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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