What are the Candidate Performance Outcomes?
Scholarship: to acquire knowledge through the liberal arts, Core General Education Curriculum and specialty area studies and to organize and integrate that knowledge across disciplines and cultures.
demonstrate competency in general education knowledge and liberal arts
articulate major concepts, assumptions, debates, and methodologies of inquiry that are central to the discipline(s) they teach
demonstrate awareness and apply meaningful connections across disciplines and cultures
Inquiry: to generate questions and to use critical thinking to self-assess, to view problems collaboratively and from multiple perspectives, and to make informed, research-based decisions to enhance student learning.
evaluate philosophies of education from multiple perspectives to articulate a personal philosophy that enhances student learning
use inquiry-based strategies to enable students to construct knowledge
analyze social contexts through critical reflection, problem-solving, and dialogue
demonstrate teaching as praxis by drawing upon personal and collegial reflections to evaluate and revise practice
Professional Knowledge: to demonstrate pedagogical and professional knowledge in order to create, manage, and assess diverse environments conducive to learning and setting high expectations.
plan appropriate instruction and assessment based on the knowledge of constructivist learning theory, subject matter, student development, instructional strategies, the learning context, and curriculum
adapt and/or create a variety of instruction to provide equitable opportunities for all learners including those from diverse cultural backgrounds and with exceptionalities
integrate informal and formal assessments into instruction, maintain records, and analyze data to inform teaching decisions and to monitor student progress
examine how educational legal and policy issues affect students’, caregivers’, and teachers’ roles and responsibilities
develop and design technologically mediated learning environments that are developmentally and task appropriate
identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and specialty professional associations standards
Communication: to acquire and use knowledge of effective verbal, nonverbal, and technological communication strategies to support student learning, to solve problems, and to create peaceable climates.
demonstrate effective reading, writing, speaking, listening, and observation skills to enhance student learning
communicates appropriately with parents or caregivers of students and school personnel
use electronic technologies to access, manage and exchange information for sound problem-solving and decision-making
Caring: to develop a nurturing spirit that honors diversity, advocates for students, integrates Christian faith and ethics, and promotes peacebuilding in diverse settings.
plan and advocate for safe and just learning experiences for each student
evaluate the effects of their actions on students, colleagues, and supervisors
promote restorative approaches to peacebuilding in learning communities
model caring by treating students fairly and respectfully, promoting student feelings of self-worth, and creating a climate that allows access to appropriate learning opportunities for each student
value stewardship of self, community, ideas, and environmental resources by integrating Christian faith and ethics with professional responsibility
Leadership: demonstrate high aspirations for themselves and their profession and to influence positive change in educational settings.
view teaching as a vocation
demonstrate resourcefulness and responsibility in creating just and equitable educational settings
build productive and collaborative relationships with colleagues
participate in opportunities for professional growth