The outcomes listed below are the unifying element in this conceptual framework and inform the intended outcomes for our candidates. Outcomes are aligned with Teacher Education Core Beliefs, the 4Rs – Relevance, Relatedness, Respect and Responsibility – and the corresponding Interstate New Teachers Assessment and Support Consortium (INTASC) Standards.
Content Knowledge and Skills
- Demonstrates content area knowledge.
- Demonstrates effective communication skills in reading and writing.
- Synthesizes content effectively from a variety of resources, utilizing professional knowledge to communicate to students
Applications of Pedagogy within Learning Environments
A. Lesson Planning & Instruction
- Demonstrates knowledge of developmentally appropriate practice.
- Utilizes appropriate standards in the design of lesson objectives
- Demonstrates ability to design and implement a complete and effective lesson plan in accordance with the instructional objectives of the lesson.
- Demonstrates ability to design and implement effective unit plans.
- Demonstrates ability to identify appropriate short and long-term goals (content, learning goals, core curriculum, whole course, whole year).
- Provides clear directions.
- Demonstrates appropriate and varied instructional strategies when teaching (questioning, wait time, transitions, etc.).
- Demonstrates ability to create and modify lesson plans for differentiated instruction.
- Demonstrates ability to use various formal and informal assessment strategies arising from instructional objectives.
- Demonstrates the ability to apply the resulting assessment data to inform professional practice.
- Provides appropriate rubrics, or other measurements, for assignments.
- Provides appropriate feedback to students.
B. Learning Environments
- Promotes realistic expectations for students’ behavior.
- Encourages students toward self-regulation (acting appropriately without reminders).
- Employs positive classroom climate and provides for student choice and decision making.
- Maintains students’ engagement through effective classroom management techniques.
- Maintains an effcient use of time management (paces lessons appropriately, provides enrichment activities for those who finish early).
- Demonstrates encouragement, respect and rapport with students appropriate for age/grade level, maintaining level of professionalism.
Technology for Teaching and Learning
- Demonstrates ability to develop student-centered, technology-rich learning activities.
- Demonstrates ability to incorporate technology into classroom presentations, lesson plans, and other course assignments.
- Demonstrates evidence of ability to transfer knowledge of technology practices from the “college classroom to real-life situations”.
- Demonstrates ability to select and implement technologies relevant to various learning situations, in the college classroom and in schools.
Empowerment, Equity, & Inclusion
- Models and encourages respect for diverse learning groups.
- Knows and is able to address issues of diversity.
- Demonstrates a knowledge of and commitment to adhere to the North Dakota Code of Professional Conduct for Educators to guide practice and professional interactions.
- Demonstrates ability to adapt learning to diverse populations of learners.
- Considers and utilizes feedback on performance to improve lessons.
- Demonstrates evidence of self-evaluation to monitor and improve performance.
- Collaborates with others to reflect on, plan, and improve instruction.
- Displays appropriate decision-making in a professional setting.
- Demonstrates professionalism through a willingness and ability to collaborate with faculty and staff.
- Demonstrates professionalism through a willingness and ability to collaborate with families, and non-school based organizations.
- Models professional appearance and demeanor.
- Demonstrates a positive attitude toward teaching and working with children.
- Demonstrates self-confidence and emotional maturity.
- Accepts responsibilities for all aspects of school-related activities.
- Exhibits dispositions expected of a professional educator.