Education

Bruce Weitzel, Ph.D., director

Faculty: Anctil, Arwood, Carroll, Christen, Egby, Eifler, Greene, Hetherington, Hood, Ilosvay, Kalnin, Merk, Morrell, Ralston, Thacker, Waggoner, Watzke, Weitzel

The School of Education offers advanced teacher preparation leading to a doctorate of education (Ed.D.), a master of education (M.Ed.) degree, as well as initial teacher preparation for graduate candidates leading to the master of arts in teaching (M.A.T.) degree. Professional multidisciplinary studies preparation may be found with the master of arts (M.A.) degree. All graduate degree programs within the School of Education are designed to include a sequence of courses and field work that focus on student learning and development, pedagogical knowledge, an understanding of cultural and special needs diversity, the use of technological skills, an integration of foundational theory with practice, a strong emphasis on reflection and inquiry, a research component, and a capstone exit project or thesis.

The School of Education offers courses in professional development for which credit is given but which are not applicable to requirements for degree programs. Such courses are indicated as "continuing education" on individual transcripts.

Federal law requires that all schools of education report required teacher licensure exams and the percentage of graduates from our programs passing these exams. Testing requirements vary depending upon program. Please see the Graduate School Academic Regulations section of the Bulletin for specific details.  

Any School of Education graduate program which includes field work in schools and/or with minors requires a fingerprint clearance.

 

Program Objectives

The objectives of all programs in the School of Education stem from the mission statement to create teachers and administrators who exhibit the characteristics mentioned in the following principles of the conceptual framework and allow these principles to guide their practice.

1. Exceptional professional educators are lifelong learners.
2. Exceptional professional educators are empathetic and respectful.
3. Exceptional professional educators communicate and work effectively with others.
4. Exceptional professional educators have a broad knowledge about the diversity of individuals and world around them.
5. Exceptional professional educators have deep knowledge about content.
6. Exceptional professional educators have deep knowledge about how people learn.
7. Exceptional professional educators have deep knowledge and skills necessary to use instruction and the organization of classrooms, schools, and school systems to assist all learners to succeed.
8. Exceptional professional educators fuse theory and practice.

Additionally, the M.A.T. program adheres to the following Interstate Teacher Assessment and Support Consortium (InTASC) standards:

Standard #1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments – The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.