National Council for Accreditation of Teacher Education
Program Standards
For
Elementary Teacher
Preparation
Source Documents for the Program
Standards
5. PROFESSIONALISM
Standard 5.1. Practices and behaviors of developing career teachers
Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
Supporting explanation
While synthesis of knowledge is a lifetime process for a professional, by the end
of teacher preparation candidates ready to enter the classroom as elementary
generalist teachers should be:
- working independently on a variety of disciplinary and pedagogical problems and responsibilities by combining as appropriate their knowledge and skills in (a) child development; (b) English language arts, science, mathematics, social studies, the arts, health and physical education, (c) instructional technique and learning technologies, and (d) assessment
- focusing and defending independent analyses and value judgments about disciplinary content and teaching methodologies, their various potential relationships, and their applications to specific circumstances
- acquiring the intellectual tools to work with evolving issues and conditions as time and situations change, including the ability to make wise decisions according to time, place, and population
- identifying, accessing, and using technology-based resources in support of their continuing professional development
- demonstrating awareness of and commitment to the profession's codes of ethical conduct
- understanding basic interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary education.
Source documents for professional competence
- Code of Ethics of the Education Profession, National Education Association Representative
Assembly, adopted in 1975
- Code of Ethics, American Federation of Teachers, adopted in 1971
- Code of Ethical Conduct and Statement of Commitment, S. Feeney and K. Kipnis, NAEYC, 1992
Standard 5.2. Reflection and evaluation
Candidates are aware of and reflect on their
practice in light of research on teaching and resources available for professional
learning; they continually evaluate the effects of their professional decisions and
actions on students, parents, and other professionals in the learning community and
actively seek out opportunities to grow professionally.
Supporting explanation
Candidates understand methods of inquiry that provide them with a variety of
self-assessment and problem solving strategies for reflecting on their practice, its
influences on K-6 students' growth and learning, and the complex interactions
between them. They know major areas of research on teaching and of resources
available for professional learning (e.g., professional literature, colleagues,
professional associations, professional development activities). They use
classroom observation, information about students, and research as sources for
evaluating the outcomes of teaching and learning and as a basis for experimenting
with, reflecting on, and revising practice. Candidates apply their knowledge of
current research and national, state, and local guidelines relating to the disciplines
taught in elementary school.
Standard 5.3. Collaboration with families
Candidates know the importance of establishing
and maintaining a positive collaborative relationship with families to promote the
intellectual, social, emotional, and physical growth of children.
Supporting explanation
Candidates understand different family beliefs, traditions, values, and practices
across cultures and within society and use their knowledge effectively. They
involve families as partners in supporting the school both inside and outside the
classroom. Candidates respect parents' choices and goals for their children and
communicate effectively with parents about curriculum and children's progress.
They involve families in assessing and planning for individual children, including
children with disabilities, developmental delays, or special abilities.
Source document for collaboration with families
- National Standards for Parent/Family Programs, National PTA, 1998
Standard 5.4. Collaboration with colleagues and the community
Candidates foster
relationships with school colleagues and agencies in the larger community to
support students' learning and well-being.
Supporting explanation
Candidates understand schools as organizations within the larger community context and
the operations of relevant aspects of the systems in which they work. They also
understand how factors in the elementary students' environments outside of school may
influence the students' cognitive, emotional, social, and physical well-being and,
consequently, their lives and learning. Candidates participate in collegial activities
designed to make the entire school a productive learning environment and develop
effective collaborations with specialists.
Copyright 
2000 by the National Council for Accreditation of Teacher Education.
All rights reserved
Format and Programming Copyright 2000 by the Association for Childhood Education International.
All rights reserved
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