PPR Exam ...

The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and nees.

The beginning teacher: Understands the lifelong impact of the experiences provide in early childhood through grade 6 on individual develoment and on society.

The Beginning teacher: Recongnizes that positive and productive environments for students involve creating a culture of high academic expectations, equity throughout the learning community, and developmental responsiveness.

The beginning teacher: Knows the typical stages of cognitive, social, physical, and emotioanl developemtn of students in early childhood through grade 6.

" " Recongnizes the wide range of individual developmental differences that characterizes students in early childhood through grade 6 and the implications of this developmental variation for instuctional planning.

The begining teacher: Recongizes factors affecting the physical growth and health of students in early childhood through grade 6 (e.g. nutrition, sleep, prenatal, exposure to drugs, abuse) and knows that students's physical growth and health related to childhood and adolescence impact their development in other domains (e.g. cognitive, social, emotional)

The begining teacher: Recognizes factors affecting the social and emotional development of students in early childhood through grade 6 (e.g. lack of affection and attention, limited opportunity of verbal interaction, changes in family structure) and knows that student's social and emotional development impacts their development in other domains.

The begining teacher: Knows the stages of play develpment (i.e., from solitary to cooperative) and the important role of play in young children's learning and development.

The begining teacher: Recongizes challenges for students during later childhood and early adolescence (e.g., self-image, phisical appearance, eating disorders, feeling of rebelliousness) and effective ways to help students address these challenges.

The begining teacher: Demonstrates knowledge of developmental changes in students' thinking (e.g., from primarily concrete thinking to the ablility to reason and think logically, to understand cause and effect , and to organize information systematically).

The begining teacher: Uses knowlege of cognitive changes in students (e.g., emergence and refinement of abstract thinking and reasoning, reflective thinking, and increased focus on the world beyond the school setting) to plan instruction and assessment that promote leaning and development.

The begining teacher: Understands that students involvement in risky behaviors (e.g., use of tabacco, alcohol, and other drugs: gang involvement; misuse of technology ) impacts development and learning.

The begining teacher: Analyzes ways in which developmental characteristics of students in early childhnood through grade 6 impact learing and performance, and applies knowledge of students' developmental characteristics and needs to plan effective learning experiences and assessments.

The begining teacher: Demonstrates knowlege of the importance of peers, peer acceptance, and comformity to peer group norms and expectations for students, and understands the significance of peer-related issues for teaching and learning.

The begining teacher: Recognizes the importance of helping students in early childhood through grade 6 apply decision-making , organization, and goal-setting skills (e.g., selecting learning centers, putting materals way in the appropriate place, completing a self-initiate project).