Standard #1 - Language Arts

Knowledge

1. The educator understands the acquisition and development of language.

2. The educator understands cultural diversity and how gender, regional, and social differences affect oral and written language.

3. The educator understands conventions of standard English.

4. The educator understands oral and written techniques for expressing oneself, conveying information, and persuading others in diverse cultures.

5. The educator understands visual imagery and body language as forms of communication.

1. The educator recognizes the developmental levels of language use.

2. The educator interacts sensitively with people of diverse populations in a variety of settings.

3. The educator demonstrates skill in written and oral expression, such as articulating ideas fluently, asking questions and responding appropriately, using conventions of standard English.

4. The educator uses critical thinking, including analysis, synthesis, and evaluation in all forms of communication.

5. The educator practices effective viewing and listening techniques.

Standard #2 - Social Studies

Knowledge

1. The educator understands the major concepts in the study of world cultures and civilization and has an awareness of persistent historical, contemporary, and emerging issues as they affect cultures and civilizations. The educator understands culture as an integrated whole that includes language, literature, the arts, traditions, beliefs, values, and behavioral patterns.

2. The educator understands the major concepts/theoretical frameworks of the humanities and the behavioral and social sciences. These concepts include time, continuity and change; people, places and environments; individual development and identity; individuals, groups, and institutions; power, authority and governance; production, distribution, and consumption; science, technology, and society; global connections; civic ideals and practices.

3. The educator demonstrates a knowledge of multiple interpretations of world cultures. The educator acquires multiple perspectives in viewing various world cultures and understands the implications of his/her own perspective.

4. The educator has a basic understanding of the United States economic system and comprehends that system in relation to other systems of the world.

5. The educator has a basic understanding of the United States system of governance and comprehends that system in relation to other systems of the world.

1. The educator demonstrates an understanding of how language, literature, the arts, traditions, beliefs, values, and behavioral patterns can interact and thereby affect culture and/or civilization.

2. The educator applies the theories of behavioral and social sciences to the study of different cultures.

3. The educator demonstrates an understanding that different people may describe the same event or situation in diverse ways, citing reasons for these differences in views.

4. The educator describes the basic institutions and processes of the United States economic systems and compares them to other economic systems.

5. The educator describes the basic institutions and processes of the United States government and compares them to other systems of government.

6. The educator demonstrates critical thinking skills in an integrated, analytical approach.

Standard #3 - Mathematics

Knowledge

1. The educator understands the concepts and relationships in number systems and the uses that are made of real numbers in everyday life.

2. The educator understands ways data can be displayed and described, including the use of measures of central tendency and variation and fundamental concepts of experimental and theoretical probability. Further, the educator recognizes uses of probability and statistics in everyday life.

3. The educator understands both appropriate and inappropriate ways probability & statistics can be used, and also understands how inappropriate representations can be misleading.

4. The educator understands the fundamental concepts of algebra, such as functions and generalizations of patterns.

5. The educator understands metric and customary (U.S.) measurement and fundamental geometric concepts including shapes and their properties and relationships.

6. The educator understands the appropriate use of various types of reasoning, including inductive, deductive, and spatial and proportional. Further, the educator recognizes both valid and invalid forms of reasoning.

7. The educator knows how mathematics is used to
   1. model and solve everyday life problems, and
   2. to communicate about everyday life.

8. The educator knows how to connect mathematics to other subjects.

9. The educator knows how mathematics can be used in enjoyable pursuits.

1. The educator solves problems using different strategies, verifies and interprets results, and generalizes solutions.

2. The educator summarizes, represents, and interprets data in various forms, including graphical, tabular and statistical.

3. The educator performs basic operations with real numbers in various modes using paper and pencil, using mental calculations, and using a calculator; estimates the answer to a calculation; and judges the reasonableness of a numerical solution to a problem.

4. The educator analyzes both valid and invalid forms of reasoning and uses various types of valid reasoning to make and refine conjectures and construct logical arguments. The educator also shows how invalid reasoning can lead to false conclusions.

5. The educator constructs symbolic representations of real-world problems and manipulates these to solve such problems.

6. The educator communicates with others about mathematical concepts, processes, and symbols.

7. The educator demonstrates the use of mathematics in enjoyable pursuits.

8. The educator integrates mathematics into other disciplines.

Standard #4 - Science

Knowledge

1. The educator understands that science is an evolving dynamic process of inquiry.

2. The educator knows how various processes of inquiry are used in the sciences to acquire and interpret information.

3. The educator understands the major concepts of science and processes of scientific inquiry.

4. The educator understands how the physical, life, and earth/space sciences are interconnected and related to other disciplines.

5. The educator understands that humans are an integral part of the natural world and have an obligation to minimize the adverse effects of human action on natural processes.

1. The educator effectively uses the processes of scientific inquiry to carry out scientific investigations and communicate results.

2. The educator demonstrates an understanding of various ways that the natural world is interconnected.

3. The educator is able to explain the relationships between the sciences and other disciplines.

4. The educator can provide positive and negative examples of how human activity has impacted natural processes.

Standard #5 - Well-Being

Knowledge

1. The educator understands ways to develop and maintain a healthy lifestyle.

2. The educator understands developmental theories relative to physical, emotional, and social well-being.

3. The educator understands how personal interests, capabilities, and perceptions contribute to life and to personal choices.

1. The educator develops individual interests and activities that contribute to personal well-being.

2. The educator encourages practices that support physical, emotional, and social well-being.

Standard #6 - Fine Arts

Knowledge

1. The educator has a holistic and multidimensional understanding of the fine arts (music, visual arts, drama, dance, and literature). Holistic and multidimensional includes aesthetics, form and structure, manipulation of media, historical and societal roles, sacred and secular genres, folk and classical arts, and appreciation.

2. The educator understands common vocabulary used in the fine arts across world cultures.

3. The educator understands that the fine arts have national standards, a curriculum, and a body of knowledge valuable in today's society.

4. The educator understands the interrelationship between culture and the fine arts.

1. The educator describes and analyzes works of the fine arts using appropriate vocabulary.

2. The educator describes how the fine arts are related to other disciplines.

3. The educator demonstrates the ability to integrate knowledge of the fine arts in his/her discipline.