Term
| Department of teacher Education conceptual framework |
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Definition
| School of Education Conceptual Framework Educators as Decision-Makers --> (NBPTS Standards, Indiana Content/Developmental Standards, InTASC Core Teaching Standards, Indiana P-12 Standards)-->(Gateway Assessments, Classroom Assessments) __> (Teachers who positively affect p-12 student learning) The 6 essentials of the conceptual framework are implemented throughout the professional program. They are infused into the performance-based standards, which are assessed in courses and at 3 specific Gateway Points in the program: Entrance to Program, Admission to Professional Semester, and Completion of Student Teaching. These standards are gathered from 3 soureces: Nat Board for Pro Teaching Standards (NBPTS), the Interstate New Teacher Assessment and Support Consortium (InTASC), and Indiana Department of Education) |
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Term
| Successful educational professionals are effective decision-makers who, guided by professional values and behaviours, base their choices on ___? |
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Definition
1. Understanding of the cognitive, social, psychological, and cultural needs of all students and candidates as they learn
2. Understanding of relevant content and of the process by which people and organizations learn new ideas, skills, and abilities
3. A commitment that all students can learn to high expectations with appropriate and culturall relevant instruction and support
4. Commitment to the process of collaboration with families, students, and colleagues
5. Ability to engage students in personally relevant leanring
6 Ability to use data to guide instructional organizational improvements
7. Ability to involve self and others in continual inquiry, analysis, and reflection to ensure effective practice |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (1)? |
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Definition
| Outcome 1 (A. Knowledge of content area state and national standards, B. Knowledge of in-depth content, C. Identify rigorous approaches to teaching content knowledge in a variety of school settings, D. Incorporate content area rigor into instructional design and delivery via different pedagogies, E. Incorporate real-world applications of content knowledge into indstruction design and delivery) |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (9)? |
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Definition
Outcome #9: (Advocate for high-quality urban education (CF #3, #4, #7)
Measurable A: Knowledge of research on the contributing factors to high-quality
urban education
Measurable B: Knowledge of effective advocacy strategies in urban education
Measurable C: Knowledge of teacher leadership strategies
Measurable D: Identify the contributing factors that support high-quality urban
education in practice
Measurable E: Identify advocacy practices by teacher leaders
Measurable F: Incorporate the contributing factors to high-quality urban
education into professional practice
Measurable G: Incorporate effective advocacy strategies in urban education
Measurable H: Incorporate teacher leadership strategies into professional practice) |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (8)? |
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Definition
Outcome #8: Use data-driven reflection to modify professional practice (CF #6, #7)
Measurable A: Knowledge of how to collect, analyze and discuss student
achievement data
Measurable B: Knowledge of how to use student achievement data to modify
practice
Measurable C: Identify instances of effective instructional modification and
identify the data used to make those modifications
Measurable D: Incorporate modifications based on student achievement data into
professional practice |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (7)? |
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Definition
Outcome #7: Assess the impact of professional practice on student achievement (CF
#6, #7)
Measurable A: Knowledge of assessment theory
Measurable B: Knowledge of a variety of formative and summative assessment
strategies
Measurable C: Identify effective formative and summative assessment strategies
in a variety of school settings
Measurable D: Incorporate effective formative and summative assessment of
both knowledge and skills into instructional design and delivery |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (6)? |
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Definition
Outcome #6: Facilitate effective individual and group interactions (CF #4, #7)
Measurable A: Knowledge of research on culturally responsive collaboration
with families and communities
Measurable B: Knowledge of research on collaborative teaching and
collaborative learning
Measurable C: Identify effective individual and group interactions and
collaborative practices in a variety of school settings WW Handbook
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Measurable D: Incorporate effective individual and group interactions and
collaborative practices into instructional design and delivery via different
pedagogies
Measurable E: Incorporate collaboration with families and communities into
professional practice
Measurable F: Incorporate collaboration with other teachers into professional
practice |
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Term
| Graduates of WW Teaching Fellowship Program will serve schools and districts as teachers-leaders who are able to (5)? |
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Definition
Outcome #5: Employ differentiated instruction to meet the needs of all students,
including students with exceptionalities (CF #1, #2, #3, #5, #7)
Measurable A: Knowledge of research and policy on the pedagogy of
differentiated instruction
Measurable B: Knowledge of research, policy and practice in special education
Measurable C: Identify a variety of strategies for differentiating instruction to
meet the needs of all students, including students with exceptionalities
Measurable D: Incorporate differentiated instruction to meet the needs of all
learners, including students with exceptionalities, into instructional design and
delivery via different pedagogies |
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Term
Outcome #4: Employ a variety of instructional strategies to encourage students’
literacy
critical thinking, engagement, problem-solving, performance skills, and self-
efficacy (CF #1, #2, #3, #5, #7) |
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Definition
Measurable A: Knowledge of a variety of learning theories
Measureable B: Knowledge of a variety of instructional strategies and their
relationships to literacy, critical thinking, engagement, problem-solving,
performance skills and self-efficacy
Measurable C: Identify a variety of instructional strategies that support literacy,
critical thinking, engagement, problem-solving, performance skills and self-
efficacy
Measurable D: Incorporate a variety of strategies into instructional design and
delivery via different pedagogies |
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Term
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Definition
Outcome #3: Translate content knowledge into developmentally responsive curricula (CF #1, #2, #3, #5, #7) Measurable A: Knowledge of research on adolescent psychology and
development
Measurable B: Knowledge of the vertical articulation of state and national content
standards—knowledge of how content knowledge in the disciplines is scaffolded
Measurable C: Identify developmentally responsive practices in a variety of
school settings
Measurable D: Incorporate developmentally responsive practices into
instructional design and delivery via different pedagogies |
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Term
WW Handbook
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Program Outcomes
Graduates of the UIndy Woodrow Wilson Teaching Fellowship Program will serve
schools and districts as teacher-leaders who are able to:
Outcome #1: Demonstrate content mastery (CF #2, #5)
Measurable A: Knowledge of content area state and national standards
Measurable B: Knowledge of in-depth content
Measurable C: Identify rigorous approaches to teaching content knowledge in a
variety of school settings
Measurable D: Incorporate content area rigor into instructional design and
delivery via different pedagogies
Measurable E: Incorporate real-world applications of content knowledge into
instructional design and delivery
Outcome #2: Translate content knowledge into culturally responsive curricula (CF #1,
#2, #3, #5, #7) |
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Definition
Outcome #2: Translate content knowledge into culturally responsive curricula (CF #1,
#2, #3, #5, #7) Measurable A: Knowledge of research and policy on culturally responsive
pedagogy, including issues of race, ethnicity, national origin, class, gender, sexual
orientation, and equity
Measurable B: Knowledge of research and policy on English language learners
(ELLs)
Measurable C: Identify culturally responsive practices as well as effective
strategies for teaching ELLs in a variety of school settings
Measurable D: Incorporate culturally responsive practices as well as effective
strategies for teaching ELLs into instructional design and delivery via different
pedagogies |
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