The Learner and Learning -
Teacher candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3; NCSST 2.1, 2.2, 2.4)

• Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate their learning.
• Design instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.
• Bring multiple perspectives to the discussion of content, including attention to learners' personal, family, and community experiences and cultural norms.
• Collaborate with learners, families/guardians, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
• Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners’ attention.

Application of Content -
Teacher candidates apply the central concepts, tools of inquiry, and structures of the disciplines he/she teaches to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5; NCSST 2.3, 2.5)

• Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
• Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for their learners.
• Create opportunities for students to learn, practice, and master academic language in their content.
• Facilitate learners’ collaborative use of current technology, tools, and resources to maximize content learning in varied contexts and support learner’s growth in international and global perspectives.
• Develop and implement supports for learner literacy development across content areas.

Instructional Practice -
Teacher Candidates plan and implement instruction using a variety of instructional strategies and multiple methods of assessments that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 6, 7, 8; NCSST 2.6, 2.7)

• Select and adapt formative and summative assessments that minimizes sources of bias to support, verify, and document learning.
• Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
• Analyze assessment data to effectively provide feedback and inform future instructional practices.
• Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to learners.
• Select appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill.
• Plan collaboratively with colleagues and other professionals who have specialized expertise to design and jointly deliver appropriate and effective learning experiences to meet unique learning needs.
• Guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area learning and application.

Professional Responsibility -
Teacher candidates engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC 9, 10; NCSST 2.8, 2.9)

• Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards.
• Reflect on personal biases and access resources to deepen understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences.
• Work collaboratively with peers and school colleagues to build ongoing connections with digital and community resources to enhance student learning and well-being.
• Engage in leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change.
• Uphold the expectations of the profession including codes of ethics, professional standards of practice, learner dispositions, and relevant law and policy.

Historiography -
Graduates of the Bachelor of Arts in History for Secondary Education will be able to demonstrate comprehension of the way that history has been written and interpreted over time.

• Describe how history and historical interpretations are used to explain historical events and themes.
• Explain how Historiography reflects the historical context of when it is developed.
• Identify various contexts that contribute to the development of historical narratives.
• Identify Christian perspectives in historical writing and scholarship.

Historical Skills -
Graduates of the Bachelor of Arts in History for Secondary Education will be able to demonstrate skills used by historians in the practice of their craft.

• Conduct research using primary and secondary source material.
• Locate, analyze, and interpret historical evidence using qualitative, quantitative, and public/applied methodologies.
• Evaluate and critique historical sources.
• Communicate concepts effectively through writing.
• Model the ethical standards of the discipline of History.

Historical Events and Themes -
Graduates of the Bachelor of Arts in History for Secondary Education will be able to demonstrate comprehension of major historical events and themes across European, American, Asian, and world civilizations.

• Identify key facts (dates, individuals, places) associated with historical events and their significance.
• Explain the political, economic, or military history of nations, regions, or societies.
• Explain the cultural development including social, intellectual, or religious themes of various peoples, regions, societies, or periods.
• Compare and Contrast patterns of historical events and themes including causes, effects, and comparisons.
• Identify the role of Christianity, or Christians, in the development, or outcomes, of major historical events.

Historical Narrative and Argument -
Graduates of the Bachelor of Arts in History for Secondary Education will be able to demonstrate narrative and argument within the context of history.

• Debate concepts, themes, and outcomes through historical narratives.
• Constructively critique the ideas of others through peer review.
• Employ proper methods for historical citation and avoidance of plagiarism.
• Conduct ethical historical research and writing.
• Explain historical concepts to others through presentation.