SUNY Geneseo are expected to acquire a thorough grounding in the liberal arts and sciences, as well as in theories of child development, and the historical, social, and philosophical foundations of education. They are expected to develop the sensitivity and imagination to create a learning environment that enhances the education and meets the needs of all students. Teacher candidates are also expected to grow as reflective practitioners who are adept at using technology appropriately to enhance teaching and learning. The following table shows the alignment of the proficiencies expected of our teacher candidates with professional and state standards. InTASC Standards New York State Teacher Standards Geneseo Candidate Proficiencies 1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development may vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. I.1 Teachers demonstrate knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and physical developmental levels. I.4 Teachers acquire knowledge of individuals from students, families, guardians, and/or caregivers to enhance student learning. B2. Based on their knowledge of student development within the context of family, school, and community, candidates understand how to structure a classroom environment to help all students become successful learners. 2. The teachers uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. I.3 Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students. I.2 Teachers demonstrate knowledge of current research in learning and language acquisition theories and processes. B.1 on their knowledge of student development within the context of family, school, and community, candidates understand how to create a classroom environment to help all students become successful learners. B.2 Candidates use teaching and learning strategies consistent with an understanding of multiple perspectives, cultural and linguistic diversity, and different learning styles, and act in ways that welcome and encourage diversity. 3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social III.3 Teachers set high expectations and create challenging learning experiences for students. B.1 Based on their knowledge of student development within the context of family, school, and community, candidates understand how to
interaction, active engagement in learning, and self-motivation. IV.2 Teachers create an intellectually challenging and stimulating learning environment. create a classroom environment to help all students become successful learners. 4. 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 these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. II.2 Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative problem-solving related to real-world contexts. II.3 Teachers use a broad range of instructional strategies to make subject matter accessible. II.6 Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals. A.1 Candidates demonstrate, appreciate, and advocate the value of a broad range of knowledge and skills in the liberal arts and sciences and are able to use oral and written communication skills effectively to analyze and convey information. 5. 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. II.3 Teachers use a broad range of instructional strategies to make subject matter accessible. III.1 Teachers use practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning. C.1 Candidates understand the role of educational research in the classroom and that research in their teaching. C.2 Candidates demonstrate ongoing professional growth as they implement new strategies, reflect on their teaching and its impact on their students, adjust and revise their practices based on student needs and changing circumstances, and base curricular decisions on evidence of student learning. 6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and V.2 Teachers understand, analyze interpret, and use assessment data to monitor student progress and to plan and differentiate instruction. C.2 Candidates demonstrate ongoing professional growth as they implement new strategies, reflect on their teaching and its impact on t