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

·         The candidate understands the value of the discipline as a school subject matter.

·         The candidate knows how the discipline(s) is organized as school subject matter.

·         The candidate knows various curriculum models and the theoretical frameworks from which they are derived.

·         The candidate know the NC SCOS as a curriculum model and understands how select discipline knowledge, structure, concepts, and tools of inquiry define the scope and sequence of school subject matter therein.

·         The candidate transforms curriculum into varied and defensible short and long range instructional plans.

·         The candidate knows a variety of instructional strategies for meeting the needs of divers learners and the kinds of learning processes each scaffold, including strategies that promote critical thinking, problem solving and application.

·         The candidate knows the instructional technologies use to enhance student learning in his or her content area.

·         The candidate knows various lesson plan and unit plan formats and the theoretical frameworks from which they are derived.

·         The candidate understands accountability issues and knows formative and summative assessment models and the theoretical frameworks from which they are derived.

·         The candidate knows the NC ABC’s and the testing program for his or her grade level and content area.

·         The candidate knows the multiple methods for monitoring and assessing student learning.

Dispositions

·         The candidate strives to conceptually understand the relationship among curriculum, instruction, and evaluation.

·         The candidate makes principled decisions about curriculum, instruction, and evaluation an reflects critically on those decisions.

·         The candidate is willing to explore new instructional approaches, techniques, and strategies.

·         The candidate values flexibility and responsiveness.

·         The candidate consciously attempts to integrate now knowledge and understandings into his or her frame of reference.

·         The candidate values critical thinking, the challenge of complex problem-solving, reasoning, logic, analysis, synthesis, and evaluation.

Performances

·         The candidate constructs sound, defensible lesson plans and aligns those plans with the SCOS.

·         The candidate know how to formulate short-range and long-range goals based on the SCOS.

·         The candidate chooses instructional strategies and assessment instruments appropriate for the learners, the learning process, and the learning outcomes.

·         The candidate integrates appropriate technologies into learning designs.

·         The candidate knows how to develop instructional materials that are professional in appearance.

·         The candidate knows how to pre-assess student prior learning and how to post-assess learning gains.

·         The candidate knows how to summarize, analyze, interpret, and present assessment data.