Education Department Mission Statement and Learning Outcomes
Mission and Vision of the Saint Michael’s College Education Department
We, as teacher educators, educators, and leaders, commit to work toward creating equitable and just systems by dismantling inequitable and oppressive educational policies and structures, in that:
We are change agents committed to antiracism, equity, and educational justice.
We use culturally sustaining pedagogy to critically examine ourselves and promote educational justice. We support educators and school leaders to identify and disrupt white supremacy in school systems.
We are educators focused on creating sustainable communities and schools.
We are equipped with the understanding, skills, and dispositions needed to participate in and lead diverse learning communities. We see education as a process to engage learners in local and global challenges, promoting economic viability as well as environmental and community health.
We are passionate and curious scholars.
We skillfully use research and analytical skills to identify the most promising socially, culturally, and developmentally responsive practices to support equitable learning. We aim to inspire engagement, critical thinking, and curiosity in our learners. We practice empathy to create inclusive and dynamic learning communities.
We are creative, integrative, and holistic educators.
We are adept at both discipline-based and integrative teaching and learning, using emerging technologies, socially interactive pedagogies, and holistic approaches to support academic, social and emotional engagement. We co-create curriculum, personalize learning opportunities, and support our learners to meet the diverse needs of an increasingly multiracial and multicultural society.
We are reflective and contemplative practitioners.
We examine ourselves, our histories, and our academic endeavors, studying and reflecting upon our own biases. Understanding the connection between intellectual and social-emotional growth, we empower learners to gain self-knowledge, assume responsibility for their own learning, and honor cultural identities. We model balancing action with reflection to stay centered and purposeful in our lives.
Vermont Licensure Portfolio Standards
Part One Theme: The Learner and Learning
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.
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 3: Learning Environments – 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.
Part Two Theme: Content Knowledge and Instructional Practice
Standard 4: Content Knowledge and Pedagogical Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content.
Standard 5: Application of Content for Transferable Skills – 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 6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teacher’s and learner’s decision making.
Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Part Three Theme: Professional Responsibility
Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate [their] practice, particularly the effects of [their] choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.