TABLE OF CONTENTS FOR CHILDHOOD PROGRAM COURSE
TASKS
CATEGORIZED BY ACEI STANDARDS
Overview: In the table below, each of the ACEI Standards is listed. In the column next to each standard is the list of Education course tasks supportive of that standard. To view information related to each task, click the link represented by the task's name. For each course task, we have provided: a description of the task, a description of how that task supports the given ACEI standard, the rubric for evaluating the task, data on student performance on that task categorized at the Target, Acceptable and Unacceptable levels, and samples of student work at each of those levels.
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ACEI STANDARDS
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Related Course Tasks |
| 1. Development, Learning and Motivation–Candidates know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual student’s development, acquisition of knowledge, and motivation. |
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| 2a. Central concepts, tools of inquiry, and structures of content–Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels; |
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| 2b. English language arts–Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; | |
| 2c. Science–Candidates know, understand, and use fundamental concepts in the subject matter of science–including physical, life, and earth and space sciences–as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; | |
| 2d. Mathematics–Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solving problems, and manage data; | |
| 2e. Social studies–Candidates know, understand, and use the major concepts and modes of inquiry from the social studies–the integrated study of history, geography, the social sciences, and other related areas–to promote elementary student’s abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world; | |
| 2f. The arts–Candidates know, understand, and use–as appropriate to their own understanding and skills–the content functions, and achievements of dance, music, theater, and the several visuals arts as primary media for communication, inquiry, and insight among elementary students; | STUDENT TEACHING |
| 2g. Health education–Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. | |
| 2h. Physical education–Candidates know, understand, and use–as appropriate to their own understanding and skills–human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students; | |
| 2i. Connections across the curriculum–Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. |
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| 3a. Integrating and applying knowledge for instruction–Candidates plan and implement instruction based on knowledge of student learning theory, subject matter, curricular goals, and community; |
EDU 372 Task
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| 3b. Adaptation to diverse students–Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; | EDU 372 Task EDU 373 Task 2
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| 3c. Development of critical thinking, problem solving, performance skills–Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills; |
EDU 372 Task
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| 3d. Active engagement in learning–Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments; |
EDU 372 Task
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| 3e. Communication to foster collaboration–Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom. |
EDU 314 Task
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| 4. Assessment for instruction–Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. |
EDU 372 Task
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| 5a. Practices and behaviors of developing career teachers–Candidates understand and apply practices and behaviors that are characteristic of developing career teachers; |
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| 5b. Reflection and evaluation–Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally; |
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| 5c. Collaboration with families–Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic social and emotional growth of children; |
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| 5d. Collaboration with colleagues and the community–Candidates foster relationships with school colleagues and agencies in the larger community to support student’s learning and well-being. |