Standards
Listed below are the eleven Dordt College Teacher Education Program (TEP) Standards (Standards A through K in bold). INTASC Principles that apply to each Program Standard are indicated in parenthesis. Under each standard are listed the performance goals for students. The letters in parentheses behind each performance goal indicate the student outcome quadrant(s) that relate to the mission of the college: religious orientation (R.O.), creational structure (C.S.), creational development (C.D.), and contemporary response (C.R.). The standards also support the eight Iowa teaching standards and 42 criteria. These standards are referred to in italicized, squared brackets ([]) behind the TEP standards.
Standards for practitioner preparation are shared with candidates at several times. They are introduced in Education 101: Introduction to Education (typically a freshmen-level course) along with a discussion of how the department documents the candidates’ attainment of licensure standards and an introduction to professional portfolio preparation. They are addressed again within the orientation sessions associated with Education 239, the 60-hour field experience associated with Education 235/236/237: Applied Educational Psychology (typically a junior-level course). All education courses include assessment tasks that link directly to the standards. Individual Teacher Education Program Standards are tied to the major assessment tasks that are addressed in these courses. Final review occurs during Education 37X: Student Teaching, the student teaching semester. Most students will be required to carefully consider the standards during each year of the teacher education program. In addition, the program standards are described in this document (…And Some Are Teachers…), The Professional Portfolio Handbook, in The Guide to Student Teaching, and are published on the Department website at http://www.dordt.edu/academics/departments/education/ .
Dordt College Teacher Education Program Standards
STANDARD A: The candidate understands the central concepts, tools of inquiry, structure of the subject areas taught, and principles that guide the learning process. (INTASC Principle 1) [ITS 2]
Goal 1: Demonstrates knowledge of content and pedagogy (C.S.) [ITS 1.a, c, d]
Goal 2: Designs appropriate and meaningful instruction based on an informed understanding of the learner and learning theory (C.R.) [ITS 1.b]
STANDARD B: The candidate understands how students learn and develop; and provides learning opportunities that support the students’ development. (INTASC Principle 2) [ITS 4]
Goal 1: Demonstrates knowledge of students (C.S.) [ITS 4.e]
Goal 2: Uses knowledge about human motivation and behavior to design strategies for organizing and supporting purposeful learning (C.R.) [ITS 4.b, c, d]
Goal 3: Understands learning theories and can evaluate them critically (C.S., C.D.)
STANDARD C: The candidate demonstrates an understanding of how students differ and is able to meet students’ learning needs. (INTASC Principle 3) [ITS 4]
Goal 1: Understands diversity and how it influences child development and learning (C.S.) [ITS 4.e]
Goal 2: Understands various educational approaches to diversity and can evaluate them critically (C.D.) [ITS 4.b]
Goal 3: Creates a learning environment in which student differences are respected and celebrated (C.R.) [ITS 4.d]
Goal 4: Makes use of appropriate services and re-sources to meet individual learning needs (C.R.) [ITS 4.b, c, f]
STANDARD D: The candidate understands curriculum and instructional strategies. (INTASC Principle 4 and 7) [ITS 3]
Goal 1: Understands curriculum, teaching styles, and instructional strategies (C.S., C.D.) [ITS 3.a, c]
Goal 2: Carefully chooses, uses, and evaluates alternative instructional strategies and learning materials to achieve various instructional purposes (C.R.) [ITS 3.a, d, e]
STANDARD E: The candidate understands the nature of assessment and uses formal and informal assessment strategies appropriately. (INTASC Principle 8) [ITS 1 and 5]
Goal 1: Understands the characteristics, uses, advantages, and limitations of formal and informal assessments (C.S., C.D.)
Goal 2: Understands measurement theory and assessment issues such as validity, reliability, bias, and scoring and grading concerns (C.S., C.D.)
Goal 3: Selects, constructs, and uses assessment strategies appropriate to learning outcomes and other diagnostic purposes (C.R.) [ITS 1.c; 5.a, c]
Goal 4: Maintains accurate and useful records of student knowledge and performance and is able to communicate student progress knowledgeably and responsibly to families (C.R.) [ITS 1.a, g; 5.b, e]
STANDARD F: The candidate shapes a positive and purposeful learning environment. (INTSAC Principle 5) [ITS 1 and 6]
Goal 1: Understands the roles of physical space, student interest, and social and emotional context to meaningful learning (C.S.) [ITS 6.e]
Goal 2: Plans an effective learning environment that promotes purposeful learning and fosters positive classroom community (C.R.) [ITS 1.d, e, f; 6.e]
STANDARD G: The candidate understands and implements an effective classroom management plan. (INTASC Principle 5) [ITS 6]
Goal 1: Understands the relationship among the learning environment, instructional strategies, classroom management, and student responses (C.S., C.D.) [ITS 6.a]
Goal 2: Understands the fundamental concepts and principles of effective classroom management (C.D., R.O.) [ITS 6.b, d]
Goal 3: Designs lessons and units that incorporate effective classroom management principles (C.D., C.R.) [ITS 6.c, d]
STANDARD H: The candidate uses a variety of verbal, nonverbal, and media communication techniques to foster purposeful learning and positive community climate in the classroom. (INTASC Principle 6)
Goal 1: Understands the importance of effective communication strategies for purposeful learning and to build community (R.O., C.S.)
Goal 2: Communicates ideas and information clearly and accurately (C.R.)
Goal 3: Uses questioning and discussion techniques to foster purposeful learning (C.R.)
STANDARD I: The candidate articulates and demonstrates an understanding of educational philosophy, the history of education, and current educational trends and issues. (INTASC Principle 1 and 9)
Goal 1: Describes and evaluates historical developments and current trends in educational worldviews, schooling, educational theory, and curriculum (C.D.)
Goal 2: Articulates a coherent educational philosophy (R.O.)
STANDARD J: The candidate understands and is committed to professionalism. (INTASC Principles 9 and 10) [ITS 7 and 8]
Goal 1: Understands school governance and the laws relating to teaching responsibilities (C.S., C.D.) [ITS 8.a, b]
Goal 2: Demonstrates an appropriate sense of responsibility for the learning and well-being of students (C.D., C.R.) [ITS 8.d, c]
Goal 3: Reflects on his or her own teaching practice and modifies accordingly (C.R.) [ITS 7.a, c]
Goal 4: Establishes respectful and productive partnerships with parents/guardians, colleagues, and students (C.R.) [ITS 7.b, d; 8.e]
STANDARD K: The candidate uses appropriate technology for communication and instruction. (INTASC Principles 4 and 7)
Goal 1: Understands current and emerging technologies and their effect on teaching (C.S., C.D.)
Goal 2: Applies educational technology appropriately to the teaching and learning process (C.R.)