Rubrics for NCATE Standards

Candidates know and understand the major concepts, principles, theories, and research related to development of children and young adolescents

K

Evidence shows that:

• Candidates do not have a thorough knowledge of the physical, social, emotional, cognitive, and linguistic developmental characteristics of children and young adolescents
  
  
• Candidates do not understand that the ways in which cultures and social groups differ are important and affect learning

Evidence shows that:

• Candidates have knowledge of the physical, social, emotional, cognitive, and linguistic developmental characteristics of children and young adolescents from a variety of theoretical perspectives
  
  
• Candidates know that the ways in which cultures and social groups differ are important and affect learning
  
  
• Candidates know a variety of ways to motivate students

Evidence shows that:

• Candidates draw upon an in-depth knowledge of the physical, social, emotional, cognitive, and linguistic developmental and learning characteristics of children and young adolescents to understand students’ abilities, interests, individual aspirations, values, and social and cultural backgrounds
  
  
• Candidates know a variety of approaches to adapt curriculum and teaching to motivate and support student learning and development

Candidates use knowledge and understanding to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation

K, S, I, D

Evidence shows that:

• Candidates do not demonstrate in their practice a belief that all children can learn
  
  
• Candidates do not demonstrate an ability to plan curriculum that is achievable but also challenging for children at various developmental levels
  
  
• Candidates do not respond positively to diversity
  
  
• Candidates do not recognize and respond to students whose development is atypical

Evidence shows that:

• Candidates demonstrate in their practice that all children can learn
  
  
• Candidates draw on developmental knowledge to plan curriculum that is achievable, meaningful, and motivating for children at various developmental levels
  
  
• Candidates consider and accommodate the developmental characteristics of children and young adolescents in curriculum planning, instruction, and assessment of student learning
  
  
• Candidates consider diversity an asset and respond positively to it
  
  
• Candidates seek advice from specialists (e.g., special educators, counselors, art teachers, etc.) to confirm when an individual student’s development is atypical
  

Evidence shows that:

• Candidates demonstrate in their practice that all children can learn
  
  
• Candidates draw on developmental knowledge to plan curriculum that is achievable, meaningful, challenging, and motivating for children at various developmental levels
  
  
• Candidates are able to assess student development and learning and use the results to design and implement instruction that meets individual student needs and interests and reflects diversity of students
  
  
• Candidates recognize when an individual student’s development differs from typical developmental patterns and collaborate with specialists to plan, implement, and assess appropriate learning experiences that address individual needs