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Department Objectives

1109-education-demo-room-17.jpgThrough student teaching assignments, teacher candidates will:

  • Engage in effective long range and daily planning that
    • specifies learner outcomes in clear, concise objectives,
    • includes activities that develop the objectives,
    • identifies and plans for individual differences,
    • identifies materials, other than standard classroom materials, as needed for the lesson,
    • states method(s) of evaluation to measure learner outcomes and
    • assists in Individualized Education Program, Individualized Transition Plans and/or Individual Family Service Plan development (for special education teachers only).
  • Maintain an environment conducive to learning that
    • organizes space, materials and/or equipment to facilitate learning and
    • promotes a positive learning climate.
  • Maximize the amount of time available for instruction by
    • managing routines and transitions in a timely manner and
    • managing and/or adjusting allotted time for activities planned.
  • Manage learner behavior to provide productive learning opportunities by
    • establishing expectations for learner behavior and
    • using monitoring techniques to facilitate learning.
  • Deliver instruction effectively by
    • using technique(s) which develop(s) lesson objective(s),
    • sequencing lessons to promote learning,
    • using available teaching materials to achieve lesson objective(s),
    • adjusting lessons, when appropriate, using reflection on practice and
    • integrating technology into instruction.
  • Present appropriate content that is
    • at a developmentally appropriate level,
    • accurate subject matter,
    • related to examples, unexpected situations or current events and
    • responsive to student questions and/or directing students to additional resources.
  • Provide opportunities for student involvement in the learning process by
    • accommodating for individual differences,
    • demonstrating an ability to communicate effectively with students,
    • stimulating and encouraging higher order thinking at the appropriate developmental levels,
    • encouraging student participation and
    • using appropriate questioning techniques.
  • Assess student progress effectively by
    • consistently monitoring ongoing performance of students,
    • using appropriate and effective assessment technique(s),
    • providing timely feedback to students regarding their progress and
    • producing evidence of student academic growth under his/her instruction.
  • Plan for professional self-development by
    • applying ethical and legal concepts,
    • working productively,
    • meeting school and university expectations,
    • seeking professional improvement and
    • working cooperatively with teachers, administrators, parents and other school personnel.
  • Create partnerships with parents/caregivers and colleagues by
    • providing clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress and ways they can assist learning;
    • encouraging parents/caregivers to become active partners in their children’s education and to become involved in school and classroom; and
    • seeking community involvement in instructional program.
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