Introduction
As a historically Black college for women, Spelman College is a major resource for educating Black female leaders. This predominantly residential private college enables students to fully cultivate their intellectual and leadership potential with Education programs that provide a comprehensive liberal arts background through study in the fine arts, humanities, social sciences, and natural sciences. Students are encouraged to think critically, logically, and creatively; to cultivate competence in decision-making and problem solving; and to utilize communicative and quantitative skills in a variety of ways.
In addition to an academic and social environment that strengthens intellectual development and leadership qualities, Spelman College instills cultural and spiritual awareness and self-confidence in students who develop an appreciation for the multicultural communities of the world. Spelman College also instills a sense of responsibility for bringing about positive change in the workplace and in the community at large. The College reinforces a sense of pride and hope, enhances character, and inspires a love of learning. In summary, Spelman College seeks to develop the whole person.
Spelman College Mission Statement
An outstanding historically Black college for women, Spelman promotes academic excellence in the liberal arts, and develops the intellectual, ethical, and leadership potential of its students. Spelman seeks to empower the total person, who appreciates the many cultures of the world and commits to positive social change.
Education Studies Program Mission Statement
The Education Studies Program promotes academic excellence in the development and preparation of teacher leaders who display the intellectual, ethical, and leadership qualities desired of all Spelman College graduates.
Education Studies Program Vision and Goals
The goal of the teacher education program is to develop teachers who as knowledgeable, effective Education leaders will be innovative, action-oriented role models in classrooms, schools, districts, and communities throughout the world. We envision the Education Studies Program at the forefront in preparing competent, self-confident leaders who are committed to educating children in urban multicultural and international communities. Graduates are to be change agents, advocates for all children, and creative, energetic risk takers inspired to touch the future through teaching.
Unit’s Philosophy, Purposes, and Outcomes
The Education Studies Program embraces the mission and goals of Spelman College and integrates the intellectual and leadership goals of the institution into its Conceptual Framework for developing professional educators. Our theme, “The Teacher As A Leader”, is the cornerstone of our Conceptual Framework and a driving force for creating effective programs. Our Conceptual Framework is guided by national standards (Interstate New Teacher Assessment and Support Consortium), state standards, and professional/specialty area standards, which provide a foundation for performance-based competencies in the areas of knowledge, skills, and dispositions of candidates. The four components of our Conceptual Framework, department objectives, and teacher leader outcomes are: (a) professional teaching, (b) culturally responsive pedagogy, (c) dispositions, and (d) advocacy.
Professional Teaching
Teacher Leaders engage in professional teaching, link content and pedagogy appropriate for diverse learners. They maintain a theoretical perspective of the teaching and learning process and integrate content knowledge and pedagogical practices involving a variety of teaching strategies. Teacher Leaders understand implications of multiple intelligences and applications for classroom practice. Professional teaching involves teachers creating learning environments that promote optimal learning.
Teacher Leaders initiate developmentally appropriate activities incorporating interdisciplinary approaches to learning. Effective teachers understand diverse students and create activities that ignite the child's natural curiosity, thus enhancing the child's skills in problem-solving and critical thinking. Professional teaching involves teachers who are knowledgeable about a variety of pedagogical strategies and apply technological applications for enhancing the teaching and learning process. Teacher Leaders are competent in the application of a variety of assessment strategies recognizing the significance of multiple measures of assessment. Professional teaching involves Teacher Leaders engaging in research for the purpose of improved Education practice. Teacher Leaders as researchers construct meaningful activities for students, build experiences beyond the classroom, and create a culture for learning.
Culturally Responsive Pedagogy
Teacher Leaders must be aware of the importance of culture and its role in the lives of all students. Culturally responsive pedagogy incorporates the use of a variety of instructional and assessment strategies appropriate to diverse learners. The culturally responsive practitioner appreciates the cognitive processes involved in the teaching and learning process and diverse learning styles of students. Apply knowledge of Education theory and method with culturally diverse students. Teacher Leaders construct multiple pathways for student learning and know the children they teach. Specifically, in culturally responsive practice, the teacher integrates content and pedagogical knowledge to create meaningful experiences for all students. The culturally responsive practitioner appreciates the cognitive processes involved in academic learning and diverse learning styles.
Dispositions
Teacher Leaders display dispositions that reflect behaviors consistent with professional ethics. These behaviors are essential for improvement in the quality of education and include ethical practices, professional development, professional communication, life-long learning, and self-reflection. Teacher Leaders should exhibit high moral character; trustworthiness, reliability; sensitivity to the needs of a variety of learners, and respect of children, colleagues and parents. Teacher Leaders demonstrate a commitment to life-long learning. Teacher Leaders engage in continual professional development and are inspired by a love of learning. The commitment to life-long learning facilitates intellectual development, personal development, and professional development. Teacher leaders should engage in self-reflection and self-assessment as these aspects facilitate growth and improved Education practice. Teacher Leaders take responsibility for continually assessing and expanding their knowledge base and for reviewing their own professional practice through critical self-evaluation.
Advocacy
Teacher Leaders are change agents who advocate for school reform within the school and community. As advocates, Teacher Leaders should be supporters of effective school change and personally responsible for positive student outcomes in the classroom. Teacher Leaders take leadership roles toward improved Education practice. They become leaders of change to create dynamic and innovative classroom environments. They advocate for Education practices that facilitate critical thinking, decision-making, and problem solving. Teacher Leaders utilize community resources to enhance learning opportunities for children. Teacher Leaders view parents, teachers, the community, and the school as partners if teaching and learning is to be meaning and effective. Teacher Leaders have a professional commitment to education and to furthering student’s learning. Teacher Leaders seek leadership roles as change-agents for improved pedagogical practices.
