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Initial
Teacher Preparation Programs—Goals
The "Standards
and Benchmarks for Teacher
Preparation" are
found in Exhibit
1.1.A and repeated here because of their
importance. These include 22 broad goals for the
initial
teacher preparation program, clustered in five categories.
I.
Caring educators are committed to all students'
learning within supportive learning communities. They
are student-focused
and persistent in pursing high and appropriate expectations
for all students.
A. Set realistic high expectations for learning and persist
in helping all students to reach them.
B.
Develop (P-12) student cooperation, interpersonal
skills and self-esteem in a safe environment.
C.
Know the importance of interacting positively with
(P-12) students and their families.
II.
Professional educators are knowledgeable regarding
content, pedagogy, and educational technologies.
D.
Understand the central concepts, tools of inquiry
and structures of the disciplines
he or she teaches. (Content)
E.
Have knowledge of district, state and national curriculum
standards or documents.
F.
Establish learning goals that are appropriate
for
(P-12) students and emphasize critical thinking,
creativity and
problem solving.
G.
Understand the theoretical and applied aspects
of
the teaching-learning process. (Pedagogy)
H.
Create meaningful learning experiences that
are
appropriate
for (P-12) students and guide students to successful
achievement of critical thinking, creativity
and problem
solving goals
both within and across disciplines.
I.
Design activities using a variety of
instructional
strategies.
J.
Use traditional and alternative assessment
strategies
continuously to ensure (P-12) student
learning
and refine teaching practices.
K.
Use instructional technology to
enhance
learning
and personal/professional productivity.
III.
Professional educators are reflective in their practice.
L.
Consider a wide variety of factors when making instructional
decisions (e.g., context, students,
content, methods,
research, learning theory, policies, community, prior
experiences, etc.).
M.
Use systematic means to examine the relationship
between
teaching actions and student success.
IV.
Professional educators demonstrate professional dispositions
and communication skills.
N.
Know the importance of fostering relationships with
school colleagues and agencies in the larger
community to support
student learning and well being.
O.
Communicate clearly
and effectively
in interpersonal
situations.
P.
Communicate clearly
and effectively in writing.
Q.
Understand the
ethical
dimensions of teaching
in a culturally
diverse
democratic society.
R.
Demonstrate
professional
dispositions: adherence
to professional
ethics,
collaboration,
commitment
to diversity,
commitment
to teaching, emotional
maturity,
initiative,
responsibility,
responsiveness
to professional
feedback,
self-reflection,
and
student-focus.
V.
Educators for a diverse and democratic society celebrate
diversity in schools and communities. They prepare
students for active participation in a democracy through
nurturing
critical thinking, creative thinking and problem solving
within communities.
S.
Adapt instruction and assessments to meet the diverse
needs of learners (e.g., backgrounds,
experiences, learning
styles, developmental levels, etc.).
T.
Create opportunities to encourage (P-12) students
to
value and respect diversity.
U.
Articulate an informed and thoughtful position
on the
purpose of schools in a culturally diverse democratic
society.
V.
Clarify, monitor and assist (P-12) students
in achieving
standards of student conduct in a democratic
environment.
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For
additional
information
on the
accreditation/approval
process,
please
contact
Jerry H. Robbins,
Dean, at
734.487.1414
or by e-mail
at jerry.robbins@emich.edu.
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