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Doane Teacher Education Standards

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.