The mission of the Educator Preparation Program at Keene State College is the foundation for the work we do; our vision is the inspiration of what we hope to become; our shared values and beliefs address expectations for our candidates and graduates.
Mission Statement
The Educator Preparation Programs integrate the liberal arts with content-specific knowledge and professional educators’ skills, knowledge, and dispositions in alignment with state and national standards. Our collaborations with our B-12 partners create scaffolded clinical experiences that are developmentally designed so that pre-service teachers grow as professional educators who are ready to positively impact schools. We prepare future educators to think critically and creatively, engage in their communities, and pursue meaningful work in a global society.
Vision Statement
The Educator Preparation Programs’ vision is to graduate professional educators who are prepared to be advocates for children and equitable public education, possess intellectual and personal integrity, and demonstrate professional skills, knowledge, and dispositions to meet the cognitive, social, emotional, behavioral, and physical needs of all students in our ever-evolving world.
Shared Values and Beliefs
Keene State College Educator Preparation faculty, in collaboration with cooperating professionals, generated four themes to further elaborate on our shared mission and vision. These themes weave through our curriculum for beginning teachers and advanced-level professionals at both the undergraduate and graduate levels. The Keene State College Educator Preparation Program and its licensure areas strive to prepare educational professionals who:
- Explore the dynamic nature of teaching and learning
- Demonstrate professional and ethical behaviors that meet high expectations and standards
- Understand the world through multiple perspectives
- Contribute to a just, sustainable, and equitable world
Theme 1: Explore the dynamic nature of teaching and learning
The goal of educator preparation is to develop teachers who are reflective practitioners and are prepared to respond to the evolving needs of diverse learners. Teacher candidates engage in clinical experiences in Birth – grade 12 (B-12) settings that support the development of knowledge, skills, and dispositions. Development of these skills and dispositions are facilitated in many ways across all program clinical experiences and coursework. Teacher candidates develop the ability to:
- plan engaging learning experiences with evidenced-based pedagogical approaches.
- use authentic assessment strategies appropriate to the learners’ age, developmental level, and cultural context.
- critically reflect on the success of each learning experience by applying assessment data to develop a deep understanding of appropriate practices that contribute to the teaching and learning process.
Theme 2: Demonstrate professional and ethical behaviors that meet high expectations and standards
Teacher candidates meet high expectations and standards in their development of professional and ethical behaviors, reflective practices, and advocacy for the benefit of learners, their families, and the educational system. While faculty and cooperating professionals model, support, and assess professional and ethical behaviors, candidates also assess their own progress, committing to consistent, career-long dedication and growth. Development of these skills and dispositions are facilitated in many ways across all program clinical experiences and coursework. Teacher candidates develop the ability to:
- collaborate and use professional, clear communication (verbal and written) with learners, families, peers, cooperating professionals, and faculty.
- establish a clear understanding of the legal mandates and moral obligations of the profession.
- reflect critically on experiences and demonstrate personal and professional growth.
Theme 3: Understand the world through multiple perspectives
The Educator Preparation Program is committed to guiding teacher candidates to develop an understanding and respect for all people and cultures. This pluralistic perspective allows teacher candidates to participate ethically in our educational systems. Development of these skills and dispositions are facilitated in many ways across all program clinical experiences and coursework. Teacher candidates develop the ability to:
- understand multiple perspectives of diverse learning styles and abilities, personal, cultural, and economic backgrounds, historical and philosophical approaches, and the contexts where these differences intersect.
- reflect on multiple perspectives that enrich learning experiences and support the development of critical thinking toward equity and justice.
- demonstrate responsiveness to contemporary issues and the possible impacts on B-12 learners, families, and communities.
Theme 4: Contribute to a just, sustainable, and equitable world
Teacher candidates can have a significant impact on B-12 learners. Advocacy for learners, families, and communities is central to the education professional’s role. Development of these skills and dispositions are facilitated in many ways across all program clinical experiences and coursework. Teacher candidates develop the ability to:
- emphasize the importance of developing a sense of service to the community through engagement with all stakeholders.
- model respect for humanity and acknowledge individual viewpoints and experiences.
- foster inclusion, diversity, and access as global citizens to develop a sustainable and equitable world.
Educator Preparation Program Annual Goals
Each year, Keene State College completes an annual report for NH DOE. As part of the process, the Educator Preparation Programs reflect on our goals from the past academic year and set new goals for the upcoming academic year.
Below are the annual goals for AY23-24 for Keene State College’s Educator Preparation Programs:
Goal 1: Review, Refine, and Revise our Key Assessments and our Quality Assurance Systems as we prepare for our next round of accreditation data gathering.
Goal 2: Collaborate with colleagues at our USNH Educator Preparation Programs, UNH-Durham, UNH-CPS, and PSU.
Goal 3: Continue our collaborative work with the regional NH school districts and the NH DOE to develop mutually beneficial programs and support sustained, high-quality professional learning activities that benefit our students as they progress through our teacher preparation programs, our schools through professional development and partnerships, and our community.