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Goals and Objectives
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Program Goals
The PCPLT institute prepares “mid-career professional” pre-service teachers through standards-based instruction (Ohio’s Standards for the Teaching Profession), collaborative activities with peers and mentoring professionals in educational institutions. Candidates develop and deliver standards-based lessons to language learners and reflection on their teaching. Institute goals serve the following primary purposes: - Short-term: Enable these “mid-career professionals”
- To acquire knowledge of student learning, second language acquisition and problem-solving skills and develop the ability to teach the target language and culture;
- To develop the knowledge, skills, and dispositions they need to be successful in meeting the needs of all learners, in differentiating instruction, and in assessing the learner’s progress.
- Long-term: Enable these “mid-career professionals”
- To become effective teachers of foreign languages by finding ways to improve student language and cultural learning;
- To foster the development of productive, engaged, and critical citizens for tomorrow.
- Long-term Professional Development: Enable these “mid-career professionals”
- To develop a positive and proactive attitude about professional development training and opportunities;
- To develop networking in teaching and research in education for life-long teaching and learning.
Program Objectives
Program objectives meet the primary goals of providing preservice teachers with instruction in
- Best practices in teaching foreign language (Spanish, Chinese, Arabic and French) to diverse populations;
- Effective second language instructional practices;
- The nature and use of assessment in the current accountability environment;
- The establishment of a continuous improvement pathway through success on the Praxis II Principles of Learning and Teaching licensure examination and Praxis III entry-year assessment and professional development.
The Institute will provide opportunities for candidates to examine a variety of learning formats, effective teaching strategies, school-related professional meetings in their own district such as parent, teacher, association (PTA), board, faculty meetings, etc., effective use of technology, and the enrichment possibilities of professional resources and involvement. To customize field experience in the previous year, we have created an effective teaching practicum through Saturday language classes with students and adult learners. UA candidates praised the opportunity to put theory into practice. On-line mentoring with classroom teachers enables candidates to engage in dialogue with professionals about the complexities of instruction, classroom management and multicultural education. This structured mentoring program will be even stronger this year with the collaborative partnership of the Summit County Educational Service Center.
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