Pedagogy: Early Childhood (Birth to Grade 3) Subtest 2
Subarea II. Professional Roles and Responsibilities
0010
Understand how to communicate and interact effectively with families to support and enhance young children's learning and well-being.
- demonstrating knowledge of the importance of communicating with families on a regular basis and strategies for initiating and maintaining effective communication with families and eliciting their support in promoting children's development and learning
- applying knowledge of how to establish and maintain positive, collaborative relationships with families in support of children's learning and well-being (e.g., by respecting families' choices and goals for their children, communicating with families about curriculum and their children's progress, promoting family involvement, showing sensitivity to differences in family structures and social and cultural backgrounds)
- demonstrating knowledge of theories of families (e.g., family systems theory, ecological theory); dynamics, roles, and relationships within families and between families and communities; and how to use information gained by observing family dynamics and relationships to support children's learning and well-being
- applying knowledge of skills and strategies for consulting with families to link children's environments and for addressing family concerns in given situations
- demonstrating knowledge of how to support families in assessing educational options and making decisions related to child development and parenting and how to link families with a range of family-oriented services based on identified resources, priorities, and concerns
0011
Understand how to communicate and interact effectively with colleagues and the community in support of young children's learning and well-being and how to use professional development opportunities and resources, including self-reflection, to improve professional practice.
- demonstrating knowledge of how to work effectively with paraprofessionals and volunteers in the early childhood classroom to ensure their effectiveness in helping promote children's development and learning
- applying knowledge of skills and strategies for consulting and collaborating with other professionals (e.g., counselors, teachers in other classrooms, special education personnel, media specialists, arts teachers) to promote children's development and learning
- demonstrating knowledge of resources in the community (e.g., social service agencies, cultural institutions, businesses) and strategies for using these resources to meet young children's needs and promote their development and learning
- demonstrating knowledge of continuous professional development as a career-long effort and responsibility; the role of reflection and self-assessment in continuous professional growth; and effective strategies for using reflection, self-assessment, critical thinking, problem solving, and self-directed learning to improve teaching practice and achieve professional goals
- demonstrating knowledge of how to use classroom observation, information about children, and various types of research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and modifying teaching practice
- demonstrating knowledge of various professional development opportunities and resources (e.g., professional journals, educational research, online resources, workshops) and how to use them to promote reflection, solve problems, and support professional growth, including continuous development of technology skills relevant to education
- demonstrating knowledge of methods for working effectively with others in the school community (e.g., colleagues, mentors, principals, supervisors) to strengthen teaching knowledge, skills, and effectiveness
0012
Understand the historical, philosophical, and social foundations of early childhood education; the rights and responsibilities of educators, children, and parents/guardians; and legal and ethical guidelines for educators in Minnesota.
- demonstrating knowledge of the historical and contemporary development of early childhood education; the multiple historical, philosophical, and social foundations of early childhood education; and how these foundations influence current thought and practice
- demonstrating knowledge of the effects of societal conditions on children and families and current issues, trends, legislation, and other public policies affecting children, families, and programs for young children and the early childhood profession
- demonstrating knowledge of teachers' roles as public employees and their rights and responsibilities as professionals (e.g., obtaining and maintaining licensure, engaging in appropriate professional practices, addressing the needs of the whole learner, maintaining confidentiality, providing an appropriate education for children with disabilities, recognizing signs of abuse and neglect and reporting cases of known or suspected abuse or neglect, using appropriate practices related to information and technology)
- demonstrating knowledge of the standards of professional conduct in the Code of Ethics for Minnesota Teachers
- demonstrating knowledge of the rights of children in various contexts (e.g., in relation to due process, discipline, privacy, free speech, equal educational opportunity)
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