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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.

We believe:

  • 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 Undergraduate Program in Education

Becoming a teacher/leader is an emergent process based upon integration of theory and practice to develop knowledge, skills and dispositions.  We believe:

  • Programs of quality promote learner-centered experiences, and collaboarative planning among the college teacher-educators, liberal arts faculty, PK-12 practitioners, and pre-service/in-service students.
  • 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, an din engaging self-development.