These standards have been aligned with the five Core Propositions of the National Board for Professional Teacher Standards. This alignment ensures that Doane University College of Education identifies pre-service teachers who effectively enhance student learning and demonstrate levels of knowledge, skills, and attitudes and commitment to the teaching .
Standard 1: Understands Content
The developing professional understands the content knowledge of the discipline(s).
- Demonstrates knowledge of content central to discipline, changing global perspectives, and digital work with discipline.
- Incorporates content knowledge to facilitae P-12 student learning.
- Links content knowledge to local, state and national standards.
- Establishes interdisciplinary connections bringing multiple perspectives to the discussion of content.
- Facilitates students' ability to develop diverse and cultural perspectives.
Standard 2: Understands Development
The developing professional understands how children learn and develop, and provides opportunities supporting intellectual, social, and personal growth.
- Demonstrates knowledge of students' developmental characteristics.
- Uses learning theories to make informed educational decisions.
- Selects developmentally appropriate objectives, instruction and activities.
Standard 3: Understands Differences
The developing professional recognizes and provides for individual differences and diversity.
- Analyzes each student's needs to ensure fairness and equitable opportunity for students to learn.
- Infuses appreciation and awareness of race, gender, class, culture, religion, language, family, and community to acknowledge students' identities and enhance learning.
- Fosters attitudes that value diversity and social awareness within community.
Standard 4: Designs Instructional Strategies
The developing professional uses a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem-solving.
- Uses a variety of teaching and learning strategies to actively engage students in authentic learning experiences.
- Enhances learning through the use of a wide variety of resources, including those of technology and the community.
- Continually monitors and adjusts the teaching process in response to the learner's ideas and needs.
- Differentiates instruction based upon process, product, content and environment to meet each student's needs.
- Provides multiple models and representations of concepts and skills.
- Engages students in learning experiences in discipline(s) that encourage students to understand, question, and analyze ideas from diverse perspectives while thinking analytically, critically and creatively.
Standard 5: Manages and Motivates
The developing professional uses classroom management and motivational strategies to create a positive learning environment.
- Conveys high expectations and provides support for individual student achievement to ensure success for all.
- Applies knowledge of motivation and behavior to develop strategies for organizing and supporting individual and group work.
- Uses a variety of effective classroom management strategies to promote learning and to create a climate of openness, fairness, mutual respect and inquiry.
Standard 6: Communicates
The developing professional uses knowledge of effective communication techniques.
- Demonstrates effective oral, written and nonverbal communication and listening skills to convey ideas and information with all audiences.
- Communicates with sensitivity.
- Models a variety of digital age work to enrich learnin and communication.
- Advocates, models, and teaches safe, legal and ethical use of information and technology.
Standard 7: Plans
The developing professional utilizes effective planning techniques.
- Designs appropriate instructional plans that align with curriculum goals and standards.
- Utilizes prinicples of effective instruction when creating learning experiences.
- Designs learning experiences including digital age learning to meet student's developmental stages, intelligences, learning styles, strengths and needs.
- Selects appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
- Evaluates and modifies instructional resources and curriculum materials.
Standard 8: Assesses
The developing professional understands the assessment processes.
- Designs assessment criteria and performance levels that match learning objectives with assessment methods and minimizes sources of bias.
- Selects and implements culturally and developmentally appropriate assessment strategies by engaging students in multiple ways of demonstrating knowledge.
- Conducts ongoing informal and formal assessment strategies in the instructional process.
- Uses assessment data and technology to plan for student learning.
Standard 9: Reflects on Practice
The developing professional is a reflective practitioner who actively seeks out opportunities to grow professionally.
- Views self as a learner continually growing and changing.
- Reflects on personal and professional growth.
- Accepts, reflects, and initiates change based upon feedback.
- Explores innovative practices for student learning.
- Reflects on personal biases and accesses resources and experiences to deepen understanding of cultural, ethnic, gender, and learning differences.
Standard 10: Participates in the Professional Community
The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well being.
- Acts as an advocate for students.
- Initiates and maintains collegial relationships.
- Seeks leadership and professional growth opportunities in the educational community.
- Models and promotes professional behaviors and digital citizenship.