"Educating as Informed Decision Making" is the theme for the School of
Education's conceptual framework. It is based on the belief that teachers, like
other professionals are judged by the quality of their decisions in a complex envi-
ronment. Professional decisions are best made from informed positions that take
into consideration theory, context, and experience in response to the challenges of
contemporary classrooms. Informed decision makers generate multiple solutions
to problems, skillfully address situations, and reflect on the outcomes of their
decisions.
Preparing students to function as informed decision makers involves cultivating a
command of the knowledge bases through general and professional education
course work that is rich in theory and relevant to contemporary classrooms.
Clinical experiences provide opportunities for students to employ classroom
knowledge in decision-making situations, and ultimately contribute to the devel-
opment of a strong repertoire of teaching practices and strategies. Throughout
their course work and field experiences, students gain experience in reflection. It
is the contention of the School of Education that reflection will ensure students'
development as teachers long after they have left our campus. Further, it is the
School of Education's belief that reflective teachers have opportunities to devel-
op into lifelong learners, and that lifelong learning is the essence of professional
development and improvement in teaching.
Beliefs
The conceptual framework is founded on the following eight fundamental beliefs.
1. Teaching requires continual, informed decision making based on knowledge
of research, best practice, and ethical standards.
2. Learning to teach is a lifelong, developmental process that involves contin-
ual study, practice, and reflection.
3. Educators are best prepared by the combination of liberal (general) educa-
tion, discipline-specific content, sound pedagogy, and well-structured clini-
cal experiences.
4. Educators are active participants in the community and utilize community
resources to support the personal and educational growth of learners.
5. Educators possess interpersonal skills that enable them to effectively inter-
act with students, parents, colleagues, and community.
6. Educators understand and apply technology to address instructional, admin-
istrative, and facilitative roles in the classroom.
7. Educators acknowledge and respect individual differences within a diverse
society.
8. Educators create learning environments and experiences that provide the
opportunity for all students to be successful.
Domains
The pre-service teacher competencies (i.e., domains) addressed in the teacher
education curriculum are as follows:
Professionalism
An Edinboro graduate displays dispositions and skills that enable him/her to
actively seek out opportunities to grow professionally.
Knowledge of Content and Subject Matter
An Edinboro graduate understands the central concepts, tools of inquiry, and
structures of the disciplines he/she teaches and can create learning experiences
that make these aspects of subject matter meaningful to students.
Knowledge of the Learner
An Edinboro graduate understands how children learn and develop, and can pro-
vide learning opportunities that support students' intellectual, social, and person-
al development.
Pedagogy
An Edinboro graduate understands and uses a variety of instructional strategies
and approaches to learning that encourage thinking, problem solving, and the
development of performance skills in all members of diverse classrooms.
Communication
An Edinboro graduate uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Management
An Edinboro graduate analyzes the classroom environment and makes decisions
and adjustments to enhance social relationships, student motivation and engage-
ment, and productive work.
Community
An Edinboro graduate fosters relationships with school colleagues, parents, and
agencies in the larger community to support students' learning and well being.
Praxis Pass Rates for Program Completers 2002-2003
Type of Assessment ...................................................... Institutional Pass Rate
Basic Skills:
Communication Skills ...................................................................... 100%
General Knowledge .......................................................................... 100%
Professional Knowledge:
Principles of Learning and Teaching (K-6) ....................................... 92%
Principles of Learning and Teaching (7-12) ...................................... 82%
Academic Content Areas:
Art: Content Knowledge .................................................................... 89%
Early Childhood ............................................................................... 100%
Elementary Education: Curriculum, Instruction
and Assessment .............................................................................. 81%
English: English Language, Literature and
Composition: Content Knowledge ................................................ 92%
Social Studies: Content Knowledge .................................................. 89%
Other Content Areas:
Health and Physical Education: Content Knowledge ...................... 100%
Teaching Special Population:
Special Education: Mentally and/or Physically Handicapped
Knowledge Content ..................................................................... 100%
Elementary Education Department
FACULTY: Karen L. Bauer, Marian S. Beckman, Linda Marie Best, Nancy M.
Briggs, Lisa Ann Brightman, Mary Jo Campbell, John R. Criswell, Susan Curtin,
Kathleen Anne Dailey, Denise Ann Finazzo, Patricia B. Flach, Gloria Jean
Gerbracht, Virginia L. McGinnis, Mary Jo Melvin, Rosemary A. Omniewski,
Jacqueline T. Power, Barbara F. Rahal, Nicholas G. Stupiansky, Rosemary
Treloar, Sandra Waite-Stupiansky, Maureen A. Walcavich, William R. Weber
Associate of Science Degree
Preschool Education
The Department of Elementary Education prepares preschool teachers and aides
for the Commonwealth of Pennsylvania in the area of preschool education. Upon
completion of 64 credit hours, the candidate is granted an Associate of Science
degree in Preschool Education.
I. General Education Requirements
24 sem. hrs.
A. Skills
3 sem. hrs.
ENGL101 College Writing Skills (3)
B. Core
21 sem. hrs.
Artistic Expression
3 sem. hrs.
World Civilizations
3 sem. hrs.
GEOG101 (3)
Curricula and Organization/121
