The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Georgia Regents University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners.
This mission and vision requires a partnership between the professional education unit including the College of Education, the College of Arts and Sciences, the local community educational system, community agencies, and the Partner School Network.
Conceptual Framework: Mission
Our mission is to educate prospective school professionals to be knowledgeable, highly effective, and ethical practitioners.
Conceptual Framework: Vision
Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens.
Disposition: To think critically about the process of teaching, learning and assessment.
Competencies: Candidates who are prepared will:
P1 - demonstrate strong content and pedagogical preparation in their respective subject area or professional field.
P2 - use self assessment and analysis as a basis for collaboration with colleagues, continuing professional development and lifelong learning.
P3- possess an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) or professional field of study and create learning experiences that enable all students to learn.
P4- demonstrate an understanding about how students learn and develop (intellectually, socially, and individually) and provide developmentally appropriate curricula, learning opportunities and support.
P5- demonstrate knowledge about how to use information and technology effectively to foster active inquiry, collaboration, and supportive interaction in educational settings.
Dispositions: To be creative, challenging, and flexible in teaching/professional practices.
Competencies: Candidates who are able will:
A1 - understand, use and support a variety of instructional strategies to encourage critical and creative thinking, problem solving, and achievement.
A2- create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners.
A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the community, and curriculum goals.
A4- understand and use authentic assessment to evaluate and ensure the continuous development of the learner.
A5- organize, allocate and manage resources to support learning.
Disposition: To act in a fair manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers, and others.
Competencies: Candidates who are responsive will:
R1- respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so.
R2- translate knowledge into creating and supporting meaningful experiences for diverse learners.
R3- accept responsibility for teaching and working in authentic settings with diverse populations of learners.
R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner.
R5 - reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community).
R6- foster professional relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students.