Explore the Biblical perspective teacher training standards
30/07/09 07:01 Filed in: Christian Ed
Training | Target
Biblical Perspective | Use
Questions | Use
Assessment | Meet
Student Learning Needs
You want to train your teachers to help their
students apply a Biblical perspective to course
content. Your task is to provide teachers
with challenging, coherent, relevant training. Not an
easy task. Why? Because you don’t have curriculum.
More specifically, you don’t have a set of
curriculum/training standards for teachers.
The result? Well, it's the same as when you 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.
Question: Where can you get a set of teacher training standards for helping students apply a Biblical perspective to what they study?
Answer: Right here! These standards were developed by Christian educators living in Germany, Japan, Korea, Taiwan, the Philippines, Indonesia, the US, and South Africa.
Download: Biblical Perspective Teacher Training Standards
1. In response to Christ’s love and as the foundation for ministry, teachers have a growing relationship with Him.
2. Out of a desire to love God and be transformed by the renewing of their minds, teachers articulate a Christ-centered worldview.
3. To love God and impact the world for Him, teachers apply a Christ-centered worldview to education.
4. To help students love God and impact the world for Him, teachers develop a curriculum that targets students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
5. To help students love God and impact the world for Him, teachers design and implement unit plans that result in students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
6. To help students love God and impact the world for Him, teachers design and implement lesson plans that result in students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
7. To increase student application of a Biblical perspective to course content/skills and to life, teachers collaborate with other teachers.
The result? Well, it's the same as when you 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.
Question: Where can you get a set of teacher training standards for helping students apply a Biblical perspective to what they study?
Answer: Right here! These standards were developed by Christian educators living in Germany, Japan, Korea, Taiwan, the Philippines, Indonesia, the US, and South Africa.
Download: Biblical Perspective Teacher Training Standards
1. In response to Christ’s love and as the foundation for ministry, teachers have a growing relationship with Him.
1.1. Understand the
Bible, God’s Word, and allow it to guide their
lives.
1.2. Love God and others.
1.3. Bear the fruit of the Spirit.
1.4. Practice spiritual disciplines.
1.5. Participate in Christ’s Body, the Church.
1.6. Make Christian disciples of all nations.
1.7. Care for God’s creation.
1.2. Love God and others.
1.3. Bear the fruit of the Spirit.
1.4. Practice spiritual disciplines.
1.5. Participate in Christ’s Body, the Church.
1.6. Make Christian disciples of all nations.
1.7. Care for God’s creation.
2. Out of a desire to love God and be transformed by the renewing of their minds, teachers articulate a Christ-centered worldview.
2.1. Articulate Biblical answers to the
big questions of life.
2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
3. To love God and impact the world for Him, teachers apply a Christ-centered worldview to education.
3.1. Articulate a
Christ-centered philosophy of education.
3.2. Articulate the implications of a Christ-centered philosophy of education.
3.3. Articulate a worldview education framework.
3.4. Articulate that the target is students understanding and then applying a Biblical perspective to the course content and skills, and ultimately to their lives.
3.5. Articulate what student understanding and application of a Biblical perspective is/is not.
3.2. Articulate the implications of a Christ-centered philosophy of education.
3.3. Articulate a worldview education framework.
3.4. Articulate that the target is students understanding and then applying a Biblical perspective to the course content and skills, and ultimately to their lives.
3.5. Articulate what student understanding and application of a Biblical perspective is/is not.
4. To help students love God and impact the world for Him, teachers develop a curriculum that targets students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
4.1. Develop, document, and explain
schoolwide learning outcomes.
4.2. Develop, document, and explain schoolwide curricular themes.
4.3. Develop, document, and explain a Biblical perspective of their academic discipline(s).
4.4. Develop, document, and explain content and skill standards/benchmarks.
4.5. Articulate a Biblical perspective of the content and skills they teach.
4.6. Develop, document, and explain enduring Biblical perspective understandings.
4.7. Identify and document a menu of formative and summative authentic assessments.
4.8. Identify and document a menu of effective instructional strategies.
4.2. Develop, document, and explain schoolwide curricular themes.
4.3. Develop, document, and explain a Biblical perspective of their academic discipline(s).
4.4. Develop, document, and explain content and skill standards/benchmarks.
4.5. Articulate a Biblical perspective of the content and skills they teach.
4.6. Develop, document, and explain enduring Biblical perspective understandings.
4.7. Identify and document a menu of formative and summative authentic assessments.
4.8. Identify and document a menu of effective instructional strategies.
5. To help students love God and impact the world for Him, teachers design and implement unit plans that result in students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
5.1. Design and ask
essential questions.
5.3. Document and teach students skills.
5.4. Design and give assessments.
5.1.1. Design effective
essential questions.
5.1.2. Use listening and inquiry skills when asking essential questions.
5.2. Document and teach students
Biblical content.
5.1.2. Use listening and inquiry skills when asking essential questions.
5.3. Document and teach students skills.
5.4. Design and give assessments.
5.4.1. Design a variety of quality formative and
summative authentic assessments.
5.4.2. Use rubrics to clarify expectations, assess student learning, and provide feedback.
5.4.3. Give students specific, timely feedback.
5.4.4. Use assessment data to modify instruction.
5.4.2. Use rubrics to clarify expectations, assess student learning, and provide feedback.
5.4.3. Give students specific, timely feedback.
5.4.4. Use assessment data to modify instruction.
6. To help students love God and impact the world for Him, teachers design and implement lesson plans that result in students understanding and then applying a Biblical perspective to course content and skills, and ultimately to their lives.
6.1. Use effective lesson
plan models.
6.2. Use effective instructional strategies.
6.3. Identify and meet student learning needs.
6.2. Use effective instructional strategies.
6.3. Identify and meet student learning needs.
7. To increase student application of a Biblical perspective to course content/skills and to life, teachers collaborate with other teachers.
7.1. Participate in professional learning
communities that set student learning goals.
7.2. Participate in professional learning communities that provide support, encouragement, and accountability for achieving student learning goals through mentoring, coaching, and group interaction.
7.3. Contribute to a bank of quality instructional materials.
7.4. Lead Biblical perspective workshops for other teachers.
7.2. Participate in professional learning communities that provide support, encouragement, and accountability for achieving student learning goals through mentoring, coaching, and group interaction.
7.3. Contribute to a bank of quality instructional materials.
7.4. Lead Biblical perspective workshops for other teachers.
