Standard 5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard 4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the leftdropdowncontent.
Standard 3: Learning Environment – The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning and self-motivation. Standard 2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard 1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences
Haskell elementary professional#
These are closely related to the Kansas Professional Education Standards adopted by the Kansas State Board of Education January, 2015. Teacher candidates are expected to demonstrate mastery of these objectives in the process of becoming critical thinkers, high achievers, reflective practitioners and caring leaders for tomorrow’s learners. Using the Mission Statement, Professional Leadership Qualities and knowledge base supported by research and current best practices, the SOE faculty identifies ten Unit Objectives. Haskell Indian Nations University’s School of Education is dedicated to developing Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners. Haskell Indian Nations University’s School of Education provides a quality Elementary Teacher Education Program grounded in traditional and contemporary American educational philosophies and theories, current best practices, and K-6 curriculum standards while integrating native and cultural perspectives to foster equitable learning communities for children. The SOE Evaluation Process includes scheduled meetings, teacher candidate monitoring procedures, and utilization of a variety of assessment practices. The SOE’s vision is displayed through the Elementary Teacher Education Program of Study. The SOE’s mission is defined and supported by fifteen Program Objectives and ten Leadership Qualities identified as teacher candidate dispositions.
Key defining elements are included to support each component. These three components guide the operation of the Elementary Teacher Education Program (ETEP). The conceptual framework for Haskell Indian Nations University’s School of Education (SOE) includes three main components: the mission, the vision, and the evaluation process. The evaluation process includes a variety of assessment practices and checkpoints throughout the program to monitor and enhance the candidate’s growth and development. This model symbolizes the importance of two main support systems, the mission and the vision, which are built upon high standards and accountability. This model illustrates the strong foundation of knowledge and skills needed to develop Native Leaders who become critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners. The Haskell Memorial Arch, located on campus, serves as a model for the School of Education’s (SOE) Conceptual Framework (CF). Associate of Arts, Para-Professional Education / Bachelor of Science, Elementary Education
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