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 Communicate effectively (textually, orally, and visually).
1.2 Relate the importance of cultural perspective to the discipline.
1.3 Access, assess, and synthesize information from disparate sources.
1.4 Describe the important concepts within the major discipline.
To teach well, teachers must have a deep understanding of the content which forms the basis for their curricula. In addition, a general understanding of many related topics is necessary to intelligently design and implement appropriate instruction as well as interact with others in a manner that inspires confidence.
Overall GPA, Oral Defense Score for Goal 1, Final Evaluation of Student Teacher Performance Scores for Goal 1, Praxis II, VCLA.
Goal 2: Pedagogy - Develop compelling instruction appropriate to a wide range of learners.
2.1 Design instruction based on elements key to effective teaching.
2.2 Design lessons with well-aligned goals, objectives, instructional activities and assessments.
2.3 Design lessons which effectively differentiate instruction.
2.4 Apply constructivist theory to teach and assess learning effectively.
Not only must a successful teacher have command of relevant content, teachers must know how students learn best and be able to apply that knowledge when developing instruction. Critical elements of this pedagogical knowledge include, but are not limited to human cognition, child and adolescent psychology, and instructional design theory. Teachers must know how children learn, why they learn, and how to anticipate and create impetuses towards learning.
Education GPA, Oral Defense Score for Goal 2, Final Evaluation of Student Teacher Performance Scores for Goal 2.
Goal 3: Practice - Implement instruction in a manner which reflects pedagogical competence and care for students.
3.1 Analyze, evaluate and revise lessons to make them more effective.
3.2 Teach to accommodate the diverse needs of learners.
3.3 Implement general principles of good classroom management.
3.4 Use appropriate technologies to learn to teach.
Content competence and effective instructional design must be followed by appropriate instructional practice. Successful teachers not only act in ways which maximize student learning, but demonstrate the care and concern which motivate it. Teachers can be said to have acquired sufficient teaching skill if they: employ effective teaching technologies; reach all pupils through their knowledge of individual and cultural differences; and apply new learning to novel situations in their classrooms. Teachers must also be able to distinguish: 1) essential content from peripheral, 2) ethical teaching practices from unethical, 3) knowledge from opinion, 4) professional obligation from professional norm, and 5) teaching responsibilities inherent to a democratic society.
Student Teaching Grade, Oral Defense Score for Goal 3, Final Evaluation of Student Teacher Performance Scores for Goal 3.
Award for the second that Melissa Carr '05 received in April. Alumna Susan Sine '90 received the Red Apple.