MAPPING GUIDE FOR ELEMENTARY EDUCATION
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|MAPPING GUIDE FOR ELEMENTARY EDUCATION |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 1 - Development, Learning and Motivation |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2 - Curriculum |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2a - Mathematics |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2b – English Language Arts |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2c - Science |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2d - Social Studies |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2c - Fine Arts |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2f - Health Education |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2g - Physical Education |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 2h - Connections Between Technology and the Disciplines |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 3 - Instruction |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 3a |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 3b |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 3c |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 3d |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 4 - Assessment |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 5 - Professionalism |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 5a |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 5b |
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|Generalist Standards for Teachers of Early and Middle Childhood |
|Elementary (primary and intermediate) Begins with Kindergarten |
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|IPSB CONTENT STANDARD 5c |
|EDFA200 |EDCI205 |EDCI270 |EDCI285 |EDPS235 |EDPS265 |EDCI311 |EDCI361 |EDCI362 |EDCI363 |EDCI364 |EDCI365 |EDPS430 |EDCI466 |EDCI496 |Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom 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-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.) | |Teachers of Early and Middle Childhood foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being.
| | | | | |X | | | | | | | |X |X |265 - LECTURE, READINGS, GUEST SPEAKERS
A&D 201 – A. STUDENTS COLLABORATE ON IN-CLASS STUDEIO PRODUCTION ACTIVITIES. B. STUDENTS UTILIZE CONNECTIONS TO THE LARGER COMMUNITY IN INTERDISCIPLINARY UNITS BY INCLUDING USE OF COMMUNITY RESOURCES AND SCHOOL COLLEAGUES.
466 – DEVELOP UNITS VIA RESEARCH ON COMMUNITY AND NATIONAL RESOURCES
496 - CBP | | | | | | | | | | | | | | | | | | | |
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