Standards for MSED Program and Professional Educator Success

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National Board Professional Teacher Standards (NBPTS) 1. I commit to students and their learning. 2. I know the subjects I teach and how to teach those subjects to my students. 3. I am responsible for managing and monitoring students learning. 4. I think systematically about my practice and learn from experience. 5. I am a member of at least one professional learning community.

Richard W. Riley/Walden Dispositions

A. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) and can create learning experiences based on best practices that make these aspects of subject matter meaningful for students.

B. The candidate understands how students learn and develop and can provide a variety of learning opportunities adapted to diverse learners that support all students’ intellectual, social, and personal development.

C. The candidate understands and uses a variety of strategies to encourage students’ development of critical-thinking, problem-solving, and performance skills.

D. The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

E. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.

F. The candidate understands and uses formal and informal strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

G. The candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to promote positive social change and grow professionally.

H. The candidate fosters relationships with colleagues, parents, and community agencies to support students’ learning and well-being.

Standards for MSED Program and Professional Educator Success

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Conceptual Framework Critical Components

1. Teaching and Lifelong Learning: The candidate demonstrates current knowledge and skills with the understanding that educators are lifelong learners who continually add to their knowledge and skills.

2. Research with Application: The candidate analyzes educational issues in light of current research and best practice through Walden University’s scholar-practitioner model.

3. Reflective and Analytic Thought: The candidate reflects on and analyzes educational issues in light of current research to inform best practice in P–12 classrooms.

4. Leadership: The candidate demonstrates leadership to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.

5. Collaboration: The candidate demonstrates collaborative skills that integrate multiple perspectives in order to create ongoing support for the learning environment.

6. Communication: The candidate demonstrates skills to communicate effectively and appropriately in a variety of professional and interpersonal contexts.

7. Diversity: The candidate acts in ways that honor multiple perspectives and affirm the dignity and respect of all individuals internal and external to the learning environment.

8. Social Change: The candidate demonstrates the skills and professional dispositions that advocate for social change to make a positive impact where the candidate works and lives.

9. Diversity: The candidate creates educational opportunities that are adapted to diverse learners and removes barriers that inhibit learning.

10. Professional Dispositions: The candidate builds meaningful relationships to improve student learning by effective planning, communication, use of assessment data, and high-caliber delivery of instruction.

11. Technology: The candidate designs and develops learning environments that integrate various technology tools and applications, connects technology usage to content areas, and embeds technology into assessment strategies.

Standards for MSED Program and Professional Educator Success

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Diversity Proficiencies

A. The candidate understands and can identify differences in approaches to learning and performance, including different learning styles and performance modes, and can facilitate instruction that helps use students' strengths as the basis for growth.

B. The candidate has a comprehensive understanding of exceptionality in learning.

C. The candidate is aware of the needs and issues related to English language learners and is familiar with strategies to support their learning.

D. The candidate understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

E. The candidate identifies, designs, and/or supports instruction appropriate to students' stages of development, learning styles, strengths, and needs.

F. The candidate uses educational approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.

G. The candidate identifies when and how to access appropriate services or resources to meet exceptional learning needs.

H. The candidate seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences.

I. The candidate creates a learning community in which individual differences are respected.