School of Education
Dr. Colleen Swain, Director
Programs described in this section lead to teacher certification in accordance with the standards of the State Board for Educator Certification. Professional Educator Programs are guided by acts of the Texas Legislature, policies of the State Board for Educator Certification, policies of the Educator Certification and Standards Division of the Texas Education Agency (TEA), and policies of the Texas Higher Education Coordinating Board and are subject to change. Please consult an advisor in the School of Education advising office to ascertain the latest policies and programs.
Through course work in the School of Education, students may obtain the Bachelor of Science degree with a major in Interdisciplinary Studies. All educator preparation programs offered through the School of Education reflect a commitment to collaboration with TEA-accredited schools in the region. Programs are designed to provide a mediated induction to the teaching profession through clinical experiences in local public school settings.
The School of Education also offers master’s level degrees designed for teachers of all levels wanting to update their instructional skills or seeking additional certification. (See the graduate section of this catalog for information concerning the master’s degrees in Curriculum and Instruction, Reading, and Special Education.)
The goals of the School of Education at The University of Texas at Tyler are consistent with the Interstate New Teacher Assessment and Support Consortium (InTASC) principles to provide every preservice teacher with the opportunity to demonstrate evidence of his or her growth in the following areas:
- Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learner Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environment: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
- Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
- Technology: The teacher is able to create, implement, and evaluate technology to enhance teaching, student learning, and other obligations (e.g. reports, grades, tests, etc.) required of teachers.