Detail 1: In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas;

Detail 2: The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of the discipline;

Detail 3: That literacy skills and processes are applicable in all content areas and help students to develop the knowledge, skills and dispositions that enable them to construct meaning and make sense of the world through reading, writing, listening, speaking and viewing; and

Detail 4: Concepts inherent in numeracy to enable students to represent physical events, work with data, reason, communicate mathematically, and make connections within their respective content areas in order to solve problems

Detail 1: accommodate differences in student intelligence, perception, cognitive style and achievement levels.

Detail 1: Create a learning community in which individual differences are respected;

Detail 3: Use strategies to support the learning of students whose first language is not English; and

Detail 1: How to plan instruction based on students’ needs, developmental progress and prior knowledge;

Detail 2: Available and appropriate resources and materials for instructional planning;

Detail 3: Techniques for modifying instructional methods, materials and the environment to help all students learn; and

Detail 4: A variety of instructional approaches and the use of various technologies, to promote thinking and understanding.

Detail 1: Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes;

Detail 4: Enhance their knowledge of learners and evaluate students’ progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies

Detail 1: Maintain a learning community in which students assume responsibility for themselves and one another, participate in decision making and work collaboratively and independently;

Detail 2: Create a safe and secure classroom climate for all students, by practicing effective listening and group facilitation skills

Detail 3: Create a positive classroom climate which is socially, emotionally and physically safe;

Detail 1: The belief that children and adolescents with special needs can learn at high levels and achieve success.

Detail 1: the power of communication in the teaching and learning process.

Detail 1: how education research and other methods of inquiry can be used as a means for continuous learning, self assessment and development.

UNACCEPTABLE Teacher candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state, and institutional standards.
ACCEPTABLE Teacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards.
TARGET Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.

UNACCEPTABLE Candidates for other professional school roles have an inadequate understanding of their field and cannot give examples of important principles or concepts delineated in professional, state, and institutional standards.
ACCEPTABLE Candidates for other professional school roles know their fields and can explain principles and concepts delineated in professional, state, and institutional standards.
TARGET Candidates for other professional school roles have a thorough understanding of the central concepts, tools of inquiry, and structures of their fields as delineated in professional, state, and institutional standards and shown through inquiry, critical analysis, and synthesis.

UNACCEPTABLE Candidates for other professional school roles cannot facilitate student learning as they carry out their specialized roles in schools. They are unable to create positive environments for student learning appropriate to their responsibilities in schools. They do not have an understanding of the diversity and policy contexts within which they work.
ACCEPTABLE Candidates for other professional school roles are able to create positive environments for student learning. They understand and build upon the developmental levels of students with whom they work; the diversity of students, families, and communities; and the policy contexts within which they work.
TARGET Candidates for other professional school roles critique and are able to reflect on their work within the context of student learning. They establish educational environments that support student learning, collect and analyze data related to student learning, and apply strategies for improving student learning within their own jobs and schools.