Belief Statement & Guiding Principles
Belief Statements for the Education Unit
Becoming a teacher/leader is emergent based upon integration of theory and practice to develop knowledge, skill and dispositions.
- Programs of quality promote learner-centered experiences and collaborative planning among the college teacher-educators, liberal arts faculty, K-12 practitioners and pre-service programs.
- Programs of quality promote inquiry and reflectivity, and develop leadership to improve professional practice.
- Programs of quality provide a learning environment encouraging teachers to inquire into the context of learning and practice, act on beliefs, critique their own learning and teaching, and accept their research as an authentic and important means of improving practice.
- Programs of quality facilitate curriculum and instruction honoring diversity in gender, ethnicity, culture, language, social class, and exceptionalities.
- Programs of quality promote modeling as an essential aspect of effective teacher education. Faculty in teacher education will model excellent teaching as defined by current research, applied practice, and professional experience.
- Faculty in programs of quality engage in teaching in authentic settings and utilize research for the direct purpose of enhancing educational practices.
- Programs of quality offer opportunities for students to examine the moral purposes of education and put into practice a philosophy of learning and teaching that is inclusive and based on a personal ethical platform.
- Programs of quality see change and innovation as an essential element in learning, teaching and leadership, and promote practices which value students, teachers and administrators as change agents in educational settings.
- Programs of quality prepare teachers to work in and contribute to society utilizing community resources and interacting with its constituency.
- Programs of quality prepare teachers to advocate for students valuing self-determination and fairness, and believing in the right for all students to succeed.
- Programs of quality promote the practice of leadership by providing opportunities for accepting different roles, becoming a leader in the school, community, and in engaging self-development.
Guiding Principles for the Graduate Studies Program in Education
To guide the work of the unit, we believe the following principles must be considered in all aspects of the design, implementation, and assessment of graduate education.
- Faculty design curricula in an integrated or problem-based model to promote an understanding of the integration of the various knowledge and skill areas in teaching, learning, research, and leadership.
- Programs include 1) the acquisition of concepts and information; 2) the integration of concepts with practice and use of knowledge in context; and 3) the application of knowledge and skills in a workplace environment.
- Faculty develop bridging experiences between course content and the workplace that feature clinical exercises, field settings, and internships, which provide a synthesis and application of appropriate knowledge and skills.
- Instructional practices utilize appropriate adult learning strategies.
- Faculty place instructional emphasis on those methods and materials that anticipate learner performance in the workplace.
- Faculty adapts activities in courses to the degree and level sought by each candidate.
- Faculty provides candidates the opportunity to formulate and examine an ethical platform upon which to rely for difficult decisions.
- Assessment of the candidates is carried out through the use of multiple sources of data, including performance assessment.
- Faculty demonstrates expertise through continued involvement in professional practice.
- Faculty promotes collaborative planning among school and college faculties, administrators, school boards, and community leaders.
- Participants critique their personal practice through action-based inquiry/research.
- The graduate program promotes the understanding of equity, cultural diversity, and exceptionalities.
- The graduate education faculty participates in the dissemination of research findings through a variety of formats.
10 Doane Education Standards
|1) Understands Content||The developing professional understands content knowledge of the discipline(s).|
|2) Understands Development||The developing professional understands how children learn and develop, and provide opportunities supporting intellectual, social, and personal growth.|
|3) Understands Differences||The developing professional recognizes and provides for individual differences and diversity.|
|4) Designs Instructional Strategies||The developing professional uses a variety of instructional strategies to encourage student's development of skills and strategies for critical
thinking and problem solving.
|5) Manages and Motivates||The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support students'
learning and well being.
|6) Communicates||The developing professional applies knowledge of effective communication techniques.|
|7) Plans||The developing professional utilizes effective planning techniques.|
|8) Assesses||The developing professional understands and uses a variety of formal and informal assessment strategies.|
|9) Reflects on Practice||The developing professional is a reflective practitioner who actively seeks out opportunities to grow professionally.|
|10) Participates in the Professional Community||The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support student learning and well being.|