0.1 Introductory seminar, chapter 2 - assessments and evaluations  (Page 3/3)

Effectiveness in Teaching Strategies

Multiple approaches (culturally, too) to teaching. In this category, teachers must demonstrate several techniques forreaching all students, regardless of background. It is particularly important that teachers familiarize themselves - and practice - theimplementation of Howard Gardner's "Multiple Intelligences" (as described in Course 1).

Curriculum Planning and Pedagogical Skills

Teachers will be evaluated based upon their ability to plan a curriculum that meets professional standards, but to do so with theinclusion of meaningful experiences (i.e. experiences that students can identify with). Again, a multicultural, interdisciplinary approach hasshown to be most effective in this regard. Furthermore, the most successful teaching involves a wide array of community resources. These include, butare not limited to: guest speakers, field trips, alternative teaching experiences (community mentors, elders, work experience, communityservice, problem-solving research).

Area of focus 2: creating a productive learning environment

Motivation

Teachers Without Borders has determined that an inclusive learning community, including parents, elders, and communityresources, are instrumental in student motivation. Teachers should be responsible, within reasonable contexts, to ensure that studentmotivation is sustained. Skills in doing so include: multicultural competence, verbal and non-verbal pedagogical strategies, use oftechnology (where appropriate).

Assessment

The true test of effective teaching is student performance. Therefore it is imperative that through the assessmentprocess teachers can demonstrate student success. Teachers must demonstrate the use of both formal and non-formal assessment practices andshow how student success was correlated to teaching practices. Teachers Without Borders recognizes the difficulty of making such claims,nevertheless, we will look at appropriate criteria in the assessment process, and, wherever possible, ask for verification of learningimpacts.

Classroom Management and Discipline

Teachers Without Borders understands well that classroom management must be distinct from discipline. A well-managed,orderly, engaging classroom rarely has problems with discipline. We shall look for the degree to which teachers demonstrate clarity, monitoring,procedural consistency, and follow-through in order that their classrooms are: a) clean b) vibrant and inviting c) accessible to allstudents - including the disabled. Similarly, we will look for student involvement and leadership to ensure that the classroom atmosphere isconducive to learning.

Promotion of Critical Thinking

Here, again, we'll look for evidence that students are able to both absorb information and apply it to solve problems. Thisrequires an ability for teachers to demonstrate that students are thinking critically, rather than mimicking particular lessons. In this way, just aswe ask for a teacher portfolio, so, too, shall we expect to see examples of student work.

Area of focus 3: work with parents and the community

Teachers Without Borders clearly sees how collaborative, personal, timely communication with parents is a key tosuccess, especially when done in an atmosphere of kindness and respect. Here, too, we shall look for such community team building. Where parents areinaccessible, it is the teacher's responsibility to connect with all who interact with the students they teach and to provide support for their workso that students are given the maximum ability to learn.

If students come to school hungry, they must be fed; if students come to school sick, they must receive medical attention. Thoughthese necessary conditions are not the teacher's primary responsibility, teachers do need to acknowledge these obstacles, report them toauthorities, and participate in some way toward their remediation.

It is important for you to show evidence of your care for the "whole child."

Advancing your career

Mentor Letter of Recommendation

Teachers Without Borders wants to dignify the teaching profession by doing our part to help nurture the very best there isto offer. We are proud of those who have gone through our program. Therefore, when you complete your Certificate of Teaching Mastery, your Mentor willwrite a final Letter of Recommendation addressing your work for the entire Certificate of Teaching Mastery. This letter will be sent to you 3 - 4 weeksafter the completion of your work for the Certificate of Teaching Mastery. We have also created a special place for you to post this letter in your E-Porfolio.

Becoming a Mentor

Your participation and completion of the Certificate of Teaching Mastery does not automatically grant you a position as a Mentorfor the CTM program, nor does enrollment guarantee employment by Teachers Without Borders or any other hiring agency. Upon successful completion ofthe Certificate of Teaching Mastery, you may apply to become a Mentor.

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