|
Goals and Objectives
of the St. Ignatius Professional Development Program
Academic
It is the goal of St. Ignatius that each Ignatian educator function at the highest
level of professional competence. The following areas of academic performance--with
associated objectives--have been identified:
1) Academic competence: Each educator
should exhibit the ability to teach a broad range of subjects within
a particular department, and where possible to demonstrate interdisciplinary
skills. (For example, in mathematics, a teacher ideally could teach
every course from Algebra 1 to Calculus, while assisting students with
integrating mathematical concepts into physics.)
2) Knowledge of Learning and Instruction:
Each educator is expected to possess and make use of the knowledge base
on learning and instruction. This includes the ability to use effective
forms of collaborative work, appropriate assessment techniques, and
the use of the technologies that allow students and teachers to connect
to the knowledge base available on the Internet and elsewhere.
3) Classroom skills: Each educator
should practice sound classroom management and be able to utilize different
teaching methodologies, assessment methods, and cultivate a teaching
style that strives to motivate students.
4) Curriculum Development: Each
educator should be skilled in curriculum development utilizing a "backwards
design" model and the ability to gather and analyze data on student
work to ensure that all students achieve course outcomes.
5) Department leadership: Each educator
should be encouraged to develop a sense of collegiality and leadership
within departments and subject levels teams, and within the total school
community.
6) Diversity skills: Each educator
should be able to adapt to working effectively within a multi-cultural
environment.
7) Certification: Each educator
should understand that credentials and advanced degrees are important
for professional educators, and should respond to the challenge of upgrading
levels of certification and professional degrees. (Note: the degrees
required of individual teachers will vary by department, teaching assignment,
the needs of the school, and the interpretation of the Principal.)
Spiritual
It is the goal of St. Ignatius to support each professional educator in becoming
a spirit-based person who understands the significance of living a life infused
with the wisdom and grace of God's indwelling presence. The following areas
of spiritual life--with associated objectives--have been identified:
1) Active participation: Each educator
should be committed to actively participating in our Faith community in ways
acceptable to the individual faculty and the school community.
2) Student spiritual support: Each educator
should support students in their spiritual activities by assisting in Campus
Ministry programs.
3) Direct ministry to students: Each educator
should participate in formal Campus Ministry programs: days of recollection,
retreat direction and retreat letters, liturgies, summer faith tours, and
other school programs such as Christian Life Communities, Bread Connection,
and support for a student's community-service project.
4) Understanding of Ignatian spirituality:
Each educator should communicate an acknowledgement that God created the universe
and that it is good: This implies a willingness of each faculty member to
utilize the Ignatian tradition to enrich his/her own spiritual life as well
as that of our students.
5) Comprehension and support for the spiritual
goals of the school: Each educator should support and appreciate the
Jesuit commitment to a faith that does justice within the context of a preferential
option for the poor.
6) Spiritual leadership: Each educator
should serve in spiritual leadership roles effecting both faculty and students,
and should be committed to expanding the capacity of this leadership.
Co-curricular
It is the goal of St. Ignatius to provide our students with co-curricular and
extracurricular programs that meet the needs of our multi-talented and diverse
student body, since academics alone do not allow the full growth opportunities
necessary for our modern youth. The following areas of co-curricular involvement–with
associated objectives–have been identified:
1) Support of students: Each educator
should communicate to all students a sincere appreciation and interest in
each student's chosen extracurricular areas of involvement.
2) Modeling leadership: Each educator
should model enthusiasm and commitment while moderating or facilitating extracurricular
activities.
3) Developing expertise: Each educator
should pursue growth in leadership skills in order to facilitate her or his
effective involvement in extracurricular activities.
4) Fostering student leadership: Each
educator should encourage student leadership and growth as a product of each
student's participation in extracurricular activities.
|
