Teacher As Reflective Problem Solver

Performance Goals

Performance goals are oriented toward developing the candidate's capacity to plan, implement, and assess a program of teaching/learning that is effective for all students.   Prospective teachers must be skillful in reflecting on learner performance and teacher performance.   The degree to which a teacher candidate performs as a TEACHER AS REFLECTIVE PROBLEM SOLVER is assessed on the basis of the following criteria:

The candidate

1. Observes, describes, and analyzes self, individual student and group performance in order to design developmentally and individually appropriate and improved teaching/learning experiences;
2. Plans and implements teaching/learning experiences that develop students' problem solving capacity and critical thinking skills;
3. Plans and implements teaching/learning experiences that are based on a constructivist epistemology;
4. Plans and implements teaching/learning experiences that accommodate student diversity;
5. Plans and implements teaching/learning experiences that promote students' ability to function productively in society;
6. Plans and implements teaching/learning experiences that are based on explicit understanding of the core concepts, tools of inquiry, and structures of knowledge that are central to the subjects being taught;
7. Uses a variety of strategies (e.g., portfolios, observations, presentations, essays, criterion-referenced tests, learning project results, norm-referenced tests) to assess the effectiveness of teaching/learning experiences;
8. Uses a variety of strategies (e.g., individualization, whole group, project groups, cooperative learning, learning centers, discussion, lecture) to optimize teaching/learning opportunities in the classroom;
9. Uses professional, community, and other resources outside the classroom to enhance student learning.

These goals are based in part on the work of Beyer, 1984; Cochran et al,   1993; Carr & Kemis, 1986; Clift et al, 1990; Goodman, 1984; Houston, 1990;   Jackson, 1986; Valli, 1992; and Zeichner, 1987; 1990.