Education

The Teacher Education Program is dedicated to professional preparation for teaching, manifested through its critical reflective teacher model. In order to enhance and enrich P-12 student learning, the program seeks to promote critical deliberation through course work which

Advocates continual growth in knowledge and renewal of commitment to the well-being of others within the context of its Catholic, liberal arts tradition;
Gives emphasis to the significance of diversity in American society and in its key social institutions;
Underscores the political and moral nature of teaching in a pluralistic society;
Integrates the study of education with study in the liberal disciplines and with clinical experiences;
Engages candidates in critical inquiry into the social, political, philosophical/ideological, and economic context in which schools are embedded;
Emphasizes the interactive nature of theory and practice; and
Considers global perspectives.

Education Undergraduate Conceptual Framework

In light of the mission of the University of Saint Mary and the university goals, the department of education is dedicated to professional preparation for teaching, manifested through its reflective teacher framework and model. Integrating the components of Knowledge, Ideals, and Praxis, the Critical Reflective Teacher operates by the continual application of the critical reflective methodology of Systematic Inquiry, Warranted Judgments, Informed Actions, and Assessment/Outcomes. Candidates use the critical reflection methodology throughout the teaching/learning cycle to improve their instruction and enhance the learning of P-12 students. As critical reflection permeates all course work, we see its practical application in the teaching/learning cycle. The education program emphasizes the contextual factors whereby teachers know their students, analyze students’ needs, design lessons, teach, assess, and continue this teaching/learning cycle through critical reflection.

Teacher Candidate Dispositions

Diversity and Multiple Perspectives: The teacher candidate values each individual student. S/he recognizes, believes, models, and teaches that all children can learn. Knowledge content, skills, and dispositions reflect multiple perspectives, respect for difference, and appreciation of various learning modalities, including use of new and emerging technology. (INTASC Model Core Teaching Standards 1, 2, 5, 7, and 8)

Critical Thinking Skills: The teacher candidate practices reflective, critical thinking and fosters this skill and process with his/her students within a flexible and reciprocal learning environment. (INTASC Model Core Teaching Standards 3, 6, 7, and 8)

Positive Learning Climate and Community: The teacher candidate is an active participant in creating a positive, democratic learning community. S/he utilizes appropriate communication skills, addresses issues of short term and long term planning, and uses on-going and varied assessment (self and others) for both teacher candidate and student. (INTASC Model Core Teaching Standards 3, 6, 7, and 8)

Professionalism, Leadership, and Collaboration: The teacher candidate sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as a source of analysis and reflection to improve practice. S/he also understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy. The teacher candidate actively shares responsibility as an advocate for learners. S/he seeks to work collaboratively with learners and families in goal setting. S/he takes initiative to grow and develop with colleagues through interactions that enhance practice and support learning. (INTASC Model Core Teaching Standards 9 and 10).

Program Outcomes

Throughout their program, the teacher candidates demonstrate the accomplishment of the following outcomes:

Growth in the ability to apply consistently the critical reflective teacher model in course work and in teaching practice through:
1. Systematic inquiry based on consideration of theoretical and moral principles,
2. Problems conceptualized for analysis,
3. Consequences of alternative actions examined, and
4. Informed practice based on warranted conclusions.
Knowledge of subject matter and pedagogical content knowledge through:
1. Apt use of subject matter concepts and methods of inquiry,
2. Identification of organizing themes within subject matters,
3. Apt use of examples, illustrations, and metaphors, and
4. Curriculum integration.
Understanding of the relationship of governmental and school organizational structures and social, cultural, and educational forces to the educational process through:
1. Accurately describing the relationship of organizational structures and relevant forces in education,
2. Consideration of diversity in instruction,
3. Concern for equality of opportunity in instruction,
4. Promotion of a democratic learning community, and
5. Interactions with parents, students, and colleagues that manifest respect.
Understanding of the political and moral nature of the curriculum and teaching informed by social, philosophical, and historical foundations of education through:
1. Course work and curricular plans grounded in philosophy of education,
2. Consideration of social, political, and moral consequences of instructional activities, and
3. Regard for ethical standards of the profession.
Theoretical understanding and the ability to foster and maintain a classroom culture conducive to learning through:
1. Classroom organization that facilitates learning,
2. Orderly transitions between activities,
3. Implementation of democratic style,
4. Student decision-making,
5. Promotion of student motivation to learn,
6. Allocation of resources to classroom goals,
7. Maintenance of records, and
8. Prompt and professional communication with parents.
Use of pedagogical knowledge and a broad spectrum of educational technology through:
1. Variation of instructional strategies,
2. Use of supplemental materials to enhance instruction,
3. Promotion of critical thinking, problem-solving, and meaningful learning through instructional strategies, and
4. Use of technology.
Understanding of the significance of diversity issues, multicultural education, and global perspectives for contemporary schooling and concepts of democracy through:
1. Accurately describing the aims and purposes of multicultural education and global education,
2. Accurately describing the relationship between multicultural education and democratic principles, and
3. Instructional plans that reflect diversity and culturally relevant teaching (gender, racial, cultural, and ethnic).
Ability to apply knowledge of learning and the learner (including all students with special needs) in the classroom through:
1. Instruction that accommodates developmental levels and learning styles,
2. Instruction that enhances motivation, positive affect, and self-esteem,
3. A variety of formal and informal assessments,
4. Accurate and ethical interpretation of assessments, and
5. Assessment results integrated into instructional plans.

The teacher education programs are accredited by the Kansas State Board of Education and the Council for the Accreditation of Educator Preparation. Through college governance structures, including the Teacher Education Committee, the department works with other departments in its interdisciplinary approach to the preparation of teachers.

Since department requirements may change to meet state and/or national standards, students should contact the academic division chair to obtain information concerning the current program. All students interested in teacher education should consult with the department regarding preferred sequence, selection of courses, and specific general education requirements. Although all policies apply to all students, course offerings for the evening/weekend off-campus programs are scheduled as needed to accommodate the adult student programs. Therefore, evening/weekend students who take education courses at the Overland Park campus should confer each semester with appropriate campus personnel concerning course offerings there.