In accordance with the teaching competencies written by the Pennsylvania Department of Education, the Education Department at Juniata College has designed its teacher education programs to assist students in preparation for the issuance of an Instructional I certificate. Each program provides teacher education candidates with an opportunity to apply multiple theories, concepts, and evidence-based practices in a classroom setting.
The Pennsylvania Department of Education Teaching Competencies are divided into four categories: (I) Planning and Preparation, (II) Classroom Environment, (III) Instructional Delivery, and (IV) Professionalism.
Category I: Planning and Preparation - Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context. (Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H))
- The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches, and can create learning experiences that make these aspects of subject matter meaningful for all students.
- The teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career, and personal development.
- The teacher understands how students differ in their ability and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior. (Alignment: 354.33. (1)(i)(E), (B))
- The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career, and personal development.
Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies. (Alignment: 354.33. (1)(i)(D),(F),(G))
- The student teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students' development of critical thinking, problem solving, and performance skills.
- The student teacher uses knowledge of effective verbal, nonverbal, and media communication techniques supported by appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The student teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Alignment: 354.33. (1)(i)(I),(J)
- The student teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship, and actively seeks out opportunities to grow professionally.
- The student teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.