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Mission Statement

"Preparing Global, Reflective, Professional Educators"

The mission of the School of Teacher Education is to prepare and empower professional educators with the knowledge, skills, and dispositions to teach all students in a global, diverse educational setting; to provide inclusive learning environments; and to demonstrate ethical behaviors.

Vision Statement

Savannah State University's School of Teacher Education strives to produce graduates who embrace dynamic educational changes that encompass technological innovations, diversity, and global environments, and that they have the intellectual capacity to teach all children to be productive citizens in a global community. To this end, the School and its faculty are committed to on-going research that informs educational practice, exemplary teaching that addresses the needs of all learners, collaborative partnerships that promote outreach activities to P-12 schools and to those in other disciplines. It is through intentional design and implementation that SOTE EPPs are Standards-aligned, Assessment focused, Integrated with technology, and use researched-based pedagogy that embed Learner-driven outcomes for all students.

Conceptual Framework

The conceptual framework embodies the University's vision, mission, philosophy, and strategic directions. Savannah State is known as the "University by the Sea." Building on its motto, "You can get anywhere from here," the unit believes that its graduates "can teach anywhere from here" leading to the conceptual framework theme of "Preparing Global, Reflective, Professional Educators" that will guide the unit in planning for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability.

The unit's conceptual framework consists of four key elements that reflect the core learner outcomes. These elements are: 1) Standards-aligned--candidates will be required to demonstrate the ability to design curricula materials aligned to state and national standards; 2) Assessment-focused--candidates must develop or choose and use relevant assessment tools to measure student learning; 3) Integrated-technology --candidates provide evidence of their ability to integrate technology in teaching and learning; and, 4) Learner-driven outcomes--candidate work samples will provide evidence that candidates focus on student learning outcomes related to the discipline represented by the acronym (SAIL).

S.A.I.L.

Standards-aligned

Assessment-focused

Integrated-technology

Learner-driven outcomes

The conceptual framework elements are integral to the unit's shared vision, mission, program outcomes, and student learning outcomes necessary to prepare educators to be reflective educators who think globally. The conceptual framework's four core elements are grounded in research and theories and focus on candidate proficiencies related to knowledge, skills, and professional dispositions, including proficiencies related to diversity and technology.

Educator Preparation

Program Student Learning Outcomes

The program student learning outcomes (PSLOs) of the Educator Preparation Program in the School of Teacher Education at Savannah State University are aligned to the unit's mission and conceptual framework. As a School that is grounded in research-based teaching practices, and that adheres to the principles, policies, and procedures framed in state and national standards, the School of Teacher Education enables teacher candidates to be equipped to address the academic achievement of all students. More specifically, SOTE's PSLOs are outlined in items 1 - 5 that define candidate proficiencies.

PSLO 1.

Content and Pedagogical Knowledge

Teacher candidates will possess induction level content and pedagogical knowledge as demonstrated by the ability to address state and local curricula and standards that meet the needs of all students through relevant learning experiences.

PSLO 2.

Instruction: Planning, Strategies, Differentiation, and Technology

Teacher candidates will use research-based, instructional strategies and technologies that are relevant to the content and that address individual learning needs and interests to actively engage learners in higher-order and critical thinking.

PSLO 3.

Assessment: Strategies and Use of Data

Teacher candidates will be able to design and select varied diagnostic, formative, and summative assessment tools and strategies that are appropriate for the content and student population and use technology to analyze and develop data-driven solutions to improve instruction and provide constructive feedback to students, parents, and stakeholders.

PSLO 4.

Supportive and Challenging Learning Environment

Teacher candidates will be able to create and maintain a supportive, student-centered academic environment in which learners are challenged and encouraged to become self-directed and reflective learners to achieve at their full potential.

PSLO 5.

Professionalism and Communication

Teacher candidates will exhibit professional ethics and the dispositions expected of an educator through professional development, communication and collaboration with colleagues, and engagement with students and the school community.