Ralph C. Wilson, Jr. School of Education

Goals

The goals of the SoE/PEU are to:

• Provide high-quality faculty, programs, services, and experiences that prepare candidates to work effectively in diverse school settings with all students.
• Ensure that all programs of study are aligned with professional, state, and institutional standards and integrate theory with best practice.
• Maintain an environment that promotes and supports the understanding of and an appreciation for diversity among candidates, faculty, and staff.
• Ensure that all candidates, faculty, and staff understand and use the new technologies to enhance their effectiveness and the quality of teaching and learning.
• Promote internal and external partnerships that support program, candidate, faculty, staff, and practitioner development.
• Provide effective leadership that supports continuous improvement of programs, practices, and services and the acquisition of resources.

Learning Outcomes

The learning outcomes for the teacher preparation programs offered by the SoE/PEU are aligned with the New York State standards for teacher preparation and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The SoE/PEU's learning outcomes are:

• Planning: Candidates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of the subject matter meaningful for students.
• Development: Candidates understand how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
• Diversity: Candidates know, understand, and appreciate diversity and demonstrate this by creating learning experiences that honor diversity.
• Content: Candidates have command of the content area(s) they are to teach as defined by the state and national standards and create learning opportunities that are meaningful to their students.
• Leadership: Candidates demonstrate leadership in a multitude of ways. Leaders initiate and implement new ideas to improve the quality of education in the classroom, district, and society.
• Theory and Practice: Candidates demonstrate an emerging philosophical and theoretical framework to become effective educators. This is demonstrated through an iterative process of reflection, decision-making, and practice.
• Management: Candidates understand that effective classroom management is a blend of effective instruction, attention to effective elements, organization, a myriad of other factors, and the ability to effectively balance these variables.
• Assessment: Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
• Professionalism: Candidates demonstrate dispositions, behaviors, and social skills that reflect professionalism.
• Community: Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
• Technology: Candidates use technology to foster active inquiry, collaboration, and supportive interaction in the classroom.