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BOT Crosswalk
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Subpart 5. A. In Professional and Pedagogical Studies
| A(1) Board of Teaching |
NCATE |
Evidence |
| The institution has high quality professional education
programs that are cohesive, comprehensive, and based on research,
theory, and accepted practice. |
Conceptual Framework |
Conceptual
Framework IR Overview (p. 1) |
| A(2) Board of Teaching |
NCATE |
Evidence |
| The institution requires that candidates in teacher
preparation programs complete a professional sequence of courses based
on the components under part 8710.2000. |
Standard 1: Pedagogical Content Knowledge
Submitted documentation in program approval. Not to be duplicated.
- Teacher candidates have a broad knowledge of instructional
strategies that draws upon content and pedagogical knowledge and
skills delineated in professional, state, and institutional
standards to help all students learn
- The facilitate student learning of the subject matter through
presentation of the content in clear and meaningful ways.
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IR Standard 1 (p.
12) |
Evidence
Element 3: Pedagogical Content Knowledge for Teacher Candidates
(p. 19) |
| A(3) Board of Teaching |
NCATE |
Evidence |
| Assessment and evaluation are integral components of
the professional education sequence and are used to monitor teacher
candidate performance and program effectiveness. |
Standard 2: Assessment System and Unit Evaluation
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The unit has developed an assessment system with its professional
community
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The units’ system includes a comprehensive and integrated set of
evaluation measures that are used to monitor candidate performance
and manage and improve operations.
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Decisions about candidate performance are based on multiple
assessments
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IR Standard 2 (p.
37) |
Evidence
Element 1: Assessment System (p.
38)
Element 2: Data Collection, Analysis, and
Evaluation (p. 47)
Element 3: Use of Data for Program Improvement
(p. 49) |
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