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Faiza Soliman
About Me
resume
Teaching Philosaphy
Professional Document
Parent Communication
Observation & Assessment
Evaluation-Reflection
crriculum& Instruction
InTASC Standards
InTASC Standards Category 1: The Learner & Learning
InTASC Standard #01: Learner Development
InTASC Standard #02: Learning Differences
InTASC Standard #03: Learning Environments
InTASC Standards Category 2: Content
InTASC Standard #04: Content Knowledge
InTASC Standard #05: Application of Content
InTASC Standards Category 3: Instructional Practice
InTASC Standard #06: Assessment
InTASC Standard #07: Planning for Instruction
InTASC Standard #08: Instructional Strategies
InTASC Standards Category 4: Professional Responsibility
InTASC Standard #09: Professional Learning and Ethical Practice
InTASC Standard #10: Leadership and Collaboration
NAEYC Standards
NAEYC Standard 1. Promoting Child Development And Learning
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
NAEYC Standard 2. Building Family And Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
NAEYC Standard 3. Observing, Documenting, And Assessing To Support Young Children And Families
NAEYC Standard 4. Using Developmentally Effective Approaches
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
NAEYC Standard 5. Using Content Knowledge To Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child
NAEYC Standard 6. Becoming A Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
NAEYC Standard 7. Early Childhood Field Experiences
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
Faiza Soliman
https://drive.google.com/drive/folders/1rqKLXSnbqFg2Z4bgrPOWxEBk53-28Wtt?usp=sharing
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