New York State Teaching Standards
Standard I: Knowledge of Students and Student Learning
Teachers acquire knowledge of each student and demonstrate knowledge of student development and learning to promote achievement for all students.
CS 101, 102, 121, B208, B210, 211, 301, 302, 309, B320, 321, B323, 324, 325, 352, 400, B413, 414, B423, 424.
Standard II: Knowledge of Content and Instructional Planning
Teachers know the content they are responsible for teaching and plan instruction that ensures growth and achievement for all students.
CS B208, B210, 301, 302, 308, 309, B323, 324, 325, B413, 414, B423, 424.
Standard III: Instructional Practice
Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.
CS B208, B210, 301, 302, 308, 309, 324, 325, B413, 414, B423, 424.
Standard IV: Learning Environment
Teachers work with all students to create a dynamic learning environment that supports achievement and growth.
CS 101, 102, 121, B208, B210, 211, 301, 302, 308, 309, 321, 324, 325, 352, 400, B413, 414, B423, 424.
Standard V: Assessment for Student Learning
Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness and modify instruction.
CS 301, 302, 308, 309, B320, 321, B323, 324, 325, B413, 414, B423, 424.
Standard VI: Professional Responsibilities and Collaboration
Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development and learning.
CS 301, 302, 308, 324, 325, B413, 414, B423, 424.
Standard VII: Professional Growth
Teachers set informed goals and strive for continuous professional growth.
CS 211, 301, 302, 308, 324, 325, 400, B413, 414, B423, 424.
Association for the Advancing Quality in Educator Preparation (AAQEP) Standard 1: Candidate/Completer Performance
- Content, pedagogical, and/or professional knowledge relevant to the credential or degree sought
- Learners; learning theory, including social, emotional, and academic dimensions; and application of learning theory
- Culturally responsive practice, including intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning
- Assessment of and for student learning, assessment and data literacy, and use of data to inform practice
- Creation and development of positive learning and work environments
- Dispositions and behaviors required for successful professional practice