Candidates critically reflect on their own assumptions about their practices, the students with whom they work, the communities in which they work and their own development as professionals. (Critical Self-Reflection)
Candidates foster relationships and know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and the community to support students’ learning and well-being and also create classrooms that foster opportunities for student collaboration thereby enhancing student learning and social development. (Collaboration)
Candidates demonstrate in their practice strategies that support every student’s effort to reach the highest level of academic achievement and to use pedagogies that embrace the wide range of cultures represented in today’s classrooms. (Social Justice)
Candidates show in their practices a sensitivity to, knowledge about and understanding of their own and others’ racial, ethnic, religious, class, sexual, gender, cultural and linguistic identities and implement a variety of teaching strategies that encourage students to develop critical thinking and problem solving skills. (Diversity)
Candidates demonstrate the ability to translate subject matter into meaningful learning experiences that support the intellectual, social and personal development of all students.
Candidates plan instruction by using the New York Common Core Learning Standards for Birth-12 and actively engaging students in learning that promotes critical thinking and problem solving.
Candidates meet the needs of diverse students by using differentiated learning strategies and reflecting on instructional practice and student learning.
Candidates gain skills for creating a nurturing learning environment in a high-needs urban elementary school by intersecting best classroom practices with an understand of the social, economic and cultural context of the students and their families.
Candidates show increasing ability to improve as a teacher by critically reflecting on pedagogy and practice and to improve teaching by action research.
Candidates develop capacity for incorporating collaborative learning, motivations, communication and management in a childhood classroom.
Candidates communicate effectively with students, parents, other school personnel and community members.
Candidates demonstrate the skills in curriculum development, instructional planning, differentiated instruction, inquiry-based teaching, use of instructional technology, and formal and informal assessment tools in a high-needs urban context.
Candidates gain the knowledge and skills for dealing with child safety, substance abuse, and health concerns.
Candidates demonstrate the ability to collaborate with colleagues, parents and other professionals to improve teacher candidate’s pedagogy and practice.
Candidates demonstrate a commitment to professional growth through professional development activities and professional organization seminars.
