1. What is a Local Teacher Education Study Center?
    A local Teacher Education Study Center is a place where participants in the PS78-TEP can join together to:

    • Complete Study Team discussions,

    • Encourage and pray for one another, and

    • Hold each other accountable.  

      It also provides a forum for local Christian teachers to gather and plan for change in their school and community.  For requirements to establish a local Teacher Education Study Center, contact info@PS78Teachers.org.

  2. What is a Local Study Team?
    A Study Team is a group of Christian learners at a local Teacher Education Study Center committed to completing either the PS78-TEP Master’s or Certificate level course of study together. Study Team learners agree to meet at least eight times per each three credit-hour course (one time for each of the eight lessons).

  3. What is a PS78-TEP Study Team Facilitator?

    An unpaid volunteer who agrees to facilitate a Study Team that meets at a local Teacher Education Study Center to complete the PS78-TEP course of study.

    A professing Christian who is a member in good standing of a local evangelical church that has a Statement of Faith consistent with that of PS78-TEP

  4. What are the responsibilities of a Study Team Facilitator?

    • Recruit and register a group of students (at least two students per Study Center).

    • Ensure that a complete Application Form has been submitted to PS78Teachers for each student, including local references and transcripts. Copies of all application documents to be kept on file locally.

    • Communicate with students to arrange dates, times, and places for Study Team meetings. Once a group of students have started a PS78-TEP course, they have six months to complete the course.

    • Review the PS78-TEP Student Handbook and provide a copy of the Handbook to all students.  Students and Study Team Facilitators are asked to sign the “Terms of Agreement” statement found in the Handbook.  The Handbook includes policies regarding Christian lifestyle, dispute resolution, statement of faith, and student privacy concerns.

    • Collect and grade (using rubrics provided) all written assignments and projects and submit grades to PS78-TEP.

    • Supervise final exams for each course (online or pen-and-paper) at the local Study Center.

    • Arrange for an appropriate graduation ceremony to honor students who successfully complete all PS78-TEP requirements.  Upon submission of a Certification of Completion Form, a diploma will be issued by MINTS and PS78-TEP administrator.

    • For a detailed description of the responsibilities of a Study Team Facilitator, see the Study Team Facilitator Handbook. To apply to be a Study Team Facilitator, contact info@PS78Teachers.org.

  5. What are the expected PROGRAM OUTCOMES for PS78-TEP?*

Shared Vision

  • Framework.  Develop, articulate, and apply a Christian worldview to: the mission of the school, the nature of the learner, the role of the teacher, the nature of the subject matter, and the dynamics of the teaching/learning process.

  • Professional Growth.  Be an ethical, reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively pursues opportunities to grow professionally.

  • Community.  Foster relationships with colleagues, parents and agencies in the larger community, to support student learning and well being. 

Nature and Needs of Learners

  • Student Development.  Utilize knowledge of human learning and development to provide learning opportunities that support students’ physical, intellectual, emotional, social, and spiritual growth.

  • Diversity.  Create instructional opportunities that are adapted to the needs of diverse learners, including learning differences related to culture, language, and ability.

Content and Professional Knowledge

  • Content.  Demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and create learning experiences that make these aspects of the subject matter meaningful for students.

  • Technology.  Use appropriate technology in the teaching and learning process.

Instructional Competence

  • Planning.  Plan instruction based upon knowledge of subject matter, curriculum goals and standards, student differences, and the social and cultural characteristics of the community.

  • Management.  Create and maintain a learning environment that encourages responsible care for others, collaborative inquiry, active engagement in learning, and self-motivation. 

  • Instructional Strategies.  Use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

  • Assessment.  Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, emotional, and social development of the student.

  • Communication.  Use effective communication to foster active inquiry, collaboration, and supportive interaction in the classroom.

* Adapted with permission from the Master of Education program at Covenant College, Lookout Mountain, GA., USA. 

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Last modified: Friday, 16 February 2024, 10:18 AM