CANDIDATE PROFICIENCIES

The unit adopted the 10 INTASC principles and 6 diversity principles (from the Georgia framework for teaching and DSC Assessment of Professional Behaviors) as the proficiencies that all teacher candidates in the initial teacher preparation programs must meet.  The INTASC and diversity proficiencies are aligned with the unit’s professional outcomes, coursework, and state standards.  These proficiencies are assessed in courses through critical assessments, transition points, and key assessments.

The unit adopted the nine state Georgia’s ESOL endorsement standards as the proficiencies required for teacher candidates seeking the English to Speakers of Other Languages (ESOL) endorsement.  These proficiencies are assessed by critical assignments in the ESOL courses and are housed in the ESOL portfolio. 

The National Educational Technology Standards (NETS) developed by the International Society for Technology in Education (ISTE) were adopted by the unit as the technology proficiencies required for all teacher candidates in the initial teacher preparation programs.  These proficiencies are assessed through the InTech training conducted by ETC staff.  Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.  

Proficiencies and dispositions for all initial teacher preparation programs are listed below.

 INTASC Proficiencies for Initial Teacher Preparation Programs

• Making content meaningful:  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

• Child development and learning theory:  The teacher understands how students learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

• Learning styles/diversity: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

• Instructional strategies/problem solving: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

• Motivation and behavior: 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.

• Communication/knowledge: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

• Planning for instruction: The teacher plans instruction based upon knowledge of the subject matter, students, community, and curriculum goals.

• Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

• Professional growth/reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

• Interpersonal relationships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well- being. 

Diversity Proficiencies

1. Teacher candidate displays the ability to work harmoniously and effectively with diverse individuals. 

2. Teacher candidate demonstrates fair treatment for all students (i.e., gender, ethnicity, religion, learning abilities, socioeconomic status, and English language learners).

3. Teacher candidate demonstrates the belief that all students can learn.

4. Teacher candidate is sensitive, alert, and responsive to the specific intellectual, social, physical, and personal developmental needs of all students.

5. Teacher candidate exhibits consistent and appropriate management of time, space, and learning resources for diverse students’ learning and the active/equitable engagement of students.
6. Teacher candidate uses a variety of appropriate materials and resources to enhance instruction for diverse learners. 

ESOL Endorsement Proficiencies

• The program shall prepare candidates who know about the nature of language; language                varieties; and the phonology, morphology, syntax, semantics, and discourse of the English language.
• The program shall prepare candidates who are able to listen, speak, read, and write in standard English on technical, abstract, and non-technical or general topics.
• The program shall prepare candidates who understand the principles of first and second language acquisition across age levels.
• The program shall prepare candidates who understand the effects of cognitive, affective, and socio-cultural variables on language learning.
  
• The program shall prepare candidates who can apply language assessment techniques and instruments in the evaluation of students.
• The program shall prepare candidates who can plan ESOL curriculum and implement a variety of instructional methods and assessment strategies for teaching English as a second language.
• The program shall prepare candidates who understand socio-cultural systems and characteristic features of linguistic/minority cultures.
• The program shall prepare candidates who are familiar with current educational trends, issues, policies, and practices, and their relationships to program planning, instruction,  and assessment of ESOL students.
• The program shall prepare candidates who can use technology, particularly multimedia and computer and software, and can evaluate software for ESOL instruction.

Technology Proficiencies

1. Facilitate and Inspire Student Learning and Creativity: Teachers 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.

2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers 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.

• Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

Dispositions for all Initial Teacher Preparation Programs and ESOL Endorsement

In addition to the proficiencies listed above, the unit has chosen 18 professional attitudes, beliefs, and dispositions that are associated with becoming a highly effective professional educator.  These dispositions are aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) Principles and the unit’s professional outcomes.  The dispositions for effective teaching include the following:

1. The teacher candidate will exhibit sound judgment and moral reasoning, especially in relating to and safe-guarding students.

2. The teacher candidate interacts appropriately and positively with others.

3. The teacher candidate treats others with courtesy, respect, empathy, and open-mindedness.

4. The teacher candidate displays the ability to work with diverse individuals.

5. The teacher candidate displays maturity and independence by following appropriate protocol when seeking solutions to problems.

6. The teacher candidate accepts and uses constructive criticism.

7. The teacher candidate demonstrates enthusiasm, confidence, and initiative.

8. The teacher candidate demonstrates appropriate self-monitoring and control of emotions and behavior.

9. The teacher candidate demonstrates professional appearance and uses appropriate hygiene.

10. The teacher candidate maintains confidentiality of records, correspondence, and conversations.

11. The teacher candidate prepares thoroughly and consistently.

12. The teacher candidate exhibits a strict code of honesty related to tests and assignments.

13. The teacher candidate demonstrates punctuality and good attendance.

14. The teacher candidate demonstrates fair treatment for all students.

15. The teacher candidate orally expresses self using Standard English in order to communicate effectively with diverse audiences.

16. The teacher candidate expresses self in written format using Standard English in order to communicate effectively with diverse audiences.

17. The teacher candidate reflects upon own behavior, instruction, and student learning.

18. The teacher candidate demonstrates belief that all students can learn. 

School of Education
Early Childhood Education Program
Alignment of Courses with C.F. Professional Outcomes,
 INTASC Principles and State Standards

School of Education
Early Childhood Education Program including ESOL Endorsement Courses
Alignment of Courses with C.F. Professional Outcomes,
 INTASC Principles and State Standards