1 A grade of “C” or better is required in all Principles courses. Even if ...

More documents

Recommendations

Info

Effective teachers are knowledgeable. They know learning theory, disciplinary content and relevant pedagogy. They are cognizant of the developmental characteristics and diverse learning needs of students and of varying family and community cultures. Included in their knowledge base are an awareness of and an ability to choose instructional strategies, resources (including technology) and assessment procedures that promote the learning of a variety of students. They create positive learning environments that embrace diversity, act on the belief that all students can learn, and are dedicated to their own development as teachers and learners. Effective teachers inquire. They value and use questioning intentionally to stimulate student inquiry and to motivate learning. They use a variety of resources to acquire and critically analyze information to inform instructional decisions. Effective teachers take the initiative to learn about their students and the families and communities in which they live. They use assessment of student learning to reflect upon their classroom practice. They are enthusiastic learners who engage in purposeful inquiry within professional communities. They continually reflect upon personal beliefs and the effectiveness of instructional practices to enhance the learning of all students. Effective teachers are professional. They view themselves as integral to a professional community that shares and builds knowledge about student learning and quality practice. They remain current and informed through collaboration with colleagues and participation in professional organizations. They hold high expectations for academic and social growth of all students and establish positive learning environments to support that growth. To build a community of practice, they interact with colleagues, students, families and others in the community in an ethical and respectful manner. Effective teachers are enthusiastic about the challenges and opportunities within the profession, and they demonstrate respect and support for their colleagues. Embedded throughout the quality teacher education program described in the conceptual framework are dispositions that describe the values and commitments that we seek to develop in all teacher candidates. Effective teachers are committed to the following: Designing and implementing cognitively challenging learning experiences for all students Creating positive classroom environments that accept and embrace diversity Seeking opportunities for continued personal and professional development Enthusiastically supporting the profession of teaching Teacher candidates with these dispositions have a propensity to act in ways that further the learning of all students, including those from ethnic/racial minorities, poor families or those who may have disabilities. They take action to develop as professionals and to support the growth of their colleagues. They are professionals who can meet the daunting challenges of educators in the new century. In keeping with our conceptual framework, twelve learning outcomes for teacher candidates have been identified. ELON UNIVERSITY TEACHER EDUCATION LEARNING OUTCOMES (LO) Knowledge TCs will: 1. Demonstrate in-depth knowledge of subject area(s) for which they seek licensure 2. Use knowledge of students‟ learning process to inform instruction. 3. Demonstrate understanding of pedagogical knowledge relevant to subject area(s) for which they seek licensure. 4. Choose appropriately among multiple instructional strategies to promote optimal student learning. 5. Choose appropriately from a variety of resources including technology, to promote active student learning. Dispositions toward Knowledge Actively pursues pedagogical and content knowledge embeds content and pedagogical knowledge in all work 2
initiates research when content and/or pedagogical knowledge is insufficient cites resources appropriately Strives for quality and completeness produces work that is accurate, complete, thorough, and thoughtful produces work that indicates engagement in course content and process uses correct spelling, grammar, and syntax Inquiry TCs will: 6. Seek to understand students‟ family and culture, collaborate with parents and professional colleagues, and establish a knowledge-building community to inform practice. 7. Inquire actively and persistently about student learning through the use of a variety of assessment procedures. 8. Analyze through reflective practice effectiveness of their instruction and make appropriate adaptations to maximize student learning. Dispositions toward Inquiry Reflects on teaching and learning exhibits intellectual curiosity, speculates, questions consistently poses critical questions regarding teaching and learning before, during, and after lesson implementation focuses primarily on student growth and achievement Considers and utilizes feedback perseveres in challenging situations shows improvement when given feedback responds positively to constructive criticism shows significant growth in the knowledge, skills, and dispositions required of a teacher Professionalism TCs will: 9. Establish positive classroom learning environments that support social and academic growth of students. 10. Hold high expectations for academic and social growth for all students. 11. Seek opportunities to further personal learning and professional growth. 12. Demonstrate enthusiasm and respect for the profession of teaching. Dispositions toward Professionalism Contribute to group work and respects others (in and outside of class) make significant contributions to group process facilitate rather than impedes class and group goals participate in class discussions, contributing and listening respectfully to others contribute his/her fair share Take responsibility for his/her behavior and learning and seeks help when needed enthusiastically seek opportunities for intellectual and professional growth rather than performing for a grade not blame others or situation for shortcomings take initiative for learning (e.g., visit the writing center; raise questions at appropriate times, seek help and consultation from appropriate sources when needed) Manage time, resources, materials, and assignments efficiently and effectively arrive prepared and on time turn in assignments when due follow directions not wait until the last minute to complete assignments return materials in a timely fashion and in the same condition Adhere to professional and ethical standards of behavior maintain confidentiality dress appropriately in practicum settings use professional language to discuss students, peers, and teacher Practicum Related Dispositions demonstrates caring and concern for student welfare 3
Page 1: Our Journey Together This semester
Page 5 and 6: National Science Education Professi
Page 7 and 8: Analyze Professional Growth Checkpo
Page 9 and 10: making sure that these planning tim
Page 11 and 12: Late Work: Work is to be turned in
Page 13 and 14: National Science Teachers Associati
Page 15 and 16: Cell phones and pagers should be tu

1 A grade of “C” or better is required in all Principles courses. Even if ...

Create successful ePaper yourself

Delete template?

Save as template?