Missouri Standards for Teacher Education Programs (MoSTEP)

The School of Education ensures that candidates possess the knowledge, skills and competencies defined as appropriate to their area(s) of responsibility.

General Education for Initial Teacher Preparation

The School of Education ensures that candidates have completed general studies courses and experiences in the liberal arts and sciences.
Quality Indicators:

• The general studies include the arts, comunications, history, literature, mathematics, philosophy, sciences and the social sciences.
• The general studies incorporate multi-cultural and global perspecitves.

Content, Professional, Pedagogical and Integrative Studies for Initial Teacher Preparation

The School of Education ensures that candidates have completed a program of content, professional, pedagogical and integrative studies.

MoSTEP Standards/Program Goals

Performance Indicators: The preservice teacher:

1. Knows the discipline applicable to the certification area(s) (as defined by Missouri State Subject Area Competencies).
2. Presents the subject matter in multiple ways.
3. Uses students' prior knowledge.
4. Engages students in the methods of inquiry used in the discipline.
5. Creates interdisciplinary learning.

Performance Indicators: The preservice teacher:

1. Knows and identifies child/adolescent development.
2. Strengthens prior knowledge with new ideas.
3. Encourages student responsibility.
4. Knows theories of learning.

Performance Indicators: The preservice teacher:

1. Identifies prior experience, learning styles, strengths and needs.
2. Designs and implements individualized instruction based on prior experience, learning styles, strengths and needs.
3. Knows when and how to access specialized services to meet students' needs.
4. Connects instruction to students' prior experiences and family, culture and community.

Performance Indicators: The preservice teacher:

1. Selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired).
2. Creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance.
3. Evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.

Performance Indicators: The preservice teacher:

1. Selects alternative teaching strategies, materials and technology to achieve multiple instructional purposes and to meet student needs.
2. Engages students in active learning that promotes the development of critical thinking, problem solving and performance capabilities.

Performance Indicators: The preservice teacher:

1. Knows motivation theories and behavior management strategies and techniques.
2. Manages time, space, transitions and activities effectively.
3. Engages students in decision making.

Performance Indicators: The preservice teacher:

1. Models effective verbal/non-verbal communication skills.
2. Demonstrates sensitivity to cultural, gender, intellectual and physical ability differences in classroom communication and in responses to students' communications.
3. Supports and expands learner expression in speaking, writing, listening and other media.
4. Uses a variety of media communication tools.

Performance Indicators: The preservice teacher:

1. Employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances and to modify instructional approaches and learning strategies.
2. Uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress and to encourage them to set personal goals for learning.
3. Evaluates the effect of class activities on both the individual and the class as a whole, collecting information through observation of classroom interactions, questioning and analysis of student work.
4. Maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents and other colleagues.

Performance Indicators: The preservice teacher:

1. Applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them.
2. Uses resources available for professional development.
3. Practices professional ethics.

Performance Indicators: The preservice teacher:

1. Participates in collegial activities designed to make the entire school a productive learning environment.
2. Talks with and listens to students, is sensitive and responsive to signs of distress and seeks appropriate help as needed to solve students' problems.
3. Seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being.
4. Identifies and uses the appropriate school personnel and community resources to help students reach their full potential.

Performance Indicators: The preservice teacher:

1. Demonstrates an understanding of instructional technology concepts and operations.
2. Plans and designs effective learning environments and experiences supported by informational and instructional technology.
3. Implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning.
4. Uses technological applications to facilitate a variety of effective assessment and evaluation strategies.
5. Uses technology to enhance personal productivity and professional practice.
6. Demonstrates an understanding of the social, ethical, legal and human issues surrounding the use of technology in Pre-k-12 schools and applies that understanding in practice.