All programs in the Department of Elementary Education and Reading are accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP is the teaching profession’s accrediting body. CAEP advances excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. Institutions that have gained CAEP accreditation have met national standards in areas such as content and pedagogical knowledge, clinical partnerships and practice, candidate quality, recruitment and selectivity, program impact on P-12 students, and provider quality, continuous improvement and capacity.
The mission of the SUNY Buffalo State educator preparation provider (EPP) is to prepare reflective facilitators of learning (initial programs) and accomplished reflective educators (advanced programs) to meet the challenge of teaching all learners in a complex, technological, global society. Teacher education faculty engage their collective expertise in teaching; scholarship and research; and service to the community, college, and profession. Faculty value and strive to cultivate a professional climate that promotes teaching excellence, intellectual vitality, and communication through collaboration across programs, among faculty, students, and the larger community.
TEU Core Values
The teacher education faculty believe that the optimal environment for teacher preparation is one in which college-based and school-based teacher educators collaborate closely on mutually identified and mutually beneficial outcomes designed to improve both the college and school settings.
The teacher education faculty both recognize and celebrate the diversity which characterizes American educational institutions; furthermore, the faculty are unequivocally committed to preparing educators whose attitudes and professional expertise advance diversity and the diversification of American democratic society.
Teacher education faculty are committed to the following fundamental premises: (1) that all students can learn; (2) that all students have a right to learn to their greatest potential; and (3) that all students are entitled to an educational environment where teaching and learning are the most valued of all activities.
Buffalo State intends to build upon its strength in teacher education and its location in the second largest city in the state to play a leadership role in addressing the issues relative to the delivery of quality education in urban settings. In support of this initiative, the college will:
• Focus on studying and assisting urban schools
• Seek to recruit students with an interest in urban education
• Develop curricula to focus on training for service in inner city settings
• Develop a capstone program in urban education open to educators across the state
• Provide continuing education and lifelong learning opportunities for teachers in the region.
The conceptual framework for all teacher preparation programs at Buffalo State articulates the EPP’s vision, ensures coherence across candidates' programs and reflects our commitment to prepare candidates to work effectively with all students including students with culturally, linguistically, and ethnically diverse backgrounds and students with disabilities.
Displayed below is a graphic representation of the conceptual model for educator preparation at Buffalo State College.
The model of the TEU Conceptual Framework graphically represents both initial and advanced level program values and outcomes. The framework, at the basic level, consists of three major components-- the Content, the Learner, and the Pedagogy (CLoP). These components are examined in conjunction with four influencing contexts: Technology use, effective Reflection, Diverse learning environments, and appropriate Dispositions in all circumstances (TRoDD). Additionally, for advanced program candidates, the context of Research is also included. These elements are interrelated and integrated to prepare teacher candidates to assume roles as reflective facilitators of learning (initial programs) through coursework and experiences in each component of the model or reflective facilitator of learning (advanced programs) who couple knowledge and skills to exemplify those qualities and dispositions that characterize effective teachers.
The Teacher Education Unit goals directly reflect elements of the conceptual framework:
Goal 1: Content - The professional educator will know the subject matter to be taught to P-12 learners.
Goal 2: Learner - The professional educator will understand P-12 learners’ socialization, growth and development; the learning process; reflection of teaching; and the establishment of a classroom climate that facilitates learning.
Goal 3: Pedagogy - The professional educator will attain an understanding of the strategies that candidates use to teach all learners.
Goal 4: Technology - The professional educator uses technology as a vehicle for learners to acquire information, practice skills, use higher order thinking skills, and participate in collaborative projects.
Goal 5: Reflection - The professional educator exhibits the ability to reflect and assess his/her own effectiveness, and to systematically make adjustments to improve and strengthen areas needing attention.
Goal 6: Dispositions - The professional educator demonstrates respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning.
Goal 7: Diversity - The professional educator is aware of and sensitive to diversity issues and to use culturally and socially responsive pedagogy.
Goal 8: Research (Advanced Programs only) – The professional educator is a lifelong learner who competently translates current educational theory and practices into P-12 achievement by exploring and integrating concepts into effective pedagogy.
When considering the three major components of the conceptual framework, the Department of elementary Education and Reading acknowledges that all learning occurs within an ever-changing context: the environment of the school, the local community, and the broader society. Instructional context encompasses such factors as the prevalence of technology within a school, as well as those issues pertaining to diversity and inclusion. The nature of Buffalo State’s EEER teacher education programs reflects our awareness of the influence of instructional context on learning. Therefore, we seek to prepare our candidates to experience a variety of teaching situations through our Professional Development Schools Consortium and a wide variety of clinically-rich practice.
The Department views teacher preparation as an evolutionary process based on program evaluation and research in teacher education; visualizing teaching as facilitating learning. Teachers take that which they understand and transform it for effective instruction through a cycle of activities involving:
Comprehension - an understanding of the purposes of education.
Transformation - the process of transforming material by interpreting it critically in light of one's own evolving understanding, by identifying alternative ways of representing it to learners, by choosing from an instructional repertoire, and by adapting and tailoring it to learner characteristics.
Instruction - organizing and managing a classroom, presenting clear explanations, assigning and reviewing work, interacting with learners through questions and probes, responding to answers and reactions, and providing praise and criticism.
Evaluation - formal testing and formative assessment to obtain information for making instructional decisions, providing feedback to learners, and determining grades.
Reflection - the process of examining the teaching and learning that has occurred by reviewing, reconstructing, re-enacting, and analyzing one's own teaching behavior and the learners' performance. For Buffalo State's conceptual framework, the term "critical reflection" will be used to emphasize the need for teacher candidates to critically examine or reflect upon their performance as reflective facilitators of learning.
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