Welcome to the School of Education!
The School of Education is excited that you are considering attending Emmanuel University. Our goal in the School of Education is to train Knowing, Sharing, Caring teachers to impact the next generation. As you view the information on our website, if you have any further questions about any of the programs in the SOE, please contact me at firstname.lastname@example.org. I will be more than happy to answer any questions and assist you in any way that I can. I pray that God blesses you as you seek to take the steps necessary to further your education.
Judi Mills, Ed.D
School of Education Chair
School of Education Mission and Goal Statement
In keeping with the philosophy of Emmanuel University, 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 University 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:
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.
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: Instructional Strategies – 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: Application of Content – 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.
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 adopting new practices to meet the needs of each learner.