APS DISTRICT HIGH SCHOOL CURRICULAR FRAMEWORK Course Title: Teacher Cadet District Course Number: Department: Career & Technical Education / General Elective STARS Number: Prerequisites: none Length of Course: One Year Credit/PRI Area: .5 per semester Grade Level(s): 11 12 Important Notes: Teacher must attend a required training prior to teaching the course to become a certified Teacher Cadet instructor. The materials for the Teacher Cadet program are registered to South Carolina’s Center for Educator Recruitment, Retention and Advancement (CERRA) for use in the Teacher Cadet program. Teachers who have completed the training conducted by CERRA certified trainers have permission to use and make copies of materials in the curriculum guide for use in their Teacher Cadet classrooms. Program and teacher training can be funded through Carl Perkin’s if taught by a Career and Technical Education instructor COURSE DESCRIPTION: The Teacher Cadet Program is an introduction or orientation to the teaching profession that is designed to provide students with an in-depth look at the profession of teaching Students study the growth and development of the learner, as well as the social, political, philosophical cultural, legal and economic forces that shape the United States public educational system In addition, students participate in classroom observations and an extended field experience assisting a classroom teacher with individual tutoring, group monitoring, and whole class instruction Students study child development principles and principles of effective teaching practices References in parentheses following each performance standard are aligned with the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA) Teacher Cadet Curriculum (TC), National Educational Technology Standards for Students (NETS), the State of New Mexico Career Readiness Standards (CR), the State of New Mexico Mathematics Standards (MA), Albuquerque Public Schools Mathematics Standards (APSMA), and the Albuquerque Public Schools Language Arts Standards (APS – LA). of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form STRATEGIES: The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices provided by the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA)Teacher Cadet Curriculum Guide licensed curriculum Additional illustrations are provided in the curriculum guide ASSESSMENTS: Demonstration Modeling Teamwork in pairs & small groups Hands on activities & projects (computer, camcorder, etc) Presentations Written & oral tests Essays Class participation Self Evaluations & daily journal writing Teaching portfolio Research using various technology The “Illustrations” column also incorporates a variety of suggested assessments and “check for” items SUGGESTED INSTRUCTIONAL MATERIALS: Experiencing Education, 9th Edition and Instructor's Manual (written and revised by South Carolina's Teacher Cadet instructors) & three supplemental curriculum for science, math and foreign language (SAY, MAY, FLAY) The Hurried Child, David Elkind, Da Capo Press; 25 Anv edition (December 25, 2006), ISBN-10: 073821082X, 288 pgs All Grown Up and No Place to Go: Teenagers in Crisis, Revised Edition (paperback), Da Capo Press; Revised edition (December 1, 1998), ISBN-10: 0201483858, 304 pages The Acorn People, Ron Jones, Laurel Leaf (June 11, 1996), ISBN-10: 044022702X, 94 pages SUGGESTED VIDEOS: Adolescent: Cognitive/Moral Development Magna Systems, 95 West County Line Road, Barrington, IL 60010 © 1995 / 25 minutes Anything You Can Do I Can Do Better: Why Sexes Excel Differently, Films for the Humanities and Sciences, Box 2053, Princeton, NJ 08543-2053, 1-800-257-5126 www.films.com © 1999 / 51 minutes Adolescent Development from Psychology: The Study of Behavior Series Coast Telecourses, 11460 Warner Ave., Fountain Valley, CA 92708 714 241-6109 35 minutes Challenge to America Hedrick Smith Productions and WETA, Washington, DC (PBS) ©1994 / @ 60 mins Cipher in the Snow Brigham Young University Series ©1973 / 25 minutes Cognitive Development Insight Media, 121 West 85th St., NY, NY 10024 1-212-721-6316 ©1998 / 30 minutes Conrack Playhouse Video, Industrial Park Dr., Farmington Hills, MI 48024 ©1974 / hours of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form SUGGESTED WEB SITES: http://www.cerra.org South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA) New Mexico http://www.ped.state.nm.us/ New Mexico Public Education Department http://www.teachnm.org/index.html TEACH New Mexico Government http://www.nochildleftbeind.gov (No Child Left Behind) http://www.state.sc.us/eoc (SC Education Accountability Act) www.cgcs.org (Council of the Great City Schools) http://www.cgcs.org/reports/Abstract.html (Task Force Report on the Achievement Gap) http://www.ed.gov (U.S Department of Education) http://www.ecs.org/ (Education Commission of the States) History of Education http://www.loc.gov/rr/print (prints and photos) Learning http://mel.lib.mi.us/education/edu-brain.html (brain) http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html (what kind of learner) http://www.tolerance.org/hidden_bias/02.html (know what you are really thinking) http://www.edwebproject.org/edref.mi.intro.html (Gardner’s Multiple Intelligences) http://ali.apple.com/deli (Digital Edge Learning Interchange) Lesson Plans http://www.askeric.org/Virtual/Lessons http://www.marcopolo-education.org/index.aspx http://www.sctlc.com http://www.pbs.org/teachersource of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form Approved by HSCA: of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form STRAND I: EXPERIENCING AND EVALUATING LEARNING CONTENT STANDARD: The student analyzes, evaluates, and experiences practices that are involved in gaining knowledge BENCHMARK: A: The student identifies and analyzes the factors that contribute to their own learning B: The student identifies various learning styles, special needs & exceptionalities that affect the learning process C: The student recognizes the developmental stages of learners GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Identifies own strengths and areas for improvement as learners (TCI.1.1) Evaluates attributes as individuals, learners, and community members (TC I.1.2) NOTE: Illustrations include suggested activities for attaining each performance standard A check for () refers to a key feature to look for while assessing student performance 1, Student explores and examines his/her personal characteristics and values by creating a coat of arms OR quilt square to highlight his/her personal strengths and personality The student shares 1-2 insights revealed through this activity and posts the coat of arms/quilt squares in the classroom As a culminating activity the student records self-reflections in an autobiographical essay examining himself/herself as an individual, a learner, and a community member He/She includes a minimum of five experiences (accomplishments, successes, and challenges) making sure that the essay includes one success as a learner, one as an individual, one as a community member, and two other experiences that have been meaningful to the student The student presents one entry to the class participation writing conventions all required components communication skills 2, The student eamines and interprets pictures from magazines that identify or represent his/her “real”, “secret”, and “never” selves and put together a poster entitled “Me From All Angles” as a representation tool The student explains his/her choices in a written reflection that is entered into his/her portfolio thoughtful reflection and assessment writing conventions all required components of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS communication skills Works cooperatively with others (TC I.1.3) Understands the factors contributing to selfesteem (TC I.1.4) Understands the role of selfesteem in learning (TC I.1.5) Recognizes the values and contributions of diverse populations (TC I.1.6) 3, The student explores the question “Who Are We as a classroom community, as individuals, and as group members?” The student interviews a friend and determines how best to describe the friend He/She then writes a 1-2 page paper answering the question, “How would my friend describe me?” and shares his/her paper with the class The student participates in a class discussion about what things he/she learned from the activity and how this knowledge aff\ ects his/her work as an individual, group member, or classroom community participation writing conventions thoughtful assessment communication skills 3, The student examines a children’s story (i.e Where The Wild Things Are) and identifies the elements of effective script development (unifying idea, episodes, conflict, characters, action, narration, and conclusion) Working with a small group of classmates the student develops a script for a children’s puppet show or short skit that illustrates the importance of selfesteem The student performs the production for classmates to gain constructive feedback before performing for an audience of young children (visiting from a nearby elementary school, or from an on-site preschool) The student could create a big book in place of the skit or puppet show writing conventions accurate script elements creativity communication skills 4, The student reads “Self Worth: The Pot Nobody Watches” and participates in a class discussion about the importance of self-esteem and the factors that contribute to a positive or negative self-esteem, and how a child’s self-esteem affects learning The student then writes a positive comment about each student in class on a small strip of paper, creates his/her own personalized “pot”, and fills his/her pot with the comments from other students in the class literacy skills thoughtful participation in discussion writing conventions of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS all required components communication skills The student investigates his/her personal learning style by completing learning styles questionnaire, Multiple Intelligences survey, and Analytical and Global Learning Preferences survey, and evaluates the results of each assessment He/She then writes a reflective paper/journal entry identifying his/her personal learning style The student participates in a teacher led discussion about how different processing styles (auditory, visual, kinesthetic/tactile) can be incorporated into lesson design participation accurate and thoughtful responses to questionnaires writing conventions Identifies and evaluates different learning styles (TC I.2.1) Identifies the special needs and exceptionalities of learners and describes how these needs affect the learning process (TC I.2.2) Identifies major physical, social, and personal challenges that can impede successful learning (TC I.2.3) 10 Encourages acceptance of diverse cultures, values, backgrounds and exceptionalities (TC I.2.4) Given the handout “Understanding Maslow’s Hierarchy of Needs”, the student participates in a classroom discussion about the role of classroom environment in student success The student completes a journal entry that discusses a practical way in which teachers can create classrooms to meet their student’s needs as described in Maslow’s Hierarchy of Needs describe levels of Maslow’s Hierarchy participation in discussion useful suggestions writing conventions 8, 9, 10 The student reads “The Acorn People” by Ron Jones and participates in a class discussion as it relates to the needs of special needs populations and the role of the classroom teacher in facilitating learning of students with special needs As a culminating activity the student works with a partner to research personal and special education barriers to learning The team uses the information to create a big book for an elementary audience The teacher may make arrangements to have the team read the completed book to a local elementary classroom of 17 Resource Teacher Name: Secretary Name: reading skills participation in discussion appropriate topic appropriate level for intended audience all required components writing conventions Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS 11 Sequences the physical stages of learners (TC I.3.1) 12 Recognizes and recalls the cognitive stages of learners (TC I.3.2) 13 Recognizes and distinguishes between the moral stages of learners (TC I.3.3) 14 Sequences the steps in the psychosocial stages of learners (TC I.3.4) 11-15 After listening to a teacher led presentation about the stages of cognitive development, the student works as part of a group to create a presentation/role-play/skit to illustrate one level of cognitive development The group presents the information to the class After viewing all presentations the student views video clips of young children and applies what he/she has learned to identify what stage(s) are represented in the videos As a culminating activity, the student creates a “Lifelines” booklet or display representing how he/she has developed physically, cognitively, morally and socially using a motif to unify the booklet or display listening skills teamwork correct identification of developmental stages presentation skills all required components 15 Understands the developmental changes in learners (TC I.3.5) of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form STRAND II: THE TEACHING PROFESSION CONTENT STANDARD: The student characterizes the history of education and the governance structure of the current local, state, and national educational systems BENCHMARK: A: The student examines the state and national history and trends of education B: The student identifies the structure of various educational systems and the governance that influences those systems C: The student identifies the qualifications and attributes required for the teaching profession GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS The student works with a small group to research a specific time period in the history of education in the U S and New Mexico identifying key events, trends, and the characteristics and emphasis of the curriculum taught during that time period The groups present their portion of the timeline to the class research skills teamwork accurate identification of trends and curriculum presentation skills listening skills The student interviews his/her grandparents regarding their education system The student then compares the present system of education with that of his/her grandparents, and records the findings in his/her journal participation accurate comparison writing conventions The student listens to a panel discussion with community members who represent students from different decades in education discuss their experiences as students during that time The panel includes information about differences in social, technological, and instructional changes between past educational expectations and current curriculum and instruction The student summarizes the differences in his/her journal listening skills accurate comparisons writing conventions of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Students watch the movie “Separate but Equal” or other video that portrays teachers in the classroom After viewing the movie, the student writes a response paper listing the ways that teachers were portrayed in the movie and his/her response to the depictions of teachers listening skills accurate and complete list writing conventions The student writes a proposal for making changes in his/her school (one major, one minor) that will improve the education of the students attending The proposal includes a rationale for why the changes are necessary and an implementation plan He/She then investigates if the community has schools that already incorporate the proposed changes thoughtful proposed changes rationale implementation plan 10 of 17 Resource Teacher Name: Secretary Name: The student participates in a field trip to the Albuquerque Public Schools (APS) Central Office to participate in a scavenger hunt to locate resources He/She records the roles of specific departments and how each department supports, implements, or designs instructional policies of the school district participation appropriate behavior accurate information Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form STRAND III: EXPERIENCING THE CLASSROOM CONTENT STANDARD: The student observes and evaluates successful classroom environments BENCHMARK: A: The student identifies components of effective classroom management, climate, discipline and teaching strategies during the classroom observation experience B: The student develops and applies practical teaching strategies during the internship experience C The student analyzes and reflects on his/her practical teaching experiences GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Identifies own strengths and areas for improvement as a potential teacher (TC III.1.1, CR – 1A) 1, 3-5, The student identifies and lists what characteristics good teachers have that enhance the learning of students in a class Such characteristics should be related to knowledge of subject, interaction with students, personality, classroom management strategies, and expectations The student compares his/her list with a classmate, and together with the class, generates a list of characteristics that identify a high quality teacher The student writes a reflection on his/her own strengths and areas for improvement as a potential teacher The student then helps organize an Outstanding Teacher breakfast where outstanding teachers are recognized identification of positive characteristics thoughtful reflection organizational skills Chooses appropriate instructional objectives after analysis of developmental stages of learners (TC III.1.2) Describe and analyze characteristics of outstanding teachers (TC III.1.3) The student creates a game that illustrates the use of specific learning styles and has 3-4 classmates play the game The players give written PQP (Praise, Question, Polish) feedback to the student developmental stages of learners creativity educational objectives Analyzes ways in which a teacher’s personality impacts instructional style and interaction (TC III.1.4) Recognizes effective teaching strategies (TC III.1.5) 11 of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Identifies elements of an effective lesson for all learners (TC III.1.6) Plans and delivers a lesson for all learners (TC III.1.7) Identifies components of effective classroom climate, management, and discipline (TC III.1.8) 6-8, 10,11 After completing classroom observations and a field experience, the student completes written reflections on the components of effective classrooms and lessons (See also Strand I Illustrations for 8,9,10) He/She plans a short (15-20 minute) lesson that incorporates: defined objective(s), materials list, a hook to engage the learner, and a step-by-step process stating what the learner will to master the objective, and how all learners are accommodated The student delivers the lesson to a small group of classmates and reviews the “student” feedback (Evaluation of a Peer Lesson”) writing conventions effective classroom strategies and lessons all assigned components communication skills 7, 14 The student participates in a teacher-led discussion using a fairytale to illustrate Bloom’s taxonomy by generating 1-2 questions for each level of the taxonomy Working with a partner, the student composes a question for each level of Bloom’s Taxonomy based on the Pledge of Allegiance knowledge of Bloom’s taxonomy participation appropriate questions Describes effective use of technology in the classroom (TC III.1.9) 10 Identifies different assessment techniques (TC III.1.10) 11 Describes and implements meaningful ways to build confidence, knowledge, and skills in all learners (TC III.2.1) 12 of 17 Resource Teacher Name: Secretary Name: The student listens to a guest speaker explaining technological applications in the classroom including benefits and drawbacks of incorporating instructional technology The student reads information about recommended web sites and how to evaluate a web site, then chooses one web site to evaluate listening skills understanding of benefits and drawbacks evaluation of web site Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS 12 Provides developmentally appropriate learning activities for groups and individual learners (TC III.2.2) 13 Accommodates major physical, social, and personal challenges that impede successful learning (TC III.2.3) 14 Applies knowledge of learning styles, multiple intelligences, and Bloom’s Taxonomy to instruction and assessment (TC III.2.4) 15 Plans and delivers a lesson for all learners (TC III.2.5) 16 Participates in teaching in a real classroom TC III.2.6) 17 Documents field experience activities with a collection of artifacts and written narratives (TC III.2.7) 18 Critiques his/her own teaching of at least one lesson from FLAY (Foreign Language and Youth), MAY (Math and Youth), SAY (Science and Youth) (TC III.3.1) 19 Describes, analyzes, and reflects on his/her field experiences (TC III.3.2) 13 of 17 Resource Teacher Name: Secretary Name: 12, 14-16, 18, 19 After completing classroom observations and a field experience the student plans, implements, and evaluates lesson plans for an assigned age and classroom that includes both individual and group work, and students with learning challenges After developing the lesson plan the student teaches the lesson to his/her classmates to gain confidence and suggestions for modification or improvement He/She also evaluates peerdeveloped lessons After editing and modifying the lesson (if necessary), the student teaches the lesson to an elementary audience and teacher The student evaluates the lesson and the experience in a written journal entry writing conventions effective classroom strategies and lessons all assigned components communication skills 17 The student produces a portfolio containing field experience evidence, sample lessons, and reflections of work completed organizational skills effective classroom strategies and lessons all assigned components communication skills evidence of improvement Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form STRAND IV: CAREER READINESS CONTENT STANDARD: The student investigates and prepares for careers in the teaching professions and related fields BENCHMARK: The student demonstrates appropriate workplace behavior, knowledge, and skills appropriate for careers in the educational field GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Identifies and describes careers in special education (TC II.2.1) Students researches and writes a position paper on special education issues and presents it to the class (i.e benefits and drawbacks of full inclusion, providing specific needs to all students, current laws, dealing with prejudice, etc.) writing conventions all assigned components communication skills research skills Describes the steps required for teacher certification (TC II.3.1) Identifies areas of teacher shortages (TC II.3.2) 1,2,3 The student listens to a guest speaker from University of New Mexico (UNM) College of Education and/or New Mexico Public Education Department (PED) and/or Albuquerque Public Schools (APS) Human Resources to discuss teacher certification in New Mexico and teacher shortage areas He/She then lists the steps necessary for him/her to become a certified teacher in NM, and describes one area that he/she is interested in teaching (i.e Special Education, Rural areas, elementary, specific content areas) listening skills complete list communication skills Demonstrates effective job application and interview skills (TC II.3.3) Demonstrates applicable skills for entry into post secondary education, a training program, and/or a chosen career field (CR – 1E) 14 of 17 Resource Teacher Name: Secretary Name: 4, 5, Students apply online for Educational Assistant position and develops a set of potential questions that employers might ask an applicant in an interview Working with a partner, the student role-plays the applicant, and the employer and gives feedback to his/her partner The student keeps a record of the application and questions in his/her portfolio communication skills organizational skills interview behavior Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS Assesses knowledge and skills within a group, delegates responsibilities, and evaluates team performance as a member of a working team (CR – 2B) Throughout the year the student participates in the development of rubrics and performs PQP (Praise, Question, Polish) evaluations and feedback with classmates The student also participates in group activities listening skills organizational skills communication skills teamwork Demonstrates knowledge of computer operations used to design, develop, and maintain products and services (CR – 3B). The student completes an online college application and keeps the completed application and all supporting material in his/her portfolio organizational skills communication skills Exhibits positive behavior, conduct, and social manners within the school, workplace, and community (CR – 4A; NFS Ethics). Demonstrates ability to work collaboratively with others from diverse backgrounds to accomplish objectives (CR – 4B, 5C). 8-12 The student listens to teacher led discussions throughout the year about appropriate dress, behavior, and conduct for different environments and roles (i.e leading a class vs being a student in a class) Prior to observation and field experiences, the student practices appropriate behavior for classroom visitations The student completes Teacher Cadet Observation and Field Experiences exhibiting appropriate conduct Appropriate dress Knowledge of appropriate behavior Demonstration of appropriate behavior 10 Identifies and utilizes individual interests, aptitudes, and skills within the group to accomplish goals (CR – 5A). 11 Develops leadership skills within a group through effective communication, ability to motivate team members, and effective delegation of responsibility (NFS –Employability; CR – 5D) 12. Applies critical thinking and problemsolving skills (NFS – Problem Solving CR – 5E). STRAND V: LITERACY CONTENT STANDARD: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes 15 of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form BENCHMARK: A. The student demonstrates proficiency in reading comprehension, specialized vocabulary, writing techniques, and research strategies while acquiring computer science knowledge. B The student develops and demonstrates fluency and style in speaking and a command of speaking conventions to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences C The student critically evaluates the effectiveness of a variety of auditory and visual works, including multimedia presentations GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS The student meets 10th grade language arts standards NOTE: Throughout the Teacher Cadet course the student develops proficiency in reading, writing, listening, and comprehension using a variety of literature, materials, online sources and writing assignments Below are a few examples Asks critical questions prompted by texts and researches answers for a broader understanding (APS – LA I.1) Makes generalizations about text that are supported by specific references in the text (APS – LA II.2) Reads critically and independently to draw conclusions from research (APS – LA I.3) Develops increased competence in using the writing process to create a final product (APS – LA III.1) Develops increased competence and fluency in using elements of effective writing (APS – LA III.1) Develops increased competence in using a variety of technology to present information appropriate for the intended purpose and audience (APS – LA III.3) Develops increased competence in using writing conventions (APS – LA III.4) Clearly articulates a position and develops arguments using a variety of methods (APS – LA IV.4) 1-3 See Strand I, Illustrations 8, 9, 10; and Strand III, Illustrations 12, 14-16, 18, 19 4-7, See Strand I, Illustrations 8, 9, 10, and Illustrations 1-2, 3-5, and 6; Strand II, Illustrations1 and 8, 12 See Strand II, Illustration Analyzes an instance of public speaking or media presentation (APS – LA V.1) 16 of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form GRADE 11 12 PERFORMANCE STANDARDS ILLUSTRATIONS 10 Responds reflectively through dialogue and discussion to written and visual texts (APS – LA V.2) 11 Uses systematic strategies to organize and record information (APS – LA VI.1) 11, 12 Student portfolios: See Strand III, Illustrations 1-17 12 Uses a variety of information resources to critically interpret and evaluate experiences and ideas (APS – LA VI.2) Page - 3, 17 of 17 Resource Teacher Name: Secretary Name: Albuquerque Public Schools Mo/Yr Note: Names are needed only while document in draft form ... Educator Recruitment, Retention and Advancement (CERRA )Teacher Cadet Curriculum Guide licensed curriculum Additional illustrations are provided in the curriculum guide ASSESSMENTS: Demonstration ... Excel Differently, Films for the Humanities and Sciences, Box 2053, Princeton, NJ 0854 3-2 053, 1-8 0 0-2 5 7-5 126 www.films.com © 1999 / 51 minutes Adolescent Development from Psychology: The Study... West 85th St., NY, NY 10024 1-2 1 2-7 2 1-6 316 ©1998 / 30 minutes Conrack Playhouse Video, Industrial Park Dr., Farmington Hills, MI 48024 ©1974 / hours of 17 Resource Teacher Name: Secretary Name: