FOUNDATION FOR the EXPECTATIONS of EDEL 5300 in the TEACHER EDUCATION DEPARTMENT  at CSUB

Below are the guiding principles behind EDEL 5300 as put forth by the Teacher Education Department at CSUB.

Mission and Vision of the Teacher Education Department at CSUB

Educator Preparation Program Vision

The CSUB Educator Preparation Programs will be the nexus of a network of ethical educational leaders who promote student growth and improve the quality of life in their communities.

 

Educator Preparation Program Mission

CSUB Educator Preparation Programs cultivate school, university, and community partnerships that prepare highly qualified education professionals, who work collaboratively to nurture an equitable and informed education community. 

 

Mission of the Department of Teacher Education

The mission of the CSUB Department of Teacher Education is to prepare educator advocates who are leaders in their communities and invested in developing students as capable and compassionate change-agents.

 

Vision of the Department of Teacher Education

All schools will have transformational educators who prepare and inspire students to create more just, inclusive, and informed communities.

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

  • Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.
  • Reflective Practitioner: Candidates are reflective, lifelong learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.
  • Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.
  • Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.
  • Professional Leader: Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.
  • Professional Competence: Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards-based instruction.

Course Description - EDEL 5300

This course addresses the psychological foundations in the teaching-learning process, classroom management, and  teaching diverse learners. The course is designed to prepare candidates to create a supportive and optimal learning  environment for all students and to enable candidates to be conversant with current pedagogical theory and best practices  employed by elementary teachers. The course topics include principles of classroom management, structuring the  learning environment to maximize access to learning for all students, classroom procedures, standards-based lesson  design, and issues related to professionalism and professional growth in the PK-6th grade classroom. Candidates are required to complete a minimum of  25 hours of field experience with diverse students as a course requirement.