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Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself. -John Dewey |
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Introduction Matrix I II III IV V VI VII VIIIFoundations of Education Standards MatrixRecently, a number of sustained efforts have resulted in new approaches to assessing the professional expertise of beginning and experienced teachers on the basis of what they know and are able to do. With the involvement of the two large national teacher unions, such agencies as the National Council for Accreditation of Teacher Education, the National Board for Professional Teaching Standards (NBPTS), the Interstate New Teacher Assessment and Support Consortium, and state education agencies have sought to conduct assessments of teachers on the basis of evidence of teacher knowledge, dispositions, and performance. Principle #1The educator understands and can apply disciplinary knowledge from the humanities and social sciences to interpreting the meanings of education and schooling in diverse cultural contexts.KnowledgeThe educator has acquired a knowledge base of resources, theories, distinctions, and analytic techniques developed within the humanities, the social sciences, and the foundations of education.The educator understands the central concepts and tools of inquiry of foundational disciplines that bear on the educational process and can apply these to the formulation and review of instructional, administrative, and school leadership and governance procedures. DispositionsThe educator has developed habits of using this knowledge base in evaluating and formulating educational practice.PerformancesThe educator can examine and explain the practice, leadership, and governance of education in different societies in light of its origins, major influences, and consequences, utilizing critical understanding of educational thought and practice and of the decisions and events which have shaped them.Principle #2The educator understands and can apply normative perspectives on education and schooling.KnowledgeThe educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, practices, and events.DispositionsThe educator has developed the habits of examining the normative and ethical assumptions of schooling practice and educational ideas.PerformancesThe educator can recognize the inevitable presence of normative influences in educational thought and practice.The educator can appraise conceptions of truth, justice, caring, and rights as they are applied in educational practice. The educator can assist the examination and development of democratic values that are based on critical study and reflection. Principle #3The educator understands and can apply critical perspectives on education and schooling.KnowledgeThe educator understands how the foundations of education knowledge base of resources, theories, distinctions, and analytic techniques provides instruments for the critical analysis of education in its various forms.DispositionsThe educator has developed habits of critically examining educational practice in light of this knowledge base.PerformancesThe educator can utilize theories and critiques of the overarching purposes of schooling as well as considerations of the intent, meaning, and effects of educa-tional institutions.The educator can identify and appraise educational assumptions and arrangements in a way that can lead to changes in conceptions and values. The educator uses critical judgment to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values, policies, and practices. Principle #4The educator understands how moral principles related to democratic institutions can inform and direct schooling practice, leadership, and governance.KnowledgeThe educator understands how the foundations of education knowledge base illuminates the conditions which support democracy, democratic citizenship, and education in a democratic society.The educator understands how various conceptions of the school foster or impede free inquiry, democratic collaboration, and supportive interaction in all aspects of school life. DispositionsThe educator values democratic forms of association and supports the conditions essential to them.The educator recognizes that political participation constitutes the social basis of democracy. PerformancesThe educator participates effectively in individual and organizational efforts that maintain and enhance American schools as institutions in a democratic society.The educator can evaluate the moral, social, and political dimensions of classrooms, teaching, and schools as they relate to life in a democratic society. Principle #5The educator understands the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance.KnowledgeThe educator understands how social and cultural differences originating outside the classroom and school affect student learning.The educator has acquired an understanding of education that includes sensitivity to human potentials and differences. DispositionsThe educator is accepting of individual differences that are consistent with democratic values and responsibilities.The educator is disposed to the acceptance of human commonality within diversity. PerformancesThe educator can adapt instruction to incorporate recognition of social and cultural differences to the extent that it does not interfere with basic democratic principles.The educator can specify how issues such as justice, social inequality, concentrations of power, class differences, race and ethnic relations, or family and community organization affect teaching and schools. Principle #6The educator understands how philosophical and moral commitments affect the process of evaluation at all levels of schooling practice, leadership, and governance.KnowledgeThe educator understands the tacit interests and moral commitments on which the technical processes of evaluation rest.The educator understands that in choosing a measuring device, one necessarily makes moral and philosophical assumptions. DispositionsThe educator is prepared to consider the ontological, epistemological, and ethical components of an evaluation method.PerformancesThe educator can articulate moral and philosophical assumptions underlying an evaluation process. The educator can identify what counts as evidence that a student has (or has not) learned or can (or cannot) learn.
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