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Standards (Initial Level)

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2009 Standards Alignment MatrixPDF

CTL Performance Standards 2009 | 2011

  • CTL 1.1
  • CTL 1.2
  • CTL 1.3
  • CTL 1.4
  • CTL 1.5
  CTL 1.1 Candidates demonstrate subject matter knowledge in areas of endorsement
CTL
  1. Demonstrate competency in reading, writing, speaking, critical thinking and calculating as a means of achieving knowledge, making decisions, solving problems, and perceiving possibilities (Bullough & Gitlin, 2001; Hooks, 2010; Taconis, van der Plas, & van der Sanden, 2004)
  2. Exhibit a broad understanding of the various and dynamic communities of knowledge to include the humanities, the physical and natural sciences, the social sciences, and they demonstrate knowledge of the state goals and requirements (WAC 181-78A-264). Furthermore, candidates show an understanding of the interaction of the forces which characterize those communities (Blackburn, Cleland, Collins, Cruikshank, Marimon, Postema, Valentini, & Vandenberghe, 2010; Huang, 2006; Kincheloe, J.L., Raymond, H.A., & Steinberg, R., 2007).
Residency Cert: WAC 181-78A-270

Standard 5.1: Knowledge of Subject Matter and Curriculum Goals

A. Content driven. All students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology

C. Integrated across content areas. All students learn subject matter content that integrates mathematical, scientific, and aesthetic reasoning.

  CTL 1.2 Candidates demonstrate a thorough understanding of pedagogical content knowledge:
CTL
  1. Understands the integration of subject specialization and pedagogical knowledge, such as taking into account the diverse needs and perspectives of students, when representing and organizing material for teaching (Bennett, 2005; Crutchfield, 2003, Enyedy & Mukhopadhyay, 2007; Garza, 2007; Koehler, Mishra, & Yahya, 2007, Shulman, 1987; Love, 2010).
  2. Possesses and responsibly applies the informational, conceptual, practical, and methodological knowledge of each specialization (Bennett, 2005; Crutchfield, 2003, Enyedy & Mukhopadhyay, 2007; Garza, 2007; Koehler, Mishra, & Yahya, 2007, Shulman, 1987; Love, 2010).
  3. Relates and utilizes theories of human growth and development to the learning process (Arnd-Caddigan, Averett & Pozzuto, 2010; Huang, 2006; Schlomerkempter, 2004SGS; Trumbull & Pacheco, 2005).
  4. Demonstrates competence in the appropriate uses of educational technology (Koehler, Mishra, Yahya, 2007; Kritt & Winegar, 2007; Pohan & Dieckmann, 2005; Selwyn, 2010).
  5. Develops reflective teaching while integrating theory about instruction with self-knowledge and knowledge of the world of practice to facilitate learning within concrete learning situations (Koehler, Mishra, Yahya, 2007; Kritt & Winegar, 2007; Pohan & Dieckmann, 2005; Selwyn, 2010).
  6. Reflects critically on professional issues, taking into account a variety of perspectives and achieving a responsible, informed, and independent position (Franz, Hopper, & Kritsonis, 2007; Vairo, Marcus, & Weiner, 2007; Warnick & Silverman, 2011).
  7. Analyzes and evaluates his or her own teaching behavior and effectiveness and implements change based on those observations (Kienzler & Smith, 2005; Rockoff & Speroni, 2011; Weld & Funk, 2005)
Residency Cert.:
WAC 181-78A-270

Standard 5.1: Knowledge of Subject Matter and Curriculum Goals

A. Content driven. All students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology

C. Integrated across content areas. All students learn subject matter content that integrates mathematical, scientific, and aesthetic reasoning.

Standard 5.2: Knowledge of Teaching

B. Intentionally planned. All students benefit from standards-based planning that is personalized.

C. Influenced by multiple instructional strategies. All students benefit from personalized instruction that addresses their ability levels and cultural and linguistic backgrounds.

D. Informed by technology. All students benefit from instruction that utilizes effective technologies and is designed to create technologically proficient learners.

  CTL 1.3 Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills
CTL
  1. Explains how culture, ethnicity, gender, personality and disability may affect the learning situation and demonstrates ways in which the academic and social challenges presented by diverse learners can be effectively accommodated (Garza, 2007; Ginsberg, 2007; Hasslen & Bacharach, 2007; Robertson & Miller, 2007; Rodriguez, Jones, Pang, & Park, 2004; Veletsianos, 2010).
  2. Demonstrates competence in integrating content across the curriculum (Garza, 2007; Ginsberg, 2007; Hasslen & Bacharach, 2007; Robertson & Miller, 2007; Rodriguez, Jones, Pang, & Park, 2004; Veletsianos, 2010).
  3. Exhibits an awareness of the value of diverse perspectives, tolerance, and respect for others (Ginsberg, 2007; Guerrero, 2007; Kelly, 2010; Koerner & Abdul-Tawwab, 2006; Musil & Hovland, 2005; “No barriers”, 2007).
  4. Comprehends and describes the foundations, responsibilities, organization, and governance of the American education system. (Innovation America, 2007; Ornstein, Levine, & Gutek, 2011).
  5. Develops strategies for effective communication with various constituencies of the schools to include colleagues, parents, students, and community members (Butin, 2007; Mitchell, Winter, & Martin, 2007; Robertson & Miller, 2007; Sanders, 2007).
Residency Cert: WAC 181-78A-270

Standard 5.1: Knowledge of Subject Matter and Curriculum Goals

C. Integrated across content areas. All students learn subject matter content that integrates mathematical, scientific, and aesthetic reasoning.

Standard 5.2: Knowledge of Teaching

A. Informed by standards-based assessment. All students benefit from learning that is systematically analyzed using multiple formative, summative, and self-assessment strategies.

B. Intentionally planned. All students benefit from standards-based planning that is personalized.

C. Influenced by multiple instructional strategies. All students benefit from personalized instruction that addresses their ability levels and cultural and linguistic backgrounds.

Standard 5.3: Knowledge of Learners and their Development in Social Contexts

A. Learner centered. All students engage in a variety of culturally responsive, developmentally, and age appropriate strategies.

B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others.

C. Family/Neighborhood centered. Student learning is informed by collaboration with families and neighborhoods.

D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

Standard 5.4: Understanding Teaching as a Profession

A. Informed by professional responsibilities and policies. All students benefit from a collegial and professional school setting.

C. Informed by legal and ethical responsibilities. All students benefit from a safe and respectful learning environment.

  CTL 1.4 Candidates reflect dispositions expected of professional educators:
CTL
  1. Professional educators – those who provide training and those who are trained – recognize the need to be self-reflective (Giovannelli, 2003; Houston & Warner, 2002; Jennings & Potter-Smith, 2002; Kienzler & Smith, 2005; McCaughtry, Cothran, Kulinna, Martin, & Faust, 2005; Mills & Satterthwait, 2000; Nolan, 2011; Risko, et al., 2002; Warren, 2007; Whipp, 2000).
  2. Recognize their responsibility to understand and support learners (Gay, 2000; Johnston, 2003; Tomlinson, 1999/2000).
  3. Recognize their responsibility to create life-long learners (Boyd & Williams, 2010; Day, 1999; Kerssen-Griep, Hess, & Tees, 2003).
  4. Recognize that they are professionals engaged in a scholarly, collaborative pursuit (Smith 2001; Tsang, 2010; Warren, 2007).
  5. Through independent analysis and research contributes significantly to the professional knowledge base in a way that benefits his or her own professional growth and growth of students (Adalbjarnardottir, 2010; Reis-Jorge, 2007; Warren, 2007).
  6. Becomes conversant with the basic foundations of education as a profession, including the philosophy, legal, psychology, history, and sociology of education and research foundations of the field (Gardner, 2007; Ornstein, Levine, & Gutek, 2011; Soltis, 1990).
Residency Cert.:
WAC 181-

Standard 5.4: Understanding Teaching as a Profession

A. Informed by professional responsibilities and policies. All students benefit from a collegial and professional school setting.

B. Enhanced by a reflective, collaborative, professional growth-centered practice. All students benefit from the professional growth of their teachers.

C. Informed by legal and ethical responsibilities. All students benefit from a safe and respectful learning environment.

  CTL 1.5 Candidates demonstrate a positive impact on student learning:
CTL
  1. Demonstrates a repertoire of techniques for the development and implementation of assessment and evaluation of instruction, reflecting diverse theories of learning and instructional design to represent the best and most current research on good practice. Includes frequent use of formative assessment, using appropriate monitoring, adjusting teaching methods, and integrating meaningful learning experiences, resulting in a positive effect on all students (Barell, 2006; Bennett, 2011; Ching, Wang, Shih, & Kedem, 2006; Darling-Hammond, 2006; Ernst & Monroe, 2004; McTighe & O’connor, 2005; Shepard, 2000; Tauber, 2007; Watkins, 2005; Weld & Funk, 2005).
  2. Practices classroom management strategies to encourage democratic classroom interaction and promote independent learning, positive self-esteem, and provide a consistent and positive learning environment, while recognizing and considering cultural, gender, and family backgrounds or needs (Cutri, Rogers, & Montero, 2007; Darder, 1997; Grossman, 2003; Le Roux, 2001; Milner & Tenore, 2010; Robinson & Kakela, 2006; Rodriguez, Jones, Pang, & Park, 2004; Weinstein, Tomlinson-Clarke, & Curran, 2004).
Residency Cert.:
WAC 181-78A-270

Standard 5.1: Knowledge of Subject Matter and Curriculum Goals

B. Aligned with curriculum standards and outcomes. All students know the learning targets and their progress toward meeting them.

Standard 5.2: Knowledge of Teaching

A. Informed by standards-based assessment. All students benefit from learning that is systematically analyzed using multiple formative, summative, and self-assessment strategies.

Standard 5.3: Knowledge of Learners and their Development in Social Contexts

C. Family/Neighborhood centered. Student learning is informed by collaboration with families and neighborhoods.

D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

Standard 5.4: Understanding Teaching as a Profession

A. Informed by professional responsibilities and policies. All students benefit from a collegial and professional school setting.

B. Enhanced by a reflective, collaborative, professional growth-centered practice. All students benefit from the professional growth of their teachers.



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