Competency And Competency Requirements For Classroom Rules Policies And Procedures

Standards 7 and 8 of the InTASC Model Core Teacher Standards address the Instructional Practice of planning for instruction and instructional strategies. Standard 7 states: “ The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.” Standard 8 states: “The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.” As I read Standards 7 and 8, I think about the importance of planning for each

The word curriculum can mean something different to different people, even to different teachers who use the term almost daily (Manning & Butcher, 2012). However, it boils down to curriculum being what a student learns, both in terms of core subject content, as well as though social activity and elective/activity courses. However, there has often been a disconnect between different states and districts over what exactly should be in the curriculum for various grades and what is needed to prepare students for life beyond school, as well as providing little basis for comparing the US to other countries. That’s where Common Core State Standards (CCSS) come in. According to Teaching in the Middle School (2012), the Common Core standards were created in an attempt to provide curriculum standards that are “rigorous, internationally benchmarked, and aligned with college and work expectations”. Since its implementation in 2009, 42 US states and the District of Columbia have integrated the standards into their curriculums. (Core Standards, 2015)

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

Being able to develop a culture of collaboration and high student achievement requires rigorous curriculum development at the school and district levels. Curriculum and instruction work together to enhance student learning. Curriculum revolves around what is taught in school and instruction centers around how something is taught. (Sorenson, 2011, p. 32-35) To be more specific instruction can be defined as, “the strategies, techniques, materials, media, and place where the curriculum is implemented in schools.” If instruction, or the how, of a teacher does not match up to the curriculum, or the what, then student achievement will suffer. Vertically and horizontally aligning curriculum with the instruction that is happening within the classroom and school will in the end lead to greater student achievement which will be reflected on student assessments. (Sorenson, 2011, p.

It have been proven effective in providing services to individuals from a wide spread of diverse backgrounds. Cultural competence is understanding a set of congruent behaviors, knowledge, attitudes and policies that enable effective work in cross-cultural situations (Bazron, Cross, Dennis, & Isaacs, 1989). This means that an individual trains to understand different cultural groups. Cultural competency training is beneficial to all human service organizations because it aims to increase the knowledge and skills to improve one’s ability to efficiently serve different cultural groups therefore eliminating biases and

In this era, diversity and cultural competence are extremely important to understand, regarding the foundations of human development in the social environment. Diversity can alter or affect an individual’s behavior in many ways. Diversity is considered when an individual is different, or composed of differing elements. Therefore, diversity can include different nationality, gender, sexual orientation, age, class, disability, gender identity, immigration status, political ideology, and religion. At any time, an individual is determined as belonging to another group, different from the majority, the individual is considered to be subject to the effects of diversity. Many children coming from different countries have a problem with language. Not being able to speak the language of the community can cause huge barriers for the children to overcome. Many parents believe that the key to a successful life and fulfillment is to get an education. These parents encourage their kids, that with an education nothing can defeat you. It is also very important for the social worker, or human service provider to be comfortable with diversity, and is culturally competent. Cross-cultured means the individual appreciates and compares the differences and the similarities of different cultures as well as their own.

After reviewing the North Carolina Professional Teaching Standards and the experiences of this class, I have been able to see how the standards are used in a real-life school. Each standard goes into detail on how a teacher could incorporate them into their classroom. However, through my experiences I have noticed that some of the standards are not meant for the actual classroom. So, I will be focusing on the first standard; leadership, the third standard; teachers need to know the content they teach, and some standards that I believe should be in the NC Standards. Lastly, I will talk about how my opinion on the NC Standards has changed and how I plan to incorporate them into my future classroom.

Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice.

I want improve upon my understanding and ability to create purposeful, contextually-relevant lesson and unit plans which are Backwards Designed, well scaffolded, and have meaningful formative and summative assessments (Goal 5).

The Common Core Standards engage a standards-based education. The standards guide teachers to prepare students for what they are expected to learn to succeed in life. It is essential that teachers understand the expectations and implications of the standards, so teachers can help students achieve educational goals by designing specific educational plans that align with the core standards. Furthermore, tailoring the curriculum will help to build relevant skills students are argued to integrate in college and their future careers.

The role of content in the classroom is to assist teachers in providing students deep and rich experiences on the journey to academic excellence. Students need content background understanding to become capable students. I believe that students need content

Professionals should also strive to be culturally competent and continuously educate themselves to aim to “understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability,” and should use respectful language while communicating to or about clients. (5)

While my current teaching approach is more creative curriculum and high scope based there are still elements I think should be controlled by the adults such as; environment, assessment, adult-child interactions, and daily routine (Jaruszewicz, 2012). High Scope Curriculum incorporates important goals to include thinking about actions and interactions, problem solving, and self-directed learning.

A curriculum is any planned educational experience. Ideally, the learning objectives should incorporate the acronym “SMART”: Specific, Measurable, Attainable, Relevant, and Targeted to the learner. Systematic Curriculum and Instructional Development (SCID) is a successful model for curriculum development customized to complement the needs of career and technical educators as well as business and industry trainers. It has five phases: design, development, implementation, evaluation. Since curriculum reflects the models of instructional delivery chosen and used, some might indicate that curriculum could be categorized according to the common psychological classifications of the four families of learning theories “Social, Information Processing, Personalist, and Behavioral” as defined by Cortes (1981). Cortes

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.