Matrix of Standards

NETS*T Standards – Specialty Professional Association (SPA) Standards Connecticut Common Core of Teaching (CT) 2008 Unit Conceptual Framework (CF)- ECSU Proficiencies Proficiency Documentation (Hyperlink)
1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.Teachers:a. promote, support, and model creative and innovative thinking and inventiveness IIB4 –Teachers employ a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. 4: Technology as a Tool to Teach (TTT)4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning. SRBI Intervention Fraction Lesson
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources IA1– Teachers understand how students learn and develop.IA2– Teachers understand how students differ in their approaches to learning.IIA1 – 2: Pedagogical Knowledge (PDK)2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals (both state and national), and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment. Behaviorist Lesson Plan
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processes IIC1 –Teachers use various assessment techniques to evaluate student learning and modify instruction as appropriate. 2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conducive to learning. Calculator Project: Effective Calculator Use In First Grade
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments     Netiquette Wiki Project
2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.Teachers:a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity IB1-Teachers are proficient in reading, writing, and mathematics. IB2 – Teachers understand the central concepts and skills, tools of inquiry, and structures of the discipline(s) they teach. 3: Integration of Knowledge (INT)3.1 Candidates/Graduates demonstrate how different concepts, themes, and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry, and structure of the discipline(s) they teach. Technology Integration Skills Goal
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress IIB4 –Teachers employ a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. 3.2 Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching. Teaching With Technology Unit Plan
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources IC1 –Teachers know how to design and deliver instruction.  2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem-solving, and collaborative inquiry. Spreadsheet Project: Using Excel to Explore Slope and Y-Intercept of Functions
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching IC2 – Teachers recognize the need to vary their instructional methods. 2.4   Candidates/Graduates use   multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner. Teaching With Technology Unit Plan
3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.Teachers:a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations IIA2 –Teachers select and/or create learning tasks that make subject matter meaningful to students. 1: Content Knowledge (CNK)Candidates/Graduates demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences  Storybird Evaluation;Gradebook
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation IIB1 –Teachers establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success.   Technology Integration Skills Goal
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats IIB3 – Teachers use effective verbal, nonverbal, and media communications techniques which foster individual and collaborative inquiry.   Connecting With Students and Parents Through Technology
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use informationresources to support research and learning IIB2 – Teachers create instructional opportunities that support students’ academic, social, and personal development.   Technology Integration Skills Goal
4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.Teachers:a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources IIA1-Teachers plan instruction based upon knowledge of subject matter, students, the curriculum, and the community.  5: Diversity (DIV)5.1Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status. Curriculum Comparison
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital toolsand resources     Constructivist Lesson Plan
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information IIIA2- Teachers share responsibility for student achievement and well-being.   Connecting with Students and Parents Through Technology 
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures usingdigital-age communication and collaboration tools     Technology Integration Skills Goal
5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professionalcommunity by promoting and demonstrating the effective use of digital tools and resources.Teachers:a. participate in local and global learning communities to explore creative applications of technology to improve student learning IIIA1 –Teachers conduct themselves as professionals in accordance with the Code of Professional Responsibility for Teachers.IIIB2 –Teachers seek out opportunities to grow professionally. 6: Professionalism (PRF)Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential. Netiquette Wiki Project
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and communitybuilding, and developing the leadership and technology skills of others IIIC1 – Teachers serve as leaders in the school community.    Connecting with Students and Parents Through Technology 
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digitaltools and resources in support of student learning IIIB1-Teachers continually engage in self-evaluation of the effects of their choices and actions on students and the school community.   Lesson Evaluation
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community IIIC2 – Teachers demonstrate a commitment to their students and passion for improving their profession.    Women In Education

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