NCCTE.2020.FC13.04.01 - Understand career paths within counseling and mental health.
NCCTE.2020.FC13.04.02 - Apply teamwork and leadership skills in the family, workplace, and community.
NCCTE.2020.FC13.04.03 - Understand effective conflict prevention and management techniques.
NCCTE.2020.FC13.04.04 - Understand the effect of personal interests, abilities, goals, and priorities on career choice.
NCCTE.2020.FC13.04.05 - Understand how to utilize transferable knowledge, attitudes, and technical and employability skills in school, community, and workplace settings.
NCCTE.FE11.01.00 - Understand factors related to personal growth.
NCCTE.FE11.01.01 - Classify character traits and their influence on personal growth.
NCCTE.FE11.01.02 - Understand the habits of successful people and strategies for personal growth.
NCCTE.FE11.02.00 - Understand factors related to the professional growth of early childhood professionals.
NCCTE.FE11.02.01 - Understand skills needed by early childhood professionals.
NCCTE.FE11.02.02 - Interpret responsibilities of early childhood professionals.
NCCTE.FE11.03.00 - Understand observation and teaching methods used in early childhood education.
NCCTE.FE11.03.01 - Understand how to select and use observation methods.
NCCTE.FE11.03.02 - Understand how to select and use teaching methods.
NCCTE.FE11.04.00 - Understand principles and domains of child development, developmental characteristics of children, and theories of child development.
NCCTE.FE11.04.01 - Exemplify principles and domains of child development.
NCCTE.FE11.04.02 - Understand developmental characteristics of children.
NCCTE.FE11.08.00 - Apply policies and procedures to maintain a healthy, safe environment for children.
NCCTE.FE11.08.01 - Understand health and safety policies for early childhood settings.
NCCTE.FE11.08.02 - Apply emergency procedures in early childhood settings.
NCCTE.FE11.09.00 - Understand the history of early childhood education.
NCCTE.FE11.09.01 - Recognize the contributions of leaders in the history of early childhood education.
NCCTE.FE11.09.02 - Explain the influence of historical events on early childhood-related programs and initiatives and their impact on early childhood education.
NCCTE.FE11.10.00 - Understand career trends, opportunities, and options in early childhood education.
NCCTE.FE11.10.01 - Understand career trends and opportunities in early childhood education.
NCCTE.FE11.10.02 - Understand benefits and limitations of work and education options.
NCCTE.FE12.01.00 - Understand goals and strategies for planning and managing early childhood programs.
NCCTE.FE12.01.01 - Compare program goals and types of early childhood programs.
NCCTE.FE12.01.02 - Exemplify strategies for forming positive relationships with parents.
NCCTE.FE12.02.00 - Understand licensing requirements and staffing strategies for early childhood programs.
NCCTE.FE12.02.01 - Interpret licensing requirements for early childhood programs.
NCCTE.FE12.02.02 - Understand strategies for staffing early childhood programs.
NCCTE.FE12.03.00 - Analyze early childhood curricula based on developmentally appropriate practice.
NCCTE.FE12.03.01 - Understand developmentally appropriate practice and factors to consider for developmentally appropriate curricula.
NCCTE.FE12.03.02 - Exemplify curriculum activities that are developmentally appropriate and accommodate multiple intelligences.
NCCTE.FE12.03.03 - Organize a thematic curriculum that is developmentally appropriate.
NCCTE.FE12.04.00 - Create elements of early childhood environments based on developmentally appropriate practice.
NCCTE.FE12.04.01 - Exemplify elements of developmentally appropriate environments in indoor and outdoor early childhood settings and criteria for their selection.
NCCTE.FE12.04.02 - Produce an item for early childhood environments based on standards for developmental appropriateness.
NCCTE.FE12.04.03 - Organize developmentally appropriate learning centers for early childhood environments.
NCCTE.FE12.05.00 - Apply procedures and strategies for working with special groups of children.
NCCTE.2020.FE21.01.00 - Understand the advantages and challenges, expectations, and roles of teachers, and the characterisitics of collaboration.
NCCTE.2020.FE21.01.01 - Understand the advantages and challenges of being a teacher. (Unit 1)
NCCTE.2020.FE21.01.02 - Understand the expectations of the teacher as a member of the school community. (Units 1 and 5)
NCCTE.2020.FE21.01.03 - Compare the various roles of birth to grade 12 (BK - 12) teachers. (Unit 1)
NCCTE.2020.FE21.01.04 - Identify the characteristics of collaboration within the school community. (Unit 3)
NCCTE.2020.FE21.02.00 - Understand philosophies of education, leadership in the classroom, strategies used to develop positive learning environments, and the importance of professional ethics in education.
NCCTE.2020.FE21.02.02 - Compare personal beliefs to the formal philosophies of education (Unit 1).
NCCTE.2020.FE21.02.03 - Examine behaviors teachers exhibit when demonstrating leadership in the classroom. (Unit 5)
NCCTE.2020.FE21.02.04 - Compare strategies teachers use to develop positive learning environments. (Unit 3)
NCCTE.2020.FE21.02.05 - Explain the importance of professional ethics in education (i.e. honesty, integrity, fair treatment, respect for others). (Unit 5)
NCCTE.2020.FE21.03.00 - Understand significant events that have shaped education, how different school structures have evolved, and the changing role of federal, state, and local government in education.
NCCTE.2020.FE21.03.01 - Recall events that influenced the development of education in the U.S (Units 1 and 2)
NCCTE.2020.FE21.03.02 - Compare how different school structures have evolved (e.g. traditional, charter, private, magnet, etc.) (Unit 1)
NCCTE.2020.FE21.03.03 - Examine significant events that have shaped education. (Unit 2)
NCCTE.2020.FE21.03.04 - Examine the changing roles of federal, state, and local government in education. (Unit 2)
NCCTE.2020.FE21.04.00 - Understand NCSCOS, curriculum frameworks, effective teaching practices, strategies and methods to meet different learning needs, and fundamentals of child development.
NCCTE.2020.FE21.04.02 - Compare various curriculum frameworks and how they connect across grade levels and content areas. (Unit 3)
NCCTE.2020.FE21.04.03 - Explore elements of effective practices in teaching (i.e. Universal Design for Learning, specially designed instruction) (Unit 4)
NCCTE.2020.FE21.04.04 - Identify and compare appropriate strategies and methods to meet different learning needs. (i.e. evidence-based and high-leverage practices) (Unit 4)
NCCTE.2020.FE21.05.00 - Understand diversity, advocacy, student needs based on cultural, racial, ethnic, gender-related, religious or socioeconomic factors, recommended practices for diverse children and youth, formative and summative assessments, data use to inform instructional decisions, and required documents used in public schools that supports individual student needs.
NCCTE.2020.FE21.05.01 - Summarize the role and importance of diversity in education and communities. (Units 1, 2, 4, and 5)
NCCTE.2020.FE21.05.02 - Describe appropriate advocacy for students, schools and community. (Unit 5)
NCCTE.2020.FE21.05.03 - Understand varying student needs based on cultural, racial, ethnic, gender-related, religious or socioeconomic factors. (Units 2, 4 and 5)
NCCTE.2020.FE21.05.04 - Explore recommended practices such as prevention, intervention, and communication strategies for diverse children and youth. (Units 2 and 4)
NCCTE.2020.FE21.05.05 - Identify the importance of formative and summative assessment and how data is used to inform instructional decisions. (Units 3 and 4)
NCCTE.2020.FE21.05.06 - Identify required documents used in public schools that supports individual student needs (i.e.: Individual Educational Programs (IEPs), Section 504 Plans, MTSS, Intervention Plans, and Behavior Intervention Plans). (Unit 2)
NCCTE.2020.FE22.01.00 - Understand the importance of collaboration, litigation and legislation, and the teacher's role in creating a foundation of access to education for all students.
NCCTE.2020.FE22.01.01 - Develop a personal philosophy of education and vision of teacher as leader in a diverse society. (Unit 5)
NCCTE.2020.FE22.01.02 - Discuss the importance of collaboration with students, families, and communities. (Unit 6)
NCCTE.2020.FE22.01.03 - Critique the teacher's role as a leader in the classroom, school, and community. (Unit 6)
NCCTE.2020.FE22.01.04 - Determine the role of policy, advocacy, and community services in the education of culturally and linguistically diverse students and students with exceptionalities. (Units 1 and 6)
NCCTE.2020.FE22.01.05 - Categorize opportunities and organizations that can support advocacy for students, families, and communities. (Unit 6)
NCCTE.2020.FE22.02.00 - Understand events that have shaped the educational experiences of special populations, and the role of the school and teacher in meeting a variety of needs of those populations.
NCCTE.2020.FE22.02.01 - Discuss significant political and legal events that have influenced the educational experiences and opportunities of special populations. (Unit 1)
NCCTE.2020.FE22.02.02 - Discuss significant historical and social events that have influenced the educational experiences and opportunities of special populations. (Unit 1)
NCCTE.2020.FE22.02.04 - Describe concepts and practices for inclusion of students with exceptionalities. (Unit 3)
NCCTE.2020.FE22.02.05 - Describe concepts and practices for culturally responsive instruction. (Unit 3)
NCCTE.2020.FE22.03.00 - Understand different school structres, legal and financial influnces, and the role of educational philosophies in shaping the practice of teaching.
NCCTE.2020.FE22.03.01 - Compare and contrast different school structures (e.g., charter, private, magnet, lab schools, etc.) Explain the legal and financial influences on education. (Unit 5)
NCCTE.2020.FE22.03.02 - Evaluate the role of educational philosophies and ethics in shaping curriculum and instruction. (Unit 5)
NCCTE.2020.FE22.03.03 - Analyze the concept of least dangerous assumptions and the influence of expectations in learning outcomes for diverse learners. (Unit 3)
NCCTE.2020.FE22.03.04 - Develop a personal philosophy of education and vision of teacher as leader in a diverse society. (Unit 6)
NCCTE.2020.FE22.04.00 - Understand the ways in which technology supports student access and teaching quality.
NCCTE.2020.FE22.04.01 - Explore appropriate hardware and software to support diverse learning needs. (Unit 4)
NCCTE.2020.FE22.04.02 - Demonstrate how integrated technologies can enhance student learning for individual, group and whole class instruction. (Unit 4)
NCCTE.2020.FE22.04.03 - Examine the alignment of IEP goals, 504 plans, and other personal education plans to the NCSCOS. (Unit 2)
NCCTE.2020.FE22.04.04 - Discuss the role of critical literacy in developing, delivering, and evaluating curriculum and instruction. (Unit 3)
NCCTE.2020.FE22.04.05 - Demonstrate how specific hardware and software can enhance the learning for special needs children. (Unit 4)
NCCTE.2020.FE22.04.06 - Evaluate appropriate curriculum and technology for Pre K - 12 students. (Unit 4)
NCCTE.2020.FE22.05.00 - Understand various school models and systems, intervention and strategies, and practices designed to meet the needs of diverse students.
NCCTE.2020.FE22.05.01 - Understand documents used in public schools and examine the purpose of each (i.e., Title I documentation, PEPs, 504 plans, Individual Educational Programs (IEPs). (Unit 2)
NCCTE.2020.FE22.05.02 - Analyze use of systems in schools that support struggling learners and learners from diverse backgrounds including multi-tiered systems of support, response to intervention, positive behavior intervention support, support for English Language Learners, and culturally responsive instruction. (Unit 2)
NCCTE.2020.FE22.05.03 - Demonstrate application of general interventions and appropriate strategies for all learners as well as specially designed instruction for individual learners. (Unit 3)
NCCTE.2020.FE22.05.04 - Apply promising practices in instruction including culturally responsive instruction, Universal Design for Learning, differentiated instruction, evidence-based, research based, specially designed instruction (SDI), and High Leverage Practices for students of all abilities. (Unit 3)