Spreadsheet: 2bf260fb-2e67-4aca-91e7-a04c43e06469
Sheet: Sheet1

Education and Training | Unnamed: 1 | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5
Pathway: Teaching/Training
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC01.01 | Planning/ Preparing | #4: Fundamentals of Education Professions                                                   #6: Applications of Education Professions | Employ fundamental knowledge of subject matter to plan/prepare instruction. | Use resources and processes to update knowledge and skills on an ongoing basis. | Reference multiple sources of information.
 |  |  |  |  | Reference multiple learning methods.
 |  |  |  |  | Identify sources of National, State, or Regulatory standards.
 |  |  |  |  | Explain major concepts, assumptions, debates, principles, and theories central to the subject matter.
 |  |  |  |  | Test hypotheses and uses methods of inquiry and standards of evidence appropriate for the subject matter in order to generate knowledge and skills.
 |  |  |  |  | Define knowledge as an evolving construct.
 |  |  |  |  | Express a commitment to lifelong learning.
 |  |  |  | Identify prerequisite knowledge that will provide a bridge between past and future knowledge for learners. | Use prerequisite knowledge as a foundation in instructional plans.
 |  |  |  |  | Explain learner misunderstanding in terms of lack of prerequisite knowledge.
 |  |  |  | Apply principles of scope and sequence to plan instruction. | Order content from simple to complex.
 |  |  |  |  | Connect various elements of content.
 |  |  |  | Integrate various content to make explicit the connections to other subject matter. | Integrate multiple subject matter into instructional plans.
 |  |  |  |  | Make connections logical, accurate, and meaningful to learners.
 |  |  |  | Explain connections to life and career applications to make content relevant to learners. | Integrate real-world applications into instructional plans.
 |  |  |  |  | Make connections logical, accurate, and meaningful to learners.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC01.02 | Planning/ Preparing | #6: Applications of Education Professions                                        #7: Introduction to Education                                        #8: Introduction to the Exceptional Learner | Use needs of learners and organizations to design courses/programs. | Analyze standards, organization goals, and learners to select appropriate content. | Align content to National, State, Business and Industry, and Regulatory standards.
 |  |  |  |  | Customize content to organization goals.
 |  |  |  |  | Customize content to learners’ abilities, interests, and future objectives.
 |  |  |  | Use assessment tools to determine needs of learners and organizations. | Use self-assessments.
 |  |  |  |  | Use a variety of methods.
 |  |  |  | Employ analytical skills to evaluate instructional resources and program materials. | Evaluate alignment to instructional goals.
 |  |  |  |  | Evaluate alignment to learner characteristics.
 |  |  |  |  | Evaluate comprehensiveness, accuracy, and literacy characteristics.
EDPC01.03 | Planning/ Preparing | #3: Human Growth and Development  #9: Diversity in Education and Training | Employ knowledge of learning and developmental theory to describe individual learners. | Locate information to describe individual learners. | List multiple and diverse characteristics of individual learners.
 |  |  |  |  | Identify resources for locating information.
 |  |  |  | Apply learning and developmental theory to relate individual characteristics to the learning process. | Explain the relevance of individual characteristics to the learning process.
 |  |  |  |  | Identify typical characteristics.
 |  |  |  |  | Identify exceptional characteristics.
EDPC01.04 | Planning/ Preparing | #4: Fundamentals of Education Professions                                         #9: Diversity in Education and Training                                                #11: Managing the Learning Environment | Use content knowledge and instructional skills to construct standards based educational goals. | Use knowledge of learners to align goals with learners’ developmental level, abilities, interests, and future objectives. | Address intellectual, social, career, and developmental needs.
 |  |  |  |  | Explain the relationship of goals to the real world.
 |  |  |  |  | Accommodate the needs of diverse learners.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (C0NTINUED) | Use National, State, Business and Industry, or Regulatory standards to establish learner performance standards. | Use standards that challenge all learners.
 |  |  |  |  | Use standards that are applicable to contexts that are meaningful to learners.
 |  |  |  | Identify clear goals. | Describe learning indicators rather than learner activities.
 |  |  |  |  | Identify goals that are measurable.
 |  |  |  |  | Identify short- and long-term goals.
 |  |  |  | Identify a variety of learning goals. | Explain learning goals for multiple content areas or multiple strands of a content area.
 |  |  |  |  | Explain knowledge goals.
 |  |  |  |  | Explain skill mastery goals.
 |  |  |  |  | Explain thinking process goals.
EDPC01.05 | Planning/ Preparing | #6: Applications of Education Professions                                          #7: Introduction to Education               #9: Diversity in Education and Training                                                       #12: Methods of Teaching and Learning | Apply knowledge of teaching and learning and instructional skills to plan educational strategies. | Use knowledge of learners to align instructional strategies to learners’ backgrounds. | Vary strategies according to learner characteristics.
 |  |  |  |  | Align strategies to learners’ existing skills.
 |  |  |  |  | Align strategies to learners’ prior knowledge.
 |  |  |  |  | Align strategies to learners’ interests.
 |  |  |  |  | Align strategies to learners’ cultural experiences.
 |  |  |  |  | Align strategies to learners’ role experiences.
 |  |  |  |  | Align strategies to learners’ developmental level.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Apply teaching/learning theory to select appropriate learning activities. | Identify multiple activities.
 |  |  |  |  | Align activities with learning goals.
 |  |  |  |  | Align activities with the nature of the content.
 |  |  |  |  | Explain the advantages and disadvantages of the activities.
 |  |  |  |  | Incorporate technologies appropriate to the subject matter.
 |  |  |  |  | Vary the role of the educator.
 |  |  |  | Use multiple ways to group learners to enhance instruction. | Explain how groupings support educational goals.
 |  |  |  |  | Permit learners to participate in selecting patterns of instructional groups.
 |  |  |  | Use organizational skills to design a coherent structure of instructional strategies. | Relate all elements of instruction to each other and to instructional goals.
 |  |  |  |  | Allocate time realistically.
 |  |  |  |  | Identify different learning pathways based on learner needs.
 |  |  |  | Develop strategies to encourage the transfer of knowledge and skills. | Customize content to fit multiple learner purposes and settings.
 |  |  |  |  | Contextualize instructional examples based on learners’ characteristics.
 |  |  |  |  | Use assignments that apply knowledge and skills to relevant real-world purposes and settings.
EDPC01.06 | Planning/ Preparing | #12: Methods of Teaching and Learning | Identify needed materials and resources to support instructional plan. | Identify materials and resources needed to enhance instruction. | Identify personal and organizational resources.
 |  |  |  |  | Identify community resources.
 |  |  |  |  | Describe access to resources.
 |  |  |  |  | Explain how identified materials and resources support educational goals.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Identify resources to aid learners in learning. | Identify personal and organizational resources.
 |  |  |  |  | Identify community resources.
 |  |  |  |  | Describe access to resources.
 |  |  |  |  | Explain how identified materials and resources support educational goals.
EDPC01.07 | Planning/ Preparing | #7: Introduction to Education | Use knowledge of content, teaching/learning, and assessment to plan assessment/evaluation strategies. | Apply assessment theory to select appropriate assessment/evaluation strategies. | Identify the purpose of the assessment.
 |  |  |  |  | Explain the alignment of selected assessment strategies to educational goals.
 |  |  |  |  | Identify multiple strategies.
 |  |  |  |  | Describe learner self-assessment strategies.
 |  |  |  | Apply knowledge of content and teaching/learning to select appropriate assessment/evaluation strategies. | Assess/evaluate multiple goals.
 |  |  |  |  | Assess/evaluate content goals.
 |  |  |  |  | Assess/evaluate process goals.
 |  |  |  |  | Identify clearly the criteria and standards to be used to assess/evaluate.
EDPC02.01 | Learning Environment | #5: Parenting and/or Child Development                                          #11: Managing the Learning Environment | Establish a positive climate to promote learning. | Establish respect and rapport to foster positive social and intellectual interactions. | Encourage respectful interactions between instructor and learners.
 |  |  |  |  | Encourage respectful interactions among learners.
 |  |  |  |  | Demonstrate fairness.
 |  |  |  |  | Give recognition to learners’ cultural backgrounds.
 |  |  |  | Explain the importance of content to promote interest in learning. | Demonstrate enthusiasm for content.
 |  |  |  |  | Identify real-world connections.
 |  |  |  |  | Encourage lifelong learning.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Establish challenging expectations for each learner. | Base standards of achievement on National, State, and Regulatory standards.
 |  |  |  |  | Explain standards to learners in a clear manner.
 |  |  |  |  | Expect high performance on a consistent basis.
 |  |  |  |  | Encourage learner responsibility for learning.
EDPC02.02 | Learning Environment | #11: Managing the Learning Environment | Employ motivational, social, and psychological theory and effective practices to guide learners’ personal conduct. | Document expectations to make standards of conduct clearly known. | Communicate positive and negative outcomes of behavior.
 |  |  |  |  | Enlist participation of learners in determining expectations.
 |  |  |  |  | Utilize principles of conflict resolution.
 |  |  |  |  | Utilize principles of democracy.
 |  |  |  | Use various strategies to monitor learners’ personal conduct. | Stay continually alert to learners’ conduct.
 |  |  |  |  | Use appropriate intervention aimed at prevention.
 |  |  |  |  | Use appropriate intervention aimed at correction.
 |  |  |  | Provide appropriate feedback to respond to learners’ personal conduct. | Provide consistent responses.
 |  |  |  |  | Provide respectful responses.
 |  |  |  |  | Provide responses reflective of learners’ needs.
 |  |  |  |  | Utilize positive and negative outcomes of behavior fairly and consistently.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC02.03 | Learning Environment | #6: Applications of Education Professions                                          #11: Managing the Learning Environment | Use organizational and relationship-building skills to manage instructional activities and related procedures. | Utilize engagement of learners to optimize benefits of instructional groups. | Engage learners consistently.
 |  |  |  |  | Vary the participants and structure of groupings.
 |  |  |  |  | Utilize meaningful group tasks.
 |  |  |  | Employ time management skills to effectively manage instructional transitions. | Utilize efficient transitions.
 |  |  |  |  | Optimize instructional time.
 |  |  |  | Employ organizational skills to manage instructional resources (i.e., tools, equipment, supplies, and materials). | Implement effective resource management systems.
 |  |  |  |  | Optimize instructional time.
 |  |  |  | Reutilize procedures to perform non-instructional duties. | Utilize efficient procedures.
 |  |  |  |  | Prepare learners to expect the procedural routines.
 |  |  |  |  | Enlist learners to participate in procedural routines.
 |  |  |  |  | Preserve maximum amount of instructional time.
 |  |  |  | Employ organizational and relationship-building skills to supervise others. | Prepare others to work independently.
 |  |  |  |  | Prepare others to work productively.
EDPC02.04 | Learning Environment | #6: Applications of Education Professions | Employ awareness of physical elements to optimize learning. | Use arrangement of space, equipment, and furniture to optimize learning. | Arrange physical space, equipment, and furniture to enhance instructional plan.
 |  |  |  |  | Adjust instructional plan to accommodate physical space, equipment, and furniture.
 |  |  |  | Use physical access to facilitate learning for all learners. | Provide equitable access for all learners.
 |  |  |  |  | Use physical resources optimally.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC03.01 | Instruction | #2: Information Technology Applications                                       #10: Instructional/Educational Technology                                         #12: Methods of Teaching and Learning | Employ instructional strategies to advance learning. | Use appropriate representations to make content meaningful to learners. | Vary representations.
 |  |  |  |  | Utilize clear and accurate representations.
 |  |  |  |  | Utilize representations that encourage critical thinking and problem solving.
 |  |  |  |  | Link representations to learners’ prior knowledge and experience.
 |  |  |  |  | Solicit additional representations from learners.
 |  |  |  | Use learning activities and assignments to challenge and engage learners. | [NAME] activities and assignments.
 |  |  |  |  | Align activities and assignments with learning goals.
 |  |  |  |  | Encourage learners to initiate and adapt activities and assignments in order to enhance learners’ understanding.
 |  |  |  | Use content and knowledge of teaching/learning to deliver instruction coherently. | Provide reflection time.
 |  |  |  |  | Include a closure process.
 |  |  |  |  | Utilize a consistent pace of instruction.
 |  |  |  |  | Utilize a pace of instruction that is appropriate for learners.
 |  |  |  | Employ instructional materials and resources to enhance learning. | Utilize multiple materials and resources.
 |  |  |  |  | Utilize community materials and resources.
 |  |  |  |  | Align materials and resources with learning goals.
 |  |  |  |  | Encourage learners to choose, adapt, and create materials and resources in order to enhance learners’ understanding.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Use questioning techniques to encourage higher-order thinking. | Provide adequate time for responding to questions.
 |  |  |  |  | Probe answers to extend thinking.
 |  |  |  |  | Encourage learners’ questioning.
 |  |  |  | Use discussion techniques to engage learners. | Encourage learners to initiate topics.
 |  |  |  |  | Permit learners to offer unsolicited contributions.
 |  |  |  |  | Engage all learners.
 |  |  |  | Employ educational technology to enhance learning. | Demonstrate technological literacy and skills.
 |  |  |  |  | Utilize multiple technologies.
 |  |  |  |  | Align technologies with instructional goals.
 |  |  |  |  | Explain standards for determining the credibility of information.
 |  |  |  |  | Analyze the advantages and disadvantages of use of technology for instruction.
 |  |  |  |  | Evaluate technology-based instructional materials.
 |  |  |  | Use cooperative learning techniques to engage learners. | Align groupings of learners and group tasks to learner needs and characteristics.
 |  |  |  |  | Align groupings of learners and group tasks to learning goals.
 |  |  |  |  | Encourage learners to influence groupings and tasks in order to enhance learners’ understanding.
 |  |  |  |  | Foster productivity of learning groups.
 |  |  |  | Use work-based learning techniques to extend learning. | Apply knowledge and skills in real-world settings.
 |  |  |  |  | Coach worksite applications of knowledge and skills.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Use project-based learning techniques to extend learning. | Apply cross-curricular knowledge and skills to real world settings.
 |  |  |  |  | Apply research and problem solving skills.
 |  |  |  |  | Apply work, community, and home applications of knowledge and skills.
 |  |  |  | Provide support for learning organizations and activities to extend learning opportunities. | Give awards and recognition.
 |  |  |  |  | Sponsor and advises organizations and activities.
EDPC03.02 | Instruction | #12: Methods of Teaching and Learning | Use learner response to plan appropriate in-process adaptations in instructional plans. | Analyze learner performance to determine needed adjustments in instructional plans. | Accept responsibility for learner performance.
 |  |  |  |  | Seek new approaches to help struggling learners.
 |  |  |  | Incorporate learner questions and interests to make instruction relevant and responsive to learners. | Maintain coherent instruction.
 |  |  |  |  | Maintain alignment of instruction to appropriate educational goals.
 |  |  |  | Use spontaneous events to enhance learning. | Incorporate events into instruction.
 |  |  |  |  | Maintain alignment of instruction to appropriate educational goals.
EDPC03.03 | Instruction | #12: Methods of Teaching and Learning | Use assessment/evaluation to advance learning. | Employ data to assess/evaluate learning. | Use multiple sources of data.
 |  |  |  |  | Interpret data correctly.
 |  |  |  |  | Utilize learner self-assessment.
 |  |  |  |  | Utilize authentic assessment.
 |  |  |  |  | Utilize appropriate technology.
 |  |  |  | Use feedback provided to learners to enhance learning. | Provide accurate feedback.
 |  |  |  |  | Provide substantive feedback.
 |  |  |  |  | Provide constructive feedback.
 |  |  |  |  | Provide specific feedback.
 |  |  |  |  | Assist learners in interpreting progress.
 |  |  |  |  | Encourage learners to use feedback to enhance their learning.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Apply assessment and teaching/learning theory to plan adjustments in instruction. | Align adjustments to assessment data.
 |  |  |  |  | Justify adjustments in terms of data-based effective practice.
EDPC04.01 | Professional Responsibilities | Academic Courses | Use reflection on past performance to assess effectiveness of instructional practice. | Construct an active philosophy of instruction to form criteria for assessing effective instructional practice. | Prepare a written philosophy of instruction.
 |  |  |  |  | Reference research-based, effective practice.
 |  |  |  |  | Address efficacy.
 |  |  |  |  | Update philosophy regularly.
 |  |  |  | Employ various strategies to systematically monitor effectiveness of instruction. | Consult colleagues.
 |  |  |  |  | Reflect accurately on instruction.
 |  |  |  |  | Cite supporting data.
 |  |  |  | Analyze past actions to refine instructional practice. | Express a commitment to continuous improvement.
 |  |  |  |  | Suggest multiple alternative actions.
 |  |  |  |  | Explain merits of alternative actions.
EDPC04.02 | Professional Responsibilities | #6: Applications of Education Professions | Locate pathways to improve knowledge and skills. | Use participation in professional associations to improve knowledge and skills. | Establish membership.
 |  |  |  |  | Utilize services of professional associations.
 |  |  |  |  | Participate in professional association activities.
 |  |  |  | Employ in-service education to improve knowledge and skills. | Prepare a written personal growth plan.
 |  |  |  |  | Identify multiple resources.
 |  |  |  |  | Utilize technology.
 |  |  |  |  | Utilize observations of colleagues.
 |  |  |  |  | Explain applications of in-service learnings.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC04.03 | Professional Responsibilities | #6: Applications of Education Professions | Use community-building skills to advance the profession and organizational vision. | Form partnerships with colleagues to establish a community of learners. | Seek opportunities to work collaboratively with colleagues.
 |  |  |  |  | Maintain cordial relationships.
 |  |  |  |  | Share personal expertise.
 |  |  |  |  | Share in decision-making and problem solving.
 |  |  |  | Employ interpersonal skills to recruit and attract able individuals to teaching/training. | Demonstrate enthusiasm for teaching/training.
 |  |  |  |  | Demonstrate competency in teaching/training.
 |  |  |  |  | Use persuasive communication.
 |  |  |  |  | Offer assistance to those pursuing teaching/training.
 |  |  |  | Utilize expertise to advance organizational vision. | Assume additional responsibilities.
 |  |  |  |  | Focus on the well being of learners and the organization.
 |  |  |  | Participate in community affairs to engage community in organization vision. | Apply personal expertise to issues of mutual concern.
 |  |  |  |  | Focus on the well being of the community.
EDPC04.04 | Professional Responsibilities | #12: Methods of Teaching and Learning | Use organizational skills to maintain accurate records. | Use organizational skills to record learner assignments. | Maintain complete, orderly, and timely records.
 |  |  |  |  | Make records accessible to appropriate stakeholders.
 |  |  |  | Use organizational skills to record learner progress. | Maintain complete, interpretable, and timely records.
 |  |  |  |  | Make records accessible to appropriate stakeholders.
 |  |  |  | Use organizational skills to record non-instructional data. | Maintain complete and timely records.
 |  |  |  |  | Make records accessible to appropriate stakeholders.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDPC04.05 | Professional Responsibilities | #4: Fundamentals of Education Professionals                                                       #6: Applications of Education Professions | Plan strategies to maintain relationships with organization stakeholders. | Advocate for needs of learners, organization, community, and profession. | Explain mutual benefits.
 |  |  |  |  | Assess needs of all categories of stakeholders.
 |  |  |  |  | Cite supporting data.
 |  |  |  | Seek opportunities to promote instructional program. | Communicate frequently.
 |  |  |  |  | Provide accurate program descriptions.
 |  |  |  |  | Address the goals of stakeholders.
 |  |  |  |  | Cite outcome data.
 |  |  |  | Seek opportunities to engage stakeholders in organization vision. | Engage stakeholders frequently.
 |  |  |  |  | Give recognition to stakeholder contributions to program.
 |  |  |  | Provide information to meet appropriate accountability standards. | Follow policies on organizational reporting.
 |  |  |  |  | Respond to concerns of stakeholders.
 |  |  |  |  | Report both positive and negative outcomes.
 |  |  |  |  | Provide accurate information.