Matrix for Courses Tagged to InTASC Standards
SECTION II: RESPONSE TO STANDARDS
1. Areas of Weakness from Prior Review: How has the program addressed and resolved the weaknesses targeted in the previous program review and not previously resolved? Describe actions taken to address the weakness and provide evidence that the weakness has been resolved.
Valley City State University did not have any weaknesses in the previous program review.
2. Course/Assessment Matrix:
- Complete the matrix below.
- List courses that address each of the ESPB standards for your program.
(All courses listed are linked to an electronic syllabus inside the attached Word document.)
Narrative descriptions are provided in Section III of this report. The middle column identifies the courses that most directly prepare teacher candidates with knowledge, skills, and dispositions related to each InTASC Standard. The right column displays the assessments used to gather evidence from multiple sources. The evidence documents are tagged to each InTASC Standard in Section III.
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The Learner and Learning State/InTASC Standards 1-3 |
Course Prefix and Title (with electronic links to syllabi) |
Assessment (from among those listed under Section IV: Evidence of Meeting the Standard) |
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Standard #1 Learner Development: The program requires an understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. |
PSYC 111-Psychology PSYC 250- Developmental Psychology EDUC 400- Educational Psychology EDUC 480/490- Student Teaching
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InTASC 1- Student Teaching Data InTASC 1- Exit Survey Data InTASC 1- Completer Survey InTASC 1- Employer Survey InTASC 1- Disposition Data TLC Data
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Standard #2 Learning Differences: The program requires candidates to use their understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to meet high standards. |
EDUC 240- Educating Exceptional Students EDUC 283- Understanding Cultural Diversity EDUC 352- Diversity Practicum EDUC 480/490- Student Teaching
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InTASC 2 - Student Teaching Data InTASC 2 - Exit Survey InTASC 2 - Completer Survey InTASC 2 - Employer Survey InTASC 2 - Disposition Data EDUC 240- Handbook EDUC 283- Family Influence Chart EDUC 352- Diversity Practicum - Pre-Trip and Post-Trip Surveys |
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Standard #3 Learning Environments: The program requires candidates to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. |
EDUC 283- Understanding Cultural Diversity EDUC 350 / 351- Practicum and Classroom Management EDUC 352- Diversity Practicum EDUC 400- Educational Psychology EDUC 480/490- Student Teaching |
InTASC 3 - Student Teaching Data InTASC 3 - Exit Survey InTASC 3 - Completer Survey InTASC 3 - Employer Survey InTASC 3 - Disposition Data Substitute Teaching Data and Reflections EDUC 283- Philosophy Paper EDUC 400- Classroom Management Project |
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Content State/InTASC Standards 4-5 |
Course Prefix and Title (with electronic links to syllabi) |
Assessment (from among those listed under Section IV: Evidence of Meeting the Standard) |
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Standard #4 Content Knowledge: The program requires understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. |
THIS STANDARD IS ADDRESSED IN SEPARATE CONTENT AREA PROGRAM REPORTS AND IS REVIEWED BY CONTENT EXPERTS. NO FURTHER INFORMATION IS NEEDED HERE. |
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Standard #5 Applications of Content: The program requires an understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. |
EDUC 300 - Educational Technology EDUC 375 - Teaching Reading in the Content Area EDUC 480/490- Student Teaching |
InTASC 5 - Student Teaching Data InTASC 5 - Exit Survey InTASC 5 - Completer Survey InTASC 5 - Employer Survey TLC Data InTASC 5 - Disposition Data |
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Instructional Practice State/InTASC Standards 6-8 |
Course Prefix and Title (with electronic links to syllabi) |
Assessment (from among those listed under Section IV: Evidence of Meeting the Standard) |
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Standard #6 Assessment: The program requires understanding and using multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. |
EDUC 450 - Trends in Assessment and Educational Issues EDUC 480/490- Student Teaching
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InTASC 6 - Student Teaching Data InTASC 6 - Exit Surveys InTASC 6 - Completer Survey InTASC 6 - Employer Survey InTASC 6 - Disposition Data TLC Data EDUC 450 - TLC project EDUC 450 - Feedback project |
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Standard #7 Planning for Instruction: The program prepares teacher candidates to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross‐disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. |
EDUC 283 - Understanding Cultural Diversity EDUC 350 /351- Practicum and Classroom Management EDUC 480/490- Student Teaching |
InTASC 7 - Student Teaching Data InTASC 7 - Exit Survey Data InTASC 7 - Completer Survey InTASC 7 - Employer Survey InTASC 7 - Disposition Data EDUC 283- Lesson Plan Analysis EDUC 350/351- Methods data on Planning TLC Data |
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Standard #8 Instructional Strategies: The program prepares candidates to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. |
EDUC 283 - Understanding Cultural Diversity EDUC 350 /351- Practicum and Classroom Management EDUC 480/490- Student Teaching |
InTASC 8 - Student Teaching Data InTASC 8 - Exit Survey InTASC 8 - Completer Survey InTASC 8 - Employer Survey InTASC 8 - Disposition Data EDUC 283- Lesson Plan Template EDUC 350/351- Methods data on Implementation TLC Data |
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Professional Responsibility State/InTASC Standards 9-10 |
Course Prefix and Title (with electronic links to syllabi) |
Assessment (from among those listed under Section IV: Evidence of Meeting the Standard) |
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Standard #9 Professional Learning and Ethical Practice: The program requires candidates engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. |
EDUC 250 - Intro to Education EDUC 350 /351- Practicum and Classroom Management EDUC 480/490- Student Teaching |
InTASC 9 - Student Teaching Data InTASC 9 - Exit Survey InTASC 9 - Completer Survey InTASC 9 - Employer Survey InTASC 9 - Disposition Data TLC Data
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Standard #10 Leadership and Collaboration: The program prepares teacher candidates to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession. |
EDUC 400 - Educational Psychology EDUC 480/490- Student Teaching
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InTASC 10 - Student Teaching Data InTASC 10 - Exit Survey InTASC 10 - Completer Survey InTASC 10 - Employer Survey InTASC 10 - Disposition Data Co-Teaching Data from Student Teaching Substitute Teaching EDUC 400 - Classroom Management Assessment Projects |
Methods Courses and Descriptions
Description of Methods Courses in the Content Areas
