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Initial Teacher Preparation Programs—Beliefs

   The conceptual framework for initial teacher preparation programs is summarized in our theme statement, "caring professional educators for a diverse and democratic society." We want our teacher candidates to be caring individuals who are committed to all students' learning within supportive learning communities. We want them to be student-focused and persistent in pursuing high developmentally appropriate expectations for all students. In addition, we want our candidates to be knowledgeable regarding content and pedagogy, including developing technologies.

   We also believe that our candidates must be reflective in their practice, taking into account a wide variety of factors in planning, implementing, assessing and modifying teaching. They must also demonstrate professional dispositions and effective communication skills. Finally, we want our candidates to celebrate diversity in schools and communities, to plan instruction to reflect a diverse society, and to work effectively with diverse students, parents and community members. We believe that our candidates must also prepare their own students for active participation in democracy by nurturing critical thinking, creative thinking, and problem solving within communities.

   In our conceptual framework we delineate the proficiencies we expect candidates to demonstrate as they progress through our teacher preparation programs. Mirroring the INTASC Standards (1992), our standards include subject matter knowledge, professional studies and research, student individual differences, planning for instruction, instructional delivery, management of the learning environment, family, school, community relationships and resources, professional characteristics and interpersonal skills. To address state licensure requirements, we have also incorporated Entry Level Standards for Michigan Teachers .

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