The Early Childhood-Grade 4 Program is based on several sets of aligned standards:
The UHCL Learner-Centered standards, which were based on the Texas Pedagogy and Professional Responsibility Standards (PPR) for Early Childhood-Grade 12 were developed collaboratively with faculty and our constituencies from the local school districts. Each of the five UHCL Standards has a number of sub-standards under them. These sub-standards are listed in the standards alignment chart below.
These UHCL standards have been aligned with the Texas Pedagogy and Professional Responsibility (PPR) standards, which cover Early Childhood-Grade 12 and the NAEYC Initial Licensure Standards. The classes in the Early Childhood-Grade 4 program follow all three sets of standards: NAEYC, Texas PPR and UHCL. Even though there are many similarities between the sets of standards, there are some differences. The program is careful to make sure that the elements of the NAEYC standards are included within the coursework. A careful review of the content of each of the courses is being undertaken to make sure that the full range of content material and the 0-8 age range of children is being addressed.
In addition to the UHCL, NAEYC and Texas PPR standards, the methods classes and some of the ECED classes also follow the Texas Early Childhood-Grade 4 Generalist Standards, which cover the content areas. The following courses include both Texas standards. The 3000 and 4000 level courses are undergraduate level and 5000 level courses are graduate level. The methods courses outside of ECED also follow the standards of their professional associations. * Designates that there is no separate equivalent required course at the graduate certification level. The content has been integrated into other courses. The specific alignment of these courses and the EC-4 Generalist standards are not shown.
ECED 4131 Language and Literacy Development in Young Children,
ECED 5132 Literacy Development in Young Children,
ECED 4034 Health, Safety and Nutrition*,
TCED 4231 Social Studies Methods for EC4.
TCED 5231 Teaching Social Studies in the Elementary School;
TCED 4232 Science Methods for EC4,
TCED 5232 Teaching Science in the EC-4 Classroom;
TCED 4233 Mathematics Methods for EC-4;
TCED 5236 Mathematics Methods for the Primary Grades;
HUMN 3034 Arts and the Child*
LLLS 4131 Survey of Reading)*
LLLS 4434 Language Arts
LLLS 5131 Integrating the Language Arts
LLLS 4434 Survey of Literature for Children and Young Adults;
LLLS 5534 Selecting Literature and Materials for Children
The special education courses follow the CEC/DEC standards:
SPED 4030 Survey of Exceptionalities;
SPED 5030 Survey of Individual Differences;
SPED 4332 Early Childhood Special Education *
(Texas PPR- k=knowledge, s=skills)
1a. Knowing and understanding young children’s characteristics and needs
UHCL:
2.3 Plan educational experiences for all learners, considering developmental, ultural, linguistic, gender and socioeconomic characteristics.
2.6 Know and demonstrate the content, pedagogical and profession knowledge, skills and dispositions necessary to help all children learn.
3.6 Apply an understanding of environment and developmental factors that may affect student learning to improve instruction.
Texas PPR:
1.1k The beginning teacher knows and understands: The intellectual, social, physical, and emotional developmental characteristics of students in different age groups.
1.2k The beginning teacher knows and understands the implications of students’ developmental characteristics for planning appropriate instruction.
1.3k The beginning teacher knows and understands: characteristics and instructional needs of students with varied backgrounds, skills, interests, and learning needs.
1.4k The beginning teacher knows and understands different approaches to learning that students may exhibit and what motivates students to become active, engaged learners.
1.4s The beginning teacher is able to: plan instruction that motivates students to want to learn and achieve.
1.5s The beginning teacher is able to acknowledge and respect cultural and socioeconomic differences among students when planning instruction.
1.14k The beginning teacher knows and understands the importance of developing instructional goals and objectives that are suitable for students with varied learning needs.
1.14s The beginning teacher is able to develop instructional goals and objectives that reflect students’ age, developmental level, prior skill and knowledge, background and interests.
2.1s The beginning teacher is able to: interact with students in ways that reflect support and show respect for all students.
3.3 k The beginning teacher knows and understands: spoken and written language that is appropriate to students’ ages, interests, and backgrounds.
3.3s The beginning teacher is able to: use spoken and written language that is appropriate to students’ ages and backgrounds.
3.10k The beginning teacher knows and understands: different types of motivation, factors affecting student motivation, and effective motivational strategies in varied learning contexts.
1b. Knowing and understanding multiple influences on development and learning
UHCL:
2.3 Plan educational experiences for all learners considering developmental, cultural, linguistic, gender and socioeconomic differences.
3.3 Plans lessons and uses a variety of instructional and assessment strategies for diverse learners.
3.6 Apply an understanding of environmental and developmental factors that may affect student learning to improve instruction.
5.1 Demonstrate an understanding of the family, community component of educational system and classroom factors that may affect learning.
Texas PPR
1.5s The beginning teacher is able to acknowledge and respect cultural and socioeconomic differences among students when planning instruction.
1.6k The beginning teacher knows and understands appropriate strategies for instructing English Language Learners.
1.14k The beginning teacher knows and understands the importance of developing instructional goals and objectives that are suitable for students with varied learning needs.
2.19s The beginning teacher is able to create a safe and inclusive environment.
2.22k The beginning teacher knows and understands physical accessibility as a potential issue in student learning.
2.23k The beginning teacher knows and understands students’ emotional needs and ways to address these needs.
3.20s The beginning teacher is able to use alternative instructional approaches to ensure that all students learn and succeed.
1c. Using developmental knowledge to create healthy, respectful and challenging learning environments.
UHCL:
2.2 Collaboratively create a learning environment that reflects local, state or national standards.
2.3 Plan educational experiences for all learners considering developmental, cultural, linguistic, gender and socioeconomic differences.
3.6 Apply an understanding of environmental and developmental factors that may affect student learning to improve instruction.
4.1 Create an environment that fosters a positive climate of equity and excellence to meet the needs of a diverse student population.
4.2 Maintain a productive learning environment that consistently implements rules and procedures for the effective management of time, materials, personnel and technology to maximize learning for all students.
4.3 Establish a secure, safe, and predictable environment.
4.4 Use strategies to establish an effective classroom routine through effective communication strategies, the modeling of respectful behavior and encouragement of elf-directed learning.
4.5 Create a stimulating learning environment that promotes independent and cooperative learners who are self-discipline and motivated.
4.6 Generate corrective measures for students’ inappropriate behavior.
Texas PPR
2.2k The beginning teacher knows and understands the impact of teacher-student interactions and interactions among students on classroom climate and student learning and development.
2.6s The beginning teacher is able to establish classroom rules and procedures to promote an organized and productive learning environment.
2.7s The beginning teacher is able to organize and manage groups to ensure that students work together cooperatively and productively.
2.8s The beginning teacher is able to schedule activities and manage class time in ways that maximize student learning.
2.9s The beginning teacher is able to manage transitions to maximize instructional time.
2.10s The beginning teacher is able to implement routines and procedures for the effective management of materials, supplies and technology.
2.11s The beginning teacher is able to coordinate the performance of non-instructional duties with instructional duties.
2.12s The beginning teacher is able to monitor the performance of volunteers and paraprofessionals in the classroom in accordance with district policies and procedures.
2.13s The beginning teacher is able to use volunteers and paraprofessionals to enhance and enrich instruction and evaluate their effectiveness.
2.13k The beginning teacher knows and understands theories and techniques relating to managing and monitoring student behavior.
2.14k The beginning teacher knows and understands appropriate behavior standards and expectations for students at various developmental levels.
2.14s The beginning teacher is able to communicate high and realistic expectations for students’ behavior and ensure that students understand behavior expectations and consequences for misbehavior.
2.15k The beginning teacher knows and understands the significance of district policies and procedures for managing student behavior and ensuring ethical behavior in the classroom.
2.15s The beginning teacher is able to consistently enforce standards and expectations for student behavior and ethical work habits.
2.16s The beginning teacher is able to encourage students to maintain ethical work standards and to monitor their own behavior.
2.17k The beginning teacher knows and understands the value of encouraging students to work in an ethical manner and monitor their own behavior.
2.17s The beginning teacher is able to use effective methods and procedures for monitoring and responding to positive and negative student behavior.
2.18k The beginning teacher knows and understands appropriate responses to a variety of student behaviors and misbehaviors.
2.18s The beginning teacher is able to organize the physical environment to facilitate learning.
2.19k The beginning teacher knows and understands features and characteristics of physical spaces that are safe and productive for learning.
2.19s The beginning teacher is able to create a safe and inclusive environment.
2.20k The beginning teacher knows and understands the benefits and limitations of various arrangements of furniture in the classroom.
2.20s The beginning teacher is able to use effective strategies for creating and maintaining a positive classroom environment.
2.21k The beginning teacher knows and understands procedures for ensuring safety in the classroom.
2.21s The beginning teacher is able to respect students’ rights and dignity.
NAEYC Standard 2: Building Family and Community Relationships
2a. Knowing about and understanding family and community characteristics
UHCL:
5.1 Demonstrate an understanding of the family, community component of educational system and classroom factors that may affect learning.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.5 Make positive contributions to the school, school district and community that foster the development of caring citizens in the community and global society.
Texas PPR:
1.18s The beginning teacher is able to use resources available outside the school (e.g. museums, businesses, community members) to enhance students’ learning opportunities.
4.1s The beginning teacher is able to interact appropriately with families that have diverse characteristics, backgrounds and needs.
2b. Supporting and empowering families through respectful, reciprocal relationships.
UHCL:
5.1 Demonstrate an understanding of the family, community component of educational system and classroom factors that may affect learning.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.5 Develop learning opportunities that involve families and the community to support and enhance instruction and the educational environment of the school.
Texas PPR
4.1k The beginning teacher knows and understands the importance of families’ involvement in their children’s education.
4.1s The beginning teacher is able to interact appropriately with families that have diverse characteristics, backgrounds and needs.
4.2k The beginning teacher knows and understands appropriate ways for working and communicating with families in varied contexts.
4.2s The beginning teacher is able to apply procedures for conducting effective parent-teacher conferences.
4.3s The beginning teacher is able to communicate with families on a regular basis to share information about students’ progress and respond appropriately to families’ concerns.
4.4s The beginning teacher is able to engage families in their children’s education and in various aspects of the instructional program.
2c. Involving families and communities in their children’s development and learning.
UHCL:
3.8 Provide timely and accurate evidence of student progress and achievement to students and parents/guardians.
4.7 Collaborate with parents, supervisors and administrators to arrive at corrective measures for students’ inappropriate behavior.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.3 Use a variety of resources including technology to enhance communication and collaboration with students, families, colleagues and communities.
5.5 Develop learning opportunities that involve families and the community to support and enhance instruction and the educational environment of the school.
Texas PPR
4.1k The beginning teachers knows and understands the importance of families’ involvement in their children’s education.
4.1s The beginning teacher is able to interact appropriately with families that have diverse characteristics, backgrounds and needs.
4.2k The beginning teacher knows and understands appropriate ways for working and communicating effectively with families in varied contexts.
4.2s The beginning teacher is able to apply procedures for conducting effective parent-teacher conferences.
4.3s The beginning teacher is able to communicate with families on a regular basis to share information about students’ progress and respond appropriately to families’ concerns.
4.4s The beginning teacher is able to engage families in their children’s education and in various aspects of the instructional program.
NAEYC Standard 3: Observing, documenting and assessing to support young children and families
3a. Understanding the goals, benefits and uses of assessment.
UHCL:
3.3 Plan lessons and use a variety of instruction and assessment strategies for diverse learners.
3.5 Design instruction based upon the analysis of results of multiple methods of performance based assessments of student learning.
Texas PPR:
1.13k The beginning teacher knows and understands the importance of developing instructional goals and objectives that can be assessed.
1.13s The beginning teacher is able to develop instructional goals and objectives that are able to be assessed.
1.25k The beginning teacher knows and understands the role of assessment in guiding instructional planning.
1.26k The beginning teacher knows and understands the importance of creating assessments that are congruent with instructional goals and objectives.
1.27s The beginning teacher is able to promote students’ use of self-monitoring and self-assessment.
1.28k The beginning teacher knows and understands the role of technology in assessing student learning.
1.29k The beginning teacher knows and understands the benefits and strategies for promoting student self-assessment.
1.30k The beginning teacher knows and understands the connection between Texas statewide assessment program, the TEKs and instruction.
3b. Knowing and using observation, documentation and appropriate assessment tools and approaches.
UHCL:
3.3 Plans lessons and uses a variety of instruction and assessment strategies for diverse learners.
3.5 Design instruction based upon the analysis of results of multiple methods of performance-based assessment of student learning.
Texas PPR:
1.16k The beginning teacher knows and understands the use of appropriate materials and resources for preparing instruction, presenting lessons and assessing learning.
1.24s The beginning teacher is able to use a variety of assessment methods, including technology that are appropriate for evaluating student achievement of instructional goals.
1.25s The beginning teacher is able to communicate assessment criteria and standards to students.
1.26s The beginning teacher is able to design assessments, where appropriate that reflect real-world applications of knowledge and understandings.
1.27s The beginning teacher is able to promote students’ use of self-monitoring and self-assessment.
1.28s The beginning teacher is able to analyze assessment results to aid in determining students’ strengths and needs.
1.29s The beginning teacher is able to use assessment results to help plan instruction for groups of students or individuals.
3.19s The beginning teacher is able to adjust instruction based on on-going assessment of student understanding.
3d. Knowing about assessment partnerships with families and other professionals
UHCL:
3.8 Provide timely and accurate evidence of student progress and achievement to students, parents/guardians.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
Texas PPR:
4.1k The beginning teacher knows and understands the importance of families’ involvement in their children’s education.
4.2s The beginning teacher is able to apply procedures for conducting effective parent-teacher conferences.
4.3s The beginning teacher is able to communicate with families on a regular basis to share information about students’ progress and respond appropriately to families’ concerns.
NAEYC Standard 4: Teaching and Learning
4a. Connecting with children and families.
UHCL:
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.5 Develop learning opportunities that involve families and the community to support and enhance instruction and the educational environment of the school.
Texas PPR:
2.1s The beginning teacher is able to interact with students in ways that reflect support and show respect for all students.
2.2s The beginning teacher is able to use strategies to ensure that interactions among students are polite, respectful and cooperative.
2.3k The beginning teacher knows and understands ways to establish a positive classroom climate that fosters active engagement in learning among students.
2.3s The beginning teacher is able to use strategies to establish effective classroom routines through effective communication strategies, the modeling of respectful behavior and the encouragement of self-directed learning.
3.2s The beginning teacher is able to use effective interpersonal skills (including both verbal and non-verbal skills) to reach students and communicate the teacher’s commitment to students.
4b. Using developmentally appropriate practices
UHCL:
1.3 Use appropriate content strategies and materials, including media and technology, which guide learners to construct knowledge, increase understanding of subject matter and move to higher levels of thinking.
3.2 Use technology and other resources in planning and implementing instruction and assessment.
3.3 Plan lessons and use a variety of instructional and assessment strategies for diverse learners.
3.4 Design instruction that is relevant and actively engages the learner.
Texas PPR Standards
1.5s The beginning teacher is able to acknowledge and respect cultural and socioeconomic differences among students when planning instruction.
1.6k The beginning teacher knows and understands appropriate strategies for instructing English Language Learners.
1.6s The beginning teacher is able to use the Texas Essential Knowledge and Skills to plan instruction.
1.9s The beginning teacher is able to plan instruction that reflects an understanding of important prerequisite relationships.
1.11k The beginning teacher knows and understands current research on best pedagogical practices.
1.11s The beginning teacher is able to use a variety of pedagogical techniques to convey information and to teach skills.
1.12k The beginning teacher knows and understands the importance of developing instructional goals and objectives that are clear, relevant, meaningful and age-appropriate.
1.12s The beginning teacher is able to develop instructional goals and objectives that are clear, relevant, meaningful and age-appropriate.
1.13k The beginning teacher knows and understands the importance of developing goals and objectives that can be assessed.
1.14s The beginning teacher is able to develop instructional goals and objectives that reflect students’ age, developmental level, prior skills and knowledge, background and interests.
1.16k The beginning teacher knows and understands the use of appropriate materials and resources for preparing instruction, presenting lessons and assessing instruction.
1.16s The beginning teacher is able to use various types of materials and other resources to aid in preparing and implementing instruction.
1.17k The beginning teacher knows and understands the importance of knowing when to integrate technology into instruction and assessment.
1.17s The beginning teacher is able to use technological tools to promote learning and expand instruction.
1.21k The beginning teacher knows and understands the importance of planning lessons and structuring units so that activities progress in a logical sequence.
1.21s The beginning teacher is able to use varied activities and instructional groupings to engage students in instructional content and meet instructional goals and objectives.
1.22k The beginning teacher knows and understands how materials, technology and other resources may be used to support instructional goals and objectives and engage students in meaningful learning.
1.22s The beginning teacher is able to allocate time appropriately within lessons and units, including providing adequate time for students to engage in reflection and closure.
1.23s The beginning teacher is able to provide students the opportunity to explore content from many different perspectives.
2.3k The beginning teacher knows and understands ways to establish a positive classroom climate that fosters active engagement in learning among students.
2.3s The beginning teacher is able to use strategies to ensure that the classroom environment and interactions among individual groups within the classroom promote active engagement in learning.
2.4k The beginning teacher knows and understands the importance of communicating enthusiasm for learning.
2.4s The beginning teacher is able to communicate to all students the importance of instructional content and the expectation for high-quality work.
2.5k The beginning teacher knows and understands the necessity of communicating teacher expectations for learning.
2.5s The beginning teacher is able to ensure that instructional goals and objectives, activities, classroom interactions, assessments and other elements of the classroom environment convey high expectations for student achievement.
3.1k The beginning teacher knows and understands the importance of clear, accurate communication in the teaching and learning process.
3.1s The beginning teacher is able to communicate directions, explanations and procedures clearly, accurately, and within an appropriate level of detail both orally and in writing.
3.2k The beginning teacher knows and understands principles and strategies for communicating effectively in varied teaching and learning contexts.
3.2s The beginning teacher is able to use effective interpersonal skills (including both verbal and non-verbal skills) to reach students and communicate the teacher’s commitment to students.
3.3k The beginning teacher knows and understands spoken and written language that is appropriate to students’ ages, interests and backgrounds.
3.3s The beginning teacher is able to use spoken and written language that is appropriate to students’ ages, interests, and backgrounds.
3.4k The beginning teacher knows and understands skills and strategies for engaging in skilled questioning and leading effective student discussions.
3.4s The beginning teacher is able to use effective communication techniques, including questioning and discussion techniques to foster active student inquiry, higher-order thinking, problem solving and productive, supportive interactions.
3.5k The beginning teacher knows and understands criteria for selecting appropriate instructional activities and assignments for students with various characteristics and needs.
3.5s The beginning teacher is able to use carefully framed questions to enable students to reflect on their understanding of content and to consider new possibilities.
3.6k The beginning teacher knows and understands how to present content to students in relevant and meaningful ways.
3.6s The beginning teacher is able to apply skills for leading discussions that engage all students in exploring important questions and that extend student knowledge.
3.7k The beginning teacher knows and understands the use of instructional materials, resources and technologies that are appropriate and engaging for students in various learning situations.
3.8k The beginning teacher knows and understands the importance of promoting students’ intellectual involvement with content and their active development of understanding.
3.8s The beginning teacher is able to create activities and assignments that are appropriate for students and actively engage them in learning.
3.9k The beginning teacher knows and understands strategies and techniques for using instructional groupings to promote student learning.
3.9s The beginning teacher is able to select and use instructional materials and resources and technologies that are suitable for instructional goals and that engage students cognitively.
3.10k The beginning teacher knows and understands different types of motivation, factors affecting student motivation and effective motivational strategies in varied learning contexts.
3.10s The beginning teacher is able to represent content effectively and in ways that link with students’ prior knowledge and experience.
3.11k The beginning teacher knows and understands techniques for structuring and pacing lessons in ways that promote student engagement and learning.
3.11s The beginning teacher is able to use flexible grouping to promote productive student interactions and enhance learning.
3.12k The beginning teacher knows and understands characteristics of effective feedback for students.
3.12s The beginning teacher is able to pace lessons appropriately and flexibly in response to student needs.
3.14k The beginning teacher knows and understands how to use constructive feedback to guide each student’s learning.
3.14s The beginning teacher is able to encourage students’ self-motivation and active engagement in student learning.
3.15k The beginning teacher knows and understands the significance of teacher flexibility and responsiveness in the teaching and learning process.
3.15s The beginning teacher is able to use appropriate language and formats to provide each student with timely feedback that is accurate, constructive, substantive and specific.
3.16k The beginning teacher knows and understands situations in which teacher flexibility can enhance student learning.
3.16s The beginning teacher is able to promote students’ ability to use feedback to guide and enhance their learning.
3.17s The beginning teacher is able to base feedback on high expectations for student learning.
3.18s The beginning teacher is able to respond flexibly to various situations such as lack of student engagement in a learning activity or the occurrence of an unanticipated learning opportunity.
3.19s The beginning teacher is able to adjust instruction based on ongoing assessment of student understanding.
3.20s The beginning teacher is able to use alternative instructional approaches to ensure that all students learn and succeed.
4c Understanding content knowledge in early education
UHCL:
1.1 Exhibit depth and breath of accurate content knowledge, skills and dispositions.
1.2 Provide relevant content of the discipline being taught, including concepts, principles, relationships, methods of inquiry and key issues.
1.3 Use appropriate content strategies and materials including media and technology which guide learners to construct knowledge, increase understanding of subject matter and move to higher levels of thinking.
1.4 Implement instruction that makes connections within the disciplines and across disciplines.
1.5 Uses a variety of resources, including technology to stay abreast of current content knowledge and skills and meet district, state and national standards.
1.6 Analyze the Texas Essential Knowledge and Skills (TEKS) for the level of thinking in relation to the knowledge, skills and dispositions of the discipline.
Texas PPR:
1.6s The beginning teacher is able to use the Texas Essential Knowledge and Skills (TEKS) to plan instruction.
1.7k The beginning teacher knows and understands the importance of the state content and performance standards as outlined in the Texas Essential Knowledge and Skills (TEKS).
1.7s The beginning teacher is able to exhibit appropriate knowledge of a subject to promote student learning.
1.8k The beginning teacher knows and understands relevant content of the discipline being taught including concepts, principles, relationships, methods of inquiry and key issues.
1.8s The beginning teacher is able to demonstrate awareness of common student misconceptions of likely sources of student error in relation to particular content.
1.9k The beginning teacher knows and understands the significance of vertical alignment of content, including prerequisite knowledge and skills.
1.10k The beginning teacher knows and understands how lesson content and skills connect with other disciplines and within the discipline.
1.23k The beginning teacher knows and understands the benefits of designing instruction that integrates content across disciplines.
4d. Building Meaningful Curriculum
UHCL:
1.1 Exhibit depth and breadth of accurate content knowledge, skills and dispositions.
1.2 Provide relevant content of the discipline being taught including concepts, principles, relationships, methods of inquiry and key issues.
1.3 Use appropriate content strategies, materials including media and technology which guide learners to construct knowledge, increase understanding of subject matter and move to higher levels of thinking.
1.4 Implement instruction that makes connections within the disciplines and across disciplines.
1.7 Analyze the Texas Essential Knowledge and Skills (TEKS) for the level of thinking in relationship to the knowledge, skills and disposition of the discipline.
2.3 Plan educational experiences for all learners, considering developmental, cultural, linguistic, gender and socioeconomic characteristics.
3.1 Select instructional goals that are aligned with district, state and national standards.
3.2 Use technology and other resources in planning and implementing instruction and assessment.
3.3 Plan lessons and use a variety of instructional and assessment strategies for diverse learners.
3.4 Design instruction that is relevant and actively engages the learner.
3.5 Design instruction based upon an analysis of results of multiple methods of performance-based assessment of instruction.
3.6 Apply an understanding of environmental factors and developmental factors that may affect student learning to improve instruction.
5.1 Demonstrate an understanding of the family, community, component of educational systems and classroom factors that may affect learning.
Texas PPR:
1.1s The beginning teacher is able to plan lessons that reflect an understanding of students’ developmental characteristics and needs.
1.2s The beginning teacher is able to adapt lessons to address the students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners.
1.3s The beginning teacher is able to use effective approaches to address varied student needs and preferences.
1.4s The beginning teacher is able to plan instruction that motivates students to want to learn and achieve.
1.5s The beginning teacher is able to acknowledge and respect cultural and socioeconomic differences among students when planning instruction.
1.9s The beginning teacher is able to plan instruction that reflects an understanding of important prerequisite relationships.
1.10s The beginning teacher is able to plan instruction that makes connections within the discipline and across disciplines.
1.15s The beginning teacher is able to develop instructional goals and objectives that reflect different types of student learning and skills.
1.16s The beginning teacher is able to use various types of materials and other resources to aid in preparing and implementing instruction.
1.17s The beginning teacher is able to use technological tools to promote learning and expand instructional options.
1.18s The beginning teacher is able to use resources available outside the school (e.g. museums, businesses, community members) to enhance students’ learning opportunities.
1.19k The beginning teacher knows and understands the importance of designing instruction that reflects the TEKS.
1.19s The beginning teacher is able to plan instructional activities that progress sequentially and support stated instructional goals based on the TEKS.
1.20k The beginning teacher knows and understands features of instruction that maximize students’ thinking skills.
1.20s The beginning teacher is able to select instructional resources that support instructional goals, enhance student achievement and engage students in learning.
1.21k The beginning teacher knows and understands the importance of planning lessons and structuring units so that activities progress in a logical manner.
1.22k The beginning teacher knows and understands how materials, technology and other resources may be used to support instructional goals and objectives and engage students in meaningful learning.
1.23k The beginning teacher knows and understands the benefits of designing instruction that integrates content across the disciplines.
1.25k The beginning teacher knows and understands the role of assessment in guiding instructional planning.
1.26k The beginning teacher knows and understands the importance of creating assessments that are congruent with instruction.
3.5k The beginning teacher knows and understands criteria for selecting appropriate instructional activities and assignments for students with varied characteristics and needs.
3.7s The beginning teacher is able to create lessons with a clearly defined structure around which activities are organized.
3.8s The beginning teacher is able to create activities and assignments that are appropriate for the students and actively engage them in learning.
3.9s The beginning teacher is able to select and use instructional materials and resources and technologies that are suitable for instructional goals and that engage students cognitively.
3.10s The beginning teacher is able to represent content effectively and in ways that link with students’ prior knowledge and experience.
NAEYC Standard 5: Becoming a Professional
5a Identifying and involving oneself with the early childhood field.
UHCL:
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.3 Use a variety of resources, including technology to enhance communication and collaboration with students, families, colleagues and the community.
5.4 Make positive contributions to the school, school district and community that foster the development of caring citizens in the community and global society.
Texas PPR:
4.3k The beginning teacher knows and understands the types of interactions among professionals in a school (e.g. vertical teaming, horizontal teaming, team teaching, mentoring) and the significance of these interactions.
4.4k The beginning teacher knows and understands appropriate ways for working and communicating effectively with other professionals in varied educational contexts.
4.5k The beginning teacher knows and understands the roles and responsibilities of specialists and other professionals at the building and district levels (e.g. department chairperson, principal, board of trustees, curriculum coordinator, special education professional).
4.5s The beginning teacher is able to maintain supportive and cooperative relationships with colleagues.
4.6k The beginning teacher knows and understands available educator support system (e.g. mentors, service centers, state initiatives, universities).
4.7k The beginning teacher knows and understands the various ways in which teachers may contribute to their school and district.
4.8k The beginning teacher knows and understands the value of participating in school activities.
4.11s The beginning teacher is able to assume professional responsibilities and duties outside the classroom as appropriate (e.g. serve on committees, volunteer to participate in events and projects).
5b. Knowing and upholding ethical standards and other professional guidelines.
UHCL:
2.1 Demonstrate the dispositions necessary for an educator who adheres to legal and ethical requirements of the profession.
Texas PPR:
4.11k The beginning teacher knows and understands characteristics, goals and procedure associated with teacher appraisal.
4.13k The beginning teacher knows and understands the legal requirements for educators (e.g. those related to special education, students’ and families’ rights, student discipline, equity, child abuse).
4.14k The beginning teacher knows and understands ethical guidelines for educators in Texas (e.g. in relation to confidentiality, interactions with students and others in school community).
4.15k The beginning teacher knows and understands policies and procedures in compliance with Code of Ethics and Standard Practices for Texas Educators as adopted by the State Board of Educator Certification.
4.16s The beginning teacher is able to use knowledge of legal and ethical guidelines to guide behavior in education-related situations.
4.18k The beginning teacher knows and understands the structure of the education system in Texas, including relationships between campus, local and state components.
5c. Engaging in continuous, collaborative learning to inform practice.
UHCL:
1.5 Use a variety of resources including technology to state abreast of current content knowledge and skills and meet district, state and national standards.
2.4 Exhibit ongoing professional improvement through a commitment to lifelong learning.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.3 Use a variety of resources, including technology to enhance communication and collaboration with students, families, colleagues and the community.
Texas PPR:
4.4k The beginning teacher knows and understands appropriate ways for working and communicating effectively with other professionals in varied educational contexts.
4.5s The beginning teacher is able to maintain supportive and cooperative relationships with colleagues.
4.6k The beginning teacher knows and understands available educator support systems (e.g. mentors, service centers, state initiatives, universities).
4.6s The beginning teacher is able to engage in collaborative decision-making and problem solving with other educators to support students’ learning and well-being.
4.7s The beginning teacher is able to work productively with supervisors and mentors to address issues and enhance professional skills and knowledge.
4.8s The beginning teacher is able to communicate effectively and appropriately with other educators in varied contexts.
4.9k The beginning teacher knows and understands the importance of participating in professional development activities to enhance content knowledge and pedagogical skill.
4.9s The beginning teacher is able to collaborate professionally with other members of the school community to achieve school and district educational goals.
4.10k The beginning teacher knows and understands the importance of documenting self-assessments.
4.10s The beginning teacher is able to participate in decision making, problem solving and sharing ideas and expertise.
4.11k The beginning teacher knows and understands characteristics, goals and procedures associated with teacher appraisal.
4.12k The beginning teacher knows and understands the importance of using reflection and ongoing self-assessment to enhance teaching effectiveness.
4.12s The beginning teacher is able to participate in various types of professional development opportunities (e.g. conferences, workshops, work with mentors and other support systems.)
4.13s The beginning teacher is able to enhance content and pedagogical knowledge through a variety of activities (e.g. reading journals, joining professional associations, attending conferences, engaging in coursework).
4.14s The beginning teacher is able to use evidence of self-assessment (e.g. portfolio) to identify strengths, challenges and potential problems; improve teaching performance and achieve instructional goals.
4.15s The beginning teacher is able to use appropriate resources and support systems inside and outside the school to address professional development needs.
5d. Integrating knowledgeable, reflective, and critical perspectives on early education.
UHCL.
2.1 Demonstrate the dispositions necessary for an educator who adheres to legal and ethical requirements of the profession.
2.2 Collaboratively create a learning environment that reflects local state or national standards.
3.1 Selects instructional goals and objectives that are aligned with district, state and national standards.
3.5 Design instruction based on the analysis of results of multiple methods of performance-based assessments of student learning.
3.6 Apply an understanding of environmental and developmental factors that may affect student learning to improve instruction.
4.7 Collaborate with parents, supervisors and administrators to arrive at corrective measures for student inappropriate behavior.
5.3 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
Texas PPR
1.24k The beginning teacher knows and understands the importance of engaging in continuous monitoring and self-assessment of instructional effectiveness.
3.18s The beginning teacher is able to respond flexibly to various situations, such as lack of student engagement in a learning activity or the occurrence of an unanticipated learning opportunity.
3.19s The beginning teacher is able to adjust instruction based on an ongoing assessment of student learning.
4.10k The beginning teacher knows and understands the importance of documenting self-assessments
4.10s The beginning teacher is able to participate in decision making, problem solving and sharing ideas and expertise
4.11k The beginning teacher knows and understands characteristics, goals and procedures associated with teacher appraisal.
4.12k The beginning teacher knows and understands the importance of using reflection and ongoing self-assessment to enhance teaching effectiveness.
4.14s The beginning teacher is able to use evidence of self-assessment (e.g. portfolio) to identify strengths, challenges and potential problems; improve teaching performance and achieve instructional goals.
4.16s The beginning teacher is able to use knowledge of legal and ethical guidelines to guide behavior in education-related situations.
4.19s The beginning teacher is able to use knowledge of the structure of state and local educational systems to seek information and assistance in addressing issues.
5e. Engaging in informed advocacy for children and the profession
UHCL:
2.1 Demonstrate the dispositions necessary for an educator who adheres to legal and ethical requirements of the profession
5.1 Demonstrate an understanding of family, community component of educational system and classroom factors that may affect learning.
5.2 Establish strong, positive relationships among students, families, colleagues, schools and community through effective professional and interpersonal skills.
5.3 Use a variety of resources, including technology to enhance communication and collaboration with students, families, colleagues and the community.
Texas PPR:
4.4k The beginning teacher knows and understands appropriate ways for working and communicating effectively with other professionals in varied educational contexts.
4.6s The beginning teacher is able to engage in collaborative decision-making and problem solving with other educators to support students’ learning and well-being.
4.7s The beginning teacher is able to work productively with supervisors and mentors to address issues and enhance professional skills and knowledge.
4.8s The beginning teacher is able to communicate effectively and appropriately with other educators in varied contexts.
4.10s The beginning teacher is able to participate in decision making, problem solving and sharing ideas and expertise.
4.11s The beginning teacher is able to assume professional responsibilities outside the classroom as appropriate (e.g. serve on committees, volunteer to participate in events and projects).
4.13k The beginning teacher knows and understands legal requirements for educators (e.g. those related to special education students’ and family rights, student discipline, equity, child abuse).
4.14k The beginning teacher knows and understands ethical guidelines for educators in Texas (e.g. in relation to confidentiality, interactions with students and others in the school and community).
4.15k The beginning teacher knows and understands policies and procedures in compliance with the Code of Ethics and Standards Practices for Texas Educators as adopted by the State Board of Educator Certification.
4.16s The beginning teacher is able to use knowledge of legal and ethical guidelines to guide behavior in education-related situations.
4.17s The beginning teacher is able to serve as an advocate for students and the profession.
4.18k The beginning teacher knows and understands the structure of the educational system in Texas including relationships between campus, local and state components.
4.19s The beginning teacher is able to use knowledge of the structure of state and local educational system to seek information and assistance in addressing issues.
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