Vincennes University envisions teaching as the "bridge" to connect students' learning to serving communities. 
It is our firm belief that if strong and supportive
teaching is accessible, learning will result. 
In turn, successful learning experiences will become
evident when learners serve others.

Philosophy Statement

The philosophy of the Education faculty is based upon the shared vision of providing Vincennes University teacher candidates the highest quality teacher preparation program. The bridge in the programmatic theme illustration exemplifies the faculty’s philosophy. The supports of the bridge represent the five guiding principles upon which the curriculum is based. Teacher candidates from Vincennes University will possess the following: (1) content knowledge and pedagogy, (2) proficiency in managing and monitoring classrooms, (3) systematically reflecting upon their practice, (4) participating in learning communities, and (5) using technology to enhance student learning. Faculty members present teacher candidates with the knowledge and skills they will need to be successful in the teaching profession and guide them as they begin to establish their own professional identities.   Faculty also link teacher candidates’ learning -- the acquisition of knowledge, skills, and dispositions -- with the services they ultimately will provide to their communities as education professionals. 

The Vision

United as a learning community, we challenge our students and ourselves to the ideals of learning, teaching, and serving. We envision a community of scholars who will learn with enthusiasm, teach with wisdom, and serve with commitment.

 

The Mission
Teacher education at Vincennes University provides the highest quality preparation for teacher candidates so they will learn, teach, and be of service to others. Entering the third century as an institution of higher education, our teaching candidates are knowledgeable, skillful, and caring professionals who embrace and support diversity and enable all students to learn.

 

Goal Statement

The comprehensive goal of the faculty of the Vincennes University Education program is to give all students the opportunity to learn in order to serve others in their communities. The faculty recognizes the importance of providing VU students with an environment in which they are encouraged to ask questions, seek answers, and take risks.   You will be instructed by professionals in the field of education who will provide you with research-based, best practices in education.   Field-based experiences will allow you multiple opportunities to observe and participate in a variety of settings and become familiar with a variety of educational environments.

 
The specific goals of the Education Program are to:

• Provide a program of study that is research-based and aligned with  NCATE standards, INTASC standards, and the Indiana Developmental and Content Standards
• Develop a professional education preparation program to shape the knowledge, skills and dispositions that teacher candidates need to educate students in a diverse society
• Prepare teacher candidates who advance the use of instructional and assistive technologies across content areas and environments
• Develop teacher candidates who use theory to inform practice
• Encourage the development of teacher candidates who are reflective in their practice
• Recruit, support, and retain a diverse body of teacher candidates in the teacher preparation program and a diverse faculty who model best practices in professional education
• Cultivate and maintain relationships across all education constituencies, including university faculty, educators and administrators, students, parents and community leaders
• Engage in service to the university, community and professional organizations

Guiding Principles of the Teacher Education Program

The following five guiding principles represent the conceptual framework of the Education programs at Vincennes University:

1. Teacher candidates possess content knowledge and pedagogy

Teacher candidates exhibit thorough, in-depth content knowledge and are able to identify the central concepts, tools of inquiry, and structures of their disciplines. Additionally, teacher candidates show an awareness of the interrelatedness of this knowledge by demonstrating the application of content to real life experiences of their students. Effectual teaching requires that teacher candidates are well-informed regarding the philosophical, historical, social, and cultural contexts in which education has developed. Using this knowledge, teacher candidates can make sound educational decisions within their classrooms. Further, successful teacher candidates implement research-based curriculum and instruction and utilize motivational and specialized strategies consistent with the developmental levels and learning characteristics exhibited by their students. Teacher candidates also are able to access and use technology to support, enhance, and motivate student learning. Finally, teacher candidates understand and employ multiple means of assessment to evaluate student learning and to make informed educational decisions. 

 
2. Teacher candidates demonstrate proficiency in managing and monitoring classrooms

Teacher candidates recognize that classroom management includes all of the things that teachers do to foster student engagement in classroom activities and establish positive learning environments. Teacher candidates understand the critical relationship between classroom management and student behaviors. They are proactive in employing a variety of strategies to engage students and prevent problematic behavior. Teacher candidates recognize that constructive communication and social interactions between teachers and students have a positive influence on learning and behavior. They acknowledge that they must assume the responsibility for creating a caring, cohesive, and nurturing classroom community where all students feel safe, respected, and valued. Academic achievement cannot be attained unless students learn to care about others and believe that others care about them as well.

 
3. Teacher candidates systematically reflect about their practice.

Reflection allows teacher candidates to examine the effects of what they do on those they serve. Continuous thinking about one’s own teaching will lead to improvements in both teaching and learning. Successful teacher candidates understand and use assessment to evaluate and ensure the intellectual, social, and physical development of the student. Further, reflective teacher candidates are aware of and question the assumptions and values they bring into the classroom. They continually examine their responses, feelings, assumptions, and values as they interact with their students, their colleagues, and their organizations. As they reflect on what they are learning and doing, they acquire the knowledge, skills, and dispositions necessary to assume responsibility for positive learning outcomes in class. Finally, reflective teacher candidates commit to a lifelong process of learning and model this process so that their students also will engage in lifelong learning. 

 
4. Teacher candidates participate in learning communities.

Teacher candidates have the skills to participate effectively in collaborative activities with professionals and paraprofessionals, community entities, and parents and families of their students.  The movement toward inclusive education has increased the necessity of increased collaboration among professionals within the school community. Teacher candidates understand the critical nature of establishing professional relationships and working as team members. Further, the development of partnerships between schools and other agencies or institutions has become increasingly necessary in the field of education. As schools attempt to meet the diverse needs of their students, teachers often must seek expertise across institutional boundaries. Effective teacher candidates also recognize that the partnership between school and home is central to optimal educational outcomes for students. Therefore, teacher candidates seek opportunities to connect with the parents and families of their students. Lastly, the community is a potential source of learning and support. To emphasize the importance of the reciprocal relationship between schools and the community, teacher candidates are presented with multiple opportunities to participate in service learning projects.   

 
5. Teacher candidates use technology to enhance student learning.

Advances in technology have opened alternate venues for the delivery of instruction and educational services. Effective teacher candidates stay abreast of these advances and employ them in ways that promote learning and motivation in their students.  Teacher candidates develop competency in the use of computers so that they can enhance the classroom curriculum by planning technology-rich instruction, selecting and using educational software, incorporating world wide web resources, and integrating technology in the content areas. In addition, students not only learn from technology, they learn with technology. The potential of technology, specifically assistive technology, has long been recognized in the special education and rehabilitation communities. The application of assistive technology can facilitate learning, independence, inclusion, productivity, and overall quality of life for individuals with disabilities. For school-age students, the application of assistive technology may determine the difference between successful and unsuccessful inclusive education experiences.   Teacher candidates are expected to be proactive leaders for the integration of technology in schools and to use technology as a tool to make connections to the communities they serve. Lastly, teacher candidates understand how decisions and actions using technology can be used to promote the common good and to reduce social inequities by designing engaging technology learning experiences for students of various gender, ethnic, ability, and language backgrounds.