"A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank...but the world may be a better place because I made a difference in the life of a child."
-- Forest Witchcraft
ACEI Standards
Welcome to the Association of Childhood Education International (ACEI) Standards section of my web portfolio. The ACEI Standards are listed below along with my corresponding portfolio artifacts that provide evidence of meeting each standard. . Each artifact begins with a written reflection that identifies why each document was included and what I learned from the task (links have been provided to access the artifacts).
ACEI Standards
ACEI Standard 1: Development, Learning and Motivation
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.
Standard 1 artifact #1: Artifact 1.1 -Philosophy of Teaching Statement.docx
ACEI Standard 2: Curriculum
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.
Standard 2a artifact #1: Artifact 2a.1 - Fluency Lesson Plan.docx
Standard 2a artifact #2: Artifact 2a.2 - Comprehension (fiction) Lesson Plan.docx
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.
Standard 2b artifact #1: Artifact 2b.1 - Mold Fossil Formation Lesson Plan.docx
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.
Standard 2c artifact #1: Artifact 2c.1 - Geometry Lesson Plan.pptx
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.
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.
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.
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.
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.
ACEI Standard 3: Instruction
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.
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.
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.
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.
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.
ACEI Standard 4: Assessment of Instruction
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.
Standard 4 artifact #1: Artifact 4.1 - Math Performance Assessment.docx
Standard 4 artifact #2: Artifact 4.2 - Reading Observation Survey Summary Sheet.docx
ACEI Standard 5: Professionalism
5a. Practices and behaviors of developing career teachers-Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
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.
Standard 5b artifact #1: Artifact 5b.1 - Small Scale Literature Review.docx
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.
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.
