Within the conceptual framework of the College of Education and the Department of Curriculum and Instruction the mission of the secondary education program is best reflected in the theme "Teacher as reflective decision makers." Together with colleagues in the subject disciplines, the faculty in the Department of Curriculum and Instruction are committed to preparing knowledgeable, competent, ethical, and caring educators who are committed to excellence in their professional pursuits.
The faculty responsible for preparing students for K-12 and 7-12 licensure support the adoption and implementation of performance-based standards recommended by national organizations focused on the improvement of teaching and learned societies of the disciplines. As such, the student who seeks to become a teacher candidate in the Secondary Education program will:
- understand, know and be able to demonstrate the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students;
- understand how early adolescents and young adults learn and develop, and provide learning opportunities that support their intellectual, social and personal development;
- understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;
- use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;
- use individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;
- demonstrate knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;
- demonstrate knowledge of subject matter, students, the community, and curriculum goals in the planning of instruction;
- use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner, demonstrate reflective practice by continually evaluating the effects of his/her choices and actions on others (students, parents, the learning community), and actively seek out opportunities to grow professionally; and
- demonstrate the ability to foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.