Beliefs about what a teacher should know and be able to do frame the curriculum for the teacher education program and the basis for judgments about the teacher candidate's ability to perform the work of a teacher. All curricular componentscourses, field experience, the internship, the integrated curricular threads, and professional dispositionsare addressed in a set of six performance standards for teacher candidates.  The standards define the specific levels of proficiency used to mark the end of the first phase of professional development for prospective teachers.  Each standard is linked to a summary of corresponding knowledge, dispositions, and abilities.    

Standard 1

The teacher candidate commands essential knowledge and understandings of the academic discipline(s) from which school subject matter is derived and integrates that knowledge into personally meaningful frameworks. (knowledge, dispositions, & abilities)

Standard II

The teacher candidate has acquired a professional knowledge base about public schooling in a democratic society, learners, language, learning, and learning environments and integrates that knowledge into personally meaningful frameworks.  (knowledge, dispositions, & abilities)

Standard III

The teacher candidate commands essential knowledge and understandings about curriculum, instruction, and evaluation in the subject matter area(s) and integrates that knowledge into personally meaningful frameworks. (knowledge, dispositions, & abilities)

Standard IV

The teacher candidate commands essential knowledge and understandings of instructional technology and integrates that knowledge into personally meaningful frameworks. (knowledge, dispositions, & abilities)

Standard V

The teacher candidate has a clearly defined sense of professional identity (roles, responsibilities, ethics, and dispositions), professional purpose, and affiliation with the professional community. (knowledge, dispositions, & abilities)

Standard VI

The teacher candidate uses content, pedagogical, and professional knowledge, skills, and dispositions to design, implement, and evaluate meaningful learning experiences for all students in a clinical setting.  (knowledge, dispositions, & abilities)

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