In preparation for the NCATE accreditation process, Bluffton University underwent an intense self-analysis of its goals and objectives. The following is the final report from this self-study.
The teacher education programs of Bluffton University are organized around a conceptual framework embodied in the phrase "Educators Nurturing Communities of Learning and Respect." Each word of the conceptual framework was carefully chosen. Our teacher education candidates are educators. These educators do not simply teach, control, or run classrooms; they nurture communities. Nurturing builds from Nell Noddings' models of caring (Noddings, 1995, p. 76). A community is "safe and supportive. It consists of a close-knit group of people who share some common goals and value and who have a built-in capacity to respect each other, even in the midst of profound disagreement (Caine & Caine, 1997, p. 160)." These communities focus on high levels of candidate learning (based on national and state outcomes) and mutual respect which, at Bluffton University, is rooted in its peace and justice mission heritage.
In practice, we see the Bluffton University teacher education program rooted in a strong liberal arts preparation which focuses on critical thinking skills and the development of a cross cultural understanding, all within a broader context of peace, justice, and service. From these roots our program “branches out” to a program focusing on inclusive classrooms where all children are valued for the unique gifts they add to a community. Our program values strong content knowledge, effective teaching strategies, respectful classroom organizations, a celebration of diversity, effective use of technology, on-going assessment, and professionalism.
Within this framework, candidates completing programs through the department of education at Bluffton University will:
These expectations inform the tenets of Bluffton University conceptual framework:
Tenet #1 of our conceptual framework focuses on high levels of learning in each classroom community.
A strong sequence of courses and experiences to support content knowledge is essential in the preparation of effective educators. All Bluffton University early childhood, middle childhood, and intervention specialist majors complete courses and experiences that are linked to the Ohio Department of Education Academic Content Standards for children who will be in their classrooms. They also complete twelve credits of reading coursework that have been developed to adequately prepare them to teach reading in their classrooms. Finally, they also complete a general education program that is built on a liberal arts foundation.
Adolescent/young adult, multi-age, and vocational program completers major in the content area they will teach. Courses and experiences in these programs are also linked to the Ohio Department of Education Academic Content Standards and the SPAs.
Praxis II specialty tests are required prior to candidate teaching and candidates are counseled based on how they perform on these assessments regarding whether or not they are ready to complete clinical practice.
Based on research from a variety of sources (Caine & Caine, 1997; Jensen, 1998; Sprenger, 1999) Bluffton University prepares its teacher education candidates to nurture differentiated classrooms (Tomlinson, 1999) where all candidates’ needs are met. In these communities of learning, “teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one candidate’s road map for learning is identical to anyone else’s” (Tomlinson, 1999, p. 2). These communities are difficult to develop, but are essential to meet the needs of each child. In these classrooms, teachers demonstrate the following dispositions: respect for each child’s skills and abilities, and a belief that all children can learn.
These teachers have the following skills: the ability to give each candidate the opportunity to learn and explore at different levels that increase as skills are developed, and the skill to structure interesting, valuable, and engaging learning opportunities (Tomlinson, p. 12).
Candidates demonstrate an understanding of different ways of looking at learning. Gardner’s theory of multiple intelligences informs the view that all children are gifted and by focusing only on linguistic and quantitative knowledge, shortchange the potential learning of many of the students in our communities of learning. Brain-based research tells us that the brain changes as a result of experience and the richer the environment, the greater the potential for growth. IQ is not fixed at birth and children always have the potential of greater abilities and aptitudes. Brain-based findings also show us that learning is greatly influenced by emotion so effective teachers are able to find that point between high levels of learning and “downshifting” (Wolfe and Brandt, 1998, pgs. 8-14). Bluffton University teacher candidates demonstrate the foundational stages of this skill in their candidate teaching placements and are nurtured to continue their professional development so that these skills will mature as they continue as educators.
In communities of learning, on-going assessment is linked to teaching and is used to inform teacher and learner of teacher’s and learner’s areas of strength and areas for continued development. Teacher education candidates identify assessment strategies in their instructional profiles. They are encouraged to plan and implement alternate assessment strategies including portfolios, performance assessments, etc.
Skills in the effective use of technology are developed with the following beliefs about the value of using technology in education:
In addition, the use of technology in the classroom can and should address issues of economic and ethic inequity by assuring that all candidates have equal access to the latest technology that enhances learning, by honoring the cultural differences candidates bring to the classroom, by using technology to lesson the gap between male and female candidates engaged in the use of technology, and by providing opportunities to use technology by candidates with disabilities (Roblyer, 2002, 20 and Molnear, 1978).
The completers of the Bluffton University teacher education programs will be qualified and competent to assist candidates in the use of technology in the classroom to enhance teaching for every teacher and learning for every candidate.
Respect within classroom communities is tenet #2 of our conceptual framework. As example of how this is implemented can be seen in classroom organization methodology. The traditional way to teach classroom management/organization is to make it a “how to” course. The goal in these classes is to figure out how to “make” candidates do what you want them to, “you know, control them.” To do this, the teacher focuses on power techniques; if there is a problem, it rests with the child who doesn’t do what he or she is asked to do. Alfie Kohn in Beyond Discipline (1996) challenges us to consider who benefits from these models: it is usually the teacher and not the candidate . Alex Molnar, in his article Too Many Kids are Being Killed (1992), emphatically states, “If we are to construct a more peaceful world, we have work to do. As educators, it is logical for us to begin with questions of classroom method. We should ask ourselves the extent to which our classroom practices promote and strengthen peaceful relations among our students which focus on the inherent value of each candidate and therefore, a respectful classroom (p. 4).”
We believe in mutual respect, non-violence, peace and justice. In order to fully implement this view in a classroom community, we must look at how we view children and how we view education in our society and the world around us. With this approach, mutual respect, peace and justice issues would be so much a part of every course in our department that candidates would have difficulty picking them out. Candidates would address issues like inclusive classrooms where all children are welcome and valued from a respect, peace and justice perspective, not just from a utilitarian – “does it work or doesn’t it work?” – perspective. Candidates would talk about access to education from a peace and justice perspective, not just from a – “how much does it cost?” – perspective. Candidates would truly embrace diversity and not look at it as one more roadblock to high test scores. Candidates would refuse to exclude children from their classrooms and from access to the education that children from families in the wealthy suburbs expect.
But respect goes further. Although we believe that schools should be “places where candidates learn the knowledge and skills necessary to live in an authentic democracy (Giroux, 1998, p. xxxii)” often students (and teachers) are often rewarded for conforming to the norm and are punished for speaking out. However, as a graduate from teacher education program from a peace church college, our teacher education candidates should “empower students . . (to) educate them for transformative action. That means educating them to take risks, to struggle for institutional change, and to fight both against oppression and for democracy (Giroux, 1998, p. xxxiii). This also means that our classes should address issues of diversity and how essential they are to the maintenance of a healthy democracy.
Inside and outside of the classroom, candidates in the Teacher Education programs at Bluffton University are expected to develop and display effective collaboration skills as they work with parents, colleagues, and the surrounding community. Courses and experiences offer numerous opportunities to develop and improve these skills. Candidates are also expected to develop skills and strategies for reflective teaching practices as they analyze candidate learning. They are also encouraged to continue their own professional development after graduation through meaningful contributions to their school, school district, professional organizations, and the global community. Such contributions may include mentoring new teachers, writing articles for publication, making presentations to different groups, and conducting action research in his/her classroom (Danielson, 1996, p.117).
The Bluffton University Teacher Education program assesses it candidates through the use of an assessment plan that looks at the following performance outcomes structured around the conceptual framework and its tenets:
All Bluffton University Teacher Education Candidates:
All Bluffton University Teacher Education Candidates:
Educators as Professionals
All Bluffton University Teacher Education Candidates:
The staff and faculty members of the Department of Education at Bluffton University accepts the responsibility of providing the courses, experiences, guidance, administrative support, and self-evaluation necessary for the development and maintenance of a departmental structure in which effective, child-centered teaching professionals can develop. The Early Childhood License, Middle Childhood License, Intervention Specialist, Adolescent/Young Adult Licenses, Multi-Age Licenses, and Vocational License are all developed with this goal in mind. By incorporating the vision of Bluffton University, its general education program, and the Department of Education, the staff and faculty are confident that the educational experiences at Bluffton University will reflect the realities and challenges found in classrooms where teachers and candidates are engaged in constructing meaningful teaching and learning.
All Bluffton University materials available from: Department of Education, Bluffton University, 1 University Drive, Bluffton, OH 45817.
Caine, R. & Care, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Darling-Hammond, L. (1995). A license to teach: Building a profession for 21st century schools. Boulder, CO: Westview Press.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
Giroux, H. (1988) Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & Garvey.
Molnar, A. (1992). Too many kids are getting killed. Educational Leadership, 50(1992), 4-5.
National Commission on Teaching and America’s Future (1996). What matters most: Teaching for America’s future. New York: The National Commission on Teaching and America’s Future.
National Council for the Accreditation of Teacher Education (2001). The importance of being accredited. Washington, D. C.: NCATE).
National Council for the Accreditation of Teacher Education (2001). A decade of growth 1991-2000. Washington, D. C.: NCATE).
Noddings, N. (1995). Teaching themes of care. Phi Delta Kappan, 76, 675-679.
Wolfe, P. & Brandt, R. (1998). Educational Leadership (56)3, 8-14.
