Standards for Teachers of Children of Poverty

These strategies were developed for educators to encourage healthy brain development, promote student investment learning, and ultimately improve achievement and likelihood of success. They have been incorporated into every teacher education program at Francis Marion University.

TEACHING CHILDREN OF POVERTY STANDARDS AND ELEMENTS


  • Standard 1. Life in Poverty

    • ELEMENT 1.1 Apply current research to interpret the impact of life in poverty as it relates to educational environments .
    • ELEMENT 1.2 Apply current research-based knowledge, skills, and dispositions to generate and implement classroom strategies designed to support the unique needs of children who live with limited resources
  • Standard 2. Language and Literacy

    • ELEMENT 2.1 Apply current research to explain the nature and impact of language differences frequently registered by children of and in poverty.
    • ELEMENT 2.2 Apply current research to generate and implement appropriate strategies for facilitating language learning in the home. (Clinical)
    • ELEMENT 2.3 Apply current research-based knowledge, skills, and dispositions to create effective instructional environments that support the growth of language skills of children of or in poverty. (Clinical)
  • Standard 3. Family and Community Partnerships

    • ELEMENT 3.1 Apply current research to explain how family structures of children of or in poverty impact home-school-community partnerships.
    • ELEMENT 3.2 Apply current research-based knowledge, skills, and dispositions to generate and implement of a plan for partnerships between home, school and community stakeholders or for participation in related service learning.(Clinical)
  • Standard 4. Classroom Community

    • ELEMENT 4.1 Apply current research to compare the social, emotional, and cognitive developmental needs of under-resourced students with those of their more affluent peers.
    • ELEMENT 4.2 Apply current research-based knowledge, skills, and dispositions to create and implement classroom strategies that cultivate a positive classroom community that relies upon success-oriented strategies and in which under-resourced students are recognized as capable learners.
  • Standard 5. Curriculum Design, Instructional Strategies, Assessment

    • ELEMENT 5.1 Apply current research to explain the importance of assessing students’ background knowledge prior to planning instruction.
    • ELEMENT 5.2 Apply current research to a) explain how alignment of mandated curriculum with instruction and assessment impacts achievement of children of poverty; and b) analyze (align) content standards with planned instruction and assessment.
    • ELEMENT 5.3 Apply current research to explain appropriate types of assessment methods that may be more equitable for children of or in poverty.
    • ELEMENT 5.4 Apply research-based knowledge, skills, and dispositions to create and implement results-driven instructional strategies and assessments that may be more equitable for children of or in poverty. 
  • Standard 6. Teachers as Leaders, Learners, and Advocates

    • ELEMENT 6.1 Apply current research to generate an appropriate plan for lifelong learning that includes the elements of self-reflection and self-evaluation, especially as they relate to personal qualities, including knowledge, skills, and dispositions, necessary for success as a teacher of children of or in poverty.
    • ELEMENT 6.2 Apply current research-based knowledge, skills, and dispositions to exemplify professional leadership through participation in a variety of professional activities that focus on the issues that impact children of or in poverty.
    • ELEMENT 6.3 Apply current research-based knowledge, skills, and dispositions to advocate for children of or in poverty by creating and executing appropriate advocacy activities designed to illuminate their needs and improve their academic success.

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to Prepare Teachers of Children of Poverty