Creating Exemplary Educators: Reflective Decision-Makers
The mission of the Peru State College School of Education is to develop exemplary
professionals dedicated to excellence in teaching and learning in the state of Nebraska
and beyond. A strong emphasis is placed on a commitment to a culture of evidence that
embeds, creates, and informs relevant coursework in content and pedagogy with diverse
field experiences and mutually beneficial P-12 school and community partnerships to
support the continual growth of Teacher Candidates. Faculty provide support for Teacher
Candidates as they develop and nurture personal teaching identities based on their
knowledge, skills, and dispositions, and use these to become reflective practitioners,
wise decision- makers, and teacher leaders who promote student achievement.
Initial Level Conceptual Framework
Professional Standards that Support the Conceptual Framework
InTASC Standards Alignment to the Conceptual Framework (Initial Level Programs)
Interstate Teacher Assessment and Support Consortium (InTASC)
Council for the Accreditation of Educator Preparation (CAEP) Standards
Creating Exemplary Educators: Teacher Leaders
Mission StatementThe Peru State College undergraduate conceptual framework focuses on three broad themes of professional development: grounding in foundational knowledge, a professional disposition appropriate for teaching, and a strong professional awareness. The heart of our undergraduate framework presents the teacher as a reflective decision-maker. The School of Education believes that if the undergraduate conceptual framework is to be optimally valued, then it is a strong foundation for our graduate program. Our graduate program enhances and extends reflective decision-making to evolve into a framework for reflective change. It is our desire that the Masters degree candidates become master teachers who can effect positive change in their classrooms, schools, and communities.
Our mission in the graduate program focuses on building upon the strengths and expertise of experienced teachers. The reflective change agent framework is intended to extend the teachers’ skills and competencies in order to improve the performance of the students they teach. Graduate students will develop greater technological and pedagogical competencies. Graduate students will be exposed to the reflective thinking processes necessary to be competent facilitators of change in an ever-changing social and cultural milieu.
Advanced Level Program Conceptual Framework