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) s/he teaches
• 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 his or her 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