The professional education unit of Otterbein University is committed to providing a coherent, developmentally-based teacher education program that prepares teachers to create and work within learning communities which maximize the potential of all learners. The program promotes collaborative learning and critical reflection as a way to develop a community of life-long learners who can respect diverse perspectives, make informed decisions, and be responsive to the changing needs of individuals in our society.
We Believe In
- The Power of Knowledge
Effective teachers are knowledgeable and see themselves and their students as life-long learners. Our graduates will be able to make informed decisions based on complex data.
- The Interdependency of Pedagogy and Content
Knowledge is not a series of discrete bits of information. Effective teachers help their students see relationships among different areas of study and their application to the real world. In our curriculum, liberal arts and professional courses are intentionally connected. In the same manner, pedagogy and content often are addressed together.
- The Potential of All Children
Every child deserves to be taught by quality teachers who believe that each child is capable of learning. The Otterbein teacher education program provides its candidates with the knowledge, skills and dispositions for creating learning environments that are developmentally responsive for each of the students they teach.
- The Richness of Diversity
Our program prepares teachers to accept, honor and enhance the diversity within the school environment. Diversity includes but is not limited to ethnicity, gender, social class, sexual orientation, and special needs.
- The Possibilities of Technology
As teaching and learning become more complex, the effective use of technology within the classroom becomes even more essential. During their teacher education program, Otterbein students will not only use technology as an integral part of their own professional preparation and see technology modeled for classroom productivity, but they will also learn how to use technology effectively in their classroom.
- The Necessity of Reflection
The transition from being a student to becoming a teacher requires a great deal of reflection and introspection on the part of teacher education candidates. In order to truly discover their teacher persona, teacher education candidates must take a critical look at what they believe about teaching and learning throughout their program and strive to incorporate those values in their own teaching.
- The Merit of Experiential Learning
Otterbein is committed to continuous and progressive field experiences. The program exposes teacher education candidates to a variety of educational settings.
- The Importance of Accountability
Our program is committed to the formative and summative assessment of the knowledge, dispositions, and skills of teacher education candidates in order to assure that graduates from the program are effective and qualified teachers. Furthermore, the unit will use the information obtained from these assessments to change, alter, and/or modify the program so that the quality is maintained.
Purposes and Goals of Teacher Education
The Teacher Education Program at Otterbein University is based on the philosophy that a liberal education is best for teachers. The broad aim of teacher education is to help licensure candidates acquire knowledge, develop skills, and exhibit dispositions that they will need in order to be contributing members of society and successful teachers of children.
Standards and critical dispositions inform ongoing program development and guide the assessment of candidate progress throughout the program. These standards are aligned with external accrediting agencies such as NCATE and the Ohio Department of Education, based on standards developed by INTASC.
The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies, higher education institutions, and national educational organizations dedicated to the reform of the education, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels. The INTASC model core standards for licensing teachers represent those principles which should be present in all teaching regardless of the subject or grade level taught and serve as a framework for the systemic reform of teacher preparation and professional development.
Otterbein Teacher Education Standards
Standard #1—The candidate understands the discipline(s) he or she teaches and can create learning experiences that make subject matter meaningful for students
Standard #2—The candidate understands how students learn and develop and provides learning opportunities that support their intellectual, career, social and personal development.
Standard #3—The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
Standard #4—The candidate plans instruction based upon the knowledge-base of the subjects, student population, community needs, curriculum goals, and Ohio approved curriculum models.
Standard #5—The candidate is proficient in utilizing a variety of instructional models to encourage critical thinking, problem-solving, and performance skills.
Standard #6—The candidate motivates individual students and groups of students by creating a positive, encouraging, active learning environment.
Standard #7—The candidate uses effective forms of communication to foster interaction in the classroom.
Standard #8—The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard #9—The candidate is a reflective practitioner who actively seeks out opportunities to grow professionally.
Standard #10—The candidate fosters relationships with school colleagues, parents, and the larger community to support students’ learning and well-being.
In addition to standards that guide the preparation and licensure of candidates' knowledge of content and ability to teach, candidates are also evaluated on critical dispositions that are essential for professional conduct and success in education. Critical Dispositions are defined by NCATE as “attitudes, beliefs, values, and commitments that influence behaviors.” Ten of these are vital themes in the Otterbein University Teacher education program. We expect these dispositions to be evidenced in the field as candidates practice their professional skills. Because our program is developmental, we intentionally model these dispositions in every course and provide guided practice for candidates as they grow professionally.
- A Hard-Working candidate is responsible, reliable, punctual and fulfills requirements in a timely manner.
- A Principled candidate values and tries to act upon the principles of honesty, fairness, mutual respect and compassion.
- A Resourceful candidate demonstrates initiative by consulting with others to solve problems.
- An Open-Minded candidate is willing to learn about others, tries to be non-judgmental and is open to diverse points of view.
- An Organized candidate handles multiple tasks and demands adequately.
- A Collegial candidate is a productive colleague and can take suggestions and constructive criticism.
- An Inquisitive candidate is open to new ideas, asks good questions and often seeks out answers.
- A Flexible candidate is able to adjust, redirect, and deal with the unexpected.
- A Positive candidate finds good in most situations and looks for ways to be successful.
- A Social candidate interacts effectively with colleagues, students and parents.