Standards MatrixEDU/301 Version 2

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University of Phoenix MaterialKim Eschler

Standards Matrix

First column:

Identify several standards that are similar. Italicize three standards that are your strengths. Bold three standards that are your challenges.

Second column:

Fill in a plan to change your challenges into opportunities. If the standard is not a challenge, leave the cell blank.

Third column:

Identify a professional development opportunity to support changing each of your challenges into strength. If the standard is not a challenge, leave the cell blank.

Below the matrix:

Write a paragraph that summarizes the role of an elementary teacher. Include how the standards affect the teacher’s role.

Similar standards A plan to change this challenge into an opportunity

Professional development opportunity to support this change

National Standards= NSUtah Standards= USStandards are listed below.

NS 3 item B: They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. Is similar to US 1 items B, C, and D.

I will learn how to engage students with various methods to keep their attention and reduce discipline problems.

To meet this opportunity I will get the most out of my EDU320 class, learn from my teaching opportunities, and take UEN classes i.e.: Differentiating for learning styles, and use my fellow teachers and administration as resources.

NS 1 item D: They respect the culture and family differences students bring to their classroom. Is similar to US 2 item E.

NS 2 item A: NBCT’s have mastery over the subject(s) they teach. They have a deep understanding of the history,

I will master the subjects I teach, and how to structure the lesson for best learning and show real-world applications.

To meet this opportunity I will get the most out of my methods classes, study teacher addition manuals in each subject, use

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structure and real-world applications of the subject. Is similar to US 2 items A, B, and E.

other teachers as resources, use UEN TV for various class reviews, Khan University for additional information, and see if Weber school district could get me into a lecture from Dr. Marzano on course instruction.

NS 3 item A: NBCT’s deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged, and focused. Is similar to US 3 items A and B also US 1 items A and E.

NS 2 item B: They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. Is similar to US 3 item F.

I will use understanding of skill gaps and preconceptions my students may have regarding their subjects.

To meet this opportunity I will get the most out of my EDU305 and EDU310 classes, I will strive to understand the elementary school student learner, and attend UEN classes on project based learning.

NS 4 item C: They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. Is similar to US 5 item D.

NS 4 item B: They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. Is similar to US 5 item D.

NS 1 item F: NBCT’s are also concerned with the development of character and civic responsibility. Is similar to US 5 items B, E, and F.

An elementary teacher’s role

Teachers spend the largest amount of time with school age children outside of their families. The direct responsibility of imparting knowledge is no longer the only job task in a teacher’s job description. National and State standards are in place to guide administrations and teachers. Boundaries, expectations, and goals are set, clear and obtainable for everyone to know. This is comfort for parents, administration, and teachers. The role of an elementary teacher is not cut and dry. Depending on the personal needs, age, diversity, and family involvement of each student, day

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to day expectations will change. Some (but in no way all) of the roles a teacher will fill on a daily basis are as follows, with the Utah or National standard listed: impart knowledge (US1), councilor (US5), surrogate parent (US5), planner (US2), manor teacher and behavior coach (US1), cultural ambassador (US1), project manager (US2), curriculum master (US2), members of the community (US5), advocate (NS1), ongoing student (NS5), pedagogy master (US2), state test and requirements guru (US4), outstanding classroom management and loving disciplinarian (US1).

SECTION I.01 PROPOSITION 1: TEACHERS ARE COMMITTED TO STUDENTS AND THEIR LEARNING

NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.

They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.

NBCTs understand how students develop and learn.

They respect the cultural and family differences students bring to their classroom.

They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.

NBCTs are also concerned with the development of character and civic responsibility.

SECTION I.02 PROPOSITION 2: TEACHERS KNOW THE SUBJECTS THEY TEACH AND HOW TO TEACH THOSE SUBJECTS TO STUDENTS.

NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.

They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.

They are able to use diverse instructional strategies to teach for understanding.

SECTION I.03 PROPOSITION 3: TEACHERS ARE RESPONSIBLE FOR MANAGING AND MONITORING STUDENT LEARNING.

NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 

They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 

NBCTs know how to assess the progress of individual students as well as the class as a whole. 

They use multiple methods for measuring student growth and understanding, and they

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can clearly explain student performance to parents.

SECTION I.04 PROPOSITION 4: TEACHERS THINK SYSTEMATICALLY ABOUT THEIR PRACTICE AND LEARN FROM EXPERIENCE.

NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.

They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.

They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

SECTION I.05 PROPOSITION 5: TEACHERS ARE MEMBERS OF LEARNING COMMUNITIES.

NBCTs collaborate with others to improve student learning.

They are leaders and actively know how to seek and build partnerships with community groups and businesses.

They work with other professionals on instructional policy, curriculum development and staff development.

They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.

They know how to work collaboratively with parents to engage them productively in the work of the school.

National Board for Professional Teaching Standards. (1987) Five Core Propositions. Retrieved from http://www.nbpts.org/the_standards/the_five_core_propositio on December 16, 2011.

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Utah Schools.gov (2005) Utah Teacher Standards. Retrieved from http://www.schools.utah.gov/pd/TeacherStandards.pdf on December 16, 2011.