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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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brewton parker teacher education conceptual framework

Brewton-Parker Teacher Education Conceptual Framework

Reflective Pathways from Theory to Practice

Brewton-Parker College

Education Division

unit mission
Unit Mission
  • Echoes, but does not replicate the mission of the college
  • To produce effective and reflective educators
  • To produce educators with a strong foundation of research-based knowledge
unit mission continued
Unit Mission (continued)
  • To produce educators with a Christian worldview by strengthening their philosophical attitudes and Christian values
  • To produce educators who demonstrate strong pedagogical practice
unit vision
Unit Vision
  • Desire for graduates to teach all students effectively, while upholding a Christian worldview
  • Desire that our teacher candidates will become reflective educators who possess strong academic knowledge and appropriate dispositions.
unit vision continued
Unit Vision (continued)
  • Desire that our teacher candidates demonstrate the principle of soul competency, understand the worth of the individual, and the freedom of individual conscience
unit vision continued6
Unit Vision (continued)
  • Desire that our teacher candidates understand that the principle of religious liberty affirms education, but not indoctrination, and the principles of the priesthood of the believer affirms the equality of all students in the learning process
unit philosophy
Unit Philosophy
  • Belief that the most effective means of preparing a Reflective Educator with a Christian Worldview is to provide Reflective Pathways from Theory to Practice
  • Belief that rigorous academic standards must be upheld while employing a Christian worldview
unit philosophy continued
Unit Philosophy (continued)
  • Belief that teacher candidates should be provided with opportunities for intellectual inquiry in an environment of sound research-based discourse
  • Belief that all students can learn
unit philosophy continued9
Unit Philosophy (continued)
  • Belief that effective and reflective teachers posses the appropriate combinations of experiences, academic preparation and Christian moral and ethical responsibilities to achieve this
  • Belief that all programs must articulate appropriate knowledge, skills and dispositions related to how our teacher candidates and graduates will impact and promote all components of teaching and learning. 
unit purposes goals
Unit Purposes (Goals)
  • Provide the knowledge, disposition, skills, and experiences that will enable the shared mission, vision and philosophy, to become realities for our teacher candidates
knowledge of the learner pedagogy and the curriculum
Knowledge of the learner, pedagogy and the curriculum:
  • Reflective pathways in liberal arts core classes and Christianity and education courses
  • Atmosphere of free inquiry and rigorous academic standards
  • Training that will enable candidates to develop judgment, critical thinking skills, and reflective practices based on knowledge and experience
dispositions toward the learner pedagogy and the curriculum
Dispositions toward the learner, pedagogy and the curriculum:
  • Develop candidates who are committed to a life of service based upon individual respect and encouragement
  • Develop candidates who recognize and reinforce the dignity and worth of individual convictions and cultural differences that promote motivation and positive social interaction.
performance related to the learner pedagogy and the curriculum
Performance related to the learner, pedagogy and the curriculum:
  • Develop reflective and effective educators teachers who view teaching as a social and civic responsibility and as an expression of Christian stewardship
conceptual framework
Conceptual Framework

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.

reflective teacher candidate proficiency outcomes
Reflective Teacher Candidate Proficiency Outcomes
  • Understands and demonstrates knowledge of learner characteristics
  • Develops lesson plans which use technology and a variety of instructional methods
  • Demonstrates a mastery of content
  • Promotes creative and critical thinking
  • Demonstrates proficiency in writing and expression
  • Utilizes formal and informal methods of assessment
bpc teacher candidate proficiency outcomes
BPC Teacher Candidate Proficiency Outcomes
  • Demonstrates an understanding of student diversity
  • Promotes motivation and positive social interaction
  • Evaluates performance and continues to grow professionally
  • Possesses a Christian disposition toward school, local, state, national, and world values while reinforcing the dignity and worth of the individual
synopsis of conceptual framework
Synopsis of Conceptual Framework
  • Embraces three areas – Knowledge of, Dispositions Toward, and Performances related to the Learner, Pedagogy, and the Curriculum
  • Demonstrated and continually measured and evaluated by the ten (10) Reflective Teacher Candidate Proficiency Outcomes
synopsis of conceptual framework18
Synopsis of Conceptual Framework
  • Proficiency outcomes are based on the college mission and vision statements, as well as the mission and vision statements of the Education Division 
  • Proficiency Outcomes are aligned with the INTASC Standards/ Georgia 2000, and NCATE Standard 1.
reflective teacher candidate proficiency outcomes 1
Reflective Teacher Candidate Proficiency Outcomes # 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.

reflective teacher candidate proficiency outcomes 2
Reflective Teacher Candidate Proficiency Outcomes # 2

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.

reflective teacher candidate proficiency outcomes 3
Reflective Teacher Candidate Proficiency Outcomes # 3

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.

reflective teacher candidate proficiency outcomes 4
Reflective Teacher Candidate Proficiency Outcomes # 4

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.

reflective teacher candidate proficiency outcomes 5
Reflective Teacher Candidate Proficiency Outcomes # 5

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.

reflective teacher candidate proficiency outcomes 6
Reflective Teacher Candidate Proficiency Outcomes # 6

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.

bpc teacher candidate proficiency outcomes 7
BPC Teacher Candidate Proficiency Outcomes # 7

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.

reflective teacher candidate proficiency outcomes 8
Reflective Teacher Candidate Proficiency Outcomes # 8

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.

reflective teacher candidate proficiency outcomes 9
Reflective Teacher Candidate Proficiency Outcomes # 9

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.

reflective teacher candidate proficiency outcomes 10
Reflective Teacher Candidate Proficiency Outcomes # 10

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.