The following are institutional goals, standards, and objectives of the College of Education, which reflect the teaching knowledge, the professional commitments, dispositions, and performance standards adopted by the Faculty Senate in support of the development of teacher/administrator candidates. It is the goal of the Oral Roberts University College of Education to achieve the following:
1. The candidate is a reflective, transformed educator who continually evaluates the effects of his/her decisions, dispositions, practices, and actions on others (students, parents, and other professionals) in the learning community from a Christian worldview.
2. The candidate is a reflective, transformed educator who actively seeks out opportunities to grow professionally and understands the evaluation process of relative constituencies.
3. The candidate makes educational decisions (i.e. plans instruction and/or administrative) based on a Christian philosophy of education and promotes Godly principles among students, colleagues, parents, and agencies in the larger community.
4. The candidate makes educational decisions (i.e. plans instruction and/or administrative) based on the principles of the whole person lifestyle, including the spiritual, physical, intellectual, social, and emotional aspects.
5. The candidate makes educational decisions (i.e. plans instruction and/or administrative) based upon participation in multiple and varied clinical experiences and knowledge of subject matter, students, the community, and the Oklahoma Core Curriculum.
6. The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) and creates an educational environment that makes aspects of the subject matter meaningful for learners.
7. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in demonstration of a love for continuous "lifelong" learning.
8. The candidate demonstrates competencies in research and uses research findings and contextual information to foster active inquiry, collaboration, and supportive interaction in the school environment.
9. The candidate demonstrates an understanding of learning and development and can provide learning opportunities that support intellectual, social, spiritual, personal, and career development.
10. The candidate demonstrates the dispositions needed to foster relationships with students, colleagues, parents, and agencies in the larger community to support learning and further demonstrates an understanding of the legal aspects of education.
11. The candidate demonstrates the disposition of a transformed educator who seeks outreach opportunities to diverse populations, both locally and worldwide.
12. The candidate understands how students differ in their approaches to learning and creates educational opportunities that are appropriate for diverse learners.
13. The candidate demonstrates an understanding of a variety of instructional strategies to encourage the development of critical thinking, problem solving, and performance skills.
14. The candidate demonstrates an understanding of assessment systems that aggregate and disaggregate data collected from multiple formal and informal assessment instruments to evaluate learning and instructional practices in order to inform program improvement.
15. The candidate demonstrates an understanding of how to use technological resources to plan instruction and maintain an assessment system, and incorporates technology in learning activities.
16. The candidate demonstrates 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.
