Standard 1: Content and Pedagogical Knowledge
What does Standard 1 emphasize that candidates must demonstrate in their subject areas?
Knowledge of content and pedagogy.
What is the main goal of partnerships between preparation programs and P–12 schools?
To ensure high-quality clinical experiences that prepare candidates for teaching.
What is the goal of recruitment under Standard 3?
To attract a high-quality and diverse pool of candidates.
Programs must show that completers have a positive impact on what group?
P–12 student learning and development.
What is the main goal of a quality assurance system under Standard 5?
To ensure continuous improvement of educator preparation programs.
What type of assessments are used to show candidates’ mastery of content knowledge?
Valid, reliable, and fair assessments aligned to professional standards.
What type of clinical practice is expected under Standard 2?
Experiences that are sequenced, coherent, and integrated with coursework.
Programs must monitor candidate progression using what?
Transparent, consistent criteria and decision points.
How can programs measure completers’ effectiveness in classrooms?
Employer surveys, performance evaluations, or student achievement data.
What must a quality assurance system be based on?
Reliable data from multiple measures.
What evidence might programs use to show candidates meet licensure or certification requirements?
State test scores or nationally normed performance measures.
Who should co-select, prepare, and evaluate clinical educators?
The program and the school district (P–12 partners).
What type of support must programs provide to candidates during their preparation?
Academic, advising, and professional support services.
Why are completer and employer satisfaction surveys important for Standard 4?
They provide feedback on program effectiveness and impact.
What is one way programs demonstrate they are responding to data findings?
Implementing program changes and monitoring their effectiveness.
For advanced programs, what must candidates demonstrate regarding research and theory?
The ability to apply research and theory to improve practice.
Advanced candidates in clinical practice must demonstrate what kind of impact?
Their ability to contribute to school improvement and student learning.
Advanced programs must admit candidates with evidence of what?
Academic achievement and professional potential aligned with program expectations.
Advanced candidates must demonstrate impact on what level beyond the classroom?
School, district, or organizational improvement.
Advanced programs must use data systems to monitor what kind of trends?
Candidate performance, completer impact, and program effectiveness over time.
Advanced-level candidates must demonstrate what kind of knowledge beyond their content area?
Specialized knowledge for professional practice, leadership, and policy roles.
Advanced clinical experiences should prepare candidates for what roles?
Leadership, mentoring, and supporting colleagues’ professional growth.
Advanced programs must show candidate progression using what kinds of measures?
Multiple data sources, including performance-based assessments and professional growth evidence.
Programs must provide evidence that advanced candidates contribute to what kinds of changes?
Systemic changes in professional practice and improved outcomes for learners.
Advanced programs must engage in what process to improve preparation continuously?
Evidence-based decision making with stakeholder involvement.