Sarah keeps a reflective journal, and after teaching a lesson in one of her clinical experiences, she
reflects on what went well in the lesson, the level of student understanding, and what she would change for
a future lesson. The next time Sarah teaches a lesson, she remembers her reflection and adjusts the lesson.
Sarah is committed to her own growth and reflective inquiry and continues to document her learning in her
Our candidates engage in reflective practice to think deeply about their professional practice and the impact it has on students’ success. They engage in reflection to learn about their students, themselves, and the art of teaching. Candidates reflect on their planning, instructional, and assessment practices to make needed adjustments to ensure all students meet academic learning targets and grow socially and emotionally.
Engaging in Reflective Practice
Advocate for Learning
Mr. Garcia teaches high school math. He has a student who rarely submits work and falls asleep in class.
Mr. Garcia meets with him to express his concern and to learn more about the student’s struggles outside of
school. He connects the student with the school counselor and helps the student create an action plan to
catch up on the missing work.
Our candidates believe all students can learn and embrace the role of advocating for and supporting the interests of the whole child. They engage students and their parents as partners in a positive, learning-focused classroom community.
As Jeff nears the end of his program, he reflects on the College of Education's emphasis on collaborating
with diverse classmates and insistence that he conduct his clinical experiences in schools with diverse
student populations. As he reflects on these experiences, he realizes he has gained a greater understanding
and appreciation of diversity. He feels he is better prepared to teach and value all students, including
those different from himself.
Valuing Diversity, Equity, and Inclusion
Our candidates are prepared to acknowledge and value the characteristics and potential of diverse PK-12 students. Candidates are provided opportunities to demonstrate the value of diversity and equity, implement inclusive practices within instruction, and provide a welcoming classroom climate and high- quality instruction to students in diverse school settings.
Collaborating with Educational Communities
Our candidates learn and practice the skills of collaboration in their courses and use these skills in their professional interactions both inside and outside the PK-12 classroom. Candidates participate in collaborative learning communities in classrooms and schools during clinical experiences and in professional educational organizations. Candidates are expected to collaboratively work with students, families, colleagues, and community services to meet the individual learning and social-emotional needs of their students. Candidates engage with educational professionals to continually improve instructional practices.
Taneesha is a student teacher in a fifth grade class. She joins her mentor teacher, Mr. Chu, in weekly
discussions with the fifth grade teachers to review students’ formative assessment results and identify
areas’ strengths and weaknesses. Taneesha collaborates with the team to identify ways to enhance
instruction, create learning opportunities for advancement for students who have mastered concepts, and
determine meaningful remediation for students who are struggling.
Our candidates experience coursework designed to produce computer literate teachers who are competent in their ability to choose and incorporate educational technology into their classroom instruction. They develop an appreciation for and ability to analyze, select, and craft appropriate technology-based lessons.
Cyrus creates a 1-week integrated unit for a 5th-grade history lesson on the holocaust. He incorporated
technology throughout his unit, including designing a webquest for students to explore important learning
concepts in a guided, meaningful manner. He included assignments for students incorporating technology,
including virtual field trips to the Holocaust museum and reading primary sources Online. He also designed
formative assessments for the unit using Kahoot, an online portal for multiple choice game style interactive
He shares this discovery with his classmates via social media. Later, they discuss how the unit was
implemented and what was learned during a collaborative activity assigned in their course.
Our candidates experience opportunities to lead through innovative practices in PK-12 classrooms. They are encouraged to create classrooms where they and their students explore, research, and use a variety of tools to uncover something new and use a higher level of thinking to solve problems.
Leading through Innovative Practices
During her course and field work, Lennon collaborated with her classmates, faculty, and host teachers, to
increase her confidence and knowledge in managing student behaviors, especially during classroom
transitions. Lennon decides to try using automated timers along with accompanying thematic music during
student transitions during her student teaching placement. When students are transitioning to Science, she
puts up a timer on the projector along with a segment of Bill Nye the Science Guy. She has similar songs
identified for other key topics. Lennon’s students respond very well to this strategy. Lennon shares this
idea to other teachers during a grade level meeting.
Our candidates are expected to exemplify the highest ethical standards. They adhere to the ethical guidelines aligned with the national and state standards for their specialization and demonstrate the dispositions of a professional educator. Candidates accept the responsibility to teach students character qualities that will help them evaluate the consequences of and accept responsibility for their actions and choices.
Practicing Professional Ethics
Ms. Walker makes inappropriate comments about other teachers to her students.Mrs. Tate often texts from her
phone during class.Coach Brown gives his students assignments and then leaves the classroom to attend to
“teacher business.”Mr. Vaught took students on a field trip and did not take attendance when boarding the
bus to go back to school.Ms. Moor has been taking items from the school supply room for personal use.
In her student teaching seminar, Lisa was asked to create a few scenarios that represented lack of
professional and ethical standards in the classroom. She wrote: