Education 301-303 - Weebly
EDU 543: Integrating Visual/Performing Arts and Physical Education into Elementary Classroom
Fall 2013
School of Education California Baptist University
It is the mission of the Dr. Bonnie G. Metcalf School of Education of California Baptist University, a Great Commission University, to prepare professionals of high moral character and ethical behavior to serve throughout the world.
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Academically Biblically Equipped Globally
Prepared Rooted To Serve Minded
Professor: Dr. Rachel Timmons Office: Yeager- 236
Office Hours: T., W., TH. 1:00 – 4:00 (& by Appointment) E-mail: rtimmons@calbaptist.edu
Class Time: 7:00 - Yeager Phone: (951) 343 4483
Purpose of this Course:
The purpose of this course is to train candidates to synthesize their content area knowledge with the pedagogical practices articulated within the California Frameworks for Physical Education (PE) and the Visual and Performing Arts (VAPA). This course is a prerequisite course for all other method courses and includes a fieldwork/teacher aiding component to be completed in an approved local elementary school. Students in this course will acquire foundational skills related to integrating Physical Education and Visual and Performing Arts instruction and assessment into core curriculum units.
Course Description:
EDU 543 is a 2 unit introductory methods course for students seeking a career in education. This course is a study of the Visual and Performing Arts and the Physical Education California Frameworks. Integrating Visual/Performing Arts and Physical Education into the Elementary Classroom will focus on understanding California’s goals for teaching elementary age students non-core curriculum content. This course will focus on appropriate instructional and assessment goals. This course will also include strategies for teaching non-core content in settings heavily impacted by state assessments and pacing guides. Eight fieldwork hours which include three hours of observation and one hour of teacher aiding in both content areas are required.
Course Work Load Expectations: While the level of work required to "master" the material will vary from individual to individual, the expectation of a "Master degree" is that a person has achieved a level of expertise and authority in an area of study and is skilled in handling knowledge. This expectation is communicated by the WASC guideline of three hours of independent study for every hour of instruction for one graduate credit (WASC, 2001, p. 121). That means that you should expect approximately 9 hours of study and preparation time per week for this course. Please pace yourself accordingly in preparing for this course.
Required Texts: (Can be purchased or downloaded.)
▪ Physical Education Framework for California Public Schools Kindergarten Through Grade Twelve. (2009). California Department of Education, Sacramento, CA.
▪ Visual and Performing Arts Framework for California Public Schools Kindergarten Through Grade Twelve. (2004). California Department of Education, Sacramento, CA.
▪ RUSD Visual and Performing Arts Web site:
▪ Egbert, J & Ernst-Slavit, G. (2010). Access to Academics: Planning Instruction for K-12 Classrooms with ELLS. Boston, MA: Pearson. (ISBN-13: 978-0-13-815676-3)
Live Text: (An e-portfolio in Live Text will be explained and used to post reflection and critical assignments. A reflective statement concerning meeting SLO(s) will be included in the face of the class section of the portfolio. The critical assignment and syllabus will also be attached in the class section. The portfolio will be prepared and submitted via the Live Text Course Tab. Failure to meet this expectation will significantly affect your course grade.)
TPAs: TPAs will be introduced/reviewed for those who need this information.
Course objectives: The following 7 objectives are aligned with the Student Learning Objectives (SLOs) and TPEs
1. Through the submission of fieldwork observations and activities, candidates will analyze their ability to engage in the instruction of the visual and performing arts and the physical education content standards as articulated in TPE 4 and 12.
• SLO 3: Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education
• SLO 4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
• SLO 5 Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
• SLO #9: Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks our opportunities to grow professionally.
2. Through the submission of Field Supervisor evaluations, candidates will demonstrate an ability to engage in ethical educational practice as articulated in TPE 12.
• SLO 12: Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice
3. Through verification of timeliness related to class attendance and assignment submissions, candidates will demonstrate ability to appropriate meet deadlines as articulated in TPE 12.
• SLO 12: Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice.
• Through the requirement to submit the critical assignment through livetext and construct assignments that are of professional quality, properly presented/edited, and formatted using electronic tools, candidates will demonstrate an ability to effectively utilize computer/electronic technology
• SLO 15. Technology: The candidate uses technology to enhance their productivity and professional practice.
4. Through the submission of a philosophy paper, candidates will formulate a personal viewpoint of visual and performing arts instruction and physical education as articulated in TPE 6, 8, 9, and 13 (critical concepts addressed will include as a minimum, assisting students in pursuing meaning in the arts, supporting students in developing the ability to make informed judgments about artistic quality, characteristics of an effective arts program, California legislation related to art instruction).
• SLO 1: Content Pedagogy: The candidate demonstrates an understanding of central concepts, tools of inquiry and structure of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
• SLO 2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
• SLO: #7: Planning The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.
• SLO #11: Faith Integration: The candidate integrates the principles of the Christian faith and philosophy in all aspects of education with students, families, and communities.
• SLO: #14 Critical Thinking: The candidate uses critical thinking, reasoning and problem solving skills (i.e., analysis, synthesis, application, and evaluation of various forms of data) and presents the results in appropriate oral and written format using academic writing and APA guidelines.
5. Through the submission and teaching of lesson plans, which include appropriate assessments and links to standards, candidates will illustrate visual and performing arts and physical education pedagogical skills that are culturally sensitive and fully inclusive as defined in TPE 2, 4, 5, 6, 7, 9, and 10.
• SLO 1: Content Pedagogy: The candidate demonstrates an understanding of central concepts, tools of inquiry and structure of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
• SLO 2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
• SLO 3: Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education
• SLO 4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
• SLO 5 Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
• SLO #6: Communication and Technology: The candidate used knowledge of effective cross cultural verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction with diverse student populations
• SLO: #7: Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.
• SLO #8: Assessment: The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
6. Through the submission of fieldwork observation activities and reports, candidates will demonstrate knowledge concerning the teaching and assessing of elementary visual and performing arts instruction and physical education as defined by TPEs 2, 4, 5, 6, 7, 9, and 10.
• SLO 1: Content Pedagogy: The candidate demonstrates an understanding of central concepts, tools of inquiry and structure of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
• SLO 4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
• SLO: #7: Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.
• SLO #8: Assessment: The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
7. Through the location and /or construction of interdisciplinary instructional resources, candidates will model their ability to effectively integrate content standards for the visual and performing arts and physical education into a district pacing guide curriculum as articulated in TPE 2, 4, 5, 6, 7, 9, and 10.
• SLO 1: Content Pedagogy: The candidate demonstrates an understanding of central concepts, tools of inquiry and structure of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
• SLO 2: Student Development: The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
• SLO 3: Diversity: The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education
• SLO 4: Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students’ development of critical thinking, problem solving, and performance skills
• SLO 5 Motivation and Management: The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
• SLO #6: Communication and Technology: The candidate used knowledge of effective cross cultural verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction with diverse student populations
• SLO: #7: Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.
• SLO #8: Assessment: The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
8. Through submission of a reflective writing, candidates will provide evidence of meeting relevant Student Learning Outcomes (SLOs) by posting critical assignments and reflective thinking statements in Graduate Portfolio in Live Text.
• SLO #9: Professional Practice: The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
|Readings and Course Calendar |
|This calendar is tentative and may be subject to change if circumstances so dictate. |
|Date/Week |Agenda Discussion Topics and Learning Activities |Readings Due |Assignments Due |
|Week 1 |Course Overview and Discussion topics |VAPA Frameworks Ch. |Purchase Frameworks for PE and Visual and |
|9/9 |Remembering and Sharing Art /PE Experiences |1-3 |Performing Arts (VAPA) |
| |Framework/Content of VAPA Overview |RUSD Visual and |It is also possible to download but it is not|
| |Fieldwork Overview |Performing Arts Web |recommended as they are lengthy documents. |
| |SLO &Dispositions on pages 9-11/explanation |site: | |
| |TPA Introduction: | the RUSD VAPA www site. |
| |Complete TPA info sheet. |a.us/ | |
| |Review TPA course in BB |Read: P. 193 |TPA 1 and2: Download and have copy handy for |
| |Review CTC site and TPA Handbook |Instructional planning|use in class. |
| |Note writing types and expectations (see handout posted in BB) |and Support |Reading Guides for PE and VAPA Frameworks and|
| |Tasks: | |Access to Academics: Download and prepare to |
| |Select grade level for lesson plan/teaching demo and Multi-Disciplinary |TPA 1 and 2: Download |use. |
| |Instructional Resources project overview in Live Text |Handbook and tasks | |
| |Reading Notes: Can work together using Google Docs but each is ultimately |begin reading |Lesson Plan Overview and 1st draft assigned |
| |responsible for on time submissions |E/E-S Ch. 1 | |
| |Instructional Planning: Lesson plan format and planning. | |E/E-S Reading Notes: Please complete these |
| |Getting to know your students: Activity |Note: E/S: Refers to |notes in detail each week and be prepared to |
| |Portfolio Formatted/submit in class for practice |Egbert / Ernst-Slavit |contribute/share in class as you develop a |
| | |text. |deep understanding of the ELD material. |
| |E/E-S Ch. 1: Discussion | | |
|Week 2 |Discussion and Learning Activities |VAPA Frameworks Ch. |Lesson Plan Draft |
|9/16 |Appropriate Instructional Practice for Visual and Performing Arts |4-6 |Reading Guide: VAPA Framework Ch 1-4 |
| |Assess and revise lesson plans for VAPA. These plans should be nearly complete |Web site: |(Can be done as part of a group) |
| |after class today. | |
| |Revisit using content standards for planning instruction |a.us/ |Select Fieldwork School and Class and begin |
| | |E/E-S – 2 & 3 |observations |
| |Education Code sections 51210 and 51220 (p.2) | | |
| |Creating a balanced, comprehensive arts program (emphasis on pursuing meaning |Note: E/E-S: Refers |E/E-S Reading Notes: Please complete these |
| |and making informed judgments) |to Egbert / |notes in detail each week and be prepared to |
| | |Ernst-Slavit text. |contribute/share in class as you develop a |
| |E/S Ch. 2,3: | |deep understanding of the ELD material. |
| |Language Proficiency | | |
| |Language Domains | | |
| |Communicative Competence | | |
| |Ch. 3- Learning Strengths and Needs of EL Student | | |
|Week 3 |Discussion and Learning Activities |TPA 1: Download and |TPA 1: Download and have copy handy for use |
|9/23 | |read Handbook chapter |in class. |
| |TPA 1: Due 9/23 |related to TPA #1 and | |
| |Review TPA Handbook for TPA #1 |TPA Task#1 |Visual and Performing Arts Lesson Plan – |
| |Take notes on TPA 1 | |final copy |
| |Share ideas in class |E/E-S Ch. 4 and 6 | |
| |Review assignments that support TPA #1 | |Teach VAPA lessons in class. |
| |VAPA Lesson Plans and Teaching Demos | | |
| |General Instructional Planning- Step by Step | | |
| |E/E-S Ch. 4 | |E/E-S Reading Notes |
| |Objective writing documents | | |
| |Objective Power Point: view and practice | | |
| |Direct Instruction Overview | | |
| |ELD Adaptations | | |
| |Teaching the Language of the Discipline: Vocabulary lesson Model introduced | | |
| |General Assessment information across disciplines | | |
| |E/E-S Ch. 6 | | |
| |Student Engagement | | |
| |Pedagogical Connections | | |
| |Task Design | | |
| | | | |
| |Introduction to Physical Education Framework | | |
| |Selecting content standards to instruct (based on developmental and health | | |
| |lifestyle needs) | | |
| |Live Text Projects Overview | | |
|Week 4 |E-Class #1 |PE Framework |E-Learning Task |
|9/30 |E-Class |Ch. 1-3 |TPA #1- Draft/or Begin TPA #2 Draft if done |
|E-Class | | |with #1 |
| |TPA #1:Draft- | | |
| | | |E-Project - VAPA |
| |E-Learning Tasks are Described in Live Text Project Pages and Sections. |VAPA www Articles and | |
| | |E-resources |PE Reading Notes (your part) |
| |E/E-S Ch. 7 |E/E-S Ch. 7 | |
| |Developing assessments to measure content standard achievement | |E/E- S Reading Notes |
| |Creating multiple opportunities for students to learn content | | |
| |Assessing Student Process and Product | | |
|Week 5 |Discussion and Learning Activities |TPA 2: Download and |TPA 2: Download and have copy handy for use |
|10/7 | |read TPA Handbook for |in class. |
| |TPA #2 Draft – Q/A |TPA #2 and read Task| |
| |Review TPA Handbook for TPA #2 |#2 |Reading notes and Philosophy Paper for VAPA |
| |Take notes on TPA 2 and Share ideas in class | |completed |
| |Review assignments that support TPA #2 | | |
| | |PE Framework | |
| |Discuss PE Frameworks Chapters 1-3 and 5 |Ch. 5 |Visual and Performing Arts Fieldwork |
| |PE Assessment /Instruction |E/E-S Ch. 5 |Completed |
| |Using standards for integration of PE | | |
| |Developing assessments to measure content standard achievement | |PE Frameworks Reading Notes Chapters 1-3 and |
| |Creating multiple opportunities for students to learn content | |5 |
| |E/E-S Ch. 5 | | |
| |Connecting to Students | | |
| |Building Background Knowledge | |E/E-S Reading Notes |
| |Using VAPA and PE Content for making connections to students | | |
|Week 6 |Discussion and Learning Activities |PE Framework |PE Frameworks Reading Notes Ch 6. |
|10/14 | |Ch. 6 |Teach PE lessons in class. |
| | | | |
| |PE: Teach PE Lessons |E/E-S Ch. 8-11 |PE Fieldwork Observation Reports and PE |
| |Integrating with Language Arts, Social Studies, Science, and Math | |Fieldwork Assignments |
| |PE Framework Ch. 6 | | |
| |Instruction for ELD students in the Arts and PE | | |
| | | | |
| |E-E-S Chapter 8-9 | |E/E-S Reading Notes |
| |ELD: Language of the disciplines/discuss and apply | | |
| |Adaptations/TPA Applications | | |
| | | | |
| |TPA #2: Review assignments that support TPA #2 | | |
|Week 7 |TPA #2 Final Review/last minute questions | |E/E-S Reading Notes |
|10/21 | | |TPA Draft – work in Progress |
| |Instructional Practice: Review key lesson components and apply across | | |
| |curriculum | | |
| |Portfolio Review: | | |
| |Reflective writing and thinking linking learning to standards | | |
| |Portfolio submitted in class…to be sure you can submit via Live Text | | |
| |Q/A on E-class activities | | |
| | | | |
| |Discuss/Apply reading notes from E/E-S Ch. 10-11 | | |
| |Integration of PE and content Areas | | |
| |Language of the discipline applied to VAPA and PE | | |
| | |
| |E-Class Information: |
| | |
| |You can reach me at rtimmons@calbaptist.edu and via Live text in your Portfolio if you have specific questions. |
| | |
| |Each E-class agenda is the Multi-Disciplinary Instructional Resources for VAPA and PE posted in Live Text and your TPA drafts. You do not need to |
| |submit your e-project until the last week prior to the last class. You will present your project in class as part of the Final Exam Activity. |
| | |
| |Keep in mind that this is a graduate level course and you are expected to think and problem solve accordingly. I will do my best to be prompt in |
| |answering your e-mail…but should it be several days it will still be OK as during regular course dates, we meet only once a week which is usually |
| |often enough to answer your questions. |
| | |
| |One way to sure fail is to do nothing!!! I can accept a variety of ways to accomplish the tasks so just apply your best thinking and it will be |
| |fine! |
| | |
| | |
|Week 7 |E-Class #3 |Related Resources and |E-learning Tasks: PE Pages |
|10/28 |E-Class |Frameworks | |
| | | | |
|E-Class |E-Learning Tasks are Described in Live Text Project Pages and Sections. | | |
|(No Formal Class |Continue with your project completion. | | |
|Meeting) | | | |
| |TPA #2 Draft (Part One) | | |
| | |Related Resources and |E-Project Pages - complete for final |
|Week 8 |E-Class |Frameworks |presentation. |
|11/4 |During this time you will be expected to complete your course assignments and | |Draft of TPA #2 |
|E-class (No |be ready for your final presentation on 11/18. | | |
|Formal Class | | | |
|Meeting) | | |Final Fieldwork Attached in Portfolio |
| |E-Learning Tasks are Described in Live Text Project Pages and Sections. | | |
| |TPA #2 Draft (Part Two) | |Portfolio reflection copied and pasted in |
| | | |class section. |
| |Assigned Pages 13-17 | | |
| | | |E-project attached in Portfolio |
| |Complete all Fieldwork Activities and Observation Reports | | |
| | | |Portfolio and E-Project Submitted in Live |
| |Submit Portfolio and E- Project in Live Text | |Text via Assignment Tab |
| | | | |
| |Attach Fieldwork in Portfolio and Link E-projects in Portfolio class section. | | |
|Week 9 |Discussion and Learning Activities | | |
| | | | |
|11/18 |11/18 - Final Face to Face Class Meeting | | |
| | | |All Assignments Due |
| |Final Exam Activity: | | |
| | | | |
| |Share Resource Projects/Portfolio in Professional Manner | | |
| | | | |
| |Collect fieldwork and all assignments. | | |
| | | | |
| |Portfolio and Assignments submitted via Live Text | | |
| |Course Closure | | |
| | | | |
| |Note: Critical Assignments– Multi-Disciplinary Collection of Instructional | | |
| |Resources, fieldwork, and lesson plans for PE and Visual and Performing Arts | | |
| |must be submitted in Live Text and attached in Portfolio. Also attach this | | |
| |class syllabus in class section. | | |
|EDU 543 Course Grading Elements |
|Category |Assignment |Points Possible|Points Earned |
|Weekly Attendance and Class |1 |2 |3 |
|Participation based on Reading | | | |
|Notes and assignments @ 20 each | | | |
|Perspectives on Instruction |Reading notes (VAPA Frameworks) and Philosophy Statement #1 – Teaching Visual And Performing Arts |100 | |
| |Reading Notes (PE Frameworks) and Philosophy Statement #2 – Teaching Physical Education |100 | |
| |Reading Notes (E/E-S Access To Academics) |100 | |
| | | | |
|Experiential Opportunities |VAPA Fieldwork Observation Notes and Activity Reports |80 | |
| |PE Fieldwork Observation Notes and Activity Reports |80 | |
| | | | |
|Critical/Application Assignments |Visual and Performing Arts Lesson Plan |100 | |
| | | | |
| |Visual and Performing Arts Lesson: Teaching Presentation |50 | |
| |Physical Education Lesson Plan |100 | |
| |Physical Education Lesson: Teaching Presentation |50 | |
| |Reflective Writing linked to SLO (copied/pasted in class section…not attached) @ 40 Points | 60 | |
| |Portfolio formatted and assignments posted in portfolio in Live Text (Note: Attach syllabus and | | |
| |fieldwork and link Instructional Resources E-project in course section with proper formatting in all| | |
| |areas.) @ 20 Points | | |
| |TPA 1 and 2 Draft @ 50 points each |100 | |
| |Multi-Disciplinary Instructional Resources for VAPA and PE: 200 points- (@ 100 points for VAPA and |200 | |
| |100 points for PE. | | |
| |Final Exam Activity: Sharing of Assignments/Projects/Portfolio (in formal manner). | 60 | |
| Total Points Possible | 1300 |
| | |
|Total Points Earned | |
|Notes: | |
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|Grading Scale |
| | |Points |
|1. Content Pedagogy: The candidate demonstrates an understanding of the central concepts, tools of inquiry, |Making subject matter comprehensible |Academically |
|and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects|to students |Prepared |
|of subject matter meaningful for students. |TPE 1. Specific pedagogical skills |Globally Minded |
|Disposition: The candidate realizes that subject matter knowledge is not a fixed body of facts but is complex |for subject matter instruction |Equipped to Serve |
|and ever-evolving. She/he seeks to keep abreast of new ideas and understandings in the field. |(reading/language arts, math, | |
|The candidate appreciates multiple perspectives and conveys to learners how knowledge is developed from the |science, history/social science) | |
|vantage point of the knower. | | |
|The candidate has enthusiasm for the discipline(s) she/he teaches and sees connections to everyday life. | | |
|The candidate is committed to continuous learning and engages in professional discourse about subject matter | | |
|knowledge and children’s learning of the discipline. | | |
|2. Student Development: The candidate demonstrates an understanding of how people learn and develop and can |Engaging and supporting students in |Academically |
|provide learning opportunities that support their intellectual, social, spiritual, and personal development. |learning |Prepared |
| |TPE 4. Making content accessible |Globally Minded |
|Disposition: The candidate appreciates individual variation within each area of development, shows respect for|TPE 5. Student engagement |Biblically Rooted |
|the diverse talents of all learners, and is committed to help them develop self-confidence and competence. |TPE 6. Developmentally-appropriate |Equipped to Serve |
|The candidate is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity|teaching practices | |
|for learning. |TPE 7. Teaching English learners | |
|3. Diversity: The candidate demonstrates an understanding of how students differ in their approaches to |Engaging and supporting students in |Academically |
|learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in |learning |Prepared |
|learning supporting the belief that all children can benefit from an education |TPE 4. Making content accessible |Globally Minded |
|Disposition: |TPE 5. Student engagement |Biblically Rooted |
|The candidate appreciates and values human diversity, shows respect for students’ varied talents and |TPE 6. Developmentally-appropriate |Equipped to Serve |
|perspectives, and is committed to the pursuit of “individually configured excellence.” |teaching practices | |
|The candidate respects students as individuals with differing personal and family backgrounds and various |TPE 7. Teaching English learners | |
|skills, talents, and interests. | | |
|The candidate is sensitive to community and cultural norms. | | |
|The candidate makes students feel valued for their potential as people and helps them learn to value each | | |
|other. | | |
|Variety of Strategies: The candidate demonstrates understanding and skill in using a variety of research based|Planning instruction and designing |Academically |
|strategies to encourage students’ development of critical thinking, problem solving, and performance skills. |learning experiences for students |Prepared |
|Disposition: |TPE 8. Learning about students |Equipped to Serve |
|The candidate values the development of students’ critical thinking, independent problem solving, and |TPE 9. Instructional planning | |
|performance capabilities. | | |
|The candidate values flexibility and reciprocity in the teaching process as necessary for adapting instruction| | |
|to student responses, ideas, and needs. | | |
|5.Motivation and Management: The candidate uses an understanding of individual and group motivation and |Creating and maintaining effective |Academically |
|behavior to create a learning/counseling environment that encourages positive cross cultural interaction, |environments for student learning |Prepared |
|active engagements in learning, and self-motivation. |TPE 10. Instructional time |Equipped to Serve |
|Disposition: |TPE 11. Social environment | |
|The candidate takes responsibility for establishing a positive climate in the classroom and participates in | | |
|maintaining such a climate in the school as a whole. The candidate understands how participation supports | | |
|commitment, and is committed to the expression and use of democratic values in the classroom. | | |
|The candidate values the role of students in promoting each other’s learning and recognizes the importance of | | |
|peer relationships in establishing a climate of learning. | | |
|The candidate recognizes the value of intrinsic motivation to students’ life-long growth and learning. | | |
|The candidate is committed to the continuous development of individual students’ abilities and considers how | | |
|different motivational strategies are likely to encourage this development for each student. | | |
|munication and Technology: The candidate uses knowledge of effective cross cultural verbal, nonverbal, |Engaging and supporting students in |Academically |
|and media communication techniques to foster active inquiry, collaboration, and supportive interaction with |learning |Prepared |
|diverse student populations. |TPE 4. Making content accessible |Equipped to Serve |
|Disposition: |TPE 5. Student engagement | |
|The candidate recognizes the power of language for fostering self-expression, identity development, and |TPE 6. Developmentally-appropriate | |
|learning. |teaching practices | |
|The candidate values many ways in which people seek to communicate and encourages many modes of communication |TPE 7. Teaching English learners | |
|in the classroom. | | |
|The candidate is a thoughtful and responsive listener. | | |
|The candidate appreciates the cultural dimensions of communication, responds appropriately, and seeks to | | |
|foster culturally sensitive communication by and among all students in the class. | | |
|7. Planning: The candidate plans and organizes instruction based upon knowledge of culturally relevant subject|Planning instruction and designing |Academically |
|matter, resources, students, the community, and curriculum goals. |learning experiences for students |Prepared |
|Disposition: |TPE 8. Learning about students |Equipped to Serve |
|The candidate values both long term and short term planning. |TPE 9. Instructional planning | |
|The candidate believes that plans must always be open to adjustment and revision based on student needs and | | |
|changing circumstances. | | |
|The candidate values planning as a collegial activity. | | |
|8.Assessment: The candidate monitors student learning and assesses student proficiency by using formal and |Assessing student learning |Academically |
|informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and |TPE 2. Monitoring student learning |Prepared |
|spiritual development of the learner and to inform programmatic development and improvement |during instruction |Biblically Rooted |
|Disposition: |TPE 3. Interpretation and use of |Equipped to Serve |
|The candidate values ongoing assessment as essential to the instructional process and recognizes that many |assessments | |
|different assessment strategies, accurately and systematically used, are necessary for monitoring and | | |
|promoting student learning. | | |
|The candidate is committed to using assessment to identify student strengths and promote student growth rather| | |
|than to deny students access to learning opportunities. | | |
|9.Professional Growth: The candidate is a responsible, reflective practitioner who continually evaluates the |Developing as a professional educator|Academically |
|effects of his or her choices and actions on others (students, parents, and other professionals in the |TPE 12. Professional, legal and |Prepared |
|learning community) and who actively seeks out opportunities to grow professionally. |ethical obligations |Biblically Rooted |
|Disposition: |TPE 13. Professional growth |Equipped to Serve |
|The candidate values critical thinking and self-directed learning as habits of mind. | | |
|The candidate is committed to reflection, assessment, and learning as an ongoing process. | | |
|The candidate is willing to give and receive help. | | |
|The candidate is committed to seeking out, developing, and continually refining practices that address the | | |
|individual needs of students. | | |
|10.School and Community: The candidate fosters relationships with school colleagues, parents, and agencies in |Developing as a professional educator|Globally Minded |
|the larger community to support students’ learning and wellbeing. |TPE 12. Professional, legal and |Biblically Rooted |
| |ethical obligations |Equipped to Serve |
|Disposition: The candidate values and appreciates the importance of all aspects of a child’s experience. |TPE 13. Professional growth | |
|The candidate is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and | | |
|physical), and is alert to signs of difficulties. | | |
|The candidate is willing to consult with other adults regarding the education and well-being of his/her | | |
|students. | | |
|The candidate respects the privacy of students and confidentiality of information. | | |
|11.Faith Integration: The candidate integrates the principles of the Christian faith and philosophy in all | |Biblically Rooted |
|aspects of education with students, families, and communities. | |Equipped to Serve |
|Disposition: | | |
|Candidate’s actions demonstrate integration of Christian principles in all aspects of educational practice. | | |
|12.Ethical Practice: The candidate applies an understanding of professional codes of ethics and current legal | |Equipped to Serve |
|mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law | |Biblically Rooted |
|affecting the delivery of pupil services to practice. | | |
|Disposition: | | |
|Candidate’s actions demonstrate ethical practice in all aspects of educational profession. | | |
|13.Research: The candidate is a proficient consumer and disseminator of research and demonstrates competence | |Academically |
|in evaluating research. | |Prepared |
| | |Equipped to Serve |
|Disposition: | | |
|Candidate values and utilizes research in professional practice. | | |
|14. Critical thinking: The candidate uses critical thinking, reasoning, and problem solving skills (i.e., | |Academically |
|analysis, synthesis, application, and evaluation of various forms of data) and presents the results in | |Prepared |
|appropriate oral and written format using academic writing and APA guidelines. | |Equipped to Serve |
|Disposition: | | |
|Candidate demonstrates critical thinking and problem solving in all professional areas. | | |
|15. Technology: The candidate uses technology to enhance their productivity and professional practice. | |Academically |
| | |Prepared |
|Disposition: | |Equipped to Serve |
|Candidate demonstrates use of technology in instructional planning and teaching and has a positive attitude | | |
|toward learning new uses and tools available in educational arena. | | |
|California Baptist University Student Outcomes (USOs) Full Text |
| |
|Biblically Rooted: Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christian’s role in fulfilling the |
|Great Commission |
|Globally Minded: Respect diverse religious, cultural, philosophical, and aesthetic experiences. |
|Academically Prepared: Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual representing. |
|Academically Prepared: Demonstrate Competence in mathematical, scientific and technological skills. |
|Equipped to Serve: Transfer academic studies to a profession and the workplace. |
|Equipped to Serve: Implement a personal and social ethic that results in informed participation in multiple levels of community. |
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