Education

Division Mission Statement

The Division of Education is committed to creating a collaborative culture that frames the development of teacher candidates' knowledge, skills, and dispositions through intentional, dynamic, integrated, and diverse teaching and learning experiences that support personalized, professional growth to positively impact learners. 

Division of Vision Statement 

To be a leader in educator preparation through transformative, relevant programming, learner-centered pedagogy, and partnerships that enable unique opportunities for quality experiences supportive to learning and leadership

Division Goals

• Demonstrate content knowledge in the academic discipline;
• Demonstrate the ability to communicate effectively using a variety of verbal, non-verbal, and media communication techniques;
• Demonstrate the ability to develop effective professional relationships and seek out opportunities for participation in professional growth

Teacher Education Program Goals (B.S.Ed., Minor, and M.A.T.)

The primary goals of Teacher Education are, 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.
• Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to meet high standards.
• 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.
• Understands the central concepts, tools of inquiry and structures of the discipline he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
• 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.
• 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.
• 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.
• 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.
• 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, and adapts practice to meet the needs of each learner.
• Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals and community members.

Some professional courses provide field-based experiences under the dual supervision of the responsible university faculty and selected competent and qualified cooperating public school teachers. Clinical field-based experiences are an integral part of the professional education program, designed to help students understand the relationship between classroom theory and application. Students progressing in the Teacher Education program are evaluated periodically on their electronic portfolio entries. Teacher candidates begin to develop an electronic portfolio in EDUC 272- Educational Technology. Throughout the Teacher Education program, students identify and store artifacts in their portfolios that demonstrate the ability to meet the ten InTASC standards for teacher candidates. Regular faculty and peer reviews of electronic portfolios support the teacher candidate’s ability to critically reflect on their learning experiences.

Student teaching is the capstone of the professional education program. Reflective practice seminars are required components of the student teaching experience. University Supervisors support Teacher Education candidates throughout the student-teaching experience through a research-based supervisory observation process. Near the conclusion of the student teaching experience, teacher candidates will have two faculty members assigned to evaluate their electronic portfolios and to present them via an online platform to faculty reviewers, peers, and community members. The portfolio presentation provides teacher candidates with an opportunity to demonstrate their professional growth and achievements throughout the Teacher Education program, while also showcasing their ability to apply the content, pedagogical, and professional knowledge, skills, and dispositions expected of Mayville State University graduates. This includes demonstrating readiness to help all students learn, including students with exceptionalities and those from diverse ethnic, racial, gender, language, and socio-economic backgrounds.

Early Childhood Program Goals (B.A., A.A., and Minor)

The primary goals of the Early Childhood Programs are:

• To provide early childhood settings with trained professionals.To meet the needs of non-traditional students who would like to pursue a college education while continuing to work in the field.
• To allow students the opportunity to earn college credits for life experience.
• To provide students with specialty areas that will meet their individual interests and needs.
• To give students opportunities to participate directly with childcare programs, preschool programs, Head Start, early childhood special education programs, cooperatives, social services, public health, and other collaborative entities across multiple disciplines.

Library Media and Information Science Goals (Minor)

The primary goals of the library program are to provide students with:

• Knowledge to anticipate changing needs in libraries as well as flexibility to respond to those changes;
• Critical-thinking and decision-making skills needed to apply concepts of librarianship;
• Communication skills to work with library patrons and strategic constituents;
• Technical skills necessary for utilizing technology; and
• Networking skills to expedite cooperation between libraries.

Graduate Program Goals (M.A.T and M.Ed.)

Mayville State University offers graduate-level programs through the Division of Education designed to support practicing and aspiring educators in advancing their professional knowledge, skills, and leadership.

All graduate programs in Education share the following Student Learning Outcomes:

• Learner & Learning: Students understand diversity in learning and developmental processes and create supportive and safe learning environments for students to thrive.
• Content: Students understand subject matter deeply and flexibly so they can advance their students' learning, address misconceptions, and apply ideas to everyday life.
• Instructional Practice: Students will plan instruction, utilize effective instructional strategies and technologies, and continuously asses students for mastery and decision-making purposes.
• Professional Responsibility: Students will take responsibility for student learning, collaborative relationships, their own professional growth, and the advancement of the profession.