Ralph C. Wilson, Jr. School of Education
The faculty in the School of Education are committed to providing high-quality programs of study including relevant experiences that stimulate critical thinking and promote reflective practice. The faculty are highly qualified and model best professional practices in teaching, scholarship, advisement, and service, including the assessment of their own effectiveness as related to candidate performance. The faculty collaborate with colleagues in the higher education community, P–12 schools, and other organizations to ensure a well-rounded program of study for all candidates.
School of Education and Program Learning Outcomes
The learning outcomes for the teacher and school leader preparation programs offered by the School of Education are consistent with the College’s learning outcomes; the Interstate New Teacher Assessment and Support Consortium (INTASC) standards for teachers; the Educational Leadership Constituent Council (ELCC) standards for school leaders; and the National Board for Professional Teaching Standards (NBPTS) for preparation of teachers in our professional programs.
The specific program learning outcomes and requirements are listed separately under the individual programs. In all cases, the learning outcomes and requirements have been developed collaboratively based on state and national standards for the preparation of professionals.
Candidates are expected to exhibit professional dispositions in their college classrooms, field experiences, and all interactions with others.
Dispositions are identified as the values, beliefs, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities and affect student learning, motivation, and development. Dispositions are guided by beliefs and attitudes related to certain values such as compassion, fairness, honesty, responsibility, and social justice. Professionalism as defined by School of Education involves, among other things, personal responsibility; reliability; respect for others; effective interpersonal relationships, valuing diversity and learning; and ethical behavior, including honesty and integrity.
Dispositions have been defined in a Professional Dispositions Statement that will be made available to candidates upon admission to all teacher and leader education programs. Our expected professional dispositions for all graduate candidates include but are not limited to: respect for others, diversity, open-mindedness, teamwork, collaboration and interpersonal relations, integrity, trustworthiness, responsibility, compassion, acceptance of constructive criticism, persistence, resourcefulness, enthusiasm, organization, self-reliance and self-efficacy, self-reflection, punctuality and attendance, professional appearance and personal grooming.
Candidates are expected to demonstrate professional behaviors both on and off campus. Candidates who exhibit inappropriate behaviors or fail to meet professional standards may be directed to the candidate support process or recommended for dismissal from the program.
Candidate Support System
The School of Education candidate support system is intended to support candidates in their development as future educators and provide ongoing feedback for continuous improvement. Candidates are regularly assessed at critical points as they progress through their programs of study. The support system is described in detail in the School of Education Academic Advising Handbook.