- Alyssa Rafoth ’16
- Hometown: Canfield, OH
- Major: Intervention Specialist
Mount Union has given me the chance to participate in organizations, help the Alliance community and expand knowledge in my career path.
Teacher Education Program Mission and Goals
The Education Department’s Teacher Education Program’s mission statement is derived from the vision expressed in the University’s mission statement, but it offers a version more particular to the preparation of teacher candidates.
The Teacher Education Program prepares candidates for meaningful careers in the field of education. Building upon a solid liberal arts foundation, the Teacher Education Program assists candidates in developing knowledge, skills, and dispositions necessary to become effective and caring teachers in an ever-changing society. Candidates are prepared to become reflective, lifelong learners.
This mission is realized for all candidates through the attainment of eleven common goals that are aligned with Ohio Teacher Education and Licensure Standards, INTASC, PRAXIS, and NCATE Program standards. The Teacher Education Program has established programs in Early Childhood, Middle Childhood, Adolescence to Young Adult, and Multiage Education to assist candidates to:
- develop an understanding of subject matter areas and to create meaningful learning experiences based on this knowledge.
- develop an understanding of students' cognitive, social, physical, and emotional development and to create learning opportunities that support student academic development.
- recognize and value student diversity and the differences in how students learn and provide instruction to accommodate such diversity.
- develop instructional plans based on students' needs, curricular goals and models, subject matter, and community.
- develop pedagogical knowledge and skills and to use this expertise to encourage each student to develop critical-thinking and problem-solving skills.
- create a classroom environment that facilitates learning and a climate that
- encourages fairness, positive social interactions, active learning, and self- motivation.
- develop effective verbal, nonverbal, written, technological, and media communication skills to support and enhance student learning.
- understand the role of assessment and the use of formal and informal assessment strategies to evaluate student learning.
- develop skills necessary for self-reflection and to use this knowledge to analyze past experiences and to pursue professional development opportunities.
- collaborate with students, candidates, parents, community members, and professional colleagues in order to support student learning and development.
- demonstrate a sense of caring.
Performance-based assessments are used to monitor candidates' performances and to determine the extent to which candidates meet goals and standards. The predominant assessment tool relied upon in the Teacher Education Program is the candidates' professional portfolios. The portfolio is used as a continuous assessment tool not only for individual candidates but also to determine and re-examine trends in candidate development within and across programs. The portfolio contains products/artifacts chosen by the candidate with the guidance of professional community members in order to provide evidence of content, pedagogical and professional knowledge, skills, and dispositions necessary to help all students learn. The artifacts/projects included in the portfolio are judged at transition points by using holistic and analytical rubrics as evidence of goal attainment with the aim of becoming Competent, Capable, and Caring teachers.