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Proposal for the Piedmont College Georgia

STEM Education Endorsement Program

Prepared January 2017 by

Lynn Rambo, Ed.D.
William Nye, Ph.D.
Julie Palmour, Ph.D.

Amended April 2017

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TABLE OF CONTENTS

GAPSC Program Proposal Requirements…………………………………………………………3

I. Program Description…………………………………………………………………………….5
A. Program abstract………………………………………………………………………..5
B. Delivery model…………………………………………………………………………7
C. Admission criteria………………………………………………………………………7
D. Field experience and clinical practice………………………………………………….8
E. Unique program aspects……………………………………………………….………..9
1. Woodrow Wilson Georgia Teaching Fellowship Grant……………….………..9
2. Piedmont College SOE Mission and Conceptual Framework……….…………9
3. High Impact Practices…………………………………………………………10
4. Partner Districts/Schools and Industry Partners…………………….…………11
F. Program of study………………………………………………………….…………...12
1. Course descriptions………………………………………………….………..12
2. Alignment to P-12 standards………………………………………….……….14
3. InTASC alignment with program of study…………………………….………15
II. Key Program Assessments……………………………………………………………..……...30
A. Assessment descriptions……………………………………………………..………..30
B. Candidates’ use of research and evidence…….………………………….…………...31
C. Alignment of program assessments to endorsement standards…….……….………...32
D. Modeling and applying technology standards……………………….……..…………39
Appendices……………………………………………………………………….……….……...41
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GAPSC Program Proposal Requirements

505-3-.94 STEM EDUCATION ENDORSEMENT PROGRAM

Standard 1.1a - InTASC Alignment and Program of Study

Upload evidence describing how candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice;
and professional responsibility. Upload up to five files related to the InTASC Alignment and Program of Study. (If the
preparation program includes different options (e.g. certification only, Master's) attach a program of study or
advisement sheet for each option.)
Upload up to five files.

Standard 1.1b - Identify Key Program Assessments

Directions: List the 3-4 assessments that are being submitted as evidence for meeting the relevant program content
standards. All endorsement programs must provide a minimum of three assessments. For each assessment,
indicate the type or form of the assessment and the transition point at which it is administered in the program. For each
assessment listed, upload the following:

1. The assessment, including the instructions to candidates about the assigned task (not required for GACE or other
standardized tests).
2. A brief description of how the assessment is used in this program.
3. Scoring guides or criteria used to score candidate responses on the assessment (not required for GACE or other
standardized tests).

Standard 1.2 - Candidates' Use of Research and Evidence

Upload evidence describing how candidates use research and evidence to develop an understanding of the teaching
profession and use both to measure their P-12 students' progress and their own professional practice.
Upload up to five files.

Standard 1.3 - Alignment of Key Assessments to Standards

Providers must ensure that candidates apply content and pedagogical knowledge as reflected in outcome assessments in
response to program content standards. Using the chart below, indicate how each of the assessments described in 1.1b
provides evidence of meeting those content standards. Click the BACK button to return to the main page.

Standards Assessments

1 The program will prepare candidates who demonstrate their understanding of

STEM education as an interdisciplinary endeavor by demonstrating their ability
to apply rigorous content across STEM and STEM related disciplines.

2 The program will prepare candidates who demonstrate that they understand
and can engage learners in the ways of thinking and habits of mind used in
STEM and STEM related disciplines.

3 The program will prepare candidates who understand and demonstrate the
role of meaningful collaboration and partnerships.

4 The program will prepare candidates who demonstrate the ability to engage
students using STEM and STEM related discipline pedagogical practices.

5 The program will provide candidates with authentic experiences in STEM and
STEM related careers and teaching environments (a clinical component).
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Standard 1.4 - Alignment to P-12 Standards

Upload evidence describing how candidates demonstrate the skills and commitment that support all P-12 students
access to rigorous college- and career-ready standards.

Upload up to five files.

Standard 1.5 - Modeling and Applying Technology Standards

Upload evidence describing how candidates model and apply technology standards as they design, implement and
assess learning experiences to engage students and improve learning, as well as enrich professional practice.

Upload up to five files.

Standard 6.1 - Admission Requirements

Upload evidence describing admission requirements for this program.

Upload up to five files.

Standard 6.6 - Field Experiences and Clinical Practice

Upload evidence demonstrating that candidates participate in systematically designed field experiences in settings
that provide them with opportunities to observe, practice, and demonstrate the knowledge, skills, and dispositions
delineated in institutional, state, and national standards in grade bands that align with their base certification field(s).
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I. Program Description

A. Program abstract

STEM education is a strategy grounded in the principle of educating students through the
integration and application of science, technology, engineering and mathematics. STEM
education provides students a cohesive learning paradigm grounded in real-world applications
allowing students to explore concepts, collaborate with fellow students and professionals, and
create products and solutions to address the challenges and opportunities of the 21 st century.
STEM education affords students a true appreciation of how problems are addressed and the
steps necessary to develop a solution or create a product for the betterment of mankind and the
world around us.

The Piedmont College Georgia STEM Education Endorsement Program seeks to transform P-12
certified educators from grade level, and in some cases discipline specific, classroom teachers to
STEM educators who demonstrate through their practice, dispositions, and skills/abilities STEM
habits of mind.

Through field work, online and face-to-face coursework, collaborative endeavors, and
demonstrated application candidates will develop as STEM educators who understand STEM is
interdisciplinary, is a way of thinking, is a process, is collaborative, has a pedagogy, requires
deep cross disciplinary knowledge of content and assessment, and is experiential; they will
demonstrate the ability to engage P-12 students in authentic STEM learning experiences…

While dedicated to preparing individuals to model STEM content pedagogy in the field and at
the grade level of their base certification, the Piedmont College Georgia STEM Education
Endorsement Program aims to provide a dynamic and transformative set of experiential and
collaborative learning opportunities in an inquiry-driven and competency-based program.
Examples follow:
✓ Endorsement candidates will, from the beginning, be immersed in STEM learning environments,
both virtually and in person. These opportunities for embedded experiential learning support
research findings that teachers need authentic experiences in STEM professions and they need to
learn and practice appropriate STEM pedagogy. Additionally, an on-campus Piedmont College
STEM Discovery Center offers both a practice teaching lab space and opportunities to engage P-
12 students in formal extracurricular STEM learning experiences (see I.E.2.).
✓ Candidates move through the endorsement program as a multi-grade level, interdisciplinary
cohort or learning community. Grounded in social cognitive and constructivist theories of
Bandura, Piaget, and Vygotsky, candidates construct understanding through shared experiences
and vicariously.
✓ Each course in the endorsement program is inquiry-driven by design. Candidates are challenged
to consider their own prior understandings and experiences, background knowledge, and
questions; collect data (quantitative and qualitative); analyze data; synthesize prior
understandings/experiences and background knowledge with data; and develop new approaches,
habits, and mindsets (see Figure 1). Through program experiences, candidates are transformed
from STEM-interested teachers into prepared STEM educators.
✓ The endorsement program supports evidence-based reflective practice through ongoing self-
assessment, creation of a content growth plan, oral syntheses of program experiences, and
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development of a STEM educator portfolio, each contributing to individual professional growth

and improved practice.
✓ Rather than a grade-based focus, the Piedmont College Georgia STEM Educator Endorsement
Program is competency-driven. The application and creation of knowledge, along with the
development of important skills and dispositions are emphasized; assessment is timely,
meaningful and a positive learning experience for candidates; differentiated support based on
candidates’ individual learning needs is provided; and transferable learning objectives empower
candidates to persevere.

Prior
understandings
& experiences,
background
knowledge, and
questions

Development of
Data collection
new approaches,
(quantitative/
habits, and
mindsets Course qualitative)

Learning
Cycle

Synthesis of prior
understandings/
Analysis &
experiences &
exploration of
background
data
knowledge with
data

Figure 1.
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B. Delivery Model

In order to provide flexibility of access as well as necessary support and collaborative

opportunities, the Piedmont College Georgia STEM Education Endorsement will offer a blended
delivery model that considers time, place, path and pace, and course design includes
asynchronous and synchronous online as well as face-to-face teaching and learning. Elements
amenable to self-pacing and individualized study will be fully online and available for
asynchronous consumption. Within-cohort collaboration may require initial in-person time
(face-to-face) then follow with Web-based pair and small group work for discussion, project
work, etc. (online asynchronous and online synchronous). Differentiated and personalized
instruction based on readiness, interest, and learning preference of candidates will allow for
variation in pace (e.g., readiness for technology integration, computational or model-based
reasoning, or content knowledge; interest in hydroponics, robotics, or health sciences).

C. Admission criteria

In addition to meeting the Piedmont College graduate level admission requirements (see
http://www.piedmont.edu/Requirements), prospective candidates for the Piedmont College
Georgia STEM Education Endorsement program must

1. Provide a letter of interest, stating how the STEM Education Endorsement will enhance
their professional practice as well as better meet the needs of their students.
2. Submit a letter of recommendation and support from a school or district level
administrator.
3. *Meet the STEM-related content requirements below prior to entry in Course II:
▪ Submit transcripts indicating 8 or more credit hours earned in post-secondary
laboratory based science AND 6 or more credit hours earned in post-secondary
mathematics (not including remedial coursework) for a minimum of 14 credit
hours in combined science and mathematics content

OR

▪ Earn a passing score on the GACE Middle Grades Science Assessment (for P-8
candidates) or a passing score on the GACE Science, Biology, Chemistry or
Physics Assessment (9-12 candidates).

*Candidates who do not meet minimum STEM-related content requirements above must
complete additional coursework through Piedmont College or another institution, OR achieve
passing GACE scores as indicated prior to entry in Course II, Planning for STEM Teaching and
Learning.

The current proposal is developed as a stand-alone endorsement program with potential to amend
and embed in our existing Piedmont College MAT program in the future.
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D. Field experience and clinical practice

Course Field Experience Clinical Practice
Experience
Course I: Exploring STEM • Visits to and exploration of As part of each field experience, n/a
Education exemplary STEM learning Candidates will document hours
environments (must include a and complete a reflective log
minimum of 5 hours outside grade entry. Entries become artifacts for
band of certification) the STEM Educator Portfolio (see
• Job shadowing in STEM Appendix C).
businesses or with STEM
professionals The reflective cycle serves as a
template for log entries and
Course II: Planning for • Exploratory visits to STEM requires Candidates engage in Implementation of STEM learning practices
STEM Teaching and schools or programs (must what, so what, and now what (e.g., PBL, problem-based, place-based),
Learning include a minimum of 5 hours thinking about experiences. supported by collaboration and performance
outside grade band of certification) task assessment in candidate’s grade level
• STEM community assessment Field experiences differ. Some teaching context
• Cultivating STEM business are intentionally observational
partnerships while others invite practice or
require demonstration of learning.
Course III: Developing Modification of generic STEM Experiences are designed and Continued implementation of STEM learning
STEM Habits of Mind grant proposal for candidate’s own intentionally embedded in practices, with particular attention to
students’, school, and community courses to facilitate and document facilitating the engineering design process,
needs -- involves work beyond the Candidates’ growth in areas of authentic student research, and STEM
classroom context within and understanding, skill, and reasoning in candidate’s grade level teaching
outside the candidate’s school disposition. context that may include cross-cohort co-
design/co-teaching opportunities.
Course IV: Engaging n/a Application of STEM Education Endorsement
Students as STEM Standard 4 demonstrations in a traditional or
Educator non-traditional STEM learning environment.
As STEM Education Endorsement Candidates may hold certification in different and/or multiple grade bands (i.e., PK-2, 3-5, 4-8, or 7-12), Field
Experiences must include involvement outside the Candidate’s certification band. Additionally, while application to one’s current students and school is
a desirable outcome of program completion, a limited number of Field Experience hours can be logged in the Candidate’s own classroom.
Candidates must log a minimum of 20 field experience hours and clinical practice across the program, 10 of which must be completed in a grade band
other than the Candidate’s certification.
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E. Unique program aspects

1. Woodrow Wilson Georgia Teaching Fellowship Grant

As one of five recipients of the Woodrow Wilson Georgia Teaching Fellowship Grant, Piedmont
College is committed to helping improve STEM education and service to Georgia’s high needs
students and dedicated to transforming the way we prepare educators at all levels. Our unique
fellowship program both informs our endorsement program proposal and provides faculty
expertise, STEM teacher preparation experience, strong PK-12 school partnerships, and a novel
on-campus STEM Discovery Center facility equipped with classroom and open lab space, an
office and storage, a fenced outdoor multi-use space, and ample parking. This space, already
used for STEM summer programs and teacher training sessions, is available to support both
coursework and application for our endorsement candidates.

2. Piedmont College School of Education Mission and Conceptual Framework

The Piedmont College School of Education’s Mission is “Mastering the art of teaching:
Preparing proactive educators to improve the lives of all children.” Through all its programs the
School of Education strives to prepare scholarly, reflective, proactive educators in a caring
environment with challenging and meaningful learning experiences. These practitioners
effectively educate their own students to become knowledgeable, inquisitive, and collaborative
learners in diverse, democratic learning communities.
Specific democratic ideals that undergird our conceptual framework and for which we advocate
include:
• equal rights and opportunities;
• individual freedom and responsibility;
• responsibility for the greater good;
• respect for diversity;
• openness to possibilities;
• open, informed discourse.
In addition, we endorse the following processes as a means of striving for our democratic ideals:
• engaging in participatory decision-making;
• collaborating in teaching and learning;
• collecting information from all constituencies;
• examining options and projecting consequences;
• nurturing open discourse;
• providing for field experiences;
• assessing processes as well as products;
• modeling democratic ideals in the classroom;
• forming communities of learners;
• continuously revising the curriculum to reflect new insights and understanding

We strongly believe our Piedmont College School of Education ideals and practices support the
aims of the Georgia STEM Education Endorsement Program to improve P-12 teacher capacity in
the areas of content knowledge, pedagogical skills, and habits of mind.
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3. High Impact Practices to Engage Students in Deep Learning Experiences

Additionally, as an institution, the current Piedmont College Quality Enhancement Program

focus is high impact practices (HIP) that are in line with the proposed endorsement program. As
such, all faculty who facilitate the STEM Education Endorsement Program are invested in
deepening our students’ learning experiences and have ongoing professional development
opportunities in the following particular areas (http://www.piedmont.edu/QEP-HIP):

• Collaborative learning – Of value is learning to work and solve problems both individually and
in the company of others, and sharpening one’s own understanding by listening seriously to the
insights of others, especially those with different backgrounds and life experiences.
o The PC STEM Education Endorsement Program not only supports collaborative learning
among candidates but fosters candidates’ skill in facilitating collaborative learning
opportunities for P-12 students.
• Learning communities – Learning communities encourage the integration of learning across the
curriculum, leading students to discover not only the connective themes between their courses
but, ultimately, between their courses and the “real world.”
o The PC STEM Education Endorsement Program will operate as a learning community,
embracing candidates from different grade bands and across varied content areas who
will work together to explore and develop the skills necessary to integrate learning
experiences for P-12 students.
• Service learning – Service learning combines classroom activities with field-based experiential
learning, giving students the opportunity to re-contextualize their studies in a real-world setting.
o The PC STEM Education Endorsement Program supports ways STEM learning
experiences might extend student work to include community service to solve authentic
problems and meet real-world needs.
• Internship – Internships provide students the opportunity to get real, hands-on experience outside
the classroom. These internships prepare students for the real world, and help foster development
in how to properly act and make decisions in the work-place environment.
o The PC STEM Education Endorsement Program will prepare candidates with skills and
professional networks to support pre-college job shadowing, school based enterprises,
and internship opportunities for their P-12 students.
• Leadership – A compassionate leader cultivates abilities and experiences that embrace ethical and
social awareness. Leadership is the process of thoughtfully applying these abilities and
experiences to the stewardship of the Piedmont College community and beyond.
o The PC STEM Education Endorsement Program supports the development of a
disposition of commitment to STEM education as a peer coach and advocate.
• Research – [Undergraduate] research connects key concepts and questions with students’ early
and active involvement in systematic investigation and research. The goal is to involve students
with actively contested questions, empirical observation, cutting-edge technologies, and the sense
of excitement that comes from working to answer important questions.
o With a focus on engaging students in authentic investigative research to answer relevant
questions, the PC STEM Education Endorsement Program will prepare candidates to
support their students in pre-college research endeavors that will contribute to increased
readiness for college and careers.
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3. Partner Districts/Schools and Industry Partners

As a School of Education, through our Woodrow Wilson Georgia Teaching Fellowship Program,
and via P-12 faculty relationships, Piedmont College cultivates and nurtures partnerships across
northeast Georgia. Notably with:
• Meadowcreek High School Cluster (Gwinnett County) – STEM Academy, maker space, applicant
for STEM School Certification
• Lanier High School (Gwinnett County) – Certified STEM School, Center for Design and
Technology (CDAT)
• North Hall High School (Hall County) – applicant for STEM School Certification, STEM magnet
program, maker space
• Barrow County Schools – STEAM Integration initiative, Sims Academy for Innovation and
Technology
• Georgia Institute of Technology – partner with GoSTEM for underserved and underrepresented
STEM students
• CEISMC – Robotics, GoSTEM, and FIRST LEGO League, FIRST LEGO League Jr., and FIRST
Robotic Competition partner
• ViaSat – Robotics, FIRST LEGO League, and First Robotic Competition partner
• Sysco – Robotics and Coding partner
• HATponics – Urban Agriculture, Aquaponics and Hydroponics partner
• Atlantis Hydroponics – Urban Agriculture, Aquaponics, Hydroponics, and Community Garden
partner
• United Way – SPARK – STEM Student Support Tutoring Program, Urban Agriculture,
Aquaponics, Hydroponics, and Community Garden partner
• Brand Mortgage – Urban Agriculture, Aquaponics, Hydroponics, and Community Garden
project
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F. Program of Study

Across 4 semesters, Piedmont College Georgia STEM Endorsement in Education Program

participants will enroll in 3 sequential courses followed by an application/internship experience.
Each course, inclusive of the application/internship experience, is equivalent to 3 credit hours for
a total program worth 12 credit hours. Candidates will additionally complete, log, and reflect on
a minimum 20 hours of combined field and clinical experience.

While advisable to complete the program without interruption and to maintain desired cohort
collaboration, participants who are unable to enroll in any given semester will be able to reenroll
with a later cohort, entering at the point where they exited the program. It is recommended that a
partial portfolio be submitted prior to exiting the program to demonstrate proficiency of courses
completed.

1. Course Descriptions

Course I. Exploring STEM Education

(3 credit hours, late Summer/early Fall)

The goal of this course is to provide candidates with a broad foundation in STEM education, the
STEM student, and the STEM learning environment. Candidates will be immersed in exemplary
STEM learning environments, through case studies and in-person participation, to collect and
analyze data in an effort to synthesize finding toward development of a STEM mindset.
Candidates will understand and describe STEM education as interdisciplinary, collaborative, and
a process driven endeavor; create an annotated bibliography on STEM education including
economics and careers in STEM, community and global perspective, and technology
applications. Field-based experiences will also include job shadowing with STEM businesses or
scientists. Each candidate will also complete a personal content knowledge assessment and
development plan.

Course II. Planning for STEM Teaching and Learning

(3 credit hours, Fall)

The goal of this course is to provide candidates experiences in the practices of STEM learning
and includes the integration of multidiscipline standards and business/industry
practices/partnerships to Project Based Learning, collaborative team planning, and managing
differentiated learning in the STEM classroom. Candidates will develop an understanding of the
importance of STEM vertical alignment in P-16 education and appreciate that the uniqueness of
the community parallels the uniqueness of STEM programs within the community. Candidates
will experience the bundling and integration of standards through continued content and
collaborative skill development, the use of performance assessment tasks and rubrics, integrated
task design (PBL, problem-based, place-based, authentic), implementation and appropriate use of
technology, co-planning and co-facilitating experiences, managing and differentiating active
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learning in the classroom to support the overall student development in STEM etiquette,
practices, and application.

Course III. Developing STEM Habits of Mind

(3 credit hours, Spring)

The goal of this course is to extend the candidates’ experiences in the practices of STEM
learning to further develop the engineering design process, authentic student research in STEM,
and facilitate students’ thinking through experiences and reasoning in STEM. Candidates will
extend their understanding of Course II and apply practice to the engineering design model,
Project Based Learning, and authentic STEM research. Emphasis will be placed on application
of technology to enhance students’ STEM experiences, the art of effective questioning,
facilitating students’ thinking through experiences, reasoning in STEM education be it
computational, model-based, quantitative, systems, etc. The importance of community STEM
partners, be they educational, non-profit, or business, will be evaluated and aligned with
educational goals to promote grant writing techniques that benefit all partners while candidates
begin planning Course IV requirements that demonstrate the application of STEM teaching and
learning.

Course IV. Engaging Students as a STEM Educator

(3 credit hours, Spring/early Summer)

The goal of this course is to apply STEM education practices to student learning in a traditional
or non-traditional educational setting be it a STEM academy school, the Piedmont College
STEM Discovery Center, STEM camps or similar settings. Candidates will extend their practices
with STEM industry/business partners and STEM experts culminating in parallel applications of
technology to prepare college and career ready students, STEM capstone projects, student
internships, and STEM related School Based Enterprises. Candidates will develop a plan for
post-endorsement commitment to STEM education in a leadership or support capacity.
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2. Alignment to P-12 standards

Candidates will develop skills and commitment to support P-12 students' college and career
ready standards across the program. After immersion in virtual and in-person STEM learning
environments and STEM professional environments, and developing a foundational
understanding of both the nature and purpose of STEM education (Course I);
candidates will gain familiarity with and work collaboratively to bundle content standards (i.e.,
CCSS in mathematics, NGSS in science/engineering); will explore and develop skills in and
practice designing, facilitating, and assessing authentic, active, integrated, collaborative learning
experiences (Course II); will develop and refine their own STEM habits of mind and learn how
to facilitate developmentally appropriate deep thinking and reasoning (i.e., computational,
model-based, quantitative, and systems thinking) about real-world problems and issues through
use of the engineering design model (Course III); and then demonstrate understanding,
knowledge, and skills as a STEM educator in a grade-level context (Course IV).
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3. InTASC alignment with program of study

InTASC Standard Program element(s) and progression levels

THE LEARNER AND Element InTASC (level-standards)
LEARNING
Standard #1: The candidate… The teacher…
Learner • draws on family and community resources • actively seeks out information about learner interests in
Development through business partner and local STEM order to engage learners in developmentally appropriate
The teacher understands professional connections. (Course I, Course II, learning experiences. (1-1b)
how learners grow and Course III, Course IV) • incorporates the perspectives of the child and their
develop, recognizing that • shares practice with others. (Course II, Course family/community to integrate new resources and strategies
patterns of learning and III) for learner development. (2-1j, 1k, 9d)
development vary
• works with professional colleagues to design • seeks and uses in-school and out-of-school resources to
individually within and
across the cognitive, and implement experiences that are responsive support and accelerate each student’s learning
linguistic, social, to learners’ complex developmental needs. development. (2-1j, 1k, 8n, 9d)
emotional, and physical (Course II, Course III, Course IV) • identifies individual learner development and calibrates
areas, and designs and • engages learners in generating ideas for learning experiences, using an appropriate balance of
implements multiple ways to achieve a particular outcome support and challenge, to move learners toward their next
developmentally or set of outcomes. (Course II, Course III, levels of development. (2-1f)
appropriate and Course IV) • regularly analyzes and reflects on learners’ abilities in
challenging learning order to individualize instruction and take responsibility for
experiences.
the optimal development of each and every learner. (3-1b)

Standard #2: The candidate… The teacher…

Learning Differences • Interacts with parents and local communities to • Recognizing how diverse learners process information and
The teacher uses identify resources that can be used to increase develop skills, the teacher incorporates multiple approaches
understanding of relevancy and learner engagement. (Course I, to learning that engage a range of learner preferences. (1-
individual differences and Course II, Course III) 2a, 2d, 2g, 2h, 2m, 8p)
diverse cultures and • Shares practices related to particular groups of • Includes multiple perspectives in the presentation and
communities to ensure
learners with colleagues and uses feedback to discussion of content that include each learner’s personal,
inclusive learning
environments that enable better meet specific learner needs. (Course II, family, community, and cultural experiences and norms.
each learner to meet high Course III) (1-2c, 2d, 2j, 2k, 2m)
standards.

• Draws on learner input to structure modes of
participation that increase learner interaction,
engagement, and autonomy. (Course II, Course
III, Course IV)
• Shares the results of individual or group inquiry
to engage professional colleagues, communities,
and students in examining ways to support
particular groups of learners. (Course II, Course
III)
Standard #3: The candidate…
Learning • Works with colleagues to examine and improve
Environments practice that supports full learner engagement.
The teacher works with (Course I, Course II, Course III, Course IV)
others to create
environments that support
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• Responds to student learning cues by pacing and adjusting
instruction, enhancing access to challenging learning
experiences, and making timely provisions (e.g., task
demands, communication, assessment, and response
modes) for individual learners with particular learning
differences or needs. (2-2a, 2d, 2g, 2h, 2m, 2n)
• Designs learning experiences that facilitate learners’
understanding of diverse communities within and outside
of their own communities. (2-2j)
• Adapts instruction and uses modified materials, resources,
tools, and technology to address exceptional learner needs,
including those associated with disabilities and giftedness.
(2-2a, 2b, 2f, 2g, 2l, 4f, 8n, 8r, 9d)
• Uses a variety of approaches to make concepts clear and
provides extensions that engage learners in deepening
academic content by connecting it to individual learners’
interests, background knowledge, and need for real-world
application. (3-2a, 2b, 2c, 2h, 2l, 2m, 2n)
• Challenges each learner by adapting, scaffolding,
enriching, and accelerating instruction to facilitate higher
order thinking such as analysis, inquiry, and creative
expression. (3-2l, 2m)
• Guides learners in taking responsibility for their own
learning through individualized goal-setting and progress
monitoring. (3-2l, 2m, 2n)
• Promotes an understanding of inter and intra-group
diversity to facilitate learners’ development of cultural
competence and build respect across communities. (3-2j,
2k, 2n, 9e)
The teacher…
• Articulates explicit expectations for a safe, positive
learning environment, including norms for behavior that
include respect for others, as well as responsibility for
preparation and completion of work. S/he develops
purposeful routines that support these norms. (1-3a)

individual and • Shares practice with colleagues to give and
collaborative learning, and receive feedback on strategies to support learner
that encourage positive engagement in discussions. (Course III)
social interaction, active
• Participates in observations of colleagues who
engagement in learning,
and self motivation. exemplify skills in supporting learners’
autonomy and interdependence followed by
debriefing and coaching. (Course I, Course III)
• Observes classroom strategies (live and video)
for facilitating learner choice and seeks
coaching to guide own practice of strategies.
(Course I, Course II, Course III)
• Uses interactive technologies to expand learner
options for mastering content/skills. (Course II,
Course III, Course IV)
• Develops technology options for learners to
manage data and direct their own learning.
(Course II, Course IV)
• Identifies and implements interactive
technologies to expand learners’ experiences.
(Course I [identifies], Course II, Course III,
Course IV)
• Guides learners’ independent exploration of
local and global resources related to learning
goals. (Course II, Course III, Course IV)
• Uses data to track learner development of skills
related to decision-making and problem-
solving. (Course II, Course III, Course IV)
• Identifies and conducts action research on
strategies that support higher order thinking.
(Course III, Course IV)
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• Promotes positive peer relationships in support of the
learning climate. (2-3a, 3b, 3j, 3o)
• Responds to student learning cues by pacing and adjusting
instruction, enhancing access to challenging learning
experiences, and making timely provisions (e.g., task
demands, communication, assessment, and response
modes) for individual learners with particular learning
differences or needs. (2-3r)
• Promotes celebration of learning by engaging learners in
showcasing their learning and interacting with community
members about the quality of their work. (3-3a, 3n, 10d,
10m)
• Manages the learning environment, organizing, allocating
and coordinating resources (e.g., time, space, materials) to
promote learner engagement and minimize loss of
instructional time. (1-3d, 8n)
• Varies learning activities to involve whole group, small
group and individual work, to develop a range of learner
skills. (1-3p)
• Provides opportunities for learners to use interactive
technologies responsibly. (1-3g, 3m)
• Actively involves learners in managing the learning
environment and making full use of instructional time. S/he
employs strategies to build learner self-direction and
ownership of learning. (2-3d, 3i, 3p)
• Provides options and resources to engage learners with
subject matter and to develop their skills in both
collaborative and self-directed learning. (2-3d, 3i, 3j, 8n,
9d)
• Expands the options for responsible use of interactive
technologies to extend learning. (2-3g, 3m)
• Supports learners’ independence and self-direction in
identifying their learning needs, accessing resources, and
using time to accelerate their learning. (3-3d, 3i, 9d)
• Supports learners’ growing ability to participate in
decision-making, problem solving, exploration, and

CONTENT Element
KNOWLEDGE
Standard #4: The candidate…
Content Knowledge • Works with teams within and across grade
The teacher understands levels to compare representations of content and
the central concepts, tools evaluate their effectiveness for learners. (Course
of inquiry, and structures II, Course III)
of the discipline(s) he or • Identifies own content-related strengths and
she teaches and creates
weaknesses and creates and implements a
learning experiences that
make these aspects of the professional development plan to enhance
discipline accessible and content expertise. (Course I, Course II)
meaningful for learners to • Interacts with colleagues at conferences
assure mastery of the sponsored by a professional association
content. (Georgia STEM Forum, GSTA, GCTM,
GETEA, etc.) to learn an apply new
developments in content and content pedagogy.
(Course II, Course III)
• Integrates new resources into instruction from
varied sources. (e.g., community members and
organizations, other teachers, businesses,
learners) that illustrate new developments in the
field or applications of content. (Course II,
Course III, Course IV)
• Uses descriptive data to analyze and reflect on
the effectiveness of resources for building
learner mastery of content area concepts.
(Course IV)
• Consults with specialists or experienced
colleagues to adapt materials and resources for
Page 18
invention, both suggesting resources and guiding their
independent identification of resources. (3-3p, 9d)
• Collaborates with learners in identifying possibilities for
learning locally and globally through responsible use of
interactive technologies. (3-3g, 3m, 9d)
InTASC
The teacher…
• Draws upon his/her initial knowledge of common
misconceptions in the content area, uses available resources
to address them, and consults with colleagues on how to
anticipate learner’s need for explanations and experiences
that create accurate understanding in the content area. (1-
4e, 4k, 4r, 9d)
• Seeks out ways to expand or deepen his/her content
knowledge and ways of representing it for learners,
presenting diverse perspectives to engage learners in
understanding, questioning, and analyzing ideas. (2-4j, 4o,
4r)
• By analyzing group discourse and learner work, the teacher
discovers additional learner misconceptions and uses the
processes, vocabulary, and strategic tools of the discipline
to build accurate and deep understanding. S/he seeks out or
develops resources to fill gaps in learner understanding. (2-
4e, 4k, 4r, 9d)
• Collaborates with others to expand her/his content
knowledge in order to keep up with changes in the
discipline. (3-4j, 4o)
• Evaluates and modifies instructional resources and
curriculum materials for their comprehensiveness, accuracy
for representing particular concepts in the discipline and
appropriateness for his/her learners. (3-4f, 4n, 4p, 4r, 9d)
• Engages learners in applying methods of inquiry used in
the discipline. (1-4c)

specific learner needs and make further
adaptations. (Course II, Course III)
• Uses feedback and reflection on learner
performance to evaluate effectiveness of
materials and strategies. (Course I, Course II,
Course III, Course IV)
• Co-plans and co-teaches with a specialist or
experienced teacher to learn a new approach to
developing rigorous and relevant learning
experiences. (Course II, Course III)
• Evaluates impact of strategies on student
learning and identifies possible improvements
through examining learner work and eliciting
learner feedback. (Course II, Course III, Course
IV)
Standard #5: The candidate…
Application of • Accesses and processes media/multi-media
Content resources that demonstrate varied, complex, and
The teacher understands applied approaches to learning. (e.g., problem-
how to connect concepts based, inquiry-based, project-based) (Course I,
and use differing Course II, Course III, Course IV)
perspectives to engage
Page 19
• Links new concepts to familiar concepts and helps learners
see them in connection to their prior experiences. (1-4d, 4r)
• Provides multiple representations and explanations of key
ideas, with connections to varied learner background
knowledge and experiences. S/he evaluates and modifies
instructional resources and curriculum materials, when
needed, to be more accessible and meaningful for his/her
learners. (2-4a, 4d, 4g, 4p, 4r, 8e, 9d)
• Guides learners in critiquing processes and conclusions
using standards of evidence appropriate to the discipline.
(2-4b, 4c, 4p)
• Stimulates learner reflection on the connection between
prior content knowledge and new ideas and concepts. (2-
4d, 4r)
• Uses a variety of methods to scaffold learner use of
academic language allowing learners to engage in and
express complex thinking (explanation, analysis,
synthesis). (2-4c, 4h, 4l)
• Anticipates specific needs or misconceptions and addresses
them by planning scaffolds and/or differentiated
instruction. (2-4e)
• Collaborates with colleagues to expand his/her repertoire of
representations and explanations of content, including
perspectives appropriate to learners from different cultures,
linguistic backgrounds, and with varied interests, prior
knowledge, and skill levels. (3-4a, 4m, 4o, 4p, 4r)
• Facilitates learners’ independent use of methods of inquiry
and standards of evidence in the discipline. (3-4b, 4c)
The teacher…
• Helps learners see relationships across disciplines by
making connections between curriculum materials in a
content area and related perspectives from another content
area. (1-5i, 5j)
• Engages learners in applying content knowledge and skills
in authentic contexts. (1-5b)

learners in critical • Observes classrooms AND videos of
thinking, creativity, and classrooms that model these approaches (e.g.,
collaborative problem problem-based, inquiry-based, project-based)
solving related to authentic
and debriefs practice with colleagues. (Course I,
local and global issues.
Course II, Course III)
• Collaborate with a colleague in a different
discipline to design a problem-based
instructional unit, analyze the contributions and
limitations of different disciplines for that unit,
and assess learning across the unit. (Course II,
Course III, Course IV)
• Access and process resources for improving
skills in guiding learners to engage in problem
selection, data collection and management, and
presentation skills required for real-world
problem solving. (Course I, Course II, Course
III)
• Identifies interdisciplinary strategies for
engaging learners in interdisciplinary inquiry.
(Course I, Course II, Course III, Course IV)
• Evaluates impact of strategies on student
learning and identifies possible improvements
through examining student work and eliciting
student feedback. (Course IV)
• Accesses and uses varied resources (courses,
workshops, webinars, internet, podcasts, etc.) to
support the design and implementation of
learning experiences that build critical thinking
skills (e.g., Socratic seminar techniques).
(Course III)
• Observes and debriefs with teachers who are
successful in supporting learner development of
collaborative learning skills (e.g., active
listening, talking); implements specific
observed strategies and seeks feedback on their
effectiveness. (Course I, Course II, Course III)
Page 20
• Plans a variety of resources and learning experiences that
build cross-disciplinary skills and are matched to the
experience, needs and interests of individuals and groups.
(2-5a)
• Collaborates with colleague(s) in another discipline(s) to
create learning experiences that engage learners in working
with interdisciplinary themes. S/he guides learners to apply
knowledge from more than one discipline to understand a
complex concept or set of concepts and/or to address a real-
world problem or issue. (2-5j, 5q)
• Engages learners in identifying real world problems, issues,
or themes they can explore through projects, using their
acquired and expanding knowledge and skill in the content
area. (3-5a, 5j, 5q)
• Facilitates learners’ connections with local and global
resources to aid the exploration of their chosen focus. (3-5l,
9d)
• Engages learners in learning and applying the critical
thinking skills used in the content area(s). S/he introduces
them to the kinds of problems or issues addressed by the
content area(s) as well as the local/global contexts for those
issues. (1-5d, 5k, 5m)
• Provides opportunities for learners to demonstrate their
understanding in unique ways, such as model making,
visual illustration and metaphor. (1-5h)
• Guides learners in gathering, organizing, and evaluating
information and ideas from digital and other resources and
from different perspectives. (1-5c, 5g, 5k, 5l)
• Uses problems or questions to guide learner practice in
applying critical thinking skills and other tools in the
content area(s). S/he reinforces learners’ awareness of how
they can use these skills to solve problems or answer
questions. (2-5b, 5d, 5m)
• Supports learners in tailoring communications for different
audiences and purposes, consistent with appropriate

• Forms interdisciplinary study groups with
colleagues to share resources and debrief
practice and to build common strategies to
strengthen learner presentation skills and self-
assessment skills. (Course II, Course III)
• Engages in shadowing programs sponsored by
local businesses or communities to gain first-
hand knowledge of real-world applications of
content. (Course I, Course III)
• Uses technology to research the potential real-
world applications of content in and across
disciplines. (Course I, Course II, Course III,
Course IV)
INSTRUCTIONAL Element
PRACTICE
Standard #6: The candidate…
Assessment • Uses protocols to develop strength in using,
The teacher understands adapting, or designing assessments to support
and uses multiple methods student learning. (Course II, Course IV)
of assessment to engage • Works with colleagues to examine student
learners in their own assessment data to guide development of
growth, to monitor learner
needed supports for individuals and groups of
progress, and to guide the
teacher’s and learner’s learners. (Course II)
decision making. • Learns and uses techniques to develop complex
performance tasks (e.g., UbD’s GRASPS).
(Course II, Course IV)
Page 21
disciplinary conventions and standards of evidence and
argument. (2-5e, 5h, 5n, 8h, 8q)
• Guides learners in developing possible solutions to real
world problems through invention, combinations of ideas,
or other creative approaches. (2-5b, 5f, 5o)
• Engages learners in identifying and connecting with local
and global people and resources relevant to a topic or
question. (2-5b, 5p)
• Fosters learners’ abilities to independently identify issues
or problems of interest in or across content area(s) and
engages them in using critical thinking skills in the content
area(s) to explore possible solutions, actions or answers. (3-
5f, 5m, 5o)
• Structures options that engage learners in independently
and collaboratively focusing on a real-world problem or
issue, carrying out the design for a solution, and
communicating their work. (3-5a, 5e, 5n, 5o, 5s, 8q)
• Fosters learner independence in identifying and accessing
local and global people and resources to help them address
questions or issues. (3-5c, 5l, 5s)
InTASC
The teacher…
• Uses, designs or adapts a variety of classroom formative
assessments, matching the method with the type of learning
objective. (1-6a, 6b, 6j, 6r, 6t)
• Uses data from multiple types of assessments to draw
conclusions about learner progress toward learning
objectives that lead to standards and uses this analysis to
guide instruction to meet learner needs. S/he keeps digital
and/or other records to support his/her analysis and
reporting of learner progress. (1-6c, 6g, 6j, 6l, 6o, 6t)
• Participates in collegial conversations to improve
individual and collective instructional practice based on
formative and summative data. (1-6c)

• Shares complex assessments with a critical
friend(s) and uses feedback to strengthen the
design. (Course II)
• Access structure input (e.g., workshops, in-
person or online courses, webinars, social
media) in developing criteria to guide learners’
work as well as to provide feedback to learners.
(Course II)
• Implements protocols for learner self-
assessment and documents learner feedback to
adapt practice. (Course II, Course IV)
• Develops a study group with colleagues to
identify resources to support improvement of
learner self and peer assessment. (Course II)
• Participates in conversations and decision-
making with colleagues and specialists who
provide input, guidance, and assistance related
to the needs of a particular set of learners to
prepare for assessment. (Course II)
• Accesses professional literature related to
specific assessment needs of particular groups
of students. (Course II)
Page 22
• Provides learners with multiple ways to demonstrate
performance using contemporary tools and resources. (2-
6a, 6b, 6e, 6g, 6i, 6j, 6o, 6r, 6t)
• Uses data to guide the design of differentiated individual
learning experiences and assessments. (2-6g)
• Uses formative classroom assessments to maximize the
development of knowledge, critical thinking, and problem
solving skills embedded in learning objectives. (3-6a, 6c,
6o, 6t)
• Engages each learner in examining samples of quality work
on the type of assignment being given. S/he provides
learners with criteria for the assignment to guide
performance. Using these criteria, s/he points out strengths
in performance and offers concrete suggestions for how to
improve their work. S/he structures reflection prompts to
assist each learner in examining his/her work and making
improvements. (1-6d, 6f, 6n, 6o, 6q, 6r, 6s)
• Engages learners in generating criteria for quality work on
a particular assignment. S/he identifies key areas in the
criteria on which to give individual feedback that will
reinforce each learner’s strengths and identifies critical next
steps for growth. S/he designs learning experiences that
help learners apply the feedback and strengthen their
performance. (2-6d, 6f, 6m, 6n, 6o, 6q, 6r, 6s)
• Engages learners in giving peers feedback on performance
using criteria generated collaboratively. S/he builds
learners’ metacognitive skills, guiding them to identify how
specific elements of the performance contribute to
effectiveness and to propose concrete strategies for
improvement for themselves and for their peers. (3-6d, 6f,
6m, 6n, 6q, 6r, 6s)
• Engages in ethical practice of formal and informal
assessment implementing various kinds of assessments in
the ways they were intended to be used and accurately
interpreting the results. (1-6j, 6k, 6v)

Standard #7: The candidate…
Planning for • Works with a mentor and/or invites a colleague
Instruction to provide feedback on instructional plans.
The teacher plans (Course II, Course III)
instruction that supports • Accesses structured input (e.g., workshops, in-
every student in meeting person or online courses, webinars, social
rigorous learning goals by media) in the discipline area(s) to build skill in
drawing upon knowledge creating challenging learning experiences
of content areas,
curriculum, cross-
through the use of technology. (Course II,
disciplinary skills, and Course III)
pedagogy, as well as • Observes or participates in team planning of
knowledge of learners and ways to build learner readiness for independent
the community context. goal-setting, implementing, and monitoring.
(Course I, Course II)
• Engages learners in producing narrative
accounts (e.g., blogs, wikis) of meeting
challenging learning goals and reflect on ways
to support high-level learning. (Course III,
Course IV)
• Accesses structured input (e.g., workshops, in-
person or online courses, webinars, social
media) to develop approaches and processes for
organizing an interpreting data. (Course II,
Course III)
Page 23
• Prepares learners for the content and cognitive demands of
assessment formats by engaging them in identifying and
applying strategies to address those demands. (2-6h, 6p, 6q)
• Identifies and advocates for learners potentially needing
modifications or adaptations to be able to demonstrate their
learning. (2-6p, 6t, 6u)
• Uses multiple assessment methods/modes to scaffold
individual learner development toward the learning
objectives and to challenge learners to demonstrate their
understanding in a variety of ways. (3-6e, 6u)
The teacher…
• Plans and sequences common learning experiences and
performance tasks linked to learning objectives, and makes
content relevant to learners. (1-7a, 7c, 7k)
• Plans a variety of resources and learning experiences that
build cross-disciplinary skills and are matched to the
experience, needs and interests of individuals and groups.
(2-7b, 7h, 7m, 7n)
• Structures time in the plan to work with learners to build
prerequisite skills, support steady progress, and/or extend
learning. (2-7c)
• Anticipates specific needs or misconceptions and addresses
them by planning scaffolds and/or differentiated
instruction. (2-7p)
• Plans learning experiences that allow for learner choice as
well as for varied pathways to the same goal. (2-7b)
• Works with learners to identify pathways to goal
achievement using a range of resources, learning
experiences, and ways of demonstrating progress toward
the learning goal. (3-7b, 7n)
• Plans ways to support learners in taking responsibility for
identifying learning challenges and using resources to
support their progress. (3-7c, 7n, 9d)
• Identifies learners with similar strengths and/or needs and
groups them for additional supports. (1-7d, 7l, 7q)

• Works with a mentor or coach to get feedback
on ways to use real time classroom data to make
adjustments in instruction OR Uses annotated
lesson plan notes to learn how to make ongoing
adjustments in response to learner needs.
(Course II, and/or Course III)
• Observes how colleagues use varied formats
(e.g., charts, scatterplots, graphs) to engage
learners in analyzing their own data and seek
coaching to apply similar techniques (Course I,
Course II, Course III)
• Accesses structured input (e.g., workshops, in-
person or online courses, webinars, social
media) to find varied resources and strategies to
meet specific learning needs. (Course I, Course
II, Course III)
• Interviews community members or identifies a
community mentor who can help make
connections to community resources for
planning. (Course I, Course II)
• Works with a mentor or colleague(s) to develop
and apply for grant(s) to support increased
collaboration with parents and community
members in planning relevant and rigorous
curriculum and co-curricular activities. (Course
III, and/or Course IV)
• Uses technology to share, analyze, and reflect
on resources that can support learners in
attaining high goals OR builds a virtual
community (e.g., website, wiki) to support the
sharing of resources with professional
colleagues. (Course I, Course II, Course III,
Course IV)
Page 24
• Uses data from formative assessments to adjust instruction
in the moment, to modify planned scaffolds, and/or to
provide additional supports/acceleration for individuals and
groups of learners. (2-7d, 7l)
• Varies her/his role in the instructional process, acting as
instructor, facilitator, coach, and learner in response to the
content and purposes of instruction. (2-7k)
• Engages learners in assessing their own learning and uses
this as one source of data to individualize and adjust plans.
(3-7f, 7l)
• Uses learner performance data and his/her knowledge of
learners to identify learners who need significant
intervention to support or advance learning. S/he seeks
assistance from colleagues and specialists to identify
resources and refine plans to meet learner needs. (1-7d, 7e,
7n, 7p)
• Works collaboratively with families to plan ways to meet
the needs of learners, incorporating and using assets in the
family and community that support learner goals. (2-7e,
7m, 7o)
• Engages learners as partners in planning, identifying the
learning pathways that will help them pursue challenging
goals. (3-7e, 7o)

Standard #8: The candidate…
Instructional • Observes a colleague who uses varied roles in
Strategies teaching and debriefs ways to match roles with
The teacher understands instructional purpose. (Course I)
and uses a variety of • Accesses structured input (e.g., workshops, in-
instructional strategies to person or online courses, webinars, social
encourage learners to media) to refine strategies for engaging learners
develop deep in the design and implementation of higher
understanding of content
order thinking. (Course II, Course III)
areas and their
connections, and to build • Develops a study group with colleagues to
skills to apply knowledge identify new resources and research to support
in meaningful ways. high level learning for all learners. (Course I,
Course II, Course III)
• Observes teachers who use effective
questioning in the content area and debriefs
them. (Course III)
• Maintains a log of questions used in teaching to
self-assess the variety, relevance, and rigor of
questioning strategies. (Course III)
• Use structured input (e.g., workshops, in-person
or online courses, webinars, social media) to
learn approaches to develop learner autonomy
in applying learning to real world contexts.
(Course I, Course II, Course III)
• Work with colleagues to implement and
monitor the effect of strategies that support
learner engagement and authentic problem
solving. (Course II and/or Course III, Course
IV).
Page 25
The teacher…
• Makes learning objective(s) explicit and understandable to
learners, providing a variety of graphic organizers, models,
and representations for their learning. (1-8a, 8e, 8m)
• Varies her/his role in the instructional process, acting as
instructor, facilitator, coach, and learner in response to the
content and purposes of instruction. (2-8a, 8d, 8j, 8s)
• Offers learners choices about the topics and formats for
major projects. S/he provides options for extensions and
independent projects to challenge learners and to build their
critical and creative thinking skills. (2-5a, 5o)
• Engages individuals and groups of learners in identifying
their strengths and specific needs for support and uses this
information to adapt instruction. (2-7j)
• Serves as an advocate for learning by consciously selecting
instructional roles to best meet the particular needs of
learners as individuals and groups. (3-7k, 8d, 8j)
• Engages learners in the design and implementation of
higher order learning experiences that are aligned with
learning objectives, result in a variety of products and
performances, and build on learners’ interests and family
and community resources. (3-8c)
• Helps learners use a variety of sources and tools, including
technology, to access information related to an instructional
objective. S/he helps students learn to evaluate the
trustworthiness of sources and to organize the information
in a way that would be clear to an authentic audience. (1-
8g, 8j, 8n, 8o, 8r)
• Poses questions that elicit learner thinking about
information and concepts in the content areas as well as
learner application of critical thinking skills such as
inference making, comparing, and contrasting. (1-8f, 8g,
8q)
• Models the use of non-linguistic representations, concept
mapping, and writing to show how learners can express
their understanding of content area concepts and assigns
 Page 26

work that allows the learners to practice doing so. (1-8e,

8m, 8q)
• Develops learners’ abilities to participate in respectful,
constructive discussions of content in small and whole
group settings. S/he establishes norms that include
thoughtful listening, building on one another’s ideas, and
questioning for clarification. (1-8i, 8q)
• Engages learners in using learning skills (e.g., critical and
creative thinking skills, study skills, managing goals and
time) and technology tools to access, interpret and apply
knowledge that promotes learners’ understanding of the
learning objective(s). (2-8j, 8o, 8r)
• Develops learner’s abilities to pose questions that can guide
individual and group exploration of concepts and their
application. S/he engages learners in demonstrating
multiple ways to explain a concept or perform a process
related to an instructional objective(s). (2-8f, 8m, 8q)
• Models higher order questioning skills related to content
areas (e.g., generating hypotheses, taking multiple
perspectives, using metacognitive processes) and engages
learners in activities that develop these skills. (2-8f, 8l, 8m)
• Engages learners in expanding their abilities to use group
discussion to learn from each other and to build skills of
interpretation, perspective taking, and connection-making
grounded in content. (2-8i, 8m, 8q)
• Engages learners in collaborative work to generate,
synthesize, and communicate information useful to a
specific audience. (3-8m, 8q, 8s)
• Collaborates with learners to create learning opportunities
in which learners generate questions and design approaches
for addressing them. (3-8f, 8s)
• Engages learners in connecting application of concepts
from more than one content area to real world problems,
community needs, and/or service learning. (3-5a)
 Page 27

PROFESSIONAL Element InTASC

RESPONSIBILITY
Standard #9: The candidate… The teacher…
Professional • Works with a coach/mentor to determine needs, • Engages in structured individual and group professional
Learning and Ethical set goals, and identify individually focused learning opportunities to reflect on, identify, and address
Practice learning experiences to improve practice and improvement needs and to enable him/her to provide all
The teacher engages in student learning. (Course I) learners with engaging curriculum and learning
ongoing professional • Shares plans with key colleagues for feedback. experiences. (1-5r, 9a, 9b, 9k, 9n, 10f, 10t)
learning and uses evidence (Course II, and/or Course III) • Actively seeks professional, community, and technological
to continually evaluate • Uses protocols to guide reflective analysis and resources, within and outside the school, as supports for
his/her practice, evaluation of practice (Course I, Course II, analysis, reflection, and problem-solving. (1-9d)
particularly the effects of
Course III, Course IV) • Based on reflection and other sources of feedback, the
his/her choices and actions
on others (learners, • Pursues [graduate] work in quantitative and teacher takes responsibility for his/her self-assessment of
families, other qualitative analysis. (Course III, Course IV) practice and ongoing professional learning by seeking out
professionals, and the • Engages colleagues, mentors, and specialists in and participating in professional learning experiences to
community), and adapts identifying ethical issues related to technology address identified needs and areas of professional interest.
practice to meet the needs in teaching and learning and address potential (2-9a, 9b, 9k, 9n, 10t)
of each learner. challenges. (Course I, Course II, Course III) • Engages in professional learning experiences that broaden
• Uses structured input (e.g., workshops, in- her/his understanding of learner development and diverse
person or online courses, webinars, social needs in order to increase the level of personalization of
media) to develop skills in listening, reflection, practice. (2-9b, 9l)
and synthesis in order to facilitate dialogue and • Collaborates with colleagues to collectively reflect upon,
debate about ethical issues. (Course III) analyze, and improve individual and collective practice to
address learner, school, and professional needs. (3-9c, 9l,
10r)
• Gathers, synthesizes and analyzes a variety of data from
sources inside and outside of the school to adapt
instructional practices and other professional behaviors to
better meet learners’ needs. (1-9a, 9c, 9g, 9h, 9k, 9l, 9n)
• Reflects on and analyzes a wide range of evidence (e.g.,
feedback from families, students and learners’ peers) to
evaluate the impact of instruction on individual learners
and to set goals for improvement. (2-9c)
• Collaborates with others to gather, synthesize and analyze
data to adapt planning, instructional practices and other
 Page 28

professional behavior to better meet individual learner

needs. (2-9a, 9b, 9c, 9h, 9n, 10i, 10t)
• Supports and assists others to extend and refine their
instructional practices and other professional behaviors to
meet the needs of each learner. (3-9b, 9c, 9h, 9m, 10f, 10i,
10t)
• Acts in accordance with ethical codes of conduct and
professional standards. (1-9o)
• Supports colleagues in exploring and making ethical
decisions and adhering to professional standards. (2-9o)
• Reflects on the needs of individual learners and how well
they are being addressed, seeking to build support for all
learners. (1-9l)
• Collaborates with others to evaluate how well laws and
policies sere particular learners and advocates for changes
in policy that would better meet learner needs. (3-9j, 9o,
10s, 10t)

Standard #10: The candidate… The teacher…

Leadership and • Uses technology to build collaborative skills • Elicits information about learners and their experiences
Collaboration locally and globally. (Course, I, Course II, from families and communities and uses this ongoing
The teacher seeks Course III, Course IV) communication to support learner development and growth.
appropriate leadership • Keeps a reflective journal on insights gained (1-10d, 10m, 10q)
roles and opportunities to from interaction with colleagues and • Uses technology and other forms of communication to
take responsibility for community members. (Course I, Course II, develop collaborative relationships with learners, families,
student learning, to Course III, Course IV) colleagues and the local community. (1-8h, 10d, 10g)
collaborate with learners,
families, colleagues, other • Explore entry pathways to taking leadership • Collaborates with colleagues on the instructional team(s) to
school professionals, and roles in schools, districts, or professional probe data and seek and offer feedback on practices that
community members to organizations (Course IV) support learners. (2-10a, 10b, 10f, 10n, 10o, 10r)
ensure learner growth, and • Structures interactions between learners and their local and
to advance the profession. global peers around projects that engage and deepen
learning. (2-5a)
• Builds ongoing communities of support for student
learning, through exchanging information, advice and
resources with families and colleagues. (2-9l, 10m, 10n,
10o, 10q)
 Page 29

• Brings innovative practices that meet learning needs to the

instructional team(s) and supports colleagues in their use
and in analyzing their effectiveness. (3-10a, 10f, 10i, 10k,
10s)
• Works collaboratively across the learning community of
learners, families, teachers, administrators, and others to
support enhancement of student learning, for example by
showcasing learner work physically and/or virtually for
critique and celebration. (3-10a, 10d, 10e, 10k, 10m, 10n,
10q)
 Page 30

V. Key Program Assessments

A. Assessment descriptions

STEM Dispositions Assessment – (See Appendix A) Designed to encourage a growth mindset

rather than identify deficiencies, candidates will conduct a pre-self-assessment at beginning of
program. A post-self-assessment by the Candidate and faculty assessment will be completed at
end of Course I and again at the end of Course III. Areas of need/gaps will be identified and a
plan for growth will be developed and supported.

Scoring Guide:
There is no “passing score” for the Candidate Program Entry Self-Assessment. By the end of
Course I both Candidate and Program Faculty Assessment ratings are expected to reflect
dispositions of Advanced Beginner, Strategic Learner, or Emerging Expert. Candidates who do
not meet this goal will be reassessed at the end of Course II. Additional, individualized support
may be required for struggling candidates.

Based on End of Course 1 ratings, a growth plan will be collaboratively developed by the
Candidate and Program Faculty inclusive of all criteria. The growth plan must include suggested
actions connected with available resources and/or opportunities for any rating less than Emerging
Expert. A final assessment will occur at the end of Course III. Both Candidate and Program
Faculty Assessment ratings are expected to reflect improvement (i.e., an End of Course I rating
of Advanced Beginner in Flexible – willing to adapt and change, accompanied by a growth plan
that includes a recommendation to, “Offer ideas for possible changes when barriers exist or
arise in the learning process,” is expected to improve to Strategic Learner or Emerging Expert
by the End of Course III assessment).

Note this assessment itself will be evaluated and refined through practice. At the end of each
cohort, STEM Dispositions Assessment data will be compiled and analyzed for the following:
▪ Candidate Program Entry Self-Assessment to Candidate End of Course III Self-
Assessment improvement across and within criteria;
▪ Program Faculty Assessment End of Course I ratings with End of Course III ratings;
▪ Program Faculty conferencing notes and plans for growth with improvements in
Candidate End of Course III ratings;
▪ Pre-program preparation of Candidates with Candidate Program Entry Self-Assessment
and Program Faculty assessments across the program; and
▪ Others as necessary.

Data gleaned from instrument assessment as described above will inform ongoing program and
instrument improvements.
 Page 31

Oral Defense of Essential Questions – (See Appendix B) Candidates will prepare and deliver an
oral presentation to a panel of endorsement faculty addressing essential questions related to
course understandings as follows:
• Course I
o 1) What is STEM education and what does it look like in practice? AND How can
you identify an educational endeavor as STEM?
o 2) What does it mean to be a STEM educator? Specifically, what perspective,
dispositions, and skills do effective STEM educators possess and how are these
evidenced when engaging learners?
• Course II
o 3) How do multidisciplinary teams effectively plan for STEM learning
experiences?
o 4) How can STEM educators engage local businesses and STEM experts to
support STEM learning?
• Course III
o 5) How will I incorporate STEM and STEM related disciplinary pedagogical
practices to facilitate authentic, student-led, problem-solving and design challenge
learning experiences? (Defense of Course IV action plan)

Presentations will be scored using a rubric with criteria that include completeness, synthesis,
insight, and professionalism on a scale of 1 = Does Not Meet, 2 = Marginally Meets/Needs
Development, 3 = Meets, 4 = Exceeds for each area. Areas with scores below 3 will be part of a
Candidate Growth Plan and will be reassessed at a pre-determined time prior to the
(end/midpoint?) of the subsequent course.

STEM Educator Portfolio – (See Appendix C) Beginning with Course 1 and continuing
throughout the program, candidates will develop an online portfolio that demonstrates growth
toward proficiency as a STEM educator. Artifacts particular to courses and standards are
designated and assessed at the end of each course in the endorsement program. A STEM Project
Assessment component will evidence the candidate’s application of endorsement program
knowledge and skills in a learning environment that involves students at the grade band of
candidate’s certification to include observation of practice (in person or virtual).
 Page 32

B. Candidates’ use of research and evidence

Gathering, analyzing, and using data to inform instruction is an integral part of the teaching
practice. Developing and honing the skills to assess learning and readiness for learning enables
teachers to more effectively meet the needs of all students (TAPS Standards 5 & 6; InTASC
Standard 6). Beyond measurement of students’ learning, teachers should be invested in
deepening their understanding of the teaching profession and committed to professional growth
for themselves as educators (TAPS Standard 9; InTASC Standard 9).

Our Piedmont College STEM Education Endorsement Program is grounded in a

research/inquiry-driven learning cycle (see Figure 1., p. 6). Within each course and across the
program, candidates will be engaged in activities that challenge them to consider their own prior
understandings and experiences, background knowledge, and questions; collect data (quantitative
and qualitative); analyze data; synthesize prior understandings/experiences and background
knowledge with data; and develop new approaches, habits, and mindsets. Additionally,
candidates will develop evidence-based portfolios to support deep understanding and
professional growth (see STEM Educator Portfolio Assessment, Appendix C, p. 48). As
candidates encounter and implement new protocols with students in STEM contexts, data
gathering and analysis will inform reflection on and revision of practice.

Toward measurement of student learning, candidates will engage in the design and
implementation of authentic STEM performance tasks, including the development of scoring
rubrics, to support teacher and student assessment of student progress in interdisciplinary
contexts. STEM educator candidates will also model and facilitate students’ thinking through
experiences and reasoning in STEM, including the engineering design process, and authentic
student research. Candidates will use technology to support learning, manage the STEM
learning environment, and gather assessment data to determine student growth.

C. Alignment of program assessments to endorsement standards
Course Alignment with Endorsement Standards
I. Exploring Standard 1: The program will prepare candidates who
STEM demonstrate their understanding of STEM education
Education as an interdisciplinary endeavor by demonstrating
(3 credit their ability to apply rigorous content across STEM
hours) and STEM related disciplines as indicated by the
following:
(ii) Candidates will be able to articulate a clear
definition and understanding of what STEM
education is and what it looks like in practice as both
interdisciplinary and process driven;
(iv) Candidates will demonstrate knowledge of the
benefits of STEM education for all citizens enabling
them to make informed decisions about challenges
facing the next generation, for future STEM
workforce development and related career
opportunities and the skills necessary to be successful
in them;
Standard 2: The program will prepare candidates who
demonstrate that they understand and can engage
learners in the ways of thinking and habits of mind
used in STEM and STEM related disciplines as
indicated by the following:
(i) Candidates will demonstrate the ability to think
critically, evaluate complex data, draw evidence-
based conclusions, engage in effective argumentation
Page 33
Assessments
STEM Dispositions Assessment – formative (evidence-based
self-assessment, faculty assessment)
• Standard 2 (iii) formative
• Standard 5 (i)
STEM Educator Portfolio Assessment – formative
(evidence and artifacts may include “Why STEM, Why Me?”
philosophical statement, evidence-based and actionable
reflections, case study analysis, STEM field experiences, work
samples, STEM annotated bibliography, content self-assessment
and development plan)
• Standard 1 (ii)
• Standard 2 (i) formative
• Standard 5 (i)
• Standard 5 (ii)
Oral Defense of Essential Questions I:
1) What is STEM education and what does it look like in
practice? AND How can you identify an educational
endeavor as STEM?
• Standard 1 (ii)
2) What does it mean to be a STEM educator? Specifically,
what perspective, dispositions, and skills do effective STEM
educators possess and how are these evidenced when
engaging learners?
 Page 34

and communicate effectively in written format • Standard 1 (iv)

(formative). • Standard 2 (i) formative
(iii) Candidates will demonstrate the dispositions • Standard 2 (iii) formative
necessary to be effective interdisciplinary STEM
educators (i.e., life-long learning, value
collaborations, flexible, high tolerance for ambiguity,
risk taker, innovative, committed to the profession,
self-reflective perseverance) (formative).

Standard 5: The program will provide candidates with

authentic experiences in STEM and STEM related
careers and teaching environments (a clinical
component) as indicated by the following:
(i) Candidates will show evidence of an interaction
with a STEM related business or externships with
STEM professionals to gain perspective of what it is
to work in a STEM or STEM related field.
(ii) Candidates will show evidence of field based
experiences that include observation or classrooms,
collaborative planning and interview of teachers in an
integrated STEM education environment that is
evidenced by reflective documentation (continues in
Course II).

II. Planning Standard 1: The program will prepare candidates who
for STEM demonstrate their understanding of STEM education
Teaching & as an interdisciplinary endeavor by demonstrating
Learning (3 their ability to apply rigorous content across STEM
credit hours) and STEM related disciplines as indicated by the
following:
(i) Candidates will demonstrate a comprehensive
understanding of and the ability to integrate STEM
content standards. formative
Oral Defense of Essential Questions II:
3) How do multidisciplinary teams effectively plan for
STEM learning experiences?
• Standard 1 (i) formative
• Standard 3 (i)
4) How can STEM educators engage local businesses and
STEM experts to support STEM learning?
• Standard 3 (ii)
 Page 35

(iii) Candidates will demonstrate the ability to apply • Standard 3 (iii)

integrated STEM and STEM related content to answer
complex questions, to investigate local, regional and STEM Educator Portfolio Assessment - formative
global issues to make connections and to develop (evidence and artifacts may include content standards alignment,
solutions for challenges and real world problems. bundling and integration; collaborative planning/co-facilitating
authentic tasks, differentiating and managing active learning;
business/industry/STEM expert engagement and partnerships,
Standard 3: The program will prepare candidates who STEM performance tasks and rubrics; STEM etiquette guidelines)
understand and demonstrate the role of meaningful • Standard 1 (i) formative
collaboration and partnerships as evidenced by the
• Standard 1 (iii)
following:
(i) Candidates will demonstrate the ability to work • Standard 3 (i)
effectively within a STEM focused multidisciplinary • Standard 3 (ii)
professional learning community to achieve a • Standard 3 (iii)
common goal and to co-plan authentic STEM based • Standard 4 (ii, vi, vii.1, vii.2, ix, x) formative
experiences and interdisciplinary lessons; • Standard 5 (ii)
(ii) Candidates will demonstrate the ability to involve
business partners in identifying and solving relevant
problems, and;
(iii) Candidates will demonstrate the ability to engage
local STEM experts in their programs.

*Standard 4: The program will prepare candidates

who demonstrate the ability to engage students using
STEM and STEM related discipline pedagogical
practices as follows:
(ii), (vi), (vii.1), (vii.2), (ix), (x)
*Formative development toward meeting these
standards in Course II and Course III; standards fully
met in Course IV.

Standard 5: The program will provide candidates with

authentic experiences in STEM and STEM related
 Page 36

careers and teaching environments (a clinical

component) as indicated by the following:
(ii) Candidates will show evidence of field based
experiences that include observation or classrooms,
collaborative planning and interview of teachers in an
integrated STEM education environment that is
evidenced by reflective documentation (continued
from Course I).

III. Standard 2: The program will prepare candidates who Oral Defense Assessment of Essential Questions III:
Developing demonstrate that they understand and can engage 5) How will I incorporate STEM and STEM related
STEM learners in the ways of thinking and habits of mind disciplinary pedagogical practices to facilitate engaging,
Habits of used in STEM and STEM related disciplines as authentic, student-led, problem-solving and design challenge
Mind (3 indicated by the following: learning experiences? (Defense of Course IV action plan)
credit hours) (i) Candidates will demonstrate the ability to think • Standard 2 (i)
critically, evaluate complex data, draw evidence- • Standard 2 (ii) formative
based conclusions, engage in effective argumentation • Standard 4 (i)
and communicate effectively in written format • Standard 4 (ii)
(summative).
(ii) Candidates will demonstrate the ability to engage STEM Dispositions Assessment – summative (evidence-based
students in STEM reasoning that reveals how STEM self-assessment, faculty assessment)
professionals think and solve problems. (formative) • Standard 2 (iii)
(iii) Candidates will demonstrate the dispositions
necessary to be effective interdisciplinary STEM STEM Educator Portfolio Assessment
educators (i.e., life-long learning, value (evidence and artifacts will support proposed plan for Course IV
collaborations, flexible, high tolerance for ambiguity, implementation of STEM teaching and learning)
risk taker, innovative, committed to the profession, • Standard 4 (i)
self-reflective perseverance) (summative). • Standard 4 (ii)
• Standard 4 (iii)
Standard 4: The program will prepare candidates who • Standard 4 (iv)
demonstrate the ability to engage students using • Standard 4 (v)
STEM and STEM related discipline pedagogical • Standard 4 (vi)
practices as indicated by the following: (all formative)
• Standard 4 (vii.1)
 Page 37

(i) Candidates will demonstrate the ability to • Standard 4 (vii.2)

effectively engage students in engineering design • Standard 4 (viii)
processes to solve open-ended problems or complete • Standard 4 (ix)
design challenges. • Standard 4 (x)
(ii) Candidates will demonstrate the ability to
effectively engage students in authentic or
investigative research to answer relevant questions.
(iii) Candidates will demonstrate the ability to
effectively engage students in using STEM reasoning
abilities (i.e., computational reasoning, model-based
reasoning, quantitative reasoning, engineering design-
based reasoning and complex systems thinking).
(iv) Candidates will demonstrate the ability to
effectively engage students in experiential learning.
(v) Candidates will demonstrate the ability to
effectively engage students in project management
techniques.
(vi) Candidates will demonstrate proficiency in
differentiating instruction related to integrated STEM
concepts.
(vii.1) Candidates will demonstrate the ability to
effectively assess students using interdisciplinary
STEM performance tasks, and portfolio assessments
and create rubrics for these assessments.
(vii.2) Candidates will be able to demonstrate the
ability to facilitate student-led learning and to apply
knowledge and skills to novel, relevant and authentic
situations.
(viii) Candidates will demonstrate the implementation
of authentic teaching and learning strategies,
including project-based learning, problem-based
learning, and place-based education.
 Page 38

(ix) Candidates will foster a learning environment

which encourages risk taking, innovation and
creativity.
(x) Candidates will demonstrate the ability to
facilitate student-led team-based learning with
appropriate etiquette.

IV. Standard 1: The program will prepare candidates who STEM Educator Portfolio Assessment – summative
Engaging demonstrate their understanding of STEM education (evidence and artifacts will demonstrate applied engagement of
Students as as an interdisciplinary endeavor by demonstrating students as a STEM educator in a traditional or non-traditional
a STEM their ability to apply rigorous content across STEM learning environment)
Educator (3 and STEM related disciplines as indicated by the • Standard 1 (i)
credit hours) following: • Standard 2 (ii)
(i) Candidates will demonstrate a comprehensive • Standard 2 (iii)
understanding of and the ability to integrate STEM • Standard 3 (i)
content standards. • Standard 4 (i)
• Standard 4 (ii)
Standard 2: The program will prepare candidates who • Standard 4 (iii)
demonstrate that they understand and can engage
• Standard 4 (iv)
learners in the ways of thinking and habits of mind
used in STEM and STEM related disciplines as • Standard 4 (v)
indicated by the following: • Standard 4 (vi)
(ii) Candidates will demonstrate the ability to engage • Standard 4 (vii.1)
students in STEM reasoning that reveals how STEM • Standard 4 (vii.2)
professionals think and solve problems. (summative) • Standard 4 (viii)
(iii) Candidates will demonstrate the dispositions • Standard 4 (ix)
necessary to be effective interdisciplinary STEM • Standard 4 (x)
educators (i.e., life-long learning, value • Standard 5 (iii)
collaborations, flexible, high tolerance for ambiguity,
risk taker, innovative, committed to the profession,
self-reflective perseverance).
 Page 39

Standard 3: The program will prepare candidates who

understand and demonstrate the role of meaningful
collaboration and partnerships as evidenced by the
following:
(i) Candidates will demonstrate the ability to work
effectively within a STEM focused multidisciplinary
professional learning community to achieve a
common goal and to co-plan authentic STEM based
experiences and interdisciplinary lessons.

Standard 4: The program will prepare candidates who

demonstrate the ability to engage students using
STEM and STEM related discipline pedagogical
practices as indicated by the following:
(i-x)

Standard 5: The program will provide candidates with

authentic experiences in STEM and STEM related
careers and teaching environments (a clinical
component) as indicated by the following:
(i) Candidates will show evidence of an interaction
with a STEM related business or externships with
STEM professionals to gain perspective of what it is
to work in a STEM or STEM related field.
(ii) Candidates will show evidence of field based
experiences that include observation or classrooms,
collaborative planning and interview of teachers in an
integrated STEM education environment that is
evidenced by reflective documentation.
(iii) Candidates will complete an interdisciplinary
STEM culminating project.
 Page 40

D. Modeling and applying technology standards

The Piedmont College STEM Education Endorsement Program is dedicated to ensuring candidates have opportunities to learn and
develop the technology skills necessary to design, implement and assess STEM learning experiences to engage students and improve
learning; enrich professional practice; and provide positive models for student, colleagues and the community. Candidates’ work
through the program will support ways to support the ISTE 2016 Student Standards (https://www.iste.org/standards/standards/for-
students-2016) through the following:

Conduct a technology learner and environment analysis. (Course 1)

Investigate and discuss trends in the integration of technology, current classroom challenges involving technology, and digital
citizenship. (Course 1, Course II)

Explore strategies/tools in interdisciplinary settings, such as Smartboard, mobile-based learning, Chrome-books, augmented
reality, virtual reality, 3-D printers, robotics. A special focus on technology strategy/tool selection, implementation, and
evaluation will be applied. (Course I, Course II, Course III, Course IV)


Co-develop and implement interdisciplinary instructional lessons using one or more appropriate apps and tools for tablets
and/or mobile-based platforms. (Course, II, III)

Design, implement, and assess the effectiveness of relevant learning experiences that incorporate digital tools and resources to
promote STEM and STEM-related student-led learning, creativity, group collaboration, project management, and student self-
assessment. (Course IV)

ISTE Student Standards (2016)

1. Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.

2. Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.
 Page 41

3. Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.

4. Innovative Designer - Students use a variety of technologies within a design process to identify and solve problems by creating
new, useful or imaginative solutions.

5. Computational Thinker - Students develop and employ strategies for understanding and solving problems in ways that leverage
the power of technological methods to develop and test solutions.

6. Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.

7. Global Collaborator - Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others
and working effectively in teams locally and globally.
 Page 42

Appendix A

STEM Teaching and Learning Dispositions Scale

PURPOSE: This instrument is designed to encourage a growth mindset in all STEM education endorsed educator candidates. Rather
than identifying deficiencies, the STEM Teaching and Learning Dispositions Scale will serve as a guide toward developing STEM-
focused attitudes and dispositions – stances if you will – that reflect identified outlooks on teaching and learning conducive for
collegial collaboration and necessary to design and implement integrated, student-focused learning experiences.

DIRECTIONS:
At the beginning of your program you will complete this instrument as a self-assessment. Consider your own attitudes and aptitudes,
whether in STEM-related environments or otherwise. Circle the rating, Beginner, Advanced Beginner, Strategic Learner, or Emerging
Expert, you think best represents your current dispositional characteristics for each criterion.

At the end of Course I, you will re-assess these dispositions. A Program Faculty member will also assess you at this point, and you
will conference with this individual to discuss both End of Course I ratings and collaboratively develop a written plan for growth.

At the end of Course III, you will again re-assess the dispositions. A Program Faculty member will do the same.

Data gathered at transition points will be used to ensure progress as well as to provide support resources and experiential opportunities
deemed necessary to develop requisite dispositions for STEM teaching and learning.
 Page 43

STEM Teaching and Learning Dispositions Scale

Candidate Self-Assessment: Program Faculty Assessment of Candidate:

_____ Program Entry _____ End of Course I
_____ End of Course I _____ End of Course III
_____ End of Course II
CANDIDATE: ________________________________________ RATER:_____________________________

CRITERIA Beginner Advanced Beginner Strategic Learner Emerging Expert

*Life- long -Willing to engage in new
learner experiences, with support.
-Explores personal interests
through learning
opportunities provided by
others.
-Chooses a learning
opportunity from options
provided by others.
-Seizes opportunities that
engage interests, willing to
learn from others’ experience.
-Recognizes own role in
learning opportunities and
outcomes.
-Finds problems of interest
with support and insights
from others.
-Purposefully pursues
opportunities aligned to
interests, exploring
aspirations.
-Finds value in learning
opportunities different from
own interests and goals.
-Takes responsibility for own
learning objectives.
-Owns independent pursuit of
learning.
-Engages others to create
opportunities aligned with
own goals and aspirations.
-Redefines challenges to
propel own development
forward in personally
meaningful directions.

Values cross- *Shows respect for
discipline perspectives from other
collaboration disciplines with some support
and modeling, cares about
how others feel, and defers to
the team for decision making
and task assignment
*-Remains open to competing
ideas from other disciplines.
-Avoids conflict, cooperates
to keep group work moving
forward, and takes turns with
tasks to be fair
-Seeks to develop a shared
lexicon to support
communication and
instruction.
-Participates in creating new
forms of knowledge and
innovative solutions or
products.
-Pursues and grows
professionally through team-
based interactions that
involve individuals from
different disciplines.
-Supports others work toward
cross-disciplinary
collaboration

*Perseveres in -Works through unfamiliar
problem solving challenges, with
encouragement.
-Develops new skills and
knowledge to foster future
ideas.
-Is curious about chances to
grow from initial success.
Flexible – *-Follows guidance when
willing to adapt problems arise, redirecting
and change to meet individual work
goals.
-Relies on feedback to adapt
to changing norms
*Self- -Describes prior learning
evaluative/refle experiences with current
ctive context, when prompted.
-Is aware of strengths and
areas for growth, with
feedback from others.
-Tries to persist when ideas are
unpopular or meet an obstacle.
-Moves on to a new idea, when
appropriate.
-Considers new information and
perspectives throughout the
learning process.
-Develops a personal purpose
throughout stages of the work,
when nurtured by others.
-Pursues new opportunities to
innovate, provided by others.
*-Reacts to barriers and finds short
term solutions with support.
-Contributes ideas to group course
correction.
-Discovers how new experiences
relate to prior experience and
strategies.
-Understands strengths and
potential for growth, with guidance.
-Draws on and learns from
mistakes and the
unintended consequences
of ideas and creations.
-Draws on intrinsic
motivation to drive work
and evaluates growth of
personal expression.
-Seeks challenges that
relate to personal goals and
growing interests.
-Willing to adjust to new or
varied conditions in the
learning environment.
-Exhibits a proactive
orientation.
-Reflects on prior
experiences to identify
successful learning
strategies
-Analyzes own
expectations for learning
and fits these expectations
into the context,
appropriately.
Page 44
-Anticipates when pursuing
innovative ideas will be
beneficial and when it will
be detrimental.
-Looks to build on prior
innovations, improving,
enhancing, and finding
new applications over time.
-Notices unaddressed
problems in a field of
interest, sees opportunities
for collaborative solutions,
and begins to explore new
possibilities
-Seeks solutions to
changing environments and
conditions.
*- Anticipates the need to
adapt own approach and
strategies and adjusts plans
accordingly.
-Draws on relevant prior
knowledge and learning
strategies within and
beyond the task domain.
-Optimizes motivation by
identifying value within or
outside of own interests
and long-term goals.

*Comfortable -Tries to keep an open mind
with ambiguity and deal with uncertainty
throughout the learning
process, when supported.
-Understands the limited
practicality and relevance of
some ideas, given
appropriate feedback.
*Confident – -Attempts self-directed
willing to ask behaviors and explores
for help learning strategies modeled
by others.
-Follows guidance to
continue forward progress.
-Attempts to meet goals and
expectations set by others.
Committed to -Sets goals for self when
STEM prompted
education -Accepts feedback and
considers actions toward
self-improvement.
-Manages less structure and delayed
gratification in the learning process,
with guidance.
-Understands the need to balance
imaginative possibilities with real-
world constraints.
-Uses familiar learning strategies
and plays with new approaches to
achieve outcome expectations.
-Uses external benchmarks to help
focus on plan and learning targets.
-Seeks feedback on meeting
progress markers and outcome
success.
-Sets goals for self and students
with assistance.
-Seeks out and uses feedback to
think about the next stage of a
learning process.
-Tolerates ambiguity and
uncertainty at different
stages of the learning
process.
-Negotiates between
originality of ideas,
limitations of skill, and
constraints of the medium
and context.
-Refines familiar learning
strategies and acquires new
approaches to analyze
complex information.
-Avoids procrastination
and keeps appropriate pace
to meet learning targets.
-Meets own work quality
expectations.
-Responds constructively
to professional feedback
and makes changes to
address legitimate
concerns.
-Sets long-term goals for
self and students.
-Assumes responsibility in
collaborative efforts toward
educational improvement.
Page 45
-Seeks out open-ended
challenges without easy or
obvious solutions.
-Innovates from failure and
bridges learning across
domains.
-Vets and mindfully
integrates perspectives that
compete with own
experience.
-Adapts learning strategies
from different domains and
experiences, repurposing to
innovate approaches to
learning.
-Enhances learning
experience through the
involvement and insights
of others.
-Optimizes process, pace,
and plan to improve
efficiency and maintain
focus on outcome success.
-Sets high standard of work
quality and timeliness for
others to follow
-Seeks to enhance
collaborative teaching and
learning in leadership
roles.

*Innovative -Wonders about past
experiences, thinking back
with prompting and support.
-Imagines new ideas and
interprets them in personally
unique ways, with support.
-Recognizes what makes
ideas or perspectives
contradictory, with guidance.
-Chooses an idea that reflects
interests and shares, with
support.
*Willing to take -Takes risks, when supported.
risks -Incorporates input from
others with guidance.
*Sections adapted from National Center for Innovation in Education’s (2016) Essential Skills and Dispositions: Developmental Frameworks for Collaboration,
Communication, Creativity, and Self-Direction. http://www.epiconline.org/essential-skills-and-dispositions-development-frameworks/
-Explores connections
between the challenge and
familiar experiences.
-Recognizes opportunities for
small changes to accepted
norms, with support.
-Plays with possibilities,
defers judgment on ideas, and
keeps an open mind, with
guidance.
-Considers ideas of others and
incorporates some that
challenge own, with
guidance.
-Eliminates ideas that are not
appropriate for the context or
task.
-Identifies a personally
meaningful and appropriate
approach to pursue and
conveys ideas independently.
-Tries to persist when ideas
are unpopular or meet an
obstacle.
-Considers new information
and perspectives throughout
the learning process.
-Seizes “ah ha” connections
to past experience as sources
of potential approaches.
-Takes advantage of untested
possibilities.
-Questions assumptions to
shift perspective, making
room for personally novel
ideas.
-Identifies multiple
directions, examines possible
combinations, and considers
alternatives.
-Evaluates novelty and
effectiveness of ideas against
constraints and possibilities
within the context.
-Refines and elaborates most
innovative and effective
choice.
-Evaluates contexts and
boundaries to pursue a
sensible level of risk.
-Recognizes when taking a
new approach is appropriate.
-Contributes to a climate
where risk taking and
innovation thrives for others.
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-Intuitively reflects on
experience across contexts for
meaningful connections to the
challenge at hand.
-Questions standard
approaches to consider
alternatives.
-Applies a range of strategies
to generate new insights.
-Looks for inspiration across
domains and synthesizes
contrasting pieces of
information to evolve ideas.
-Breaks boundaries by
choosing untested ideas that
respect but challenge social
conventions, constraints of a
medium, or the work of
others.
-Adopts and shares ideas with
targeted audiences, seeking
insights on specific aspects.
- Takes risks, drawing on
strengths and untested ideas.
-Draws on opportunities to
use constraints of skill or
medium to test new
directions.
- Applies a synthesis of
perspectives to challenge
cultural, social, and artistic
norms.
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Conferencing Notes: __________________________________________________________________________________________

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Plan for Growth: _____________________________________________________________________________________________

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

______________________________________________________ ______________________
Signature of Candidate Date

______________________________________________________ ______________________
Signature of Program Faculty Date
 Page 48

Appendix B

Oral Defense of Essential Questions

At the end of Course I, Course II, and Course IV, candidates will present answer overarching essential questions by synthesizing
understanding, knowledge, and skills across program learning experiences. Oral presentations may take place in a face-to-face setting
or using technology such as VoiceThread, MoveNote, Buncee, etc.

Faculty assessors will score candidates based on the rubric below.

Directions: Based on the candidate’s oral presentation, score each criterion below as
1 – Does Not Meet, 2 – Marginally Meets, 3 – Meets, 4 - Exceeds
EQ #1 EQ #2
Course I What is STEM education and what does What does it mean to be a STEM educator?
it look like in practice? SPECIFICALLY…
AND What perspective, dispositions, and skills do
How can you identify an educational effective STEM educators possess and how
endeavor as STEM? are these evidenced when engaging learners?

Course II How do multidisciplinary teams How can STEM educators engage local
effectively plan for STEM learning businesses and STEM experts to support
experiences? STEM learning?
Course III How will I incorporate STEM and (no second EQ)
STEM related disciplinary pedagogical
practices to facilitate authentic, student-
led, problem-solving and design
challenge learning experiences?
(This is a defense of the candidate’s
Course IV action plan.)
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CRITERIA EQ #1 EQ #2 TOTAL
Scores
Completeness:
Exhibited deep (comments)
understanding, discussed
with appropriate depth and
clarity, incorporated
meaningful ideas
Synthesis:
Provided a variety of (comments)
evidentiary support, linked
theory to EQs, made
connections across
experiences
Insight:
Connected experience (comments)
(hypothetical/real) to EQs,
reasoned carefully from
clearly stated premises,
demonstrated sensitivity to
implications and
consequences of premises
Professionalism:
Was organized, remained (comments)
focused, was visually rich (if
appropriate), appeared
confident and enthusiastic,
used academic language and
proper mechanics
 Page 50

Appendix C

STEM Educator Portfolio Assessment

The purpose of the online portfolio is to evidence a candidate’s growth as a professional STEM educator across the program. Its
organization and content should reflect thoughtful creation that meets the guidelines below. Candidates’ portfolios will be assessed at
the end of each course using the rubric that follows.

Elements to Include:
1. Title Page – This serves as a first impression and introduction to your portfolio and should contain a brief summary of the
portfolio contents.
2. Menu – This serves as an online Table of Contents and navigation system.
3. About Me – Create a page that includes a brief professional biography. Include your résumé or CV
4. Sections for each of the Essential Questions (Course 1, Course II, Course III, Course IV) – Include a brief introduction for
each EQ section.
5. Evidence – Upload documents, images, and/or artifacts that support your EQ answers. (Be sure to provide a brief description
or caption for each piece of evidence that makes clear connections to the supported question or concept.)

Guidelines for Design & Organization:

• Select an appropriate theme (neat, simple, easy to read) and use it consistently throughout your portfolio.
• Use a standard font (Times New Roman, Cambria, Georgia, Arial).
• Create a clearly labeled navigation system with logical tabs to organize your portfolio contents. You want to make your
organization explicit for readers.
• Construct clear section headings to divide text for readability.
• Write for the online reader (avoid lengthy paragraphs). See the tips provided here: Best Practices for Writing for Online
Readers (http://readwrite.com/2012/03/16/best_practices_for_writing_for_online_readers)
• Choose evidence judiciously. Try to balance support among the essential questions and resist uploading everything – select
items that best demonstrate your learning and understanding.
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Course 1 Portfolio Requirements:

The purpose of this section of your STEM portfolio is to provide evidence of growth and a resource toward becoming a STEM
educator using artifacts that demonstrate your understanding of STEM education as an interdisciplinary, collaborative, and process
driven endeavor. Suggested artifacts include evidence-based answers to course essential questions, a STEM case study analysis,
STEM Education position paper/philosophy statement, STEM field experience log and reflections, and community impact
presentation.

Course II Portfolio Requirements:

The purpose of this section of your STEM portfolio is to provide evidence of growth and a resource toward becoming a STEM
educator using artifacts that demonstrate your ability to collaboratively plan interdisciplinary STEM lessons, apply appropriate
technology use, and design Project Based, problem-based, and place-based lesson activities. Suggested artifacts include evidence-
based answers to course essential questions, STEM differentiation position paper, PBL analysis with tuning and protocol evaluation
rubric, and an interdisciplinary PBL/problem-based/place-based lesson plan with Project Design, Student Learning Guide, and
formative assessments.

Course III Portfolio Requirements:

The purpose of this section of your STEM portfolio is to provide evidence of growth and a resource toward becoming a STEM
educator using artifacts that demonstrate your understanding and appreciation of the STEM learner at the grade band of your
certification and ability to further develop and support developmentally appropriate STEM reasoning. Suggested artifacts include
evidence-based answers to course essential questions, analysis and reflection of enacted PBL or project following the engineering
design model, position paper on th use of technology and community STEM partners to enhance students’ STEM experience, and a
proposed grant to improve the STEM experience for underserved and underrepresented STEM students.
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Course IV Portfolio Requirements: Enacting STEM Teaching and Learning

The purpose of this section of your STEM portfolio is to provide examples of your best practices that demonstrate ways you, as a
STEM educator, develop students’ ability to effectively apply the engineering design process to a problem and facilitate authentic
student research in STEM. This section must also provide evidence demonstrating how you facilitate students’ thinking through
experiences and reasoning in STEM and apply STEM education practices to student learning in a non-traditional educational setting.
Finally, this section must include a plan for continued growth and leadership as a certified STEM educator in order to support
interdisciplinary initiatives in Georgia schools.

Artifacts and video taped segments will demonstrate your ability to:
• effectively engage students in engineering design processes to solve open-ended problems or complete design challenges;
• effectively engage students in authentic or investigative research to answer relevant questions;
• effectively engage students in using STEM reasoning abilities (i.e., computational reasoning, model-based reasoning, quantitative
reasoning, engineering design-based reasoning and complex systems thinking);
• effectively engage students in experiential learning;
• effectively engage students in project management techniques;
• proficiently differentiate instruction related to integrated STEM concepts;
• effectively assess students using interdisciplinary STEM performance tasks and portfolio assessments, and create rubrics for these
assessments;
• facilitate student-led learning and to apply knowledge and skills to novel, relevant and authentic situations;
• foster a learning environment which encourages risk taking, innovation and creativity; and
• facilitate student-led team-based learning with appropriate etiquette.
 Page 53

STEM Educator Portfolio

Scores: 4 = Exceeds; 3 = Meets; 2 = Marginally meets; 1 = Does not meet; N/A = Not Applicable
Comments
(Include authentic evidence where appropriate)
COURSE I COURSE I COURSE II COURSE II
What is STEM What does it mean How do How can STEM educators
education and to be a STEM multidisciplinary engage local businesses
Items to Consider
what does it look educator and how teams effectively plan and STEM experts to
like in practice? are these evidenced for STEM learning support STEM learning
when engaging experiences? and why is it important for
STEM learners? STEM learners and the Portfolio
community? Scores
COMPLETENESS Exhibited deep understanding
Discussed with appropriate
depth and clarity
Incorporated meaningful ideas
Included all required elements
SYNTHESIS Evidence judiciously selected
Linked theory where
appropriate
Made connections across
responses and artifacts
INSIGHT Connected to experience
(hypothetical/real)
Reasoned carefully from clearly
stated premises
Demonstrated sensitivity to
implications and consequences
of premises
Appropriately reflected areas
for growth
PROFESSIONALISM Organization and design met
guidelines
Used academic language and
proper mechanics, including
APA format where appropriate
Turned in on time
 Page 54

Scores: 4 = Exceeds; 3 = Meets; 2 = Marginally meets; 1 = Does not meet; N/A = Not Applicable
Comments
(Include authentic evidence where appropriate)
Demonstrate Demonstrate candidate’s Demonstrate Demonstrate
COURSE III = plan candidate’s ability to ability to effectively candidate’s ability candidate’s proficiency
for Enacting STEM effectively engage engage students in using to effectively in differentiating
students in engineering STEM reasoning abilities engage students in instruction related to
design processes to (i.e., computational experiential integrated STEM
Artifacts will… solve open-ended reasoning, model-based learning and project concepts.
COURSE IV = problems and reasoning, quantitative management
evidence of Enacting effectively engage reasoning, engineering techniques.
STEM students in authentic or design-based reasoning
investigative research and complex systems
to answer relevant thinking). Portfolio
questions. Scores
COMPLETENESS Exhibited deep understanding
Discussed with appropriate
depth and clarity
Incorporated meaningful ideas
Included all required elements
SYNTHESIS Evidence judiciously selected
Linked theory where
appropriate
Made connections across
responses and artifacts
INSIGHT Connected to experience
(hypothetical/real)
Reasoned carefully from clearly
stated premises
Demonstrated sensitivity to
implications and consequences
of premises
Appropriately reflected areas
for growth
PROFESSIONALISM Organization and design met
guidelines
Used academic language and
proper mechanics, including
APA format where appropriate
Turned in on time
Page 55