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Vision and Guiding Framework

Partnering relationships and outreach to the broader community are integral to the work of Manhattanville College.  Evidence of this strong commitment is reflected in both the College and School of Education (SOE) mission statements.  The SOE Conceptual Framework, in fact, identifies domains of competence that require such relationships and outreach.  It establishes the SOE goal of preparing teachers and leaders with the following knowledge and dispositions:

  • Learning and Teaching that is based on knowledge, learning theories, and best practices, family and community influences, and local, state, and national standards… observing student learning, assessing performance, identifying areas that need improvement, and implementing changes in instruction.
  • Diverse Learners who meet the varying needs and interests of each student with sensitivity to racial, ethnic, socio-economic, ability, and gender differences.
  • Family, School and Community Partnerships where ethically and socially responsible teacher and leadership candidates value and recognize the importance of being informed by the community to support student learning.  Candidates understand that a reciprocal relationship between school and community creates a unique learning environment reflective of the culture of the student body and the community.
  • Professionalism where ethically and socially responsible teacher and leadership candidates are committed to being leaders in the educational community.  This mission requires a commitment to good teaching and leadership practices that are supported by research and reflection.  Community involvement and partnerships further our teacher and leadership candidates' knowledge, skills, and dispositions by the:
    • sharing of skills and strategies between classroom teachers, school leaders, and college faculty;
    • bridges built between practice and theory;
    • greater sensitivity of higher education faculty to the daily needs of classroom teachers and children;
    • effective professional growth of classroom teachers through action research with higher education faculty;
    • innovative laboratory sites for field/clinical experiences and leadership internships that serve as models for other schools and other districts.