Monmouth College was founded as an institution of higher education dedicated to serving the needs of its neighboring pioneer society. Preparing young people to return to their communities to serve has been a deep-seated tradition of the College.

The present-day mission and purposes statement continues clearly to reflect this historic value. The preparation of teachers has been a significant part of this heritage and remains so today. Aspiring to become a teacher is considered to be an honorable and respected pursuit, and approximately one-third of the students enrolled participate in teacher preparation programs. These programs are strong, and Monmouth teacher candidates are highly sought by school systems; the tradition continues. 

Teacher Education Program Conceptual Framework

The Monmouth College Teacher Education Program is committed to carrying out the mission of the college emphasizing the discovery of connections, exploration of multiple perspectives, and an appreciation of the creative tension that exists among the principles of democracy, pluralism, equality, and freedom. In addition to the college mission, the Teacher Education Subcommittee and all concerned stakeholders have developed and are committed to a more specific mission. 

The mission of the Monmouth College Teacher Education Program is to ensure that candidates will cultivate the academic and pedagogic expertise they need to integrate their learning into conceptually rich, interdisciplinary, and meaningful curriculum and instruction to promote community partnerships and the educational success and well-being of all students.

Expertise

Goal 1:           The candidate constructs knowledge and is able to transfer knowledge into student learning.

To accomplish this goal, the candidate will:

1a. demonstrate a depth of content knowledge in at least one discipline.

1b. effectively communicate content knowledge resulting in student learning.

1c. effectively communicate using both literacy and technology.

Integration

Goal 2:           The candidate is exposed to and makes use of a multidimensional, complex, and interrelated education.

To accomplish this goal, the candidate will:

2a. analyze and assess the learning environment to develop integrated instructional strategies for optimal student learning.

2b. identify connections between disciplines; design, implement, and justify learning strategies that highlight these connections.

2c. implement instructional strategies that increase literacy and foster learning across the curriculum.

2d. investigate, evaluate, and incorporate into practice multiple perspectives of the educational culture.

Responsiveness

Goal 3:         The candidate applies a variety of strategies to meet the needs of all learners.

To accomplish this goal, the candidate will:

3a. assess learner performance using multiple indicators and make modifications based on analysis of the data obtained.

3b. Identify, design, implement, and justify differentiated instructional strategies to meet the educational needs of all learners.

3c. create and incorporate motivational techniques that engage and are relevant to all learners.

3d. reflect upon educational practices on an ongoing basis and modify them as needed.

3e. experience and interact in multidimensional educational settings in order to enrich a personal educational frame of reference.

 Empowerment

Goal 4:           The candidate is exposed to and educated in cultural, racial, political and ethnic biases that enable him/her to transform learning through teaching and encouraging others to enrich, enliven, and expand their opportunities. 

To accomplish this goal the candidate will:

4a. demonstrate an awareness of the relationship between cultural, racial, political, and ethnic populations and education.

4b. examine multiple educational settings, past and present, and the relationship of their structures to student achievement.

4c. explore and evaluate self and societal biases toward promoting professional growth and the delivery of transformative pedagogy.

4d. identify the tenets of critical pedagogy in relationship to education and professional growth.

4e. identify, design, implement, and justify strategies to interact with diverse cultural, racial, political, and ethnic populations.

Community

Goal 5:           The candidate builds a sense of communal belonging by engaging in the collaborative and interdependent aspects of teaching and learning.

To accomplish this goal, the candidate will:

5a. demonstrate an awareness of the dynamics of learning communities and patterns of classroom interactions.

5b. identify and access community networks of particular learning environments that contribute to connections across interrelationships.

5c. demonstrate the ability to cultivate and use individual student strengths.

5d. develop and implement a variety of classroom strategies that promote collective and collaborative learning communities.

5e. establish and participate in collaborative relationships with members of various constituencies involved in teaching and learning.

5f. participate in service activities related to education.