Candidates use their understanding of each child's developmental and learning needs, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each learner with equitable access to high quality learning.
Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies for grades 1-6.
Candidates plan and adapt instructional sequences to promote a full range of competencies for every learner based on knowledge of each child, educational goals, instructional practices, disciplinary knowledge, and student assessment.
Candidates design, compose, select, adapt and administer formative, summative, and performance-based assessments appropriately to gather data on student learning and engagement.
Candidates make informed decisions about instruction guided by knowledge of children and assessment of student learning that result in the use of a variety of effective instructional practices.
Candidates use a variety of communication strategies to interact effectively with learners, families, and colleagues as well as work collaboratively with colleagues, mentors, and school leaders in a professional way.
Candidates conduct themselves professionally at all times in accordance to the Connecticut Code of Professional Responsibility for Teachers, Section 10-145d-400a of the Regulations of Connecticut State Agencies.