Brewton-Parker Teacher Education Conceptual Framework. Reflective Pathways from Theory to Practice Brewton-Parker College Education Division. Unit Mission . Echoes, but does not replicate the mission of the college To produce effective and reflective educators
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Reflective Pathways from Theory to Practice
Our conceptual framework embraces three areas – Knowledge of, Dispositions Toward, and Performances related to the Learner, Pedagogy, and the Curriculum. It is our belief that the continually developing levels of proficiency or competency achieved by our Reflective Teacher Candidates with a Christian Worldview in the three areas are effectively demonstrated and continually measured and evaluated by the following ten (10) Reflective Teacher Candidate Proficiency Outcomes. Our ten proficiency outcomes are based on the college mission and vision statements, as well as the mission and vision statements of the Education Division. The Proficiency Outcomes are aligned with the INTASC Standards/ Georgia 2000, and NCATE Standard 1.
Understands and demonstrates
knowledge of learner characteristics
Description:Our teacher candidates possess knowledge and understanding of the diverse learner characteristics of today’s students. They are able to demonstrate this knowledge and understanding through the use of differentiated instruction.
Develops lesson plans which use technology and a variety of instructional methods
Description: Our teacher candidates demonstrate their ability to develop lesson plans using a variety of instructional methods utilizing technology as an instructional tool.
Demonstrates a mastery of content
Description: Our teacher candidates demonstrate a mastery of the content they are teaching. They must know what they are teaching and be able to communicate that knowledge effectively to the learner.
Promotes creative and critical thinking
Description: Our teacher candidates demonstrate creative and critical thinking and create learning experiences that encourage students to think creatively and critically.
Demonstrates proficiency in writing and expression
Description: Our teacher candidates communicate effectively with students, parents, peers, and the community with appropriate oral and written expression.
Utilizes formal and informal methods of assessment
Description: Our teacher candidates demonstrate the use of both formal methods of assessments such as written tests and projects and informal methods of assessments such as journals and class discussion to determine student understand and mastery of concepts.
Demonstrates an understanding of student diversity
Description: Our teacher candidates provide teaching strategies and learning experiences that demonstrate an understanding of the diverse student community in areas such as learning styles, ethnicity, gender, socioeconomic status, multiple intelligences, interest and ability.
Promotes motivation and positive social interaction
Description: Our teacher candidates establish a classroom management plan that motivates and encourages positive social interaction among students; sets classroom rules; provides for a safe and supportive classroom environment and believes that all students can learn.
Reflects upon practice and continues to grow professionally
Description: Our teacher candidates continually reflect on their teaching performances and grow professionally through workshops, professional organizations, and continuing their higher education.
Possesses a Christian disposition toward school, local, state, national, and world values while reinforcing the dignity and worth of the individual
Description: Our teacher candidates appreciate and possess Christian attitudes and behaviors toward teaching and toward life.