PROFESSIONAL EDUCATION PREPARATION PROGRAMS’

CONTENT GUIDELINES FOR

STATE CONTENT EXAMINATION

And/or DPI PROGRAM APPROVAL

NOTE:  This document was taken directly from DPI.

 Content knowledge assessment will be developed according to standards adopted by the state superintendent from recommendations by the professional standards council as required under s. 115.425, WI Stats., or standards adopted by the SCD using national standards, guidelines from learned societies or national organizations or other recognized groups or organizations.  (PI 34.15(2)(b)

Revised 1-2003

TABLE OF CONTENTS

ADMINISTRATION

ATHLETICS AND CO-CURRICULAR PROGRAMS COORDINATOR

CHILDREN AT RISK COORDINATOR

DEAN OF STUDENTS

DIRECTOR OF INSTRUCTION

DIRECTOR OF SPECIAL EDUCATION & PUPIL SERVICES

EDUCATION FOR EMPLOYMENT COORDINATOR

GIFTED AND TALENTED COORDINATOR

INSTRUCTIONAL LIBRARY MEDIA SUPERVISOR

INSTRUCTIONAL TECHNOLOGY COORDINATOR

LOCAL VOCATIONAL EDUCATION COORDINATOR

PERSONNEL COORDINATOR

PRINCIPALS

PUBLIC RELATIONS COORDINATOR

READING SPECIALIST

RESEARCH COORDINATOR

SCHOOL BUSINESS ADMINISTRATOR

SCHOOL DISTRICT ADMINISTRATOR OR SUPERINTENDENT

SCHOOL NETWORK ADMINISTRATOR

SCHOOL TO WORK COORDINATOR

STANDARDS AND ASSESSMENT COORDINATOR

TITLE 1 COORDINATOR

PUPIL SERVICES

SCHOOL COUNSELOR

SCHOOL PSYCHOLOGIST

SCHOOL SOCIAL WORK

SPECIAL EDUCATION

COGNITIVE DISABILITIES

CROSS CATEGORICAL SPECIAL EDUCATION

DEAF OR HARD OF HEARING

EARLY CHILDHOOD SPECIAL EDUCATION

EMOTIONAL DISTURBANCE/EMOTIONAL BEHAVIORAL DISABILITY

LEARNING DISABILITIES

SPEECH–LANGUAGE PATHOLOGY

VISUAL IMPAIRMENT

GENERAL EDUCATION

AGRICULTURE EDUCATION

ART

BROADFIELD LANGUAGE ARTS

BROADFIELD SCIENCE

BROADFIELD SOCIAL STUDIES

BUSINESS EDUCATION

COMPUTER SCIENCE

DANCE

EARLY CHILDHOOD

EARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD

EARTH AND SPACE SCIENCE

ECONOMICS

ENGLISH AS A SECOND LANGUAGE

ENGLISH LITERATURE AND COMPOSITION

ENVIRONMENTAL SCIENCE

FAMILY AND CONSUMER EDUCATION

FOREIGN LANGUAGE

GEOGRAPHY

HEALTH

HISTORY

JOURNALISM

LIFE & ENVIRONMENTAL SCIENCE INCLUDING BIOLOGY AND ENVIRONMENTAL STUDIES

MARKETING EDUCATION

MATHEMATICS

MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE

MUSIC

PHYSICAL EDUCATION

PHYSICAL SCIENCE INCLUDING CHEMISTRY

PHYSICAL SCIENCE INCLUDING PHYSICS

POLITICAL SCIENCE and CITIZENSHIP

PSYCHOLOGY

SOCIOLOGY

SPEECH COMMUNICATION

TECHNOLOGY EDUCATION

THEATRE

SUPPLEMENTARY PROGRAMS

ADAPTIVE EDUCATION

ADAPTIVE PHYSICAL EDUCATION

ASSISTIVE TECHNOLOGY

BILINGUAL-BICULTURAL EDUCATION

GIFTED AND TALENTED

INSTRUCTIONAL LIBRARY MEDIA SPECIALIST

READING TEACHERS

ADMINISTRATION

 CONTENT GUIDELINES FOR

ATHLETICS AND CO-CURRICULAR PROGRAMS COORDINATOR

 

 

 

 

CONTENT GUIDELINES FOR

CHILDREN AT RISK COORDINATOR

A Children At Risk Coordinator will demonstrate knowledge of and skills in:

1.      Diversity as identified in PI 34.15.  

2.      Wisconsin Children At-Risk legislation and Administrative codes.

3.      Children At-Risk program and budget management.

4.      School and student level performance reports.

5.      Research related to student risk factors and strategies to overcome risks. 

6.      Advocacy role and strategies for serving at-risk students in school/community.

7.      Contracting and monitoring strategies for at-risk students’ performance.

8.      School and community support services.

9.      Communication with school staff, parents/guardians and community agencies.

10. Empathy for working with at-risk students.

11. Commitment to at-risk students’ success in school and community.

12. Persistence in working with at-risk students, community and families.

13. Entrepreneurial approach to services design.

Draft 8/17/01

CONTENT GUIDELINES FOR

DEAN OF STUDENTS

  

 

 

 

 

CONTENT GUIDELINES FOR

DIRECTOR OF INSTRUCTION

A Director of Instruction will demonstrate knowledge of and skills in:

1.        Minority group relations as identified in PI 34.15(4)(c).

2.        The organization and operation of public schools at all levels.

3.        The governance of education at the national, state and local levels.

4.        Supervision of instruction.

5.        Evaluation of personnel.

6.        School finance and taxation.

7.        School business administration.

8.        School law including those related to pupils, special education and employee contracts.

9.        School and community relations.

10.    The politics of education.

11.    Educational leadership including participatory management, long-range strategic planning and change agent processes.

 12.    Human growth and development from birth through adult.

 13.    Oral and written communication.

 14.    Coordination of co-curricular and extra-curricular programs including organization structure, program planning and evaluation, policy formation, and curriculum development at both the school and district levels.

 15.    Test and measurements including norm-referenced and teacher constructed testing.

 16.    Curriculum development at the early childhood – middle childhood, middle childhood – early adolescence, and early adolescence – adolescence levels.

 17.    The role, function, and responsibility of a director of instruction through a supervised practicum, internship or documented work experience in a school setting.

CONTENT GUIDELINES FOR

DIRECTOR OF SPECIAL EDUCATION & PUPIL SERVICES

The Director of Special Education and Pupil Services will demonstrate knowledge of and skills in:

1.      Historical, theoretical and legal foundations of special education and pupil services including:

•           Historical and evolving special education laws, regulations, and policies and procedures that effect the lives of children with disabilities and their families. 

•           Models, theories and philosophies that provide the basis for general and special educational systems.

•          Organizational and systems theory including political and economic issues that effect policy development within state and local education agencies and across other service systems. 

•          Federal, state, and local education reform initiatives and their requirements for both general and special education. 

•          Legal responsibility with regard to school-based counseling, psychological, social work, and nursing services including the children’s code under Wis. Stats., Chapter 48.

 2.      The characteristics of learners including:

•          Theories of child and adolescent development and principles of learning and how they relate to children at risk and children with disabilities.

•          Differential learning characteristics of students with and without disabilities and the implications for development of programs and service

3.      Assessment and diagnosis practices including:

•          Current legal and policy issues surrounding assessment and accountability related to children at risk and children with disabilities.

•          Characteristics, appropriate use, and interpretation of various types of education-related assessments, including but not limited to norm-referenced, informal, and performance-based portfolio.

4.      Instructional content and practice including: 

•          General education curriculum theory, models, and implications for children at risk and children with disabilities.

•          General education curriculum theory, instruction, and how special education and related services support student access to the general education curricul

5.      Planning and managing the educator and learning environment including:

•          Research methods and knowledge about issues and trends to improve practice in schools and classrooms. 

•          Coordination of curriculum and instructional programs and practice strategies that facilitate the seamless movement of students from early childhood into K-12 environments and from school to post-secondary settings.

•          Organization, development and management of collaborative and mutually supportive pupil services and special education programs within educational settings.

•          Program evaluation models, processes and accountability systems.

•          Leadership and human resources management including recruitment, personnel assistance and development, on-going supervision and evaluation of personnel, sites and district services related to learning outcomes for all students.

•          Federal, state and local fiscal and taxation policies related to education and other social and health agencies.

•          The educator standards under s. PI 34.02.

•           Minority group relations under s. PI 34.15(4)(c).

 6.      Managing student behavior and social skills/interactions including:

•          Federal, state and local policies and procedures governing the discipline of all students and the implications for children at risk and children with disabilities.

•           Knowledge of legal and ethical issues surrounding use of various forms of behavior and social skills management  procedures for children at risk and children with disabilities.

 7.      Communication and collaboration partnerships including:

•          Interacting successfully with students, parents, educators, employers, and community support systems such as juvenile justice, public health, vocational rehabilitation, human services, and early childhood and adult education.

•          Approaches for involving parents, family, and community members in educational planning, implementation, and evaluation.

•           The roles of parents and various advocacy organizations as they support children at risk and children with disabilities and their families.

 8.      Professional and ethical practices including:

•         The professional ethics and social behaviors appropriate for school and community.

•         Interpersonal communication, intergroup communication, and public communication both oral and written.

 

CONTENT GUIDELINES FOR

EDUCATION FOR EMPLOYMENT COORDINATOR

(Career and Technical Education Coordinator)

An Education for Employment Coordinator will demonstrate knowledge of and skills in:

1.            developing policies, long-rang plans and advocacy for career and technical education based on current research, federal and state requirements and best practices.

2.            understanding and promotion of the concept of comprehensive programs in career and technical education which includes teaching the academic disciplines of marketing education, business education, health sciences occupations, agriculture education, technology education, and family and consumer sciences education.

3.            understanding and promoting the concept of comprehensive programs in career and technical education which includes co-curricular career and technical student organizations related to each of the disciplines.

4.            understanding and promotion of the concept of comprehensive programs in career and technical education which includes planning, coordinating and evaluating work based learning as a strategy for career development.

5.            developing and implementing on-going evaluation plans for career and technical education and using the results for program improvement.

6.            developing school, business and community relations that support the goals of career and technical education. (create advisory committees, serve on economic development committees, etc.)

7.            developing and managing budgets and grants.

8.            gathering, analyzing and disseminating data related to career and technical education, including local, state and national labor market information.

9.            personnel selection and supervisory practices according to accepted personnel standards.

10.       assessing staff development needs and providing quality staff development opportunities in career and technical education. (in-services, workshops/meetings, sharing research and best practices)

11.       strategic planning, group facilitation, conflict resolution and mediation, and continuous improvement practices.

12.       understanding the Wisconsin Developmental Guidance Model and the Education for Employment Standards, especially the relationship between comprehensive career development and career and technical education.

13.       providing leadership in the understanding and promotion of postsecondary options for students especially in technical areas. (articulation, Tech Prep, Youth Options, nontraditional opportunities)

14.       the integration of career and technical education model academic standards into K-12 curricula and assessment.

15.       understanding the roles and responsibilities of working in a profit-making business environment. (through externships, work experience, volunteer experiences, etc.)

7/02/01

CONTENT GUIDELINES FOR

GIFTED AND TALENTED COORDINATOR

 

 

 

 

 

CONTENT GUIDELINES FOR

INSTRUCTIONAL LIBRARY MEDIA SUPERVISOR

 An Instructional Library Media Supervisor will demonstrate knowledge of and skills in:

 Educational administration/leadership:

 The candidate can:

·        Articulate the principles of school administration and apply them to the school district's library media program

·        Build consensus and motivate different people

·        Monitor, assess, and employ existing and emerging technologies for instructional and management applications

 School personnel management:

 The candidate can:

·        Apply a knowledge of human relations to the direction of library media program personnel

·        Recruit, hire, train, assign, supervise, evaluate, and provide leadership for school library media specialists and other staff in the school district's library media programs

 Supervision of instruction:

 The candidate can:

·        Apply knowledge of adult learning theory, program planning and evaluation, and curriculum development at the elementary, middle and secondary levels

·        Apply appropriate research findings to improve teaching and learning throughout the school district and specifically within the library media program

·        Participate in district-wide instructional leadership efforts

·        Provide leadership in planning and using existing and emerging instructional and informational technologies in all aspects of the school district's educational program

·        Assess needs, and develop and implement a program of inservice education that incorporates information and technology literacy and its integration into the curriculum

 District level library media program supervision:

 The candidate can:

·        Apply effective management principles to the administration of the district level library media program

·        Work with faculty, administrators, instructional technology staff, and other library media professionals to establish library media program goals that are an integral part of the educational program in the district

·        Initiate and direct activities involving faculty, administrators, and other library media professionals to meet the library media program goals

·        Design, establish, and communicate district wide policies and procedures to meet the library media program goals

·        Articulate and promote the library media program goals, activities, and policies, to appropriate individuals and groups

·        Prepare, justify, and administer the district level library media program budget based on instructional program needs

·        Develop proposals to secure funding from grant programs and other sources

·        Evaluate in collaboration with faculty, administrators, instructional technology staff, and other library media professionals the instructional effects of the library media program.

·        Advocate, initiate, and implement formal and informal agreements providing for increased availability and accessibility of information through interlibrary cooperation and resource sharing.

·        Conduct research to assist in the development and operation of exemplary district level library media programs throughout the school district

·        Facilitate the efforts of the district level library media advisory committee that includes administrators, teachers, library media staff, instructional technology staff, students, parents, and other representatives of the community

·        Understand the principles and support the practice of free inquiry and access to information

·        Model and promote ethical use of information and technology and respect and comply with intellectual property rights, laws, and guidelines

·        Demonstrate awareness of laws and regulations that affect school library media programs

·        Design school library media centers and other instructional facilities that support the instructional program and facilitate learning

·        Support and develop a library media program that provides for equitable and flexible access to information, ideas, resources, and services both within and beyond the district

March 17, 2000

CONTENT GUIDELINES FOR

MARKETING EDUCATION

A Marketing Education teacher will demonstrate knowledge of and skills in:

1.        Developing entrepreneurial ventures within the free enterprise system; understanding the challenges that are inherent in beginning a new business and maintaining an existing small business; applying marketing concepts in creating goods, services and idea for consumers; understanding entrepreneurship begins with the attitudes and unique talents associated with that of a risk-taker.

2.        Understanding marketing within our free enterprise system; applying economic concepts in developing a competitive advantage in the global economy.

3.        Applying marketing concepts and practices in a global economy; understanding that interdependence between nations has created the need to market products, services and ideas effectively to different countries/cultures throughout the world; developing fundamentals necessary to interact comfortably, productively and responsibly with various countries and cultures around the world.

4.        Applying and actually experiencing the functions of marketing - distribution, financing, product/service management, marketing information management, pricing, promotion, risk management and selling - in a variety of business settings such as retailing, wholesaling, manufacturing and service industries; understanding that marketing touches the lives of people on a daily basis as family members, consumers and workers; understanding that marketing occupations are found in every segment of our economy.

5.        Developing problem solving skills that involve critical and creative thinking; applying these skills to investigate, process, organize and reach conclusions regarding complex issues in the world of work and life; solve marketing related problems as well as creating new and innovative marketing applications.

6.        Applying and actually experiencing marketing concepts/activities in specific fields of marketing; participating in current work-based and school based enterprises that provide real-life applications of marketing.

7.        Exploring, analyzing and defining how talents, traits and abilities can best be applied to work and life; investigating lifework options; understanding the importance of planning and experience to ensure proper growth and development toward full potential as a worker, family member, and citizen in a democratic system; understand the vast career opportunities related to marketing.

8.        Applying appropriate technology to assist in marketing related processes; selecting and using technology processes that lead to informed and quality decision making.

9.        Applying the principles of leadership in school, community and marketing-related settings; understanding that marketing activities require a working climate that fosters creative thought, high employee morale and motivation, sustained cooperation and participation of diverse individuals; understanding the characteristics of organizational leadership; applying concepts and principles of human resource management.

10.    Understanding the philosophy, principles, trends, issues, and methods of marketing education at K-12, technical college and collegiate levels.

11.    Planning, coordinating, evaluating and administering an occupationally orientated program; planning and conducting advisory committees; coordinating work-based learning, understanding state and federal legislation that impacts marketing education; understanding new and emerging educational programs or initiatives that can affect marketing education programs.

12.    Establishing and maintaining the Marketing Education Career and Technical Student Organization, DECA.

13.    Understanding the philosophy and objectives of career and technical education (formerly known as vocational education) at all levels.

14.    Creating an applied and integrated marketing curriculum for grades K-12; applying and integrating communication skills, social sciences, mathematics and science as they relate to marketing education; understanding the relationship of learning styles to instructional methods and student assessment; developing post-secondary articulation plans.

15.    Understanding the importance of involvement in related professional associations such as MEA, WMEA, DECA, and ACTE; demonstrating professional and ethical behavior; understanding the importance of continual participation in professional development activities.

                                                                                    Draft 9-20-2000

CONTENT GUIDELINES FOR

MATHEMATICS

 The Mathematics teacher will demonstrate knowledge of and skill in:

 1.        The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline. 

 2.        Facilitating the building of student conceptual and procedural understanding.  

 3.        Helping all students build understanding of the discipline including:

·           Confidence in their abilities to utilize mathematical knowledge.

·           Awareness of the usefulness of mathematics.

·           The economic implications of fine mathematical preparation.

 4.        Exploring, conjecturing, examining and testing all aspects of problem solving.

 5.        Formulating and posing worthwhile mathematical tasks, solving problems using several strategies, evaluating results, generalizing solutions, using problem solving approaches effectively, and applying mathematical modeling to real-world situations.

 6.        Making convincing mathematical arguments, framing mathematical questions and conjectures, formulating counter-examples, constructing and evaluating arguments, and using intuitive, informal exploration and formal proof.

 7.        Expressing ideas orally, in writing, and visually; using mathematical language, notation, and symbolism; translating mathematical ideas between and among contexts.

 8.        Connecting the concepts and procedures of mathematics, drawing connections between mathematical strands, between mathematics and other disciplines, and with daily life.

 9.        Selecting appropriate representations to facilitate mathematical problem solving and translating between and among representations to explicate problem-solving situations.

 10.    Mathematical processes including:

·           Problem solving.

·           Communication.

·           Reasoning and formal and informal argument.

·           Mathematical connections.

·           Representations.

·           Technology.

11.    Number operations and relationships from both abstract and concrete perspectives,  identifying real world applications, and representing  and connecting mathematical concepts and procedures including:

·           Number sense.

·           Set theory.

·           Number and operation.

·           Composition and decomposition of numbers, including place value, primes, factors, multiples, inverses, and the extension of these concepts throughout mathematics.

·           Number systems through the real numbers, their properties and relations

·           Computational procedures.

·           Proportional reasoning.

·           Number theory.

 12.    Mathematical concepts and procedures, and the connections among them for teaching upper level number operations and relationships including:

·           Advanced counting procedures, including union and intersection of sets, and parenthetical operations.

·           Algebraic and transcendental numbers.

·           The complex number system, including polar coordinates.

·           Approximation techniques as a basis for numerical integration, fractals, and numerical-based proofs.

·           Situations in which numerical arguments presented in a variety of classroom and real-world situations (e.g., political, economic, scientific, social) can be created and critically evaluated.

·           Opportunities in which acceptable limits of error can be assessed (e.g., evaluating strategies, testing the reasonableness of results, and using technology to carry out computations).

 13.    Geometry and measurement from both abstract and concrete perspectives and to identify real world applications, and mathematical concepts, procedures and connections among them including:

·           Formal and informal argument.

·           Names, properties, and relationships of two- and three-dimensional shapes.

·           Spatial sense.

·           Spatial reasoning and the use of geometric models to represent, visualize, and solve problems.

·           Transformations and the ways in which rotation, reflection, and translation of shapes can illustrate concepts, properties, and relationships.

·           Coordinate geometry systems including relations between coordinate and synthetic geometry, and general­izing geometric principles from a two-dimensional system to a three-dimensional system.

·           Concepts of measurement, including measurable attributes, standard and non-standard units, precision and accuracy, and use of appropriate tools.

·           The structure of systems of measurement, including the development and use of measurement systems and the relationships among different systems.

·           Measurement including length, area, volume, size of angles, weight and mass, time, temperature, and money.

·           Measuring, estimating, and using measurement to describe and compare geometric phenomena.

·           Indirect measurement and its uses, including developing formulas and procedures for determining measure to solve problems.

 14.    Mathematical concepts, procedures, and the connections among them for teaching upper level geometry and measurement including:

·           Systems of geometry, including Euclidean, non-Euclidean, coordinate, transformational, and projective geometry.

·           Transformations, coordinates, and vectors and their use in problem solving.

·           Three-dimensional geometry and its generalization to other dimensions.

·           Topology, including topological properties and transformations.

·           Opportunities to present convincing arguments by means of demonstration, informal proof, counter-examples, or other logical means to show the truth of statements and/or generalizations.

 15.    Statistics and probability from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts,  procedures and the connections between them including:

·           Use of data to explore real-world issues.

·           The process of investigation including formulation of a problem, designing a data collection plan, and collecting, recording, and organizing data.

·           Data representation through graphs, tables, and summary statistics to describe data distributions, central tendency, and variance.

·           Analysis and interpretation of data.

·           Randomness, sampling, and inference.

·           Probability as a way to describe chances or risk in simple and compound events.

·           Outcome prediction based on experimentation or theoretical probabilities.

16.    Mathematical concepts,  procedures, and the connections among them for teaching upper level statistics and probability including:

·           Use of the random variable in the generation and interpretation of probability distributions.

·           Descriptive and inferential statistics, measures of disbursement, including validity and reliability, and correlation.

·           Probability theory and its link to inferential statistics.

·           Discrete and continuous probability distributions as bases for inference.

·           Situations in which students can analyze, evaluate, and critique the methods and conclusions of statistical experiments reported in journals, magazines, news media, advertising, etc.

17.    Functions, algebra, and basic concepts underlying calculus from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:

·           Patterns.

·           Functions as used to describe relations and to model real world situations.

·           Representations of situations that involve variable quantities with expressions, equations and inequalities and that include algebraic and geometric relationships.

·           Multiple representations of relations, the strengths and limitations of each representation, and conversion from one representation to another.

·           Attributes of polynomial, rational, trigonometric, algebraic, and exponential functions.

·           Operations on expressions and solution of equations, systems of equations and inequalities using concrete, informal, and formal methods.

·           Underlying concepts of calculus, including rate of change, limits, and approximations for irregular areas.

 18.    Mathematical concepts, procedures, and the connections among them for teaching upper level functions, algebra, and concepts of calculus including:

·           Concepts of calculus, including limits (epsilon-delta) and tangents, derivatives, integrals, and sequences and series.

·           Modeling to solve problems.

·           Calculus techniques including finding limits, derivatives, integrals, and using special rules.

·           Calculus applications including modeling, optimization, velocity and acceleration, area, volume, and center of mass.

·           Numerical and approximation techniques including Simpson’s rule, trapezoidal rule, Newton’s Approximation, and linearization.

·           Multivariate calculus.

·           Differential equations.

19.    Discrete processes from both abstract and concrete perspectives and to identify real world applications, and the mathematical concepts, procedures and the connections among them including:

·           Counting techniques.

·           Representation and analysis of discrete mathematics problems using sequences, graph theory, arrays, and networks.

·           Iteration and recursion.

 20.    Mathematical concepts, procedures, and the connections among them for teaching upper level discrete mathematics including:

·           Topics, including symbolic logic, induction, linear programming, and finite graphs.

·           Matrices as a mathematical system, and matrices and matrix operations as tools for recording information and for solving problems.

·           Developing and analyzing algorithms.                                           

   Draft 7/31/00

 CONTENT GUIDELINES FOR

MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE

 

 

 

 

 

 

 

 

 

 

 

 

CONTENT GUIDELINES FOR

MUSIC

All teachers of Music will demonstrate knowledge of and skill in:

1.      Performing music, including:

·        Performing on the keyboard sufficiently well to employ the instrument as a teaching tool.

·        Using the singing voice in teaching.

·        Performing music from all styles represented in the solo repertory of a major instrument or voice.

 2.      Conducting, including:

·        Reading and interpreting musical scores and using terminology for teaching perception of the aesthetic qualities of music.

·        Understanding the relationship between the conductor, composer, performer, and audience.

 3.      Analyzing music, including:

·        Understanding the common elements of music and their relationship.

·        Providing aural and visual analyses of musical scores in order to place them in historical and stylistic perspective.

·        Understanding compositional devices and their effect in performance.

·        Knowing the development and characteristics of specific musical forms, styles, notations, and instruments.

·        Being able to relate historical, social, and artistic developments to music of various periods.

·        Understanding the relationship of music and its principles of form, design, and style to those entities in the other arts.

·        Understanding the relationship between musical perception and aesthetic response.

·        Applying criteria to one’s and others’ musical products, evaluating those works on the criteria, and determining measures for improvement.

·        Identifying and explaining compositional devices and performance practices in popular music idioms; art and folk music of Western and Non-Western culture; and music of ethnic groups within the United States.

 4.      Organizing musical sounds, including:

·        Arranging and adapting music from a variety of sources to meet the needs and ability levels of school music ensembles.

·        Using the elements of music to compose and improvise in a variety of styles. 

 5.      Planning and implementing music instruction, including:

·        Stating a philosophy of music education and planning instruction consistent with that philosophy.

·        Describing basic goals and objectives for instrumental, vocal, and general music in the school program.

·        Designing, creating, and teaching a comprehensive, sequential, and balanced program of music instruction that sets high expectations and is based on the Wisconsin Music Education Standards and the Wisconsin Music Curriculum Guide.

·        Creating curriculum and planning instruction with other school staff that connects music with other art forms as well as with other core curricular subjects in order to provide students with interdisciplinary learning experiences.

·        Understanding the relationship between learning sequence in music and the physical, psychological, and emotional development of pupils from early childhood through adolescence.      

·        Designing and using learning environments and instructional models that promote student self-assessment, intrinsic motivation, risk-taking, experimentation, and musical decision-making in the various types of teaching/learning situations in school music programs.

·        Constructing or selecting and using appropriate adaptive techniques and strategies to help special needs students achieve musical goals as well as non-musical developmental needs.

·        Understanding and using the resources available to help in assessing musical aptitude and achievement.

·        Understanding the limitations and demonstrating the construction and appropriate use of the various assessment models and strategies, such as selected response and performance assessments; embedded assessment; check lists and rubrics; and the use of portfolios in instruction/learning and assessment.

·        Planning music instruction appropriate to the level of pupil interest, aptitude, and achievement at all levels, early childhood through adolescence.

·        Knowing a varied repertoire of music for use with pupil ensembles and groups and a framework for selecting literature that is both qualitative and appropriate for the class setting.

·        Understanding the proper selection, care, and use of available music materials and equipment, including current electronic devices for sound generation and modification, and computer technology and software.

·        Understanding the organizational and administrative aspects of the school music program.

·        Relating music education to other aspects of the school program and to pupils’ lives in the community.

·        Designing and/or selecting and teaching appropriate music and activities for early childhood students encompassing a balanced program of skills based on singing; beat, rhythm patterns, and meter; listening/ear training; use of simple classroom instruments; improvisation; movement; and singing games.

 The Choral Music teacher will demonstrate knowledge of and skill in:

 1.      Performance, including:

·        Knowing and applying the technical skills needed for artistic self-expression in vocal music.

·        Performing vocal music at sight.

·        Performing vocal music with musical sensitivity and technical proficiency in a solo setting, in small ensembles, and in large ensembles.

 2.      Conducting, including:

·        Using conducting techniques appropriate to the musical forms and styles performed by pupil choral ensembles.

·        Analyzing performance and, through rehearsal techniques, assisting performers in achieving an accurate and artistic interpretation of choral music.

 3.      Teaching choral students, including:

·        Understanding the physical growth and educational development of the human voice at all levels, early childhood through adolescence.

·        Transposing and improvising accompaniments on an accompaniment instrument.

·        Understanding the basic techniques of vocal tone production, describing them, and demonstrating them in singing.

·        Using culturally and stylistically appropriate diction in choral performance.

·        Knowing organizational models and using appropriate instructional strategies for improvisational performance in a variety of culturally based settings.

 The General Music teacher will demonstrate knowledge of and skill in: 

1. Performance, including:

·        Knowing and applying the technical skills needed for artistic self-expression.

·        Performing music at sight.

·        Performing with musical sensitivity and technical proficiency in a solo setting, in small ensembles, and in large ensembles. 

2. Conducting, including:

·        Knowing and using conducting techniques appropriate to the musical forms and styles performed by pupil ensembles.

·        Analyzing performance and, through rehearsal techniques, assisting performers in achieving an accurate and artistic interpretation of the music. 

3. Teaching general music students, including:

·        Knowing how to explain the basic acoustical processes used to produce tones on traditional instruments.

·        Transposing and improvising instrumental accompaniments.

·        Performing on various fretted instruments, folk instruments, and rhythmic and melodic percussion instruments in order to employ those instruments as teaching tools.

·        Understanding the basic techniques of vocal tone production, describing them, and demonstrating them in singing.

·        Understanding the physical growth and educational development of the human voice at all levels, early childhood through adolescence.

 The Instrumental Music teacher will demonstrate knowledge of and skill in:

 1.        Performance skills, including:

·        Knowing and applying the technical skills needed for artistic self-expression in instrumental music.

·        Performing instrumental music at sight.

·        Performing instrumental music with musical sensitivity and technical proficiency in a solo setting, in small ensembles, and in large ensembles.

 2.        Conducting, including:

·        Using conducting techniques appropriate to the musical forms and styles performed by pupil instrumental ensembles.

·        Analyzing performance and, through rehearsal techniques, assisting performers in achieving an accurate and artistic interpretation of instrumental music.

 3.        Teaching instrumental music students, including:

·        Having a technical knowledge and ability to perform on a variety of woodwind, brass, string, and percussion instruments sufficiently well to teach elementary, middle, and secondary level pupils effectively.

·        Understanding the care and maintenance of band and orchestral instruments.

·        Knowing how to explain the basic acoustical processes of tone production in traditional instruments.

·        Knowing the organization of and instructional techniques for marching bands.

·        Knowing organizational models and using appropriate instructional strategies for improvisational performance in a variety of instrumental settings.

                                                                                                Draft 10/3/00

CONTENT GUIDELINES FOR

PHYSICAL EDUCATION

 The teacher of Physical Education will demonstrate knowledge of and skills in:

 1.        Biological sciences including the structure, function, principles and effects of movement and activity on the human body including demonstrated competence in anatomy, physiology, biomechanics, kinesiology and exercise physiology.

 2.        Health-related fitness, including practical application in an authentic laboratory setting of physical education.

 3.        The essential skills and the capacity to teach a wide variety of activities including fundamental motor skills, sports (lifetime, team, individual), movement (creative, rhythms, dance), aquatics and outdoor activities (recreational, experiential).

 4.        Teaching methods with experiences in organizing, planning, implementing, administering and evaluating a total program of physical education, including curriculum specific to physical education, intramural, recreational and interscholastic activities.

 5.        Budget development, and the selection, purchase, care and maintenance of facilities, equipment and supplies.

 6.        Safety procedures.

 7.        First aid and CPR.

 8.        Age-appropriate physical training and injury prevention methods.

 9.        Liability and legal considerations (Title IX, sports law).

 10.    Pupil conditions which may affect performance in physical education classes including diagnostic methods, teaching techniques, and evaluation and prescriptive programming of pupils whose needs can be met by minor program modification or through specially designed individual programs.

 11.    The application of the behavioral and social science concepts which have relation to physical education, including foundations, multi-cultural awareness, classroom management, conflict resolution, peer cooperation and mediation, motivational techniques, integration techniques and gender equity.

                                                                                        Draft 7/13/00

CONTENT GUIDELINES FOR

PHYSICAL SCIENCE INCLUDING CHEMISTRY

The teacher of Chemistry will demonstrate knowledge of and skill in:

Professional Development Standard A:

Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

·        Involve teachers in actively investigating phenomena that can be studied scientifically, inter­preting results, and making sense of findings consistent with currently accepted scientific understanding.

·        Address issues, events, problems, or topics significant in science and of interest to participants.

·        Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge.

·        Build on the teacher’s current science understanding, ability, and attitudes.

·        Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.

·        Encourage and support teachers in efforts to collaborate.

Professional Development Standard B:

Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

·        Connect and integrate all pertinent aspects of science and science education.

·        Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.

·        Address teachers’ needs as learners and build on their current knowledge of science content, teaching, and learning.

·        Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.

Professional Development Standard C:

Professional development for teachers of science requires building understanding and ability for lifelong learning. Professional development activities must

·        Provide regular, frequent opportunities for individual and collegial examination and reflection on classroom and institutional practice.

·        Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze, and apply that feedback to improve their practice.

·        Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portfolios, and journals.

·        Support the sharing of teacher expertise by preparing and using mentors, teacher advisors, coaches, lead teachers, and resource teachers to provide professional development opportunities.

·        Provide opportunities to know and have access to existing research and experiential knowledge.

·        Provide opportunities to learn and use the skills of research to generate new knowledge about science and the teaching and learning of science.

Professional Development Standard D:

Professional development programs for teachers of science must be coherent and integrated. Quality preservice and inservice programs are characterized by

·        Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards.

·        Integration and coordination of the program components so that understanding and ability can be built over time, reinforced continuously, and practiced in a variety of situations.

·        Options that recognize the developmental nature of teacher professional growth and individ­ual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency.

·        Collaboration among the people involved in programs, including teachers, teacher educators, teacher unions, scientists, administrators, policy makers, members of professional and scien­tific organizations, parents, and business people, with clear respect for the perspectives and expertise of each.

·        Recognition of the history, culture, and organization of the school environment.

·        Continuous program assessment that captures the perspectives of all those involved, uses a variety of strategies, focuses on the process and effects of the program, and feeds directly into program improvement and evaluation..

Chemistry – Part 1

PI 34 Standard 1. Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Teachers of science shall demonstrate knowledge and understandings sufficient to teach subject matter science to students (ages 10-21) in the following areas:

1)