Lewis-Clark State College
Education

Demonstrating Skills as an Educational Facilitator:

THE EDUCATIONAL FACILITATOR

The Principle: The successful teacher is one who effectively implements instructional strategies to facilitate learning in a variety of settings, with a variety of media, and for a wide range of diverse types of learners.

Key Attributes: The teacher utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.), effective, classroom organization skills, and effective, communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. The teacher fosters active inquiry, collaboration, and supportive interaction in the classroom. The teacher uses 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.

Indicators of Performance (Grouped by Attributes):

1. The teacher utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.) to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students.

    KNOWLEDGE:

  1. The teacher knows how to use technology to enhance productivity and professionalism.
  2. The teacher is knowledgeable in content related to the health, safety, and well-being of children.

    3. DISPOSITIONS:

  3. The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.

    4. SKILLS:

  4. The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.
  5. The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of subject matter concepts.
  6. The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.
  7. The teacher constantly monitors and adjusts strategies in response to learner feedback.
  8. The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
  9. The teacher is adept at “thinking on her/his feet” (i.e., capable of making necessary adjustments to the planned learning experience).
  10. The teacher accesses students' thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.
  11. The teacher [uses] a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.
  12. The teacher demonstrates a sound understanding of technology operations and concepts.
  13. The teacher integrates multiple perspectives into discussions of subject matter, including attention to students' personal, family, and community experiences and cultural norms.
  14. The teacher uses multiple teaching and learning strategies to engage students in active learning.
  15. The teacher promotes the development of critical and creative thinking, problem solving, and performance capabilities.
  16. The teacher helps students assume responsibility for identifying and using learning resources.
  17. The teacher varies his or her role (e.g., instructor, facilitator, and coach) in the instructional process in relation to the content and purposes of instruction and the needs of students.
  18. The teacher implements curriculum plans that include methods and strategies that apply technology to maximize student learning.
  19. The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.

2. The teacher utilizes effective, classroom organization skills to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students.

    KNOWLEDGE:

  1. The teacher understands the principles of effective classroom management and strategies that promote positive relationships, cooperation, conflict resolution, and purposeful learning.

    2. DISPOSITIONS:

  2. The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as whole.
  3. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

    4. SKILLS:

  4. The teacher exhibits effective, classroom organization skills.
  5. The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.
  6. The teacher creates a positive learning environment where students develop self-worth.
  7. The teacher maximizes class productivity by organizing, allocating, and managing the resources of time, space, and activities and by clearly communicating curriculum goals and objectives.
  8. The teacher communicates in ways that demonstrate a sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation).
  9. The teacher utilizes effective, communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students.

3. The teacher utilizes effective, communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students.

    KNOWLEDGE:

  1. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques and tools including audio-visual technology, computers, and the Internet, to enrich learning opportunities.

    2. DISPOSITIONS:

  2. The teacher is a thoughtful and responsive listener.
  3. The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.
  4. The teacher recognizes the power of language for fostering self-expression, identity development, and learning.
  5. The teacher appreciates the ways in which people seek to communicate.
  6. The teacher appreciates the influence of cultural diversity on communication.
  7. The teacher recognizes the importance of verbal as well as nonverbal communication.

    8. SKILLS:

  8. The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.
  9. The teacher effectively uses verbal (reads, writes, listens, speaks), nonverbal, and media communication techniques with students to foster active inquiry, collaboration, and supportive interaction in the classroom.
  10. The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).
  11. The teacher supports and expands learner expression in speaking, writing, and other media.
  12. The teacher encourages many modes of communication in the classroom.
  13. The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.
  14. The teacher facilitates discussion, listens and responds to group interaction, and elicits expressions of student thinking (e.g., oral, visual, and written).
  15. The teacher is a thoughtful and responsive listener.
  16. The teacher demonstrates the ability to communicate effectively in writing.
  17. The teacher demonstrates sensitivity in communication to cultural differences (e.g., appropriate use of eye contact and interpretation of body language).
  18. The teacher uses a variety of communication tools, including audio-visual technologies, computers, and the Internet, to enrich learning opportunities.

4. The teacher uses 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 and fosters active inquiry, collaboration, and supportive interaction in the classroom.

    KNOWLEDGE:

  1. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated.
  2. The teacher understands how social groups function and influence individuals, and how individuals influence groups.
  3. The teacher understands the principles of human motivation and behavior, both extrinsic and intrinsic.
  4. The teacher understands how participation, structure, and leadership promote democratic values in the classroom.
  5. The teacher understands strategies that make students feel valued in the classroom and the community.

    6. DISPOSITIONS:

  6. The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests.
  7. The teacher makes students feel valued for their potential as people, and helps them learn to value each other.
  8. The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom.
  9. The teacher recognizes the importance of leadership, participation, and a democratic process appropriate to the classroom and school.
  10. The teacher appreciates the role of students in promoting each other's learning and recognizes the importance of peer relationships in establishing a climate of learning.
  11. The teacher recognizes the value of intrinsic motivation to students' lifelong growth and learning.
  12. The teacher is committed to the continuous development of individual students' abilities and considers how different strategies encourage self-motivation.
  13. The teacher recognizes that plans must always be open to adjustment and revision based on student needs and changing circumstances.

    14. SKILLS:

  14. The teacher creates a learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.
  15. The teacher engages students in individual and cooperative learning activities that help them develop the motivation to achieve, by, for example, relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them.
  16. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
  17. The teacher helps the group to develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.
  18. The teacher uses a range of effective classroom management strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
  19. The teacher exhibits a respectful regard for the needs and success of each student and acts as an advocate for students.
  20. The teacher maintains a caring and supportive relationship with students.
  21. The teacher presents issues with objectivity, fairness, and respect.
  22. The teacher establishes a positive and safe climate in the classroom and participates in maintaining a healthy environment in the school as a whole.

Links to each of the seven principles

Successful teachers consistently exhibit:

  

The principles of the professional standards:
 •  Appropriate conduct as a professional, arrow  •  Dedicated Professional
 •  Knowledge of foundations of the profession, arrow  •  Knowledgeable Professional
 •  Expertise in all subjects taught, arrow  •  Content Specialist
 •  Skills as an educational designer, arrow  •  Educational Designer
 •  Skills as an educational facilitator, arrow  •  Educational Facilitator
 •  Skills as an educational evaluator, and arrow  •  Educational Evaluator
 •  Capacity for reflective practice. arrow  •  Reflective Professional

The complete list of Professional Standards in HTML with Principles, Attributes and Performance Indicators

The complete list of Professional Standards in PDF with Principles, Attributes and Performance Indicators

On to the Themes of the LCSC Teacher Education programs.

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