Standard 1. Element Four: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Professional and pedagogical knowledge and skills for teacher candidates are demonstrated and evaluated during the student teaching experience. Candidates use their knowledge of school, family and community to develop meaningful learning experiences for their students. Table 17 shows the candidate proficiencies related to this standard, and the data collected indicates the level of candidate performance. Proficiencies from the conceptual framework that measure effectiveness and caring relate to candidates’ abilities to create a positive learning experiences for students in the PK-12 classroom. The data shows that candidates in the teacher education program are able to adapt the knowledge for learners and help them understand the content. In addition, candidates are able to create a collaborative learning environment that encourages students to do their best. Overall, 69% of the candidates scored in the exceptional range.

The unit conducts a Student Teaching Exit Assessment that serves as a capstone presentation of the candidates’ student teaching experience. Student teachers are evaluated by unit faculty, program area faculty and school site personnel. The results from that assessment that relate to pedagogical knowledge and skills are listed in Table 18. Candidates demonstrated proficient and exceptional levels in knowledge of technology, reflecting on their practice and bringing a clear philosophy of teaching to the classroom.

Surveys, completed by cooperating teachers and aligned with the unit’s conceptual framework, show an overall satisfaction with the abilities of the student teachers from the unit (Table 19). 65% of the cooperating teachers thought the student teachers were able to effectively teach lessons in the classroom. Student teachers were also rated highly on their knowledge of current issues and trends in education. However, analysis of the data shows that cooperating teachers were not satisfied with student teachers’ ability to manage the classroom. This information has been included in a rationale to make curricular changes to ensure that candidates attain this body of professional knowledge and skills before their senior year.