We need a standards-based teacher training program for Biblical perspective
26/11/07 07:47 Filed in: Training
At Christian schools, we train teachers to
help their students apply a Biblical perspective to
course content. Our task is to provide
teachers with challenging, coherent, relevant
training. Not an easy task. Why? Because there's no
curriculum. More specifically, there isn't a set of
curriculum/training standards for teachers.
The result? Well, it's the same as when we teach students using a curriculum that is not standards-based (or one that does not have department objectives)—the content is not sufficiently challenging, coherent, and relevant. Consequently, students don't learn as much as they could.
The opportunity? To develop a set of teacher training standards for helping students apply a Biblical perspective to what they study.
Below is a draft of standards developed by Christian educators living in Germany, Japan, Korea, Taiwan, the Philippines, Indonesia, the US, and South Africa.
Input welcome!
1. Teachers have a growing, transforming relationship with Christ.
2. Teachers articulate a Christ-centered worldview in terms of:
3. Within the field of education, teachers:
4. To help students love God with their minds and impact the world for Him:
5. Teachers implement lesson plans that help students understand and apply a Biblical perspective.
6. To promote student understanding of a Christ-centered worldview and its application to course content:
The result? Well, it's the same as when we teach students using a curriculum that is not standards-based (or one that does not have department objectives)—the content is not sufficiently challenging, coherent, and relevant. Consequently, students don't learn as much as they could.
The opportunity? To develop a set of teacher training standards for helping students apply a Biblical perspective to what they study.
Below is a draft of standards developed by Christian educators living in Germany, Japan, Korea, Taiwan, the Philippines, Indonesia, the US, and South Africa.
Input welcome!
1. Teachers have a growing, transforming relationship with Christ.
1.1. Teachers understand the Bible.
1.2. Teachers model Christ.
1.3. Teachers participate in God's work (Van Brummelen, chapter 2): Great Mandate (Gen. 1:26-28), Great Commission (Matthew 28:18-20), Great Commandment (Matthew 22:37-39), Great Community
1.2. Teachers model Christ.
1.3. Teachers participate in God's work (Van Brummelen, chapter 2): Great Mandate (Gen. 1:26-28), Great Commission (Matthew 28:18-20), Great Commandment (Matthew 22:37-39), Great Community
2. Teachers articulate a Christ-centered worldview in terms of:
2.1. Answers to the big questions of life (for
example: Who is God? How does creation work? Who
are we? What's true? What's right? What happens at
death? What happens in history? How should
Christians relate to culture?)
2.2. Creation, fall, redemption, fulfillment/restoration
2.2. Creation, fall, redemption, fulfillment/restoration
3. Within the field of education, teachers:
3.1. Articulate a Christ-centered philosophy of
education (regarding, for example, the mission of
education, parents, students, teachers, learning,
learning environment, program, approach to culture,
and schoolwide learning outcomes).
3.2. Articulate the implications of a Christ-centered philosophy of educatioN.
3.3. Articulate worldview education in terms of:
3.5. Articulate a Biblical perspective of their subject area(s).
3.2. Articulate the implications of a Christ-centered philosophy of educatioN.
3.3. Articulate worldview education in terms of:
3.3.1. Everyone believing something.
3.3.2. Everyone believing their beliefs are important.
3.3.3. Everyone not believing the same thing.
3.3.4. Everyone's beliefs affecting his or her educational practice.
3.3.5. Everyone integrating what they believe.
3.4. Select curriculum aims, student
outcomes, themes, and content with a
Christ-centered worldview in mind.
3.3.2. Everyone believing their beliefs are important.
3.3.3. Everyone not believing the same thing.
3.3.4. Everyone's beliefs affecting his or her educational practice.
3.3.5. Everyone integrating what they believe.
3.5. Articulate a Biblical perspective of their subject area(s).
4. To help students love God with their minds and impact the world for Him:
4.1. The teachers' target is students applying a
Biblical perspective to the course content they
learn (not students just learning course content)
and ultimately to their lives.
4.4. Teachers teach students the skills they need to articulate and apply a Biblical perspective.
4.5. Teachers assess student understanding and application of a Biblical perspective.
4.1.1. Teachers articulate what student
application of a Biblical perspective is/is not.
4.1.2. Teachers are aware of available Biblical perspective resources.
4.1.3. Teachers establish student learning goals for understanding and applying a Biblical perspective.
4.1.4. Teachers demonstrate that they target students applying a Biblical perspective to the course content they learn.
4.2. Teachers ask essential questions that
provoke students to connect Biblical perspective,
course content, and their lives.
4.1.2. Teachers are aware of available Biblical perspective resources.
4.1.3. Teachers establish student learning goals for understanding and applying a Biblical perspective.
4.1.4. Teachers demonstrate that they target students applying a Biblical perspective to the course content they learn.
4.2.1. Teachers ask questions that grab student
attention; require upper-level thinking, allow
for a variety of acceptable answers; connect a
Biblical perspective, course content, and live;
are essential; and are student-friendly.
4.2.2. Teachers use listening and inquiry skills.
4.3. Teachers provide students with Biblical
content (Biblical principles/values, Bible verses)
they need to articulate/apply a Biblical
perspective.
4.2.2. Teachers use listening and inquiry skills.
4.4. Teachers teach students the skills they need to articulate and apply a Biblical perspective.
4.5. Teachers assess student understanding and application of a Biblical perspective.
4.5.1. Give a variety of quality assessments.
4.5.2. Give students feedback.
4.5.2. Use rubrics to score the assessments.
4.5.3. Use assessment data to modify instruction.
4.6. Teachers prepare students for Biblical
perspective assessments by meeting student learning
needs.
4.5.2. Give students feedback.
4.5.2. Use rubrics to score the assessments.
4.5.3. Use assessment data to modify instruction.
4.6.1. Teachers identify student learning needs
(for example, seeing what applying a Biblical
perspective looks like, understanding vocabulary
terms, experiencing engaging instructional
strategies, thinking through answers for
themselves, time to reflect on what they learn,
and sufficient chances to practice applying a
Biblical perspective).
4.6.2. Teachers meet student learning needs.
4.6.2. Teachers meet student learning needs.
5. Teachers implement lesson plans that help students understand and apply a Biblical perspective.
6. To promote student understanding of a Christ-centered worldview and its application to course content:
6.1. Teachers use coaching protocols to talk with
other teachers.
62. Teachers participate in professional learning communities.
6.3. Teachers contribute to a bank of quality materials (for example, essential questions, assessments, rubrics, and unit/lesson plans)
6.4. Teachers provide instruction for other teachers.
62. Teachers participate in professional learning communities.
6.3. Teachers contribute to a bank of quality materials (for example, essential questions, assessments, rubrics, and unit/lesson plans)
6.4. Teachers provide instruction for other teachers.