Mission & Values

Biola's distinctive of biblically centered education shapes the values of its faculty and staff as they equip the next generation of influential educators. There are seven learning outcomes, adopted spring 2007, for our undergraduate teacher preparation program and graduate teacher preparation program:

1. Committed to Living Out God's Calling as a Christian Educator
   Candidates embrace a lifestyle focused on biblical principles and continued reconciliation with God. Based on peace with God, candidates receive and reflect God's love, appreciate God's provisions, promote shalom with and among others, and protect stakeholders' rights.
2. Dedicated to Students' Optimum Development for God's Ultimate Glory
   Candidates discover and celebrate each student's strengths, assisting students to realize their distinct purposes. Accepting that students are created in the Image of God, candidates facilitate growth in mind and spirit, character, social skills, emotional maturity and physical health, preparing their students for growing independence in learning.
3. Engaged in Cross-Cultural Experiences to Appreciate Diversity
   Candidates appreciate and value cultural diversity through engagement in diverse educational settings that differ from their prior experiences in order to become advocates for equity and justice.
4. Capable of Applying Human Development and Learning Theories to Solve Educational Challenges
   Candidates nurture an attitude of discernment toward human development and learning theories as a foundation for professional decision-making and reflection. Based upon their theoretical consideration, candidates will engage in making intentional classroom decisions.
5. Implements Content Instruction Effectively
   Candidates will demonstrate foundational content knowledge in designing and implementing developmentally appropriate lessons, using the California state adopted academic content standards. Each lesson will integrate applicable aspects of God's natural revelation through the utilization of the contextual setting/assessment/instruction cycle.
6. Skilled at Implementing Assessments and Using Results to Make Instructional Decisions
   Candidates assume appropriate responsibility for student learning through the intentional analysis and assessment of the strengths and needs of both individual students and the class as a whole. Based on focused evaluation and reflection, candidates will design and implement suitable adaptations to ensure the attainment of a productive learning environment for each student enrolled in the candidate's class.
7. Devoted to Creating a Positive Learning Environment
   Candidates maximize student learning by establishing clear and consistent policies and procedures while encouraging students to take intellectual risks and providing equal opportunities to learn. Candidates will prevent racism and intolerance and implement classroom expectations to create freedom within boundaries, protecting the rights of all in the community of learners. For students who have difficulty following classroom policy and procedures, candidates provide appropriate consequences that lead the student back into the classroom community.

Students graduating with the Master of Arts in Teaching will demonstrate the same seven learning outcomes described for the teacher preparation program, along with the following two additional learning outcomes related to being a constructive change agent and lifelong learner. The nine outcomes exceed the Teaching Performance Expectations required by the state for a professional teacher.

8. Understands Current Educational Issues and Demonstrates Skill as a Constructive Change Agent
   Candidates analyze, evaluate, and apply knowledge of current educational issues, settings, and legislative requirements from a biblical perspective, stay up-to-date and involved in community issues, giving voice to Judeo-Christian values in the educational arena. Candidates also possess Christian attitudes and actions conducive to the development of professional excellence and witness to the community, demonstrating qualities of a constructive change agent in the educational community to advance the Kingdom of God.
9. Conducts Quality Research, Communicates Findings, and Pursues Lifelong Learning
   Candidates conduct quality action research in their classrooms or schools, learning from natural revelation, and effectively communicate findings to the broader educational community. They demonstrate professional research ethics, protect human subjects, and exercise discernment, individually and in team settings, creatively solving problems as contextual needs emerge within the educational community. They are committed to lifelong learning and professional growth, embracing a lifestyle of service to others as an act of worship.

Eight learning outcomes, adopted fall 2006, exist for the 38-unit M.A. in Education program. These learning outcomes help refine the experienced classroom teacher's skills as he or she moves into leadership roles.

1. Biblical Perspectives
   The M.A. in Education candidate demonstrates the ability to analyze, evaluate, and apply knowledge of current educational issues, settings, and legislative requirements from a biblical perspective.
2. Curriculum Differentiation
   The M.A. in Education candidate possesses skills to link theory with practice, effectively differentiating the curriculum for diverse learners (e.g., ability, culture, language, SES, gender) and communities, validating each child as a unique bearer of the image of God.
3. Professional Excellence
   The M.A. in Education candidate possesses Christian attitudes and actions conducive to the development of professional excellence and witness to the community.
4. Lifelong Learning
   The M.A. in Education candidate demonstrates commitment to lifelong learning and professional growth, embracing a lifestyle of service to others as an act of worship.
5. Collaboration Skills
   The M.A. in Education candidate works collaboratively with students, parents, and colleagues, leveraging the strengths of individuals to benefit the community.
6. Quality Research
   The M.A. in Education candidate conducts quality research, learning from natural revelation, and effectively communicating findings to the educational community.
7. Problem-Solving Skills
   The M.A. in Education candidate demonstrates discernment, individually and in team settings, creatively solving problems as contextual needs emerge within the educational community.
8. Constructive Change Agents
   The M.A. in Education candidate embraces God's calling to maximize his or her leadership skills, demonstrating the qualities of a constructive change agent in the educational community to advance the Kingdom of God.