These strategies were developed for educators to encourage healthy brain development, promote student investment learning, and ultimately improve achievement and likelihood of success. They have been incorporated into every teacher education program at Francis Marion University.
Teaching Children of Poverty Standards
Standard 1: Life in Poverty
ELEMENT 1.1
Apply current research to interpret the impact of limited resources on school and life success.
ELEMENT 1.2 (Clinical)
Apply current research-based knowledge, skills, and dispositions to generate and implement classroom strategies designed to support the unique needs of under-resourced learners.
Standard 2: Language and Literacy
ELEMENT 2.1
Apply current research to explain the nature of language differences frequently registered by children in or of poverty.
ELEMENT 2.2 (Clinical)
Apply current research-based knowledge, skills, and dispositions to create effective instructional environments that support the growth of language skills necessary for success in school.
Standard 3: Family and Community Partnerships
ELEMENT 3.1
Apply current research to explain ways that familial access to resources can impact home, school, and community partnerships and engagement.
ELEMENT 3.2 (Clinical)
Apply current research-based knowledge, skills, and dispositions to a) generate and implement a plan for partnerships and engagement between home, school, and community stakeholders, and b) participate in related service learning experiences.
Standard 4: Classroom Community
ELEMENT 4.1
Apply current research to explore the impact of limited resources on a learner’s social, emotional, and cognitive development, experiences, and abilities.
ELEMENT 4.2 (Clinical)
Apply current research-based knowledge, skills, and dispositions to develop and implement positive classroom community strategies that recognize children in or of poverty as capable learners.
Standard 5. Curriculum Design, Instructional Strategies, Assessment
ELEMENT 5.1
Apply current research to a) explain how alignment of state mandated curriculum with instruction and assessment impacts achievement of under-resourced learners; and b) analyze (align) state content standards with planned instruction and assessment.
ELEMENT 5.2
Apply current research to identify best practices for assessment of under-resourced learners.
ELEMENT 5.3
Apply current research to identify appropriate instructional strategies for use with under-resourced learners.
ELEMENT 5.4 (Clinical)
Apply research-based knowledge, skills, and dispositions to create and implement results-driven instructional strategies and assessments for under-resourced learners.
Standard 6. Teachers as Leaders, Learners, and Advocates
ELEMENT 6.1
Apply current research to a) generate a plan for life-long learning that includes self-reflection and self-evaluation related to the knowledge, skills, and dispositions, necessary for success as a teacher of under-resourced learners, and b) exemplify professional leadership through participation in a variety of professional activities that focus on issues that impact children in or of poverty.
ELEMENT 6.2 (Clinical)
Apply current research-based knowledge, skills, and dispositions to create and execute advocacy activities designed to illuminate the needs and improve academic success of under-resourced learners.
Updated February 2022