The unit standards for the Richard W. Riley College of Education, Sport, and Human
Sciences educator preparation programs provide the underlying structure of our curriculum
and expectations for the students. The teacher education programs at the undergraduate
and M.A.T. levels are guided by the Initial Teacher Preparation Unit Standards.
Initial teacher preparation at Winthrop University is built around the central belief
that teachers must be able to demonstrate knowledge, skills, and dispositions that
produce learners prepared for twenty-first century challenges within the context of
a free and democratic society. Through field-focused learning in school partnership
settings, candidates demonstrate evolving skills in the domains of diverse needs of
learners, learning environment, technology, assessment, instruction and learner engagement,
literacy, and professional learning and ethical practice. These domains are embedded
throughout an integrated series of classroom and field experiences involving core
and discipline-specific curricula, grounded in evidence-based practice and professional
standards, and designed to support teacher candidates as they learn about themselves,
individual learners, classrooms, and the American school system.
The teacher candidate plans and implements differentiated instructional strategies
for diverse learners (including, but not limited to, English language learners, learners
who are living in poverty, learners with disabilities, gifted and talented learners,
and other exceptional needs in general education settings) to achieve learning outcomes.
Elements:
The teacher candidate demonstrates foundational knowledge of characteristics of diverse
learners, how they learn, their learning readiness, and individual interests and needs.
The teacher candidate analyzes relevant motivational and contextual factors that influence
learning to meet the needs of all learners.
The teacher candidate plans and implements differentiated learning experiences that
address diverse learner needs.
The teacher candidate maintains high expectations for the achievement of all learners.
The teacher candidate creates a positive, safe, and caring environment that promotes
learning through active engagement and respect for individual differences.
Elements:
The teacher candidate identifies factors that promote a positive, safe, and caring
environment.
The teacher candidate develops and implements a proactive classroom management plan
that promotes positive behaviors, active engagement, and respect for individual differences.
The teacher candidate promotes positive social interaction and a sense of community
in the learning environment.
The teacher candidate plans and implements meaningful learning opportunities that
engage learners in the ethical and appropriate use of technology to meet learning
outcomes.
Elements:
The teacher candidate models and facilitates effective use of current and emerging
digital tools to promote authentic problem solving, support learning, conduct research,
and/or engage in creative expression.
The teacher candidate utilizes technology to fulfill the principles of Universal Design
for Learning by providing multiple representations of content, multiple options for
engaging learners, and multiple options for learners to demonstrate understanding.
The teacher candidate models and requires safe, legal, ethical, and appropriate use
of digital information and technology.
The teacher candidate utilizes technology to collect, manage, and analyze data to
determine impact on student learning.
The teacher candidate designs, selects, and implements multiple assessments and systematically
uses data to make instructional decisions that support, monitor, and promote learning.
Elements:
The teacher candidate designs, selects, and implements valid, reliable, and appropriately
differentiated assessments that are aligned with short and long term goals.
The teacher candidate uses data from a variety of formative, diagnostic, and summative
assessments to guide instruction, determine impact on learning, differentiate instruction,
and accommodate diverse learners.
The teacher candidate effectively and ethically communicates assessment information
to learners, parents, guardians, colleagues, and administrators.
The teacher candidate uses developmental and pedagogical content knowledge to independently
and collaboratively plan and implement learning experiences that are relevant, appropriately
challenging, and aligned with curriculum goals and standards.
Elements:
The teacher candidate utilizes knowledge of pedagogical content and developmental
science domains (language/literacy, cognitive, social/ emotional, physical, moral)
to plan and implement learner-centered lessons aligned with curriculum goals and standards.
The teacher candidate motivates learners and engages them in appropriately challenging
experiences that encourage higher order thinking.
The teacher candidate plans and implements instruction that allows learners to reflect
on prior content knowledge, link new concepts to familiar concepts and experiences,
and use academic language to express content understanding.
The teacher candidate plans and implements models of collaboration (with colleagues,
parents and/or guardians) and co-teaching to support learning.
The teacher candidate implements essential components of literacy instruction (reading,
writing, listening, speaking, viewing, and visual representation) within the discipline(s)
to enhance opportunities for learning.
Elements:
The teacher candidate applies essential components of literacy instruction using evidence-based
practices appropriate for the discipline(s).
The teacher candidate models the use of literacy strategies within the discipline(s).
The teacher candidate implements, or collaborates with school professionals to implement,
appropriate interventions for learners who struggle in one or more literacy areas.
The teacher candidate provides opportunities within the discipline(s) that motivate
learners to use literacy skills.
The teacher candidate participates in ongoing professional learning and critical reflection,
upholds ethical and legal standards, and articulates the impact of social, legal,
and political contexts on American schooling.
Elements:
The teacher candidate engages in professional learning opportunities and draws upon
current education research and policy to reflect upon and improve practice.
The teacher candidate meets expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy, and carries out practice
in ways that uphold the rights and responsibilities of teachers and learners.
The teacher candidate articulates the impact of social, legal, and political contexts
on American schooling, both in the larger context of a democratic society and within
the discipline.
Teacher Education Professional Dispositions and Skills
Professional dispositions are attitudes, values, and beliefs that are demonstrated
through verbal and non-verbal behaviors as professionals interact with students, clients,
colleagues, families, and communities. Graduates of the College of Education, Sport,
and Human Sciences are expected to uphold the highest standards of the profession
as they relate to other professionals and the constituents they serve.
FAIRNESS - The teacher candidate assumes responsibility for the learning of all students
in the classroom in a caring, nondiscriminatory, and equitable manner and persists
in effective learning for all students.
INTEGRITY - The teacher candidate demonstrates a recognition of and adherence to the
moral, legal, and ethical principles of the university and the profession.
COMMUNICATION - The teacher candidate interacts in ways that convey respect and sensitivity.
COMMITMENT - The teacher candidate embraces the complexity of work through reflective practice
and professional growth.
The College of Education, Sport, and Human Sciences uses a proactive and preventative
approach that is designed to assist students in developing more effective skills.
The approach involves two tiers. Tier I involves formative feedback and is designed
to improve student awareness of professional behaviors. Tier I uses the PDSA (Professional
Dispositions Student Assessment). Tier II involves a structured intervention that
is designed to improve targeted skills. Tier II involves the Professional Dispositions
and Skills Concerns Intervention Form.
The CESHS Dispositions Committee members are available to assist in the process of
advising, assessing, and/or providing feedback about students' dispositions. The level
of assistance is up to each individual professor. To contact the chair of the Dispositions
Committee, please e-mail coedispositions@winthrop.edu.