Institutional Standards

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 understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, spiritual and physical areas, and designs and implements developmentally appropriate and challenging learning experiences that are supportive of personal and career development.

2.  The candidate demonstrates an understanding of individual differences and diverse communities by creating inclusive learning environments and educational opportunities that allow each learner to reach his/her full potential.

3.  The candidate works with learners to create inclusive learning environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.

4.  The candidate understands the central concepts, tools of inquiry, and structures of the disciplines(s) he/she teaches and creates learning experiences that make these aspects of the discipline(s) accessible and meaningful for learners.

5.  The candidate understands how to connect concepts and uses differing perspectives to engage learners in critical/creative thinking, collaborative problem solving, and applying performance skills to authentic local and global issues.

6.  The candidate demonstrates an understanding of assessment systems that aggregate and disaggregate data collected from multiple formal and informal assessment instruments, including technological resources, to engage learners in their own growth, document learner progress, inform ongoing planning, instruction, and program improvement.

7.  The candidate draws upon knowledge of content areas, cross-disciplinary skills, technological resources, learners, the community, multiple and varied clinical experiences and knowledge of subject matter, Core Curriculum, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals based on the principles of the whole person lifestyle, including the spiritual, physical, intellectual, social, and emotional aspects.

8.  The candidate demonstrates an understanding of effective verbal, nonverbal and technological skills through a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, to foster active inquiry, collaboration, and supportive interaction to build skills to access and appropriately apply information that supports lifelong learning.

9.  The candidate is a reflective, transformed educator who uses research, research findings, contextual information, and other evidence to continually evaluate his/her practice, particularly the effects of his/her choices, dispositions, and actions on others (students, families, and other professionals in the learning community) and adapts practice to meet the needs of each learner from a Christian worldview.

10.  The candidate demonstrates an understanding of the legal aspects of education and demonstrates the disposition to collaborate and foster relationships with students, families, colleagues, other professionals, agencies, and community members, to share responsibility for student growth and development, learning, and well-being based on a Christian philosophy of education and the promotion of Godly principles.

11.  The candidate demonstrates the disposition of a transformed educator who seeks outreach opportunities to diverse populations, both locally and worldwide.

12.  The candidate is a reflective, transformed educator who actively seeks opportunities to grow professionally and understands the evaluation process of relative constituencies.

Revised 2011