Candidates prepared for licensure possess the academic skills to acquire and integrate a body of subject matter, professional, and pedagogical knowledge, skills, and values. If, through the units' program of study and practice, they should reach that end, can these candidates draw upon this fund of integrated knowledge and experience to teach what they know to others? To expect that they can do so is consistent with the unit's philosophy and mission. If indeed "all students can learn...in different ways and at different rates," then candidates for licensure must "use their content knowledge, pedagogical skills, and understanding of their students to make informed and ethical classroom decisions that foster their students' learning (Framework; Philosophy).
Such an outcome is expected of teacher preparation programs approved by Minnesota's Board of Teaching. That agency anticipates that "candidates integrate general, content, professional, and pedagogical studies as measured by teacher performance and performance of the students they teach" (Minnesota Rules: Institutional Program Approval: 8700.7600.B.4 1999). Effects of candidates' teaching on their students' learning are implied in standards advanced by the National Council for Accreditation of Teacher Education, anticipating that a program's "teacher candidates...have a positive effect on learning for all students (Professional Standards, p.19).
It is also in the classroom where candidates' dispositions to behave as educational professionals might be most clearly documented. Drawing on a foundation of values elucidated in the Rule of Saint Benedict and tested by 1,500 years of monastic life, the unit expects that candidates prepared for their roles as educators will reveal a "commitment to service" directed toward enhancing the lives of their students (Framework; Philosophy).
Further, candidates' practice will reveal their disposition to advance their "concern for community" as they "extend genuine caring and respect for all students" (Appendix A: Goal 5, Performance Dimension 5.1, and Appendix B.1, indicator 5C, "Distinguished"). Candidates' should reveal behaviors that affirm their fundamental "respect for all persons" as they work "to develop a learning community in which individual differences are respected" (Unit Assessment System, Appendix A: Goal 3, Performance Dimension 3.3 and Appendix B.1, Goal 3, indicator 3Q). Their "passion for learning" should be evident in self-reflection that sustains renewal by "eagerly seeking out opportunities for growth" (Unit Assessment System, Appendix A: Goal 9, Dimension 9.2, and Appendix B.1, Indicator 9.E, "Distinguished" performance level). Further, the unit expects that the candidates it prepares will "demonstrate dependability" (Unit Assessment System, Appendix A, Goal 9.4 and Appendix B.1, Goal 9, indicator 9.E) as they perform in field and most certainly clinical settings.
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