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MISSION STATEMENT

The Education Department seeks to help students develop spiritually and apply their
knowledge of human growth and development, learning theories, research,
technology, communication, and the world to develop, implement, and assess
learning experiences for all students.
THE TEACHER EDUCATION PROGRAM
MidAmerica Nazarene Universitys general education program exposes students to
facts, ideas and values. All academic departments emphasize formal objectives and
a balance between the liberal arts and courses in specialized areas related to a
potential field of work.
MidAmerica Nazarene University also provides an academic atmosphere with a broad
liberal arts emphasis that encourages students to learn and explore ideas and values.
This academic community supports intellectual, personal and spiritual development
that includes field experiences and clinical practice for the preparation of teacher
candidates.
MidAmerica Nazarene University further grants access and services for all students
and recognizes the right of all persons to achieve. The university provides a variety
of opportunities for the development of intellectual, religious, and social
understanding of students responsibilities for interpersonal relationships and
multicultural differences.
TEACHER LEADERS SERVING LEARNING COMMUNITIES
The School of Education and Counseling seeks to develop teacher-leaders who are
capable of serving their learning communities. In order to prepare these teacherleaders, the Department has developed an integrated approach to its professional
education program based on a set of unifying modules designed to knowledge, skills,
attitudes, beliefs, and methodology. The unifying modules are the building blocks
upon which candidates develop skills that, in professional development settings, will
enable them to provide appropriate instruction for all students. The School of
Education and Counseling has identified the following goals for teacher candidates as
part of the MNU Teacher Education Conceptual Framework.
Goal 1: Teacher candidates will demonstrate competence in oral and
written communication students and colleagues and engage in reflective,
critical analyses of effective teaching.
1. Effective and Professional Communication
1.1. Professional Knowledge:
1.1.1. Understand that reflective thinking and self-evaluation through verbal
and written techniques provide opportunities for active engagement in
learning.
1.2. Professional Skills:

1.2.1. Use effective communication skills to collaborate with colleagues,


parents and students.
1.2.2. Facilitate reflective thinking and self-evaluation through verbal and
written techniques that provide opportunities for active engagement in
learning.
1.2.3. Use technology to enhance professional development and learning,
and facilitate professional productivity.
1.3. Professional Dispositions:
1.3.1. Consult with colleagues and parents to develop cooperative support for
students learning and well-being.
1.3.2. Demonstrate sensitivity to students and seek outside help when
appropriate.
1.3.3. Demonstrate positive collaboration through community service.
Goal 2: Teacher candidates will demonstrate research based strategies to
develop and deliver effective curriculum, instruction, and assessment of all
students.
2. Curriculum and Instructional Competence
2.1. Professional Knowledge:
2.1.1. Understand the relationship between standards, curriculum, and
assessment.
2.1.2. Know the state accreditation process and how it relates to school
improvement, curriculum, and assessment.
2.1.3. Understand theories of learning, a variety of appropriate instructional
strategies and understand effective instruction for all students.
2.1.4. Understand that technology can be used to engage students and
support and enhance curriculum.
2.2. Professional Skills:
2.2.1. Design curriculum based on standards that builds on previous
knowledge, is sensitive to developmental needs, and uses a variety of
appropriate instructional strategies and technology resources that
promote critical thinking, problem solving, and reading.
2.2.2. Identify and assess appropriate student outcomes and performances
and create learning experiences that meet the needs of all students.
2.2.3. Design instruction that is appropriate to stages of development,
strengths, and needs.
2.3. Professional Dispositions:
2.3.1. Provide a tolerant learning environment that encourages students to
understand, question, and interpret ideas from diverse perspectives
through curriculum development, adaptation, and assessment.
2.3.2. Welcome cooperation and student involvement in educational
planning.
2.3.3. Share the vision of the school and actively work with others to
accomplish curriculum and school goals.
Goal 3: Teacher candidates will demonstrate a commitment to serve and
lead in a Christian manner through their interactions with diverse
populations of students, colleagues, and the community.
3. Leadership and Service
3.1. Professional Knowledge:

3.1.1. Possess knowledge and recognize the importance of servant leadership


in learning communities.
3.1.2. Know available opportunities for service and leadership.
3.2. Professional Skills:
3.2.1. Demonstrate the ability to seek, find and/or create opportunities to
serve in diverse learning communities.
3.2.2. Demonstrates the ability to lead within a learning community.
3.2.3. Demonstrates the ability to integrate faith and learning within service
and leadership opportunities.
3.3. Professional Dispositions:
3.3.1. Models the value of Christian leadership and service.
3.3.2. Promotes opportunities of service in diverse learning communities.
Goal 4: Teacher candidates will demonstrate an understanding of diverse
student groups and the ability to facilitate their intellectual and personal
growth.
4. Diverse Competence (know-how)
4.1. Professional Knowledge:
4.1.1. Understand and recognize differences in students who represent
diversity - ethnic, racial, religious, gender, language, and
exceptionalities.
4.1.2. Understand appropriate services and resources necessary to meet
diverse learning needs.
4.2. Professional Skills:
4.2.1. Make appropriate accommodations and modifications (including
technology resources) in instruction to meet the needs of all students.
4.2.2. Collaborate effectively with members of the learning community to use
appropriate services and resources that meet the needs of all diverse
students.
4.3. Professional Dispositions:
4.3.1. Encourage all students to understand, question, and interpret ideas
from diverse perspectives through curriculum development, adaptation,
and assessment.
4.3.2. Provide a caring, learning environment that is culturally sensitive and
recognizes diversity.
Goal 5: Teacher candidates will demonstrate that they are effective
teachers by meeting the appropriate content standards.
5. Standards Based Content Expertise
5.1. Professional Knowledge:
5.1.1. Possess content knowledge and recognizes the importance of reading
and writing across the content fields.
5.1.2. Know how to integrate content knowledge, technology, and pedagogy
to facilitate student learning.
5.1.3. Understand how to use knowledge of historical, philosophical, and
social foundations of education to guide educational practices and
decision-making.
5.2. Professional Skills:
5.2.1. Devise appropriate learning activities (including technology) that
engage students in uncovering the understanding of the content areas.

5.2.2. Integrate reading and thinking skills across and between content fields
to enhance student learning.
5.3. Professional Dispositions:
5.3.1. Value and promote education, life-long learning, reading and writing.
5.3.2. Model the value of life-long education through enthusiasm, curiosity,
questioning, and reflection.
NOTICE OF NON-DISCRIMINATION
MidAmerica Nazarene University policy prohibits discrimination on the basis of
race, gender, religion, age, color, creed, national or ethnic origin, marital
status, or disability in the recruitment and admission of students and in the
operation of all university programs, activities, and services. Any concerns
regarding discrimination on the basis of gender or disability should be
addressed to Dr. Mark Ford, university coordinator of Section 504 of the
Rehabilitation Act of 1973 and Title IX of the Education Amendments of 1972,
in the Academic Offices in Metz Hall, (913) 971-3573.

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