The mission statement of the unit reflects our broad vision of professional teacher and counselor education preparation at OSU.
Oregon State University’s Professional Teacher and Counselor Education programs serve the state, region, and nation by providing quality opportunities for candidates to develop knowledge, skills, and dispositions that exemplify quality teaching and learning for the 21st century. Through experiences in rich and varied teaching and learning context, candidates develop ethical and professional standards that support the importance of diversity and equity for all learners. Through reflective practice, candidates evaluate and demonstrate growth and improvement, preparing for a lifetime of service for future generations.
Each of the four core values of the PTCE Unit Conceptual Framework (CF) are described below, including a discussion of the knowledge base related to each and the related performance expectations for the candidates’ knowledge, skills, and dispositions (KSD) as defined by NCATE/CAEP guidelines.
Teacher capacity is not a storage development of knowledge and skills. Rather, it is the development of a disposition to enact them. In order to develop P-12 students’ competence, as citizens, workers, and family members in a democratic society, candidates need to understand the context that contributes to and detracts from equality and democratic participation in schools. We believe that service to society through an ethical and moral commitment to clients (teachers) includes:
PTCE programs provide continuous opportunities for candidates to test ideas, to consider ethical and legal issues, to critically, reflect on decisions and to take responsibility for their actions. The PTCE unit supports the development of communication and human relations skills and peer and professional collaboration through coursework, candidate and faculty interaction, and field experiences.
Expectations for KSD: Candidates demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities. Candidates demonstrate an understanding of the legal aspects of their professional roles.
Expectations for KSD: Candidates are required to adopt and enact reflective, critical stances about their own and others’ classroom practices, and about the broader educational and social issues that have impact on schools. Candidates understand the process of reflective practice as it applies to their practice and their understanding of teaching and learning in the context of student learning.
Expectations for KSD: As lifelong learners, candidates engage in continuous professional development, collaborate with colleagues in learning communities, and other professional areas and reflect upon their practice As lifelong learners, candidates engage in continuous professional development, collaborate with colleagues in learning communities, and other professional areas and reflect upon their practice.
1) places candidates in community and school sites with diverse populations;
2 provides instruction in multicultural and second language approaches to teaching and learning; and
3 )provides instruction in legal issues and classroom strategies designed to serve special needs children in the regular classroom.
Expectations for KSD: Candidates believe everyone deserves the opportunity to learn and can learn; they possess knowledge, skills, and dispositions to serve as professionals who understand and meet the needs of a diverse society. Candidates provide evidence of their understanding of these differences. Candidates believe everyone deserves the opportunity to learn and can learn; they possess knowledge, skills, and dispositions to serve as professionals who understand and meet the needs of a diverse society. Candidates provide evidence of their understanding of these differences.
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