program assumptions

A.

A developmental perspective, which holds that every learner can succeed when given developmentally appropriate tasks and that the curriculum is determined as much by learner characteristics as it is by academic disciplines, is the foundation on which the program exists. In such a view, the pace of the curriculum is more dependent upon the rate of learner success than it is on the clock. Because students will move toward success in the program individually, rather than collectively, the pace of mastery will vary from student to student.

B.

Learners are more likely to develop higher order thinking skills if the curriculum focuses on projects, products, and performances instead of more traditional paper and pencil examinations. Projects and performances are enhanced when several students combine their talents toward common outcomes. Because we believe that learning must be active, hands-on experiences and cooperative learning strategies are emphasized throughout the program.

C.

By definition, learning implies that some change in thinking, behavior, or disposition has occurred. Frequently, a student who is being exposed to new things will be caused to create new structures of knowing and believing. For some individuals, this means letting go of knowledge and assumptions that are no longer adequate for a given situation. The faculty understands that letting go of what you thought you valued can sometimes produce apprehension or uncertainty. We will support you as you struggle to determine what is important to you as a teacher.

D.

Holding high expectations of learners is usually associated with high levels of performance. For this reason, the program insists on standards which require above average performance. Many students have focused only on attaining the minimum requirement up to now. In the teacher education program, you will be expected to find out what your best performance looks like and then to reflect upon how you achieved it and the implications for teaching.

E.

Considering the implications of the above assumptions, you may not be successful in your initial efforts. To help you reach the demanding outcomes of the program, the faculty provides more than one opportunity to succeed on most tasks. This means you can prepare an assignment and have a faculty member review or critique the product to enhance its quality before the date the assignment is due. Some assignments can be recycled-that is reworked and turned in again for a better grade. These practices permit you to shift from thinking in terms of minimum requirements to thinking that causes you to constantly seek excellence.