Standard 1 - Life in Poverty

Teacher Candidates exemplify their understanding of students’ behavior differences that may occur as a result of cultural differences. Teacher candidates apply acquired knowledge, skills and dispositions grounded in current research to create learning environments that value, engage and support children of poverty as capable learners.

The candidate will apply current research to interpret the life in poverty as it relates to educational environments, and apply current research-based knowledge, skills, and dispositions to generate and implement classroom strategies designed to support the unique needs of children of poverty.

Standard 2 - Language & Literacy

Teacher Candidates exemplify their understanding of the unique aspects of language development that influence children of poverty’s abilities to be successful members of a classroom’s community structure. Teacher Candidates apply acquired knowledge, skills and dispositions grounded in current research to create learning environments and home-school-community partnerships that are specifically designed to support children of poverty as successful language learners.

The candidate will apply current research to explain the nature of language deficits frequently registered by children of poverty; generate and implement appropriate strategies for facilitating language learning in the home; create effective instructional environments that support the growth of language skills of children of poverty.

Standard 3 - Family & Community Partnerships

Teacher Candidates exemplify their understanding of the structures and cultures of families of poverty and of their local communities. Teacher candidates apply acquired knowledge, skills and dispositions grounded in current research to create effective, achievement-oriented relationships with families and communities that embrace them as valid partners in children’s education.

The candidate will apply current research to explain how family structures of children of poverty impact home-school-community partnerships; generate and implement of a plan for partnerships between home, school and community stakeholders; successfully generate and implement a service-learning activity with children and/or their families living in poverty.

Standard 4 - The Classroom Community

Teacher Candidates exemplify their understanding of the unique aspects of social, emotional, and cognitive development that influence children of poverty’s abilities to be successful members of a classroom’s community structure. Teacher Candidates apply acquired knowledge, skills and dispositions grounded in current research to create positive, relationship-driven classroom environments that are specifically designed to support children of poverty as engaged participants in the classroom environment and as successful lifelong learners.

The candidate will apply current research to compare the social, emotional, and cognitive development abilities of impoverished students with those of their more affluent peers, and create and implement classroom strategies that cultivate a positive classroom community that recognizes children of poverty as capable learners and that implements explicit instruction in success-oriented strategies.

Standard 5 - Curriculum Design, Instructional Strategies & Assessment

Teacher Candidates exemplify their understanding of how the use of specific elements of curriculum design, instructional strategies and assessment support the academic achievement of children of poverty. Teacher candidates apply acquired knowledge, skills and dispositions grounded in current research to create and implement results-driven instructional strategies and assessments.

The candidate will apply current research to explain the importance of accessing students’ background knowledge prior to planning instruction, explain how alignment of state mandated curriculum with instruction and assessment impacts achievement of children of poverty, analyze state content standards with planned instruction and assessment, explaining appropriate types of assessment methods for use with children of poverty, explain elements of age- and developmentally-appropriate curriculum design appropriate for children of poverty, and apply research-based knowledge, skills, and dispositions to create and implement results-driven instructional strategies and assessments.

Standard 6 - Teachers of Children of Poverty as Learners, Leaders and Advocates

Teacher Candidates exemplify their commitment to learning about and advocating for children of poverty. Teacher candidates apply acquired knowledge, skills and dispositions grounded in current research to create and implement professional development and advocacy plans that exemplify their understanding of their roles as leaders in working with children of poverty.

The candidate will apply current research to generate an appropriate plan for life-long learning that includes the elements of self-reflection and self-evaluation, especially as they relate to personal qualities; exemplify professional leadership through participation in a variety of professional activities that focus on the issues that impact children of poverty; advocate for children of poverty by creating and executing appropriate advocacy activities designed to illuminate their needs and improve their academic success.