Program Standard 12:  Professional Perspectives Toward Student Learning and The Teaching Profession

In the teacher preparation program, each candidate 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.  During interrelated coursework and fieldwork, candidates learn how social, emotional, cognitive, and pedagogical factors that impact student learning outcomes, and how a teacher’s beliefs, expectations and behaviors strongly affect learning on the part of student groups and individuals.  Each candidate accepts the responsibility of a teacher to provide equitable access for all students to core academic content, to promote student academic progress equitably and conscientiously, and to foster the intellectual, social, and personal development of children and adolescents.  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.

Program Elements for Standard 12

12 (a)     Through planned prerequisite and/or professional preparation, candidates study different perspectives on teaching and learning, explore alternative conceptions of education, and develop professional perspectives that recognize the ethical and professional responsibilities of teachers toward the work of teaching and toward students.

Candidates are introduced to a variety of learning theories and philosophies, both historical and contemporary, in EDEL 315 and 430. In EDEL 430, they are required to analyze their own beliefs in relationship to their understanding of these theories and philosophies. This examination results in all candidates developing a personal philosophy of education, in which they specify their beliefs and goals related to teaching and learning. When developing curriculum and choosing teaching strategies in their methods courses, they are asked to reflect on, and evaluate, their planning and teaching to look for consistency between their professional decisions and their personal philosophy. In addition, candidates draw on their personal philosophies to develop a management plan that is designed to create a classroom climate that is indicative of their philosophical beliefs. Students are also introduced to the ethical and professional responsibilities related to the law and to child abuse during seminars presented in EDEL 451. This knowledge is immediately applicable, and allows them to make professional decisions as they enter their fieldwork and student teaching sites.

12(b) Through planned prerequisite and/or professional preparation, candidates learn about research on relationships between (1) the background characteristics of students and inequities in academic outcomes of schooling in the United States, and (2) teacher expectations and student achievement.

In two prerequisite courses (EDEL 315 and EDEL 325), students read about, discuss and/or analyze research and teacher responsibility for student achievement. For example, in EDEL 315 students analyze and discuss the NEA Statement of Ethics. In EDEL 325, students read and discuss research related to ethnic, racial, and cultural backgrounds, and equitable and inequitable student outcomes related to these variables (Bennett, 2007). In the same text, students also read about and discuss the power of culturally relevant teaching and using students’ funds of knowledge to enhance student achievement. In EDEL 434, candidates read, discuss and process issues of cultural and racial stereotyping, and factors beyond language that promote or impede school success.

12(c)    Through planned prerequisite and/or professional preparation, candidates learn the importance of challenging students to set and meet high academic expectations for themselves. Candidates learn how 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.

Throughout the Multiple Subject Credential Program, candidates have multiple opportunities to meet this standard. Primary instruction begins in EDEL 430 (Foundations) where candidates learn the importance of establishing student learning goals based on assessment of existing knowledge and abilities. They have multiple opportunities to implement this knowledge across their coursework in the program. Candidates conduct in depth assessments in the form of case studies in both EDEL 433 (Reading) and EDEL 435 (Math). In these studies, which are conducted as part of their fieldwork assignments (EDEL 438), they are required to collect both qualitative and quantitative data and analyze these data to determine student attitude, knowledge, and ability in each of these content areas. They use this analysis as a basis for setting appropriate learning goals and writing standards-based lessons building on students’ knowledge and understanding. Additionally, in EDEL 436 (Science), candidates develop an assessment tool that measures, both qualitatively and quantitatively, students’ perceptions of the nature of science and scientists. Again, the candidates use the analysis of these data to write curriculum and develop strategies that address students’ misconceptions and build on their current understandings.  This knowledge is continually supported in EDEL 430 (Foundations) as they develop curriculum using a lesson plan format that asks them to identify methods they intend to use to activate and use students’ prior knowledge to guide their instruction during the lessons they teach. 

12(d)    Through planned prerequisite and/or professional preparation, candidates learn why and how to consider students’ prior knowledge, experiences, abilities and interests as they plan academic instruction. Through instruction and coaching, candidates assume the responsibility to maximize each learner’s achievements by building on students’ prior instruction and experience.

Candidates create lesson plans in all content areas and an instructional unit plan in EDEL 437 (Social Studies). They create a framework for instruction before planning the actual day-to-day lessons. A sample outline of a unit plan would include:

Instructional Framework

·        Goals of the unit (long-term outcomes)

·        Content & Skills: (List specific generalizations, concepts, and skills that students will learn.)

·        Focusing questions (i.e., related to generalizations and concepts)

·        How this unit meets student learning needs (e.g., EL students, various learning styles, student interests, and CA state standards). The unit typically must include:

a.      Five lesson plans related to goals, generalizations, concepts, skills, questions, and student learning. Include at least three different instructional models (i.e., Group Investigation, Learning Cycle, Direct Instruction) within these five lessons.

b.      Specific objectives (short-term outcomes) for each of the five lesson plans.

c.      Integration of technology within at least one lesson and literacy skills within all lessons.

d.      Materials and time needed for each lesson.

e.      Pre-, Post, and ongoing assessments that match goals and objectives.

f.       Bibliography listing the resources used to plan the unit.

Candidates show their knowledge of engaging in assessment throughout the unit plan. The first lesson of each unit includes a pre-assessment where they assess their elementary students’ prior knowledge of specific concepts and skills and any misconceptions that surface. Candidates are asked to modify lessons within the plan to meet the needs of the students. Candidates view a video, “A Private Universe” to help them understand that misconceptions (in this case, science) are deeply embedded and difficult to change by traditional instruction alone.  Each unit is developed with the learner in mind – for example, consideration for students’ prior knowledge, experience and abilities will be reflected in the lesson plans.  Students’ achievements will be maximized for ALL learners.

12(e) Through planned prerequisite and/or professional preparation, candidates learn about the professional responsibilities of teachers related to the personal, social and emotional development of children and youth, while emphasizing the teacher’s unique role in advancing each student’s academic achievements.

EDEL 451 (Community/Classroom Issues) includes a variety of seminars related to the teaching profession. Issues such as child abuse, school law, and enhancing academic achievement in all students are addressed. In EDEL 430 (Foundations), candidates write a philosophy statement where they reflect on their beliefs and responsibilities as a future teacher. Candidates study the personal, social, and emotional growth of youth beginning in the prerequisite child growth and development course. They are expected to use this knowledge throughout the credential program as they plan and deliver instruction for children in the fieldwork and student teaching placements.  During student teaching, candidates demonstrate the professional responsibilities of teachers related to the personal, social, and emotional development of children and youth. 

12(f)    Through planned prerequisite and/or professional preparation, candidates learn the benefits for students of collaborative, collegial planning by teachers and other adults in K-12 schools. On multiple occasions, each candidate works closely with one or more colleagues to design and deliver effective, coordinated instruction.

In EDEL 430 (Foundations), EDEL 435 (Math), EDEL 436 (Science), and EDEL 437 (Social Studies), candidates work together in small groups to design standards-based curriculum units and lessons. These units are designed to integrate science/math or science/language arts or social studies/language arts as part of EDEL 435, 436, and 437 methods coursework. In addition as part of their student teaching assignment (EDEL 439), candidates work closely in collaboration with their master teachers in developing long-range plans and standard-based lessons appropriate for the students they are teaching. This requirement includes that candidates attend grade level meetings and work as part of the team to make collaborative decisions related to curriculum and instructional methods.

In several program blocks, students participate in Professional Development Schools and in service learning.  They learn first hand how to collaborate and co-teach.  They participate in collegial planning with their peers and master teachers.  Additionally, all candidates are encouraged to attend grade level team meetings, Student Study Team meetings, School Advisory Committee meetings and Parent-Teacher meetings to witness first hand the collegial planning at a variety of levels at a school site.

Supporting Documentation (found in the Appendix)

Section 7:  EDEL Syllabi

Section 10:  Lesson Plan Format