Aspiring Teacher A: Visible Learner
Visible teaching and learning occurs when teachers see learning through the eyes of students and help them become their own teachers - Hattie
Key Content
- Self-directed Student Learning
- Personal Learning Profiles
- Diversity Sensitivity & Respect for All
- Collaboration
Impacting Student Learning
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The MTDS begins developing teacher capacity in Aspiring Teacher A from the student lens with competencies related to students becoming visible learners who are able to demonstrate the evidence of teaching impact. Most students should be comfortable with Aspiring A level-specific learning statements as most focus on knowledge and skills students are likely to already be engaging in as a Missouri learner. Aspiring A learning statements were derived from the Missouri Educator Evaluation System Growth Guide Evidence of Impact Statements. In many cases, the Evidence of Impact statements indicate observable student outcomes resulting from a teacher’s use of effective teaching practices.
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Dual-Perspective Learning
Concepts, such as collaborating with others and taking personal responsibility for learning may be familiar to Missouri students depending on prior knowledge and experience. However, through dual-perspective learning, the Aspiring A competencies may also be viewed from the lens of teaching to expand learning for those exploring the career. Through dual-perspective learning, Aspiring teachers gain foundational knowledge of teaching and learning prior to entry into educator preparation programs where they receive more formal training on methods for implementing effective practices leading to visible evidence of impact in their own students.
Example of Dual-Perspective Learning
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As a Facilitator of Thinking & Learning (domain), the Aspiring A Teacher Facilitates Self-Directed Learning (competency) by taking responsibility for learning (level-specific learning statement) by:
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