Comprehensive Examination in Elementary Education  Part I Imagine that you are confronted with an ethical dilemma in your classroom that involves students, their families, and your professional learning community.

Criterion 1:
Candidates understand practices and behaviors that are characteristic
of developing career teachers.

ACEI Standard
5.1:  Professional Growth, Reflection
and Evaluation

The candidate does not
demonstrate an awareness of the teaching professional codes of ethical
conduct and interdependencies among the various professions in elementary
education.

The candidate demonstrates
an awareness of the teaching professional codes of ethical conduct.

The candidate demonstrates
an understanding of basic interrelationships and interdependencies among the
various professions and activities that constitute the disciplines, content,
and processes of elementary education.

The candidate demonstrates
an understanding of the teaching professional codes of ethical conduct.

The candidate demonstrates
an in-depth understanding of interrelationships and interdependencies among
the various professions and activities that constitute the disciplines,
content, and processes of elementary education.

Criterion 2:
Candidates use child development knowledge on working with pedagogical
problems.

ACEI Standard
5.1:  Professional Growth, Reflection
and Evaluation

The candidate cannot work
independently on a variety of disciplinary and pedagogical problems.

The candidate does not
demonstrate a commitment to the professional codes of ethical conduct.

The candidate is able to
work on pedagogical problems and responsibilities using knowledge in child
development.

The candidate demonstrates
an awareness to the professional codes of ethical conduct.

The candidate can work on
pedagogical problems and responsibilities using knowledge in child
development.

The candidate demonstrates
a commitment to the professional codes of ethical conduct.

Criterion 3:
Candidates
reflect on their practice in light of research on teaching, professional
ethics, and resources available for professional learning.

ACEI Standard
5.1:  Professional Growth, Reflection
and Evaluation

The candidate has not
mastered the ability of reflecting on practice in light of research on
teaching and resources available for professional learning.

The candidate knows and
uses major areas of research on teaching and resources available for
professional learning.

The candidate reflects on
practice and consults with other professionals to grow professionally.

The candidate seeks out new
sources of current research on teaching and resources of professional
learning to continually update the level of professional practice.

Criterion 4:
Candidates evaluate the effects of their professional decisions and actions
on students, parents, and other professionals in the learning community.

ACEI Standard
5.1:  Professional Growth, Reflection
and Evaluation

The candidate does not
evaluate the effects of professional practice.

The candidate evaluates the
effects of professional decisions and actions on students, parents, and other
professionals.

The candidate assesses and
evaluates the effects of professional decisions and actions on students,
parents, and other professionals.

Criterion 1:
Candidates know the variety of family
beliefs, traditions, values and practices across cultures and within society.

ACEI Standard 5.2:
Collaboration with Families, Colleagues, Community Agencies

The candidate does not know
the variety of family beliefs, traditions, values, and practices across
cultures and within society.

The candidate does not
recognize the importance of involving families as partners in supporting the
school both inside and outside the classroom.

The candidate knows the
variety of family beliefs, traditions, values, and practices across cultures
and within society.

The candidate recognizes
the importance of involving families as partners in supporting the school
both inside and outside the classroom.

The candidate establishes
and maintains positive, collaborative relationships with families.

The candidate knows
multiple strategies to involve families that include a variety of family
beliefs, traditions, values, and practices.

Criterion 2:
Candidates know how to work with
families in order to encourage intellectual, social, emotional, and physical
development of their students.

ACEI Standard
5.2: Collaboration with Families, Colleagues, Community Agencies

The candidate does not know
how to work with families in order to encourage intellectual, social,
emotional, and physical development of students.

The candidate knows how to
work with families in order to encourage intellectual, social, emotional, and
physical development of students.

The candidate knows how to
involve families in planning for individual children, including children with
disabilities, developmental delays, or special abilities.

The candidate knows how to
establish and maintain positive, collaborative interactions with families to constantly generate the
intellectual, social, emotional, and physical development of students.

The candidate knows how to
involve families in planning for individual children, including children with
disabilities, developmental delays, or special abilities.

Criterion 3:
Candidates collaborate with colleagues and agencies in the larger community
to support their students’ learning
goals and health.
ACEI Standard 5.2: Collaboration with
Families, Colleagues, Community Agencies

The candidate is unaware
that collegial activities contribute to a productive learning environment.

The candidate is not able to
identify the appropriate specialists within the schools to support students’
learning goals and health.

The candidate recognizes
that collegial activities contribute to a productive learning environment.

The candidate can identify
the appropriate specialists within the schools to support students’
learning goals and health.

The candidate participates
in collegial activities to sustain a productive learning environment.

The candidate develops
collaborative relationships with specialists to support students’
learning goals and health.

The candidate values and
respects the contribution and uniqueness of all members of the school
community.