1

Initial Licensure: Conceptual Framework Alignment

UM Performance Outcomes INTASC Standards State

Standards

Assessments

Integration of Ideas

Candidates demonstrate knowledge

of the disciplines and subject matter

related to curriculum.

Candidates design interdisciplinary

and discrete subject area

instruction to achieve curriculum

goals including effective integration

of history, cultural heritage, and

contemporary status of Montana

Indians, and other diverse

populations.

Candidates use appropriate

technologies and resources to

enhance instruction and student

performance including the

appropriate use of technology to

share information with students

and parents.

Candidates engage students in

learning activities that promote

critical and creative thinking.

INTASC Standard 1:

Content Pedagogy

INTASC Standard 4:

Multiple Instructional

Strategies

INTASC Standard 6:

Communication and

Technology

INTASC Standard 7:

Planning

ARM

10.58.501 (1)

(a) IEFA

(b) Content

(h)

Technology

(i) Planning

(m)

Workforce

Field Experience Progress Report (1-3, 6)

Technology Lesson Pan (Key Assess. 3)

Student Teaching Assessment (1-3, 6)

Graduate Survey (Items 41, 43-44, 46-47, 50-51)

C&I Employer Survey (Items 1, 2, 3, 6)

Elementary

Praxis II (Key Assess. 1) Content Knowledge GPA (Key

Assess. 2) Secondary

Subset GPA (Key Assess. 1) Major GPA (Key Assess. 2)

Cooperative Endeavors

Candidates implement instructional

and behavioral management

strategies to promote a safe and

positive learning environment.

Candidates communicate clearly,

accurately, and professionally with

students and their families,

colleagues, and community

members

INTASC Standard 5:

Motivation and

Management

INTASC Standard 10:

School and Community

Involvement

INTASC Standard 6:

Communication and

Technology

ARM

10.58.501 (1)

(f) Strategies

(g)

Motivation

Field Experience Progress Report (5,8)

Classroom Management Plan (Key Assess. 7)

Student Teaching Assessment (5,8)

Graduate Survey (Items 39, 40, 42, 48)

C&I Employer Survey (Items 5a, 5b, 8)

Respect for Diversity

Candidates select and design

appropriate and authentic means of

INTASC Standard 2:

Student Development

INTASC Standard 3:

ARM

10.58.501 (1)

(c)

Field Experience Progress Report (4,6,9)

Ethics Case Study (Key Assess 8)

2

assessing student learning and

progress.

Candidates design and organize

learning environments to

accommodate learners.

Candidates reflect on professional

responsibilities and demonstrate

commitment to fairness and the

ability of all to learn.

Diverse Learners

INTASC Standard 5:

Motivation and

Management

INTASC Standard 8:

Assessment

INTASC Standard 9:

Reflective Practice

Development

(d) Diverse

Learners

(e) Biases

(j)

Assessment

(k) Prof. Dev.

(l)

Relationships

Student Teaching Assessment (4,6,9)

Graduate Survey (Items 38, 45, 49)

C&I Employer Survey (Items 4, 7, 9)

3

Advanced Curriculum and Instruction: Alignment of Conceptual Framework, Professional Behaviors, and Content Standards

Conceptual Framework Student Outcomes

(SO)

Key Assessments (KA)

Integration of Ideas

Members of a learning community look

beyond the traditionally subject-oriented

curriculum and think about the

interrelationships among and between

subject areas. They work with a variety of

fields of study and search for unifying

themes that cross disciplinary lines. There

is an emphasis on explaining realities and

bringing differing kinds of knowledge to

bear on dealing with actual problems.

SO 2: develop expertise in

professional and pedagogical

knowledge and contribute to the

dialogue based on their research

and experiences;

SO 4: demonstrate their

knowledge through inquiry,

critical analysis, and synthesis of

subject matter.

SO 6: present content to students

in challenging, clear and

compelling ways, using real-

world contexts and integrating

technology appropriately.

KA 1: Comprehensive

Exam.

KA 2: Exit GPA

KA 5: “Techno-fied”

Lesson Plan.

KA 7: Education Research.

Cooperative Endeavors

In a learning community knowing and

learning are viewed as communal acts,

and members are encouraged to assist

each other to learn and grow. There is a

commitment to engage all learners

cognitively and emotionally in acquiring

knowledge that is globally relevant and

personally meaningful. In the process,

members create a cohesiveness that

encourages personal responsibility and

commitment to the group and its goals.

SO 1: collaborate with other

professionals to identify and

design strategies and

interventions that support

learning for all students.

SO 2: develop expertise in

professional and pedagogical

knowledge and contribute to the

dialogue based on their research

and experiences;

SO 7: demonstrate classroom

behaviors that create caring and

supportive learning environments

and encourage self-directed

learning by all students.

KA 3: Curriculum Design.

KA 4: Multicultural

Education in the

Classroom.

KA 6: Universal Design for

Learning & Reflection.

Respect for Diversity and Individual

Worth

A learning community embraces

diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles,

and cultural backgrounds. Diversity is

SO 5. contextualize teaching and

draw effectively on

representations from the

students’ own experiences and

culture, paying particular

attention to those of Native

KA 4: Multicultural

Education in the

Classroom.

KA 6: Universal Design for

Learning & Reflection.

4

valued because of the inherent worth of

each individual who brings his or her

strengths to the community. The ethics

of caring and mutual respect are viewed

as essential for supportive learning

environments that enhance each

member's self- concept and foster risk-

taking, creative collaboration, and

excellence.

American descent.

SO 7: demonstrate classroom

behaviors that create caring and

supportive learning environments

and encourage self-directed

learning by all students.

Professional Behaviors

Fairness

SO 1: collaborate with other

professionals to identify and

design strategies and

interventions that support

learning for all students.

SO 5: contextualize teaching and

draw effectively on

representations from the

students’ own experiences and

culture, paying particular

attention to those of Native

American descent.

SO 7: demonstrate classroom

behaviors that create caring and

supportive learning environments

and encourage self-directed

learning by all students.

KA 3: Curriculum Design.

KA 4: Multicultural

Education in the

Classroom.

KA 6: Universal Design for

Learning & Reflection.

All Students Can Learn

SO 1: collaborate with other

professionals to identify and

design strategies and

interventions that support

learning for all students.

SO 7: demonstrate classroom

behaviors that create caring and

supportive learning environments

and encourage self-directed

learning by all students.

KA 4: Multicultural

Education in the

Classroom.

KA 5: “Techno-fied”

Lesson Plan.

KA 6: Universal Design for

Learning & Reflection.

5

English/Language Arts: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Montana PEPPS 10.58.509

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.509 (1)(a)

10.58.509 (1)(d)

10.58.509 (1)(e)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.509 (1)(b)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.509 (1)(b)

10.58.509 (2)(e)

Professional Behaviors

Fairness

10.58.509 (1)(f)

All Students Can Learn

10.58.509 (1)(b)

10.58.509 (1)(c)

6

Music K-12: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Montana PEPPS 10.58.519

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.519 (1)(b)

10.58.519 (1)(f)

10.58.519 (1)(g)

10.58.519 (1)(p)

10.58.519 (1)(r)

10.58.519 (1)(u)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.519 (1)(e)

10.58.519 (1)(w)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.519 (1)(o)

10.58.519 (1)(q)

10.58.519 (1)(t)

10.58.519 (1)(u)

Professional Behaviors

Fairness

10.58.519 (1)(v)

10.58.519 (1)(y)

All Students Can Learn 10.58.519 (1)(s)

7

10.58.519 (1)(u)

8

School Counseling: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Montana PEPPS 10.58.512

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.512 (1)(a)

10.58.512 (1)(i) 10.58.512

(1)(viii)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.512 (1)(f)

10.58.512 (1)(g)(v)

10.58.512 (1)(g)(vii)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.512 (1)(e)

10.58.512 (1)(g)(vi)

10.58.512 (1)(h)(i)

Professional Behaviors

Fairness

10.58.512 (1)(c)

10.58.512 (1)(g)(ii)

10.58.512 (1)(g)(iv)

10.58.512 (1)(g)(ix)

9

Create a positive environment for student learning

10.58.512 (1)(b)

10.58.512 (1)(g)(iii)

10.58.512 (1)(h)(i)

10

Creative Pulse: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Creative Pulse

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

CP SLO 1

CP SLO 7

CP Outcome 2a

CP Outcome 2b

CP Outcome 2d

CP Outcome 2e

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

CP SLO 5

CP Outcome 2c

CP Outcome 2m

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

CP SLO 2

CP SLO 3

CP SLO 4

CP Outcome 2d

CP Outcome 2g

CP Outcome 2k

CP Outcome 2m

Professional Behaviors

Fairness

CP Outcome 2f

CP Outcome 2h

11

CP Outcome 2l

All Students Can Learn

CP SLO 4

CP SLO 6

CP Outcome 2j

12

Educational Leadership: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Montana PEPPS 10.58.705

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.705 (1)(a)

10.58.705 (1)(d)

10.58.705 (1)(f)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.705 (1)(a)

10.58.705 (1)(b)

10.58.705 (1)(d)

10.58.705 (1)(f)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.705 (1)(d)

10.58.705 (1)(e)

10.58.705 (1)(f)

Professional Behaviors

Fairness

10.58.705 (1)(c)

10.58.705 (1)(e)

Create a Positive Environment for Student Learning

10.58.705 (1)(a) 10.58.705 (1)(b)

10.58.705 (1)(c) 10.58.705 (1)(d)

13

10.58.705 (1)(e) 10.58.705 (1)(f)

10.58.705 (1)(g)

14

Speech Language Pathology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Council on Academic Accreditation in

Audiology and Speech-Language

Pathology (CAA)

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

CAA IV-C,1

CAA IV-D1

CAA IV-D2

CAA IV-E1

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

CAA IV-C,1

CAA IV-D1

CAA IV-D16

CAA IV-E1

CAA IV-E3

CAA IV-E6

CAA IV-E17

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

CAA IV-B2

CAA IV-D6

CAA IV-E5

Professional Behaviors

Fairness CAA IV-B1

Create a positive environment for student learning

15

Mathematics: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework

Key Themes

Content Standards

Montana PEPPS 10.58.518

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.518 (1)(a)

10.58.518 (1)(c)

10.58.518 (1)(d)

10.58.518 (3)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.518 (1)(e)

10.58.518 (1)(f)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.518 (1)(b)

10.58.518 (1)(g)

Professional Behaviors

Fairness 10.58.518 (3)(f)

All Students Can Learn

10.58.518 (2)

10.58.518 (3)(a)

10.58.518 (3)(b)

10.58.518 (3)(c)

10.58.518 (3)(d)

16

10.58.518 (3)(e)

10.58.518 (3)(g)

17

School Psychology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework Content Standards

Montana PEPPS 10.58.707

Integration of Ideas

Members of a learning community look beyond the traditionally subject-

oriented curriculum and think about the interrelationships among and

between subject areas. They work with a variety of fields of study and

search for unifying themes that cross disciplinary lines. There is an

emphasis on explaining realities and bringing differing kinds of knowledge

to bear on dealing with actual problems.

10.58.707 (1)(a)

10.58.707 (1)(c)(ii)

10.58.707 (1)(c)(vi)

10.58.707 (1)(c)(ix)

10.58.707 (2)(e)

10.58.707 (2)(h)(i)

10.58.707 (3)(c)(ii)

10.58.707 (3)(c)(iv)

10.58.707 (4)(b)

10.58.707 (4)(c)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal

acts, and members are encouraged to assist each other to learn and

grow. There is a commitment to engage all learners cognitively and

emotionally in acquiring knowledge that is globally relevant and

personally meaningful. In the process, members create a cohesiveness

that encourages personal responsibility and commitment to the group

and its goals.

10.58.707 (1)(c)(ii) 10.58.707 (1)(c)(iv)

10.58.707 (1)(c)(v) 10.58.707

(1)(c)(vi)

10.58.707 (1)(c)(viii) 10.58.707 (2)(c)

10.58.707 (2)(e) 10.58.707 (2)(h)

10.58.707 (2)(i)

10.58.707 (3)(a)(v)

10.58.707 (3)(a)(vi) 10.58.707

(3)(a)(vii)

10.58.707 (3)(b) 10.58.707 (3)(c)(v)

10.58.707 (4)(d)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities,

10.58.707 (1)(b)

10.58.707 (1)(c)(iv)

18

viewpoints, experiences, learning styles, and cultural backgrounds.

Diversity is valued because of the inherent worth of each individual who

brings his or her strengths to the community. The ethics of caring and

mutual respect are viewed as essential for supportive learning

environments that enhance each member's self- concept and foster risk-

taking, creative collaboration, and excellence.

10.58.707 (1)(c)(v)

10.58.707 (3)(c)(v)

10.58.707 (4)(c)

Professional Behaviors

Fairness

10.58.707 (1)(c)(v)

10.58.707 (1)(c)(viii)

10.58.707 (2)(d)

10.58.707 (2)(g)

10.58.707 (3)(a)(x)

10.58.707 (3)(c)(i)

10.58.707 (3)(c)(ii)

Create a positive environment for student learning

10.58.707 (1) (c)(iv) 10.58.707 (1)

(c)(v)

10.58.707 (1) (c)(vi) 10.58.707 (4)(a)