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Master of Education
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The Lake Erie College Master of Education Program is designed to address the needs of teachers in today's schools. Teachers are exposed to contemporary political, societal and public issues that impact classroom practices and procedures.




 
LAKE ERIE COLLEGE > OVERVIEW > ADMISSIONS
 

Conceptual Framework

Mission of Lake Erie College
In the context of a long liberal arts tradition, Lake Erie College provides distinctive undergraduate and graduate programs that prepare students to meet career and life challenges as educated and responsible citizens of local, national and international communities. (Approved by the Board of Directors April 19, 2007)

Education Division Mission
The mission of the Lake Erie College Education Division is to develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.

Education Division Philosophy
All learners deserve access to education guided by professional, knowledgeable, collaborative, and reflective instructors. The Education Division's goal is to provide teacher candidates with the tools to become educated citizens who are capable of making responsible decisions and solving problems in today's diverse community.

Education Division Purposes, Professional Commitments, and Dispositions
As advocates for children and the teaching profession, the Education Division has adopted curricula that emphasize academic inquiry, critical and creative thinking, and recognition of diverse views. Candidates preparing to be educators must demonstrate strong foundations in both liberal arts and their professional pedagogies. Teacher candidates must demonstrate and meet the standards with regard to licensure and institution accreditation.

Performance Expectations for Candidates
The following performance expectations reflect the Conceptual Framework. The Commitment to Reflection further describes Professional Development and Professionalism, the Commitment to Technology further describe Knowledgeable, and the Commitment to Diversity further describes the Development of All Students.

Professionalism:
I. Professional Development and Professionalism
The teacher candidate analyzes past experiences and pursues professional development opportunities to improve future performance by:
(A) reflecting on the extent to which learning goals are met;
(B) demonstrating a sense of efficacy;
(C) seeking opportunities to positively impact teaching quality and student achievement;
(D) engaging in ethical and professional conduct; and
(E) demonstrating a knowledge of theoretical frameworks and scientifically-based research.

Commitment to Reflection: Lake Erie College's conceptual framework reflects our commitment to preparing candidates who are able to reflect on their practices. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through class discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices.

Knowledgeable:
II. Knowledge of Content, Pedagogy, and Pedagogical Content
The candidate demonstrates knowledge of content, pedagogy, and pedagogical content by:
(A) planning meaningful instruction based on knowledge of subject matter and/or connections between disciplines;
(B) providing authentic learning experiences for students, e.g., real-world applications relevant to lifelong learning;
(C) encouraging students to work productively and assume responsibility for their own learning;
(D) demonstrating a knowledge and/or understanding on how diversity impacts student achievement;
(E) demonstrating a knowledge of how technology can be used to support student learning;
(F) creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson; and
(G) monitoring students' understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands.

Commitment to Technology: Lake Erie College's conceptual framework reflects our commitment to preparing candidates who are able to use educational technology to help all students learn, provides a conceptual understanding of how knowledge, skills, and dispositions related to education and information technology are integrated across the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations.

Collaborative:
III. Collaboration and Communication
The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development by:
(A) articulating clear learning goals for the lesson that are appropriate to the students;
(B) communicating challenging learning expectations to each student;
(C) creating a climate that promotes fairness;
(D) establishing and maintaining rapport with students;
(E) communicating with parents or guardians about student learning; and
(F) building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students.

Development of All Students:
IV. Human Growth and Development
The teacher candidate demonstrates an understanding of human growth and development by:
(A) demonstrating an understanding of the stages of human development (physical, intellectual, emotional, and social) and how student learning is impacted;
(B) organizing instruction that supports the belief that every child is capable of learning and allows each student to achieve his or her full potential; and
(C) making the physical environment as safe and conducive to learning as possible.

Commitment to Diversity: Lake Erie College's conceptual framework reflects our commitment to preparing candidates to support learning for all students, and provides a conceptual understanding of how knowledge, dispositions, and skills related to diversity are integrated across the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations.

 
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