260:116 Schools and American Society
Requirement Student Knowledge Student Performance Student Disposition
a. Student Learning
The practitioner understands how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.
b. Diverse Learners
The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
8.1 The practitioner possesses a comprehensive understanding of the aims of education and the role of schools in a diverse and democratic society, including current philosophical dilemmas facing teachers. The practitioner can explain how ethnic, socio-cultural, and economic diversity in American society are linked to the need for instructional opportunities that are adaped to diverse learners. The practitioner is committed to providing equal and appropriate educational opportunities to diverse learners as an outgrowth of the practitioner's understanding of the proper role of schools in a democratic society.
8.2 The practitioner understands the importance of literacy, knowledge, and critical thinking skills for participating in a democratic society. The practitioner can compare the performance indicators of diverse learners and make judgments about the extent to which equity in learning is being achieved in schools (broadly) and classrooms (specifically). The practitioner accepts the principle that illiteracy, ignorance, and inability to think critically are significant barriers to full participation in a democratic society and are often prime causes of inequality and failure.
The practitioner can show how educational practices purporting or attempting to adapt to the needs of diverse learners can sometimes perpetuate, reinforce, or exaggerate existing inequalities among diverse learners. The practitioner is willing to examine data and evidence as indicators of the successfulness of efforts to adapt instruction to the needs of diverse learners.
c. Instructional Planning
The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
8.1 The practitioner possesses a comprehensive understanding of the aims of education and the role of schools in a diverse and democratic society, including current philosophical dilemmas facing teachers. The practitioner can state and explain the aims and goals of education in terms of student learning outcomes as identified and expressed by society, students, communities, professional content-area associations, and national and state learning and curricular standards. The practitioner is willing and dedicated to providing a level of instruction which meets or exceeds the needs of all learners and the expected high standards which will enable learners to participate fully and successfully in society and in the economy.
8.3 The practitioner has an understanding of how to undertake critical inquiry into the nature of teaching and schooling. The practitioner can critique, based upon current data and evidence, the extent to which instruction and learning are effective in producing socially and educationally desired outcomes. The practitioner is disposed to seek the continuous improvement of the organizational characteristics of schools, the content of the school curriculum, and the instructional practices used to achieve student learning.
8.4 The practitioner is aware of major areas of research on schooling and teaching and can make use of this research in formulating ideas for improving schools and classrooms. The practitoner can utilize relevant research to identify promising instructional improvements and devise plans for adapting these research findings to instructional practices. The practitioner seeks to keep up with current knowledge and research findings that can lead to improvements in teaching and learning.
d. Instructional Strategies
The practitioner understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
8.2 The practitioner understands the importance of literacy, knowledge, and critical thinking skills for participating in a democratic society. The practitioner can locate and interpret data which would demonstrate the social and economic desirability and value of critical thinking, problem solving, and performance skills. The practitioner acknowledges the relationship between the acquisition of critical thinking, problem solving, and performance skills and the opportunity to participate fully in a democratic society and a market economy as well as the responsibility of schools and teachers to develop these skills.
8.4 The practitioner is aware of major areas of research on schooling and teaching and can make use of this research in formulating ideas for improving schools and classrooms. The practitioner can cite and critique research which seeks to explain the relationship between specific school organizational models and instructional strategies and the development of critical thinking, problem solving, and performance skills. The practitioner accepts the responsibility to use the findings of research to improve schools and teaching.
8.14 The practitioner understands the need for continuous professional growth in both the skills of teaching and the understandings which support effective teaching and effective schools. The practitioner can identify the most significant known characteristics of effective teaching and effective schools and how these characteristics impact the development of critical thinking, problem solving, and performance skills. The practitioner is disposed to seek continuous professional growth in order to improve instruction and student learning.
e. Learning Environment/Classroom Management
The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
f. Communication
The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
g. Assessment
The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social and physical development of the learner.
h. Foundations, Reflection and Professional Development
The practitioner continually evaluates the effects of the practitioner's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
8.1 The practitioner possesses a comprehensive understanding of the aims of education and the role of schools in a diverse and democratic society, including current philosophical dilemmas facing teachers. The practitioner can identify expressions of educational aims and purposes and evaluate them according to their philosophical merits as well as their social, political, and economic implications. The practitioner supports goals and aims for education which are compatible with the basic tenets of a free and democratic society.
8.2 The practitioner understands the importance of literacy, knowledge, and critical thinking skills for participating in a democratic society. The practitioner can explain the historic evolution of our understanding of the relationship between educational achievement, economic opportunity, and political equality. The practitioner seeks to provide each student with the knowledge and skills that they will need to be full participants in a democratic society.
8.3 The practitioner has an understanding of how to undertake critical inquiry into the nature of teaching and schooling. The practitioner can develop his/her own critique of the state of education and schooling in society. The practitioner is willing to think critically about existing educational ideas and practices.
8.4 The practitioner is aware of major areas of research on schooling and teaching and can make use of this research in formulating ideas for improving schools and classrooms. The practitioner can demonstrate the ability to locate and utilize current research on schools and teaching and formulate proposals for reforming schools and improving student learning. The practitioner is disposed to seek evidence upon which to base ideas and proposals for improving education.
8.5 The practitioner understands the assumptions underlying a variety of contemporary proposals for school reforms, including school organization and structure, school funding, pupil grouping, curriculum standards and benchmarks, and parental influence and involvement. The practitioner can evaluate various proposals for school reform and identify the philosophical and/or ideological contexts from which such proposals arise. The practitioner is willing to consider alternatives to present practices and structures in education and evaluate them on their merits.
8.6 The practitioner understands contemporary critical analysis of the purpose, intent, and effects of educational institutions, including schools. The practitioner can utilize critical analysis of contemporary educational practices and structures to support proposals for reform. The practitioner is willing to consider alternatives to present practices and structures in education and evaluate them on their merits.
8.7. The practitioner understands the relationship between the schools and the other major institutions of society. The practitioner can explain the impact of the school on the major institutions of society and the influence of those institutions in shaping schools. The practitioner demonstrates active interest in learning about other elements of the social structure and their relationship to education and schools.
8.8 The practitioner understands that educational policies are the result of the interaction between competing social and political philosophies. The practitioner can present descriptions and examples of specific educational policies and show how they have been shaped or influenced by competing social and political philosophies. The practitioner accepts the obligation to understand the important policy debates surrounding education and schools and to, when appropriate, seek to play a role in shaping that policy.
8.9 The practitioner understands the historical forces that have shaped the patterns of present day schooling. The practitioner can identify the major historical forces and ideas which have shaped the American educational system. The practitioner is inclined to view educational issues, institutions, and practices as existing in an historical continuum, rather than in existential isolation.
8.10 The practitioner understands normative and ethical behavior in educational institutions and recognizes the presence of normative influences in educational thought and practice. The practitioner can demonstrate familiarity with ethical and professional standards in education and in schools as well as the ability to make defensible ethical decisions in problemmatic situations. The practitioner is willing to hold himself/herself to high ethical standards and to make professional decisions in the light of such standards.
8.11 The practitioner knows how to develop a value position regarding education, educational issues, and educational practices, on the basis of critical study and reflection. The practitioner can support a position on an educational issue or practices by utilizing sound reasoning and available evidence. The practitioner seeks to ground practice in knowledge, reason, and evidence and is willing to support decisions regarding practice with logic and fair argument.
8.12 The practitioner possesses a critical understanding of educational thought and practice, and of the decisions and events which have shaped them. The practitioner can explain the underlying ideas and forces which lead to particular educational practices and decisions. The practitioner is inclined toward a comprehensive view of causation, rather than explanations for events which are superficial and uncritical.
8.13 The practitioner understands policy-making perspectives and possesses skill in searching for resolutions to educational problems and issues. The practitioner can identify major policy issues facing education currently and propose promising and acceptable solutions. The practitioner is willing to seek solutions to educational problems that are fair and balanced.
8.14 The practitioner understands the need for continuous professional growth in both the skills of teaching and the understandings which support effective teaching and effective schools. The practitioner can create a plan for continuous professional growth for himself/herself, based upon understanding of needed development in the skills of effective teaching and understanding of how to contribute to the improvement of schools. The practitioner seeks to engage in continuous professional growth and is willing to identify and acknowledge areas in which growth is needed.
i. Collaboration, Ethics, and Relationships
The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.
8.1 The practitioner possesses a comprehensive understanding of the aims of education and the role of schools in a diverse and democratic society, including current philosophical dilemmas facing teachers. The practitioner can identify the key influences on student success in learning and create plans for fostering support for student learning by working cooperatively with diverse communities of interest. The practitioner desires to establish positive working relationships with those who can have an effect on student learning and success.
8.7. The practitioner understands the relationship between the schools and the other major institutions of society. The practitioner can identify the people and institutions outside the school which can support student learning and development and can demonstrate an understanding of how to employ them in support of educational objectives. The practitioner seeks understanding of the people, agencies, and institutions outside the school which can provide support for learning.
8.8 The practitioner understands that educational policies are the result of the interaction between competing social and political philosophies. The practitioner can demonstrate ways of gaining support for important educational goals from those with differing social and political philosophies. The practitioner seeks to develop the ability to work with those whose ideas, perspectives, and philosophies may differ from his/her own.
8.10 The practitioner understands normative and ethical behavior in educational institutions and recognizes the presence of normative influences in educational thought and practice. The practitioner can identify educational principles which even those of differing perspectives and interests will agree cannot be compromised. The practitioner is willing to seek consensus on essential educational principles, to defend those principles in the face of criticism and expediency, and to respect those who may disagree.
8.13 The practitioner understands policy-making perspectives and possesses skill in searching for resolutions to educational problems and issues. The practitioner can identify difficult educational problems and issues, explain differing policy perspectives on those issues, and suggest possible resolutions. The practitioner is willing to seek solutions to educational problems that are fair and balanced and which, to the extent possible, will attract the support of parents, colleagues, and communities.
j. Computer Technology Related to Instruction