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All of us are learning as we do, inquiring into our practice as we go, and revising all along the way. We see ourselves

All of us are learning as we do, inquiring into our practice as we go, and revising all along the way. We see ourselves as professionals reflecting in/on our practice. As a faculty, we recommend every teacher education “candidate” for licensure. How do we know they are worthy

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All of us are learning as we do, inquiring into our practice as we go, and revising all along the way. We see ourselves

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  1. All of us are learning as we do, inquiring into our practice as we go, and revising all along the way. We see ourselves as professionals reflecting in/on our practice.

  2. As a faculty, we recommend every teacher education “candidate” for licensure.

  3. How do we know they are worthy of that recommendation?

  4. Purposes of • Program Review • Self-Study and Program Improvement • Evidence of Competence of Recommendees for Teacher Licenses

  5. NCSS National Standards for Social Studies Teachers (2000) NCSS Program Standards for the Initial Preparation of Social Studies Teachers (2000) NCSS Guidebook for Colleges and Universities Preparing Social Studies Teachers (2000) Alignment Report: Study of the Correlation between NCSS National Standards for Social Studies Teachers and Praxis II Tests (2000)

  6. Social Studies Teacher Content Standards in Context • Student Content Standards (Teacher standards are based on student standards.) • INTASC Principles (Content standards = INTASC Principle #1) • State Program Requirements (Must be consistent with each other.) • National Board for Professional Teaching Standards (They are compatible with each other.) • Performance Focused (What do recommendees know?) • (What can they do?) • (What dispositions do they possess?)

  7. Candidate Performance • Standard 1. Candidate Knowledge, Skills, and Dispositions • Standard 2. Program Assessment and Unit Evaluation • Unit Capacity • Standard 3. Field Experiences and Clinical Practice • Standard 4. Diversity • Standard 5. Faculty Performance and Development • Standard 6. Unit Governance and Resources

  8. Standard 1. • Candidate Knowledge, Skills, and Dispositions • Candidates preparing to work in schools as teachers or other school personnel know the content of their fields, demonstrate professional and pedagogical knowledge, skills, and dispositions, and apply them so that all students learn. • Assessments indicate that candidates meet professional, state, and institutional standards.

  9. Define the social science and history areas of knowledge that candidates seeking to be social studies teachers need to know and be able to teach. • Require three types of evidence of those candidates’ knowledge and competence. • Provide a system for institutional self-study and external validation.

  10. Areas of • Competence • Knowledge • Teaching capabilities (skills, proficiencies) • Dispositions

  11. What do they know? • How well can they teach it? • What dispositions do they possess that will affect their teaching?

  12. Types of Subject Matter Standards • Thematic Standards • Disciplinary Standards • Programmatic Standards (Value added Standards)

  13. Thematic Standards • Theme One: Culture and Cultural Diversity • Theme Two: Time, Community, and Change • Theme Three: People, Places, and Environment • Theme Four: Individual Development and Identify • Theme Five: Individuals, Groups, and Institutions • Theme Six: Power, Authority, and Governance • Theme Seven: Production, Distribution, and Consumption • Theme Eight: Science, Technology, and Society • Theme Nine: Global Connections • Theme Ten: Civic Ideals and Practices

  14. Disciplinary Standards • History • Geography • Economics • Civics & Government • Psychology

  15. Programmatic Standards • Substantial Instruction in Academic Areas within the Social Studies Field • Course or Courses on Teaching Social Studies • Qualified Social Studies Faculty • Clinical School Experiences in Social Studies Settings

  16. Types of Evidence • Programmatic • Testing • Performance

  17. Programmatic evidence • Programmatic evidence provides assurance that those who are recommended by a teacher education unit for teacher licensure have been offered a reasonable opportunity to master the knowledge, skills, and dispositions requisite to success as classroom teachers in the areas described by these standards.

  18. Testing evidence • Testing evidence, if the testing is demonstrably a valid and reliable measure of the knowledge, skills, and dispositions described by these standards, provides assurance that those who have attained passing scores possess the knowledge identified in these standards as necessary for classroom teaching effectiveness.

  19. Performance evidence • Performance evidence provides assurance that those who are judged to have met the performance criteria can perform effectively as classroom teachers in the areas described by these standards.

  20. ResponsesThree elements of • Testing and Performance • The Task • Criteria • range of evaluation levels (rubrics if appropriate) • Results (grades)

  21. Three-Part Format • The Task • Evidence of success • Collecting and reporting evidence

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