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Minnesota State Standards
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Link to e-Folio Main Page for full Standard Alignment Notation |
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Demonstrations through relevant readings
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Demonstration through relevant activities
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Demonstration through relevant assignments
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| Standard 2, Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must: | |||
| A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | Research Paper |
| B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions; | NA | ABC Analysis I | NA |
| C. understand developmental progressions of learners and ranges of individual variation within the physical, | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | Group Case Study Analyses |
Lesson Plan |
| E. assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains; | Accommodation/ Modification materials |
ABC Analysis I | Lesson Plan |
| Standard 3, Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: | |||
| B. know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents; | People First Language materials | Group Case Study Analyses |
Reflections
Research Paper |
| K. identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs; | NA | NA | Lesson Plan Lesson Design Presentation |
| M. accommodate a student's learning differences or needs regarding time and circumstances for work, tasks assigned, communication, and response modes; | Accommodation/ Modification materials |
NA | Research Paper |
| N. identify when and how to access appropriate services or resources to meet exceptional learning needs; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | NA |
| Standard 4, Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: | |||
| B. understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | Research Paper |
| C. understand principles and techniques, along with advantages and limitations, associated with various instructional strategies; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | Lesson Plan |
| G. design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests; | NA | ABC Analysis II & III | Lesson Design Presentation |
| Standard 7, Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must: | |||
| C. plan instructional programs that accommodate individual student learning styles and performance modes; | NA | NA | Lesson Plan |
| D. create short-range and long-range plans that are linked to student needs and performance; | NA | ABC Analysis II & III | Lesson Plan |
| E. plan instructional programs that accommodate individual student learning styles and performance modes; | NA | ABC Analysis II & III | Lesson Design Presentation |
| F. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress; | Case Study materials | NA | Lesson Plan |
| Standard 8, Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student. The teacher must: | |||
| E. select, construct, and use assessment strategies, instruments, and technology appropriate to the learning outcomes being evaluated and to other diagnostic purposes; | NA | NA | Lesson Plan |
| F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities; | NA | ABC Analysis I | Lesson Plan |
| H. use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | ABC Analysis II & III | NA |
| J. evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work; | NA | ABC Analysis II & III | NA |
| Standard 9, Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must: | |||
| D. know major areas of research on teaching and of resources available for professional development; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | NA |
| H. use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching & learning and as a basis for reflecting on and revising practice; | NA | ABC Analysis I | Research Paper |
| Standard 10, Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: | |||
| C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect; | Co-Teaching materials | ABC Analysis II & III | NA |
| D. understand the concept of addressing the needs of the whole learner; | NA | Group Case Study Analyses |
Reflections Lesson Plan |
| F. understand data practices; | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | NA |
| L. understand mandatory reporting laws and rules. | Educating Exceptional Children (Kirk, Gallagher, Coleman, Anastasiow) | NA | NA |