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NCATE LogoThe College of Education proudly achieved full accreditation by the National Council for Accreditation of Teacher Education in October, 2007. For more information, please visit the NCATE web site. www.ncate.org. A visit to review continuous improvement in its educator preparation is scheduled for Spring 2013.

The following articulates the fundamental tenets upon which The School of Education and its initial and advanced programs are built. These tenets make up the Conceptual Framework.

Conceptual Framework of The College of Education of UT Permian Basin: 

Vision Statement

The vision of the College of Education is a community of life-long learners who actively reflect on the impact of their values, attitudes, beliefs, and practices. 

Mission Statement

The mission of the College of Education is to prepare pre-service and professional educators who are proactive in nurturing the life-long development of all learners. This mission will be accomplished by:

  • Facilitating the acquisition of necessary knowledge, skills, and dispositions;
  • Cultivating the value of diversity
  • Encouraging collaborative inquiry, innovation, and research;
  • Promoting collegiality and service in schools and communities;
  • Integrating technology into practice;
  • Providing opportunities for professional growth; and
  • Influencing educational practices and policies at the local, state, and national level. 

Learning Outcomes for Teacher Candidates and Other School-Based Professionals:

The faculty expects that candidates will:

  • Demonstrate content knowledge in their respective content-area
  • Use appropriate processes and teaching practices
  • Apply knowledge about child and adolescent development
  • Incorporate knowledge of diversity in planning and delivering instruction
  • Incorporate technology in planning and delivering instruction
  • Plan for and assess students’ learning
  • Create an appropriate learning environment
  • Communicate and collaborate with all stakeholders
  • Engage in professional growth 

Candidate Proficiencies

To achieve the learning outcomes, candidates must demonstrate that they “are gaining the knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning” (NCATE, 2000, p. 9). The following is a list of the specific knowledge, skills, and dispositions that the faculty has determined are important for each candidate to possess and exhibit.

KNOWLEDGE (K):

Our candidates will exhibit knowledge about and understand the impact on teaching and student learning of:

  1. theoretical perspectives of the profession
  2. the content, processes, and practices appropriate for their students
  3. child and adolescent development
  4. diversity
  5. technology 
  6. planning and assessment 
  7. the learning environment and classroom management 
  8. collaboration 
  9. legal and ethical issues related to education 

SKILLS (S):

Our candidates will be able to:

  1. select appropriate content for use in lesson planning and delivery 
  2. apply best practices to promote learning in all students 
  3. use knowledge of child and adolescent development to direct their teaching 
  4. select from an array of techniques to meet the needs of diverse learners 
  5. integrate the use of technology into the learning environment 
  6. use appropriate assessments to measure students’ developmental progress 
  7. develop an appropriate learning environment 
  8. apply classroom management techniques 
  9. communicate with all members of the educational community (students, families, other educators, administration, community members) 
  10. reflect on their professional performance in order to improve their professional effectiveness 
  11. employ ethical and legal standards in education 

DISPOSITIONS (D):

Our candidates will demonstrate a/an:

  1. respect for themselves and a positive regard for others
  2. passionate nature about learning 
  3. belief in the value of a learner-centered instruction 
  4. dedication to providing a safe and supportive learning environment 
  5. acknowledgement of and respect for the fact people are shaped by their cultures 
  6. commitment to clear and accurate communication 
  7. professional and ethical attitude 
  8. desire to keep current on educational research and practice. 

Diversity Proficiencies:

  1. Instill the awareness of diversity for implementing inclusive instruction
  2. Incorporate the diverse nature of learning and teaching as exemplified in the global community.
  3. Model critical global thinking through coursework
  4. Conceptualize diversity experiences from a variety of perspectives:
    • to strive for social justice, equality, and equity for all learners
    • to continue the process of self-growth, narrowing the student achievement gap in our nation
    • to empower all learners in a global society