Conceptual Framework

Covenant College Teacher Education Program: Learning, Serving, Transforming

The purpose of the teacher education program at Covenant College is to prepare competent and compassionate teachers who practice their profession according to biblical guidelines in diverse educational settings. Candidates develop the knowledge, skills, and dispositions to become teachers who model life-long learning and faithful service to God as change-agents in society.

 

Standards for Teacher Candidates

Theological Framework

The teacher applies a biblical framework to the nature and needs of learners, content and professional knowledge, and instruction.

TF1.  Christ is preeminent in all things. His life, death and resurrection have inaugurated the new age where Christ is king.

TF2.  The Bible is God’s Word. It provides the grand narrative (creation, fall, redemption, consummation) that defines this life and the life to come. Additionally the Bible provides light to our personal daily path and themes (e. g., justice, stewardship) that guide institutional and societal life.

TF3.  Humans are multi-dimensional beings made in God’s image, fearfully and wonderfully and differently made.

TF4.  Creation is inherently meaningful and teachers are called and providentially guided to unfold its potentialities to the glory of God and the good of humankind.

TF5.  All creation is adversely affected by the fall into sin. The battle between the kingdom of God and the kingdom of darkness affects all people, institutions, and cultures.

TF6.  God in his grace provides to both believers and unbelievers alike legitimate insights into the created order, including ways to overcome the effects of the fall across all the domains of life (political, medical, technological, educational, social, recreational, the arts, etc.).

TF7.  Teachers are to be faithful stewards of the gifts, abilities, and interests that God gives us.

TF8.  Teachers look hopefully to the future return of Christ. Living, loving, learning, celebrating, working, worshipping and serving are shaped today by God’s call to give witness to the second coming of Christ.

 

Learner and Learning

1. Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments. The teacher works with others to create environments that support individuals and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

 

Content Knowledge

4. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to ensure mastery of the content.
5. Application of Content Knowledge. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

 

Instructional Practice

6. Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7. Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

 

Professional Responsibility

9. Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.