Graduate Program Assessment

Alignment of Duke's Knowledge, Skills and Dispositions (KSD) with NC Professional Teaching Standards

NC Professional Teaching Standards Unit Knowledge, Skills and Dispositions (KSD)
Standard I
Teachers demonstrate leadership

Candidates exhibit the characteristics of professional teachers and emerging leaders.

Observable Indicators
Candidates 1) participate as part of a professional learning community; 2) collaborate with colleagues, students, parents, and community partners; 3) identify the ethical, legal, research, and policy issues that influence current education debates; 4) advocate on behalf of students and schools; and 5) act in consideration of fairness.
Standard II
Teachers establish a respectful environment for a diverse population of students

Candidates understand the needs of diverse learners and model the behaviors of culturally responsive teachers. 

Observable Indicators
Candidates 1) acknowledge and appreciate diversity, 2) adapt instruction in consideration of individual differences among students, 3) create caring classroom environments that model the ideals of fairness for all, 4) develop positive relationships with students, and 5) involve families in the education of students.
Standard III
Teachers know the content they teach

Candidates demonstrate core content knowledge in the academic areas for which they seek licensure.

Observable Indicators
Candidates 1) align instruction with the North Carolina Standard Course of Study, 2) recognize connections within and between content areas/disciplines, and 3) present content to students in meaningful and relevant ways.
Standard IV
Teachers facilitate learning for their students

Candidates believe all students can learn and use a variety of effective instructional methods to positively impact student learning.

Observable Indicators
Candidates 1) utilize the basic principles of child and adolescent psychology to nurture both the cognitive and affective domains; 2) communicate content, concepts, goals, and standards effectively; 3) competently integrate 21st-century skills (i.e. critical thinking, problem solving, collaboration and leadership skills) and technologies into their teaching; 4) design a fair and equitable assessment system; 5) consistently monitor student growth, and 6) establish a community of learning.
Standard V
Teachers reflect on their practice

Candidates practice regular reflection to increase their effectiveness in the classroom and to grow and thrive in their profession. 

Observable Indicators
Candidates 1) set professional goals and monitor progress in meeting them, 2) engage in systematic reflection to analyze the impact their instruction has on student learning; 3) are committed to fairness; and 4) modify their practice accordingly to ensure all students exhibit growth.