare and analyze
variety of reliable
traditional and
alternative
assessment strategies
in determining
student's mastery of
desired learningoutcomes.
Describe and employ
variety of reliable
traditional and
alternative assessment
strategies in
determining student's
mastery of desired
learning outcomes.
Learning Assessment
Strategies
Assessment of Student
Learning
3. Reliable learning
assessment skills and
effectively measures the
desired learning
outcomes.
Design or modify and
adapt lesson content,
strategies and
assessment to achieve
the desired learning
outcomes.
Develop a resource filefor use in lesson
planning.
Evaluate the lesson
content, strategies and
assessment with the
measurement of the
desired learning
outcomes.
Reflect and evaluateown lesson planning
practices.
Relate the lesson
content, strategies
and assessment of
the lesson plan with
the desired learning
outcomes.
Works withcolleagues to relate
lesson plans
interdisciplinarily.
Discuss and identify the
contents of the lesson
plan and plan lessons
towards achievement of
the desired learning
outcomes.
Identify student desiredlearning outcome for
planned lesson.
Principles of Teaching
Field Study Courses
4. Comprehensive
lesson planning skills
and effectively effective
measures the desired
learning outcomes.
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Organize and integrate
interdisciplinary
knowledge into the
curriculum that capture
professional practicecompetencies, course,
program goals and
students' learning
outcomes.
Assess the relevance
of interdisciplinary
knowledge integrated
into the curriculum.
Analyze and relate
interdisciplinary
knowledge that
capture professional
practicecompetencies, course,
program goals and
students' learning
outcomes.
Identify interdisciplinary
knowledge that capture
professional practice
competencies and link
them to course,program goals and
students' learning
outcomes.
Principles of Teaching
Curriculum
Development
Field Study Courses
5. Comprehensive
curriculum
development skills that
capture professional
practice competenciesand link them to course,
program goals and
students' learning
outcomes.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS – DIVERSIFIED INSTRUCTION.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATIONTERMINALCOMPETENCIES
(End of program)
Develop contents of the
instructional plan to
accommodate a range
of student's learning
styles, stages of development,
characteristics and
needs.
Evaluate the contents
of the instructional
plan in relation to the
learning styles, stages
of development,characteristics and
needs of students.
Relate the contents of
the instructional plan
in relation to the
learning styles, stages
of development,characteristics and
needs of students.
Discuss and identify the
contents of instructional
plan.
Methods/Strategies
Courses
Principles of Teaching
Curriculum
Development
1. Comprehensive
instructional planning
skills that addresses
students learning styles,
stages of development,characteristics and
needs. Modify and implement
instructional plans to
attain learning
outcomes and program
goals.
Evaluate the
implementation of
instructional plans to
identify necessary
modifications and
adaptations.
Analyze the
implementation of
instructional plans to
identify necessary
modifications and
adaptations.
Discuss the principles
and procedures in
monitoring instructional
plans.
Principles of Teaching
Facilitating Learning
2. Monitoring and
modification of
instructional plans to
attain learning
outcomes and program
goals.
Create a sustainable
collaboration withcommunity resources to
continuously improve
students' learning
experiences.
Evaluate the
usefulness andeffectiveness of
community
collaboration.
Engage with
community resourcesto create
opportunities that
enhance students'
learning experiences.
Identify sources of
community resourcesand provide a system of
interaction that can
enhance students'
learning experiences.
Facilitating Learning
Field Study
3. Collaboration with
specialists andcommunity resources to
enhance students'
learning experiences.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS –
EFFECTIVE ASSESSMENT.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Develop a useful,
administratively
convenient, technically
adequate and fair
assessment strategy
appropriate to the
specific learning
outcome.
Criticize various formal
and informal
assessment strategies
utilized to measure
specific learning
outcome
Compare and analyze
various formal and
informal assessment
strategies utilized to
measure specific
learning outcome.
Select a useful,
administratively
convenient, technically
adequate and fair
assessment strategy
appropriate to the
specific learning
outcome.
Methods/Strategies
Courses
Learning Assessment
Strategies
Assessment of Student
Learning
1. Use of various formal
and informal
assessment strategies
appropriate to the
learning outcomes.
Propose
communication ways in
which students, parents
and colleagues to
support and reinforce
learning goals and
standards.
Evaluate strategies in
communicating
feedbacks to students,
parents and
colleagues.
Relate meaningful
feedback on student
progress, their
strengths and needs
based on
performance
indicators to students,
parents and
colleagues.
Provide meaningful
feedback on student
progress, their strengths
and needs based on
performance indicators
to students, parents and
colleagues.
Learning Assessment
Strategies
Assessment of Student
Learning
2. Communicate
students progress, their
strengths and needs
based on performance
indicators to students,
parents and colleagues.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS – CURRICULUM ALIGNMENT.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATIONTERMINALCOMPETENCIES
(End of program)
Integrate competencies
into curriculum that
match the requirements
of the university and
national standards.
Evaluate the selected
competencies if it
match the
requirements of the
university and national
standards.
Analyze selected
competencies if it
match the
requirements of the
university and
national standards.
Define and select
competencies to match
the requirements of the
university and national
standards.
Methods/Strategies
Courses
Curriculum
Development
Issues in Teacher
Education
1. Develop curriculum
framework that are
aligned with and meet
the requirements of the
university and nationalcompetency standards.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PEDAGOGICAL SKILLS – TECHNOLOGY SKILLS.
INTERMEDIATECOMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATECOMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSEINTEGRATIONTERMINALCOMPETENCIES
(End of program)
Transfer current
knowledge to learning
of new technologies.
Create authentic tasksusing technology tools
to maximize attainment
of learning outcomes.
Evaluate the
effectiveness of
technology tools and
systems that are
used to maximizeattainment of
students' learning
outcomes.
Compare different
technology tools
and systems that
are used to
maximizeattainment of
students' learning
outcomes.
Select and use
information and
communication
technology tools and
resources that can beused to maximize
attainment of
students' learning
outcomes.
Apply appropriate
technology tools and
resources that can be
used to maximize
attainment of students' learning
outcomes.
Methods/Strategies
Courses
Educational Technology
Communication
Technology
Special Topic Courses
1. Use of the most
appropriate type and
level of technology that
will maximize
attainment of learning
outcomes.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PROFESSIONAL DISPOSITIONS – PROFESSIONAL DEVELOPMENT AND ETHICS.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Organize a professional
development plan
centered improving
teaching practices and
products.
Critique their teaching
practices and strive for
development to
address the needs of
students.
Analyze individual
learning needs and
practices and draw
from a repertoire of
effective teaching
practices to
accommodate
differences in
students.
Apply effective teaching
practices to address the
group and individual
needs of students.
Theory/Concept
Courses
The Teaching
Profession
Professional
Integration
Values Education and
Professional Ethics
1. Recognize that the
needs of students are
centers of professional
responsibility.
Integrate the provisions
of the professional code
of ethics for teachers in
actual practice.
Justify the provisions
of the professional
code of ethics for
teachers in actual
practice.
Relate the provisions
of the professional
code of ethics for
teachers in actual
practice.
Explain and apply the
professional code of
ethics for teachers in
actual practice.
The Teaching
Profession
Professional
Integration
Values Education and
Professional Ethics
Practice Teaching
2. Adhere to
professional code of
ethics.
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Design own personal
professional
development plan.
Evaluate own learning
environment as a basis
for developing a plan
for life-long learning
and professionaldevelopment.
Analyze own
professional
background and seek
to increase own
professional growthand development.
Identify avenues to
continue the
development of own
background in
instructionalmethodology, learning
theories, trends and the
subject matter.
The Teaching
Profession
Professional
Integration
Values Education and
Professional Ethics
3. Engage in life-long
learning and
development.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PROFESSIONAL DISPOSITIONS – REFLECTIVE PRACTICE.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Design classroom
events and self-directed
learning to enhance
achievement of learning
outcomes.
Evaluate classroom
events, self-directed
learning and other
affecting changes
occurring in classroom
in relation to
achievement of
learning outcomes.
Analyze and reflect
upon classroom
events, self-directed
learning and other
affecting changes
occurring in
classroom.
Identify principles and
strategies for affecting
changes occurring in
classroom.
Apply principles of
classroom management,
self- to enhance and use
data from own learning
environment as a basis
for reflecting upon and
experimenting with
personal teaching
practices to enhance the
achievement of learning
outcomes.
Field Study Courses
Practice Teaching
Educational Research
Special Topics Courses
1. Critical analysis of
classroom events and
self-directed learning to
enhance achievement of
learning outcomes.
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Design effective
strategy based on
information on
methodology, research
and current trends ineducation to enhance
the quality of teaching
and learning.
Evaluate information
on methodology,
research and current
trends in education to
enhance the quality of teaching and learning.
Analyze information
on methodology,
research and current
trends in education to
enhance the quality of teaching and learning.
Seek out and apply
information on
methodology, research
and current trends in
education to enhancethe quality of teaching
and learning.
Educational Research
The Teaching
Profession
Practice Teaching
Special Topics Courses
2. Research and
literature analysis and
application to classroom
teaching and learning.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PROFESSIONAL DISPOSITIONS – INNOVATIVENESS.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Design and implement
repertoire of new
learning strategies to
effectively teach all
students.
Evaluate new
characteristics of an
effective learning
environment and
learning strategies and
activities in which all
students are
supported.
Evaluate school
reform initiatives.
Analyze new
characteristics of an
effective learning
environment and
learning strategies
and activities in which
all students are
supported.
Analyze school
reform initiatives.
Identify new
characteristics of an
effective learning
environment and
learning strategies and
activities in which all
students are supported.
Participate and apply
instructional
improvement and
school reform initiatives.
Principles of Teaching
Practice Teaching
Field Study Courses
Special Topic Courses
1. Development of new
and effective learning
strategies and activities
that counteract
stereotypes.
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COMPETENCY STANDARDS FOR TEACHER EDUCATION
PPROFESSIONAL DISPOSITIONS – COLLABORATION.
INTERMEDIATE
COMPETENCIES -
MASTERY
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
ADVANCED
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
PROFICIENT
(developed at specific
interval during the
course)
INTERMEDIATE
COMPETENCIES -
CAPABLE
(developed at specific
interval during the
course)
COURSE
INTEGRATION
TERMINAL
COMPETENCIES
(End of program)
Create partnerships
with the school and
community to improve
opportunities for
teaching and learning.
Evaluate various
collaborations with the
school and community
to identify imperatives
for improvement of
teaching and learning.
Analyze various
collaborations with
the school and
community to identify
imperatives for
improvement of
teaching and learning.
Collaborate effectively
with all segments of the
school, other
professionals and the
community to work as
an advocate to improve
opportunities for
teaching and learning.
Practice Teaching
On Becoming Teacher
Field Study Courses
1. Build partnerships
with all segments of the
school and the wider
community.