Philosophy

Within the context of its general mission and vision, Tift College of Education’s philosophy is based upon a shared view of preparation of teachers and educational leaders.  The Professional Education Unit at Mercer University views teachers and educational leaders as Transforming Practitioners who are changing through understanding, practicing, and reflecting, processes that are infused in and richly woven throughout the principles of the Conceptual Framework:  To Know, To Do, and To Be.

The Transforming Practitioner embraces personal and professional transformation continually throughout his or her career, while also seeking to stimulate and facilitate transformation within his or her students.  Furthermore, The Transforming Practitioner appreciates and nurtures engagement in the teaching/learning process, strives for meaningful collaboration with a variety of stakeholders, and appreciates and honors diversity in people.

The Transforming Practitioner must Know the foundations of the education profession, content bases for curricula, and characteristics of diverse learners.  The well prepared candidate possesses knowledge that will allow for effective facilitation of learning at the appropriate grade and cognitive levels.  If learning potential of students is to be maximized, an educator’s knowledge base must be comprehensive and should include understanding of the characteristics of diverse learners; historical, philosophical, sociological, legal, and developmental foundations; and a rich body of strong content knowledge.  If educators and educational programs are to provide for meaningful learning that enables students to link information to prior knowledge and to other knowledge, content knowledge must be an integral part of the program of study and should build on a comprehensive liberal arts background.  Research indicates that Transforming Practitioners must value, possess, and have understanding of a variety of types of knowledge.  Knowledge of the foundations of education, content, pedagogy, and characteristics of diverse learners serves as a basis for becoming a Transforming Practitioner and provides the impetus for planning for and engaging students in transformational learning experiences.  Indeed, a critical base of knowledge is necessary as a foundation for making the choices and decisions that are required in today’s classrooms (Reagan, 1993; Schulman, 2004).  A deep understanding of methods, strategies, and techniques developed through the study of appropriate pedagogy and participation in field experiences enables the Transforming Practitioner to adapt materials, technology, curriculum, and instruction as necessary to meet the needs of a diverse student population.

The Transforming Practitioner must Do the work of a professional educator in planning and implementing well integrated curricula using developmentally appropriate and culturally responsive instructional strategies, materials, and technology.  Thus, the candidate is an effective communicator who is able to create an environment that is responsive to a diverse student population and that promotes active learning, positive self-concept, and an appreciation for diversity.  Knowledge of and ability to use strategies, materials, and technology appropriately are critical for educating a diverse student population, for encouraging students’ engagement in learning, for facilitating students’ construction of knowledge, and for addressing the changing needs of students, curricula, and learning outcomes.  Modeling, role-playing, and appropriate and varying field experiences provide opportunities for learning, developing, and enhancing these abilities and skills.  The Transforming Practitioner is a competent leader of learning who considers a primary responsibility of the educator to be that of building upon prior knowledge and experiences of learners and who, in the spirit of Dewey (1944) and Vygotsky (1978), uses approaches that capitalize on learners’ knowledge and experiences for effective learning.  The Transforming Practitioner grows in his or her abilities to blend theory and practice and to plan, implement, and assess curricula and instructional practices through an interweaving of courses and practical experiences that are carefully planned and delivered by Tift College of Education faculty.

The Transforming Practitioner must Be a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom, school, community, and global environment.  The most effective educators believe in their own efficacy; that is, they consider themselves to have the power to effect meaningful learning.  They believe that all students can achieve when provided with proper support and guidance from knowledgeable and caring adults.  Metacognitive, reflective, collaborative, and responsive abilities are crucial in order for the Transforming Practitioner to make appropriate and effective decisions related to the application of pedagogical knowledge (Ambach, 1996; Cochran & Jones, 1998; Shulman, 2004) and the planning, implementation, and assessment of appropriate and stimulating curricula (Goodson, 2003; Posner & Rudnitsky, 2006; Shulman & Shulman, 2004).  The Transforming Practitioner utilizes critical thinking and reflection that allow for responsiveness to and collaboration with students, colleagues, administrators, parents, schools, business representatives, and community members.  Teachers and educational leaders are continually called upon to make responsive decisions; to reflect on, analyze, and evaluate their performance and effectiveness in planning for instruction, implementing lessons, and assessing learning; and to reflect on and critique their knowledge base and their performance as role models. 

Truly, Transforming Practitioners are role models who are respectful of the thoughts and beliefs of others and display dispositions associated with the calling and service of educating.  Research has indicated that among such dispositions are attitudes that focus on the achievement of diverse learners (Suarez, 2003), grounded in an appreciation for diversity and an advocacy for students (Dee & Henkin, 2002).  Other dispositionsthat educators consider to be relevant include intrinsic motivation, passion for teaching and learning, desire to form and maintain helping relationships with students, commitment to social justice, creativity, problem solving, and divergent thinking (Mullin, 2003).  Furthermore, caring teachers and educational leaders engage in and promote collaboration and positive social interaction (Root, Callahan, & Sepanski, 2002) and are disposed toward reflection, integrity, and self-improvement (Ertmer, 2003).  Teacher educators are responsible for serving as role models and providing feedback that attempts to shape the professional dispositions of candidates, engaging in what Sockett (2006) refers to as “a process of moral education” (p. 9).

Certainly, dispositions of effective teachers and educational leaders are quite numerous and are addressed directly and indirectly throughout the Professional Education Unit’s Conceptual Framework.  Desirable dispositions are carefully and inextricably associated with understanding, practicing, and reflecting (processes in which Transforming Practitioners are continually involved) as well as with engagement, diversity, and collaboration (characteristics of classrooms and other school settings that are honored, appreciated, and nurtured by Transforming Practitioners).  However, in order to streamline the list of desired dispositions and to facilitate the assessment process (Dottin, 2006; Diez, 2006), Tift College of Education faculty members synthesized and consolidated their research to develop a discrete list of dispositions that seem to be most closely connected with transformation: 

• respect,
• responsibility,
• flexibility,
• collaboration,
• reflection,
• commitment to life-long learning,
• belief in teacher efficacy, and
• effective communication.

Transforming Practitioners demonstrate strong content knowledge and are open to expanding their understanding of knowledge through continual learning and professional development.  Development of understanding facilitates educators’ abilities to be adaptive and continually transforming, thus leading them to provide opportunities and means for students to transform in ways that will enable them to apply their learning to life meaningfully, responsibly, and with character and integrity.  Indeed, understanding of the foundations of education, content, pedagogy, and characteristics of learners serves as a basis for becoming a Transforming Practitioner and provides the impetus for planning for and engaging students in transformational learning experiences.

As the classroom is an evolving organism, Transforming Practitioners must be able to plan, teach, and assess in manners that ensure successful learning experiences for all students. This demonstrates the framework process of practicing.  For this continuous interaction of teaching, learning, and assessment to occur, educators must develop abilities to plan and implement appropriate lessons that reflect philosophical and pedagogical theories of learning. Teachers’ and educational leaders’ belief systems that focus on active student participation are essential if deep learning is to occur (Sfard, 1998). When standards-based planning is connected with lessons that promote active learning, the stage is set for effective and meaningful educational practice.

Guided by the framework process of reflecting, Transforming Practitioners view teaching as a reflective process.  To be reflective, one must be willing to think about (reflect upon) his or her teaching methods and activities systematically and actively (Moallem, 1997) and use information learned to improve the teaching and learning process (Brophy & Evertson, 1976).   John Dewey (1933) defined “reflection” as “the active, persistent and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it.”  Tift College of Education teacher candidates and educational leader candidates are encouraged through their coursework and field experiences to engage in the process of reflection by (1) considering the actions taken in their teaching and leadership practices, (2) critically examining the consequences of those actions, (3) evaluating and analyzing their beliefs upon which they base their behaviors, and (4) taking an active role (proactive approach to teaching and leading) in acquiring new knowledge that will not only help them to modify and adapt their methods but will inform their overall practices in teaching and leading (Eby, 1998). 

Tift College of Education candidates are also encouraged to take time to reflect on their experiences in educating and ask themselves challenging questions about the appropriateness and success of those efforts.  By doing so, teachers and school leaders are being thoughtful and critical of their own work (Parker, S., 1997).  It is the hope of the Tift College of Education faculty that, through self-examination processes, Transforming Practitioners will use reflective knowledge to bridge the gap between teaching and learning and adjust content, teaching practices, and leadership efforts to meet the individual needs of learners.

Transforming Practitioners honor, appreciate, nurture, and demonstrate engagementof students in the learning process.  To facilitate engagement, teachers and educational leaders make use of a variety of strategies that provide guidance to students as they construct their own knowledge and develop a sense of ownership of learning.  Engagement promotes in learners the processes of critical thinking, problem solving, inquisitiveness, and development of character.  Transforming Practitioners endeavor to design learning environments in which students’ beliefs are exchanged, defended, converted, and assessed.  Such environments provide dynamic contexts for engaged learning.

Transforming Practitioners honor, appreciate, nurture, and demonstrate collaboration through positive interaction with both the internal and external community. Collaboration is evidenced through engagement with fellow candidates, faculty, students, school-based educators, parents, and the community. Collaboration between and among individuals is an essential ingredient in teaching and learning and is at the heart of the transformational process.

Transforming Practitioners honor, appreciate, nurture, and demonstrate the ability to address diversity in the classroom.  The Transforming Practitioner uses knowledge of and sensitivity to diversities of people to create environments, design curricular goals, and plan for and employ instructional and assessment methods and resources.  

Belief and Action Statements:  Professional Commitments

• Transformation is a holistic process unique to each individual.
• Effective teachers and educational leaders provide for transforming learning experiences that actively engage students in their own learning.
• Educators are effective facilitators of learning based on what they believe, what they know, what they are able to do, and how they think and act.
• Effective teachers and educational leaders understand schooling and the educational process.
• There is a base of content knowledge all teachers and educational leaders must learn.  This knowledge is built on prior knowledge, is expanded appropriately, and is linked to all other knowledge.
• Teachers and educational leaders teach from the overflow of their own knowledge.  In order for an educator to build on prior knowledge, to link specific knowledge to other knowledge, and to expand current knowledge, he or she must have a content knowledge base greater and broader than that of his or her students and a comprehensive knowledge base that includes a broad liberal arts foundation and more advanced study in one or more academic disciplines.
• There exists a current and expanding set of effective materials, strategies, methods, and technology for facilitating learning by all students.  Effective teaching occurs when content, materials, strategies, methods, technology, and communication are congruent with and responsive to the developmental levels of students, to characteristics of learners, and to the cultural, racial, ethnic, and gender needs of students, and are effectively utilized.
• Teachers and educational leaders make critical decisions continuously and in every facet of the educational process.  Reflection, problem solving, and critical thinking abilities are crucial for effective decision-making.
• Teachers and educational leaders are role models for others and as such are professionals who effectively collaborate and contribute to the education profession at various levels: classroom, school, community, state, and national.

Purposes

Goals

1. Demonstrates knowledge of the philosophical, historical, sociological, legal, and psychological foundations of education.
2. Demonstrates expertise in the content bases for curricula, the appropriate use of technology, good communication skills, and effective pedagogy.
3. Shows understanding of and respect for the characteristics, cognitive and social   developmental stages, emotional and psychological needs, and learning styles of diverse and special needs learners.

1. Plans, implements, and assesses well-integrated, developmentally appropriate, and culturally responsive lessons that are well grounded in pedagogical and    psychological theory.
2. Individualizes, differentiates, and adapts instruction to meet the needs of diverse and special needs learners.
3. Uses a wide variety of teaching methods, strategies, technology, and materials.

III.  TO BE a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom, school, community, and global environment.

1. Believes in his or her own efficacy as an educator and uses feedback, reflection, research, and collaboration to enhance teaching performance, revise and refine instruction, make decisions, develop and modify instruction, and grow as a professional.
2. Models understanding, respect, and appreciation for diverse educational, cultural, and socioeconomic groups; a willingness to consider diverse opinions and perspectives; and concern for community and global awareness.
3. Models positive and effective interpersonal skills when interacting with learners, parents, other educators, and members of the community.