The teacher preparation program at Ripon College reflects the beliefs that a good teacher has substantial knowledge of the purposes and processes of education, possesses competency in the subject matter taught, has basic familiarity and competence in the subjects taught in the K-12 curriculum, understands the human needs that motivate individual and group behavior, and is sensitive to the forces and value systems that influence social institutions. The following objectives outline the knowledge, skills, and dispositions developed through the course work and clinical experiences of the education program at Ripon College. The program objectives are cross-referenced to the Wisconsin Standards for Teacher Development and Licensure.

Content Knowledge (WI Standard #1)

1. Teachers can define the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of the disciplines they teach.

Liberal Arts Foundation

2. The teacher engages in a variety of learning experiences (multi- and inter- disciplinary learning activities) that provide a liberal arts foundation for their intellectual, moral and social development.

Social and Historical Foundations (WI Standards #3 and 4)

3. The teacher can identify the several functions of schooling in a democratic society and understands how the school functions in relationship to other social, economic, and political institutions.
4. The teacher can articulate the various historical and contemporary processes that have contributed to the diversification of the United States population. The teacher can demonstrate an understanding of how schools have functioned to support and suppress the aspirations of diverse social groups.

Psychological Foundations (WI Standard #2)

5. The teacher can describe typical patterns of human growth and development as well as the needs of special learners.

6. The teacher has sufficient theoretical knowledge for understanding professional literature that deals with learning processes and styles; individual and group motivation; behavior and social interaction in classrooms; pedagogy; and classroom management and climate.

Pedagogy: Curriculum and Instruction (WI Standards #3,4,5 and 7)

7. The teacher’s unit and lesson plans give evidence of sound pedagogical choices grounded in a thorough understanding of the content and skills relevant to a particular topic.
8. The teacher creates a classroom climate conducive to learning.
9. The teacher organizes instruction to allow for various kinds of classroom communication.
10. The teacher can discern different approaches to learning and adapts instruction to meet the needs of diverse learners.
11. The teacher uses a variety of instructional strategies to encourage critical thinking, problem solving, and skills development.
12. The teacher applies individual and group motivation theories to encourage positive social interaction, active engagement in learning, and self-motivation.
13. The teacher incorporates technology in instruction to foster competent use of electronic media and ongoing critique of their social consequences.
14. The teacher combines formal and informal assessment strategies to evaluate and plan for the continuous development of all learners.

Professional Behavior (WI Standards #5,9 and 10)

15. The teacher is a working scholar, who reflects on and seeks further understanding of the teaching-learning process, pedagogical options, substantive developments in the disciplines taught, and the social milieu of the school throughout a career in teaching.
16. The teacher supports the development of the teaching profession and is an active member of professional organizations.
17. The teacher is socially responsible and democratically committed to creating classroom and school environments, which meet both individual and social needs.
18. The teacher models democratic citizenship through participation in forums and organizations in which school, community, state, national, and international issues are considered.
19. The teacher is a supportive colleague who is aware of and responsive to the needs and aspirations of the individuals with whom he/she works.

Humanistic Guidance and Administration (WI Standard #5)

20. The teacher learns and practices humane means of advising and guiding students.

Communication (WI Standard #6)

21. The teacher has mastered the speaking and listening skills required for effective teaching.
22. The teacher can adequately prepare and write various professional texts.

Activism and Teacher Empowerment (WI Standards #9 and 10)

23. The teacher works to improve public education through democratic political, economic and social practices.

24. Teachers understand their legal rights and responsibilities, the rights of children, and how the law applies to their specific domains of teaching.

Student artifacts demonstrating mastery of the teacher education program perspectives and objectives are collected for review in student professional development portfolios. Portfolios are hosted at www.iwebfolio.com.

HOME | ABOUT RIPON | ADMISSION | ACADEMICS | STUDENT LIFE | ATHLETICS | OFFICES & RESOURCES
PROSPECTIVE STUDENTS | CAMPUS COMMUNITY | ALUMNI | PARENTS
CONTACT: 300 Seward Street | PO Box 248 | Ripon, WI 54971-0248 | adminfo@ripon.edu | (800) 947-4766