We are excited you are interested in one of our programs. Our mission is to prepare prospective teachers to be “Knowing, Sharing, Caring” servant leaders in 21st-century classrooms.
The faculty and staff in the School of Education strive to prepare prospective teachers to be effective in the diverse public and private school classrooms. Faculty use their academic expertise and experiences in teaching in P-12 classrooms to assist prospective teachers in developing the knowledge, skills and dispositions they will need to be effective "Knowing, Sharing, Caring” educators in the 21st century.
The School of Education prepares teacher candidates for initial certification in the fields of early childhood, middle grades, history, English, business, health and physical education, mathematics, and music. Post-baccalaureate programs for those who already hold a bachelor’s degree but wish to teach are also offered in each of these fields.
Each program offers classes to prepare prospective educators in their specific fields. Classes are small, allowing instructors the ability to give individual attention to students. In addition, teacher candidates apply the theory they learn in the college classroom to the real world of teaching through extensive field experiences in the public school classroom. Here P-12 teachers share their expertise and knowledge with the prospective educators while mentoring them as the candidates practice the skills they have learned in their college coursework.
We are proud of each of our programs and would welcome the opportunity to talk with you about your interest in teaching. Please feel free to contact us at any time.
Sincerely,
Dr. Vicki Hollinshead
Dean of the School of Education
School of Education Mission and Goal Statement
In keeping with the philosophy of Emmanuel College, which is based on a Christian worldview, the School of Education’s mission is to integrate faith, living, learning, and teaching in such a way as to prepare prospective teachers to become servant leaders who make a positive contribution in a diverse society. In addition, the SOE endeavors to build a bridge linking historical and philosophical theory learned in the classroom with educational practice in real-world settings.
Within this framework our students, as professional educators, will develop: a knowledge of content and pedagogy; procedures for developing and using appropriate instructional methods, technology, and assessment; varied strategies for developing positive classroom environments that facilitate student learning, support students, and encourage partnerships with the home, school, and community; and a professional attitude regarding the teaching profession. Reflecting our Christian worldview, the goal of the Emmanuel College School of Education is to develop teachers who possess the knowledge, skills, and dispositions to meet the challenges they will face in the classroom. This framework is designed to develop the following competencies:
Teachers who KNOW will demonstrate
K1: Content Knowledge - A knowledge of discipline-specific central concepts, tools of inquiry, structures of the discipline, and curriculum standards appropriate for their teaching field which creates learning experiences that are meaningful to learners and assures mastery of content.
K2: Learner Development - A knowledge of the intellectual, social, physical, linguistic, and personal growth of diverse learners and developmentally appropriate, challenging learning experiences to teach children of diverse cultures.
Teachers who SHARE will demonstrate
S1: Planning for Instruction - The ability to design effective differentiated learning activities which promote rigorous learning goals based on the teacher’s knowledge of discipline-specific content, curriculum, students, learning environments, pedagogy, and assessment.
S2: Resources and Technology - The ability to select and use a variety of appropriate instructional strategies and resources, including current technology, to develop a deeper understanding of content, make across the curriculum connections, and build skills to apply knowledge in meaningful ways.
S3: Instruction Strategies - The ability to effectively connect concepts using differing perspectives which engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
S4: Assessment - The ability to develop and utilize multiple formal and informal assessment strategies to engage learners in their own growth, allow teachers to monitor the progress of all learners, and guide decision making for the teacher and the learner in the learning process.
Teachers who CARE will demonstrate
C1: Learning Environments - The ability to work with others to create safe and stimulating learning environments which support individual and collaborative learning and encourage positive social interaction, active engagement, and self-motivation of all learners.
C2: Learner Differences - The ability to understand individual differences, diverse cultures, and communities to create inclusive, learning environments which enable each learner to meet high standards.
C3: Leadership and Collaboration - The ability to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning and growth, and to advance the profession by accepting appropriate leadership roles.
C4: Professional Learning and Ethical Practice -
The ability to grow professionally as a teacher by continually evaluating his/her practice, participating in professional learning, and adapting new practices to meet the needs of each learner.
