February 1998 -- Reformatted 8/01

Professional Teaching Standards for Early Childhood (Grades K-2)

Teachers possess a strong knowledge of early childhood/primary education.

This is demonstrated by applying knowledge of:

• professional standards for early childhood/primary education.
  • Indicators may include use of District Frameworks, State Essential Academic Learning Requirements, National Association for the Education of Young Children publications, National Board Professional Teaching Standards for Early Childhood/Generalists and High/Scope publications.
• cognitive development theories for early childhood/primary education.
• oral language development.
• developmentally appropriate practices for children.
• understanding of issues surrounding diversity, and providing curricular opportunities to constructively address those issues.

Teachers are responsible for providing curriculum and instruction appropriate to the needs of children.

This is demonstrated by:

• choosing and varying learning activities based upon knowledge of early childhood/primary development.
• creating a schedule of learning activities that attends to the physical needs of children for movement, rest, play, fine and gross motor development, health and fitness.
• supporting development of language acquisition by providing frequent speaking opportunities for children.
  • Indicators may include personal responses to literature, informal child-initiated dialogue during activities, show and tell, circle time and peer feedback in the form of compliments, questions, and suggestions.
• including play as an essential and natural means of learning.
  • Indicators may include drama, independent exploration of learning materials and child-initiated activities at learning centers.

Teachers are responsible for establishing a classroom environment that is conducive to learning.

This is demonstrated by:

• designing/adjusting classroom physical space to allow for movement and for various groupings of children.
  • Indicators may include space allocation for whole group, small group and independent work.
• utilizing the classroom environment as a teaching tool that enhances and reinforces learning through the intentional use of materials and displays.
  • Indicators may include thematic bulletin boards, display of children’s work, posters, pocket charts, work lists, and props.
• incorporating classroom management techniques that deal with a continuum of behaviors unique to the early childhood/primary learner.

Teachers are responsible for providing opportunities for children’s social development.

This is demonstrated by:

• setting expectations for social interaction and assisting students in effective conflict resolution.
  • Indicators may include establishing class rules and expectations through whole class discussion, and problem solving through coaching, modeling, and role play.
• teaching students social skills and providing opportunities for children to become “self-managers” of their behavior.
  • Indicators may include teaching about cooperation, respect, and responsibility.

Teachers are responsible for assessing children’s understanding and developing reflective practices.

This is demonstrated by:

• employing a variety of assessment strategies.
  • Indicators may include informal observations, performance tasks, anecdotal records, portfolios and report cards.
• adapting and monitoring classroom practices based upon ongoing reflection.

Teachers are responsible for fostering connections between children, families and community.

This is demonstrated by:

• utilizing effective strategies to communicate with parents and families.
  • Indicators may include conference, phone calls, report cards, portfolios of progress, and weekly newsletters.
• providing ongoing information to parents in the area of early childhood/primary education.
  • Indicators may include sharing early childhood/primary literature, articles, and/or conducting teacher-parent meetings.
• demonstrating effective methods for working with family and community members.
  • Indicators may include inviting parents/community members to volunteer in the classroom, chaperone on field trips and share specialized knowledge or areas of expertise.

Teachers are responsible for maintaining a commitment to professional development.

This is demonstrated by:

• renewing and updating knowledge of early childhood/primary education
  • Indicators may include reading professional literature, continuing education, and participating in workshops.
• collaborating with peer teachers regarding instructional decisions and practices in the early childhood/primary classroom.
  • Indicators may include on-line networking, meetings, and team planning.
• seeking out opportunities for professional dialogue and feedback
  • Indicators may include formal and informal meetings, observations, peer evaluation and videotaping.