Following an extensive review of the research literature, descriptions of best practice activities, and numerous discussions with Arts and Sciences colleagues, and public schools professionals, a set of descriptors was developed to describe the knowledge, skills, and dispositions desired in candidates at the end of the initial preparation process at Augusta State University.

These descriptions were closely tied to the previously developed philosophy statements. After a further refinement, it was discovered that these descriptors closely followed the beginning teacher standards established by the Interstate New Teacher Assessment and Support Consortium (INTASC). These were developed to determine knowledge, skills, and dispositions educators who aspired to meet the advanced National Board for Professional Teaching Standards should possess at the beginning of their careers as educators. It was determined that these INTASC standards directly related to the philosophy statements and provided a set of principles to guide the practical development, implementation, and decision making within the educator preparation programs.

As designed, these standards describe what a beginning teacher should know and what he/she should be able to do with this knowledge in authentic settings with a diverse population of learners. Utilizing these INTASC standards as the basic set of expectations, an educator preparation candidate successfully completing a program at Augusta State University will be expected to demonstrate that they:

1. understand the central concepts, tools of inquiry, and structures of the discipline(s) and be able to create learning experiences that make these aspects of subject matter meaningful for learners.

2. understand how students learn and develop and be able to provide developmentally appropriate learning opportunities that support their intellectual, social, and personal development.

3. understand how students differ in their approaches to learning and be able to create instructional opportunities that are adapted to diverse learners.

4. understand and use a variety of instructional strategies to encourage the learner's development of critical and creative thinking, problem solving, and performance skills.

5. use 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.

6. use knowledge of effective verbal, nonverbal, and information technology techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. plan instruction based upon knowledge of subject matter, the learners, the community, and curriculum goals.

8. understand and use authentic assessment to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks the opportunity to grow professionally.

10. foster relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students.

The philosophy statements and the conceptual framework principles they undergo form the basis for all activities and decision making in the various educator preparation programs. These principles reflect the belief that at the point an individual is recommended for and awarded a certificate for service in the public schools that he/she should demonstrate the requisite skills, knowledge, and dispositions of a fully licensed professional. Thus, it is incumbent on programs preparing educators to ensure that their graduates adequately meet this high standard as they begin their careers.

As the new preparation programs have been developed (implemented fall semester, 1998), faculty have incorporated these principles into the learning outcomes of courses and field experiences. In addition, faculty have and are formulating comprehensive assessment measures and exercises, that will be included in each student's comprehensive portfolio, which will allow the opportunity to demonstrate understandings and competencies in authentic settings with children under the guidance of a master teacher (educator).

As expressed in the College of Education’s theme, “Understanding for Teaching---Teaching for Understanding, ” each of the educator preparation programs, utilizing the conceptual framework principles as a guideline, actualizes the philosophy statements by creating individuals who possess the understanding to be successful educators and the skills and dispositions to create environments for learners to understand the content and concepts being taught.