Alignment Chart 1:
Educational Philosophy & Indiana Developmental Standards
| "I Believe" Statements about Students, Teachers and the Learning Environment | Indiana Professional Standards Board Developmental Standards |
| Students: | Teachers of Adolescence and Young Adulthood: |
| 1. are individuals and learn in different ways and at different rates. |
§ Creates learning opportunities that are developmentally appropriate for all adolescents and young adults(1P1) § Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research(1K1) § Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning(1K2) § Holds high expectations that are realistic for individual student's behavior and learning(1D4) § Recognizes potential behaviors that impact the healthy development of adolescents and young adults(2K1) § Provides opportunities for students to experience successes through their own talents and strengths.(2P5) § Believes that all students can be successful after high school. (3D8) § Employs a variety of teaching strategies designed to meet the diverse learning styles and needs of students. (5P1) § Connects instruction to students' diverse experiences and brings perspectives to classroom discussions. (6P1) § Recognizes and acknowledges the broad spectrum of a student's experience within the culture of the community. (7D1) |
| 2. should be active learners. |
§ Creates opportunities for adolescents and young adults to make decisions and create personal goals within the context of the larger society. (2P1) § Understands that decision-making and problem-solving processes are critical life skills which need to be taught. (2K2) § Teaches decision-making and problem-solving models and provides opportunities to use them in personal, career, and educational issues.(2P6) § Helps students develop into competent problem solvers and critical thinkers. (3P1) § Provides students with opportunities for making choices and decisions within the curriculum which involve them in the democratic process. (3P9) § Creates a learning climate which is based upon high expectations and which maximizes student learning through high levels of student involvement. (3P13) § Utilizes real life situations that encourage students to develop an awareness of diverse perspectives through observation, experience, questioning, and interpreting ideas. (4P7) § Incorporates authentic assessment strategies for the evaluation of the students and the curriculum. (4P8) § Creates an educational atmosphere conducive to inquiry, problem solving, and real life applications. (5P4) |
| 3. are responsible for their actions and their inactions but are influenced by others. |
elps students develop into competent problem solvers and critical thinkers. (3P1) § Holds high expectations that are realistic for individual student's behavior and learning.(1D4) § Creates opportunities for adolescents and young adults to make decisions and create personal goals within the context of the larger society. (2P1) § Engages students in activities related to their interpersonal, community, and societal responsibilities. (2P2) § Maintains effective classroom management which enables students to become self-directed.(2P7) § Understands that decision making regarding risk-taking choices is directly related to a student's motivation, interests, personal experiences, and expectations of self and others. (2K2) § Is aware of societal issues that influence the decisions made by adolescents and young adults.(2K3) § Understands the complexity of diverse family structures and the role the family plays in an adolescent and young adult's healthy development. (2K4) |
| Teachers: | |
| 3. should know the subject matter and how it relates to other subjects. |
§ Understands that decision-making and problem-solving processes are critical life skills which need to be taught. (2K5) § Incorporates resources from other curricular areas in the development of his/her curriculum. (4P4) § Possesses both a broad and deep knowledge of the content area and standards for which the teacher of adolescents and young adults is responsible. (4K1) § Knows how to integrate subject disciplines in order to demonstrate the connections that exist between knowledge and life. (4K4) § Knows teaching and interdisciplinary curriculum concepts necessary to help young adults accomplish academic, career, and personal goals.(4K10) § Realizes the interdisciplinary nature of knowledge and respects the enhancement that other disciplines contribute. (4D6) |
| 4. are involved in professional development, use best practices and align curriculum to state and national standards. |
§ Engages in and supports professional practices for self and colleagues. (3P4) § Teams with colleagues to discuss students' needs and to collaborate in developing programs which address the developmental needs of adolescents and young adults. (3P8) § Understands the role of the teacher as an instructional leader in the high school learning community. (3K7) § Possesses both a broad and deep knowledge of the content area and standards for which the teacher of adolescents and young adults is responsible. (4K1) § Believes classroom practice, pedagogy, and resources must be current, knowledge-based, interdisciplinary, and supported by research. (4D3) § Participates in continual professional development in the teaching/learning processes. (5P5) § Understands current research about the learning process and its relationship to teaching students. (5K2) § Is open to current research on the instructional process. (5D5) § Is committed to seeking out, developing, and continually refining practices that address the individual needs of adolescent and young adult learners. (5D7) |
| 5. should adapt teaching methods and materials to the needs of students and believe that all students can learn. |
§ Adapts curriculum, instruction, resources, and assessment to provide for differences among adolescents and young adults(1P3) § Knows how to create learning activities that take into consideration the developmental characteristics of adolescents and young adults(1K3) § Utilizes school and community resources to support the healthy intellectual, social, and personal development of adolescents and young adults(2P4) § Provides opportunities for students to experience successes through their own talents and strengths(2P5) § Has high expectations for all students which includes the idea of breadth and depth in learning. (3D2) § Employs a variety of teaching strategies designed to meet the diverse learning styles and needs of students. (5P1) § Uses the results of multiple forms of assessment to monitor student progress and improve instruction. (5P3) § Connects instruction to students' diverse experiences and brings perspectives to classroom discussions. (6P1) § Takes into account unique family needs that affect student learning. (6P2) § Believes that all students can be successful after high school. (3D8) |
| 6. should be enthusiastic about learning and the subject. |
§ Is positive, enthusiastic, and committed to students in this developmental period(1D2) § Is enthusiastic about being a positive role model, coach, and mentor for adolescents and young adults. (1D1) |
| 7. should use appropriate technology to enhance student learning. |
§ Integrates technology into teaching and learning. (3P5) § Believes that technology enriches student experiences. (5D6) § Accesses technologies to support quality instruction. (5P7) |
| 8. uses a variety of assessment techniques and reflects on the data collected through assessments to improve student learning. |
§ Engages in formative and summative program evaluation with others.(4P3) § Incorporates authentic assessment strategies for the evaluation of the students and the curriculum. (4P8) § Knows various types of alternative assessments appropriate to an interdisciplinary curriculum. (4K6) § Knows how to use different types of assessments leading to reflective student self-evaluation. (5K4) |
| 9. models appropriate behaviors. |
§ Is enthusiastic about being a positive role model, coach, and mentor for adolescents and young adults(2D1) § Models positive attitudes and appropriate behaviors for the young adult in a democratic society. (3P3) § Models positive attitudes and appropriate behaviors for adolescents and young adults. (3P15) § Models learning as a lifelong process. (7D9) |
| The Learning Environment | |
| 10. is safe, understanding and encourages learning. |
§ Understands the importance of the social and cultural context in which adolescents and young adults develop(1K4) § Understands that cognitive dissonance is a natural part of the student's identity development(1K6) § Appreciates the normal life progression of which adolescence and young adulthood is a part(1D1) § Creates a supportive classroom environment for discussion of issues about decisions facing adolescents and young adults(2P3) § Maintains effective classroom management which enables students to become self-directed(2P7) § Understands the complexity of diverse family structures and the role the family plays in an adolescent and young adult's healthy development(2K4) § Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults(2D3) § Provides a safe, caring, and flexible learning environment which is responsive to the needs and abilities of all students. (3P10) § Creates a learning climate which is based upon high expectations and which maximizes student learning through high levels of student involvement. (3P13) § Creates an educational atmosphere conducive to inquiry, problem solving, and real life applications. (5P4) § Establishes a safe, nurturing, and supportive environment for learning.(5P6) |
| 2. is inclusive of and recognizes the value of cultural diversity. |
§ Creates positive classroom environments where individual developmental differences are respected and supported(1P2) § Values the uniqueness of each student and the contributions which each can make to society(1K5) § Respects and appreciates the range of individual developmental differences(1D3) § Is attentive to indications of challenges or difficulties that may affect healthy development(2D2) § Understands the importance of diversity in the school population and in the curriculum, instruction, and assessment of all students. (3K6) § Values the opportunity of working with a diverse population and recognizes the skills necessary to assure equity. (3D4) § Understands the diversity of family structures among adolescents and young adults and the implications of that diversity. (6K1) |
