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Goals

1. Learning and Teaching: Cycles

To develop ethically and socially responsible candidates who:

  • Combine a depth of knowledge of academic disciplines with understanding of pedagogical theory and research;
  • Demonstrate knowledge and use of multiple assessments and diagnostic techniques; and
  • Promote teaching as a developmental process driven by reflective practice within a community of learners. 

Candidates are reflective practitioners who:

  • Develop teaching strategies based on the unique structure and method of research of their particular disciplines and current research-based pedagogy; and
  • utilize the appropriate measurement theories and a variety of information sources in evaluating the students' educational needs and achievements.


2. Diverse Learners: Individuals

To develop ethically and socially responsible candidates who:

  • respect and value all children;
  • demonstrate knowledge of child development; and
  • provide a supportive environment for diverse learners.

Candidates implement teaching strategies and curriculum designs that accommodate the special needs of individual learners because they:

  • know that all students can learn;
  • treat all students equitably;
  • understand how to foster self-esteem, motivation, character and civic responsibility;
  • consider the challenges likely to be encountered by learners; and
  • develop strategies to help learners meet those challenges.


3. Liberal Arts: Literacies

To develop ethically and socially responsible candidates who have a:

  • broad knowledge of the liberal arts;
  • deep understanding of the content appropriate to their teaching specialty; and
  • relevant applications of that content. 

Candidates have the capacity and disposition to:

  • draw on diverse resources from the liberal arts and sciences;
  • demonstrate the content, pedagogical and professional knowledge, skills, and dispositions necessary to motivate diverse children and adolescents;
  • foster self-esteem; and
  • sustain interest in important academic pursuits.

Fundamental to their success is a commitment to enable all students to attain high standards of:

  • academic achievement; and
  • personal accomplishments.

Candidates demonstrate sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences.

4. Family, School and Community: Partnerships

To develop ethically and socially responsible candidates who:

  • understand that the involvement of the home enhances the work of the school; and
  • promote child-focused collaboration with parents, staff and community organizations.

Candidates collaborate effectively with staff, community, higher education, cultural institutions, as well as parents and other caregivers, for the benefit of students.

5. Professionalism: Commitments

To develop ethically and socially responsible candidates who:

  • commit to a life-long pursuit of learning and professional growth;
  • utilize reflection as a tool for self-growth, program assessment, and instructional effectiveness;
  • provide leadership in a collaborative environment; and
  • assume a professional role within the organizational system of the school.

Candidates are responsive to:

  • research and best professional practices; and
  • interpret and implement regulatory, professional, and ethical standards.

Candidates use self-reflection as well as the reflection of others, such as peers, mentors, students, supervisors, and parents, to affect positive changes in curriculum, instruction, and classroom management.