Current through Register Vol. 50, No. 9, September 20, 2024
A. The teacher candidate designs
instructional learning outcomes written in terms of what children will learn
rather than do and includes indicators from applicable Louisiana birth to five
early learning development standards (ELDS) domains, and are appropriate for
diverse learners such as special education and ESL students.
B. The teacher candidate provides emotional
and behavioral support to children as indicated by the following:
1. creating a positive environment that
supports emotional connections between children and adults and between children
and peers;
2. exhibiting an
awareness and sensitivity to the emotional and learning needs of
children;
3. allowing opportunities
for exploration while providing comfort, reassurance, and encouragement;
and
4. placing emphasis on the
perspectives, interests, motivations, and points of view of the
children.
C. The teacher
candidate manages classroom organization to support child development as
indicated by the following:
1. setting clear,
age-appropriate expectations for child behavior;
2. supporting positive behavior by using
effective methods, including but not limited to highlighting positive behaviors
and redirecting misbehaviors;
3.
promoting the ability of children to self-regulate behavior, including but not
limited to using a proactive approach and planning to minimize
disruptions;
4. managing
instructional and learning time and routines so children have maximum
opportunities to be engaged in learning activities;
5. maximizing the interest and engagement by
being actively involved in the learning process; and
6. using a variety of materials and
modalities to gain the interest and participation in activities.
D. The teacher candidate provides
engaged instructional support for learning as indicated by the following:
1. using interactions and discussions to
promote higher-order thinking skills and cognition;
2. focusing on promoting understanding rather
than on rote instruction or memorization;
3. providing feedback that expands learning
and understanding;
4. scaffolding
learning to provide supportive guidance so that children can to achieve
competencies and skills independently;
5. providing opportunities for conversations
for the purpose of promoting opportunities for language use;
6. utilizing open-ended questioning
techniques to allow children to put language together to communicate more ideas
in increasingly complex ways;
7.
modeling language use and forms through repeating and extending child responses
and through self and parallel talk; and
8. using a variety of words and language
forms that are new and unique to extend understanding of these parts of
language.
E. The teacher
candidate uses assessment to guide planning and understand child levels of
growth and development as indicated by the following:
1. conducting observation-based assessments
in a systematic, ongoing manner throughout daily routines and
activities;
2. gathering and using
assessment data for the purpose of planning instruction, activities, and
experiences that further promote child development and learning;
3. reflecting on child assessment data and
connections to teacher action to make changes to continuously improve practice;
and
4. making decisions based on
the progress of child development with reliability.
AUTHORITY
NOTE: Promulgated in accordance with
R.S.
17:6(A)(10), (11), and (15),
R.S.
17:7(6),
R.S.
17:10,
R.S.
17:22(6),
R.S.
17:391.1-391.10, and
R.S.
17:411.
