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Standard 5: Professional Perspectives Toward Student Learning and the Teaching Profession 

The preparation program ensures that each candidate explores a variety of perspectives and begins to develop a professional perspective on teaching that includes an ethical commitment to teach every student effectively and to develop as a professional educator.Candidates study different perspectives on teaching and learning, and explore alternative concepts of education.

The program provides opportunities for candidates to examine research on relationships between (a) the background characteristics of students and inequities in academic outcomes of schooling in the United States, and (b) teacher expectations and student achievement.The program educates candidates on laws pertaining to health, safety, protection, access and educational equity for all students.

During interrelated coursework and fieldwork, candidates learn how social, emotional, cognitive, cultural, and pedagogical factors impact student learning outcomes, and how a teacher’s beliefs, expectations, and behaviors strongly affect learning on the part of student groups and individuals.

The program provides opportunities for each candidate to promote student academic progress equitably and conscientiously, and fosters the intellectual, social, and personal development of all children and adolescents, while emphasizing the teacher’s unique role in advancing each student’s academic achievements and advocating for students. Through formal instruction, coaching, and supervision candidates assume the responsibility to maximize each learner’s achievements by building on students’ prior instruction and experience.

The program provides opportunities for candidates to learn the importance of challenging students to set and meet high academic expectations for themselves. They learn to use multiple sources of information, including qualitative and quantitative data, to assess students’ existing knowledge and abilities, and to establish ambitious learning goals for students.

Individually and collaboratively with colleagues, candidates examine and reflect on their teaching practices and professional behaviors in relation to principles of classroom equity and the professional responsibilities of teachers.  Candidates collaborate with colleagues to design and deliver effective, coordinated instruction. 

Our school’s commitment to professional ethics and to equitable access for all students is reflected in our vision statement. “Graduates will become community leaders who advocate for high standards and democratic values with attention to professional ethics and diversity. Our commitment to encouraging professional development is expressed in the following goals that the school has adopted:

 “To prepare education professionals who have a command of content knowledge and pedagogy and who continuously strive to improve their practice.”

 “To support the lifelong development of practicing professionals with services and programs including the doctorate.”   [See theme, vision, mission and goal statements.] 

In the social and psychological foundations courses, candidates learn about factors that affect learning. In the social foundations course students discuss professional and ethical responsibilities of teachers, especially in regard to educational equity. In the various methods courses, students learn about pedagogical practices that are consistent with the professional and ethical responsibilities of teachers. Throughout their courses and fieldwork, students have many opportunities to discover the benefits of collaborative work through group assignments and working with school personnel. In student teaching, students are evaluated on the degree to which they (1) provide all students with equal access to learning, (2) carry out ethical and professional responsibilities, and (3) establish collaborative relationships. (See CI 151 and CI 152 syllabi and assessments in the FAST Manual.)

Different perspectives on teaching and ethical standards.

The psychological foundations class (CI 152) introduces students to different perspectives on learning, and hence, to varying notions concerning the role of the teacher. (See CI 152 syllabus. The social foundations class (CI 151) looks at broad purposes of education and different notions of what it means to “educate” someone. (See CI 151 syllabus.) Each course and field experience exposes students to an additional layer of complexity regarding those issues. Professional and ethical responsibilities of teachers are discussed in the social foundations course. In student teaching, students are evaluated on the degree to which they have carried out their responsibilities according to high ethical standards. 

Relationships between student background characteristics, inequities in outcomes, and teacher expectations and student achievement.

In the social foundations course (CI 151), students study the research findings on the relationship between race, ethnicity, socioeconomic status, gender, and school outcomes. (See CI 151 syllabus.)

In the psychological foundations course (CI 152) they read about the numerous studies regarding the impact of teacher expectations on student learning. (See CI 152 syllabus.)

Applying knowledge about students to teaching.

In the psychological foundations course (CI 152) and the general methods course, (CI 159) students learn that building on students' prior knowledge, experiences, abilities and interests is a basic principle of curriculum design because this increases student motivation and learning. This is reinforced in all the methods courses as students complete various assignments on instructional planning and is practiced in student teaching.

Students study personal, social, and emotional development in the psychological foundations course (CI 152). Personal and social growth, as well as academic achievement, are discussed as goals for schooling in the social foundations course (CI 151).  The teacher’s role in promoting these is reinforced throughout the program. (See CI 151, CI 152, and CI 159 syllabi.)

Laws concerning student welfare and equity.

School law is taught in CI 151 Social Foundations of Education. In addition, SPED 121 Teaching Students with Special Needs in the Secondary Education Setting presents the laws related to students with disabilities. (See CI 151 and SPED syllabi.)

High expectations.

The importance of having high expectations for all students is emphasized throughout the program. In the general methods course (CI 159), the language and literacy course (LEE 154) and the special education course (SPED 121), students learn about existing sources of information as well as a variety of assessment strategies that can supply information to be used in making instructional decisions. (See CI 159, LEE 154, and SPED 121 syllabi.)

Collaboration with colleagues.

Students are required to collaborate on many assignments throughout the program. This gives them many opportunities to experience the benefits of working with others. In student teaching, students are evaluated on the degree to which they collaborate with colleagues. 

Intern Program Delivery Model:

The intern pre-service component (providing skills and knowledge required prior to entering the classroom as the teacher of record) includes introductory preparation relative toStandard 5: Professional Perspectives toward Student Learning and the Teaching Profession. 

As part of their pre-service component, interns take CI 151 Social Foundations of Education, CI 152 Educational Psychology, and CI 159 curriculum and Instruction, which give them introductory preparation toward Standard 5 as described above.

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