The Teacher Education Program works toward the WVSU mission by educating teacher candidates who recognize the importance of the public school system in the economic development of this region and the state. Graduates of our program share the belief that all persons are capable of learning and achieving at their maximum potential. They believe that education is a shared human enterprise, and they are committed to lifelong learning.
“The Teacher as H.U.M.A.N. Developer” is the conceptual framework of the teacher preparation process that develops each candidate with the dispositions of being a Role Model, Student-Focused Educator, and Member of a Profession. Our faculty pledges to prepare and develop teacher candidates who are committed to and believe in Holistic approaches to student learning, Understanding diversity, Managing learning communities, Assessing student learning based on national and state standards, and welcoming Newer approaches to student learning through technology and other innovative practices.
Assessment of a candidate’s performance is continuous throughout all phases of the program, focusing on: Knowledge (what the candidate knows), Skills (what the candidate can do), and Dispositions (how the candidate approaches the educational situation). The Pre-Professional, Professional, Capstone, and Continuing Professional Development Phases of the program provide candidates with experiential learning in a wide range of public school settings to balance theory with practice. Throughout the program of studies candidates develop their own personal portfolios that document and support their growth. At the beginning of the Capstone Phase, prior to student teaching, candidates use their completed portfolios to articulate and demonstrate with artifacts their commitment to Student Learning, Diversity, Technology, and Membership in the Profession.
Reviewed and Revised
03/30/2005
The Education curriculum (with 36 hours of required coursework in the discipline) consists of nine components:
I. Foundations (3 hours)
II. Human Growth and Development* (3 hours)
III. Educational Psychology and Learning* (3 hours)
IV. Educational Technology (3 hours)
V. Integrated Methods* (3 hours)
VI. Exceptionalities and Human Diversity* (3 hours)
VII. Literacy* (3 hours)
VIII. Creating, Managing, Assessing Learning Communities* (3 hours)
IX. Student Teaching* (12 hours)
* Students complete a total of 665 (minimum) hours of field experience in these courses prior to completion of their education degree.
The graduates of the Education program will be able to:
1. Demonstrate teacher as role model to public school students and peers throughout academic preparation by producing accurate oral and written communications and exhibiting responsible behaviors in matters of attendance, deadlines, punctuality, and ethical behavior. [I – IX]
2. Demonstrate knowledge of human growth and development, learning theories, and current trends in their respective content specializations by planning, teaching, and assessing lessons that are factually accurate, address national and state standards, and are developmentally appropriate for the students they teach. [II,III,V, IX]
3. Exhibit knowledge and skills for understanding diverse student populations, promoting social justice, and accommodating different learning styles by planning, teaching, and assessing lessons that include modifications to address these issues. [VI, IX]
4. Exhibit knowledge of and abilities to create responsible and effective learning communities by developing management frameworks that include criteria with specific attention to respect for all students, appreciation of the diverse abilities and talents of all its members, and awareness of the need for communication within the school and its community. [VIII, IX]
5. Demonstrate knowledge of multiple assessments to measure and diagnose student learning and teacher effectiveness within the framework of national and state standards by creating teacher-made formal and informal assessments and interpreting student performance data obtained from national, state and other assessment sources. [IV,V, IX]
6. Exhibit the role of education technology, parental, community, and library resources to increase student achievement by planning, teaching, and assessing lessons that utilize these resources. [IV, V, IX]
7. Exhibit knowledge of what it means to be a member of the teaching profession by demonstrating correct professional oral and written communication skills, ability to follow professional performance regulations regarding attendance, staff development, and reflective teaching and learning practices on evaluation data. [I – IX]