Justin Phillips Development Standards Project Page 1

Developmental Standards Project

Justin Phillips

EDPS 250

Dr. Swanson
Justin Phillips Development Standards Project Page 2

Introduction

I am studying music education here at Ball State University in hopes of becoming a music

teacher. Whether I am teaching elementary, middle school, or high school, I will encounter many

students across all paths of life. Since band classes are so large, I will have students with a wide

range of varying abilities. The purpose of this project is to demonstrate my understanding of

InTASC 1, the All Grade Standards, and the Ball State Conceptual Framework. InTASC 1

states:

The teacher understands how learners grow and develop, recognizing that patterns of learning

and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas, and designs and implements developmentally appropriate and challenging

learning experiences.

Concepts in development:

1. Incidence in behavior problems and children living in poverty

2. Bullying and the development of depression and suicidal risk

3. Students with intellectual disabilities and fine motor skills

4. Classroom environments and achievement

5. ADHD and self-perception

6. Drug abuse, anxiety, and depression

7. Divorce, depression, and academic achievement

8. Child maltreatment, anxiety, and cognitive ability

9. Eating disorders, well-being, and academic achievement

Developmental Research #1

1. Incidence in behavior problems and children living in poverty.

Justin Phillips Development Standards Project Page 3

Despite the fall in poverty rates around the 1990s, they have been rising recently. As of now,

about 15% of Americans fall under the poverty line. That is over 46 million people. This statistic

also includes children. 22% of children in America live in poverty (Berk & Meyers, 2016).

While children who live in poverty are at a high risk to suffer from poor physical health, defects

in cognitive development, and mental illness, they are also more likely to suffer from impulsivity

and aggression (Berk & Meyers, 2016). Another study had rather similar results. In this study

they collected information from 357 children, all living in a diverse, low income, urban area in

the Midwest. Behavior problems were addressed by the parents through a questionnaire (Holtz,

Fox, & Meurer, 2015). They combined the frequencies of never, sometimes and often to discover

behavior problems. Children living in poverty are very likely to engage in tantrums, hitting or

bothering. (All 60% or higher.) Differences between gender were also found in this study. Boys

demonstrated higher rates of externalizing bad behaviors. Age between children also displayed a

difference. Younger children were more likely to exhibit behavior problems than older children

(Holtz et al, 2015). This study displayed no evidence that these behavioral problems were

genetically inherited. However, children living in poverty are exposed to a number of

environmental factors that make them more likely to have behavioral implications.

Instructional Decision #1

While these statistics are sobering, I believe they are important to realize. Almost one fourth of

the children in America live in poverty. Thats a lot of children at risk for developing impulsive,

aggressive, and antisocial behavior problems. Throughout my future career, I know I will have a

student that embodies these problems. One of the most important things to do is to establish a

relationship with them. While there is no way to tell what their home life is like, it is likely that a

child in poverty doesnt have a significant amount of support. I will need to take on that role. It
Justin Phillips Development Standards Project Page 4

is important for the child to know that you respect them and want to support them. Because these

behavior problems stem from their environment, I know I can create an environment that

encourages good behavior (AG 1.3). Instead of just solely playing or teaching music, I can and

should teach life lessons along with that. For example, every wrong note that a student plays has

a consequence that affects you the whole band. The same goes in real life. Every rude or mean

action you do has consequences that affect you and the people involved. This study also made

me rethink the way I should address a student misbehaving. Instead of yelling, or embarrassing

them in front of a class, I should pull them aside (AG 2.5). First off I should establish that I

dislike their behavior, not them. Instead of immediate punishment, I should give them a chance

to respond positively, and help them come up with ways to correct their behavior (Scholastic,

2005). Finally, as a teacher I need to be the best role model I can showing students in poverty or

not the behavior I expect from them. With this in mind, I have the ability to help and change

students behavioral misunderstandings or problems.

Developmental Research #2

2. Bullying and the development of depression and suicidal risk.

While school should be a place that every child feels comfortable going to, that is not the case.

Students around the globe fear going to school because they may be bullied. While, bullying may

hurt their feeling or hurt them physically, bullying hurts kids futures as well. Bullying and peer

rejection is strongly associated with poor performance, depression, dropping out, behavioral

issues, and substance abuse. However, bullying is also associated with and suicidal risk (Berk &

Meyers, 2016). A study was completed in rural and semi-urban Pennsylvania to see how

different types of bullying and the extent of the bullying effects depression and suicide risk. 10

primary care offices used a Behavioral Health Screen (BHS) to test children with behavioral
Justin Phillips Development Standards Project Page 5

health concerns. They divided bullying into verbal, physical, cyber and cumulative bullying. The

results found that verbal bullying is the most destructive. Children who are victims of verbal

abuse are linked with suicide risk severity. Verbal bullying was also the only type associated

with suicide attempt. Surprisingly, physical bullying seemed to have the least amount of

repercussions. While it may hurt and embarrass a child, physical bullying causes less severe

psychological effects (Kodish et al, 2015). As stated earlier, bullying is associated with

depression. A child who with depression may already feel isolated with a low self-esteem. When

you combine that with bullying it can contribute to increased suicide risk.

Instructional Decision #2

During my time as a high schooler, I experienced the loss of a peer. I didnt know her, but I wish

I could have done something before she took her life. Even though it was only one student, the

entire school felt empty without her. This bone chilling event is one I hope to never experience

again, especially as a teacher. I will be able to use the knowledge from this study to prevent

bullying and ultimately suicide. First off, I will need to be a role model for my students. I can do

this by treating students the same way I expect them to treat each other. It is imperative that I

give my students, other faculty, and myself complete respect. As a future band teacher, it is also

important that my class is completely judgment free and bully free. My students should be able

to play their best without fear of judgement or teasing of other students (AG, 5.1). I will do this

by establishing strict rules from the first day. Psychologist Dan Olweus suggests using

immediate consequences for aggressive behavior and immediate rewards for inclusive behavior

(Education World, 2011). Both victims and bullies should have separate individualized

conversations. I can address what happened and how to move forward from this event. I can

work with the bully on how to amend and stop the aggressive behavior. It is important not to be
Justin Phillips Development Standards Project Page 6

too critical with bullies because there is often something triggering this behavior. I also cant be

too harsh on bullies because I need to keep a positive relationship with every student (AG 2.4).

Not only will I talk with each student, but after an event occurs I believe I should talk to their

parents as well. This way the parent knows more and can monitor their childs mental and

behavioral health. This is an issue I have first-hand experienced and dealt with the repercussions.

My future classrooms will have a zero tolerance policy for bullying. This is a decision and

practice that may save a childs life.

Developmental Research #3

Students with intellectual disabilities and fine motor skills.

A child with an intellectual disability (ID)is characterized by having limitations in intellectual

abilities and everyday social skill. Around 5-10% of all school age children are burdened with an

intellectual ability (Berk & Meyers, 2016). It is well known that students with intellectual

disabilities struggle with learning. However, there is also a relationship between intellectual

disabilities and fine motor skills. A study was completed in Finland to determine this

relationship. The authors used a group of children with ID and a control group without any

disabilities. Each child was individually given the Ulrichs Test of Gross Motor Development

(TGMD). Children with ID were first taught each exercise to make sure they completely knew

what they were doing. If a child with ID displayed any behavioral issues that resulted in not

trying to complete the task, their score was not recorded. They were assessed on tasks such as

running, jumping, kicking, hitting a stationary ball, and catching. The results showed that

children with an ID showed a significant difference in motor skills than those without. (Rintala &

Loovis, 2013) When using subtest standard scores, most of the participants with an ID ranked a

score of very poor. In fact, 96% of the participants did not score a proficient level of motor
Justin Phillips Development Standards Project Page 7

skills (Rintala & Loovis, 2013). Comparing this samples scores of the TGMD with national

scores showed that kids with an ID have a delay in motor skills development of 5-6 years. A

sixth grader with an ID may have the same motor skills score as a healthy child in first grade.

The study also showed that there was no significant difference in scores between boys and girls

with ID. In conclusion, this study found that students with ID display motor skills significantly

behind their same age peers.

Instructional Decision #3

After playing in the band for over half of my life, I know that perfecting an instrument does take

precise and fine motor skills. However, as a future music educator, it is not my mission to create

world class musicians. I want to teach my kids the significance and the enjoyment of music. This

is why I will make sure students with ID can participate and thrive in my classroom. These

students may have a hard time with reading music, as well as the executive functions of playing

an instrument. There are several strategies I can implement to ensure that students with ID can

succeed in my band room. First, I can implement a buddy system. Students who have a harder

time playing and reading music can sit next to an advanced student who can help them with their

instrument. This encourages positive social skills as well as helping their playing ability (AG

2.3). I can also take on the task of modifying their part. For example, if they are struggling

reading the original sheet music I am able to make their part bigger on the page. I will also be

able to use my newly learned arranging skills to create a new part specifically tailored for their

ability (AG, 1.5). It is important that I also develop a relationship with every student so I know

whether they need this extra attention. Even though students with ID may never be a music

major or a maestro, it is still important that they have the opportunity to participate, enjoy and

succeed in music.
Justin Phillips Development Standards Project Page 8

Developmental Research #4

Classroom environments and achievement.

With thousands of difference school systems and the teachers inside them, there is a large variety

of classroom environments. Some work much better than others. A study in 2001 showed that

students who were in classrooms with high teacher support and promotion of student interaction

gained more academic motivation. In classrooms based on competition and public comparison,

this motivation declined (Berk & Meyers, 2016). A study was completed in 2014 that backed up

this previous study. The authors collected 500 questionnaires from students in Beijing. Each

questionnaire contained 30 scaler questions ranking agreeableness from 1-7. These questions

were divided into categories of communication, achievement sharing, classroom environment,

and learning performance (Shan, Li, Shi, Wang, & Cai, 2014). Achievement sharing refers to

acknowledging every students achievements and sharing that rather than criticism. The results

showed that effective communication, achievement sharing, and a positive classroom

environment provide the student with more academic motivation and achievement. While all of

these are vital to a students success, one proved to be more prominent than the other. There was

a much stronger relationship between effective communication and academic achievement (Shan

et al, 2014). These studies show significant evidence that a positive classroom environment that

includes effective communication and achievement sharing will yield more academic motivation

and success.

Instructional Decision #4

As I reflect on my time in school and especially my time in the band classroom, I remember a

consistent problem of unmotivated students. Many people lacked the motivation to practice and

become better musicians. This article gives me insight to why that may be. Our school only had
Justin Phillips Development Standards Project Page 9

two bands AKA the good band and the bad band. There was always a lot of competition to get

into the better band. Students were constantly being compared in auditions and play offs. This

hostile and competition oriented classroom may have caused the lack in student motivation and

achievement. I will implement several strategies to create an environment that encourages

student achievement. First off, I want as little competition as possible. I will communicate to my

students from the first day that judging other peoples playing is not tolerated. Everyone will be

at their own level, and the only thing that matters in my class is their individual growth. In order

to track this growth, I will assess my students informally and formally. These assessments allow

me to share achievement with them. I will avoid criticism at all times. Instead, I can tell them

what they have achieved and encourage them with ways to improve. In order to communicate

effectively, I can cater to different types of learning. I will explain things verbally, visually, and

aurally to make sure all types of learners understand what I am saying (AG, 1.2). I will want all

of my students to succeed but if I expect them to do their part, I need to do my part in making my

classroom a successful environment.

Developmental Research #5

ADHD and self-perception.

Around 3-7% of children in the U.S. are diagnosed with attention-deficit hyperactivity disorder

(ADHD). Children with ADHD typically have a hard time staying focused and many are

hyperactive. These children often have difficulty in memory, reasoning, and problem solving in

academic and social situations (Berk & Meyers, 2016). However, students diagnosed with

ADHD early on may develop self-perception problems regarding their achievement and future.

269 adolescents with and without ADHD chose to be part of a study. Teachers, parents, and

students all filled out three questionnaires. One in 6th grade, 11th grade, and 12th grade. These
Justin Phillips Development Standards Project Page 10

questionnaires asked about behavior, academic achievement, self-perception of academic

achievement and future orientation (Scholtens, Rydell & YangWallentin, 2013). This study

showed that students with ADHD and who have poor academic performance as well as poor self-

perception of academic performance will continue this trend. By the 11th grade their performance

hadnt improved and their self-perception was also negative. By the 12th grade, these students

picture a grim future in front of them. Most of these 12th graders did not envision themselves

having a successful future. The author summarizes the results by saying that early ADHD

symptoms could cast a long shadow on young peoples academic progress and perception of that

progress (Scholtens et al, 2013). The author adds that there may be underlying factors that effect

this besides ADHD. Children in poor circumstances without inspiration or good role models will

also likely follow this trend.

Instructional Decision #5

This article is a great reminder of how important my future career will be to countless lives. I

know that in this career I will encounter students with ADHD. Now that I know that students

with ADHDs future may be at stake, I need to adapt my classroom to ensure that every child is

succeeding and understands their achievements. The first thing I will need to do is learn which

students may have ADHD or other learning disabilities. If the information is not given to me, I

can monitor behavior for symptoms of these disorders. I learned in the article that students who

think theyre doing poorly early on will continue to do poorly. This is why I need to focus on

students progress, so they can see how they are improving throughout the year. I will

incorporate lots of assessment into my music classrooms, so students have ample opportunities to

see their successes. I will not give criticism in my feedback. I will always start with telling them

what was good and how they improved, next I can offer friendly tips on how to further improve.
Justin Phillips Development Standards Project Page 11

In order to help students with ADHD succeed in the class, I will try and seat these students away

from a door or window. I will also give instructions slowly and one at a time. Patience will be

important as well, as I may have to repeat directions multiple times for these students

(Helpguide, 2017). I will never want to embarrass a student in front of the class, so if a student is

having trouble paying attention, I will talk to them privately, creating a plan with them on how to

pay attention better (AG 5.5).

Developmental Research #6

Drug abuse, anxiety, and depression.

Teenage drug and alcohol use has generally declined since the 1990s, but a surprising

proportion of teenagers still engage in this use. The most recent nationally representative survey

of U.S. teenagers shows that 26% of tenth graders has tried smoking, 52% drinking, and 39% at

least one illegal substance. By the time teenagers graduate, 9% smoke cigarettes daily, 22% will

engage in heavy drinking at least every two weeks, and 25% will have tried at least one highly

addictive substance (Berk & Meyers, 2016). While these statistics may be declining, another one

is rising. As states continue to passed laws to legalize medical and or recreational marijuana,

more teenagers have access to it. This has also caused less adolescents to consider that regular

marijuana use is risky (Berk & Meyers, 2016). Even though most teenagers who try alcohol,

tobacco, or drugs are just experimenting, this experimentation should not be taken lightly.

Because an adolescents brain is still developing, introducing drugs can cause serious

consequences. Teenagers who use drugs in order to cope with normal stresses will not learn

responsible decision making or other coping methods. Teenagers who are drug users will exhibit

serious adjustment problems including anxiety, depression, and antisocial behavior (Berk &

Meyers, 2016). These teenagers will eventually enter a marriage or job and they will take these
Justin Phillips Development Standards Project Page 12

problems with them. Young people are very curious so it is natural for an adolescent to

experiment with drug or alcohol, but becoming a drug user can cause lasting consequences.

Instructional Decision #6

Having gone through high school, these statistics surprise me. I would have originally thought

that these statistics would be higher. Drug and alcohol use was very prevalent in my high school.

While most of this use was marijuana, I have seen other drugs such as Xanax or LSD hurt

several students lives. Because I have seen some of the devastating and lasting impacts that drug

abuse has on teenagers, I need to do my best in keeping students away from this behavior. From

my experience, boredom is a major reason students start using drugs or alcohol. These students

have nothing to do, so they rely on these substances for fun experiences. Especially as a future

music teacher, I believe I can combat this. I will encourage my students to participate in things

that keep them engaged. For example, I will try and get my students to participate in marching

band or winter drumline. This can occupy them on school breaks as well as after school. I can

also try and discourage this behavior before summer or winter break, prom, homecoming, etc.

However, I will not lecture them about making good decisions. I will show my students that I

care for them and how I dont want anything unfortunate happening to them. Finally, I will need

to be role model for my students. I will not make jokes or references to substance abuse, and

under no circumstance can a student ever see me partake in any of these. Drug and alcohol abuse

can really hurt adolescent cognitive, social, and emotional development (AG 1.1). This is why I

must do my best in keeping my students away from substance abuse.

Developmental research #7

Divorce, depression, and academic achievement

Justin Phillips Development Standards Project Page 13

Divorce can easily be considered a large problem in America. In fact, The United States has the

highest divorce rate in the world. Over 50% of marriages end in divorce, and around half of

divorces involve children. More than 25% of children in the U.S. live in a divorce, single parent

home (Berk & Meyers, 2016). Divorces can leave immediate and lasting effects on children.

Children of different sexes may respond differently to divorce. For example, girls often put the

blame on themselves. They think that they are the reason that their parents separated. This can

eventually develop into heavy self-criticism and maybe depression. These children will often

seem withdrawn (Berk & Meyers, 2016). Boys may end up having a different response. Boys are

at a greater risk for developing serious adjustment problems. Kids with this response will show

higher rates of impulsivity, defiance, and aggression. These behaviors can ultimately lead to a

decrease in academic achievement (Berk & Meyers, 2016). Unfortunately, divorce can lead to

long-term consequences as well. Most children of divorced parents will end up having a lower

score in academic achievement, self-esteem, and emotional and behavioral adjustment. Children

with divorced parents are also more likely to relationship problems both romantically and with

their children. The consequences of divorce can potentially last for generations (Berk & Meyers,

2016). Older children however, are less likely to take on these hardships. Because they have

more cognitive ability, they are more likely to understand the true reasons of divorce.

Nevertheless, divorce can cause immediate and lasting consequences on children.

Developmental research #8

Child maltreatment, anxiety, and cognitive ability

In the past recent decades, the problem of child maltreatment has become widely acknowledged

and studied. While some studies show that 9 out of every 1000 children are a victim, most

incidents go unreported. 78% of child maltreatment cases are regarding neglect. Physical abuse
Justin Phillips Development Standards Project Page 14

accounts for 18%, emotional abuse for 9%, and sexual abuse for 9% (Berk & Meyers, 2016).

These children who suffer from child maltreatment are very susceptible to impaired

development. Repeated abuse is associated with central nervous system damage. This impairs the

functioning of the cerebral cortex, corpus callosum, cerebellum, and the hippocampus. This will

cause an abundant production of the stress hormone cortisol. This will cause a child to have high

amounts of stress and anxiety. These children also have adjustment problems, so they will not be

able to deal with all of this anxiety (Berk & Meyers, 2016). Child maltreatment also can cause

cognitive defects. This includes impaired executive functions. Children suffering from this will

struggle with school failure and peer difficulties making school very difficult for them (Berk &

Meyers, 2016). Child maltreatment is a serious problem that has devastating effects on that

childs development and future.

Developmental Research #9

Eating disorders, well-being, and academic achievement

In The United States, there is a culturally driven admiration of the female body, and particular

female thinness. This admiration has fueled a large increase in cases of teenage girl eating

disorders. Teenagers diagnosed with an eating disorder have a very distorted body image,

thinking that they must obtain the perfect body slimness. Even after becoming extremely

underweight, they still picture themselves as too heavy (Berk & Meyers, 2016). These eating

disorders will eventually have several consequences on a teenagers well-being. This malnutrition

causes many problems in the body including pale skin, discolored nails, and sensitivity to cold. If

the disorder continues, a teens heart muscles can shrink, the kidneys can fail, and brain damage

and bone decay can take place. Around 5% of individuals with anorexia die each decade (Berk &

Meyers, 2016). Young people with anorexia not only have a distorted body image, but also
Justin Phillips Development Standards Project Page 15

unrealistically high standards for their behavior and performance. This causes them to become

emotionally inhibited. Unfortunately, this causes these teens to be very hard to point out.

Because of their high standards for themselves, they are often great students who are also very

well behaved. Their academic achievement and good behavior causes many adults to look past

them, thinking that they embody a perfect student (Berk & Meyers, 2016). Eating disorders are a

major problem in the U.S. Although they are hard to spot, the impact they cause can potentially

be deadly.

Reflections

To me, context is knowing who a child is and what theyre like, as well as understanding their

background and circumstances. With this knowledge, a teacher can understand a childs

development and learning processes. This is very important because every student is a

completely different individual. A teacher needs to understand where every child is at, so they

can teach effectively to every child. It is also important for developing children to feel

achievement in what they do. Especially in a band classroom, teachers should focus on

individuals strengths. This will give them self-confidence and motivate them to accomplish

more. However, teachers should still address weaknesses. Instead of telling them what they did

poorly, start with what they did nice, then kindly offer the student tips on how to improve more

(AG 1).

One weakness that I have is addressing students weaknesses. I sometimes find it hard to offer

tips on how to improve without sounding like the student did something wrong. For example,

when a student plays a note out of tune, I may focus on the fact that they were out of tune instead

of just kindly giving a tip. I think as I continue my learning and gain more experience, Ill be

able to find a healthy medium of both. One thing I can do to improve this skill is to join Ball
Justin Phillips Development Standards Project Page 16

States chapter of United Sound. This is an organization that teaches people with disabilities how

to play an instrument. This organization could help me focus on students strengths, and use their

weaknesses as opportunities for learning.

Expertise is complete knowledge of content, training, and experience. In our field of education,

this means that the teacher needs to always be the smartest one in the room. They must have

complete understanding of what is being taught, training in how to get that information across to

the students, and the experience to do it with ease. It is important that a teacher knows how

learning occurs so they can teach in a way that students can easily learn and retain information.

This can be done by through trial and error. Over the years, an expert will pick up on what

teaching strategies are more beneficial. An expert also understands how student have a range of

individual variation. Not every student will learn the same way and an expert needs to be able to

adapt their lesson to the students needs (AG 2).

One weakness that I have is adapting my lesson plans for the students. I think that I am a

organized and scheduled person. During my peer teachings and few field experiences, I always

get extremely nervous breaking away from my lesson plan. I think that this will improve with

more experience and learning. As a teacher, I plan on attending clinics for professional

development in order to improve my teaching. Watching great teachers is another way to

improve my skills. I plan on teaching for several years in order to gain more experience. Later on

I would like to return to school to eventually earn my masters and doctorate so I can potentially

teach future educators in college.

Justin Phillips Development Standards Project Page 17

Engagement to me is keeping every student interested and actively engaged. Students who are

engaged understand the material, participate in the lesson, and relate this knowledge to their

everyday life. On the contrary, students who arent engaged will fall behind the material and

possibly their development. Keeping students engaged requires that you stimulate their prior

knowledge. This will cause them to start thinking first, then they will be able to easily connect

the old information with new information. It is also important to students to assume their

responsibly for learning. This will engage them because they will be more independent and

motivated. Instructional activities should be based around the students thinking. If a professional

doesn't know and understand how students learn and think, they will be an ineffective teacher. If

the instruction is designed around the students thinking, then they will receive the information

easier. Discussion is also important in the classroom. It will help a childs social development as

well as engage them by talking about the topic (AG 5).

Some of my weaknesses in the subject are understanding every students individual thinking

process. Especially in a band class with many students, it is hard for me to learn every students

thinking and learning process. There are several ways I can improve this. The National

Association for Music Educators (NAfME) posts educational articles on their website. This

would be a great recourse, especially in my field. I can also be a part of the IMEA convention.

They hold master classes for educators in Forte Wayne every year. It would be very beneficial

for me to attend these classes on improving my teaching.

Justin Phillips Development Standards Project Page 18

References

Berk, L., & Meyers, A. (2016). Infants, children, and adolescents. (8th ed., p. 73, 396, 439, 465,

491, 500, 534, 550, 574), Boston, Massachusetts: Pearson Education Inc.

Bullying Intervention Strategies That Work. (2011, June 7). Retrieved October 03, 2017, from

http://www.educationworld.com/a_issues/issues/issues103.shtml

Holtz, C. A., Fox, R. A., & Meurer, J. R. (2015). Incidence of behavior problems in toddlers and

preschool children from families living in poverty. The Journal Of Psychology:

Interdisciplinary And Applied, 149(2), 161-174. doi:10.1080/00223980.2013.853020

Kodish, T., Herres, J., Shearer, A., Atte, T., Fein, J., & Diamond, G. (2016). Bullying,

depression, and suicide risk in a pediatric primary care sample. Crisis: The Journal Of

Crisis Intervention And Suicide Prevention, 37(3), 241-246. doi:10.1027/0227-

5910/a000378

Rintala, P., & Loovis, E. M. (2013). Measuring motor skills in Finnish children with intellectual

disabilities. Perceptual And Motor Skills, 116(1), 294-303.

doi:10.2466/25.10.PMS.116.1.294-303

Scholtens, S., Rydell, A., & YangWallentin, F. (2013). ADHD symptoms, academic

achievement, self-perception of academic competence and future orientation: A

longitudinal study. Scandinavian Journal Of Psychology, 54(3), 205-212.

doi:10.1111/sjop.12042

Segal, J. (2017, July). Teaching Students with ADHD. Retrieved October 12, 2017, from

https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-

deficit-disorder.htm
Justin Phillips Development Standards Project Page 19

Shalaway, L. (2005). 25 Sure-Fire Strategies for Handling Difficult Students. Retrieved October

02, 2017, from https://www.scholastic.com/teachers/articles/teaching-content/25-sure-

fire-strategies-handling-difficult-students/

Shan, S., Li, C., Shi, J., Wang, L., & Cai, H. (2014). Impact of effective communication,

achievement sharing and positive classroom environments on learning performance.

Systems Research And Behavioral Science, 31(3), 471-482. doi:10.1002/sres.2285

Justin Phillips Development Standards Project Page 20

All Grade Standards and Sub-Standards References

Standard 1: Student Development and Diversity

Teachers of grades P-12 have a broad and comprehensive understanding of student

development and diversity and demonstrate the ability to provide instruction that is

responsive to student differences and that promotes development and learning for all

students.

1.1 Major concepts, theories, and processes related to the cognitive, linguistic, social,

emotional, physical, and moral development of students in grades P12, and factors in the

home, school, community, and broader environment that influence student development

1.2 Knowledge of students' developmental characteristics and developmental variation, and

the ability to use this knowledge to inform instructional decision making and promote

student success

1.3 Typical developmental challenges for students from early childhood through grade 12

(e.g., in relation to independence, self-esteem, peer interactions, physical development,

self-direction, decision making, goal setting, involvement in risky behaviors, and identity

formation) and the ability to help students address these challenges

1.5 Knowledge of types of exceptionalities, including high ability and twice exceptional;

their characteristics; and their implications for development, teaching, and learning; and

the ability to use this knowledge to promote learning and development for students with

exceptionalities

Standard 2: Learning Processes

Justin Phillips Development Standards Project Page 21

Teachers of grades P-12 have a broad and comprehensive understanding of learning

processes and demonstrate the ability to facilitate student achievement.

2.3 knowledge of the important roles of play, social interaction, and hands-on experiences in

young children's learning, and the ability to use these processes to help children construct

knowledge and develop problem-solving and other skills

2.4 Knowledge of the role of positive relationships and supportive interactions as a crucial

foundation for working with children, with a focus on children's individual

characteristics, needs, and interests

2.5 Knowledge of how student learning is influenced by different types of instructional

practices and teacher behaviors, and the ability to use this knowledge to promote learning

for all students.

Standard 5: Learning Environment

Teachers of grades P-12 have a broad and comprehensive understanding of student

learning environments and demonstrate the ability to establish positive, productive, well-

managed, and safe learning environments for all students.

5.1 The ability to create safe, healthy, supportive, and inclusive learning environments,

including indoor and outdoor environments, that encourage all students' engagement,

collaboration, and sense of belonging

5.5 Knowledge of developmentally appropriate classroom management approaches and

positive guidance techniques, including relationships between specific practices and

student learning, attitudes, and behaviors, and the ability to use this knowledge to create
Justin Phillips Development Standards Project Page 22

an organized, positive, and productive learning environment that maximizes students'

time on task; facilitates learning; and encourages student self-regulation, responsibility,

and accountability