KNOWLEDGE BASE
Competent Educator
Research supports the belief that effective, competent teachers make a significant difference in student achievement relatively independent of any other factors in the schools (Marzano, 2003; Nye, Konstantopoulos, & Hedges, 2004). The unit believes that competent teachers have a strong, flexible content knowledge base integrated with appropriate pedagogical content knowledge that allows teacher candidates to support the diverse learning needs of students (Bransford, Darling-Hammond, & LePage, 2005; Cummings, 1989; Delpit, 1995; Krashen, 1987). Furthermore, teacher candidates need to be introduced to the complexity of teaching. Competent teachers use and draw from multiple knowledge bases to plan and deliver instruction including both content knowledge and pedagogical content knowledge.
Content knowledge is mastery of the essential skills of math, science, reading, writing, communications, social sciences, literature, and humanities. The first two years of the college’s degree requires rigorous core coursework in each of the previous areas with specific levels of mastery as determined by grade point average.
Pedagogical content knowledge is defined as knowledge about how to effectively teach a particular discipline (Schoenfeld, 1989). The unit’s understanding of pedagogical content knowledge is preparing teachers who understand that each content area may require specialized pedagogy knowledge to plan and deliver effective lessons to all students.
Decision-making skills. It is vital that educators are able to demonstrate knowledge and skills in effective decision making, as making decisions with increased student learning in mind empowers educators to allocate resources effectively to programs and students (Hartman & Boyd, 1998). In the role of a child advocate, the competent educator’s decision-making skills will be utilized to the fullest. It is our belief that the ability to make decisions is a critical component because the decision-making process plays an integral role in the teaching and learning cycle.
Lesson design. Competent educators create powerful learning experiences that make subject matter meaningful to students while actively engaging students in the learning process. Effective teaching involves an effective design planned to accomplish the final goals (Wiggins & McTighe, 1998). Wiggins and McTighe refer to this process of designing curriculum and teaching as “backward design.” Competent teachers are effective designers who use curriculum as a means to an end. We believe that instruction should be standards driven with the needs of the students taken into consideration when designing the curriculum and instructional plans.
Knowledge of assessment. Competent teachers understand that assessment drives instruction. Ameta-analysis by Black and Wiliam (1998) strongly supports this claim that students who are taught by teachers who use formative assessments learn more than their counterparts who are taught by teachers who do not use formative assessment. Popham (2008) also stresses the importance of using formative assessment effectively before and during instruction to enhance student achievement. Moreover, critical to the development of competent educators is the ability to make data-driven decisions leading to positive student learning. Multiple forms of formative and summative assessments guide instruction and interactions with students in a competent teacher’s classroom.
Differentiated instruction. Competent educators understand that every student displays unique learning needs and therefore, recognize the importance of differentiating instruction for learners with different learning needs. They challenge all learners by providing materials and tasks on standards at varied levels of difficulty, with varying degrees of scaffolding, through multiple instructional groups, and with time variations (Tomlinson, 2000). The unit requires teacher candidates to develop lessons and lesson plans that require planning for diverse learners needs.
Understanding diversity. The unit is committed to preparing teachers to afford all students a quality education. DSC teacher candidates are assessed on their ability to work with diverse individuals and demonstrate equality in the classroom for all students (i.e., gender, ethnicity, religion, learning abilities, socioeconomic status and English language learners). In addition, a manifestation of the belief that all students can learn must be apparent. Teacher candidates are also rated on their consistency in planning and using a variety of appropriate instructional methods, making content appropriate for diverse learners.
Technology. The unit values the role that technology plays in teacher preparation programs and in the public school classrooms. We are committed to the development and preparation of professionals who are able to use technology to enhance teaching and learning. To that end, all teacher candidates in all initial teacher preparation programs are required to complete 50 hours of intensive educational technology training based on National Educational Technology Standards (NETS) developed by the International Society for Technology in Education (ISTE) and designed to meet the state requirements for a renewable certificate. An Educational Technology Center (ETC) is housed on the campus of Dalton State College, and the ETC staff conducts this PowerPoint training for all teacher candidates. Teacher candidates receive instruction and practice in the use of ActivBoard®, SMART Board®, classroom response systems, United Streaming, WebQuest, LiveText®, and other applications and instructional strategies for integrating technology into classroom instruction and classroom management. Appropriate use of technology and resources is an important component in the Teacher Candidate Observation Instrument, which is used to assess teacher candidates’ planning and delivering of instruction in all field placements and internship. Public school partners frequently report that Dalton State College teacher candidates serve as leaders in the public schools in the area of technology during field placements, internship, and in-service years.
Caring Educator
The unit strives to prepare educators who understand the role and importance of motivating students to excel and to be self-confident in a caring, risk-free environment. Gordon (2008) proposes that creating an effective learning environment is multidimensional. A teacher must give equal footing to both instructional delivery system and connecting with students. By connectedness, Gordon describes a teacher who is self-confident in her/his pedagogical content knowledge all the while understanding the importance of fostering caring relationships with students in the context of the learning environment. The unit recognizes that caring plays a major role in building an effective classroom learning environment, but we also celebrate the multiple ways to demonstrate caring in a classroom context. Students always remember teachers who care, make class interesting, and teach in a special way.
We define the multiple ways that caring can take shape in a positive classroom environment. Caring teachers ensure that their students understand that the reason for learning is to nurture their intellectual talents for the construction of our society into a more democratic, just, and caring place to live (Ayers & Miller, 1998; Brooks & Thompson, 2005). Caring teachers make sure that their strategies are in tune with students’ culture and needs (Trumbull & Rothstein-Fisch, 2008). The caring educator values differences and exhibits understanding and appreciation of diversity by developing awareness, understanding, and appreciation of individual and group differences. It is important that our candidates be culturally sensitive to issues of gender, ethnicity, culture, socioeconomic status, language, and race. The caring educator pays attention to issues of discrimination related to exceptionality and is supportive and sensitive to students with special needs (Glasser, 1986, 1993; Kokaska & Brolin, 1985; Noddings, 1986). Educators with high levels of empathy create positive school climates that correlate with high student achievement (Danielson, 1996, 2007).
The unit supports Glasser’s (1993) belief that a quality school teacher is one who is friendly and caring, while fostering a supportive relationship with students. Schools and teachers play a vital role in positively impacting the performance and achievement of students (Patrick, Ryan, & Kaplan, 2007). The atmosphere and attitudes within the school and classroom create a deep and lasting effect on the mind-sets that students develop toward lifelong learning (Gordon, 2008; Wolk, 2008). Wessler (2008) states that teachers who acknowledge their students’ emotional experiences send the message that they understand and respect their students. Teachers who care about students are able to assist learners in becoming self-confident. A teacher who is caring will provide an environment for their students that is comfortable and ideal for productive learning while giving positive support to students without being coercive and authoritarian in nature (Glasser, 1990). Consequently, the caring educator should be a student-centered facilitator of personal growth and self-esteem. Caring educators value respect and trust and reflect a humanistic orientation to students and other members of the community.
Teacher candidates should be prepared to advocate for the removal of barriers that impede lifelong learning and hinder student progress by actively promoting social justice and equity in their classrooms, schools, and communities. Noddings (2005) states that learners are better able to become competent human beings when others care for them. The unit is committed to preparing teacher candidates who are caring and who focus on changing instructional practices and methodologies to meet students’ needs (Fullan, 2000).
It is critical that our candidates embrace multicultural and global perspectives (Gollnick & Chinn, 2001) and reflect upon their personal attitudes and beliefs about diverse groups in today's classrooms. They understand that throughout their teaching careers they will be expected to be proactive and culturally sensitive in constantly adapting their teaching styles and strategies to create educational environments that are truly equitable (Banks, 1994; Nieto, 2004).
Upon completion of the professional program, teacher candidates will demonstrate, through their understanding of individual and group differences, a positive effect on student learning. We believe our candidates should demonstrate understanding of and compassion for the diverse learning community in which they will teach.
Collaborative Educator
The roles and responsibilities of teachers in school settings are changing; we have seen a shift from the expectations of educator competence in the individual setting toward professional, collaborative community expertise whereby educators jointly define goals and take responsibility for all students’ progress (Anderson, Rolheiser, & Gordon, 1998). It is imperative that educators develop collaborative skills to work effectively with various stakeholders involved in the educational process (Friend & Cook, 2003). Through collaboration and supportive interaction within the classroom, school, and community, the collaborative educator influences positive student achievement.
Collaboration with other professionals provides the support for continuous development of the teacher educator and the consistent delivery of instruction to students. The collaborative educator uses interpersonal skills to structure educational environments to improve practice and holds a vision of settings that foster efficacy and excellence, while communicating this vision to stakeholders. It is our expectation that as our candidates assume the role of collaborative educators, their skills as collaborators will prove beneficial as they seek to bring students to high levels of achievement. Collaboration is a systematic process in which teachers work together to analyze and improve their classroom practice. Collaborative educators know how to work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process leads to higher levels of student achievement (DuFour, 2004).
Educators who are collaborative facilitate effective communication, cooperation, and coordination with other school professionals, parents, and families (Dettmer, Dyck, & Thurston, 1999). The collaborative teacher educator understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being (Kampwirth, 2003).
Because professional educators work in interdisciplinary, subject, and grade-level teams, we expect our teacher candidates to develop and demonstrate an attitude of collaboration in developing interventions to meet the educational needs of diverse learners (Turnbull & Turnbull, 1997). During the professional programs, teacher candidates will have multiple opportunities to collaborate with mentor teachers, clinical faculty, professional faculty, and students that will provide the foundation for their future collaborative endeavors.
Reflective Educator
Boud, Keogh, and Walker (1985) define reflection as an activity in which people recapture their experience, think about it, mull it over, and evaluate it. We believe reflective educators consider the experiences in which they are engaged, recalling or detailing salient events, and then evaluate the experiences to constantly refine and improve their teaching skills. The reflective educator reflects and revises practice based upon a commitment to continual growth. We believe our teacher candidates will be able to self-assess their abilities to analyze their work through careful consideration and to use the experiences to effect student learning and achievement.
Like Schon (1987), we believe that reflection skills are essential to lifelong learning and continuous improvement. Schon’s theories on reflection include the notions of reflection-in-action and reflection-on-action. Reflection-in-action involves educators “thinking on their feet.” In these situations, educators assess a current situation that they find to be uncertain or unique. Based upon prior knowledge and understandings, they are required to think through the new situation and generate a new understanding of the situation as well as a change in the situation. Reflection-on-action occurs after the encounter or specific situation. Educators may use journals to record their thoughts on the event or discuss the situation with a supervisor or colleague. This process allows the reflective educator to spend time exploring why he/she acted as they did and what factors were involved in the situation. In so doing, educators develop sets of questions and ideas about their practices and activities and build a repertoire of ideas, examples, and actions that they can draw upon in future situations. Schon (1987) states that this process is central to reflective thought.
The Unit is committed to preparing reflective educators that understand the multiple contexts in which schools function and the diversity in which in schools exist. We believe educators should reflect continuously on all aspects of their teacher experiences to enhance their own improvement and ultimately to improve learning for their students. We believe it is critical to the success of beginning teachers to become reflective educatorsas they diagnose and prescribe instruction for learners. We believe there must be a connection between practitioners and the educators of practitioners in terms of dialogue, critical inquiry, and reflective practices (McIntyre & Byrd, 1996).