Matrix

ISTE (International Society for Technology in Education Standards for Teachers (ISTE Standards•T (PDF) Connecticut Common Core of Teaching (CCCT) 2013 Unit Conceptual Framework (CF)- ECSU Proficiencies Proficiency Documentation (Hyperlink)
1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

 

Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness

 IIB4 –

Teachers employ a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills.

 4: Technology as a Tool to Teach (TTT)

4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.

 

  Chrome Books and iPhones and Smart Boards, Oh My!

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b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources IA1– Teachers understand how students learn and develop.

IA2 – Teachers understand how students differ in their approaches to learning.

IIA1 –

 2: Pedagogical Knowledge (PDK)

2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals (both state and national), and theories of human

development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,

and creative processes

 IIC1 –Teachers use various assessment techniques to evaluate student learning and modify instruction as appropriate. 2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conducive to learning.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments  
2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

 

Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

 IB1- Teachers are proficient in reading, writing, and mathematics.

 

IB2 – Teachers understand the central concepts and skills, tools of inquiry, and structures of the discipline(s) they teach.

 3: Integration of Knowledge (INT)

3.1 Candidates/Graduates demonstrate how different concepts, themes, and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry, and structure of the discipline(s) they teach.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress IIB4 –Teachers employ a variety of instructional strategies that enable students to think critically, solve problems, and demonstrate skills. 3.2 Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching.
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using

digital tools and resources

 IC1 – Teachers know how to design and deliver instruction.

 

 2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem-solving, and collaborative inquiry.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology

standards and use resulting data to inform learning and teaching

 IC2 – Teachers recognize the need to vary their instructional methods. 2.4   Candidates/Graduates use   multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner.
3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

 

Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

 IIA2 –Teachers select and/or create learning tasks that make subject matter meaningful to students. 1: Content Knowledge (CNK)

1.1 Candidates/Graduates demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success

and innovation

 IIB1 –Teachers establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats IIB3 – Teachers use effective verbal, nonverbal, and media communications techniques which foster individual and collaborative inquiry.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information

resources to support research and learning

 IIB2 – Teachers create instructional opportunities that support students’ academic, social, and personal development.
4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

 IIA1-Teachers plan instruction based upon knowledge of subject matter, students, the curriculum, and the community.

 

 5: Diversity (DIV)

5.1

Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status.

 
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools

and resources

  
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information IIIA2- Teachers share responsibility for student achievement and well-being.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using

digital-age communication and collaboration tools

  
5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional

community by promoting and demonstrating the effective use of digital tools and resources.

Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning

 IIIA1 –Teachers conduct themselves as professionals in accordance with the Code of Professional Responsibility for Teachers.

 

IIIB2 –Teachers seek out opportunities to grow professionally.

 6: Professionalism (PRF)

Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential.

 
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community

building, and developing the leadership and technology skills of others

 IIIC1 – Teachers serve as leaders in the school community.

 
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital

tools and resources in support of student learning

 IIIB1-Teachers continually engage in self-evaluation of the effects of their choices and actions on students and the school community.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community IIIC2 – Teachers demonstrate a commitment to their students and passion for improving their profession.