Teaching Standards Board, Professional

Teaching Standards Board, Professional

Chapter 4: Early Childhood/Elementary Programs

Effective Date: 08/13/1998 to 08/26/2002

Rule Type: Superceded Rules & Regulations

Reference Number: 019.0001.4.08131998

CHAPTER 4

EARLY CHILDHOOD/ELEMENTARY PROGRAMS

Section 1. Basic Programs Elementary. The basic program shall consist of training in the general education, professional education and teaching field or field of study. The teaching field or field of study shall require a planned pattern of courses and experiences designed by the faculty to produce the areas of knowledge or competencies identified by the elementary standards.

Section 2. Early Childhood Education Program Approval Standards Pre-Birth to Age 8 or Grade 3. The following standards pertain to programs preparing teachers for early childhood settings. These standards address the developmentally appropriate commonalities of content, skills, and competencies for teachers in educating the whole child.

1. (a) Standard I. The program shall require knowledge of the physical development of young children, during perinatal, neonatal, infant, toddler, pre-primary early primary years including variable growth and behavioral patterns.
2. (b) Standard II. The program shall require knowledge of cognitive development, including critical thinking skills, receptive and expressive language development, and how children's early experiences impact their individual differences.
3. (c) Standard III. The program shall require knowledge of emotional, social and moral development, including emergence of identity and development of self-esteem.
4. (d) Standard IV. The program shall require knowledge in the limitations, administration, interpretation, and utilization of assessments.
5. (e) Standard V. The program shall require demonstrated competence in facilitating play and active involvement in all areas of development.
6. (f) Standard VI. The program shall require demonstrated competence in observing and recording children's behavior, and recognizing individual differences.
7. (g) Standard VII. The program shall require demonstrated competence in basic health, nutrition, and safety management procedures.
8. (h) Standard VIII. The program shall require knowledge of the basic sociological concepts of the family, of parent/child/community/school dynamics and of a variety of approaches to achieve parent involvement.
9. (i) Standard IX. The program shall require demonstrated competence in the articulation of the rationale for developmentally appropriate education, including the concepts of developmental acceleration, developmental delay, and early intervention.
10. (j) Standard X. The program shall require demonstrated competence in working cooperatively and supportively with families, including providing information about health, safety, nutrition, and about community services or resources.

(k) Standard XI. The program shall require demonstrated competence in recognizing children and families with emotional distress, abuse, and neglect and in developing an appropriate program.

(l) Standard XII. The program shall require demonstrated competence in including families in assessing their children’s development and the needs of their families and in supporting their role as primary care givers and teachers.

(m) Standard XIII. The program shall require demonstrated competence in curriculum development, selection, and implementation based on assessment results of individual children.

(n) Standard XIV. The program shall require demonstrated competence in planning and implementing learning environments, including the physical and psychosocial environments; management of time, space, and materials; and adjusting for individual children, their cultural background, and their special needs.

(o) Standard XV. The program shall require demonstrated competence in using developmentally appropriate methods that integrate all developmental domains.

(p) Standard XVI. The program shall require knowledge and skill in facilitating development in communication, inquiry, problem solving, creative expression and interpersonal relations.

(q) Standard XVII. The program shall require competence in integrating multi cultural/antibias themes, literature, and experiences in all curricular areas.

(r) Standard XVIII. The program shall require demonstrated competence in adapting curriculum content to meet the needs of all young children, including those who may be developmentally accelerated, delayed, disabled, or at-risk.

(s) Standard XIX. The program shall assure that each prospective teacher has adequate documented pre-student teaching/pre-internship experiences to include work with infant, toddler, pre-primary, and primary children.

(t) Standard XX. The program shall require a student teaching or internship experience with appropriately certified supervisors, which is of sufficient length concentration so as to experience the full range of teacher activities in at least two different early childhood settings. It shall serve children in two age groups; one setting must be perinatal, neonatal, infant, toddler, or pre-primary, and the other one primary.

(u) Standard XXI. The program shall require demonstrated competence in teaching language arts, mathematics, science, social studies, health, safety, and nutrition using developmentally appropriate strategies.

(v) Standard XXII. The program shall require demonstrated competence in procedures for early childhood program evaluation.

Section 3. Elementary Education Program Approval Standards. The following stan-

dards pertain to programs preparing teachers for elementary school settings. These standards address the commonalities of content, skills and competencies which are important for teachers in elementary education. The program that prepares elementary teachers shall provide an integrated approach to general education and professional studies. The general education component shall be composed of a well-planned sequence of courses and experiences in the liberal arts. Professional studies will include courses and experiences that give prospective teachers the knowledge and skills necessary to facilitate learning, manage the classroom and make decisions that promote student learning. The integration of the general education and professional studies and the requisite competencies must prepare prospective teachers to teach effectively across the elementary curriculum.

(a) Standard I. The program shall require demonstrated competence in the content knowledge and practices needed to teach the communication skills of listening, speaking, writing and reading.

(b) Standard II. The program shall require demonstrated competence in the content knowledge and practices needed to teach mathematics.

(c) Standard III. The program shall require demonstrated competence in the content knowledge and practices needed to teach the sciences and health and safety practices.

(d) Standard IV. The program shall require demonstrated competence in the content knowledge and practices needed to teach social studies.

(e) Standard V. The program shall require demonstrated competence in integrating the fine or performing arts and children’s literature into the elementary curriculum.

(f) Standard VI. The program shall require demonstrated competence in integrating physical education and fitness activities into the elementary curriculum.