National Board for Professional Teaching Standards Propositions<\/a>.\u00a0 It is important that we attend to these propositions since they represent the skills and knowledge base that teachers need to have if they are to improve student learning.\u00a0 Aligning our outcomes with the NBPTS assures that those teachers participating in our program and considering NBPTS certification will have the foundation necessary to succeed with students and in the certification process.<\/p>\nThe moral dimensions of teaching are also aligned with our goals.\u00a0 These moral dimensions serve as the foundation for the work done by the National Network for Educational Renewal, a network to which we belong.\u00a0 Those moral dimensions include providing access to knowledge, being a steward of schools, providing a nurturing pedagogy, and enculturing the youth into a social and political democracy.<\/p>\n
\nOutcome #1<\/h2>\n
Teacher leaders are responsive to the learning and development of all students.<\/strong><\/p>\nStrands:<\/strong>\u00a0 Development, Curriculum and Instruction, School and Society, Research\/Inquiry<\/p>\nNBPTS Proposition:<\/strong>\u00a0 Teachers are committed to students and their learning<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0 Access to Knowledge and Stewardship<\/p>\nCourses:
\n<\/strong>EDUC 611 Culture, Language and Learners; EDUC 699 Capstone Experience;
\nvarious Middle Level, Early Childhood, Reading and Gifted courses;
\nelectives (If in transition, EDUC 610 course will work for EDUC 611)<\/p>\n
\nOutcome #2<\/h2>\n
Teacher leaders demonstrate different ways to elicit evidence of student learning and understanding.<\/strong><\/p>\nStrands:<\/strong>\u00a0 Curriculum and Instruction, Research\/Inquiry<\/p>\nNBPTS Proposition:\u00a0<\/strong> Teachers are responsible for managing and monitoring student learning<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0Access to knowledge, Nurturing Pedagogy<\/p>\nCourses:<\/strong>
\nEDUC 616 Differentiation for All Learners; EDL 605 Improving Student Achievement;
\nvarious courses in Reading or Gifted program and elective (If in transition, EDUC 616, EDUC 658)<\/p>\n
\nOutcome #3<\/h2>\n
Teacher leaders establish positive, inclusive collaborative learning communities in classrooms and schools. <\/strong><\/p>\nStrands:<\/strong>\u00a0 Development, School and Society<\/p>\nNBPTS Proposition:\u00a0<\/strong> Teachers are members of a learning community<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0Nurturing Pedagogy; Stewardship<\/p>\nCourses:<\/strong>
\nEDUC 611 Culture, Language and Learners; EDUC 616 Differentiation For All Learners;\u00a0 EDUC 619 Educator as Action Researcher and EDUC 699 Capstone Experience plus courses in Reading and Gifted programs; electives.\u00a0 (If in transition, EDUC 616; EDUC 610)<\/p>\n
\nOutcome #4<\/h2>\n
Teacher leaders plan and deliver meaningful\/purposeful learning opportunities, including those which engage students in the use of technology.<\/strong><\/p>\nStrands:<\/strong>\u00a0 Curriculum and Instruction<\/p>\nNBPTS Proposition:\u00a0<\/strong> Teachers know the subjects they teach and teach those subjects to students<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0Access to knowledge<\/p>\nCourses:<\/strong>
\nEDL 605 Improving Student Achievement; EDUC 616 Differentiation for All Learners;\u00a0 EDUC 699 Capstone Experiences, various electives and Reading or Gifted courses (If in transition, EDUC 616; EDUC 658)<\/p>\n
\nOutcome #5<\/h2>\n
Teacher leaders are reflective, research-based collaborative educators.<\/strong><\/p>\nStrands:<\/strong>\u00a0 Research and Inquiry<\/p>\nNBPTS Proposition:\u00a0<\/strong> Teachers think systematically about their practice and learn from experience<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0Access to Knowledge and Nurturing Pedagogy<\/p>\nCourses:<\/strong>
\nEDUC 619 Educator as Action Researcher; EDUC 699 Capstone Experience Plus electives and courses in Reading and Gifted programs (If in transition EDUC 616; EDUC 658)<\/p>\n
\nOutcome #6<\/h2>\n
Teacher leaders prepare students and their learning communities for participation in a social\/political democracy and in a diverse, global society.<\/strong><\/p>\nStrands:<\/strong>\u00a0 School and Society<\/p>\nNBPTS Proposition:\u00a0<\/strong> Teachers are committed to students and their learning<\/p>\nMoral Dimensions\/Dispositions:<\/strong>\u00a0\u00a0Enculturation of Youth into a Political and Social Democracy<\/p>\nCourses:<\/strong>
\nEDUC 611 Culture, Language and Learners and electives (In transition, EDUC 610)<\/p>\nThese outcomes were discussed and formulated by a Graduate Program Task Force of practicing teachers and refined through discussion and debate with partners and the Maryville University School of Education faculty.\u00a0 They were adopted in May of 2001 and modified to reflect program changes in 2008.<\/p>\n