Teachers granted the master's degree license are expected to have demonstrated the knowledge, skills, and dispositions reflected in the following standards and indicators which are derived from research findings, reports of best practice, and the National Board for Professional Teaching Standards. They must prepare a culminating product of learning (e.g., a thesis, project, or portfolio) which a panel of university faculty and school professionals evaluate to determine whether or not they have adequately met the standards. The product of learning should reflect advanced teacher knowledge and skill, and include classroom impact [e.g., on-site visit and report; feedback from supervisors, colleagues, students, parents, and other individuals who might provide information about the candidate's performance; student performance data and its analysis, higher score on exit exam in content; etc.].
1. The candidate plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical base and best practices emerging fromeducational research.
2. The candidate designs and modifies instruction and learning environments based on assessment of
student learning problems and successes.
3. The candidate monitors the effects of instructional actions, selection of materials, and other instructional decisions on studentsí learning and behavior.
4. The candidate incorporates findings from educational literature into school and classroom strategies to improve student learning.
5. The candidate understands and links subject matter and studentsí developmental and diverse needs in the context of school settings.
6. The candidate uses technology to create learning environments that support studentsí learning.
7. The candidate seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting.
8. The candidate demonstrates the ability to integrate literacy across the curriculum.
1. The candidate seeks to increase understanding of and respect for differences in students, including
2. The candidate designs and delivers instruction that is responsive to differences among all learners.
3. The candidate reflects on and modifies instruction that fosters student learning.
4. The candidate understands and respects differences between the learning behaviors and outcomes
expected in diverse communities.
5. The candidate creates and maintains a classroom environment conducive to learning in which all
learners feel welcome and can be successful.
1. The candidate critically reads and applies historical and contemporary educational literature, including
theoretical, philosophical, and research materials.
2. The candidate uses student and school performance data to improve student learning, classroom
processes, and school practices.
3. The candidate investigates educational problems through action research.
1. The candidate analyzes and articulates relationships between and among theory, philosophy,
research findings, and current practice as appropriate to the discipline.
2. The candidate analyzes and articulates relationships between and among theory, philosophy,
research findings, and current practice across disciplines.
3. The candidate demonstrates theoretical and applied advanced content knowledge.
4. The candidate understands current knowledge and trends in education.
1. The candidate initiates professional inquiry though reading, dialogue, reflection, professional
development, and action research.
2. The candidate seeks, evaluates, and as appropriate, acts on input from educators, parents, students,
and other members of the community for continuous improvement.
3. The candidate participates, formally and informally, in appropriate professional communities.
4. The candidate participates in collaborative leadership to address educational problems.
5. The candidate provides leadership in working with parents and strengthening the home-school partnership.