The Department of Teacher Education is committed to developing quality teachers who are prepared to design and implement curricula that best serve the diverse learners in our bicultural community. The Department seeks to prepare citizens with the skills needed for lifelong learning and personal growth and to participate in positive societal change. Therefore, we prepare teachers who:

• Demonstrate the pedagogical and content knowledge, skills, and dispositions that help all students learn;
• Design learning environments that are infused with educational analysis and critique in the context of culture, community, power and knowledge;
• Understand the political and historical implications of diverse educational models; and
• Lead to improved educational programs in the communities they serve.

The objectives of our program are:

SBEC Certification Standards The Texas State Board for Educator Certification has identified learner-centered standards that must be demonstrated by all Texas Teachers. The Department faculty is committed to providing educational experiences that meet the Learner Centered Proficiencies for Texas Educators:

1. LEARNER-CENTERED KNOWLEDGE: The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.

Teachers using Learner-Centered Knowledge focus on the student's interests or experiences as well as emphasize the teacher's up-to-date knowledge (of the subject matter, related fields, and technology). The learning process is understood to be collaborative, on going, and recursive. They understand their subject in multiple ways, including how it connects to major ideas in its own field and how it links to other fields. Additionally, the subject is applied to everyday events, experiences, and interests to encourage student discussion and participation.

2. LEARNER-CENTERED INSTRUCTION: To create a learner-centered community, the teacher collaboratively identifies needs, and plans, implements, and assesses instruction using technology and other resources.

The teacher using Learner-Centered Instruction creates a trusting, open environment in order to encourage respectful exchange of ideas. This teacher fills multiple roles--coach, facilitator, and manager--choosing which role is most appropriate when selecting developmentally appropriate and engaging materials. Students create their own personally meaningful self-assessment strategies, which makes them focus on their own learning goals.

3. EQUITY IN EXCELLENCE FOR ALL LEARNERS: The teacher responds appropriately to diverse groups of learners.

The teacher seeking Equity in Excellence respects all students, no matter how diverse their background. Selected learning experiences reflect an awareness, utilization, and encouragement of all talents, skills, heritages, learning styles, interests, and needs. Additionally, they see differences as an opportunity for learning and as a chance to link their curriculum to the needs and interests of their community.

4. LEARNER-CENTERED COMMUNICATION: While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.

A teacher seeking Learner-Centered Communication supports the mission of the school and actively collaborates and participates in the sharing of ideas, innovative problem solving, and risk taking. They create strong ties between the school and the community. Additionally, they utilize a variety of approaches (verbal, non-verbal, and media) in a variety of contexts, exemplifying the importance of expressing views clearly and in a variety of ways.

5. LEARNER-CENTERED PROFESSIONAL DEVELOPMENT: The teacher, as a reflective practitioner dedicated to all students' success, demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.

 

Teachers striving for Learner-Centered Professional Developments create clear professional goals, utilizing a variety of learning opportunities to realize these goals. In addition to this, they apply these learning principles and opportunities to their everyday decision making and classroom practices.

Graduate

Undergraduate