The Viterbo Standard

Before reflecting upon the Viterbo Standard, I would have

claimed without much thought that content area knowledge is the
most important quality of a successful teacher. This is
especially true of high school teachers, who are teaching
specialized content to students who may need the academic
foundation for college and life. The claim is even more likely
to be true in regard to math teachers. My career, the fate of my
school district, even the very future of mankind all depend on
mathematics instruction that is faithful to the content.
Tomorrows engineers, among many other professionals, will be
grateful that their math teachers really knew their content.
My conundrum upon contemplating the Viterbo Standard was
precisely the lack of mention of this most important facet of
teaching. At first, I thought this could simply be an effect of
the ambiguity of the Viterbo Standard. Professional and personal
qualities and Franciscan values as defined by the Viterbo
Standard are inherently desirable in many and probably most
professions. Teaching, then, is merely but one of many
professions for which professionalism and social responsibility
are important.
The high general demand for the Viterbo Standard does not
lessen its particular importance to the teaching profession. As
a teacher, I will be a role model for my students and others in
the community. If I neglect to maintain my appearance or
demeanor, then my students will learn from my lack of example.
If I am dismissive of social responsibility, then my students
will learn that dismissal from me, and I will be responsible for
a small but tangible rend in the fabric of a just society.
Social responsibility is the focus of the Franciscan values
component of the Viterbo Standard. It is also a natural fit for
mathematics education. Fairness and justice are oft dispensed
numerically, and wise use of resources is measured
statistically. Not only am I in a position to model fairness,
justice and efficient resource use, but I also capable of giving
the students the tools necessary to achieve these ideals. The
Franciscan value of joyful teaching is another broad concept,
extending far beyond teaching. At any time, if I am not joyfully
participating in lifes current activity, then I should be
reflecting on how I should approach life differently. For me,
teaching joyfully is the easiest and most natural of these
standards. Knowledge of content area may be paramount, but
enthusiasm is the true engineer of education.