The conceptual framework, the foundation of the teacher education program, is rooted in Freed-Hardeman University's history beginning in 1869. For the past one hundred and thirty years the assumed measure of quality teacher preparation has been determined by the teaching performance of the program's graduates.
Teachers produced by the School of Education are products of the entire institution, not just of the teacher education program. As a result, teacher education must: a) consider the elements that compose the American education system (i.e., children, schools, culture, diversity, values), b) proceed through broad general education, strong disciplinary and professional preparation, provide systematic inquiry, and c) emphasize the experience component.
1. Reflective Educators Seeking to Serve know the academic content of their discipline.
2. Reflective Educators Seeking To Serve find opportunities to serve using Jesus Christ as a model.
3. Reflective Educators Seeking To Serve continually reflect on and evaluate their choices and actions.
4. Reflective Educators Seeking To Serve create instructional opportunities that are adapted to diverse learners.
5. Reflective Educators Seeking To Serve understand and use a variety of instructional strategies that recognize and addresses variation in learning styles.
6. Reflective Educators Seeking To Serve create a learning community in which students assume responsibilities for themselves and one another.
7. Reflective Educators Seeking To Serve know and use effective verbal, nonverbal, and media communication techniques.
8. Reflective Educators Seeking To Serve use technology as a tool to enhance student learning.
9. Reflective Educators Seeking To Serve know their respective codes of professional ethics.