8710.2000 STANDARDS OF EFFECTIVE PRACTICE                                                                              FORM I-C SEP MATRIX

Professional Education Program Evaluation Report     (PEPER I)
MATRIX   Form I-C
8710.2000 Standards of Effective Practice

Identify coding used to indicate placement or assignment of standards here:

K=knowledge; A=assessed

 

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Subp. 3.  Standard 2, student learning.  A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.  The teacher must: 

2A.  understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning;

 

 

KA

 

 

 

 

 

 

 

2B.  understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions;

 

 

KA

 

 

 

 

 

 

 

2C.  understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;

 

KA

 

 

 

 

 

 

 

 

2D.  use a student's strengths as a basis for growth, and a student's errors as opportunities for learning;

 

 

 

K

 

 

 

 

 

A

2E.  assess both individual/group performance and design developmentally appropriate instruction to meet students’ current needs in cognitive, social, emotional, moral, physical domains;

 

 

 

K

 

 

 

 

 

A

2F.  link new ideas to familiar; make connections to student experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; encourage students to assume responsibility for their learning tasks; and

 

 

K

 

 

 

 

 

 

A

 

 

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2G.  use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking.

 

 

K

 

 

 

 

 

 

A

Subpart 4.  Standard 3 Diverse Learners:  A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.  The teacher must: 

3A.  Understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligences; and know how to design instruction that uses a student’s strengths as the basis for continued learning;

 

 

KA

 

 

 

 

 

 

 

3B.  Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents;

 

 

 

 

 

KA

 

 

 

 

3C.  Know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English;

 

 

 

 

 

KA

 

 

 

 

3D.  Understand how to recognize/deal with biases, dis-crimination, prejudices, institutional/personal racism and sexism;

 

 

 

 

 

 

 

KA

 

 

3E.  Understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;

 

KA

 

 

 

 

 

 

 

 

3F.  Understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society;

 

 

 

 

 

 

 

KA

 

 

3G.  Understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;

 

 

 

 

 

 

 

 

KA

 

3H.  Understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction;

 

 

KA

 

 

 

 

 

 

 

 

 

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3I.  Understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success;

 

K

 

 

 

 

 

 

 

A

3J.  Know about community and cultural norms;

 

 

 

 

 

 

 

KA

 

 

3K.  Identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs;

 

 

KA

 

 

 

 

 

 

 

3L.  Use teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes;

 

 

KA

 

 

 

 

 

 

 

3M.  Accommodate a student’s learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes;

 

 

 

 

 

K

 

 

 

A

3N.  Identify when and how to access appropriate services or resources to meet exceptional learning needs;

 

 

 

 

 

KA

 

 

 

 

3O.  Use information about students’ families, cultures, and communities as the basis for connecting instruction to students’ experiences;

 

 

 

 

K

 

 

 

 

A

3P.  Bring multiple perspectives to the discussion of subject matter, including attention to a student’s personal, family, and community experiences and cultural norms; and

 

 

 

KA

 

 

 

 

 

 

3Q.  Develop a learning community in which individual differences are respected.

 

 

K

 

 

 

 

 

 

A

Subpart 5.  Standard 4 Instructional Strategies:  A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.  The teacher must:

4A.  Understand Minnesota’s graduation standards and how to implement them;

 

 

 

KA

 

 

 

 

 

 

4B.  Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated;

 

KA

 

 

 

 

 

 

 

 

4C.  Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies

 

 

KA

 

 

 

 

 

 

 

 

 

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4D.  Enhance learning through the use of a wide variety of materials and human and technological resources;

 

 

K

 

 

 

 

 

 

A

4E.  Nurture the development of student critical thinking, independent problem solving, and performance capabilities;

 

KA

 

 

 

 

 

 

 

 

4F.  Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs;

 

 

 

 

 

KA

 

 

 

 

4G.  Design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;

 

 

 

KA

 

 

 

 

 

 

4H.  Use multiple teaching and learning strategies to engage student s in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources;

 

 

 

K

 

 

 

 

 

A

4I.  Monitor and adjust strategies in response to learner feedback;

 

 

K

 

 

 

 

 

 

A

4J.  Vary the instructional process to address the content and purposes of instruction and the needs of students;

 

 

 

KA

 

 

 

 

 

 

4K.  Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and present varied perspectives to encourage critical thinking. Use educational technology to broaden student knowledge about technology, to deliver instruction; and

 

 

 

K

 

 

 

 

 

A

4L.  Use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.

 

 

 

KA

 

 

 

 

 

 

 

 

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Subpart 6.  Standard 5, learning environment.  A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.  The teacher must:

5A.  understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;

 

KA

 

 

 

 

 

 

 

 

5B.  understand how social groups function and influence people, and how people influence groups;

 

KA

 

 

 

 

 

 

 

 

5C.  know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations;

 

 

KA

 

 

 

 

 

 

 

5D.  know how to help people work productively and cooperatively with each other in complex social settings;

 

 

 

 

KA

 

 

 

 

 

5E.  understand the principles of effective classroom management and use a range of strategies to promote positive  relationships, cooperation, and purposeful learning in the classroom;

 

 

K

 

 

 

 

 

 

A

5F.  know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;

 

KA

 

 

 

 

 

 

 

 

5G.  understand how participation supports commitment;

 

 

KA

 

 

 

 

 

 

 

5H.  establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole;

 

 

K

 

 

 

 

 

 

A

 5I.  establish peer relationships to promote learning;

 

 

K

 

 

 

 

 

 

A

 5J.  recognize the relationship of intrinsic motivation to student lifelong growth and learning;

 

KA

 

 

 

 

 

 

 

 

5K.  use different motivational strategies that are likely to encourage continuous development of individual learner abilities;

 

K

 

 

 

 

 

 

 

A

 

 

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5L.  design and manage learning communities in which students assume responsibility for themselves and one another,  participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities;

 

 

K

 

 

 

 

 

 

A

5M.  engage students in individual and group activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning;

 

 

 

K

 

 

 

 

 

A

5N.  organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks;

 

 

K

 

 

 

 

 

 

A

5O.  maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals;

 

 

K

 

 

 

 

 

 

A

5P.  develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning;

 

 

K

 

 

 

 

 

 

A

5Q.  analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work; and

 

 

K

 

 

 

 

 

 

A

5R.  organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals.

 

 

K

 

 

 

 

 

 

A

Subpart 7.  Standard 6, communication.  A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.  The teacher must:

 

 

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6A.  understand communication theory, language development, and the role of language in learning;

 

KA

 

 

 

 

 

 

 

 

6B.  understand how cultural and gender differences can affect communication in the classroom;

 

KA

 

 

 

 

 

 

 

 

6C.  understand the importance of nonverbal as well as verbal communication;

 

 

 

 

KA

 

 

 

 

 

6D.  know effective verbal, nonverbal, and media communication techniques;

 

 

 

KA

 

 

 

 

 

 

6E.  understand the power of language for fostering self-expression, identity development, and learning;

 

KA

 

 

 

 

 

 

 

 

6F.  use effective listening techniques;

 

 

 

 

KA

 

 

 

 

 

6G.  foster sensitive communication by and among all students in the class;

 

 

K

 

 

 

 

 

 

A

6H.  use effective communication strategies in conveying ideas and information and in asking questions;

 

 

KA

 

 

 

 

 

 

 

6I.  support and expand learner expression in speaking, writing, and other media;

 

 

 

K

 

 

 

 

 

A

6J.  know how to ask questions and stimulate discussion in different ways for particular purposes, including probing for learner understanding, helping students articulate their ideas and thinking processes, promoting productive risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question; and

 

 

K

 

 

 

 

 

 

A

6K.  use a variety of media communication tools, including audiovisual aids and computers, including educational technology, to enrich learning opportunities.

 

 

KA

 

 

 

 

 

 

 

 

 

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Subpart 8.  Standard 7, planning instruction.  A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must: 

7A.  understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals;

 

 

 

KA

 

 

 

 

 

 

7B.  plan instruction using contextual considerations that bridge curriculum and student experiences;

 

 

K

 

 

 

 

 

 

A

7C.  plan instructional programs that accommodate individual student learning styles and performance modes;

 

 

 

 

 

K

 

 

 

A

7D.  create short-range and long-range plans that are linked to student needs and performance;

 

 

K

 

 

 

A

 

 

 

7E.  design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;

 

 

 

 

 

K

 

 

 

A

7F.  implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including

activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and

 

 

K

 

 

 

 

 

 

A

7G.  evaluate plans in relation to short-range and long-range goals, and systematically adjust plans to meet student needs and enhance learning.

 

 

 

K

 

 

A

 

 

 

Subpart 9.  Standard 8, assessment.  A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.  The teacher must:

8A.  be able to assess student performance toward achievement of the Minnesota graduation standards under chapter 3501;

 

 

 

KA