Teacher Education Goals
In order to actualize these beliefs, Teacher Education faculty have accepted the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) as our goals.
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Standard #1—Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
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Standard #2—Knowledge of Human Development and Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
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Standard #3—Adapting Instruction for Individual Needs
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
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Standard #4—Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
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Standard #5—Classroom Motivation and Management Skills
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.
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Standard #6—Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
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Standard #7—Instructional Planning Skills
The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
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Standard #8—Assessment of Student Learning
The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.
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Standard #9—Professional Commitment and Responsibility
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally
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Standard #10—Partnerships
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
Dispositions
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Motivated/Dedicated
Inclined to action/Devoterd wholly to some purpose
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Caring/Sensitive
Being concerned, having thought or regard,feeling concerned about/Responsive to the feelings of others
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Ethical
Being in accordance with the rules or standards for right conduct
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Responsible
Accountable, as for something within ones powers; having a capacity for moral decisions and therefore accountable
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Open-Minded
Having or showing a mind, receptive to new ideas or arguments; unprejdiced, unbigoted, impartial
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Collegial (Collaborative/Cooperative)
Sharing responsibility in a group endeavor
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Resourceful
Able to deal skillfully and promptly with new stiuations, difficulties, etc.
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Poised
Self-confident, self-assured