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New Jersey Professional Standards for Teachers

Standard Two - Human Growth and Development

Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development. [See suggested resources below.]

KNOWLEDGE Teachers know and understand:	DISPOSITIONS Teachers value and are committed to:	PERFORMANCES Teachers apply:
2.1 How students construct knowledge, acquire skills and develop habits of mind and how to use instructional strategies that promote student learning; 2.2 How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values; and 2.3 How to identify and teach to the developmental abilities of students, which may include learning differences, visual and perceptual differences, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities.	2.4 The educability of all children and adolescents; 2.5 The belief that all children and adolescents bring talents and strengths to learning; 2.6 Appreciation for multiple ways of knowing; 2.7 The diverse talents of all students and to helping them develop self-confidence and subject matter competence. 2.8 The belief that all children and adolescents can learn at high levels and achieve success.	2.9 Learning theory to accommodate differences in student intelligence, perception, cognitive style and achievement levels.
Suggested Resources
Brain Research and Reading - review by Gordon Sherman. Questioning and Brain Research, from Prince George's County Public Schools, MD. Honoring Ways of Knowing, from Columbia University.	A Listing of Instructional Strategies and Methods. Self-Selected Reading. Teaching and Learning Mathematics, 2000 - Teacher Attitudes and Student Attitudes (a section on p.57).	Good Classroom Teaching for All Kinds of Learners, from Ennis William Cosby Foundation. Critical Issue: Enhancing Learning Through Multiage Grouping, from North Central Regional Educational Laboratory (NCREL).

KNOWLEDGE
Teachers know and understand:

DISPOSITIONS
Teachers value and
are committed to:

PERFORMANCES
Teachers apply:

2.1 How students construct knowledge, acquire skills and develop habits of mind and how to use instructional strategies that promote student learning;

2.2 How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values; and

2.3 How to identify and teach to the developmental abilities of students, which may include learning differences, visual and perceptual differences, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities.

2.4 The educability of all children and adolescents;

2.5 The belief that all children and adolescents bring talents and strengths to learning;

2.6 Appreciation for multiple ways of knowing;

2.7 The diverse talents of all students and to helping them develop self-confidence and subject matter competence.

2.8 The belief that all children and adolescents can learn at high levels and achieve success.

2.9 Learning theory to accommodate differences in student intelligence, perception, cognitive style and achievement levels.

Suggested Resources

Brain Research and Reading - review by Gordon Sherman.
Questioning and Brain Research, from Prince George's County Public Schools, MD.
Honoring Ways of Knowing, from Columbia University.

A Listing of Instructional Strategies and Methods.

Self-Selected Reading.

Teaching and Learning
Mathematics, 2000 - Teacher Attitudes and Student Attitudes (a section on p.57).

Good Classroom Teaching for All Kinds of Learners, from Ennis William Cosby Foundation.

Critical Issue: Enhancing Learning Through Multiage Grouping, from North Central Regional Educational Laboratory (NCREL).