Welcome to
the ACEI Standards Matrix section of my portfolio. The matrix
below provides a listing of the ACEI Standards and my
corresponding portfolio artifacts that show evidence of meeting
each standard. Links have been provided to access each artifact.
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ACEI Standards |
Artifact |
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ACEI Standard
1: Development, Learning and Motivation |
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1. Development, Learning and Motivation-
Candidates must know, understand and
use the
major concepts, principles, theories, and research
related to development of children and young
adolescents to construct learning opportunities that
support individual students’ development,
acquisition of knowledge, and motivation. |
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ACEI Standard
2: Curriculum |
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2a. English
Language Arts—Candidates demonstrate a high
level of competence in use of English language arts
and they know, understand, and use concepts from
reading, language and child development, to teach
reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully
apply their developing skills to many different
situations, materials, and ideas. |
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2b. Science—Candidates
know, understand, and use fundamental concepts in
the subject matter of science—including physical,
life, and earth and space sciences—as well as
concepts in science and technology, science in
personal and social perspectives, the history and
nature of science, the unifying concepts of science,
and the inquiry processes scientists use in
discovery of new knowledge to build a base for
scientific and technological literacy. |
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2c. Mathematics—Candidates know, understand,
and use the major concepts, procedures, and
reasoning processes of mathematics that define
number systems and number sense, geometry,
measurement, statistics and probability, and algebra
in order to foster student understanding and use of
patterns, quantities, and spatial relationships that
can represent phenomena, solve problems, and manage
data. |
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2d. Social studies—Candidates know,
understand, and use the major concepts and modes of
inquiry from the social studies—the integrated study
of history, geography, the social sciences, and
other related areas —to promote elementary students’
abilities to make informed decisions as citizens of
a culturally diverse democratic society and
interdependent world. |
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2e. The arts—Candidates know, understand, and
use—as appropriate to their own understanding and
skills—the content, functions, and achievements of
dance, music, theater, and the several visual arts
as primary media for communication, inquiry, and
insight among elementary students. |
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2f. Health education—Candidates know,
understand, and use the major concepts in the
subject matter of health education to create
opportunities for student development and practice
of skills that contribute to good health. |
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2g. Physical education—Candidates know,
understand, and use—as appropriate to their own
understanding and skills—human movement and physical
activity as central elements to foster active,
healthy life styles and enhanced quality of life for
elementary students. |
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2h. Connections across the curriculum—Candidates
know, understand, and use the connections among
concepts, procedures, and applications from content
areas to motivate elementary students, build
understanding, and encourage the application of
knowledge, skills, and ideas to real world issues. |
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ACEI Standard
3: Instruction |
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3a.
Integrating and applying knowledge for instruction—Candidates
plan and implement instruction based on knowledge of
students, learning theory, subject matter,
curricular goals, and community. |
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3b. Adaptation
to diverse students—Candidates understand how
elementary students differ in their development and
approaches to learning, and create instructional
opportunities that are adapted to diverse students. |
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3c.
Development of critical thinking, problem solving,
performance skills—Candidates understand and use
a variety of teaching strategies that encourage
elementary students’ development of critical
thinking, problem solving, and performance skills. |
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3d. Active
engagement in learning—Candidates use their
knowledge and understanding of individual and group
motivation and behavior among students at the K-6
level to foster active engagement in learning, self
motivation, and positive social interaction and to
create supportive learning environments. |
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3e. Communication to foster collaboration—Candidates
use their knowledge and understanding of effective
verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration,
and supportive interaction in the elementary
classroom. |
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ACEI Standard
4: Assessment of Instruction |
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4. Assessment for instruction—Candidates
know, understand, and use formal and informal
assessment strategies to plan, evaluate and
strengthen instruction that will promote continuous
intellectual, social, emotional, and physical
development of each elementary student. |
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ACEI Standard 5:
Professionalism |
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5a. Practices and behaviors of developing career
teachers-Candidates
understand and apply practices and behaviors that
are characteristic of developing career teachers. |
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5b.
Reflection and evaluation-Candidates
are aware of and reflect on their practice in light
of research on teaching and resources available for
professional learning; they continuously evaluate
the effects of their professional decisions and
actions on students, parents, and other
professionals in the learning community and actively
seek out opportunities to grow professionally. |
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5c.
Collaboration with families-Candidates
know the importance of establishing and maintaining
a positive collaborative relationship with families
to promote the academic, social, and emotional
growth of children. |
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5d.
Collaboration with colleagues and the community-Candidates
foster relationships with school colleagues and
agencies in the larger community to support
students’ learning and well-being. |
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