Education Department

The faculty in the Education Department are committed to working with teacher candidates at both the undergraduate and graduate levels to prepare them for diverse and inclusive classrooms - Birth to Grade 12. The mission of the Department is to sustain a strong commitment to pedagogical practice that is inclusive, democratic, and constructivist. We also aim to prepare teacher candidates to work effectively with a wide range of populations and to develop the knowledge, skills and dispositions that will help all students to continue to grow as learners. Our ultimate goal is to prepare Caring, Curious, Competent, Committed, and Community-active professionals (the five C's) who:

• Value experiential learning and interdisciplinary study;
• possess content knowledge (knowledge about the subject they are teaching), pedagogical knowledge (knowledge of general instructional strategies), pedagogical content knowledge (knowledge of specific strategies for teaching a particular subject), and context knowledge (knowledge of community, district, and school);
• possess an unwavering respect for learning, diversity, cultural difference, and multicultural education;
• strive to differentiate instruction so that all students can learn at their own pace;
• personify an ethic of caring; uphold the ideals of justice, equity, and opportunity for all people;
• think creatively, reflectively, and critically in grappling with a variety of educational challenges;
• act collaboratively and professionally;
• maintain high standards of excellence for themselves and for their students;
• and honor critical life-long learning.

To achieve these ends, all teacher education candidates are prepared with a strong knowledge base of child development and instructional and assessment strategies linked to "best practice." Teacher education candidates participate in field experiences and clinical preparation in highly effective, inclusive classrooms. Teacher candidates are encouraged to see student learning as a dynamic and ongoing process that is used to inform the Department's ongoing commitment to improvement and to strengthen and renew all its programs.Teacher education is viewed as a lifelong process.

Thus, all faculty remain committed to:

1. Teaching and Learning - enhanced through reflective practice and a commitment to lifelong learning.

2. Research and Scholarly Activities - valued as fundamental to the deepening professionalism of each member within the education unit. There is an expectation that each faculty member engages in research related to the practice of education. The primary purpose is to share this research with teacher candidates as well as with the broader community of learners.

3. Service - faculty are encouraged through their courses to reach out to the community of learners and scholars within the college as well as to those who are part of the geographical community.

The Department of Education pursues meaningful and on-going collaborative professional relationships with internal constituencies (within the College at all levels) and external constituencies (local community, including schools, regional, state, and national agencies). Individually and collectively, Department of Education faculty members (resident and adjunct) develop close working ties with local and state organizations and academic and social communities.