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Initial Licensure: Conceptual Framework Alignment
UM Performance Outcomes INTASC Standards State
Standards
Assessments
Integration of Ideas
Candidates demonstrate knowledge
of the disciplines and subject matter
related to curriculum.
Candidates design interdisciplinary
and discrete subject area
instruction to achieve curriculum
goals including effective integration
of history, cultural heritage, and
contemporary status of Montana
Indians, and other diverse
populations.
Candidates use appropriate
technologies and resources to
enhance instruction and student
performance including the
appropriate use of technology to
share information with students
and parents.
Candidates engage students in
learning activities that promote
critical and creative thinking.
INTASC Standard 1:
Content Pedagogy
INTASC Standard 4:
Multiple Instructional
Strategies
INTASC Standard 6:
Communication and
Technology
INTASC Standard 7:
Planning
ARM
10.58.501 (1)
(a) IEFA
(b) Content
(h)
Technology
(i) Planning
(m)
Workforce
Field Experience Progress Report (1-3, 6)
Technology Lesson Pan (Key Assess. 3)
Student Teaching Assessment (1-3, 6)
Graduate Survey (Items 41, 43-44, 46-47, 50-51)
C&I Employer Survey (Items 1, 2, 3, 6)
Elementary
Praxis II (Key Assess. 1) Content Knowledge GPA (Key
Assess. 2) Secondary
Subset GPA (Key Assess. 1) Major GPA (Key Assess. 2)
Cooperative Endeavors
Candidates implement instructional
and behavioral management
strategies to promote a safe and
positive learning environment.
Candidates communicate clearly,
accurately, and professionally with
students and their families,
colleagues, and community
members
INTASC Standard 5:
Motivation and
Management
INTASC Standard 10:
School and Community
Involvement
INTASC Standard 6:
Communication and
Technology
ARM
10.58.501 (1)
(f) Strategies
(g)
Motivation
Field Experience Progress Report (5,8)
Classroom Management Plan (Key Assess. 7)
Student Teaching Assessment (5,8)
Graduate Survey (Items 39, 40, 42, 48)
C&I Employer Survey (Items 5a, 5b, 8)
Respect for Diversity
Candidates select and design
appropriate and authentic means of
INTASC Standard 2:
Student Development
INTASC Standard 3:
ARM
10.58.501 (1)
(c)
Field Experience Progress Report (4,6,9)
Ethics Case Study (Key Assess 8)
2
assessing student learning and
progress.
Candidates design and organize
learning environments to
accommodate learners.
Candidates reflect on professional
responsibilities and demonstrate
commitment to fairness and the
ability of all to learn.
Diverse Learners
INTASC Standard 5:
Motivation and
Management
INTASC Standard 8:
Assessment
INTASC Standard 9:
Reflective Practice
Development
(d) Diverse
Learners
(e) Biases
(j)
Assessment
(k) Prof. Dev.
(l)
Relationships
Student Teaching Assessment (4,6,9)
Graduate Survey (Items 38, 45, 49)
C&I Employer Survey (Items 4, 7, 9)
3
Advanced Curriculum and Instruction: Alignment of Conceptual Framework, Professional Behaviors, and Content Standards
Conceptual Framework Student Outcomes
(SO)
Key Assessments (KA)
Integration of Ideas
Members of a learning community look
beyond the traditionally subject-oriented
curriculum and think about the
interrelationships among and between
subject areas. They work with a variety of
fields of study and search for unifying
themes that cross disciplinary lines. There
is an emphasis on explaining realities and
bringing differing kinds of knowledge to
bear on dealing with actual problems.
SO 2: develop expertise in
professional and pedagogical
knowledge and contribute to the
dialogue based on their research
and experiences;
SO 4: demonstrate their
knowledge through inquiry,
critical analysis, and synthesis of
subject matter.
SO 6: present content to students
in challenging, clear and
compelling ways, using real-
world contexts and integrating
technology appropriately.
KA 1: Comprehensive
Exam.
KA 2: Exit GPA
KA 5: “Techno-fied”
Lesson Plan.
KA 7: Education Research.
Cooperative Endeavors
In a learning community knowing and
learning are viewed as communal acts,
and members are encouraged to assist
each other to learn and grow. There is a
commitment to engage all learners
cognitively and emotionally in acquiring
knowledge that is globally relevant and
personally meaningful. In the process,
members create a cohesiveness that
encourages personal responsibility and
commitment to the group and its goals.
SO 1: collaborate with other
professionals to identify and
design strategies and
interventions that support
learning for all students.
SO 2: develop expertise in
professional and pedagogical
knowledge and contribute to the
dialogue based on their research
and experiences;
SO 7: demonstrate classroom
behaviors that create caring and
supportive learning environments
and encourage self-directed
learning by all students.
KA 3: Curriculum Design.
KA 4: Multicultural
Education in the
Classroom.
KA 6: Universal Design for
Learning & Reflection.
Respect for Diversity and Individual
Worth
A learning community embraces
diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles,
and cultural backgrounds. Diversity is
SO 5. contextualize teaching and
draw effectively on
representations from the
students’ own experiences and
culture, paying particular
attention to those of Native
KA 4: Multicultural
Education in the
Classroom.
KA 6: Universal Design for
Learning & Reflection.
4
valued because of the inherent worth of
each individual who brings his or her
strengths to the community. The ethics
of caring and mutual respect are viewed
as essential for supportive learning
environments that enhance each
member's self- concept and foster risk-
taking, creative collaboration, and
excellence.
American descent.
SO 7: demonstrate classroom
behaviors that create caring and
supportive learning environments
and encourage self-directed
learning by all students.
Professional Behaviors
Fairness
SO 1: collaborate with other
professionals to identify and
design strategies and
interventions that support
learning for all students.
SO 5: contextualize teaching and
draw effectively on
representations from the
students’ own experiences and
culture, paying particular
attention to those of Native
American descent.
SO 7: demonstrate classroom
behaviors that create caring and
supportive learning environments
and encourage self-directed
learning by all students.
KA 3: Curriculum Design.
KA 4: Multicultural
Education in the
Classroom.
KA 6: Universal Design for
Learning & Reflection.
All Students Can Learn
SO 1: collaborate with other
professionals to identify and
design strategies and
interventions that support
learning for all students.
SO 7: demonstrate classroom
behaviors that create caring and
supportive learning environments
and encourage self-directed
learning by all students.
KA 4: Multicultural
Education in the
Classroom.
KA 5: “Techno-fied”
Lesson Plan.
KA 6: Universal Design for
Learning & Reflection.
5
English/Language Arts: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Montana PEPPS 10.58.509
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.509 (1)(a)
10.58.509 (1)(d)
10.58.509 (1)(e)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.509 (1)(b)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.509 (1)(b)
10.58.509 (2)(e)
Professional Behaviors
Fairness
10.58.509 (1)(f)
All Students Can Learn
10.58.509 (1)(b)
10.58.509 (1)(c)
6
Music K-12: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Montana PEPPS 10.58.519
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.519 (1)(b)
10.58.519 (1)(f)
10.58.519 (1)(g)
10.58.519 (1)(p)
10.58.519 (1)(r)
10.58.519 (1)(u)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.519 (1)(e)
10.58.519 (1)(w)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.519 (1)(o)
10.58.519 (1)(q)
10.58.519 (1)(t)
10.58.519 (1)(u)
Professional Behaviors
Fairness
10.58.519 (1)(v)
10.58.519 (1)(y)
All Students Can Learn 10.58.519 (1)(s)
7
10.58.519 (1)(u)
8
School Counseling: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Montana PEPPS 10.58.512
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.512 (1)(a)
10.58.512 (1)(i) 10.58.512
(1)(viii)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.512 (1)(f)
10.58.512 (1)(g)(v)
10.58.512 (1)(g)(vii)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.512 (1)(e)
10.58.512 (1)(g)(vi)
10.58.512 (1)(h)(i)
Professional Behaviors
Fairness
10.58.512 (1)(c)
10.58.512 (1)(g)(ii)
10.58.512 (1)(g)(iv)
10.58.512 (1)(g)(ix)
9
Create a positive environment for student learning
10.58.512 (1)(b)
10.58.512 (1)(g)(iii)
10.58.512 (1)(h)(i)
10
Creative Pulse: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Creative Pulse
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
CP SLO 1
CP SLO 7
CP Outcome 2a
CP Outcome 2b
CP Outcome 2d
CP Outcome 2e
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
CP SLO 5
CP Outcome 2c
CP Outcome 2m
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
CP SLO 2
CP SLO 3
CP SLO 4
CP Outcome 2d
CP Outcome 2g
CP Outcome 2k
CP Outcome 2m
Professional Behaviors
Fairness
CP Outcome 2f
CP Outcome 2h
11
CP Outcome 2l
All Students Can Learn
CP SLO 4
CP SLO 6
CP Outcome 2j
12
Educational Leadership: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Montana PEPPS 10.58.705
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.705 (1)(a)
10.58.705 (1)(d)
10.58.705 (1)(f)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.705 (1)(a)
10.58.705 (1)(b)
10.58.705 (1)(d)
10.58.705 (1)(f)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.705 (1)(d)
10.58.705 (1)(e)
10.58.705 (1)(f)
Professional Behaviors
Fairness
10.58.705 (1)(c)
10.58.705 (1)(e)
Create a Positive Environment for Student Learning
10.58.705 (1)(a) 10.58.705 (1)(b)
10.58.705 (1)(c) 10.58.705 (1)(d)
13
10.58.705 (1)(e) 10.58.705 (1)(f)
10.58.705 (1)(g)
14
Speech Language Pathology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Council on Academic Accreditation in
Audiology and Speech-Language
Pathology (CAA)
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
CAA IV-C,1
CAA IV-D1
CAA IV-D2
CAA IV-E1
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
CAA IV-C,1
CAA IV-D1
CAA IV-D16
CAA IV-E1
CAA IV-E3
CAA IV-E6
CAA IV-E17
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
CAA IV-B2
CAA IV-D6
CAA IV-E5
Professional Behaviors
Fairness CAA IV-B1
Create a positive environment for student learning
15
Mathematics: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework
Key Themes
Content Standards
Montana PEPPS 10.58.518
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.518 (1)(a)
10.58.518 (1)(c)
10.58.518 (1)(d)
10.58.518 (3)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.518 (1)(e)
10.58.518 (1)(f)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.518 (1)(b)
10.58.518 (1)(g)
Professional Behaviors
Fairness 10.58.518 (3)(f)
All Students Can Learn
10.58.518 (2)
10.58.518 (3)(a)
10.58.518 (3)(b)
10.58.518 (3)(c)
10.58.518 (3)(d)
16
10.58.518 (3)(e)
10.58.518 (3)(g)
17
School Psychology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards
Conceptual Framework Content Standards
Montana PEPPS 10.58.707
Integration of Ideas
Members of a learning community look beyond the traditionally subject-
oriented curriculum and think about the interrelationships among and
between subject areas. They work with a variety of fields of study and
search for unifying themes that cross disciplinary lines. There is an
emphasis on explaining realities and bringing differing kinds of knowledge
to bear on dealing with actual problems.
10.58.707 (1)(a)
10.58.707 (1)(c)(ii)
10.58.707 (1)(c)(vi)
10.58.707 (1)(c)(ix)
10.58.707 (2)(e)
10.58.707 (2)(h)(i)
10.58.707 (3)(c)(ii)
10.58.707 (3)(c)(iv)
10.58.707 (4)(b)
10.58.707 (4)(c)
Cooperative Endeavors
In a learning community knowing and learning are viewed as communal
acts, and members are encouraged to assist each other to learn and
grow. There is a commitment to engage all learners cognitively and
emotionally in acquiring knowledge that is globally relevant and
personally meaningful. In the process, members create a cohesiveness
that encourages personal responsibility and commitment to the group
and its goals.
10.58.707 (1)(c)(ii) 10.58.707 (1)(c)(iv)
10.58.707 (1)(c)(v) 10.58.707
(1)(c)(vi)
10.58.707 (1)(c)(viii) 10.58.707 (2)(c)
10.58.707 (2)(e) 10.58.707 (2)(h)
10.58.707 (2)(i)
10.58.707 (3)(a)(v)
10.58.707 (3)(a)(vi) 10.58.707
(3)(a)(vii)
10.58.707 (3)(b) 10.58.707 (3)(c)(v)
10.58.707 (4)(d)
Respect for Diversity and Individual Worth
A learning community embraces diversity with respect to ideas, abilities,
10.58.707 (1)(b)
10.58.707 (1)(c)(iv)
18
viewpoints, experiences, learning styles, and cultural backgrounds.
Diversity is valued because of the inherent worth of each individual who
brings his or her strengths to the community. The ethics of caring and
mutual respect are viewed as essential for supportive learning
environments that enhance each member's self- concept and foster risk-
taking, creative collaboration, and excellence.
10.58.707 (1)(c)(v)
10.58.707 (3)(c)(v)
10.58.707 (4)(c)
Professional Behaviors
Fairness
10.58.707 (1)(c)(v)
10.58.707 (1)(c)(viii)
10.58.707 (2)(d)
10.58.707 (2)(g)
10.58.707 (3)(a)(x)
10.58.707 (3)(c)(i)
10.58.707 (3)(c)(ii)
Create a positive environment for student learning
10.58.707 (1) (c)(iv) 10.58.707 (1)
(c)(v)
10.58.707 (1) (c)(vi) 10.58.707 (4)(a)