Conceptual Framework
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CONCEPTUAL FRAMEWORK INTRODUCTION TO MALONE COLLEGE
Malone
College has grown from the dreams
and labors of an energetic Friends couple, Walter and Emma Malone. Before the turn of the century, their concern
for the education of Christian young people led them to rent a house and begin
the Cleveland Bible
College and, in 1957, it moved to Canton
and was renamed Malone College
to honor its founders.
The
location and the buildings were not the only things that changed. The curriculum also changed and Malone became
a Christian liberal arts college. The
Christian liberal arts approach, the very essence of Malone, is widely
recognized today as producing exceptional graduates, not only for the
marketplace, but for all aspects of life.
Malone is
firm in its commitment to educational experience based on Biblical faith. This does not imply that the Bible is used as
a textbook in every class. But it also
does not imply that Malone courses lack crucial scholarly ingredients that
would be found in comparable courses at secular institutions. Sometimes those crucial ingredients may even
include investigation of topics and opinions which conflict with Biblical
teaching and campus behavioral expectations.
Students’ personal understandings of truth may be questioned and
stretched, perhaps to the point of discomfort throughout the educational
process. The end result of such
significant tension will hopefully be the acquisition of solid belief that is
genuinely “owned” rather than “inherited” or taken for granted. Personal
interaction with professors and advisors is critical and strongly encouraged
during such times of inquiry into the dynamics of faith and learning. Faculty members, who recognize Jesus Christ
as their Lord and Savior and are committed to integration of a Biblical
world-view into the curriculum, can play vital roles in helping students to
forge connections between what they are learning about the world and how they
are living in it.
Malone
College, an institution of higher
learning with an “added value”, is committed to the liberal arts approach with
emphasis upon communicative, investigative and interpretive skills in
developing the whole person, physically, mentally, spiritually, and emotionally.
Malone students have opportunity through this type of learning to know
and understand themselves and the world around them. And they are capable of articulating this
knowledge and understanding to others.
This is why many of our 13,000 alumni are individuals who excel in a
wide variety of occupations and who extend their commitment to the Malone
College motto, “Christ’s Kingdom First,” to local, national and international
levels.
The College
enjoys a unique relationship with its affiliated denomination, the Evangelical Friends
Church-Eastern Region and the community.
Faculty, staff and students represent approximately 40
denominations. This diversity provides
for a greater understanding of the breadth and depth of Christian thought. DOCTRINAL
STATEMENT
Malone College
particularly declares its faith in the following Christian beliefs:
MISSION OF MALONE COLLEGE
Malone
College is a Christian college for arts, sciences, and professions in the
liberal arts tradition, affiliated with the Evangelical Friends Church.
The mission
of Malone College
is to provide students with a biblically-based education in order to develop
men and women in intellectual maturity, wisdom and Christian faith who are
committed to serving the church, community and world. HISTORY OF
DEVELOPMENT OF CONCEPTUAL FRAMEWORK
The original development of the Malone Teacher Education
conceptual framework took place in 1997. The Malone education faculty,
during a
retreat, met with faculty from Eastern
Mennonite University
in January to develop the core areas of the conceptual framework and a
graphic
representation. Development of the conceptual framework continued
throughout
the year with input from the external stakeholders on the Malone
Teacher
Education Advisory Committee (Canton City, Jackson Local, Lake Local,
North Canton City, Perry Local, Sandy Valley and Heritage Christian
Schools) and was completed by Malone education faculty in
December 1997. In 2001-2002, the first year of academic restructuring
at Malone
College, the conceptual framework
was revisited by the Teacher Education Committee which has a
cross-departmental
membership. In 2001-2002, revisions were made to encompass graduate and
undergraduate programs and the logo was revised. In Fall 2003, the
mission of Malone
College was revised and approved by
the faculty and Board of Trustees. In
2003-2004, Malone teacher education stakeholders (full-time, part-time,
and
adjunct faculty; Malone Education Advisory Board members from the
community (Canton City, Green Local, Plain Local, Jackson Local,
Louisville City, Sandy Valley, Canton Local, Lake Local, Heritage
Christian, and Lake Center Christian Schools, the Lincoln Way SERRC,
the Stark County ESC, and the Stark County Family Courts);
students, and faculty from other departments on the Malone Teacher
Education
Committee) reviewed the conceptual framework.
Some core area descriptions were revised, the knowledge base and
references of the knowledge base were revised, a comparative view
document was
added, and the format was reorganized.
INTRODUCTION TO
MALONE COLLEGE
TEACHER EDUCATION
Malone College
has a rich history of preparing men and women for the teaching profession. For over four decades, Malone
College has offered teacher
education programs that successfully develop caring and competent teachers
through its Christian liberal arts curriculum.
Teacher preparation is strongly tied to the College mission of providing
an educational experience based on Biblical faith. Such an experience is
ideally suited to prepare professionals in intellectual maturity, wisdom and
Christian faith who are committed to serving the church, community and world.
Malone College has 22 state-approved undergraduate and graduate programs
leading to licensure in teaching (early childhood, middle childhood,
adolescence to young adult, multi-age, intervention specialist), professional
pupil services (school counseling, school nurse), administration (CIPD), and
licensure endorsements (reading, computer/technology). Malone’s programs exceed
state minimum requirements. Challenging pedagogical and content coursework,
high standards, and extensive early field and student teaching experiences
develop an intensive knowledge-base and promote life-long professional
competence and excellence. Overall,
there is campus-wide support and effort to help education students approach
their profession with reflection and with Christ-like stewardship for the
children, families, and colleagues with whom they will work.
VISION OF MALONE COLLEGE TEACHER
EDUCATION
Malone College Teacher
Education’s vision is to achieve the development of competent, excellent,
reflective teachers who act responsibly as educators, with Christ-like
stewardship, committed to serving the church, community, and world, now and in
the future.
MISSION OF MALONE COLLEGE TEACHER EDUCATIONThe mission of Malone College Teacher Education is in
conjunction with the mission of Malone College to provide a biblically-based
education to prepare reflective teachers who act responsibly as educators to
promote the well-being of all children through caring, supportive, and
challenging learning experiences in order that all may be knowledgeable and act
toward each other, and toward their environment, with understanding,
compassion, and fairness.
PHILOSOPHY OF MALONE COLLEGE TEACHER EDUCATIONMalone College Teacher Education believes that stewardship
is the responsible use of talents and resources, including one’s capacity to
think and reason, in a manner which brings glory to God. We believe that our
Christian faith and heritage call us to stewardship and the preparation of
responsible teachers, or “steward” teachers.
We believe that reflective practice of teachers leads to life-long
professional competence and excellence.
We believe that the philosophy and knowledge base that teachers hold
must be thorough and intensive. We
believe that the skills of communication, collaboration, and professional
practice must be well-developed in teachers.
PURPOSES OF MALONE COLLEGE TEACHER EDUCATIONMalone College Teacher Education uses its philosophy of the
concepts of stewardship, reflection, philosophy, knowledge
base, communication, collaboration and professional practice to guide the
achievement of its mission. Thus it derives its purposes from its philosophy.
Regarding
stewardship, the Malone College Teacher Education purpose is to have its
students be wholly committed to developing and using their abilities, gifts,
and talents to the fullest in order
to provide the very best educational experience for all children. Students will also be challenged to be good
stewards of all that has been and will be entrusted to them including, but not
limited to, knowledge, materials, facilities, resources, the extended help of
colleagues and administrators, and ultimately the education of children. The concept of stewardship is the
philosophical base for all of the other concepts in Malone Teacher Education and
thusly is the foundational purpose.
Regarding
reflection, the Malone College Teacher Education purpose is to have its
students practice reflection that is morally grounded to improve themselves,
organizations and to make better decisions for the ultimate good of every child
they will teach. The concept of a
reflective teacher is a result of applied reflection in all of the other
concepts in Malone College Teacher Education.
Regarding
philosophy, the Malone College Teacher Education purpose is to have its
students develop and refine an educational philosophy, with a strong
stewardship emphasis and examined in relation to Christian faith, that will
undergird their decisions and choices regarding educational practices and
policies.
Regarding
knowledge base, the Malone College Teacher Education purpose is to have
its students grounded in a strong liberal arts background and/or foundational
courses, coupled with essential professional education and core content
knowledge.
Regarding
communication, the Malone College Teacher Education purpose is to have
its students develop their understanding of communication and their abilities
to communicate in teaching practice.
Regarding
collaboration, the Malone College Teacher Education purpose is to have
its students understand and practice collaboration with colleagues, other
professionals, families, and others in the larger community to support P-12 students learning and development.
Regarding professional practice, the Malone College
Teacher Education purpose is to have its students plan, implement and assess
P-12 student learning in a successful and safe learning environment.
COMMITMENT TO DIVERSITYIntegrated throughout all of Malone
Teacher Education’s purposes is a commitment to diversity in education. This stems from the Malone College mission of
developing men and women “who are committed to serving the church, community,
and world” and flows through Malone Teacher Education vision and mission of
preparing teachers who teach “all children through caring, supportive, and
challenging learning experiences in order that all may be knowledgeable and act
toward each other, and toward their environment, with understanding,
compassion, and fairness.” Malone students’ knowledge, skills, and dispositions
regarding diversity are developed through our Teacher Education courses of
study and diverse field experiences.
This commitment flows further into the Malone College Teacher Education
Goals/Candidate Proficiences which are listed after the Knowledge Base section.
Additionally, Malone College
is aware of the need for and continually strives for faculty and student
diversity. This is strongly rooted in Malone
College’s inception as a Bible
College, committed to
evangelization of all people, in all environments.
Malone College Teacher Education is
committed to having its students be sensitive to the cultures, backgrounds, and
special needs of their students.
Teachers should become familiar with students’ backgrounds and abilities,
relevant information about cultural traditions, religious practices, and
patterns of interaction that may affect a student’s classroom participation.
Thus, Malone students must demonstrate the knowledge, skills and dispositions
by successful completion of course work and field experiences in rural, urban,
and suburban schools
COMMITMENT TO TECHNOLOGY
Infused throughout all of Malone Teacher
Education’s purposes is a commitment to technology. Being able to use calculators, computers,
CD-ROMS, PDA’s, cameras (including digital), and other tools of technology to
enhance learning is an important responsibility of those in the education
profession. Knowledge and use of
software for instruction and assessment, and use of the World Wide Web is
needed. Malone faculty are continually
upgrading their own skills through
in-services and technology grant participation.
Malone College
commits the resources across campus for the continued upgrading of information technology and tools. Students in
Malone’s programs will experience use of technology by their course
instructors. Specific courses in their
program of study are technology courses where they acquire the knowledge,
skills and dispositions of technology in education as established by ISTE and
the Ohio School Net model. They are
expected to use technology in their coursework and field experiences for
example, applying developmentally appropriate computer technologies in planning
teaching strategies for an enriched and enhanced learning experience of P-12
students.
MALONE
TEACHER EDUCATION ICON
The Malone Teacher Education
icon seen below is a torch. The symbol of the torch stems directly from
the Malone College
icon which is also a torch. The torch is
a visual representation of the light that Jesus Christ brings to the world with
his saving redemption. His followers at Malone
College carry on that light to the
world. Thus it is fitting that the icon
be adapted as the visual representation of how Malone Teacher Education brings
light to the world.
 KNOWLEDGE BASE FOR MALONE TEACHER EDUCATIONThe mission of the
college informs the vision, mission, philosophy and purposes that ground
teacher education at Malone College.
The knowledge base of Malone College Teacher Education undergirds our belief in
the worthiness of our purposes. Our knowledge base is presented below as seven
core areas, corresponding with our seven philosophical concepts. References aligned with the seven core areas
are in Appendix A These references provide evidentiary warrant
of our knowledge base for each area.. As shown in the graphic above, the core
areas of teacher education are
represented in the interrelated conceptual areas of philosophy, knowledge base,
communication, collaboration and professional practice, all emanating from the
concept of stewardship and resulting in a reflective teacher. Each is explained in greater detail
demonstrating the link between these important areas and the course work and
experiences of education students at Malone
College.
Stewardship
The
concept of stewardship is the basis of all other areas of teacher preparation
at Malone, emphasizing the responsible use of talents and resources, including
one's capacity to think and reason in a manner which brings glory to God. With such an emphasis, education students at
Malone are encouraged to be wholly committed to developing and using their
abilities, gifts, and talents to the fullest
in order to provide the very best educational experience for all children. Education students are also challenged to be
good stewards of all that has been and will be entrusted to them including, but
not limited to, knowledge, materials, facilities, resources, the extended help
of colleagues and administrators, and ultimately the education of children.
Although the concept of stewardship is not unknown in the
secular world (e.g., conservation of natural resources, time management
principles, investment portfolios, etc.), it carries a deeper and more profound
meaning in the learning community of Christians at Malone
College. The Scriptures tell us God
is the Creator and Owner of everything (Ps. 24:1; Ps. 50:10); all that we have,
whether material or intellectual, is a gift from God’s hand (1 Chron. 29:14);
and we are expected to make use of those gifts in order to glorify God (Rom.
14:8). Indeed, God’s charge to Adam and Eve in the Garden was a call to
faithful stewardship (Gen. 1:28). This all-encompassing concept of stewardship
thus forms the basis and point of departure for all other areas of teacher
preparation at Malone College.
As stewards, faculty and students are expected to demonstrate responsible use
of our talents, abilities, resources, and intellectual capabilities in such a
way that it brings glory to God. Recognition of God’s ownership and influence
should be evident in (1) the way we construct and organize our Knowledge Base,
(2) our personal and educational Philosophy, (3) the ways we Collaborate and
Communicate with others, (4) our
Professional Practice, and should result in (5) a Reflective teacher. Whatever
you do, work at it with all your heart, as working for the Lord, not for men,
since you know that you will receive an inheritance from the Lord as a reward.
It is the Lord Christ you are serving (Col. 3: 23-24).
See references under Stewardship, Appendix A.
Philosophy
Just as formal philosophy attempts to
understand, examine and interpret reality, so educational philosophy provides a
way for teachers to understand, examine and interpret the nature of
education. The educational philosophy,
developed and refined by Malone teacher education students, with a strong stewardship emphasis, will undergird
their decisions and choices regarding educational policies and practices. They
have the opportunity to evaluate their educational philosophy in relation to
Christian ethics, values and worldview.
What teachers believe to be true, real, and valuable will affect the way
they teach, how they interpret issues and what they emphasize in class (Myers
& Myers, 1995). Additionally,
teacher education students learn to approach educational issues and problems by
recognizing and considering inherent philosophical assumptions. “Teachers must constantly confront the
underlying assumptions that guide conduct, determine values, and influence the
direction of all existence” (Johnson et al., 2002, p. 379). Examination of an educational issue through
the multiple lenses of (1) the issue’s inherent philosophical grounding, (2)
the teacher’s own educational philosophy, and (3) the philosophical stances of
others involved, will throw light on the educational issue.
See
references under Philosophy, Appendix A.
Knowledge
Base
The
knowledge base at Malone begins with a general education for preservice
teachers rooted in the liberal arts.
These course requirements are organized around the concept of stewardship
in four main areas: Stewardship Under God, Stewardship and Skills, Stewardship
and Society, and Stewardship and Science.
Each preservice teacher completes course work designated within these
four areas. The knowledge base in
graduate education includes a series of foundation courses and content specific
courses in the selected core/area of study.
As a result, students develop the ability to reach valid conclusions and
to communicate them; to seek knowledge about oneself, the empirical world, the
past and its heritage, current society and the methodologies by which this
information is collected; to give careful consideration to faith and ethical
value; to cultivate humane concerns and to adopt a tenable worldview. Acknowledging the revolutionary and
accelerating change in many aspects of society, this liberal arts education,
coupled with the knowledge base of the teaching profession, is important
preparation for dealing with change. It
prepares education students to continue learning and changing and provides them
the guidance of principle in the midst of change.
Beyond
the general education requirements, teacher preparation at Malone includes
course work in professional education; core requirements in such areas as early
childhood, middle childhood, and intervention specialist; concentration areas
for middle childhood education such as reading and the language arts, social
studies, math, and science; and the various integrated areas for the
adolescence to young adult license including integrated language arts,
integrated mathematics, integrated science, and integrated social studies. In addition, programs in multi-age licensure
areas such as music education, visual arts education, health education,
physical education, and Spanish education contain essential core and
professional education coursework. The
graduate education programs in curriculum and instruction; curriculum,
instruction and professional development; instructional technology,
intervention specialist, reading, and school counselor all contain essential
core and professional education coursework. Through completion of course
requirements for the particular licensure areas, Malone
College seeks to educate teachers
who understand major concepts, assumptions, debates, and methodologies of inquiry
that are central to the disciplines they teach and subsequently create learning
experiences that make these aspects of subject matter meaningful for students.
When education students take full advantage of every course and field
experience, as well as every future learning opportunity, they demonstrate a
level of stewardship critical to their development as lifelong learners. This
in turn makes it more likely that they will be effective in the classroom
throughout their teaching careers. As emphasized in Malone's professional
education and core course offerings, creating meaningful learning experiences
comes as a result of understanding how students learn and develop and the
provision of activities that support intellectual, career, social, and personal
development for all students; regardless of race, gender, or culture (McEwin
and Dickinson, 1995).
See
references under Knowledge Base, Appendix A.
Communication
Effective
communication is crucial to successful teaching practice and includes verbal
and nonverbal messages as well as print and nonprint media. Education students at Malone develop their
ability to communicate through understanding communication theory, language
development, including phonics, and the role of language in learning. In addition, the ways in which cultural and
gender differences can affect communication in the classroom is stressed. Opportunities to practice multiple forms of
communication are presented across course and field experience
requirements. Education students are
assessed in terms of their ability to clearly and accurately communicate
content, including directions and procedures, and demonstrate high quality in
both oral and written communication.
See
references under Communication, Appendix A.
Collaboration
Fostering
relationships with parents, school colleagues, and others in the larger
community to support students' learning and development is an important
practice in the education of all children (Danielson, 1996). Education students at Malone are made aware
of the many factors in P-12 students' environment outside of school that may
influence academic performance. In
response to such awareness and in the spirit of true stewardship, they then
seek to understand how parents, counselors, teachers, and other professionals
in the community might be included and their knowledge and experiences utilized
in order to promote the education and development of students. In addition, opportunities are provided to
allow education students and practicing teachers to engage in collaboration
with colleagues, other professionals, and families, thus experiencing a synergistic effect of support for the
students they are entrusted to educate.
Teachers educated at Malone advocate for children and are eager to
intervene when the rights of children are violated due to various forms of
abuse and discrimination, including behaviors of prejudice related to race,
religion, gender, socio-economic status, and age.
See
references under Collaboration, Appendix A.
Professional
Practice
The
area of professional practice encompasses those strategies and behaviors
particularly important to the act of teaching in support of student
learning. Planning instruction which
reflects a thorough understanding of subject matter, curriculum development,
student development, and learning theory is a critical teaching practice. Acting on those plans, utilizing a variety of
instructional strategies to encourage the development of critical thinking,
problem solving, and performance skills, and then purposefully assessing
student learning according to established objectives and outcomes, are
essential teaching behaviors which education students at Malone must
exhibit. All of this is done with the
awareness that students differ in their approaches to learning and teachers are
obligated to create instructional opportunities that are equitable and
adaptable to diverse learners. The
potential for success for both teacher and student in this regard appears to be
enhanced by emphasizing a constructivist approach to learning and teaching
which results in students being given the opportunity to construct meaning for
themselves through interesting and engaging activities and assignments using
various learning modalities (Brooks and Brooks, 1993). The probability for students to be involved
in their own learning is enhanced as Malone prepares teachers who see the
connections across subject areas and feel comfortable and competent at
developing thematic and integrated units. Stewardship is emphasized as education
students are trained to encourage students not to learn material in discrete,
isolated, pieces, but rather as an integrated whole, identifying the
connectedness of what they have learned, with what they are learning, with what
they will learn.
Education
students at Malone understand the necessity of creating a learning environment
which gives all children a chance to be successful and feel safe at
school. This can only be accomplished if
the teacher promotes a climate of cooperation and mutual respect (Nieto,
1996). Strategies which result in the
smooth operation of the classroom, the efficient use of time, and the increased
likelihood that students are engaged in appropriate behavior are emphasized at
Malone, practiced by education students, and assessed in classroom settings.
Malone
College provides multiple
opportunities for education students to experience and engage in the practices
of teaching across various grade levels, subject areas, and diverse educational
settings. Field experiences begin with
exploratory observation and move into increasingly more complex experiences
that involve greater participation and ultimately include practice
teaching. It is in these experiences
that prospective teachers see the connections among theory, principle, and
practice as Malone education faculty collaborate with practicing classroom
teachers and join efforts in preparing the very best educators for the good of
all children. For experienced teachers
in the graduate program, the opportunity to practice new or improved skills and
implement new theories enables them to make connections between theory and
practice.
See
references under Professional Practice, Appendix A.
Reflection
As
seen by examining the graphic model of Malone’s Conceptual Framework, the
reflective
teacher is the illumination resulting from the joined components of philosophy,
knowledge
base, communication, collaboration, and professional practice. The dynamic
nature
of the act of reflecting generates even greater development within and across
the
Conceptual
Framework components. “Critical
reflection...is morally grounded. It
springs
from a concern to create conditions under which people can learn to love one
another,
and it alerts them to the forces that prevent this” (Brookfield,
1995). Osterman
(1993)
defines reflective practice as, “an integrated way of thinking and acting on
learning
and behavioral change; it is individuals working to improve organizations
through
improving themselves.” Such is the
emphasis within Malone College
teacher
education.
Reflection allows education students to fully benefit from, and be good
stewards
of, all they have been privileged to experience in the teacher education
program
and
to make better decisions for the ultimate good of every child they will teach.
Teachers
prepared at Malone College
reflect on knowledge and information gained
during
their academic preparation. As
practicing educators, they gain further information
from
colleagues and other professionals, as well as benefit from continuing
education and
graduate
studies. The way in which one
communicates is another focus of reflection as
teachers
continually seek to improve the means by which information is given and
received. In the technological age of communication,
there would appear to be the
potential
for enormous benefit and abuse of various communicative mediums, signaling
the
need for careful reflection.
Collaboration requires reflection as educators attempt to
make
the synergistic effect a reality within education, where the whole is truly
greater
than
the sum of its parts. Finally, teaching
practice, including planning and delivering
instruction,
assessing learning, and creating a positive learning environment, must
be
a focal point of reflection. Teachers then
consider the strengths and limitations of
various
teaching strategies and behaviors related to student responses, ideas and
needs,
and
the particular subject area under consideration.
See
references under Reflection, Appendix A.
The Interrelatedness of Conceptual AreasThroughout the teacher preparation program at Malone College, the various conceptual areas surface in course work, field experiences, and other supportive activities. Clearly it is not possible to look at a single conceptual area in isolation as each has its effect and dependency on the others. To assess the extent to which prospective teachers at Malone have successfully accomplished the desired outcomes in the teacher education program, evaluation includes the more traditional standardized and teacher-made tests, as well as various assignments, projects, and micro-teaching experiences. In initial licensure programs, a culminating assessment activity includes a professional portfolio which each education student must complete. Contained within the portfolio are work products arranged in the categories of knowledge of content and educational theory and development: planning, delivery and assessment of instruction, classroom management, human relations and communication; and professional development. In advanced graduate programs, a culminating assessment activity includes a research project that addresses a problem existing in an educational setting. These work products convey the interrelatedness of the conceptual areas and give evidence to the accomplishment of outcomes deemed essential to successful teacher preparation at Malone College.The preceding section covering the core areas of our
conceptual framework provides the undergirding for our candidate performance expectations and
dispositions. These performance
expectations and dispositions take the form of ten goals listed below. Each of the seven core areas discussed above
plays a part in one or more of the goals. For example, the concept of
stewardship is strongly linked to Goal 2 “Promote the values of stewardship…”
and Goal 10 “Integrate Christian faith and ethics…”. Stewardship is also linked with Goal 1
“…grounded in values of love, justice, fairness, and compassion…”, and Goal 6
“Create a learning environment…and responsible ownership of learning.” The “Malone Teacher Education Comparative
View” (see Appendix B) shows the linkage
between the seven core areas and the ten goals.
Furthermore, Malone’s ten goals are also connected to the ten Ohio
Performance-Based areas from INTASC (see Appendix C ), aligned with the nineteen criteria from
Pathwise/Praxis (see Appendix D ), and
aligned with Ohio Academic Content Standards and Specialized Professional
Association Standards.
Malone Teacher Education seeks to prepare
teachers who are proficient in the knowledge, skills, and dispositions that are
envisioned by and in accordance with the missions of the college and teacher
education and the core conceptual areas of stewardship, reflection, philosophy,
knowledge base, communication, collaboration and professional practice. .” The “Malone Teacher Education Comparative
View” (see Appendix B) shows the linkage between the seven core area purposes
and the ten goals/candidate proficiencies.
Furthermore, Malone’s ten goals are also connected to the ten Ohio
Performance-Based areas from INTASC (see Appendix C), and are aligned with the
nineteen criteria from Pathwise/Praxis (see Appendix D.) These alignments are
shown in the “Comparative View” and are used in the planning, implementation
and assessment of Malone Teacher Education programs. Malone Teacher Education is also aligned with
Ohio Academic Content Standards and Specialized Professional Association
Standards. Malone’s commitment to diversity is integrated throughout these
goals/candidate proficiencies.
The following candidate proficiencies
are closely aligned with our above stated Malone Teacher Education purposes.
These candidate outcomes describe the knowledge, skills, and dispositions that
Malone College Teacher Education expects its students to achieve.
Malone strives to prepare teachers
who:
1.
Develop a personal philosophy of education,
a. which
is grounded in values of love, justice, fairness, and compassion
b. believing
that all children can learn, regardless of race, culture, or disability.
2.
Promote the values of stewardship by encouraging,
a. an
awareness of the importance of citizenship responsibilities,
b. environmental
and global concerns,
c. and
empathy for the human condition.
3.
Acquire a broad liberal arts education as a foundation
for study and teaching in both integrated and
specialized
subject
areas.
4.
Design and plan instruction based on,
a. the
scope and sequence of subject matter,
b. the
developmental characteristics of students,
c. acknowledging
the influences of students’
experiences, culture, and ability level.
5.
Respond to the differences in how students learn
through the use of,
a. flexible
and authentic forms of instruction
b. and
assessment.
6.
Create a learning environment, which promotes,
a. active
involvement,
b. supportive
interaction,
c. and
responsible ownership of learning.
7.
Communicate effectively,
a. through
a variety of instructional strategies,
b. including
the use of technology,
c. mindful
of those factors such as culture and disability, which affect
reception and
interpretation of the message.
8.
Collaborate purposefully with colleagues, parents,
support agencies, and
businesses
to meet the
educational
needs of all children.
9.
Reflect on,
a. the
effects of their choices and actions on students, parents, and other
professionals in
the learning
community,
b. and
actively seek out opportunities to grow professionally.
10.
Integrate Christian faith and ethics with professional
practice.
ASSESSMENT
OF CANDIDATES
Candidates’ assessment is a core component of the Teacher
Education systemic assessment. Systemic
assessment is designed to assure coherence and alignment between the conceptual
framework and performance goals of Teacher Education. Through this continuous improvement process,
candidate performance across the various program gateways and unit performance
are assessed and enhanced utilizing reporting and feedback from stakeholders of
the educational community.
Candidates’ assessments occur successively at designated
program gateways. In the undergraduate
program the gateways are: (1) Admission into Teacher Education; (2) Admission
to student teaching; (3) Portfolio assessment; (4) Student teaching; and (5)
Application for licensure. Graduate education program gateways include: (1)
Admission to the program; (2) Transitional outcomes and assessment; (3)
Graduate research requirement; and (4) Application for licensure. Graduate
counselor education program gateways include: (1) Admission to program; (2)
Initial counseling assessment; (3) Annual review and retention in the program;
(4) Successful completion of counseling practicum; (5) Successful completion of
internship; and (6) Application for licensure.
The school nurse program gateways include: (1) Admission requirement;
(2) Successful completion of school nurse appraisal and assessment; (3)
Completion of field experience in nursing; and (4) Application for licensure.
Gateways must be successfully negotiated by the candidates in order to progress.
Candidate
and performance data utilized for selection or aggregated and shared to assure
coherence and alignment with mission and goals include: GPA, rubrics and
evaluation forms from field and internship experiences, references, portfolio
assessment, BCI clearance, Praxis I and II data, candidate portfolios, student
teaching evaluations, course evaluations, program completer surveys, student
demographic data, employment follow-up data, employers’ survey of graduates,
Malone College Education Advisory Boards and Teacher Education minutes,
continuous improvement activity record, faculty data, program enrollment data
by major, retention and graduation data, student teaching exit survey, course
coherence monitoring tied to conceptual framework, field experience and
clinical practice sites, diversity data pertaining to placement, student
appeals, and faculty committee minutes.
The
design of assessment instruments and assessment processes seeks to reduce bias
in the developmental phases of Teacher Education programs and after
implementation of the instruments and processes. Members of the internal and
external learning communities are consulted at key points. Some of these
processes include the admissions procedures, student teaching assessments,
curriculum and program development.
APPENDIX A
CORE AREA REFERENCES
CORE AREA REFERENCES
Stewardship
Best, H. M. (1993). Music
through the eyes of faith. San Francisco: Harper & Row.
Bible. New Revised Standard Version. (1989). Nashville, TN: Holman.
Block, Peter. (1993). Stewardship:
Choosing service over self-interest (Rev. ed.). San Francisco: Berrett-Koehler.
Carter, Jimmy. (1998).
Living faith. New
York: Random
House.
Chewning, R. C., Eby, J.
W., & Roels, S. J. (1990). Business through the eyes of faith. San Francisco: Harper & Row.
Fiedler, C. R. (2000). Making
a difference: Advocacy competencies for special education professionals. Boston: Allyn & Bacon.
Fraser, D. A. (1992). Sociology
through the eyes of faith. San Francisco: Harper & Row.
Gallagher, S. V., &
Lundin, R. (1989). Literature through the eyes of faith. San Francisco: Harper
& Row.
Holmes, A. F.
(1975/1998). The idea of a Christian college. Grand Rapids, MI: William B. Eerdmans.
Kessler, R. (2000). The
soul of education: Helping students find connection, compassion
and character at school. Alexandria, VA: Association for Supervision & Curriculum Development.
Myers, D. G., &
Jeeves, M. A. (1987). Psychology through the eyes of faith. San Francisco:
Harper & Row.
Myers, D. G., &
Jeeves, M. A. (2003). Psychology through the eyes of faith (Rev. ed.). Washington, DC: Council for Christian Colleges and Universities.
Reflecting God study
Bible. New International Version.
(2000). Grand
Rapids, MI: Zondervan.
Sire, J. W. (1997). The
universe next door: A basic worldview catalog (3rd ed.). Downers Grove, IL: InterVarsity Press.
Stronks, J. K., &
Stronks, G. G. (1999). Christian teachers in public schools. Grand Rapids, MI: Baker
Books.
Wells, R. (1989). History
through the yes of faith: Western civilization and the Kingdom of God. San Francisco: Harper & Row.
Wright, R. T. (1989). Biology
through the eyes of faith. San Francisco: Harper & Row.
Philosophy
Banks, J. A., &
Banks, C. A. (1993). Multicultural education: Issues & perspectives.
Needham Heights,
MA: Allyn & Bacon.
Duckworth, E. (1973). The having
of wonderful ideas: Piaget in the classroom. Basic Books.
Eidsmoe, J. (1987). Christianity
and the Constitution: The faith of our founding fathers.
Grand Rapids, MI: Baker.
Elkind, D. (1981). The
hurried child: Growing up too fast too soon. Reading, MA:
Addison-Wesley.
Elkind, D. (1987). Miseducation:
Preschoolers at risk. New York:
Alfred A. Knopf.
Etheridge,
S., & Rudnitsky, A. (2003). Introducing
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what we know? Boston: Allyn and Bacon.
Goodlad, J. D. (1979). What
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Inlay, L. (2003). Values:
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Knowles,
T., & Brown, D. F. (2000). What every
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Kozol, J. (1991). Savage
inequalities: Children in America’s schools.
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Manning,
M. L., & Bucher, K. T. (2001). Teaching
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McCallum, D. (1996). The
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reason, and the new postmodern
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Van
Hoorn, J., Nourot, P., Scales, B., & Alward, K. (1993). Play at the center of the curriculum. New York: Merrill.
Watkins, W. D. (1996). The
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Knowledge Base
Allington, R. L. &
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& International Reading Association.
Arnett,
J. J. (2001). Adolescence and emerging
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Berk, L. (2000). Infants,
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Birnie,
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Bracey, G. W. (1998). Put
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Burns, M. (1992). About teaching
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Byrd, D. M. &
McIntyre, D. J. (1997). Research
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Caine, R. N., &
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Development.
Caine, R. N., &
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for Supervision and Curriculum Development.
Cherif, A. (1993). Relevant inquiry. The Science Teacher, Dec., 26-27.
Copley, J. V. (2002). The young child and
mathematics. Washington, DC: National Association
for
the Education of Young Children.
Cowley, G. (2003). Girls,
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Crystal, D. (1995). The
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deBettencourt, L. (2002).
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16-23.
Dwyer, C. A. (1994). Development
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Ferguson, J., & Dorman, J. (2002). The self-handicapping
phenomenon. Kappa Delta Pi Record, 38(2).
64-67.
Fuchs, D., & Fuchs,
L. (1995). What’s ‘special’ about special education? Phi Delta Kappan, 76(7). 522-530.
Gardner, H. (1999). The
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Gardner, H. (1993). Multiple
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Hart, L. A. (1983). Human
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Heid, C. A. (Ed.). (1988). Multicultural education:
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University.
Hein, R. (1998). Christian
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Henning-Stout, M. (1994).
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Kavale, K., &
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Knowles,
T., & Brown, D. F. (2000). What every
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Childhood Education International.
Manning,
M. L. (1993). Developmentally appropriate
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NJ: Prentice-Hall.
Manning,
M. L., & Bucher, K. T. (2001). Teaching
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Ohanian, S. (1999). One
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Ohio Department of
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Only connect readings
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Russell, M., Bebell, D.,
O’Dwyer, L. & O’Conner, K. (2003). Examining teacher technology use: Implications for preservice and
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Russell, W., &
Savors, R. (1999). Making $ense out of $chool finance. Columbus, OH: The Ohio School Boards Association.
Santrock,
J. W. (2001). Child development. Boston: McGraw-Hill.
Silvey, A. (Ed.). (1995).
Children’s books and their creators. New York: Houghton Mifflin.
Smith, F. (1986). Insult
to intelligence: The bureaucratic invasion of our classrooms. Portsmouth, NH: Heinemann.
Smith,
S. S. (2001). Early childhood mathematics.
Boston: Allyn and Bacon.
Sprenger, M. (1999). Learning and memory: The brain in action.
Alexandria, VA: Association for
Supervision and Curriculum Development.
Turnbull, R., &
Turnbull, A. (2002). Exceptional lives: special education in today’s schools.
Upper Saddle River, NJ: Merrill/Prentice Hall.
Van
de walle, J. A. (2004). Elementary and
middle school mathematics: Teaching developmentally.
Boston: Allyn and Bacon.
Watson,
B., & Konicek, R. (1990). Teaching for conceptual change: Confronting
children’s experience. Phi Delta Kappan, May, 1-6.
Wiggins, G. P. (1993). Assessing
student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass.
Yolen, J. (2000). Tough
magic. Little
Rock, AR: August House.
Zipes, J. (2001). Sticks
and stones. New
York:
Routledge.
Zirkel, P. A.,
Richardson, S. N., & Goldberg, S. S. (1995). A digest of supreme court
decisions affecting education
(3rd ed.). Bloomington, IN: Phi Delta Kappa International.
Communication
Bissell, J., Manning, A.,
& Rowland, V. (1999). Cyber education: The internet and world wide web for K-12 education. Boston: McGraw-Hill.
Bracey, G.W. (1997). Setting
the record straight: Responses to misconceptions about public
education in the
United States. Alexandria, VA: Association for Supervision and Curriculum Development.
Brewer, J. (2001). Introduction
to early childhood education: Preschool through primary grades (4th ed.). Boston: Allyn and Bacon.
Byham, W. C. (1992). Zapp
in education: How empowerment can improve the quality
of
instruction
and student and teacher satisfaction. New York: Random House.
Clay, M. M. (1991). Becoming
literature. Portsmouth, NH: Heinemann.
Coles, G. (2000). Misreading
reading. Portsmouth, NH: Heinemann.
Gestwicki, C. (2004). Home,
school, and community relations (5th ed.). Albany, NY: Delmar.
LeFeure, K. B. (1987).
Invention as a social act. Carbondale, IL: Southern Illinois University Press.
Marzano, R. J., Marzaon,
J .S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every
teacher. Alexandria, VA: Association for Supervision
& Curriculum Development.
Moustafa, M. (1997). Beyond
traditional phonics. Portsmouth, NH: Heinemann.
Semkins, M., Cole, K.,
Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development.
United States Department
of Education. (1995). School-linked comprehensive services for children and families: What we know
and what we need to know. Washington, DC: Author.
Collaboration
Albert, L. (1996). Cooperative
discipline. Circle Pines, MN: American Guidance Service.
Danielson,
C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria,
VA: ASCD.
Garbarino, J. (1995). Raising
children in a socially toxic environment. San Francisco: Jossey-Bass.
Johnson, D. W., &
Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic
learning (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Kluth, P., & Straut,
D. (2003). Do as we say and as we do: Teaching and modeling
collaborative practice
in the university classroom. Journal
of Teacher Education, 54, 228-240.
Slavin, R. E. (1995). Cooperative
learning (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Professional Practice
Allington, R. L. &
Cunningham, P. M. (1994). Classrooms
that work: They can all read and write.
New York: Harper Collins.
Banks, J. A. (2002). Introduction
to multicultural education. Boston: Allyn & Bacon.
Bredekamp, S., &
Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs
(Rev. ed.). Washington, DC: National Association for the Education
of
Young Children.
Brooks,
J. G. (1993). The case for constructivist classrooms. Alexandria,
VA:
ASCD.
Burns, M. (1992). About teaching
mathematics. White Plains,
NY: Mathematics Solutions.
Carr, J. F., &
Harris. D. E. (2001). Succeeding with standards: Linking curriculum,
assessment, and action planning. Alexandria,
VA: Association for Supervision and Curriculum Development.
Crim, K., Maxwell, R. E.,
Baughman, C. D., & Overly, D. E. (1994). Ohio school finance: A practitioner’s
guide. Cincinnati: Anderson.
Dangel, J. R., &
Guyton, E. M. (Eds.). (2002). Research on preparing teachers who can meet
the needs of all students: Teacher
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Freeman, N. K. (1999). Ethics and
the early childhood educator: Using the
NAEYC code. Washington, DC: National Association for the Education of Young Children.
Fischer, L., Schimmel, D.,
& Kelly, C. (1991). Teachers and the law (3rd ed.). White Plains, NY: Longman.
Gardner, H. (1991).
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Chinn, P. C. (2002). Multicultural education in a pluralistic society (6th
ed.). Columbus: Merrill/Prentice Hall.
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readiness. Brandon, VT: Clinical Psychology.
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minds: Why children don’t think and what we can do about it. New York: Simon & Schuster.
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Knowles,
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Kohn, A. (1993). Punished
by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. Boston: Houghton Mifflin.
Kohn, A. (1998). What
to look for in a classroom. San Francisco: Jossey-Bass.
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schools our children deserve: Moving beyond traditional classrooms and “tougher standards.” Boston: Houghton Mifflin.
Manning,
M. L., & Bucher, K. T. (2001). Teaching
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Miller, D. (2002). Reading with meaning. Portland, ME: Steinhouse.
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S. (1996) Affirming diversity: The sociopolitical context of multicultural
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McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision
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R. T. (1998). The first days of school: How to be an effective teacher. Mountainview, CA: Author.
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Reflection
Abbeduto, L., &
Elliott, S. (1998). Guide to human
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Palmer, Parker J. (1998). The courage to teach. San
Francisco, CA: Jossey-Bass.
Posner, G. J.
(1996). Field experience: a guide to
reflective teaching (4th ed.). White Plains, NY: Longman.
Schon, D. A. (1983). The
reflective practitioner: How professionals think in action. New York: Basic
Books.
Schon, D. A. (1987). Educating
the reflective practitioner. San Francisco: Jossey-Bass.
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teacher education: Cases and critiques. New York: State University of New York Press.
Walling, D. R. (1994). Teachers as leaders: Perspectives
on the professional development of
teachers. Bloomington, IN:
Phi Delta Kappa. APPENDIX B
|
|
Malone
Conceptual Framework
___________________
Candidate Performance Expectations and Dispositions |
Malone
Conceptual Framework
_________________
Purpose, Philosophy and Knowledge Base Areas |
INTASC/Ohio
Performance-Based Areas |
Pathwise/Praxis
Criteria |
Ohio Academic
K-12
Content Standards |
Specialized
Professional Association Standards |
|
#1
Develop a personal philosophy of education, which is grounded in values of
love, justice, fairness, and compassion believing that all children can
learn, regardless of race, culture, or disability.
|
Knowledge
base Philosophy
Professional
practice
Stewardship
|
#1
Subject matter
#2
Student learning
#3
Diversity of learners
#4
Planning instruction |
A1
Student background, A2 Goals, A3 Content connections, A4 Teaching, A5
Evaluation
B1
Fairness, B2 Rapport, B3 expectations
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring, C5 Instructional time
D1
Reflection D2 Efficacy, D3 Professional relationships
|
K-12
Content |
SPA’s |
|
#2
Promote the values of stewardship by encouraging an awareness of the
importance of citizenship responsibilities, environmental and global
concerns, and empathy for the human condition. |
Stewardship |
#3
Diversity of learners
#6
Learning environment
#7
Communication |
A1
Student background, A2 Goals, A4 Teaching
B1
Fairness, B2 Rapport, B3 expectations, B4 Behavior, B5 Physical environment
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring, C5 Instructional time
D2
Efficacy
|
|
|
|
#3
Acquire a broad liberal arts education as a foundation for study and teaching
in both integrated and specialized subject areas
|
Knowledge
base
|
#1
Subject matter
#4
Planning instruction |
A1
Student background, A2 Goals, A3 Content connections, A4 Teaching, A5
Evaluation
B1
Fairness
C2
Content comprehensible, C3 Thinking, C4 Monitoring
D1
Reflection, D3 Professional relationships
|
K-12
Content |
SPA’s |
|
#4
Design and plan instruction based on the scope and sequence of subject
matter, the developmental characteristics of students, acknowledging the
influences of students’ experiences, culture, and ability level. |
Knowledge
base
Professional
practice
Reflection |
#1
Subject matter
#2
Student learning
#4
Planning instruction
|
A1
Student background, A2 Goals, A3 Content connections, A4 Teaching, A5
Evaluation
B1
Fairness, B2 Rapport, B3 Expectations
C2
Content comprehensible, C3 Thinking, C4 Monitoring
D1
Reflection D2 Efficacy, D3 Professional relationships
|
K-12
Content |
SPA’s |
|
#5
Respond to the differences in how students learn through the use of flexible
and authentic forms of instruction and assessment. |
Communication
Knowledge
base
Professional
practice |
#3
Diversity of learners
#5
Instructional strategies
#8
Assessment |
A1
Student background, A2 Goals, A4 Teaching, A5 Evaluation
B1
Fairness, B2 Rapport, B3 Expectations
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring, C5 Instructional time
D1
Reflection, D3 Professional relationships, D4 Parent communication
|
K-12
Content |
SPA’s |
|
#6
Create a learning environment, which promotes active involvement, supportive
interaction, and responsible ownership of learning. |
Communication
Knowledge
base, Professional practice
Stewardship |
#6
Learning Environment
#7
Communication |
A1
Student background, A4 Teaching
B1
Fairness, B2 Rapport, B3 Expectations, B4 Behavior, B5 Physical environment
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring, C5 Instructional time
D2
Efficacy
|
|
|
|
#7
Communicate effectively through a variety of instructional strategies,
including the use of technology, mindful of those factors such as culture and
disability, which affect reception and interpretation of the message. |
Communication
Knowledge base Professional practice |
#3
Diversity of learners
#5
Instructional strategies
#7
Communication |
A1
Student background, A2 Goals, A4 Teaching, A5 Evaluation
B1
Fairness, B2 Rapport, B3 Expectations, B4 Behavior
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring, C5 Instructional time
|
K-12
Content |
SPA’s |
|
#8
Collaborate purposefully with colleagues, parents, support agencies, and
businesses to meet the educational needs of all children. |
Collaboration
Communication Professional practice
Reflection |
#9
Professional developoment
#10
Student support |
A1
Student background
B2
Rapport
D1
Reflection D2 Efficacy, D3 Professional relationships, D4 Parent
communication
|
|
|
|
#9
Reflect on the effects of their choices and actions on students, parents, and
other professionals in the learning community, and actively seek out
opportunities to grow professionally. |
Collaboration
Professional practice
Reflection |
#9
Professional Development
#10
Student support |
A1
Student background
B2
Rapport
D1
Reflection D2 Efficacy, D3 Professional relationships, D4 Parent
communication
|
|
|
|
#10
Integrate Christian faith and ethics with professional practice. |
Collaboration
Professional
practice
Stewardship |
#7
Communication
#9
Professional development |
A1
Student background, A4 Teaching
B1
Fairness, B2 Rapport, B3 Expectations, B4 Behavior
C1
Goals/procedures C2 Content
comprehensible, C3 Thinking, C4 Monitoring
D1
Reflection D2 Efficacy, D3 Professional relationships
|
|
|
APPENDIX C
STATE OF OHIO
PERFORMANCE-BASED LICENSURE STANDARDS
STATE OF OHIO
PERFORMANCE-BASED LICENSURE
As described in Rule 3301-24-04 of the Ohio Revised Code, a
beginning teacher must be able to demonstrate success in the classroom. The State of Ohio
has established 10 areas, which define a comprehensive knowledge base that
preservice teachers must acquire. The
teacher education program at Malone College
has been structured to support preservice teachers in accomplishing the
following:
1. Subject
Matter
The teacher
has a thorough understanding and knowledge of subject matter and uses
such knowledge to
create effective learning
experiences for students.
2. Student
Learning
The teacher understands how
students learn and develop, and creates opportunities for each student’s
academic development.
3. Diversity
of Learners
The teacher
understands differences in how students learn and provides instruction to accommodate such diversity.
4. Planning
Instruction
The teacher
plans instruction based on knowledge of subject matter, of students,
and of
curriculum goals and models.
5. Instructional
Strategies
The teacher uses a variety of
instructional strategies, which encourage each student to develop
critical-thinking and problem-solving skills.
6. Learning
Environment
The teacher creates a learning
environment that encourages active, engaged learning; positive interaction; and
self-motivation for all students.
7. Communication
The teacher effectively
communicates in the classroom by using a variety of communication skills,
including verbal and nonverbal techniques, technology, and media.
8. Assessment
The teacher
effectively uses formal and informal assessment strategies to evaluate
student progress.
9. Professional
Development
The teacher analyzes past experience
and pursues professional development opportunities to improve future
performance.
10. Subject
Support
The teacher
works with parents/family members, school colleagues, and community
members to support student learning and
development.
APPENDIX D
PATHWISE/PRAXIS
PERFORMANCE ASSESSMENT CRITERIA
PATHWISE/PRAXIS PERFORMANCE ASSESSMENT CRITERIA
Domain A – Organizing content Knowledge for Student Learning
A1: Becoming familiar with relevant aspects of students’
background knowledge and experiences
A2: Articulating clear learning goals for the lesson that
are appropriate for the students
A3: Demonstrating an understanding of the connections
between the content that was learned previously, the current content, and the
content that remains to be learned in the future
A4: Creating or selecting teaching methods, learning
activities, and instructional materials or other resources that are appropriate
for the students and that are aligned with the goals of the lesson
A5: Creating or selecting evaluation strategies that are
appropriate for the students and that are aligned with the goals of the lesson
Domain B – Creating an Environment for Student Learning
B1: Creating a climate that promotes fairness
B2: Establishing and maintaining rapport with students
B3: Communicating challenging learning expectations to each
student
B4: Establishing and maintaining consistent standards of
classroom behavior
B5: Making the physical environment as safe and conducive to
learning as possible
Domain C – Teaching for Student Learning
C1: Making learning goals and instructional procedures clear
to students
C2: Making content comprehensible to students
C3: Encouraging students to extend their thinking
C4: Monitoring students’ understanding of content through a
variety of means, providing feedback to students to assist learning, and
adjusting learnings activities as the situation demands
C5: Using instructional time effectively
Domain D – Teacher Professionalism
D1: - Reflecting on the extent to which the learning goals
were met
D2: - Demonstrating a sense of efficacy
D3: - Building professional relationships with colleagues to
share teaching insights and to coordinate learning activities for students
D4: - Communicating with parents or guardians about student
learning
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