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; 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 (Huang, 2006; Kincheloe, J.L., Raymond, H.A., & Steinberg, R., 2007).

1. The State learning goals and essential academic learning requirements
2. The subject matter content for the area(s) they teach, including relevant methods course work and the knowledge and skills for each endorsement area for which the candidate is applying

1. Content Driven
2. Aligned with Curriculum Standards and Outcomes

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, 2007Shulman, 1987).
2. Possesses and responsibly applies the informational, conceptual, practical, and methodological knowledge of each specialization (Bintz, 2004; Flanigan & Greenwood, 2007; Nokes, Dole, & Hacker, 2007 ).
3. Relates and utilizes theories of human growth and development to the learning process (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).
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 (Lightner, Bober, & Willi, 2007; Wallace, Abbott, & Blary, 2007).
6. 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 (Reis-Jorge, 2007; Warren, 2007).

• Three - Diverse Learners: The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learner's from diverse cultural backgrounds and with exceptionalities.

• Seven - Planning and Instruction: The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

WA.V - Element A

• B. The subject matter content for the area(s) they teach, including relevant methods course work and the knowledge and skills for each endorsement area for which the candidate is applying
• E. Theories of human development and learning.
• F. Inquiry and research

Element B

• L. Research and experience-based principles of effective practice for encouraging the intellectual, social, and personal development of students.
• P. Instructional strategies for developing reading, writing, critical thinking, and problem-solving skills.
• R. Classroom management and discipline, including:
  • Individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation.
  • Effective verbal, nonverbal, and media communication for fostering active inquiry, collaboration, and supportive interactions in the classroom.
• S. Planning and management of instruction based on knowledge of the content area, the community, and curriculum goals.

Element C

• X. Educational technology including the use of computer and other technologies in instruction, assessment, and professional productivity.

• C. Integrated across content areas

• A. Informed by standards-based assessment
• B. Intentionally Planned
• C. Influenced by multiple instructional strategies

• A. 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).
• B. Demonstrates competence in integrating content across the curriculum (Bintz, 2004; Brewer, 2006; Olness, 2007; Rothstein & Rothstein, 2007; Spencer & Guillaume, 2006).
• C. Exhibits an awareness of the value of diverse perspectives, tolerance, and respect for others (Ginsberg, 2007; Guerrero, 2007; Koerner & Abdul-Tawwab, 2006; Musil & Hovland, 2005; "No barriers", 2007).
• D. Comprehends and describes the foundations, responsibilities, organization, and governance of the American education system. (Innovation America, 2007).
• E. 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).
• F. 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; Soltis, 1990).
• G. 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).
• H. Analyzes and evaluates his or her own teaching behavior and effectiveness and implements change based on those observations (Kienzler & Smith, 2005; Weld & Funk, 2005)

• Student Learning: The teacher understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

• Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage the students' development of critical thinking, problem solving, and performance skills.

• Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

• Collaboration, Ethics, and Relationships: A teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students' learning and well being.

• C. The social, historical, and philosophical foundations of education, including an understanding of the moral, social, and political dimensions of classrooms, teaching, and schools.
• D. The impact of technological and societal changes on schools.
• G. School law and educational policy, including laws pertaining to school health and safety.
• H. Professional ethics.
• I. The responsibilities, structure, and activities of the profession.
• J. Issues related to abuse including the identification of physical, emotional, sexual, and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, discussion of the responsibilities of the teacher to report abuse or provide assistance to students who are the victims of abuse, and methods for teaching students about abuse of all types and their prevention.
• K. The standards, criteria, and other requirements for obtaining the Professional Certification-Teacher, including a draft professional growth plan.

Element B

• R. Classroom management and discipline, including:
  • Individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation.
  • Effective verbal, nonverbal, and media communication for fostering active inquiry, collaboration, and supportive interactions in the classroom.

Element C

• W. The opportunity for candidates to reflect on their teaching and its effects on student growth and learning.

• A. Learner centered.
• B. Classroom/school centered
• C. Family/neighborhood centered
• D. Contextual community centered

• A. Informed by professional responsibilities
• C. Informed by legal and ethical responsibilities

• A. 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; Risko, et al., 2002; Warren, 2007; Whipp, 2000).
• B. Recognize their responsibility to understand and support learners (Gay, 2000; Johnston, 2003; Tomlinson, 1999/2000).
• C. Recognize their responsibility to create life-long learners (Day, 1999; Kerssen-Griep, Hess, & Tees, 2003).
• D. Recognize that they are professionals engaged in a scholarly, collaborative pursuit (Smith 2001; Warren, 2007).

Nine

• Reflection and Professional Development: The teacher is a reflective practitioner who continually7 evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Ten

• Collaboration, Ethics, and Relationships: A teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students' learning and well being,

WA.V
Element A

• K. The standards, criteria, and other requirements for obtaining the Professional Certification-Teacher, including a draft professional growth plan.

Element B

• R. Classroom management and discipline, including:
  • Individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation.
  • Effective verbal, nonverbal, and media communication for fostering active inquiry, collaboration, and supportive interactions in the classroom.
• U. Collaboration with school colleagues, parents, and agencies in the larger community for supporting students' learning and wellbeing.
• V. Effective interactions with parents to support students' learning and well-being.

Element C

• Y. Strategies for effective participation in group decision-making.

• A. Learner centered.
• B. Classroom/school centered
• C. Family/neighborhood centered
• D. Contextual community centered

• B. Enhanced by a reflective, collaborative, professional growth-centered practice

• A. 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; Ching, Wang, Shih, & Kedem, 2006; Darling-Hammond, 2006; Ernst & Monroe, 2004; McTighe & O'connor, 2005; Shepard, 2000; Tauber, 2007; Watkins, 2005; Weld & Funk, 2005).
• B. 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; Robinson & Kakela, 2006; Rodriguez, Jones, Pang, & Park, 2004; Weinstein, Tomlinson-Clarke, & Curran, 2004).

• Five - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation
• Six - Communication: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
• Eight - Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners

• M. Different student approaches to learning for creating instructional opportunities adapted to learners of both sexes and from diverse cultural or linguistic backgrounds.
• N. Areas of exceptionality and learning – including, but not limited to, learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.
• O. Effective instructional strategies for students at all levels of academic abilities and talents with an awareness of the influence of culture and gender on student learning.
• Q. The prevention and diagnosis of reading difficulties and research-based intervention strategies.
• T. Formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner.
• U. Collaboration with school colleagues, parents, and agencies in the larger community for supporting students' learning and wellbeing.

• A. Learner centered.
• B. Classroom/school centered
• C. Family/neighborhood centere
• D. Contextual community centered

1d:  Student Learning for Teacher Candidates.