MOSTEP - Initial Teacher Preparation
The unit ensures that candidates for teacher certification have completed a program of content, professional, pedagogical, and integrative studies.
1.2.1. Quality Indicator 1.2.1
The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
188.8.131.52. 184.108.40.206 knows the subject(s) applicable to the area(s) of certification or endorsement
220.127.116.11. 18.104.22.168 presents the subject(s) in multiple ways;
22.214.171.124. 126.96.36.199 uses students' prior knowledge;
188.8.131.52. 184.108.40.206 engages students in the methods of inquiry used in the subject(s);
220.127.116.11. 18.104.22.168 creates interdisciplinary learning.
1.2.2. Quality Indicator 1.2.2
The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
22.214.171.124. 126.96.36.199 knows and identifies child/adolescent development;
188.8.131.52. 184.108.40.206 strengthens prior knowledge with new ideas;
220.127.116.11. 18.104.22.168 encourages student responsibility;
22.214.171.124. 126.96.36.199 knows theories of learning.
1.2.3. Quality Indicator 1.2.3
The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
188.8.131.52. 184.108.40.206 identifies prior experience, learning styles, strengths, and needs;
220.127.116.11. 18.104.22.168 designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs;
22.214.171.124. 126.96.36.199 knows when and how to access specialized services to meet students' needs;
188.8.131.52. 184.108.40.206 connects instruction to students' prior experiences and family, culture, and community.
1.2.4. Quality Indicator 1.2.4
The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
220.127.116.11. 18.104.22.168 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
22.214.171.124. 126.96.36.199 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
188.8.131.52. 184.108.40.206 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
1.2.5. Quality Indicator 1.2.5
The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
220.127.116.11. 18.104.22.168 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
22.214.171.124. 126.96.36.199 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
1.2.6. Quality Indicator 1.2.6
The preservice 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.
188.8.131.52. 184.108.40.206 knows motivation theories and behavior management strategies and techniques;
220.127.116.11. 18.104.22.168 manages time, space, transitions, and activities effectively;
22.214.171.124. 126.96.36.199 engages students in decision making.
1.2.7. Quality Indicator 1.2.7
The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
188.8.131.52. 184.108.40.206 models effective verbal/non-verbal communication skills;
220.127.116.11. 18.104.22.168 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
22.214.171.124. 126.96.36.199 supports and expands learner expression in speaking, writing, listening, and other media;
188.8.131.52. 184.108.40.206 uses a variety of media communication tools.
1.2.8. Quality Indicator 1.2.8
The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
220.127.116.11. 18.104.22.168 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
22.214.171.124. 126.96.36.199 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;
188.8.131.52. 184.108.40.206 evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work;
220.127.116.11. 18.104.22.168 maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.
1.2.9. Quality Indicator 1.2.9
The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
22.214.171.124. 126.96.36.199 applies a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them;
188.8.131.52. 184.108.40.206 uses resources available for professional development.
220.127.116.11. 18.104.22.168 practices professional ethical standards.
1.2.10. Quality Indicator 1.2.10
The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
22.214.171.124. 126.96.36.199 participates in collegial activities designed to make the entire school a productive learning environment;
188.8.131.52. 184.108.40.206 talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students' problems;
220.127.116.11. 18.104.22.168 seeks opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being;
22.214.171.124. 126.96.36.199 identifies and uses appropriate school personnel and community resources to help students reach their full potential.
1.2.11. Quality Indicator 1.2.11
The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
188.8.131.52. 184.108.40.206 demonstrates an understanding of instructional technology concepts and operations;
220.127.116.11. 18.104.22.168 plans and designs effective learning environments and experiences supported by informational and instructional technology;
22.214.171.124. 126.96.36.199 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
188.8.131.52. 184.108.40.206 uses technological applications to facilitate a variety of effective assessment and evaluation strategies;
220.127.116.11. 18.104.22.168 uses technology to enhance personal productivity and professional practice;
22.214.171.124. 126.96.36.199 demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice.