Department Goals

 In order to prepare competent, caring, qualified professional educators, the Education Department at Roanoke College has the following student goals and supporting exemplars:

Goal 1:  Content
Know and use the central concepts, tools, and structures of the discipline.

 

            1.1               Read, write and speak standardized English clearly, accurately and efficiently.

            Explanation:  The student teacher who has mastered this goal will be able to:

·         Read English effectively – They accurately comprehend text and construct meaning from it.

·         Write English effectively – Their writing is effective in content, grammar, and mechanics.

·         Speak English effectively – The student demonstrates use of correct clear enunciation, appropriate volume, expression and intonation.

·         Speak English accurately – The student demonstrates use of correct grammar.

Field Based Examples:

·         When preparing lesson plans, content area subject matter is interpreted correctly for the purpose of instruction.

·         Written communications are mechanically correct (lesson plans, communications to parents, etc.)

·         Student teacher uses correct grammar throughout classroom instruction and other communications with students.

 

            1.2               Relate the importance of cultural perspective to the discipline.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Acknowledge the contributions of multiple cultures to the subject matter content, including gender.

·         Consider the degree to which cultural backgrounds and experiences may shape a K-12 student’s perception of subject matter and intentionally address that impact within lesson plans.

·         Evaluates the relevant importance of cultural contributions to the discipline.

Field Based Examples:

·         When preparing lesson plans, student teacher recognizes, researches and presents the contributions of multiple cultures to subject matter content.

·         Lessons are designed in ways that allow for variations in K-12 student interpretation of subject matter based on the cultural lenses that these students bring to the classroom.

   

            1.3               Use new information, skills, attitudes and apply the learning.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Apply subject matter knowledge from the discipline in lesson plans and instructional units.

·         Acquire new skills needed to demonstrate skill acquisition for students.

·         Demonstrate professional attitudes related to the subject matter they are responsible for teaching.

·         Applies academic skills to research new/unfamiliar content and designs effective instruction from the sources.

·         Analyzes and synthesizes information to build effective instruction.

Field Based Examples:

·         Content information included in all teaching materials is accurate (lesson plans, handouts, lecture notes, etc.)

·         Skills that student teacher will model are competently mastered (For example:  an HHP student teacher can correctly demonstrate how to serve a tennis ball; an English student teacher can effectively demonstrate skills of persuasive writing).

·         Student teacher displays enthusiasm toward the subject matter at hand; student teacher displays a positive attitude toward learning and teaching new subject matter.

 

            1.4               Use appropriate technology to learn and teach.

Explanation:  The student teacher who has mastered this goal will be able to: 

·         Demonstrate mastery of the eight Virginia technology competencies.

Field Based Examples:

·         Lesson plans reflect use of technology to support lesson objectives and activities.

·         Student teacher demonstrates the ability to efficiently use technology available in schools to implement lessons (including both familiar and unfamiliar equipment).

 

            1.5               Identify and describe the key concepts within the major discipline.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Identify key concepts within the subject matter for which the student teacher is responsible and design lessons and unit plans to teach them.

·         Describe the key concepts through defining generalizations.

Field Based Examples:

·         All curriculum materials (lesson plans, handouts, lecture notes, etc.) demonstrate knowledge of the standards of learning and essential knowledge that a student teacher is responsible for teaching.

·         Lesson plans reflect key concepts and generalizations of the discipline in objectives, activities and assessments.

·         The student teacher articulates generalizations of a concept. (Example “quick change” is a generalization of the concept, “revolution.”)

 

            1.6               Access, assess, and synthesize information from disparate sources.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Consult and cite multiple sources when gathering information on a topic for the purpose of designing curriculum materials.

·         Determine the relevance and credibility of information sources.

·         Synthesize information from diverse sources in a cohesive manner when designing lesson plans.

Field Based Examples:

·         The student teacher goes “beyond the textbook” in researching subject matter to develop lesson and unit plans.

·         The student teacher utilizes and cites relevant, credible sources as information resources in lesson and unit plans.  The student teacher knows how to determine source credibility and question information that comes from an unreliable source.

·         Lesson plan materials (lecture notes, handouts) integrate subject matter pulled from disparate sources in a cohesive, organized manner.

 

            1.7               Observe, reason and extrapolate skillfully.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Observe events and experiences for the purpose of acquiring content knowledge that complements information from other sources.

·         Use relevant information from observed experiences to strengthen content material offered in lesson plans.

Field Based Examples:

·         The student teacher integrates relevant examples and analogies into lesson plans based on observed events and experiences, for the purpose of complementing content information and increasing its relevance for students.

·         The student teacher demonstrates awareness of opportunities for beneficial observation and extrapolation (ex:  locating relevant articles, attending events and lectures, etc.)

·         The student teacher demonstrates academic skills as defined by Bloom’s taxonomy; knowledge, comprehension, analysis, etc.

 

Goal 2:  Pedagogy

Develop compelling instruction appropriate to a wide range of learners. 

2.1     Explain the importance of the elements key to effective instructional design.

Explanation:  The student teacher who has mastered this goal will be able to:

·         Explain key elements of instruction include an understanding of goals, objectives, lesson organization, assessment instruments and strategies, and

·         When designing lessons students are aware of different philosophical bases of instruction, such as student-centered vs. curriculum-centered or behavioralism vs. constructivism.  Methods are chosen to
      reflect the intended philosophical framework.

Field Based Examples:

·         The student teacher compares and contrasts learning goals and learning objectives.

·         The student teacher describes how lesson objectives contribute to unit goals.

·         The student teacher identifies lessons plans as student-centered or curriculum-centered and develops plans using either model.

·         The student teacher identifies characteristics and differences between a behavioral and constructivist approach to lesson planning.

 

2.2     Describe key elements of constructivist-based teaching and design lessons based on them.

Explanation: The student teacher designs instruction that integrates key elements of constructivist teaching:

·         View the learners as active and desiring to “make-sense” of their world by engaging and manipulating knowledge, skills, and understandings rather than “taking in” information.

·         Utilize student-centered and/or hands-on experiences that allow students to build meaning.

·         Hands-on, construct meaning, active engagement, student-centered.

·         Design lessons focused on depth vs. breadth; favor an inquiry approach, and encourage cooperative, collaborative learning rather than individual learning.

Field-based Examples:

·         The student teacher identifies characteristics of student-centered instruction and assessment.

·         The student teacher develops lesson plans utilizing peers and experts to present and develop stated objectives.

·         The student teacher plans a variety of instructional scaffolds (timelines, graphic organizers, visuals, etc) to aid student learning.

            

 2.3    Design lessons with well-aligned goals, objectives, instructional activities and assessments.

Explanation: The student teacher

·         Design lesson plans that include activities to address the stated objective(s).

·         Design lesson plans that include a summary activity measuring student learning of the stated objective(s).

·         State lesson objectives that build toward unit and curriculum goals.

Field-Based Examples:

·         The student teacher evaluates lesson plans to ensure included activities address the stated objective(s).

·         The student teacher designs lesson plans that include a summary activity which measures student learning of the stated objective(s).

 

2.4    Design lessons which differentiate content, process and/or product.

Explanation: The student teacher

·         Design lesson plans that begin with the idea that students are different in many important ways, including current knowledge and skills base and learning styles.

·         Use this information to present and assess content in a manner that is appropriate for students’ readiness levels and design learning processes and products that appeal to students’ interests and 
      learning styles.

Field-based Examples:

·         The student teacher designs lesson plans that include activities that differentiate learning processes/activities to address students’ multiple intelligences or learning profiles.

·         In a unit the student teacher assigns a final assessment product that includes an opportunity for student choice (interest) or utilizes Gardner’s theory of multiple intelligences.

·         The student teacher pre-service teacher utilizes pre-assessment and teaches content utilizing learning groups based on students’ readiness levels.

 

2.5     Describe the characteristics of special needs learners and any relevant legislation. 

 Explanation: The student teacher 

·         Show an awareness of characteristics that differentiate specific sub-groups of students from more typical school learners, such as students with learning disabilities, students who are gifted, ELL students, 
      and at-risk students.

·         Are familiar with legal and academic terms which help define these students and protect their services. For example: IEP, least restrictive environment, task commitment, etc.

·         Use this knowledge to comply with instructional accommodations.

Field-based Examples:

·         The pre-service teacher engages in professional conversations that include references and descriptions to specific learning needs such as autism, information processing difficulties, attention deficit
      disorder, etc.

·         Pre-service teachers articulate the requirements of Public Law 94-142 (Individuals with Disabilities Education Act) and know aspects related to Least Restrictive Learning Environments and Individual 
      Education Plans.

 

 2.6  Design lessons based on student readiness, modality preference, intelligence, and interest.  

Explanation: The student teacher

·         Designs lesson plans that begin with the idea that students are different in many important ways, including current knowledge and skills, learning styles, intelligence preference (Gardner) and interests.

·         Presents and/or designs content, learning processes and products with an eye toward the observed and measured differences among students.

Field-based Examples:

·         Lesson plans include activities that differentiate content based on students’ current understanding of skills and knowledge.

·         A unit’s final assessment product includes an opportunity for student choice (interest) or utilizes Gardner’s theory of multiple intelligences.

·         Pre-service teacher utilizes pre-assessment  and creates learning groups based on students’ readiness levels.

·         Centers are created based on students’ learning profiles, i.e. kinesthetic, visual, etc.

 

2.7   Analyze, evaluate and revise lessons to make them more effective.

Explanation: The student teacher thoughtfully and carefully reviews the lesson after it is implemented to determine what to keep and what to tweak.

Field-based Examples:

·         Based on peer, self, or expert evaluation, the pre-service teacher changes lesson plans to ensure activities address all stated objectives and includes a summary activity to assess the stated objectives.

·         Pre-service teacher is able to identify activities in a lesson that address a specific stated objective.

 

2.8   Describe the elements of cooperative learning and design lessons which incorporate them.  

Explanation:

·         Positive Interdependence –Structure to accomplish something beyond individual success. Members perceive the need to learn the assigned material and feel a responsibility to help group members learn.

·         Individual Accountability – Assess student for assigned material and is held responsible for contributing his/her fair share to the group’s success.

·         Group Processing – Group members reflect on how well the group functioned.

·         Social Skills – Specific interpersonal and small group skills (active listening, conflict resolution, etc) required to function as part of a group.

·         Face to Face – Providing sufficient time for completing assignments and structuring the environment that allow students to interact in a cooperative/collaborative fashion.

Field-based Examples:

·         Pre-service teacher articulates the five characteristics of cooperative learning; positive interdependence, individual accountability, group processing, social skills, and face to face interaction.

·         Lesson plans utilizing cooperative learning include all five characteristics, including a stated social skills objective.

2.9   Describe at least 3 different lesson plan models.

Explanation:

·         Hunter Model: anticipatory set, stated objective, teacher modeling/input, check for understanding, guided practice, independent practice, summary

·         Hopkins Model: objective(s), resources, vocabulary, focus activity, teaching activity, student team learning activity, reflection and review activity

·         Super 7 Model: objective(s), explanation of the lesson’s importance, lesson agenda, teaching activity, student practice, teacher feedback, summary

·         Other models

Field-based Examples:

·         The student teacher identifies and utilizes Hunter’s Lesson Planning model; anticipatory set, stated objective, teacher modeling/input, check for understanding, guided practice, independent practice,
      summary.

·         The student teacher identifies and utilizes the Hopkins Lesson Planning model; objectives, resources, vocabulary, focus activity, teaching activity, student team learning activity, reflection and review
      activity.

·         The student teacher identifies and utilizes the Super 7 Lesson Planning model; objective, explanation of the lesson’s importance, lesson agenda, teaching activity, student practice, teacher feedback,
      summary.

Practice
Implement instruction in a manner which reflects pedagogical mastery and care for students.

 

3.1   Apply cognitive learning theory and practice to teach and assess learning effectively. 

Explanation: The student

·         Articulate and apply research regarding how people learn. This should drive classroom practice.

Field-based Examples:

·         Pre-service teacher is able to articulate the cognitive theory which ground his/her practice and assessment methods.

·         Assessment practices are grounded in pedagogical theory, for example:

o   Authentic assessment – Vygotsky

o   Higher order thinking - Bloom

·         Classroom practices are grounded in pedagogical theory, for example:

o   Scaffolding – Vygotsky

o   Experiential Learning – Brunner and Dewey

o   Age appropriate learning – Piaget

o   Etc.

 

3.2   Teach to accommodate the diverse needs of learners (spiritual, social, mental, cultural, and physical).

Explanation: The student teacher will

·         Reflect attention to diverse student needs in all lesson plans.

Field-based Examples:

·         Pre-service teacher allows individual students to refer to their own spiritual beliefs in connection to the lesson and sets a respectful tone for such inclusions.

·         Pre-service teacher is aware of the social skill level of his/her students and sets up cooperative work opportunities that build on the strengths and minimize the weaknesses of those students.

·         Individual assignments, such as homework, allow for students at all skill levels to succeed/excel; for example, the math student may complete the list of assigned problems, write their own problems with solutions,
      or create a math game that encompasses the same skill set.

·         Pre-service teacher structures assignments to include students’ cultural perspectives; for instance, the student from Mexico is allowed to share information about Day of the Dead festivities in connection with any
      talk of Halloween.

·         Pre-service teacher arranges the room to make allowance for students with physical challenges, for example cerebral palsy

·         Pre-service teacher can take the same material/content and design a lesson for a different audience (special needs, urban, rural, etc.).

 

3.3      Implement general principles of good classroom management. CARING

Explanation: The student teacher will

·         Understand that well-constructed lesson plans that accommodate diverse learners are foundational to successful classroom management.

Field-based Examples:

·         Pre-service teacher uses effective management strategies such as behavior modification, positive reinforcement, conflict resolution, role playing.

·         Pre-service teacher proactively establishes classroom expectations, routines and procedures.

·         Pre-service teacher teaches a lesson that is organized and transitions among activities in a way that allows for very little student “down-time”.

·         Pre-service teacher sets an authoritative tone with students from the outset of the classroom placement.

·         Pre-service teacher clearly sets behavioral expectations and is consistent in both reprimanding students who do not meet them and positively acknowledging students who do.

 

3.4    Encourage balanced intellectual, moral and personal growth. CARING

Explanation: The student teacher will

·         Model the standards of behavior to which they will hold their students.

Field-based Examples:

·         Pre-service teacher requires students to use a modality that is not their preferred learning method; for instance, artistic students who rely on visual representations are asked to write their descriptions of a cell in
      addition to drawing a picture.

·         Pre-service teacher asks students to debate the positive and negative aspects of World War I from the perspectives of several different combatants.

·         Pre-service teacher uses class discussion to allow students to make a personal connection to the subject; for instance, while reading a novel on the Holocaust, students may interject how they might have dealt with the associated personal tragedies.

 

3.5     Create a positive classroom environment where risk-taking while learning is encouraged.

Explanation:

·         A constructivist learning approach implies that students must tie new knowledge to that already held and that they be given opportunities to experiment with new information in order to form new knowledge.

Field-based Examples:

·         Preservice teacher encourages students to experiment with many possible solutions to a factorial problem in math, using any method they choose to represent the outcome.

·         Preservice teacher uses positive responses to students even when the students answer questions incorrectly; for instance, “that’s close; try again” or “did you think about…”

 

3.6     Formulate good solutions to management and instructional problems.

Explanation:

·         Reflection on and assessment of lessons taught will allow the preservice teacher to adapt future lessons that better serve the needs of students.

Field-based Examples:             

·         Pre-service teacher sets a professional tone with students from the outset of the classroom placement.

·         Pres-service teacher clearly sets behavioral expectations and is consistent in both reprimanding students who do not meet them and positively acknowledging students who do.

 

3.7    Construct products that require students to rethink, use, and extend learning.

Explanation:

·        A constructivist learning approach implies that students be given opportunities to experiment with new information in order to form new knowledge, and teachers must provide learning tools that engender problem 
     solving behaviors.

Field-based Examples:

·         Pre-service teacher may require students to construct and deliver a rich media on a content topic from the class.

·         Pres-service teacher may assign groups to devise an exercise that will reflect the entire course content.

3.8    Assess student learning using a variety of methods including self and peer assessment.

Explanation: The student teacher will

·         Vary assessment according to course content, objectives, and teaching strategies.

Field-based Examples:

·         Pre-service teacher implements a grading rubric for an assignment and asks that students use it to self-assess prior to revision.

·         Pre-service teacher uses peer revision teams.

3.9    Engage students to think aloud to monitor learning and misunderstandings. CARING

Explanation:

·         A constructivist learning approach implies that students tie new knowledge to existing knowledge and that reflection on the learning process is valuable to the clarity of both the learner and the instructor.

Field-based Examples:

·        Pre-service teacher asks students to write and explain their rationale for an answer.

·        Group work is used to allow students to discuss concepts such as a project is being accomplished; for instance, students devising a floor plan for their room prior to using the model to measure for perimeter and 
     area.

·        Pre-service teacher models thinking out loud to monitor learning and misunderstandings.

 

3.10  Use effective questioning strategies.

Explanation:

·        Different questioning techniques will allow students to better understand what is being asked of them.

Field-based Examples:

·        The pre-service teacher uses intentional questioning strategies such as open ended questions, “Know, Want to know, Learn (KWL) charts,” and “Admit/Exit slips”.

·        The pre-service teacher uses appropriate student wait time, collaborative strategies, and use of questions that reflect a range within Bloom’s taxonomy and systematically engage all students.

 

3.11  Implement strategies for ending lessons effectively.

Explanation: The student teacher will

·        Includes appropriate closure to the lesson. This will improve student understanding by reinforcing the targeted objective and/or preparing the student for the next one.

Field-based Examples:

·        Preservice teacher uses intentional strategies to allow students to consolidate the information they have learned for themselves as well as to alert the teacher to gaps and gains in knowledge attainment.

·        Preservice teacher establishes a consistent routine for ending class that requires students to gather materials and/or write down the expectations for at-home work.

Goal 4:  Progress
Know how to grow as a professional teacher.

 

4.1    Identify major professional organizations and utilize their resources for teachers.

Explanation:   Beginning teachers need to connect to the professional organizations which can foster growth and offer support. Connecting them early promotes their professional retention and enhances student learning. Our pre-service teachers should be able to identify and join professional organizations and use their resources to shape their understanding of the instructional environment.

Field based examples-

·         Asks the student which professional organizations to which they belong and they should be able to respond.

·         Student teachers should be able to explain how they have utilized the organization’s resources in planning their instruction.

 

4.2    Desire to effect positive change in the professional environment.

Explanation: Beginning teachers are often agents of change: new knowledge, new skills, new positive attitudes, and new energy powerfully impact the profession. When we teach and model best practices and attitudes we are equipping our pre-service teachers to positively change their professional environments. The evidence of this desire is demonstrated when our pre-service teachers take the initiative to join professional organizations, when they exceed minimum requirements during student teaching, and during their articulation of their teaching philosophies and practices.

Field-based examples:

·         The student teacher helps without being asked.

·         They volunteer for extra-curricular activities or after-school events.

·         They form positive relationships with students and teachers.

 

4.3    Engage peers, colleagues, and parents in conversation relevant to teaching and learning.

Explanation: The successful teacher desires to grow as a professional and actively seeks ways to improve. Towards this end they proactively engage in dialogue with other pre-service teachers, cooperating teachers, college supervisors, parents, and other professionals.

Field based examples

·         Student teachers proactively engage in dialogue with other pre-service teachers, cooperating teachers, college supervisors, parents, and other professionals.

·         Student teachers participate in child study meetings and parent-teacher conferences.

·         Student teachers co-plan lessons with classroom teachers and peers.

·         Student teachers participate in peer-observation activity.

 

4.4     Use peer and supervisor feedback to assess and modify instructional planning and performance.

Explanation: Successful teachers invite conversation regarding their teaching and our pre-service teachers develop this practice by giving and receiving formal and informal feedback as they teach. Following this exchange of information they must be able to apply it to change their instructional practices in meaningful ways.

Field based examples

·         Student teachers use comments on observation forms to inform instructional plans.

·         Student teachers engage in conversation concerning their instructional practice and modify plans accordingly.

 

4.5     Know how to foster positive community relationships.

Explanation: The success of young teachers often depends on creating and sustaining good relationships with members of the local community. Pre-service teachers need to know how to identify community members who impact the school environment and how to articulate the behaviors which encourage positive and meaningful interaction with the school. Using parents as valued partners, enlisting material aid from local businesses, and inviting members of local organizations to participate in schooling exemplify this ability to foster positive community relationships. These directly empower teacher effectiveness and student achievement.

Field based examples

·         Student teachers engage parents as valued partners.

·         Student teachers enlist material aid from local businesses.

·         Student teachers invite members of local organizations to participate in schooling.

 

4.6    Describe key practices which enable successful teachers to persevere.

Explanation: Many beginning teachers leave the profession within the first three years. Teaching our students to balance school work with personal responsibilities, connecting in meaningful ways to other colleagues, mentoring others, mitigating the stress of teaching through rich social interactions and personal wellness, and having fun while you teach all lead to professional longevity.

Field based examples

·         The student teacher articulates what he/she enjoy about teaching.

·         The student teacher can identify positive teacher behaviors which enable perseverance.