Student Teaching Competencies
During the spring of 2001 the following role competencies for elementary and secondary student teaching were developed in accordance with Pennsylvania Chapter 354, which governs the preparation of professional educators. Students successfully completing Bucknell’s teacher preparation programs will be able to demonstrate competence in the below areas.
I. Content Mastery
a) The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches.
b) The teacher can create learning experiences that make these aspects of subject matter meaningful for all students.
a) The teacher creates effective lesson plans based upon knowledge of subject matter, students, the community and curriculum goals, and Pennsylvania academic standards.
b) The teacher creates daily written lesson plans which include objectives, content analysis, activities, assessment, and differentiation.
c) The teacher is able to develop an effective unit plan.
III. Classroom Management
a) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
b) The teacher creates a positive classroom climate that promotes learning and fairness.
c) The teacher establishes and maintains consistent standards of classroom behavior.
d) The teacher communicates clear, challenging learning expectations to each student.
e) The teacher creates a safe physical environment conducive to learning.
f) The teacher establishes and maintains an environment of mutual respect and rapport.
a) The teacher responds to student work in a timely fashion.
b) The teacher establishes effective classroom routines.
c) The teacher uses instruction time effectively.
d) The teacher accurately maintains student records.
V. Monitoring Student Progress
a) The teacher uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
a) The teacher shows initiative in sharing ideas with colleagues and supervisors.
b) The teacher communicates with students, teachers, and parents with regard to student performance.
c) The teacher acts as a role model for students.
VII. Sensitivity to Student’s Needs
a) The teacher creates opportunities that foster achievement of diverse learners in the inclusive classroom.
VIII. Problem Analysis
a) The teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to improve student performance.
IX. Strategic and Tactical Decision Making
a) The teacher is able to match instructional strategies to student needs and curricular goals.
X. Oral and Written Communication
a) The teacher uses knowledge of effective verbal, nonverbal and media communication techniques when presenting lessons.
XI. Professional Standards and Practice
a) The teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.
b) The teacher adheres to school and classroom policies (dress, school hours, language, procedures).
c) The teacher accepts constructive criticism and acts upon it.
d) The teacher is knowledgeable with regard to the professional organizations and literature in his/her field.
e) The teacher knows the standards for integrity, ethical behavior, and professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators.
f) The teacher knows local, state and federal laws and regulations pertaining to education.
XII. Mastery of Instructional Technology
a) The teacher uses appropriate technology to foster active inquiry, collaboration and supportive interaction in the classroom.
a) The teacher understands and uses a variety of instructional strategies, encourages students’ development of critical thinking, problem solving and performance skills.
b) The teacher is able to organize and integrate disciplinary knowledge in ways that promote students’ ability to analyze and approach problems of the discipline in a critical manner.