NCATE

NCATE = [|National Council Accreditation of Teacher Education]

Standard 1: Candidate Professional Knowledge, Skills, and Dispositons

1a. CONTENT KNOWLEDGE FOR TEACHER CANDIDATES //(Initial and Advanced Preparation of Teachers)// Teacher candidates have in-depth knowledge of the content that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. All program completers pass the content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers are recognized experts in the content that they teach.
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1b. PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER CANDIDATES //(Initial and Advanced Preparation of Teachers)// Teacher candidates reflect a thorough understanding of the relationship of content and __**content-specific pedagogy**__ delineated in professional, state, and institutional standards. They have in-depth understanding of the content that they plan to teach and are able to provide __**multiple explanations and instructional strategies so that all students learn.**__ They present the content to students in challenging, clear, and compelling ways, using real-world contexts and integrating technology appropriately. Candidates in advanced programs for teachers have expertise in pedagogical content knowledge and share their expertise through leadership and mentoring roles in their schools and communities. __**They understand and address student preconceptions that hinder learning.**__ __**They are able to select and develop instructional strategies and technologies, based on research and experience, that help all students learn.**__ 1c. PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND SKILLS FOR TEACHER CANDIDATES //(Initial and Advanced Preparation of Teachers)// Teacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards. They develop meaningful learning experiences to facilitate learning for all students. __**They know how students learn and how to make ideas accessible to them. They consider school, family, and community contexts in connecting concepts to students’ prior experience and applying the ideas to real-world issues.**__ Candidates in advanced programs for teachers develop expertise in certain aspects of professional and pedagogical knowledge and contribute to the dialogue based on their research and experiences. They take on leadership roles in the professional community and collaborate with colleagues to contribute to school improvement and renewal. 1d. STUDENT LEARNING FOR TEACHER CANDIDATES //(Initial and Advanced Preparation of Teachers)// __**Teacher candidates focus on student learning and study the effects of their work. They assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.**__ Candidates in advanced programs for teachers have a thorough understanding of assessment. They __**analyze student, classroom,**__ and school performance data and __**make data-driven decisions about strategies for teaching and learning so that all students learn.**__ They collaborate with other professionals to identify and design strategies and interventions that support student learning.
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 * __They are able to critique research and theories related to pedagogy and learning.__**
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 * __They reflect on their practice and make necessary adjustments to enhance student learning.__**
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