Western Connecticut State University serves as an accessible, responsive and creative intellectual resource for the people and institutions of Connecticut. We strive to meet the educational needs of a diversified student body through instruction, scholarship and public service. Western aspires to be a public university of choice for programs of excellence in the liberal arts and the professions by providing full-time and part-time students with the necessary background to be successful in their chosen careers and to be productive members of society. It accomplishes this by emphasizing:

• A strong liberal arts foundation
• Strong skills in communication, problem solving, and critical thinking
• Opportunities for experiential, cooperative, and internships experiences
• A strong background in information technologies
• Interdisciplinary programs
• A strong sense of commitment to public service
• A personalized learning environment

Our mission as a public comprehensive University is given life through the principles and values that guide us.

Principles
· Empowering students to attain the highest standards of academic achievement, public and professional services, personal development, and ethical conduct is our fundamental responsibility.
· Facilitating learning is our primary function, and it requires that our faculty be active scholars who have a lasting interest in enhancing instruction and that our curriculum be dynamic and include advanced instructional technologies.
· Preparing students for enlightened and productive participation in a global society is our obligation and is best fulfilled by developing the best possible academic programs and learning experiences.
· Promoting a rich and diverse cultural environment that allows freedom of expression within a spirit of civility and mutual respect is our abiding commitment
· Strengthening our partnership with the people and institutions of Connecticut is a benefit to both the University and the state and endows our teaching and scholarship with a special vitality and dedication.

Values

• Quality and integrity in all that we do, and a commitment to continuous improvement.
• Respect for the dignity and rights of each member of our University community.

Senate Revised R-03-11-02
President Approval 12/17/03

The School of Professional Studies will be recognized for its unique and dynamic educational, applied research, and community service components, and will be the principle center for public sector higher education in the professional studies of teacher education, music performance, health and human services for the Western region of Connecticut. To achieve this mission, the School of Professional Studies and its academic departments with their degree and related programs will:

• Provide excellence and access to undergraduate and graduate education in teacher education, music, and health and human services that is built on a strong foundation in the liberal arts and sciences, and that values open communication, creative and critical inquiry, the expansion of performance-based experiential learning practice, and the role of technology in professional practice and teaching;
• Serve students who reflect the full diversity of the Western region of Connecticut, and who will upon graduation serve professionally as culturally competent advocates, active in the provision of high level professional services to the broad spectrum of the population in the Western region of Connecticut;
• Contribute to the quality and scope of liberal arts and sciences education at WCSU by offering courses appropriate for all students as well as through interdisciplinary, collaborative educational efforts with other units within the University;
• Contribute to the body of knowledge of the teaching, music, health and human service professions through the research and scholarly activities by the faculty, and will introduce students to research methods and practice;
• Contribute to the enrichment and leadership of professional communities, and will serve the professional and lay communities in a variety of ways including partnerships in the development of effective teaching, health and human service policies, research, community assessment and development;
• Respond to the institutional and regional community with regard to cultural life, education health and human welfare needs;
• And commit to the challenge of life long learning in response to changes in the teaching, music, health care and human service professions by offering continuing education for alumni, practicing professionals, and the lay community.

The mission of the Education and Educational Psychology (E&EP) Department is to prepare candidates for careers in teaching and counseling professions. We believe in initiating and maintaining professional relationships with the broader educational community and are committed to the continuous support and development of cooperative projects and services with area schools and community agencies. We embrace the broader mission of Western Connecticut State University to empower students to "…attain the highest standards of academic achievement…personal development, and ethical conduct". Candidates in our teacher and counselor preparation programs must achieve the following objectives:

1. demonstrate academic competence in their selected fields,
2. complete a general program of studies (in Education) in addition to a recommended content area major other than Education,
3. know the historical, social, economic, political, comparative and philosophical foundations of education or school counseling,
4. understand the variety of patterns of human growth and development
5. value and infuse cultural diversity,
6. demonstrate a proficiency in and working knowledge of the Connecticut Common Core of Teaching (with the embedded Connecticut Competency Instrument), Connecticut Common Core of Learning, Curriculum Frameworks K-12, the Connecticut Code of Professional Responsibility, and effective practices in the profession,
7. demonstrate a spirit of inquiry, the use of critical thinking skills, and the habits of the reflective practitioner, and,
8. demonstrate the ability to incorporate appropriately the use of technology in instructional practices.

Expertise in content knowledge
Teachers must possess knowledge in order to transmit knowledge and facilitate learning. Knowledge of the facts, principles and concepts that comprise the subject matter that one is preparing to teach is a necessary, though not sufficient, condition for excellence in schooling (Murray & Porter, 1996; Shulman, 1987). Candidates preparing to teach in elementary schools must be competent generalists who themselves have a high degree of competence in reading, writing, and mathematics, as well as a sound knowledge base in the natural, physical and social sciences. Candidates preparing to teach subjects at the middle and high school levels must be content area specialists; they must demonstrate both depth and breadth of understanding in the subject matter they are preparing to teach, and they must have an understanding of the modes of inquiry and epistemological frameworks of their discipline(s). School of Arts &Sciences

Diversity
Teachers and counselors in the 21st Century cannot effectively prepare P-12 students for participation in a global, multicultural society without themselves embracing attitudes and employing educational practices that value, respect and nurture the diversity found in the United States. Candidates in teacher and counselor preparation programs learn about the variety of diverse groups that comprise our nation and how to develop curriculum and teaching or counseling strategies that are maximally effective in helping these children grow and learn. Teachers must understand how disability influences development and appreciate the impact of factors such as race, ethnicity, culture, language and socioeconomic status on learning and school achievement in order to develop curriculum and choose teaching strategies that facilitate learning for all students (Haberman, 1991; Sigel, 1990). The Diversity component of the Unit's Conceptual Framework reflects the Council for Exceptional Children's (CEC) Content Standards, particularly Standards 3, 5, and 6. Standard 3 states that "special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Content Standard 5 states that "…special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world." Standard 6 states that "special educators match their communication methods to an individual's language proficiency and cultural and linguistic differences" (http://www.cec.sped.org).

Danielson (1996) emphasizes the importance of teachers' sensitivity to students' cultural backgrounds, including relevant information of cultural traditions, religious practices, patterns of interaction, and instructional practices that impact students' learning. Darling-Hammond (2000) points out that the "effects of well prepared teachers on student achievement can be stronger than the influences of student background factors such as poverty, language background, and minority status (p. 37)". We feel that this preparation must include the knowledge, skills and dispositions required of culturally competent teachers and counselors and the development of awareness of one's own beliefs about and attitudes towards different groups and an understanding of how these beliefs and attitudes impact teaching and counseling (Sue & Sue, 2001). We embrace the recommendations of Sobel, Taylor, and Anderson (2003) who suggest that schools and universities develop partnerships in resolving the issue of teachers' abilities to practice culturally relevant and differentiated instruction.

Unity
Schools of excellence have a sense of community and value team-building. A climate of collaboration and mutual support is paramount to the development of responsive, flexible P-12 educational settings that are equipped to meet the needs of all learners. Collaborative learning environments facilitate the development of teachers' own learning (Howey, 1996). The Teacher Education Programs at Western Connecticut State University encourages unity among teacher preparation candidates through the use of educational cohorts. During their senior year, candidates for certification in education are accepted in the Professional Semester in cohorts ranging in size from 15 to 25 students. These cohorts take classes together, share the same professors and are involved in similar pre-professional experiences. The common elements in their programs give candidates an opportunity to experience first-hand the benefits of being part of a collaborative community and receiving support from peers and colleagues. When evaluating the Professional Semester experience, candidates comment favorably on their cohort experience and point to the positive impact it has had on their development in the affective as well as the cognitive domain. This cohort experience is consistent with new teacher standards that include an emphasis on collegiality (Yinger, 1999).

Classroom and school leadership
Teachers have historically been expected to be leaders in their own classrooms. More recently, the school based management and instructional leadership initiatives of the past two decades have provided a vision of how the teacher's role might be broadened to include participation in building level and district level governance. We believe that preparation for classroom leadership is the one of the most important responsibilities of teacher preparation programs at the initial levels. However, we recognize that classroom teachers, through collaboration with colleagues in the school and the community, have the power to shape curriculum and influence educational policy, and we believe that it is the University's responsibility to nurture these capabilities in teacher candidates. For us, leadership comes from the ability to envision change and to communicate and work with others to solve problems and transform ideas into educational practice which they work in a variety of ways. The Unit's underlying theory of leadership is taken from the works of Burns (1978) and focuses on the constructs of transactional leadership, transformational leadership and moral leadership. Implementation of leadership theory is articulated as "instructional leadership" and presupposes that the teacher is an agent of change within schools. Candidates seeking initial certification will gain the knowledge, skills and dispositions needed to become effective classroom leaders. Advanced candidates in graduate programs will be expected to demonstrate transactional leadership skills and to identify exemplars of transformational/moral leadership behaviors. Advanced candidates should also be able to demonstrate the capacity to understand group processes and the interrelationship of leadership and school culture (Peterson & Deal, 1998)

Attitudes
The Education and Educational Psychology Department at WestConn is committed to providing its Teacher Education and Counselor Education candidates with the knowledge, skills, and dispositions that will equip them for their chosen professional careers. The acquisition of knowledge and skills does not guarantee that they will be used and applied. As Cantor (1990) puts it, "having" is not necessarily "doing." He believes that dispositions and their associated skills can be strengthened within effective teaching practices. Candidates' dispositions, therefore, are important for the implementation of their acquired knowledge and skills.

Dispositions, according to NCATE (2003), are the (1) values expressed by a person as his or her beliefs, attitudes, and feelings; (2) commitments which lead the person to action in the future and which are motivating forces for those actions; and, (3) professional ethics that exist outside the individual, representing an ethical code by which the person tries to live and perform moral duties and obligations. In essence, dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice.

Teachers' and counselors' dispositions influence their behaviors toward students, families, communities, and colleagues (National Board for Professional Teaching Standards). Those dispositions affect student learning, motivations, and development, as well as the professional growth of teachers and counselors. The E & EP Department consulted pertinent state and accrediting organizations' documents (CCCT, INTASC, NCATE, CSDE Code of Professional Responsibility, and NEA Code of Ethics) and determined that the following values, commitments and ethical principles have been established as dispositions that influence teachers' behaviors toward students, and that affect learning, motivation, and development: (1) values that express the belief that all students can learn (CCCT), that diversity and the individual's differences and cultures are valuable (NCATE), that being passionate about teaching and learning, while maintaining a student-centered centered approach, and making instructional decisions based on students' well-being are worthwhile (CCCT); (2) commitments: to create and maintain a safe, nurturing environment conducive to learning and positive social interaction (CCCT and INTASC Principle 5), to be a reflective teacher, dedicated to the role of assessment in its improvement of student achievement (CCCT and INTASC Principle 9)), to addressing a variety of students' learning styles (INTASC Principle 3), to using technology effectively in the classroom (NCATE), to maintaining national, state, and local educational standards in the classroom appropriate to grade levels and disciplines; (3) professional ethics which recognize, respect, and uphold the dignity and worth of students as individual human beings, and therefore deal justly, fairly, and considerately with students (CSDE Code of Professional Responsibility, NEA Code of Ethics).

The following dispositions influence teacher behaviors toward communities and families: (1) values: such as a willingness to establish rapport by maintaining and actively fostering trust and respect in relationships (INTASC Principle 10), to communicate effectively with all stakeholders in the teaching and learning process; (2) commitments: to assist students' caregivers in developing the skills they need to raise and protect their children (National PTA Mission Statement), and become familiar with the school and community of the student teaching placement; (3) professional ethics which maintain the confidentiality of all information pertaining to students and their families (CSDE Code of Professional Responsibility).

The following dispositions influence candidates' behaviors toward University and school personnel involved with the formative and collegial aspects of the candidates' education: (1) value collaboration with other teachers and fosters school relationships that support students' learning and well-being (INTASC Principle 10) in a team environment, which might involve an inclusive setting, reception of and acting upon constructive feedback in an accepting manner; (2) commitments: to the attributes of being a leader and a change agent; collegiality, cooperation and collaboration, and maintaining the professional responsibilities and obligations of the teaching staff of the school in which the candidate is doing his or her field experiences; (3) professional ethics: to assume responsibility and seek out opportunities for his or her professional development by continually evaluating the effects of his or her choices and actions on others (CSDE Code of Professional Responsibility and INTASC Principle 9), and maintain the confidentiality of all information concerning colleagues obtained in the proper course of the educational process (CSDE Code of Professional Responsibility). "…..one of the most important dispositions to be listed in educational goals is the disposition to go on learning" (Katz, 1993).
The Unit has selected six (6) dispositions from among those described above that it expects successful candidates for certification to demonstrate. Successful candidates will demonstrate the following values, commitments and professional ethics. Successful candidates will

1) Believe that all children can learn (Commitment)
2) Respect diversity (Value)
3) Feel passionate about teaching and committed to learning (Value and Commitment)
4) Value ethical and professional behavior (Professional Ethics)
5) Believe that teachers and counselors share responsibility for children's cognitive, social and emotional development (Professional Ethic)
6) Value families and believe in communication with them (Values and Commitment)

Technology
The early 21st Century has witnessed the transformation of the United States from an industrial society to an information society. As a result, technology is playing an increasingly important role in educational practice and is becoming an accepted way of "communicating, informing and knowing"(Norton & Wiburg, 2003, p. 4). In order to prepare students in schools to succeed in school and beyond, candidates in teacher preparation programs must be able to apply information technology to instruction. According to Jefferson and Edwards (2000), "teachers are the key to effective and efficient technology utilization" (p.140). The use of technology is consistent with constructivist thinking in that it is one way that teachers can become facilitators of learning instead of transmitters of knowledge (Shelly, Cashman, Gunter, Gunter, 2002). Technology allows the teacher to create "active, multidimensional lessons that scaffold students' learning" (Oakes & Lipton, 1999, p. 218).

Introduction
Pedagogy concerns itself with the theory and practice of teaching and learning. Teachers organize content knowledge when they develop curriculum and plan lessons, and, through the use of carefully-chosen and varied instructional strategies, they are able to facilitate learning for all students. Our understanding of how students learn and what constitutes effective instruction has grown exponentially during the past twenty-five years. The work of developmental psychologists has given us an appreciation of the capabilities of young learners (Brunner, 1968; Flavell, 1985) and the importance of social interactions and strategies such as scaffolding and modeling in instruction (Vygotsky, 1978). Learning is conceptualized as a constructivist, interactive process in which the learner interacts with aspects of the learning environment (e.g., print and nonprint materials and the teacher) in order to build increasingly complex knowledge networks (Gagne, 1985). Consistent with the Common Core of Teaching, we believe that sound pedagogy takes into account the cognitive, affective and psychomotor development of the learner. Candidates in teacher and counselor preparation programs at Western Connecticut State University acquire knowledge of pedagogy through coursework, field experiences and pratica.

Pedagogical content knowledge
Pedagogical content knowledge refers to, "The interaction of the subject matter and effective teaching strategies to help students learn the subject matter. It requires a thorough understanding of the content to teach it in multiple ways, drawing on the cultural backgrounds and prior knowledge and experiences of students" (NCATE Standards, 2003, p. 55).

Professional and Pedagogical Knowledge and Skills
The second area, professional and pedagogical knowledge and skills, is comprised of two parts. The first part, pedagogical knowledge, refers to, "The general concepts theories and research about effective teaching, regardless of content areas." (NCATE Standards, 2003, p. 55). The second part, "professional knowledge" refers to, "The historical, economic, sociological, philosophical, and psychological understandings of schooling and education. It also includes knowledge about learning, diversity, technology, professional ethics, legal and policy issues, pedagogy and the roles and responsibilities of the profession of teaching." The word "skills" in this area implies an emphasis on the development of professional level competence, which is the outcome of a successful student teaching, practicum or internship experience.

Reflective Practitioner
Dewey's view of inquiry (1998) and Schön's (1983) perspective of the reflective practitioner provide the theoretical foundation for the Unit's thinking about reflective practice. Since there is a strong belief that teachers should persist in on-going systematic inquiry in order to produce sound conclusions about their practices (Dewey, 1933), a query or problem is at the heart of reflection. Expanding upon this concept, Schön (1983) distinguishes between reflection-in and reflection-on a teaching situation. The reflective practitioner not only thinks about and responds to what is taking place (reflection-in), but also takes the time to draw upon past experiences to plan for future ones (reflection-on). Through reflective practice, teachers continually improve their professional abilities. Inquiry and reflection are included in courses throughout the program.