GeorgiaCOE: Educational Theory and Practice: Social Studies Education Teacher Education Core Themes

Academic Programs - Social Studies Education

Student Teaching: Social Studies Education Preservice Framework for Accomplished Teaching

The following standards are the expectations Program faculty hold as learning outcomes for pre-service teachers in Social Studies Education. These standards are useful as a tool for focusing attention on the broad range of learning outcomes the Program has adopted, and help to create a common language used throughout the Program. This table also serves as the basis for key evaluation instruments used during the student teaching semester – the Student Teaching Mid-Term and Final Evaluations and the Electronic Portfolio Evaluation.

Five of these standards represent the “core themes” that receive concentrated attention each semester of the Program, including the student teaching semester. These core themes are indicated by a double asterisk (**).

PRESERVICE SOCIAL STUDIES TEACHERS….

Content and Curriculum
1. demonstrate understanding of foundations, aims, and practices of social studies education and their relationship to democracy
2. demonstrate knowledge of content and modes of inquiry that are central to the subjects they teach
3. help students to make interdisciplinary connections
4. interpret and create curriculum that reflects state, local, and national content standards
Knowledge of Students and their Learning
1. demonstrate that all students can learn at high levels by providing supportive and challenging learning experiences for all students
2. demonstrate understanding of how students learn
3. respect and are responsive to students as whole people
4. design instruction that adapts to students’ development, learning styles, and areas of exceptionality
Learning Environments
1. ** use knowledge of social, linguistic, and cultural diversity to create an equitable and culturally responsive classroom
2. create democratic learning communities characterized by collaboration, mutual support, and shared decision-making
3. ** organize classroom experiences to promote active student engagement in the pursuit of worthwhile learning
4. manage classrooms effectively to promote student learning and safety
5. draw on parent, school, district, and community resources to foster students’ learning and well-being
Assessment
1. employ different types of assessments based on knowledge of their characteristics, uses, and limitations to promote student growth
2. use pre-assessment data to develop and support appropriate student learning goals
3. implement assessments that match instructional goals
4. involve students in self-assessment to help them develop awareness of their strengths and needs as learners
5. develop and use valid, equitable grading procedures
Planning and Instruction
1. ** articulate clear and defensible rationales for curricular and instructional decision-making
2. develop and implement short and long term instructional plans that progress coherently towards learning goals
3. vary their instructional roles (e.g., instructor, facilitator, audience), instructional strategies and materials to support active student engagement in worthwhile learning for all students
4. adjust instruction appropriately according to student response
Professionalism
1. ** systematically reflect on their own practice to improve teaching and learning
2. ** engage in collaborative inquiry
3. advocate for teaching and learning that support equity and high expectations for all students
4. examine and further their knowledge of the history, ethics, social conditions, and practices of social studies and schooling more broadly
5. adhere to appropriate professional expectations, codes of conduct, and laws related to rights and responsibilities of students, educators, and families in support of student learning