Standard Description - The 2007 edition of ACEI Standards ...

Standard

ACEI ACEI ACEI

ACEI ACEI ACEI

Description - The 2007 edition of ACEI Standards are applicable to programs Courses/Experiences and

reports submitted through 2016. ACEI plans to withdrawal as a SPA

Assessments

beginning Spring 2015. CAEP will appoint an advisory committee to develop

new Elementary Education Standards. These standards are anticipated to be

ready January 2017. Programs submitting reports should continue to use the

2007 ACEI standards. More information will be provided regarding this

transition as it becomes available.

1. DEVELOPMENT, LEARNING AND MOTIVATION

ELE 821, ELE 826

1.0 Development, Learning, and Motivation--Candidates know, understand,

and use the major concepts, principles, theories, and research related to

development of children and young adolescents to construct learning

opportunities that support individual students' development, acquisition of

knowledge, and motivation.

2. CURRICULUM STANDARDS

ELE 821, ELE 825, ELE 826

2.1 Reading, Writing, and Oral Language--Candidates demonstrate a high

level of competence in use of English language arts and they know,

understand, and use concepts from reading, language and child development,

to teach reading, writing, speaking, viewing, listening, and thinking skills and

to help students successfully apply their developing skills to many different

situations, materials, and ideas;

2.2 Science--Candidates know, understand, and use fundamental concepts of

physical, life, and earth/space sciences. Candidates can design and implement

age-appropriate inquiry lessons to teach science, to build student

understanding for personal and social applications, and to convey the nature

of science;

2.3 Mathematics--Candidates know, understand, and use the major concepts

and procedures that define number and operations, algebra, geometry,

measurement, and data analysis and probability. In doing so they consistently

engage problem solving, reasoning and proof, communication, connections,

and representation;

2.4 Social studies--Candidates know, understand, and use the major concepts

and modes of inquiry from the social studies--the integrated study of history,

geography, the social sciences, and other related areas--to promote

elementary students' abilities to make informed decisions as citizens of a

ACEI

culturally diverse democratic society and interdependent world;

2.5 The arts--Candidates know, understand, and use--as appropriate to their

own understanding and skills-- the content, functions, and achievements of

the performing arts (dance, music, theater) and the visual arts as primary

media for communication, inquiry, and engagement among elementary

ACEI

students;

2.6 Health education--Candidates know, understand, and use the major

concepts in the subject matter of health education to create opportunities for

ACEI

student development and practice of skills that contribute to good health;

2.7 Physical education--Candidates know, understand, and use--as

appropriate to their own understanding and skills--human movement and

physical activity as central elements to foster active, healthy life styles and

ACEI

enhanced quality of life for elementary students.

ACEI

3. INSTRUCTION STANDARDS

ELE 821, ELE 825, ELE 826

3.1 Integrating and applying knowledge for instruction--Candidates plan and

implement instruction based on knowledge of students, learning theory,

ACEI

connections across the curriculum, curricular goals, and community;

3.2 Adaptation to diverse students--Candidates understand how elementary

students differ in their development and approaches to learning, and create

ACEI

instructional opportunities that are adapted to diverse students;

3.3 Development of critical thinking and problem solving--Candidates

understand and use a variety of teaching strategies that encourage

ACEI

elementary students' development of critical thinking and problem solving;

3.4 Active engagement in learning--Candidates use their knowledge and

understanding of individual and group motivation and behavior among

students at the K-6 level to foster active engagement in learning, self

motivation, and positive social interaction and to create supportive learning

ACEI

environments;

3.5 Communication to foster collaboration--Candidates use their knowledge

and understanding of effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interaction

ACEI

in the elementary classroom.

ACEI

4. ASSESSMENT STANDARDS

ELE 821, ELE 826

4.0 Assessment for instruction--Candidates know, understand, and use formal

and informal assessment strategies to plan, evaluate and strengthen

instruction that will promote continuous intellectual, social, emotional, and

ACEI

physical development of each elementary student.

ACEI

5. PROFESSIONALISM STANDARDS

ELE 821, ELE 826

5.1 Professional growth, reflection, and evaluation--Candidates are aware of

and reflect on their practice in light of research on teaching, professional

ethics, and resources available for professional learning; they continually

evaluate the effects of their professional decisions and actions on students,

families and other professionals in the learning community and actively seek

ACEI

out opportunities to grow professionally.

5.2 Collaboration with families, colleagues, and community

agencies--Candidates know the importance of establishing and maintaining a

positive collaborative relationship with families, school colleagues, and

agencies in the larger community to promote the intellectual, social,

ACEI

emotional, physical growth and well-being of children.

Standard ILA 1

2

3

Description

Courses/Experiences and

IRA Standards - 2010

Assessments

NCATE approved a new set of IRA standards in 2010. Beginning in Fall 2012,

programs submitting reports must use the 2010 standards.

Standard 1. Foundational Knowledge. Candidates understand the theoretical

and evidence-based foundations of reading and writing processes and

instruction.

EMS 874, ELE 820, ELE 821

1.1: Understand major theories and empirical research that describe the

cognitive, linguistic, motivational, and sociocultural foundations of reading

and writing development, processes, and components, including word

recognition, language comprehension, strategic knowledge, and

reading?writing connections.

1.2: Understand the historically shared knowledge of the profession and

changes over time in the perceptions of reading and writing development,

processes, and components.

1.3: Understand the role of professional judgment and practical knowledge for

improving all students' reading development and achievement.

Standard 2. Curriculum and Instruction. Candidates use instructional

approaches, materials, and an integrated, comprehensive, balanced

curriculum to support student learning in reading and writing.

EMS 874, ELE 820, ELE 821

2.1: Use foundational knowledge to design or implement an integrated,

comprehensive, and balanced curriculum.

2.2: Use appropriate and varied instructional approaches, including those that

develop word recognition, language comprehension, strategic knowledge, and

reading?writing connections.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from

traditional print, digital, and online resources.

Standard 3. Assessment and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

EMS 874, ELE 820, ELE 821

3.1: Understand types of assessments and their purposes, strengths, and limitations. 3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. 3.3: Use assessment information to plan and evaluate instruction. 3.4: Communicate assessment results and implications to a variety of audiences.

4

Standard 4. Diversity. Candidates create and engage their students in literacy

practices that develop awareness, understanding, respect, and a valuing of

differences in our society.

EMS 874, ELE 820, ELE 821

4.1: Recognize, understand, and value the forms of diversity that exist in

society and their importance in learning to read and write.

4.2: Use a literacy curriculum and engage in instructional practices that

positively impact students' knowledge, beliefs, and engagement with the

features of diversity.

4.3: Develop and implement strategies to advocate for equity.

5

Standard 5. Literate Environment. Candidates create a literate environment

that fosters reading and writing by integrating foundational knowledge,

instructional practices, approaches and methods, curriculum materials, and

the appropriate use of assessments.

EMS 874, ELE 820, ELE 821

5.1: Design the physical environment to optimize students' use of traditional

print, digital, and online resources in reading and writing instruction.

5.2: Design a social environment that is low-risk, includes choice, motivation,

and scaffolded support to optimize students' opportunities for learning to

read and write.

5.3: Use routines to support reading and writing instruction (e.g., time

allocation, transitions from one activity to another; discussions, and peer

feedback).

5.4: Use a variety of classroom configurations (i.e., whole class, small group,

and individual) to differentiate instruction.

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