General Rules for All Social Studies Teaching Fields (290-3-3-.19) General Social Studies (290-3-3-.20) Institution: Statewide Assessment Instrument Based on Alabama Administrative Code Adopted August 3, 2009 Name of Candidate: SSN/ID: Unconditional Admission Date: Candidate's Program Completion Date: Standard Category: Assessment Score: .19(2)(a) Interdisciplinary Approach 0.00 .19(2)(b) Pedagogy #DIV/0! .20(1)(a) History #DIV/0! .20(1)(b) Political Science #DIV/0! .20(1)(c) Geography #DIV/0! .20(1)(d) Economics #DIV/0! Score: Indicate whole number score each standard using the following rubric. Score Descriptor Explanation 4 Exceptional The candidate demonstrates exceptional understanding and/or skill expected of teaching professionals at the initial level of certification. Knolwedge conveyed and/or performance demonstrated reagrding this standard places the candidate at a level far beyond peers. 3 Proficient The candidate demonstrates proficient understanding and/or skill expected of teaching professionals at the initial level of certification. Knolwedge conveyed and/or performance demonstrated regarding this standard is consistent with that of effective preservice teachers. 2 Basic The candidate demonstrates basic understanding and/or skill expected of teaching professionals at the initial level of certification. Knowedge conveyed and/or performance demonstrated regarding this standard is consistent with preservice teacher's initial understanding and/or performance in this area. 1 Unacceptable The candidate does not demonstrate minimal understanding and/or skill expected of teaching professionals at the Class B level of certification. Knowledge conveyed and/or performance demonstrated regarding this standard is unsatisfactory. Conceptual Alabama Institution: University of South Alabama Assessment Framework Standard/Rule When/Where to be References 290-3-3-.19 290-3-3-.19 General Rules for All Social Studies Teaching Fields Assessed Score All knowledge and ability standards met on PAT 2010, resubmitted for 2012. Rationale. These standards reflect the mission statement of the National Council for the Social Studies which states that the primary purpose of the social studies is to promote civic competence. Civic competence is defined as the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Social studies teaching and learning are powerful (1) when they are meaningful, integrative, value-based, challenging, and active. The standards below seek to ensure that teacher candidates possess the knowledge and abilities that enable them to design authentic units of instruction using a variety of methods and modes of inquiry for investigating persistent societal issues. The standards build upon the Alabama Quality Teaching Standards. (2) Program Curriculum. Interdisciplinary approach. Prior to program completion, prospective teachers of any (2)(a) teaching field in social studies shall demonstrate: Meeting the Alabama Quality Teaching Standard 1, Content Knowledge, in Rule 290-3-3- (2)(a)1. .03(1), including academic discipline. (2)(a)2. Knowledge of: Culture as an integrated whole that governs the functions and interaction of language, 3.1 (2)(a)2.(i) literature, arts, traditions, beliefs, values, and behavior patterns and how differing cultural Praxis assumptions may contribute to or pose obstacles to cross-cultural understanding. How past and present technological and scientific developments have impacted the 3.1 (2)(a)2.(ii) physical world and human society, as well as how societal attitudes have influenced Praxis scientific and technological endeavors. The causes, consequences, and possible solutions to persistent, contemporary, and 3.3 (2)(a)2.(iii) Praxis emerging global issues. Ability to guide students in incorporating pertinent social studies disciplinary knowledge Student Teaching 1.3 (2)(a)3. to address pivotal events and persistent societal issues from an interdisciplinary EDU 467 perspective. Pedagogy. Prior to program completion, prospective teachers of any teaching field in (2)(b) #DIV/0! social studies shall demonstrate: (2)(b)1. Meeting the Alabama Quality Teaching Standards (AQTS) in Rule 290-3-3-.03: (2)(b)1.(i) AQTS 2, Teaching and Learning, in Rule 290-3-3-.03(2). (2)(b)1.(ii) AQTS 4, Diversity, in Rule 290-3-3-.03(4). (2)(b)2. Knowledge of: Methods of teaching and learning in the social studies that are meaningful, integrative, 1.3 (2)(b)2.(i) EDU 457 value-based, challenging, and active. Academic content to plan and provide a developmentally appropriate curriculum in 1,3 (2)(b)2.(ii) EDU 457 accordance with the Alabama Course of Study: Social Studies. (2)(b)3. Ability to: Analyze the purpose of social studies, select content pertinent to those purposes, and 1.6 (2)(b)3.(i) EDU 457 assess student learning in terms of social studies goals. Select, integrate, and translate the content and methods of investigation of history and 1.1 (2)(b)3.(ii) EDU 457 the social studies disciplines for use in social studies instruction. Use a variety of approaches to instruction that are pertinent to the nature of social 1.4 (2)(b)3.(iii) studies content and goals and to use them in diverse settings and with students with EDU 457 diverse backgrounds, interests, and abilities. Conceptual Alabama Institution: Assessment Framework Standard/Rule When/Where to be References 290-3-3-.20 290-3-3-.20 General Social Studies Assessed Score All standards met on PAT. (1) Program Curriculum. History. Prior to program completion, prospective teachers of general social studies (1)(a) #DIV/0! shall demonstrate: (1)(a)1. Knowledge of: The process of critical historical inquiry and how to assist students in using historical 1.6 (1)(a)1.(i) thinking to analyze historical and contemporary developments and to inform and Praxis evaluate actions concerning public policy issues. Key concepts and themes from the study of world, U.S., state, regional history (such as 1.6 (1)(a)1.(ii) time chronology, causality, change, conflict, culture, and complexity) to explain, analyze Praxis and show connections among patterns of historical change and continuity. Ability to guide students to use pertinent historical knowledge, concepts and modes of 1.2 (1)(a)2. inquiry to analyze historical and contemporary developments and to make informed Student Teaching judgments concerning pivotal events, recurring dilemmas and persistent issues. Political science. Prior to program completion, prospective teachers of general social (1)(b) #DIV/0! studies shall demonstrate: (1)(b)1. Knowledge of: 1.6 (1)(b)1.(i) The purposes of government and how its powers are acquired, used, and justified. Praxis American federal, state, and local governments; domestic and international issues facing 1.6 (1)(b)(ii) Praxis the United States and governments of other nations. The meaning, origins, and continuing influences of key ideas of the democratic 1.6 (1)(b)(iii) republican form of government such as individual human dignity, liberty, justice, equality, Praxis general welfare, domestic peace and the rule of law. Citizen rights and responsibilities and how to facilitate discussion and participation 1.6 (1)(b)(iv) Praxis consistent with the ideals of citizenship in a democratic republic. (1)(b)2. Ability to: Use pertinent political science knowledge, concepts, and modes of inquiry in the 3.1 (1)(b)2.(i) EDU 457 examination of persistent issues and social problems in the US and internationally. Apply knowledge of the democratic, republican form of government to civic deliberation 1.6 (1)(b)2.(ii) EDU 457 about selected public issues. Geography. Prior to program completion, prospective teachers of general social studies (1)(c) #DIV/0! shall demonstrate: (1)(c)1. Knowledge of: The five basic themes of geography (location, place, movement, regions, and human- 1.6 (1)(c)1.(i) environment interaction,) in the shaping of the State, the United States, and other Praxis Western and non-Western cultures and societies. How to use geographic knowledge to examine, interpret, and analyze interactions between human beings and their physical environments such as describing and 3.3 (1)(c)1.(ii) Praxis assessing ways historical events have been influenced by physical and human geographic features. Ability to use pertinent geographical knowledge, concepts, and modes of inquiry to 3.3 (1)(c)2. examine, interpret, analyze, and evaluate historical and contemporary events and EDU 457 societal issues. Economics. Prior to program completion, prospective teachers of general social studies (1)(d) #DIV/0! shall demonstrate: Knowledge of key economic concepts, principles, and reasoning necessary to evaluate 1.6 (1)(d)1. historical and contemporary social developments and issues in the United States and the Praxis world. Ability to use pertinent economics knowledge, concepts, and modes of inquiry to analyze 3.3 (1)(d)2. EDU 457 and evaluate historical and contemporary public issues.
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