The candidate takes pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities andagencies. The candidate is committed to the use of democratic values and to the creation of a learning environment that fosters active engagement in learning and encourages positive socialinteraction. Learning activities and assessments in both coursework and fieldwork provide opportunities for candidates to engage in behaviors that demonstrate dispositions. Candidates are assessed on these dispositions at entry, mid-program and exit points. Candidates who fail to demonstrate adequate disposition development progress or exhibit behaviors counter to these dispositions are provided with advising and remediation opportunities. Program Structure The School of Education credential programs are structured so that concepts of democracy and diversity and the application of democratic teaching practices are addressed in specifications of candidate competencies, foundational courses, teacher preparation courses, school experiences, and candidate assessments. Each program component contributes to effectively prepare candidates to all K-12 students and understand the contemporary conditions of schooling. Candidates experience the School of Education credential programs through a sequence of courses that provide for developmental sequencing of learning experiences along with the flexibility to meet some of the personal needs of candidates. The courses guide the credential candidate through all requirements for the credential, from prerequisites through the second teaching practicum. Each candidate develops an individualized program plan with the assistance of his or her faculty adviser. Consistency is maintained within the program through carefully developed courses. Standardized syllabi, including those for teaching practica, present the University course catalog description, course goals, course objectives, standardized course assessments for all candidates regardless of course instructor, a list of course topics, and texts that have
The candidate takes pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities andagencies. The candidate is committed to the use of democratic values and to the creation of a learning environment that fosters active engagement in learning and encourages positive socialinteraction. Learning activities and assessments in both coursework and fieldwork provide opportunities for candidates to engage in behaviors that demonstrate dispositions. Candidates are assessed on these dispositions at entry, mid-program and exit points. Candidates who fail to demonstrate adequate disposition development progress or exhibit behaviors counter to these dispositions are provided with advising and remediation opportunities. Program Structure The School of Education credential programs are structured so that concepts of democracy and diversity and the application of democratic teaching practices are addressed in specifications of candidate competencies, foundational courses, teacher preparation courses, school experiences, and candidate assessments. Each program component contributes to effectively prepare candidates to all K-12 students and understand the contemporary conditions of schooling. Candidates experience the School of Education credential programs through a sequence of courses that provide for developmental sequencing of learning experiences along with the flexibility to meet some of the personal needs of candidates. The courses guide the credential candidate through all requirements for the credential, from prerequisites through the second teaching practicum. Each candidate develops an individualized program plan with the assistance of his or her faculty adviser. Consistency is maintained within the program through carefully developed courses. Standardized syllabi, including those for teaching practica, present the University course catalog description, course goals, course objectives, standardized course assessments for all candidates regardless of course instructor, a list of course topics, and texts that have
education-specialist-handbook-jan2018.docx