Spreadsheet: 615ff28d-4f86-4c6d-b3b4-64e4c04f6067
Sheet: Sheet1

Education and Training | Unnamed: 1 | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5
Foundation
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC01.01 | Academic Foundations | Psychology | Apply fundamental knowledge of psychology to enhance learner achievement. | Employ fundamental knowledge of developmental theory to enhance learner achievement. | Identify major theorists.
 |  |  |  |  | Explain major theories using real-world examples.
 |  |  |  |  | Critique major theories.
 |  |  |  |  | Use theory to predict and explain individual and group behavior.
 |  |  |  | Employ fundamental knowledge of learning theory to enhance learner achievement. | Identify major theorists.
 |  |  |  |  | Explain major theories using real-world examples.
 |  |  |  |  | Critique major theories.
 |  |  |  |  | Use theory to predict and explain individual and group behavior.
 |  |  |  | Employ fundamental knowledge of motivation theory to enhance learner achievement. | Identify major theorists.
 |  |  |  |  | Explain major theories using real-world examples.
 |  |  |  |  | Critique major theories.
 |  |  |  |  | Use theory to predict and explain individual and group behavior.
 |  |  |  | Employ fundamental knowledge of the dynamics of psychological change to enhance professional practice. | Identify major theorists.
 |  |  |  |  | Explain major theories using real-world examples.
 |  |  |  |  | Critique major theories.
 |  |  |  |  | Use theory to predict and explain individual and group behavior.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC01.02 | Academic Foundations | Sociology | Apply fundamental knowledge of sociology to enhance learner achievement. | Employ fundamental knowledge of the social interaction of individuals and institutions to enhance learner achievement. | Identify multiple social factors and institutions that impact learning.
 |  |  |  |  | Explain factors using real-world examples.
 |  |  |  |  | Use social interaction of individuals and institutions to predict and explain individual and group behavior.
 |  |  |  | Analyze social barriers to learning. | Identify multiple barriers.
 |  |  |  |  | Explain barriers using real-world examples.
 |  |  |  |  | Propose solutions to barriers.
 |  |  |  | Employ fundamental knowledge of the dynamics of sociological change to enhance professional practice. | Identify major theorists.
 |  |  |  |  | Explain major theories using real-world examples.
 |  |  |  |  | Critique major theories.
 |  |  |  |  | Use theory to predict and explain individual and group behavior.
EDC01.03 | Academic Foundations | Educational Psychology | Apply fundamental knowledge of cultural, ethnic, and racial groups to enhance learner achievement. | Explain the history of multiple cultural, ethnic, and racial groups as it relates to learning. | Explain history that relates to learning settings and institutions.
 |  |  |  |  | Explain history that relates to family and community.
 |  |  |  |  | Explain history that relates to work.
 |  |  |  | Explain multiple cultural, ethnic, and racial groups’ belief systems that relate to learning. | Explain achievement belief systems.
 |  |  |  |  | Explain life goals belief systems.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
[NAME] | Academic Foundations | Economics | Apply fundamental knowledge of the relationships between education and society to enhance learner achievement. | Apply fundamental knowledge of economics to enhance learner achievement. | Identify major economic factors affecting learning and educational practice.
 |  |  |  |  | Explain factors using real world examples.
 |  |  |  |  | Relate factors to local funding issues.
 |  |  |  | [NAME] fundamental knowledge of educational philosophies to enhance learner achievement. | Identify major philosophers.
 |  |  |  |  | Explain major philosophies using real-world examples.
 |  |  |  |  | Critique major philosophies.
 |  |  |  |  | Relate educational philosophies to contemporary issues in professional practice.
 |  |  |  | Analyze structures for governing professional practices in learning settings. | Identify multiple governance structures.
 |  |  |  |  | Explain governance structures using real-world examples.
 |  |  |  |  | Critique governance structures.
 |  |  |  |  | Relate governance structures to contemporary issues in professional practice.
EDC01.05 | Academic Foundations | Educational Psychology | Apply fundamental knowledge of instructional strategies to enhance learner achievement. | Explain models of instruction. | Explain various models.
 |  |  |  |  | Explain optimal contexts for using models.
 |  |  |  | Employ models of instruction to enhance learner achievement. | Use various models.
 |  |  |  |  | Explain appropriateness of models in terms of context and learner results.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC01.06 | Academic Foundations | Tests and Measurements | Apply fundamental knowledge and skills of assessment to enhance learner achievement. | Employ fundamental knowledge of measurement to enhance learner achievement. | Explain concepts of measurement.
 |  |  |  |  | Measure educational outcomes appropriately.
 |  |  |  |  | Interpret measurements appropriately.
 |  |  |  | Employ fundamental knowledge of non-numeric data to enhance learner achievement. | Explain concepts of non-numeric data.
 |  |  |  |  | Collect non-numeric data appropriately.
 |  |  |  |  | Interpret non-numeric data appropriately.
EDC01.07 | Academic Foundations | Economics | Apply fundamental knowledge of economics to enhance learner achievement. | Employ fundamental knowledge of macroeconomics to enhance funding for professional practices in learning settings. | Identify major macroeconomic factors.
 |  |  |  |  | Explain factors using real-world examples.
 |  |  |  |  | Relate factors to contemporary funding issues.
 |  |  |  | Employ fundamental knowledge of microeconomics to enhance funding for professional practices in learning settings. | Identify major microeconomic factors.
 |  |  |  |  | Explain factors using real-world examples.
 |  |  |  |  | Relate factors to local funding issues.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC02.01 | Communications | Language Arts Courses | Apply verbal communication skills to enhance learning and stakeholder commitment to learning organization. | Use motivational and engaging communication to provide information. | Cite data.
 |  |  |  |  | Explain relevance to audience and context.
 |  |  |  |  | Explain the significance of the tone of the communication.
 |  |  |  |  | Use concise, coherent organization.
 |  |  |  |  | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Use language sensitive to culture and gender.
 |  |  |  |  | Address multiple intelligences and modalities.
 |  |  |  |  | Use appropriate volume, rate, and clarity of voice.
 |  |  |  |  | Use multiple mediums.
 |  |  |  | Use persuasive communication to enlist stakeholder commitment. | Create awareness of problem.
 |  |  |  |  | Explain relevance to audience and context.
 |  |  |  |  | Propose needed action and the role of the audience in that action.
 |  |  |  |  | Create visualization of effects of proposed action.
 |  |  |  |  | Explain the significance of the tone of the communication.
 |  |  |  |  | Use concise, coherent organization.
 |  |  |  |  | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Use language sensitive to culture and gender.
 |  |  |  |  | Address multiple intelligences and modalities.
 |  |  |  |  | Use appropriate volume, rate, and clarity of voice.
 |  |  |  |  | Use multiple mediums.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Use non-verbal communication to enhance verbal communication. | Explain the congruency between non-verbal and verbal communication.
 |  |  |  |  | Describe intentional use of appearance, gesture, and tone of voice.
 |  |  |  | Use knowledge of audience to customize communication. | Describe audience characteristics.
 |  |  |  |  | Explain alignment of communication components to audience characteristics.
 |  |  |  | Recognize and address barriers to oral communication. | Address language barriers.
 |  |  |  |  | Explain alignment of communication components to audience characteristics.
 |  |  |  | Give clear verbal directions. | Organize steps logically.
 |  |  |  |  | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Reference prior knowledge and experience of audience.
 |  |  |  |  | Address both content and processes.
 |  |  |  |  | Use appropriate volume, rate, and clarity of voice.
 |  |  |  | Utilize feedback to improve communication. | Interpret verbal and non-verbal feedback.
 |  |  |  |  | Allow appropriate response time based on audience and context.
 |  |  |  |  | Adapt communication based on feedback.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC02.02 | Communications | Language Arts Courses | Employ interactive communication to enhance learning and stakeholder commitment to learning organization. | Utilize interviewing skills. | Obtain complete information.
 |  |  |  |  | Maintain focus on interview objectives.
 |  |  |  |  | Explain evidence that interviewee understood the purpose of the interview and the information conveyed in the interview.
 |  |  |  | Utilize discussion skills. | Construct objectives for the discussion.
 |  |  |  |  | Describe evidence that participants actively contributed.
 |  |  |  |  | Maintain focus on discussion topic.
 |  |  |  |  | Explain evidence that participants’ understanding of the topic advanced.
 |  |  |  | Utilize questioning skills. | Describe evidence that participants actively responded.
 |  |  |  |  | Questions are suitable for audience and context in terms of Bloom’s Taxonomy of higher-order thinking.
 |  |  |  |  | Explain evidence that participants’ understanding of the topic advanced.
 |  |  |  | Apply listening skills to enhance learning and stakeholder investment in learning organization. | Explain components of active listening.
 |  |  |  |  | Describe barriers to effective listening.
 |  |  |  | Follow verbal directions. | Follow directions completely.
 |  |  |  |  | Follow directions precisely.
EDC02.03 | Communications | Language Arts Courses | Apply writing skills to enhance learning and stakeholder investment in learning organization. | Write informational correspondence to stakeholders. | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Use concise, coherent organization.
 |  |  |  |  | Explain the significance of the tone of the correspondence.
 |  |  |  |  | Use language sensitive to culture and gender.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Write clear directions. | Organize steps logically.
 |  |  |  |  | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Address both content and processes.
 |  |  |  |  | Use concise, coherent organization.
 |  |  |  | Write summative reports. | Cite data.
 |  |  |  |  | Use language, terminology, and complexity suitable to audience.
 |  |  |  |  | Address both positive and negative aspects of the topic.
 |  |  |  |  | Use language sensitive to culture and gender.
 |  |  |  | Write position papers. | Cite data.
 |  |  |  |  | Synthesize multiple sources of information.
 |  |  |  |  | Use persuasive communication.
 |  |  |  |  | Use coherent organization.
 |  |  |  |  | Use language and terminology suitable to audience.
 |  |  |  |  | Use language sensitive to culture and gender.
 |  |  |  | Write requests for funding, resources, and services. | Describe required formatting and components.
 |  |  |  |  | Include all required components.
 |  |  |  |  | Use language and terminology suitable to audience.
 |  |  |  |  | Cite data.
 |  |  |  |  | Use persuasive communication.
 |  |  |  |  | Use concise, coherent organization.
 |  |  |  |  | Use language sensitive to culture and gender.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Employ graphic communication to enhance learning and stakeholder investment in learning organization. | Explain relevance to audience and context.
 |  |  |  |  | Use complexity suitable to audience.
 |  |  |  |  | Use graphics that can be easily seen and read.
EDC03.01 | Problem Solving and Critical Thinking | #3: Human Growth and Development | Apply problem-solving and critical thinking skills to enhance instruction and learner achievement. | Utilize scientific thinking to solve problems. | Define the problem.
 |  |  |  |  | Explain hypothetical solutions based on prior knowledge.
 |  |  |  |  | Describe the collection of data.
 |  |  |  |  | Explain analysis of data.
 |  |  |  |  | Explain conclusions.
 |  |  |  | Synthesize multiple and conflicting data and viewpoints to derive a position on educational issues. | Explain similarities in data and viewpoints.
 |  |  |  |  | Explain dissimilarities in data and viewpoints.
 |  |  |  |  | Use inductive and deductive reasoning.
 |  |  |  |  | Explain a position based on multiple and conflicting data and viewpoints.
 |  |  |  | Utilize reflection strategies to improve instructional skills and learner achievement. | Solicit and evaluate feedback of others.
 |  |  |  |  | Evaluate self-assessments.
 |  |  |  |  | Encourage others to use reflection strategies.
 |  |  |  |  | Explain behavior adaptations motivated by reflection.
 |  |  |  | Utilize perspective-taking to enhance instruction and learner achievement. | Use open-ended questioning.
 |  |  |  |  | Encourage respect for multiple opinions.
 |  |  |  | Utilize conflict resolution strategies. | Use third party intervention and support.
 |  |  |  |  | Openly and respectfully identify issues.
 |  |  |  |  | Identify solutions that meet needs of all parties involved.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC03.02 | Problem Solving and Critical Thinking | #3: Human Growth and Development | Apply critical thinking to respond to educational issues. | Analyze the diversity of objectives and perspectives of multiple stakeholders. | Express respect for multiple viewpoints.
 |  |  |  |  | Explain underlying assumptions of multiple viewpoints.
 |  |  |  |  | Identify common ground among multiple viewpoints.
 |  |  |  | Analyze public and organizational policies and procedures. | Predict the impact of policies and procedures on instructional goals.
 |  |  |  |  | Explain options for aligning policies and procedures with instructional goals.
EDC04.01 | Information Technology Applications | #2: Information Technology Applications | Use Personal Information Management (PIM)/ productivity applications. | Manage personal schedule and contact information. | Identify PIM applications such as [NAME], Lotus Notes, and others.
 |  |  |  |  | Create tasks (to-do) list.
 |  |  |  |  | Manage daily/weekly/monthly schedule using applications such as Notes, [NAME], etc.
 |  |  |  | Create memos and notes. | Create reminder for oneself.
 |  |  |  |  | Create and send notes, informal memos, and reminders using PIM applications such as Lotus Notes, [NAME], and others.
EDC04.02 | Information Technology Applications | #2: Information Technology Applications | Use electronic mail applications. | Understand and identify the functions and purpose of email systems. | Demonstrate knowledge of the basic purposes of email systems.
 |  |  |  |  | Demonstrate knowledge of basic email features and options.
 |  |  |  |  | Demonstrate knowledge of  security issues and guidelines for legal usage of email.
 |  |  |  |  | Demonstrate knowledge of  contamination protection strategies for email, including not downloading attachments from unknown sources.
 |  |  |  |  | Demonstrate knowledge of email etiquette.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Use email to communicate within and across organizations. | Access email system using login and password functions.
 |  |  |  |  | Access email messages received.
 |  |  |  |  | Access email attachments.
 |  |  |  |  | Access needed information using email help facilities and tools.
 |  |  |  |  | Create email messages in accordance with established business standards (e.g., grammar, word usage, spelling, sentence structure, clarity, email etiquette).
EDC04.03 | Information Technology Applications | #2: Information Technology Applications | Use Internet applications. | Search for and access information. | Access business and technical information using the Internet.
 |  |  |  |  | Select search engine(s) to use.
 |  |  |  |  | Select appropriate search procedures and approaches.
 |  |  |  |  | Locate information using search engine(s) and Boolean logic.
 |  |  |  |  | Evaluate Internet resources (e.g., accuracy of information.)
EDC04.04 | Information Technology Applications | #2: Information Technology Applications | Use writing/publishing applications. | Prepare simple reports and other business communications. | Demonstrate proficiency in keyboarding skills.
 |  |  |  |  | Retrieve existing documents.
 |  |  |  |  | Create documents (e.g., letters, memos, reports) using existing forms and templates.
 |  |  |  |  | Safeguard documents using name and save functions.
 |  |  |  |  | Format text using basic formatting functions.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Prepare complex reports and other business communications, integrating graphics and other non-text elements. | Create new word processing forms, style sheets, and templates.
 |  |  |  |  | Use advanced formatting features (e.g., headers/footers/dropped caps, indexing).
 |  |  |  |  | Place graphics in document.
 |  |  |  |  | Output desktop publishing files.
 |  |  |  |  | Enhance publications using different fonts, styles, attributes, justification, etc.
EDC04.05 | Information Technology Applications | #2: Information Technology Applications | Use presentation applications. | Prepare and deliver presentations for training, sales and information sharing. | Identify hardware items that support presentation software (e.g. scanners, digital cameras, printers, and projection systems).
 |  |  |  |  | Insert a graph into a presentation.
 |  |  |  |  | Create computer presentation and handouts in accordance with basic principles of graphics, design and visual communication.
 |  |  |  |  | Run slide shows manually and automatically.
 |  |  |  |  | Edit presentations.
EDC04.08 | Information Technology Applications | #2: Information Technology Applications | Use collaborative/groupware applications. | Facilitate group work through management of shared schedule and contact information. | Manage daily/weekly/monthly schedule using applications such as Notes, [NAME], etc.
 |  |  |  |  | Maintain shared database of contact information.
 |  |  |  | Facilitate group work through management of shared files and online information. | Organize, store, and share files in network directories.
 |  |  |  |  | Organize, store, and share files using web sites.
 |  |  |  | Facilitate group work through instant messaging or virtual meetings. | Participate in virtual group discussions and meetings.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC04.10 | Information Technology Applications | #2: Information Technology Applications | Use computer operations applications. | Manage computer operations. | Apply basic commands of operating system software.
 |  |  |  |  | Employ desktop operating skills.
 |  |  |  | Manage file storage. | Apply appropriate file and disk management techniques.
 |  |  |  |  | Differentiate between files and directories.
 |  |  |  |  | Determine file organization.
 |  |  |  |  | Demonstrate knowledge of the system utilities used for file management.
EDC05.01 | Systems | #3: Human Growth and Development | Use systems theory to explain models of education delivery. | Explain factors that affect learning systems. | Explain the interdependence and mutual influence of stakeholders.
 |  |  |  |  | Explain role of feedback.
 |  |  |  |  | Explain role of external regulations.
 |  |  |  |  | Explain role of social responsibility.
 |  |  |  |  | Explain role of research.
 |  |  |  |  | Explain role of non-educational systems.
 |  |  |  | Explain the role of the individual in learning systems. | Explain role of partnerships.
 |  |  |  |  | Explain role of professional organization membership.
 |  |  |  |  | Explain role of mentoring.
 |  |  |  | Explain the role of organizations in learning systems. | Explain role of clarifying identity and purpose.
 |  |  |  |  | Explain role of governance.
 |  |  |  |  | Explain role of professional development provider.
 |  |  |  |  | Explain role of being a legislative voice.
 |  |  |  | Identify systems that deliver education and training. | Identify public sources.
 |  |  |  |  | Identify private sources.
 |  |  |  | Identify systems that fund education and training. | Identify public sources.
 |  |  |  |  | Identify private sources.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC05.02 | Systems | Academic Courses | Form, sustain, and modify instructional systems to facilitate learning. | Explain concepts of systemic change. | Explain system change in terms of changes in individual behavior.
 |  |  |  |  | Explain system change in terms of structural changes in system.
 |  |  |  |  | Explain inertia.
 |  |  |  |  | Explain status quo.
 |  |  |  |  | Explain change forces.
 |  |  |  | Communicate with stakeholders. | Communicate frequently.
 |  |  |  |  | Communicate honestly.
 |  |  |  | Use system resources to meet learner needs. | Use multiple resources.
 |  |  |  |  | Encourage reciprocity among system entities.
 |  |  |  | Advocate for learning organization and learners. | Participate in professional organizations.
 |  |  |  |  | Communicate learning successes among system entities.
 |  |  |  |  | Promote learning initiatives within systems.
 |  |  |  | Monitor system outcomes. | Use data.
 |  |  |  |  | Evaluate quality, productivity, efficiency, and cost effectiveness.
 |  |  |  |  | Explain outcomes in terms of interconnected components of systems.
 |  |  |  |  | Explain outcomes in terms of organizational structure.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC06.01 | Safety, Health, and Environmental | #3: Human Growth and Development | Control risks to safety, health, and environment in the learning setting. | Evaluate equipment and facility safety within the learning environment. | Identify potential hazards related to equipment and building codes.
 |  |  |  |  | Explain procedures for documenting and reporting hazards to appropriate authorities.
 |  |  |  |  | Explain appropriate corrective actions for equipment and building hazards.
 |  |  |  |  | Describe system for monitoring compliance with relevant equipment and facility safety regulations and procedures.
 |  |  |  | Control risks to individual health and safety in the learning setting. | Identify appropriate infection control procedures.
 |  |  |  |  | Describe universal precautions for bloodborne pathogens and the procedures for responding to and reporting exposure.
 |  |  |  |  | Explain procedures related to recognition of and responses to controlled substance risks.
 |  |  |  |  | Describe safe body mechanics relevant to the learning setting.
 |  |  |  |  | Describe safe ergonomics relevant to the learning setting.
 |  |  |  |  | Explain procedures related to criminal background checks, if appropriate to the learning setting.
 |  |  |  |  | Identify governmental regulations regarding worker and learner safety.
 |  |  |  |  | Describe fire precautions and response procedures.
 |  |  |  |  | Describe procedures for responding to violent and threatening behaviors, health risks, and fire emergencies.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | (CONTINUED) | Describe procedures for documenting and reporting violent and threatening behaviors, health risks, and fire emergencies.
 |  |  |  |  | Identify risks to psychological health in the learning setting.
 |  |  |  |  | Explain appropriate responses to psychological risks.
 |  |  |  |  | Monitor compliance with relevant individual health and safety regulations and procedures.
 |  |  |  | Control environmental health and safety in the learning setting. | Identify potential hazards.
 |  |  |  |  | Inspect the setting for environmental safety hazards.
 |  |  |  |  | Describe corrective actions for potential hazards.
 |  |  |  |  | Explain safe practices for the storage and use of hazardous materials.
 |  |  |  |  | Monitor compliance with relevant environmental health and safety regulations and procedures.
 |  |  |  |  | Describe procedures for documenting and reporting environmental hazards to appropriate authorities.
EDC06.02 | Safety, Health, and Environmental | #3: Human Growth and Development | Use emergency procedures as necessary. | Use first aid procedures as necessary. | Acquire and maintain certification.
 |  |  |  |  | Analyze emergency situations and respond with appropriate actions.
 |  |  |  | Use CPR procedures as necessary. | Acquire and maintain certification.
 |  |  |  |  | Analyze emergency situations and respond with appropriate actions.
 |  |  |  | Use safety equipment as necessary. | Identify safety equipment needed in the learning setting.
 |  |  |  |  | Identify regulations for use of safety equipment in the learning setting.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Create a disaster plan. | Solicit partnerships with community agencies.
 |  |  |  |  | Explain the disaster plan.
 |  |  |  |  | Communicate the plan to all stakeholders.
 |  |  |  |  | Identify mechanisms for practicing the plan.
EDC07.01 | Leadership and Teamwork | Academic Courses | Apply planning knowledge and skills to enhance professional practice. | Employ data to make decisions. | Use multiple sources of data.
 |  |  |  |  | Analyze data appropriately.
 |  |  |  |  | Explain alignment of data and decisions made.
 |  |  |  | Analyze the dynamics of change to enhance professional practice. | Evaluate multiple change factors.
 |  |  |  |  | Adjust actions based on changing needs.
 |  |  |  | Employ strategic planning skills to enhance professional practice. | Identify measurable goals.
 |  |  |  |  | Prioritize.
 |  |  |  |  | Analyze trends, factors, and issues that influence the organization and its future success.
 |  |  |  |  | Create an action plan with timelines and accountability measures.
 |  |  |  |  | Explain socially responsible components.
 |  |  |  | Employ project planning skills to enhance professional practice. | Explain contexts that benefit from teamwork.
 |  |  |  |  | Align project goals and activities with organizational mission.
 |  |  |  |  | Analyze tasks.
 |  |  |  |  | Create an action plan with timelines, needed resources, delegation of duties, and accountability measures.
 |  |  |  |  | Identify means to recognize and reward contributions.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC07.02 | Leadership and Teamwork | #3: Human Growth and Development | Apply group processing knowledge and skills to enhance professional practice. | Employ interpersonal skills to enhance professional practice. | Use collaboration skills.
 |  |  |  |  | Use compromise skills.
 |  |  |  |  | Use conflict resolution techniques.
 |  |  |  |  | Use consultation skills.
 |  |  |  |  | Use mentoring skills.
 |  |  |  |  | Use motivational strategies.
 |  |  |  | Employ group processes knowledge and skills to enhance professional practice. | Use parliamentary procedure.
 |  |  |  |  | Conduct productive and efficient meetings.
 |  |  |  |  | Build consensus among stakeholders.
EDC08.01 | Ethics and Legal Responsibilities | #3: Human Growth and Development | Explain ethical and legal boundaries of professional practice in learning settings. | Explain major laws that govern behavior within learning settings. | Explain major laws affecting a variety of issues in learning settings.
 |  |  |  |  | Explain personal and organizational liabilities associated with major laws.
 |  |  |  |  | Identify regulatory agencies.
 |  |  |  |  | Identify sources for updating information on legal boundaries.
 |  |  |  |  | Identify sources for obtaining assistance in interpreting legal responsibilities.
 |  |  |  |  | Explain consequences of non-compliance.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Analyze ethical responsibilities in professional practice within learning settings. | Identify sources of applicable ethical codes.
 |  |  |  |  | Analyze applicable ethical codes.
 |  |  |  |  | Explain personal and organizational liabilities associated with ethical codes.
 |  |  |  |  | Identify regulatory agencies.
 |  |  |  |  | Identify sources for updating information on ethical boundaries.
 |  |  |  |  | Identify sources for obtaining assistance in interpreting ethical responsibilities.
 |  |  |  |  | Explain consequences of non-compliance.
 |  |  |  | Explain institutional policies and procedures that relate to ethical and legal behavior. | Explain rationale for policies and procedures.
 |  |  |  |  | Analyze expected effects of compliance and non-compliance.
 |  |  |  |  | Explain consequences of non-compliance.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC08.02 | Ethics and Legal Responsibilities | #3: Human Growth and Development | Explain legal rights that apply within learning settings. | Explain legal rights of stakeholders. | Explain rights of expression.
 |  |  |  |  | Explain nondiscrimination rights.
 |  |  |  |  | Explain rights to due process.
 |  |  |  |  | Explain privacy rights.
 |  |  |  | Explain legal rights of professional practitioners within learning settings. | Explain rights of expression.
 |  |  |  |  | Explain nondiscrimination rights.
 |  |  |  |  | Explain rights to due process.
 |  |  |  |  | Explain privacy rights.
EDC08.03 | Ethics and Legal Responsibilities | #3: Human Growth and Development | Exhibit ethical and legal behavior in practice. | Perform work duties according to legal boundaries. | Comply with applicable law.
 |  |  |  |  | Practice within legislated scope of profession.
 |  |  |  |  | Document, record, and report required information.
 |  |  |  |  | Comply with financial audit requirements.
 |  |  |  | Perform work duties in accordance with legal rights of stakeholders and coworkers. | Comply with applicable law.
 |  |  |  |  | Encourage others to comply with applicable law.
 |  |  |  | Perform work duties according to ethical boundaries. | Explain how decision-making and actions taken are aligned with commitments to learners and the profession.
 |  |  |  |  | Analyze ethical dilemmas.
 |  |  |  |  | Propose responses to ethical dilemmas.
 |  |  |  |  | Maintain confidentiality.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC09.01 | Employability and Career Development | #1: Career Exploration in Education and Training | Use research skills to explore career options. | Use self-assessment and assessment by others to match personal characteristics to those associated with successful professional practice. | Assess independence and initiative.
 |  |  |  |  | Assess flexibility.
 |  |  |  |  | Assess warmth, caring, friendliness, and compassion.
 |  |  |  |  | Assess enthusiasm, cheerfulness and sense of humor.
 |  |  |  |  | Assess fairness and tolerance.
 |  |  |  |  | Assess honesty, openness, and integrity.
 |  |  |  | Explain career trajectories in education and training. | Identify practice settings.
 |  |  |  |  | Analyze interests, aptitudes, and abilities and match them to characteristics and requirements of the profession.
 |  |  |  |  | Explain future demographic and sociological trends that are likely to affect employment in education and training.
 |  |  |  |  | Explain the developmental cycle of the profession.
 |  |  |  | Use relationships with other professionals to explore career options. | Acquire membership in professional associations.
 |  |  |  |  | Enter into job shadowing and mentoring relationships.
 |  |  |  | Construct an individual career plan. | Write the career plan.
 |  |  |  |  | Incorporate completion of certification/licensure/credentialing requirements.
 |  |  |  |  | [NAME] and adjust plan throughout career preparation and throughout career as practitioner.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC09.02 | Employability and Career Development | #1: Career Exploration in Education and Training                    #6: Applications of Education Professions | Acquire state-specific certification/license/credentialing required to practice. | Successfully complete requirements for  certification/license/credentialing. | Complete required academic preparation.
 |  |  |  |  | Meet non-academic requirements.
 |  |  |  |  | Pass applicable standardized assessments of knowledge and skills.
 |  |  |  | Make application for certification/license/credentials. | Identify issuing agency.
 |  |  |  |  | Identify timelines.
 |  |  |  |  | Present documentation of completion of requirements.
 |  |  |  |  | Identify costs involved.
EDC09.03 | Employability and Career Development | #1: Career Exploration in Education and Training                             #6: Applicatios of Education Professions | Complete state-specific requirements to maintain employment and advance career. | Complete professional development requirements. | Identify appropriate sources of professional development.
 |  |  |  |  | Identify timelines.
 |  |  |  |  | Obtain documentation from issuing institutions/agencies.
 |  |  |  | Complete assessments of knowledge and skills. | Identify timelines.
 |  |  |  |  | Complete applicable internal assessments.
 |  |  |  |  | Complete applicable external assessments.
 |  |  |  |  | Obtain documentation of successful completion.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
EDC10.01 | Technical Skills | #3: Human Growth and Development | Employ planning skills to enhance professional practice. | Construct goals and objectives. | Construct measurable goals and objectives.
 |  |  |  |  | Align goals and objectives to organizational mission.
 |  |  |  |  | Align actions to goals and objectives.
 |  |  |  | Analyze tasks to enhance professional practice. | Deconstruct tasks into progressive steps.
 |  |  |  |  | Explain knowledge, skills, and resources needed to accomplish tasks.
 |  |  |  | Employ time management skills to enhance professional practice. | Prioritize tasks.
 |  |  |  |  | Align time to the scope of the task.
EDC10.02 | Technical Skills | #3: Human Growth and Development | Employ instructional skills to enhance learner achievement. | Apply instructional strategies to enhance learner achievement. | Apply various strategies.
 |  |  |  |  | Explain alignment of strategies to educational objectives.
 |  |  |  |  | Explain alignment of strategies to characteristics of learners.
 |  |  |  | Adapt instructional strategies based on learner performance. | Assess learner performance.
 |  |  |  |  | Explain adaptations based on assessment data.
 |  |  |  | Use instructional tools to enhance learner achievement. | Use various tools.
 |  |  |  |  | Explain alignment of tools to strategies.
EDC10.03 | Technical Skills | #3: Human Growth and Development | Employ organizational skills to enhance professional practice. | Employ record keeping skills to enhance professional practice and meet accountability standards. | Maintain timely, accurate, accessible records.
 |  |  |  |  | Maintain records of learner performance.
 |  |  |  |  | Maintain financial records.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Employ logic skills to enhance professional practice. | Sequence tasks and educational content logically.
 |  |  |  |  | Explain connections of new tasks and educational content to prior knowledge and experience.
EDC10.04 | Technical Skills | Language Arts Courses | Employ presentation skills to enhance professional practice. | Align presentation strategies to audience. | Identify characteristics of audience.
 |  |  |  |  | Explain alignment of strategies to characteristics.
 |  |  |  | Employ multi-media strategies. | Use various mediums.
 |  |  |  |  | Combine mediums.
EDC10.05 | Technical Skills | Language Arts Courses | Employ research skills to enhance professional practice. | Identify credible sources of research to enhance professional practice. | Identify professional literature sources.
 |  |  |  |  | Identify Internet sources.
 |  |  |  | Conduct research to enhance professional practice. | Conduct action research.
 |  |  |  |  | Explain importance of research question to professional practice.
 |  |  |  | Interpret research to enhance professional practice. | Analyze research data appropriately.
 |  |  |  |  | Explain appropriate implications of research to professional practice.
 |  |  |  | Disseminate research results to enhance professional practice. | Write reports of research that are understandable to stakeholders.
 |  |  |  |  | Explain research results verbally to stakeholders in understandable terms.
EDC10.07 | Technical Skills | #3: Human Growth and Development | Employ group management skills to enhance professional practice. | Explain conditions that contribute to a receptive working climate. | Explain the role of trust among those working together.
 |  |  |  |  | Explain strategies for establishing trust among individuals.
 |  |  |  |  | Explain the role of respect among those working together.
 |  |  |  |  | Explain strategies for establishing respect among individuals.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Use environment to enhance work productivity, efficiency, and quality. | Explain ways that spatial arrangements enhance productivity, efficiency, and quality of work.
 |  |  |  |  | Explain ways that environmental conditions are engineered to meet needs of those working in the environment.
EDC10.08 | Technical Skills | Tests and Measurements | Employ assessment skills to enhance professional practice. | Use data to assess performance. | Use multiple sources of data, including self-assessment.
 |  |  |  |  | Use appropriate assessment tools, including reflection.
 |  |  |  |  | Interpret data appropriately.
 |  |  |  | Communicate assessment to stakeholders. | Communicate assessment in terms that are understandable to the audience.
 |  |  |  |  | Communicate assessment information in a timely manner.
 |  |  |  |  | Maintain appropriate confidentiality.
 |  |  |  |  | Solicit feedback from stakeholders.
 |  |  |  | Use assessment to shape professional practice. | Adapt professional practice based on assessment data.
 |  |  |  |  | Disseminate assessment results to encourage replication.