Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities 1.
The fourth standard addresses the characteristics of quality professional development programs at all levels. Professional Development Standard A Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers Professional standards for teaching Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.
Address issues, events, problems, or topics significant in science and of interest to participants. Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge.
Build on the teacher's current science understanding, ability, and attitudes.
Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. Encourage and support teachers in efforts to collaborate. Knowledge and Understanding of Science One of the most serious questions in science education is what science a teacher needs to know.
What does it mean to know a lot or a little, have a sound foundation, and have in-depth understanding? The criteria of credit hours that states, professional organizations, and higher education institutions use to prescribe content requirements are inadequate indicators of what is learned in a course.
Therefore, the following discussion focuses on the nature of the opportunities to learn science needed by teachers, rather than on credit hours. It is assumed that teachers of science will continue to learn science throughout their careers.
Understand the fundamental facts and concepts in major science disciplines. Be able to make conceptual connections within and across science disciplines, as well as to mathematics, technology, and other school subjects. Use scientific understanding and ability when dealing with personal and societal issues.
Beyond the firm foundation provided by the content standards in Chapter 6how much more science a teacher needs to know for a given level of schooling is an issue of breadth versus depth to be debated and decided locally while respecting the intent of the Standards.
Breadth implies a focus on the basic ideas of science and is central to teaching science at all grade levels. Depth refers to knowing and understanding not only the basic ideas within a science discipline, but also some of the supporting experimental and theoretical knowledge. National Science Education Standards.
The National Academies Press. The depth of understanding of science content required varies according to the grade level of teaching responsibility.
Teachers of grades K-4 usually are generalists who teach most, if not all, school subjects. A primary task for these teachers is to lay the experiential, conceptual, and attitudinal foundation for future learning in science by guiding students through a range of inquiry activities.
To achieve this, elementary teachers of science need to have the opportunity to develop a broad knowledge of science content in addition to some in-depth experiences in at least one science subject.
Such in-depth experiences will allow teachers to develop an understanding of inquiry and the structure and production Prospective and practicing teachers must take science courses in which they learn science through inquiry, having the same opportunities as their students will have to develop understanding.
That knowledge prepares teachers to guide student inquiries, appraise current student understanding, and further students' understanding of scientific ideas. Although thorough science knowledge in many areas would enhance the work of an elementary teacher, it is more realistic to expect a generalist's knowledge.
Science curricula are organized in many different ways in the middle grades.In order to communicate the expectations for students, the faculty has adopted the InTASC Standards, which the Arizona Department of Education (ADE) will be using as professional teaching standards.
“The Interstate Teacher Assessment and Support Consortium (InTASC) is a consortium of state education agencies and national educational. Professional standards have an important role to play in achieving this priority, by describing the skills, knowledge and behaviours that characterise excellent teaching and leadership, and by supporting professional growth.
The State Board of Education has also adopted the Learning Forward Standards for Professional Learning as the guide for designing and deploying professional learning across the state. These standards were endorsed by the NC State Board of Education in October Also known as the TESOL Professional Teaching Standards, these standards can be used to assess programs that prepare and license P–12 ESL educators, as well as other teacher educator programs.
Please note the TESOL/CAEP Standards for P–12 Teacher Education Programs . The Standards Aligned System (SAS), developed by the Pennsylvania Department of Education, is a comprehensive, researched-based resource to improve student achievement.
SAS identifies six elements that impact student achievement: Standards, Assessments, Curriculum Framework, Instruction, Materials & Resources, and Safe and Supportive Schools. Improved Professional Experience for ITE students; Understand the literacy and numeracy test; Australian Professional Standards for Teachers.
Differentiate teaching to meet the specific learning needs of students across the full range of abilities.