Academic Administration

Teacher Education Program Outcomes

We believe social justice is an ethic, a guiding principle that calls us to act to confront issues of ability, political and economic inequalities, power discourses, privilege, and socio-environmental injustices that plague society. Social justice is often defined less by words and more often implicitly by the direct actions and work of those that strive for it (Kikuchi, 2008). To contribute to social justice requires educators to comprehend the histories and experiences of diverse peoples, to develop cultural competence, and to exhibit sensitivity toward individuals and communities.

 

At the end of the program, our graduates should KNOW:

At the end of the program, our graduates should be able to demonstrate these SKILLS: 

We believe a civil and just society is premised upon the right of empowerment. That is, we believe that while power is not given, power can be denied.  As educators, we bear a certain responsibility to lead our students toward their fullest potentials to develop power and efficacy in their lives.  It is, then, our particular charge to help our education students, through their own study, effort, and practice, develop personal ownership of their role as professionals, and to develop skills, expertise, integrity and confidence in their capabilities as educators so that they may make conscious changes, and have positive influence on those they teach, in the communities in which they work and live, and in the world beyond.

It is, then, our particular charge to help our education students through their own study, effort, and practice, develop personal ownership of their professional roles. It is our charge to help them develop the skills, expertise, integrity, and confidence in the capabilities as educators so that they make conscious changes and have positive influence on those they teach, in the communities in which they work and live, and in the global world beyond.

At the end of the program, our graduates should be able to demonstrate these SKILLS: 

  1. Learners will demonstrate capacity to set goals for professional growth based on data and assessments within each of the INTASC domains.

  2. Learners will negotiate instructional and curricular opportunities based on critique from multiple perspectives

 

At the end of the program, our graduates should hold these PROFESSIONAL VALUES:  

  1. Learners will demonstrate reasonable risk-taking in advocacy of their students

Or,

  1. Learners will exhibit conscious and deliberate decision-making in their interactions with students and families that demonstrate an ethic of advocacy

We believe educators must develop reflection as a habit of mind. Reflective educators examine their own understanding and experiences and engage in analysis of ideas, best practices, professional literature and current research to gain new perspectives about their teaching and their students’ learning.  The practice of reflection is not merely technical, nor reactive. It is a continuous process of turning inwardly to deeply and critically examine the assumptions, beliefs, values, and mores that determine the pedagogical and curricular decisions one makes.  Authentic reflection is intrinsically related to social justice and empowerment, and produces personal awareness and a willingness to participate in one’s own and others’ processes of transformation. 

At the end of the program, our graduates should hold these PROFESSIONAL VALUES:  

  1. Learners engage in examination of personal assumptions and competencies in relationship to learning theory and pedagogy.

  2. Learners engage in reflection through dialog with colleagues and in critical education discourse

  3. Learners, through reflection, assess their professional skills and articulate strategies for personal and professional growth

At the end of the program, our graduates should KNOW:

  1. Learners articulate philosophies of management, professionalism, and pedagogy

We believe that just as educators must develop the practice of reflection, they must turn outwardly to collaboration.  Collaboration is a conscious effort toward building and sustaining synergistic and generative relationships and partnerships that enable educational experiences to be shared, interactive, and supportive of all voices and perspectives. Collaboration, at all levels (local, national, global), is essential and empowering in promoting a healthy, civil and just society.

At the end of the program, our graduates should KNOW:

  1. Learners articulate the role of nation, state and community in Pre-K - 12 educational systems, and effectively engage in group planning, consultation, and in working with cooperating professionals.

Technology in the 21st century has changed how we teach and learn. Technology has created a global society that redefines the boundaries of power and influence.  .  We believe, it is imperative that educators understand the ethical, social, political, and global implications of technologies. Educators need to develop the skills to discover, master, and critically analyze current and evolving technologies to provide effective and appropriate use in their professional practices. Educators must move beyond a contemporary understanding of technology and adopt a future-oriented understanding in order to imagine the world in which their students will live.

At the end of the program, our graduates should be able to demonstrate these SKILLS:

  1. Learners will demonstrate skills as defined by the ISTE standards.

  2. Learners will demonstrate effective use of current technology appropriate for classrooms.

  3. Learners will demonstrate appropriate application of assistive technology

 At the end of the program, our graduates should hold these PROFESSIONAL VALUES:  

  1. Learners will demonstrate capacity to remain abreast of technological developments that are appropriate for classroom use.