MAPPING GUIDE FOR ELEMENTARY EDUCATION by L91Lstwl

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									                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 1 - Development, Learning and Motivation


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                X   X       X   X   X   X   X       X   X   363 - LESSON PLANS FOR TUTORING SESSIONS, WEEKLY TUTORING SESSIONS WITH K-6
Childhood know, understand, and                                                                         STUDENTS, FINAL REPORT OF TUTORING
                                                                                                        265 - LECTURE, READINGS, GUEST SPEAKERS, TEACHER ASSESSMENT
use the major concepts, principles,                                                                     235J - TESTS & CLASS PROJECTS
theories, and research related to                                                                       364 – PLANNING & TEACHING LESSON PLANS & UNITS
the development of children and                                                                         466 – PRESERVICE TEACHERS DEVELOPED INTEGRATED CURRICULAR UNITS FOR SPECIFIC
young adolescents to construct                                                                          DEVELOPMENTAL LEVEL, STUDENTS WRITE CRITICAL ANALYSES BASED ON OBSERVATIONS AT
learning opportunities that support                                                                     DIFFERENT DEVELOPMENTAL LEVEL
                                                                                                        361 – SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR TEACHER (MT) TIP
individual students' development,                                                                       EVALUATION
acquisition of knowledge, and                                                                           A&D 201 – A. CONTENT OF INTERDISCIPLINARY UNTI REFLECTS SUTDENTS KNOWLEDGE OF
motivation.                                                                                             CHILDREN’S ARTISTIC DEVELOPMENTAL LEVELS. STUDENTS CREATE, SELECT, & MODIFY
                                                                                                        LESSONS TO BE COMPATIBLE WITH ARTISTIC & DEVELOPMENTAL LEVELS. B. STUDENTS WRITE
                                                                                                        IN-CLASS ESSAY EXAM ABOUT CHILDREN’S ARTISTIC DEVELOPMENTAL LEVELS. C. STUDENTS
                                                                                                        INCLUDE KNOWLEDGE OR CHILD-CENTERED, SOCIETY-CENTERED, AND SUBJECT MATTER
                                                                                                        CENTERED CURRICULUM ORIENTATIONS IN DESIGNING INTEREST CENTER ACTIVITIES FOR THIS
                                                                                                        CLASS AND IN THE CURRICULUM UNIT FINAL ASSIGNMENT.
                                                                                                        362 – FRAMEWORK PAPER - PARTS I, II, III, CHOOSING BOOKS FOR THEMED UNIT, PLANNING &
                                                                                                        TEACHING LESSON PLANS
                                                                                                        496 – LESSON UNITS
                                                                                                        365 – DEVELOP LESSONS BASED ON CHILDREN’S IDEAS AND SCIENTIFIC CONCEPTS




1 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2 - Curriculum


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                X   X       X   X   X   X   X       X   X   363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS FOR TUTORING
Childhood know, understand, and                                                                         SESSIONS
                                                                                                        235J - TESTS & CLASS PROJECTS
use the central concepts, tools of                                                                      265J - TEACHER ASSESSMENT
inquiry, and structures of content                                                                      364 – TEACHING LESSON PLAN & UNIT, SHOULD BE ASSESSED IN MATH CONTENT COURSES
for students across the K-6 grades                                                                      WHICH WE DON’T TEACH. CAN WE EVALUATE THEIR MATHEMATICS CONTENT KNOWLEDGE
and can create meaningful learning                                                                      WHEN THEY ENTER THE METHODS CLASS?
experiences that develop students'                                                                      466 – STUDENT DEVELOP AN INTEGRATED CURRICULAR UNIT DERIVED FROM INQUIRY, SPECIFIC
                                                                                                        COMPONENTS INCLUDE: IDENTIFYING & EXPANDING THEMATIC FOC., FINDING RESOURCES,
competence in subject matter and                                                                        DEVELOPING RICH MEANINGFUL ACTIVITIES
skills for various developmental                                                                        361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
levels.                                                                                                 TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
                                                                                                        A & D 201 – A. STUDENTS INCLUDE DEMONSTRATION OF THEIR KNOWLEDGE AND
                                                                                                        UNDERSTNADING OF ART CONCEPTS, TOOLS OF INQUIRY, AND CONTENT OF ART CURRICULUM IN
                                                                                                        DESIGN OF THEIR INTERDISCIPLINARY UNITS, LEARNING CENTERS, AND ART CRITICISM, PAPERS.
                                                                                                        B. STUDENTS INCLUDE SIMILAR INFORMATION DOING IN-CLASS DISCUSSIONS OF TEXT AND
                                                                                                        OTHER ASSIGNED REFERRINGS. C. STUDENTS INCLUDE THIS INFORMATION ON IN-CLASS ESSAYS.
                                                                                                        362 – UNIT – STEP 4 (VARIOUS LEVELS OF INSTRUCTION), DESIGNING INSTRUCTION FOR
                                                                                                        EMERGENT LITERACY CASE STUDY CHILD, CONSTRUCTING A CLASS PROFILE FROM EMERGENT
                                                                                                        LITERACY CASE STUDIES IN ORDER TO DESIGN INSTRUCTION, PLAN & TEACH LESSONS
                                                                                                        496 – LESSON UNITS, CB
                                                                                                        365 – DEVELOP LESSONS BASED ON CHILDREN’S IDEAS, INQUIRY BASED TEACHING AND
                                                                                                        PRODUCTIVE QUESTIONS


2 Elementary Education Content Standards   12/14/2011
3 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2a - Mathematics


                                             E   E      E   E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                             D   D      D   D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts
                                                                                                            [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher
                                             F   C      C   C   P   P   C   C   C   C   C   C   P   C   C   tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g.,
                                             A   I      I   I   S   S   I   I   I   I   I   I   S   I   I   debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products
                                             2   2      2   2   2   2   3   3   3   3   3   3   4   4   4   Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects],
                                             0   0      7   8   3   6   1   6   6   6   6   6   3   6   9   etc.)
                                             0   5      0   5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                                            X   X           X   Mathematics Requirement (9 credit hours)
Childhood know, understand, and                                                                             364 - PAPER & PENCIL TESTS IN MA 130, 131, 132
use the major concepts, procedures,                                                                             - PROBLEM SOLVING, LESSON PLANS, INTERVIEW IN EDCI 364
                                                                                                            A&D 201 – A. STUDENTS INCORPORATE KNOWLEDGE OF SPATIAL RELATIONSHIPS &
and reasoning processes of                                                                                  PATTERNS, TO SOLVE PROBLEMS IN INTERDISCIPLINARY UNITS ASSIGNMENT.
mathematics that define number                                                                              496 – LESSONS & UNITS, CBP
systems and number sense,
geometry, measurement, statistics
and probability, and algebra in order
to foster student understanding and
use of patterns, quantities, and
spatial relationships that can
represent phenomena, solve
problems, and deal with data.




4 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2b – English Language Arts


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                        X       X   X                   X   English Requirements (15 credit hours)
Childhood demonstrate a high                                                                            363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS TO REFLECT A
level of competence in the use of                                                                       BALANCED INSTRUCTIONAL PROGRAM, PROFILE OF A LEARNER ASSIGNMENT, INITIAL
                                                                                                        ASSESSMENT REPORTS, FINAL REPORTS OF TUTORING, RESPONSES TO COURSE READINGS,
English Language Arts and they                                                                          VIDEOS, LITERACY LEARNING COMPUTER MODULES, WRITTEN REFLECTIONS FOLLOWING EACH
know, understand, and use                                                                               TUTORING SESSION, FINAL PAPER ON PROFESSIONAL GROWTH AS A TEACHER OF LITERACY,
concepts from reading, language                                                                         CLASSROOM DESCRIPTION ASSIGNMENT
and child development, to teach                                                                         311 – FORMAL EVALUATIONS OF CHILDREN’S LITERATURE
reading, writing, speaking,                                                                             PER C.P. KNOELLER (HEAD, ENGLISH) - ALL OF THE ENGLISH ELECTIVES SHOULD FIT THE
                                                                                                        MAPPING GUIDE, SINCE THEY ALL REQUIRE CLOSE READING OF TEXTS, PARTICIPATION IN CLASS
listening, and thinking skills and to                                                                   DISCUSSION, CRITICAL THINKING LEADING TO THE DEVELOPMENT OF ORIGINAL IDEAS, 2ND
help students successfully apply                                                                        EXTENSIVE WRITING.
their developing skills to many                                                                         A&D 201 – A. STUDENTS INVOLVE USE OF READING, WRITING, SPEAKING SKILLS IN
different situations, materials, and                                                                    INTERDISCIPLINARY UNIT. B. STUDENTS USE READING, WRITING, SPEAKING SKILLS IN ART
ideas. They teach children to read                                                                      CRITICISM PAPER. C. STUDENTS USE READING, SPEAKING SKILLS IN DISCUSSION OF AESTHETICS
                                                                                                        QUESTION AND PROBLEMS DURING IN CLASS DISCUSSIONS.
with a balanced instructional                                                                           362 – PLAN, TEACH, & REFLECT ON LESSON PLANS., THEORY INTO PRACTICE – REFLECTION
program that includes an emphasis                                                                       JOURNALS, FRAMEWORK PAPER – PARTS 1, ESPECIALLY ADDRESSES THEORETICAL CONCEPT &
on the use of letter/sound                                                                              DIVERISTY, FRAMEWORK PAPER – PARTS 2 & 3, SPECIFICALLY ADDRESS A BALANCED LITERACY
relationships (phonics), the context                                                                    CURRICULUM & THE 3 CUE SYSTEMS, EMERGENT LITERACY PROJECT ASSESSES A CHILDE & THEN
(semantic and syntactic), and                                                                           DISCUSSES APPROPRIATE AND BALANCED LITERACY INSTRUCTION, UNIT – PARTS 2 & 4
                                                                                                        496 – LESSONS & UNITS, CBP
meaningful text.

5 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2c - Science


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                                            X           X   Science Requirements (15 credit hours)
Childhood know, understand, and                                                                         A&D 201 – A. STUDENTS INVOLVE/INCLUDE SCIENCE KNOWLEDGE/SKILLS IN ACTIVITIES
                                                                                                        INCLUDED IN INTERDISCIPLINARY UNIT ASSIGNMENT, AND IN LEARNING CENTER ACTIVITIES.
use the fundamental concepts in                                                                         496 – CBP, LESSONS, UNIT
the subject matter of science                                                                           365 – LESSON STANDARDS DEVELOP BASED ON SCIENTIFIC UNDERSTANDING AND THE PROCESS
including physical, life, and earth                                                                     OF INQUIRY
and space sciences as well as
concepts in science and technology,
science in personal and social
perspectives, the history and
nature of science, the unifying
concepts of science, and the inquiry
processes scientists use in discovery
of new knowledge to build a base
for scientific literacy.




6 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2d - Social Studies


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                            X               X                           X   Social Studies Requirement (12 credit hours)
Childhood know, understand, and                                                                         (Among recommended courses: ECON 219E: Economics for Future Teachers
                                                                                                                                         --curriculum review assignment
use the major concepts and modes                                                                                                         --Virtual Economics 2 assignment
of inquiry from the social studies--                                                                    361 – LITERATURE-BASED SOCIAL STUDIES BLOCK III THEMATIC UNIT, ‘GOOD’ CITIZEN ESSAY,
the integrated study of history,                                                                        REFLECTION PAPER, INTEGRATED SOCIAL STUDIES TIP LESSONS, PROFICIENCY GUIDE ACTIVITY
geography, the social sciences (such                                                                    A&D 201 – A. STUDENTS INVOLVE/INCLUDE SOCIAL STUDIES CONTENT AND RELATED AREAS IN
as anthropology, archaeology,                                                                           DESIGNING ACTIVITIES FOR THEIR INTERDISCIPLINARY UNITS AND LEARNING CENTER
                                                                                                        ACTIVITIES ASSIGNMENTS.
economics, political science,                                                                           496 – LESSONS, UNITS, CBP
psychology, and sociology), and
other related areas (such as
humanities, law, philosophy,
religion, mathematics, science, and
technology)--to promote
elementary students' abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.



7 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2c - Fine Arts


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                        X                               X   A&D 201 and MUS 324
Childhood know, understand, and                                                                         311 – SMALL GROUP DISCUSSION, REPORTS
                                                                                                        MUS 324 – PERFORMANCE EXAMS, TESTS & PERFORMANCE, MICROTEACHING & LESSON PLANS
use--as appropriate to their own                                                                        A&D 201 – STUDENTS INCLUDE KNOWLEDGE OF THE DISCIPLINE BASED ART EDUCATION (DBHE)
understanding and skills--the                                                                           MODEL THAT INCLUDES AESTHETICS, ART CRITICISM, ART HISTORY, AND ART PRODUCTION
content, functions, and                                                                                 CONTENT INCLUDING APPROPRIATE ART CONTENT KNOWLEDGE, SKILLS PROCESSES,
achievements of dance, music,                                                                           MATERIALS, AND TEACHING METHODOLOGIES THAT FOSTERS DEVELOPMENT OF
theater, and the several visual arts                                                                    COMMUNICATION, INQUIRY, AND INSIGHT INTO THE VISION ARTS IN INTERDISCIPLINARY UNITS
                                                                                                        ASSIGNMENT, LEARNING CENTERS ASSIGNMENT, ART CRITICISM PAPER, IN-CLASS ESSAYS, AND
as primary media for                                                                                    DURING IN-CLASS DISCUSSIONS.
communication, inquiry, and                                                                             496 – LESSONS, UNITS, CBP
insight among elementary students.




8 Elementary Education Content Standards   12/14/2011
                                                                            MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                    Generalist Standards for Teachers of Early and Middle Childhood
                                                                     Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2f - Health Education


                                           E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                           D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                        Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                           F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                           A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                           2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                           0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                           0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                                                        X   H&S 320
Childhood know, understand, and                                                                         A&D 201 – A. STUDENTS INCLUDE KNOWLEDGE OF PHYSICAL, SOCIAL, MENTAL, AND ARTISTIC
                                                                                                        DEVELOPMENT IN INTERDISCIPLINARY UNIT ASSIGNMENT AND LEARNING CENTERS
use the comprehensive nature of                                                                         ASSIGNEMENT. B. STUDENTS FOCUS ATTENTION SAFE USE OF MATERIALS/MEDIA IN ART
students' physical, mental, and                                                                         ACTIVITIES INCLUDED IN INTERDISCIPLINARIAN UNITS, LEANING CENTERS, AND DURING IN-
social well-being to create                                                                             CLASS STUDIO ACTIVITIES.
opportunities for student                                                                               496 – LESSONS, UNITS
development and practice of skills
that contribute to good health.




9 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2g - Physical Education


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                                                         X   PE 322
Childhood know, understand, and                                                                          A&D 201 – A. STUDENTS SELECT AND CREATE ACTIVITIES THAT ARE APPROPRIATE FOR THE
                                                                                                         PHYSICAL DEVELOPMENT ABILITIES OF STUDENTS IN INTERDISCIPLINARY ART UNITS.
use--as appropriate to their own                                                                         496 - LESSONS, UNITS, CBP
understanding and skills--human
movement and physical activity as
central elements to foster active,
healthy life styles and enhanced
quality of life for elementary
students.




10 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 2h - Connections Between Technology and the Disciplines


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                        X        X   X       X   X       X   X       X   X   235J - APPLICATION PAPERS
Childhood know, understand, and                                                                          265J - TEACHER ASSESSMENT
                                                                                                         364 - LESSON PLANS & REFLECTIONS PER C.P. KNOELLER (HEAD, ENGLISH) – ALL OF THE ENGLISH
use the connections among                                                                                ELECTIVES SHOULD FIR THIS MAPPING GUIDE AS WELL. ALONG WITH THE EMPHASIS LISTED ON
concepts, procedures, and                                                                                THE PRECEDING SHEET, THERE IS AN EFFOR MADE TO LINK THE THEMES AND IDEAS DISCUSSED
applications from content areas to                                                                       IN CLASS AND WRTITTEN ABOUT IN PAPERS TO RELEVANT AND IMPORTANT “REAL-WORLD”
motivate elementary students,                                                                            ISSUES, ESPECIALLY ISSUES OF ETHICS, OF SOCIAL RESPONSIBILITY, AND OF
build understanding, and                                                                                 MULTICULTURALISM.
                                                                                                         466 – STUDENTS DEVELOP AN INTEGRATED CURRICULAR UNIT BASED ON REAL WORLD ISSUES,
encourage the application of                                                                             USING TECHNOLOGY-BASED RESOURCES & IN SOME CASES, DELIVERING CONTENT THRU
knowledge, skills, and ideas to real                                                                     TECHNOLOGY APPLICATIONS
world issues.                                                                                            270 – DEVELOPMENT OF MAJOR PROJECT WHICH INTEGRATES COMPUTER TECHNOLOGY WITH A
                                                                                                         LESSON ON REAL-WORLD ISSUES
                                                                                                         361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
                                                                                                         TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, 361 INTERNET WORKSHOP AND
                                                                                                         SCAVENGER HUNT
                                                                                                         A&D 201 – A. STUDENTS SELECT REAL WORLD THEMES IN INTERDISCIPLINARY UNITS AND IN
                                                                                                         VISUAL RESOURCE FILE ASSIGNMENTS. B. STUDENTS UTILIZE RESOURCES DEVELOPED IN THE
                                                                                                         VISUALS RESOURCE ASSIGNMENT DURING IN-CLASS DEMONSTRATIONS AT INTERDISCIPLINARY
                                                                                                         UNITS, LEARNING CENTERS, AND ART CRITICISM PAPER ASSIGNMENTS.
                                                                                                         362 – REVIEW VARIOUS LITERACY SOFTWARE, UNIT – INCLUDE TECHNOLOGY RESOURCES IN
                                                                                                         ANNOTATED BIBLIOGRAPHY COMMUNICATE ON TEACHING & LESSONS VIA E-MAIL, CONSTRUCT
                                                                                                         LESSONS, PAPERS, & ASSIGNMENTS USING A COMPUTER, BEGINNING TO USE ELECTRONIC
                                                                                                         PORTFOLIOS SHOW VIDEOS.

11 Elementary Education Content Standards   12/14/2011
                                                                                                         496 – CBP, LESSONS, UNITS
                                                                                                         365 – DEVELOP LESSONS BASED ON REAL-WORLD ISSUES/PROBLEMS




                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 3 - Instruction


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                        X        X   X       X   X   X   X   X       X   X   363 - WEEKLY TUTORING SESSIONS OF K-6 STUDENTS, FINAL REPORT OF TUTORING, LESSON
Childhood plan and implement                                                                             PLANS FOR TUTORING SESSIONS, INITIAL ASSESSMENT REPORT BASED ON MULTIPLE INFORMAL
                                                                                                         ASSESSMENTS
instruction based on knowledge of                                                                        265 - LECTURE, READINGS, TEACHER ASSESSMENT
students, learning theory, subject                                                                       235J - CLASS PROJECTS
matter, curricular goals, and                                                                            270 – LESSON PLAN ON LEARNING THEORY AND HOW IT IS INTEGRATED VIA TECHNOLOGY.
community.                                                                                               364 - LESSON PLANS & REFLECTIONS
                                                                                                         364 – PROFILE OF A LEARNER ASSIGNMENT INCLUDING INTERVIEWS, PLANNING & TEACHING
                                                                                                         LESSONS & UNIT
                                                                                                         466 – INTEGRATED CURRICULAR UNIT PROVIDES OPPORTUNITY TO APPLY THIS KNOWLEDGE OF:
                                                                                                         STUDENTS, THEORY, SUBJECT MATTER, GOALS, AND COMMUNITY.
                                                                                                         361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
                                                                                                         TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, INQUIRY LESSON ASSIGNMENT
                                                                                                         (OPTIONAL)
                                                                                                         A&D 201 – A. STUDENTS PLAN INSTRUCTION AND BUILD CURRICULUM IN INTERDISCIPLINARY
                                                                                                         UNIT ASSIGNMENT AND ART CRITICISM PAPER ASSIGNMENT. B. STUDENTS SELECT AND
                                                                                                         IMPLEMENT ART HISTORY RESOURCES AND MATERIALS IN MEETING CURRICULUM GOALS OF
                                                                                                         THEIR INTERDISCIPLINARY UNITS AND LEARNING CENTER ASSIGNMENTS. C. STUDENTS SELECT
                                                                                                         AND DEMONSTRATE APPROPRIATE TEACHING METHODOLOGIES, MATERIALS, AND PROCESSES
                                                                                                         NEED TO TEACH AESTHETICS, ART CRITICISM, ART HISTORY, AND ART PRODUCTION.
12 Elementary Education Content Standards   12/14/2011
                                                                                                         362 – FRAMEWORK PAPER, TIP LITERACY INSTRUCTION (LESSON PLANS, CLASSROOM
                                                                                                         ASSISTANCE, ETC.)
                                                                                                         496 – REFLECTIONS, PLANS, UNITS
                                                                                                         365 – DEVELOP LESSONS BASED ON CHILDREN’S SCIENCE LEARNING AND INDIANA SCIENCE
                                                                                                         STANDARDS




                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 3a


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                        X        X   X       X   X   X   X   X       X   X   363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS, FINAL REPORT OF
Childhood understand how                                                                                 TUTORING
                                                                                                         265 - LECTURE, READINGS, EXAMS, GUEST SPEAKERS, VIDEOS, TEACHER ASSESSMENT
elementary students differ in their                                                                      235J - CLASS PROJECTS
development and approaches to                                                                            285 – CULTURE AND LEARNING STYLES PROJECTS.
learning, and create instructional                                                                       466 – OBSERVATIONS & CRITICAL ANALYSES OF INTEGRATED CURRICULA DESIGNED FOR
opportunities that are adapted to                                                                        DIVERSE LEARNERS, DEVELOPMENT OF INTEGRATED CURRICULAR UNIT
diverse learners.                                                                                        361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, 361/362 TIP
                                                                                                         REFLECTION JOURNALS
                                                                                                         A&D 201 – STUDENTS DEMONSTRATE KNOWLEDGE OF DIVERSE LEARNERS AND APPROACHES TO
                                                                                                         LEARNING AND INSTRUCTION IN INTERDISCIPLINARY UNIT ASSIGNMENT AND IN CLASS
                                                                                                         DISCUSSION OF READINGS.
                                                                                                         362 – FRAMEWORK PAPER – PART 1, UNIT – STEP 4
                                                                                                         496 – CBP, LESSONS, UNITS
                                                                                                         365 – ADAPT LESSONS TO ADDRESS SPECIAL NEEDS STANDARDS


13 Elementary Education Content Standards   12/14/2011
14 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 3b


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                     X       X   X   X   X   X       X   X   265J - TEACHER ASSESSMENT
Childhood understand and use a                                                                           466 – PRESERVICE TEACHERS EMBED MULTIPLE STRATEGIES WITHIN INTEGRATED UNITS, UNITS
                                                                                                         ARE DIRECTED TOWARD DEVELOPING CRITICAL THINKING & PROBLEM-SOLVING SKILLS.
variety of teaching strategies that                                                                      361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
encourage elementary students'                                                                           TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, REFLECTION PAPER, 361/362 TIP
development of critical thinking,                                                                        REFLECTION JOURNALS
problem solving, and performance                                                                         A&D 201 A. STUDENTS SELECT AND USE VARIOUS TEACHING STRATEGIES IN ART CRITICISM,
skills.                                                                                                  AESTHETIC’S, ART HISTORY, AND ART PRODUCTION THAT DEVELOP CRITICAL THINKING,
                                                                                                         PROBLEM SOLVING IN ITNERDISCIPLINARY UNITS, ART CRITICISM PAPER, LEARNING CENTERS,
                                                                                                         AND STUDIO PRODUCTION ACTIVITIES AND ASSIGNMENTS.
                                                                                                         362 – UNITS, STEP 2 & 4 (ESP. G &T LESSON), LITERATURE CIRCLES
                                                                                                         496 – CBP, UNITS, LESSONS
                                                                                                         365 – DEVELOP INQUIRY-BASED, LEARNING CYCLE, AND PRODUCTIVE QUESTION TYPE LESSONS
                                                                                                         AND TEACHING STRATEGIES
                                                                                                         363 – WEEKLY TUTORING SESSIONS, GOALS SET FOLLOWING INITIAL ASSESSMENTS,
                                                                                                         RECOMMENDATIONS INCLUDED IN FINAL REPORT OF TUTORING




15 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 3c


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                        X        X   X       X   X   X   X           X   X   363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS, LESSON PLANS
Childhood use their knowledge and                                                                        265 - LECTURE, VIDEOS, READINGS, TEACHER ASSESSMENT
                                                                                                         235J - TESTS & CLASS PROJECTS
understanding of individual and                                                                          270 – DEVELOPMENT OF MULTI-MEDIA PRESENTATION AND COMPUTER-BASED DELIVERY
group motivation and behavior                                                                            466 – COLLABORATIVE LEARNING & SOCIAL INTERACTION ARE ADDRESSED WITHIN STRUCTURES
among students at the K-6 level to                                                                       OF CURRICULUM.
foster active engagement in                                                                              361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
learning, self motivation, and                                                                           TEACHER ASSESSMENT OF TIP ROTATION 1 AND ROTATION 2, 361/362 TIP REFLECTION JOURNALS
                                                                                                         A&D 201 – A. STUDENTS SELECT AND CREATE MOTIVATIONAL ACTIVITIES AS PART OF THEIR
positive social interaction and to                                                                       INTERDISCIPLINARY ART UNIT ASSIGNMENT. B. STUDENTS SELECT APPROPRIATE PROCEDURES
create supportive learning                                                                               FOR SELF MOTIVATION AND POSITIVE SOCIAL INTERACTION AS PART OF THE ART CRITICISM
environments.                                                                                            PAPER ASSIGNMENT AND DURING IN-CLASS AESTHETIC’S TEACHING DEMONSTRATIONS.
                                                                                                         362 – FRAMEWORK PAPER – PARTS I, II, & III, REFLECTION JOURNAL, TIP
                                                                                                         496 – CBP, REFLECTIONS




16 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 3d


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                        x        X   X       X   X   X       X       X   X   363 - WEEKLY TUTORING SESSIONS WITH K-6 STUDENTS
Childhood use their knowledge and                                                                        265 - LECTURE, READINGS, GUEST SPEAKERS, TEACHER ASSESSMENT
                                                                                                         235J - CLASS PROJECTS
understanding of effective verbal,                                                                       270 – DEVELOPMENT OF RUBRICS FOR EVALUATION OF TECHNOLOGY-ASSISTED INSTRUCTIONAL
nonverbal, and media                                                                                     MATERIALS.
communication techniques to                                                                              466 – PRE-SERVICE TEACHERS OBSERVE, DEVELOP & ENACT CURRICULUM, THROUGH A VARIETY
foster active inquiry, collaboration,                                                                    OF MEDIA – INCLUDING SOFTWARE, WEB-BASED TOOLS, ELECTRONIC DISCUSSIONS
and supportive interaction in the                                                                        361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
                                                                                                         TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
elementary classroom.                                                                                    A&D 201 – A. STUDENTS USE VERBAL, NONVERBAL, AND MEDIA COMMUNICATION IN
                                                                                                         INTERDISCIPLINARY UNITS ASSIGNMENT, ART CRITICISM, AESTHETICS, AND STUDIO
                                                                                                         PRODUCTION DISCUSSION AND GROUP DISCUSSION IN CLASS.
                                                                                                         362 – FRAMEWORK PAPERS – PARTS 1, 2, & 3 (VYGOTSKY, CAMBOURNE, DESIGN CLASSROOM),
                                                                                                         TEAMS SELECT TOPIC & WORK ON THEMED UNITS
                                                                                                         496 – CBP
                                                                                                         365 – DEVELOP LESSONS BASED ON PRODUCTIVE QUESTIONS AND TALK




17 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 4 - Assessment


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                 X   X       X   X   X       X       X   X   363 - INITIAL ASSESSMENT REPORTS FOR K-6 STUDENTS, COMPUTER MODULES ON LITERACY
Childhood know, understand, and                                                                          ASSESSMENTS FOR K-6
                                                                                                         235J - TESTS, ON-DEMAND TASKS, CLASS PROJECTS
use formal and informal                                                                                  265J - TEACHER ASSESSMENT
assessment strategies to evaluate                                                                        466 – PRE-SERVICE TEACHERS DEVELOP APPROPRIATE MEANS TO ASSESS K-12 STUDENTS’
and ensure the continuous                                                                                LEARNING FROM THE INTEGRATED UNITS THEY DEVELOPED
intellectual, social, and physical                                                                       361 – INTEGRATED SOCIAL STUDIES TIP LESSONS, THEMATIC UNIT STEPS 3, 4, 5, MENTOR
development of each elementary                                                                           TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, 361/362 TIP REFLECTION JOURNALS
                                                                                                         A&D 201 – A. STUDENTS SELECT, CREATE, MODIGY APPROPRIATE FORMAL & INFORMAL
(primary and intermediate)                                                                               ASSESSMENTS OF STUDENT LEARNING THAT ARE COMPATIBLE WITH MEASUREMENT OF
student.                                                                                                 STUDENT ACHIEVEMENT IN ART CRITICISM, AESTHETICS, ART HISTORY, AND ART PRODUCTION
                                                                                                         IN THEIR INTERDISCIPLINARY UNIT DESIGNS, ART CRITICISM PAPERS, AND IN-CLASS ESSAYS.
                                                                                                         362 – FRAMEWORK PAPER – PARTS 2&3, LESSON PLANS, INCLUDE ASSESSMENT, EMERGENT
                                                                                                         LITERACY PROJECT, I.R.I’S, UNIT INCORPORATES ASSESSMENT THROUGHOUT
                                                                                                         496 – REFLECTIONS, LESSONS, UNITS
                                                                                                         365 – STANDARDS DEVELOP FORMAL AND INFORMAL ASSESSMENT TOOLS FOR ASSESSING
                                                                                                         CHILDREN’S CONCEPTUAL UNDERSTANDING, PROCESS SKILLS, AND SCIENTIFIC ATTITUDE




18 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 5 - Professionalism


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                     X       X   X           X       X   X   265 - LECTURE, READINGS, GUEST SPEAKERS
Childhood understand practices                                                                           466 – PRE-SERVICE TEACHERS OBSERVE EFFECTIVE TEACHERS USING INTEGRATED CURRICULUM,
                                                                                                         THEY INTERACT WITH A CRITICAL FRIEND AS THEY DEVELOP THEIR OWN UNITS.
and behaviors that identify and                                                                          361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
develop the competence of a                                                                              A&D 201 – A. STUDENTS COMPLETE IN-CLASS DEMONSTRATIONS OF BEHAVIORS THAT DEVLEOP
professional career teacher.                                                                             PROFESSIONAL COMPETENCE DURING IN CLASS DEMONSTRATIONS OF INTERDISCIPLINARY
                                                                                                         UNITS, ART CRITISCISM AND AESTHETICS DISCUSSION. B. STUDENTS ATTEND ART EXHIBITS AND
                                                                                                         VISIT ART GALLERIES, MUSEUMS, AND OTHER RESOURCES AVAILABLE TO DEVELOP THEIR
                                                                                                         KNOWLEDGE AND COMPETENCE AS FUTURE TEACHERS.
                                                                                                         362 – REFLECTION JOURNALS
                                                                                                         496 – CBP
                                                                                                         365 – DEVELOP LESSON PLANS THAT REFLECT THE TEACHING PROFESSION




19 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 5a


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                 X           X   X   X       X       X   X   363 - WRITTEN REFLECTIONS FOLLOWING EACH TUTORING SESSION WITH K-6 STUDENTS, FINAL
Childhood are aware of and reflect                                                                       PAPER ON PERSONAL/PROFESSIONAL GROWTH AS A TEACH OF LITERACY
                                                                                                         235J - CLASS PAPERS & DISCUSSIONS
on their practice in light of                                                                            466 – PRE-SERVICE TEACHERS MAKE ADJUSTMENTS TO THEIR UNITS BASED ON FEEDBACK FROM
research on teaching and resources                                                                       PEERS, PROFESSIONALS, STUDENTS, & INSTRUCTORS.
available for professional learning;                                                                     361/362 TIP REFLECTION JOURNALS
they continually evaluate the                                                                            A&D 201 – A. STUDENTS PROVIDE CRITIQUE S OF LEARNING CENTER ASSIGNMENT COMPLETED
effects of their professional                                                                            BY FELLOW STUDENTS. THEY OFFER CONSTRUCTIVE SUGGESTIONS FOR USE/EXPANSION OF
                                                                                                         ACTIVITIES AND FOR IMPROVEMENT OF PROFESSIONAL GROWTH, B. STUDENTS RELATE
decisions and actions on students,                                                                       OBSERVATIONS OF PROFESSIONAL AND PARENTS IN DISCUSSIONS OF PROFESSIONAL
parents, and other professionals in                                                                      DEVELOPMENT DURING IN-CLASS DISCUSSIONS
the learning community and                                                                               362 – PLAN, TEACH, & REFLECT ON LESSONS TAUGHT
actively seek out opportunities to                                                                       496 – REFLECTIONS, VIDEO ANALYSES, PROFESSIONAL GROWTH PLAN, CUMULATIVE
grow professionally.                                                                                     PROFESSIONAL PORTFOLIO
                                                                                                         365 – STANDARDS DEVELOP WRITTEN REFLECTIONS AND PORTFOLIO REFLECTING THIS SELF
                                                                                                         ASSESSMENT




20 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 5b


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                     X               X           X       X   265 - LECTURE, READINGS, GUEST SPEAKERS
Childhood know the importance of                                                                         A&D 201 – STUDENTS UNDERSTAND THE IMPORTANCE OF PARENTAL COLLABORATION IN
                                                                                                         DISCUSSING ARTISTIC DEVELOPMENTAL STAGES AND IN DISCUSSING NEEDS OF GIFTED AND
establishing and maintaining a                                                                           TALENTED AND LEARNERS WITH DISABILITIES IN THE VISUAL ARTS. IN CLASS DISCUSSION OF
positive collaborative relationship                                                                      THIS IMPORTANCE AND OF TECHNIQUES THAT FOSTER SUCH COLLABORATION ARE INCLUDED.
with families to promote the                                                                             496 – CBP
academic, social and emotional                                                                           363 – WEEKLY LESSON PLANS OF TUTORING AND FINAL REPORT OF TUTORING SHARED WITH
growth of children.                                                                                      CLASSROOM TEACHER
                                                                                                         430 – REFLECTIVE WRITING AND QUIZ ON FAMILY/SCHOOL RELATIONSHIPS




21 Elementary Education Content Standards   12/14/2011
                                                                             MAPPING GUIDE FOR ELEMENTARY EDUCATION

                                                                     Generalist Standards for Teachers of Early and Middle Childhood
                                                                      Elementary (primary and intermediate) Begins with Kindergarten

IPSB CONTENT STANDARD 5c


                                            E   E   E    E   E   E   E   E   E   E   E   E   E   E   E   Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom
                                            D   D   D    D   D   D   D   D   D   D   D   D   D   D   D   Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g.,
                                                                                                         Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-
                                            F   C   C    C   P   P   C   C   C   C   C   C   P   C   C   Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing,
                                            A   I   I    I   S   S   I   I   I   I   I   I   S   I   I   admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of
                                            2   2   2    2   2   2   3   3   3   3   3   3   4   4   4   Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
                                            0   0   7    8   3   6   1   6   6   6   6   6   3   6   9
                                            0   5   0    5   5   5   1   1   2   3   4   5   0   6   6
Teachers of Early and Middle                                     X                               X   X   265 - LECTURE, READINGS, GUEST SPEAKERS
Childhood foster relationships with                                                                      A&D 201 – A. STUDENTS COLLABORATE ON IN-CLASS STUDEIO PRODUCTION ACTIVITIES. B.
                                                                                                         STUDENTS UTILIZE CONNECTIONS TO THE LARGER COMMUNITY IN INTERDISCIPLINARY UNITS
school colleagues and agencies in                                                                        BY INCLUDING USE OF COMMUNITY RESOURCES AND SCHOOL COLLEAGUES.
the larger community to support                                                                          466 – DEVELOP UNITS VIA RESEARCH ON COMMUNITY AND NATIONAL RESOURCES
students' learning and well-being.                                                                       496 - CBP




22 Elementary Education Content Standards   12/14/2011

								
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