South Dakota Administrative Rules › Title 24 - EDUCATION › Article 24:53 - Educator Preparation Program Approval › Chapter 24:53:04 - Preparation of teacher candidates › Section 24:53:04:06 - Teacher candidate knowledge and skills

Current through Register Vol. 51, page 10, July 15, 2024
The educator preparation provider shall prepare candidates to work in a school as a teacher. Candidates must know and demonstrate the content, pedagogical, and professional knowledge and skills necessary to help all students learn. Assessments shall be given to the candidate to ensure the candidate meets professional, state, and institutional standards as defined in §
									24:53:01:01  and understands the influence of diversity on teaching and learning.
Assessments shall be given to the beginning teacher candidate to ensure the candidate meets the professional standards of the InTASC Model Core Teaching Standards. These model standards for approved programs in South Dakota are:
(1) Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences;
(2) Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards;
(3) Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation;
(4) Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content;
(5) Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues;
(6) Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making;
(7) Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context;
(8) Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways;
(9) Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner; and
(10) Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
General Authority:
SDCL  13-1-12.1,  13-42-3.
Law Implemented:
SDCL  13-42-3,  13-42-4.