State
University of New York College at Cortland
Alignment of Institutional Standards with
State and National Standards
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Institutional Standards for Learning
Outcome 1: Demonstrate a solid
foundation in the arts and sciences |
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Regulations of the NY Commissioner of Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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General
Education Core in the Liberal Arts and Sciences §
complete study that prepares candidates with
knowledge, understanding, and skills in the liberal arts and sciences,
including but not limited to:
artistic expression; communication; information retrieval; concepts in
history and social sciences, humanities, a language other than English;
scientific and mathematical processes, and written analysis and expression |
Principle #1: The teacher understands the
central concepts, tools of inquiry, and structures of the discipline(s) he or
she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students. |
Standard
1. Candidate
Knowledge, Skills, and Dispositions: Content Knowledge for Teacher Candidates; Pedagogical Content Knowledge for Teacher Candidates Element A Content
Knowledge for Teacher Candidates: Teacher candidates know the subject matter
that they plan to teach and can explain important principles and concepts
delineated in professional, state, and institutional standards. Element B Content
Knowledge for Other Professional School Personnel Candidates for other
professional school roles know their fields and can explain principles and
concepts delineated in professional, state, and institutional standards. |
§
Provide all SUNY Students pursuing teaching careers
the best possible preparation to become effective teachers |
Institutional
Standards for Learning Outcome 2: Possess in-depth knowledge of the
subject area to be taught |
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Regulations of the NY Commissioner of Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Content Core: § Assure that students are thoroughly grounded in the subjects they teach study in the subject(s) to be taught which shall prepare candidates with the knowledge base to teach the subject(s), in accordance with the State Learning Standards for students, as prescribed in Part 100 of this title, and shall prepare candidates for refining and expanding that knowledge base. §
ability to teach to the New York State Learning
Standards |
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Content Knowledge for Teacher Candidates; Pedagogical Content Knowledge for Teacher Candidates Element
C Pedagogical
Content Knowledge for Teacher Candidates: Teacher candidates have a
broad knowledge of instructional strategies that draws upon content and
pedagogical knowledge and skills delineated in professional, state, and
institutional standards to help all students learn. They facilitate student
learning of the subject matter through presentation of the content in clear
and meaningful ways and through the integration of technology. |
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Institutional Standards for
Learning Outcome 3: Demonstrate
good moral character |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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§ Part 83 New York State Regulations of the Commissioner: “good moral character” § Mandatory fingerprinting and background check for all certification candidates § NYS Teacher Code of Ethics |
Principle
#10: The teacher fosters relationships with |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates Element
F Dispositions
for All Candidates: Candidates are familiar with the dispositions
expected of professionals. Their work with students, families, and
communities reflects the dispositions delineated in professional, state, and
institutional standards. |
No equivalent listed. |
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Institutional Standards for Learning
Outcome 4: Understand how
students learn and develop |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Pedagogical Core: · human developmental processes and variations including but not limited to: the impact of culture, heritage, socioeconomic level, personal health and safety, nutrition, past or present abusive or dangerous environment, and factors in the home, school, and community on students’ readiness to learn - and skill in applying that understanding ·
the nature of students within the full ranges of disabilities and special
health-care needs, and the effects of those disabilities and needs on
learning and behavior – and skill in identifying strengths,
individualizing instruction, and collaborating with others to prepare
students with disabilities and special needs to their highest levels of
academic achievement and independence; |
Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Principle #3: The |
Standard 1. Candidate Knowledge, Skills, and Dispositions:
Content Knowledge for Teacher Candidates; Pedagogical Content Knowledge for
Teacher Candidates
Element D Professional and Pedagogical Knowledge and Skills for Teacher Candidates: Teacher candidates can apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. They consider the school, family, and community contexts in which they work and the prior experience of students to develop meaningful learning experiences. Element E Professional Knowledge and Skills for Other
School Personnel: Candidates for other professional school roles have an
adequate understanding of the professional knowledge expected in their fields
and delineated in professional, state, and institutional standards. They know
their students, families, and communities; use current research to inform
their practices; use technology in their
practices; and support student learning through their professional
services. |
Assure that students have completed integrated programs of clinical and pedagogical education that give them the skills to make their own K-12 students successful learners |
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Institutional Standards for Learning Outcome 5: Manage classrooms structured in a variety of ways to promote a safe learning environment |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Pedagogical Core: § learning processes, motivation, communication, and classroom management - and skill in applying those understandings to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. §
Skill in applying understanding of how students learn
and develop to create a safe and nurturing learning environment that is free
of alcohol, tobacco, and other drugs |
Principle #5: the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates (see Outcome 4) |
Assure that students have completed integrated programs of clinical and pedagogical education that give them the skills to make their own K-12 students successful learners |
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Institutional
Standards for Learning Outcome 6: Know
and apply various disciplinary models to manage student behavior |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Pedagogical Core: · learning processes, motivation, communication, and classroom management - and skill in applying those understandings to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth.
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Principle #5: the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates (see Outcome 4) |
Assure that students have completed integrated programs of clinical and pedagogical education that give them the skills to make their own K-12 students successful learners |
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Institutional Standards for Learning Outcome 7: Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Pedagogical Core: § human developmental processes and variations § learning processes, motivation, communication and classroom management § language acquisition and literacy development § curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities-and skill in designing and offering differentiated instruction that enhances the learning of all students in the content area(s) of the certificate |
Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates Element
G Student
Learning for Teacher Candidates: Teacher candidates focus on student learning
as shown in their assessment of student learning, use of assessments in
instruction, and development of meaningful learning experiences for students
based on their developmental levels and prior experience. Element
H Student
Learning for Other Professional School Personnel: Candidates
for other professional school roles are able to create positive environments
for student learning. They understand and build upon the developmental levels
of students with whom they work; the diversity of students, families, and communities;
and the policy contexts within which they work. Standard 3. Field Experiences And Clinical Practice Element
C Candidates’
Development and Demonstration of Knowledge, Skills, and Dispositions To Help
All Students Learn: Field experiences and clinical practice do not provide
opportunities for candidates to develop and demonstrate knowledge, skills,
and dispositions for helping all students learn. Candidates
do not work with students with exceptionalities or with students from diverse
ethnic, racial, gender, and socioeconomic groups in their field experiences
or clinical practice. |
Assure that students have completed integrated programs of clinical and pedagogical education that give them the skills to make their own K-12 students successful learners |
Institutional Standards for Learning Outcome 8: Integrate curriculum among disciplines, and balance historical and contemporary research, theory and practice |
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Regulations
of the NY Commissioner of Education (Rules 50, 52, …) |
INTASC
Principle(s) |
NCATE Standard(s)
and Element(s) |
SUNY
Chancellor’s Action Agenda |
|
Pedagogical Core: § history, philosophy, and role of education, the rights and responsibilities of teachers and other professional staff, students, parents, community members, school administrators, and others with regard to education, and the importance of productive relationships and interactions among the school, home, and community for enhancing student learning- and skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts. Pedagogical Core: § means to update knowledge and skills in the subject(s) taught and in pedagogy; General
Education Core in The
Liberal Arts and Sciences § Complete study that prepares candidates with knowledge, understanding, and skills in the liberal arts and sciences |
Principle
#6: The teacher uses knowledge of effective verbal, nonverbal, and Principle
#10: The teacher fosters relationships with |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates |
§ Assure that students have completed integrated programs of clinical and pedagogical education that give them the skills to make their own K-12 students successful learners § SUNY will convene a series of forums involving SUNY faculty and administrators on best practices |
Institutional Standards for Learning Outcome 9: Use multiple and authentic forms of
assessment to analyze teaching and student learning and to plan curriculum
and instruction to meet the needs of individual students |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
|
Pedagogical Core: § formal and informal methods of assessing student learning and the means of analyzing one’s own teaching practice - and skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching; |
Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Student Learning for Teacher Candidates Standard 3. Field Experiences and Clinical Practice (see Outcome 7) Standard
4. Diversity Element D Experiences Working with Diverse Students in P–12 Schools: Field experiences or clinical practice in settings with exceptional populations and students from different ethnic, racial, gender, and socioeconomic groups are designed for candidates to develop and practice their knowledge, skills, and dispositions for working with all students. Feedback from peers and supervisors helps candidates reflect on their ability to help all students learn. |
§ Both as a system and through the work of its faculty, SUNY will conduct research on best practices for preparing teachers, for gauging teacher effectiveness, and on identifying the characteristics of successful teachers §
The System guarantees that every graduate of SUNY’s
Teacher Education Programs is fully prepared to assume responsibility as a
teacher in the area of his or her certification |
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Institutional Standards for Learning Outcome 10: Promote parental involvement and
collaborate effectively with other staff, the community, higher education,
other agencies, and cultural institutions, as well as parents and other
caregivers, for the benefit of students |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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Pedagogical Core: · Provide candidates with experiences in a variety of communities and across the range of student developmental levels of the certificate, an opportunity for practicing skills for interacting with parents and caregivers |
Principle
#10: The teacher fosters relationships with school colleagues, parents,
and agencies in the larger community to support students’ learning and well-being. |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Student Learning for Teacher Candidates (see Outcome 4) Standard 4. Diversity (see Outcome 9) |
§ Both as a system and through the work of its faculty, SUNY will conduct research on best practices for preparing teachers, for gauging teacher effectiveness, and on identifying the characteristics of successful teachers §
The System guarantees that every graduate of SUNY’s
Teacher Education Programs is fully prepared to assume responsibility as a
teacher in the area of his or her certification |
Institutional Standards for Learning Outcome 11: Demonstrate sufficient technology
skills and the ability to integrate technology into classroom
teaching/learning |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
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§
Uses of technology, including instructional and
assistive technology, in teaching and learning – and skill in using
technology and teaching students to use technology to acquire information,
communicate and enhance learning |
Principle
#6: The teacher uses knowledge of effective verbal, nonverbal, and |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional
and Pedagogical Knowledge and Skills for Teacher Candidates Element C Pedagogical
Content Knowledge for Teacher Candidates: Teacher candidates have a broad
knowledge of instructional strategies that draws upon content and pedagogical
knowledge and skills delineated in professional, state, and institutional
standards to help all students learn. They facilitate student learning of the
subject matter through presentation of the content in clear and meaningful
ways and through the integration of technology. Element E Professional
Knowledge and Skills for Other School Personnel: Candidates
for other professional school roles have an adequate understanding of the
professional knowledge expected in their fields and delineated in
professional, state, and institutional standards. They know their students,
families, and communities; use current research to inform their practices;
use technology in their practices; and support student learning through
their professional services. Standard 3. Field Experiences and Clinical Practice |
§ SUNY will convene a series of forums involving SUNY faculty and administrators on best practices in … integration of technology into instruction |
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Institutional Standards for Learning Outcome 12: Foster respect for individual’s
abilities and disabilities and an understanding and appreciation of
variations of ethnicity, culture, language, gender, age, class and sexual
orientation |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
|
§
The nature of students within the full range of
disabilities and special health-care needs, and the effect of those
disabilities and needs on learning and behavior – and skill in identifying
strengths, individualizing instruction, and collaborating with others to
prepare students with disabilities and special needs to their highest levels
of academic achievement and independence §
100 clock hours of field experiences related to
coursework prior to the student teaching or practica. Fieldwork/student teaching should provide
candidates with experiences in a variety of communities and across the range
of student developmental levels of the certificate, … an opportunity to work
in high-need schools, and an opportunity to work with each of the following
student populations:
socioeconomically disadvantaged students, students who are English
language learners, and students with disabilities; §
two college-supervised student teaching experiences
of at least 20 school days each |
Principle #3: Diverse Learners: The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional and Pedagogical Knowledge and Skills for Teacher Candidates Standard 3. Field Experiences and Clinical Practice (see Outcome 7) Standard
4. Diversity (see Outcome 9) |
§
IB. Students will complete not less than 100
hours of clinical experience in a school classroom before and exclusive of
time spent in student teaching §
Student teaching will consist of a minimum of 75 days
in classrooms and schools in two separate experiences, at least one of which
is in a high-need school §
SUNY will establish an Urban Teacher Education Center
in New York City |
Institutional Standards for Learning Outcome 13: Continue to develop professionally as
reflective practitioners who are committed to an on-going scholarly inquiry |
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Regulations of the NY Commissioner of
Education (Rules 50, 52, …) |
INTASC Principle(s) |
NCATE Standard(s) and Element(s) |
SUNY Chancellor’s Action Agenda |
|
Pedagogical Core: §
Means to update knowledge and skills in the
subject(s) taught and in pedagogy; |
Principle
#9: The teacher is a reflective |
Standard 1. Candidate Knowledge, Skills, and Dispositions: Professional
and Pedagogical Knowledge and Skills for Teacher Candidates |
§
SUNY will engage its collaborating schools as
partners in educating new teachers and will provide continuing professional
development for in-service teachers |