2003-2005 Catalog - University of Arkansas at Monticello

school ofEDUCATIONLOCATION: Willard HallCAMPUS TELEPHONE: (870) 460-1062 /FAX: (870) 460-1563WWW: http://cotton.uamont.edu/~education/main.htmMAILING ADDRESS: P.O. Drawer 3608, Monticello, AR 71656Faculty/MissionProfessors Dillard, Jones, O’Connor, and Terrell; Associate Professors King, Lang,and Richards (Dean); Assistant Professors Hector and C. Smith; Instructors Brackin, Frazer,Garner, and Samons.The University of Arkansas-Monticello School of Education is committed to thedevelopment of high quality teacher leaders who are caring, competent professionalsdedicated to meeting the needs of a changing, diverse society. The UAM School ofEducation faculty and teacher education students serve their communities through activeparticipation in academic studies and field experiences that develop high-level competenciesin content knowledge, pedagogy, professionalism, and equity. The UAM School ofEducation, in close partnership and collaboration with partnering schools and the arts andsciences, is dedicated to providing the highest level of teacher training and excellence insoutheast Arkansas.Title II - Higher Education Act of 1998The University releases information on the quality of its teacher preparation programaccording to the requirements of Section 207 of Title II of the Higher Education Act asamended in 1998. The institutional pass rate on Praxis I and II examinations for candidatesin the teacher preparation program at UAM was 100% for all program completers in the2000-2001 cohort.Conceptual FrameworkThe Conceptual Framework of the School of Education is organized around fourstrands which promote the following in teacher candidates: acquisition of a knowledgebase; development of pedagogical skills; demonstration of equity and social justice; andattainment of professionalism. Because programs within the School of Education targetP-12 student achievement and learning as its critical mission, the academic needs of thelearner are placed at the core of the four strands of the Conceptual Framework. Eachstrand represents an essential component of the teacher education program that is furtherrefined through the identification of indicators of competence within each strand. Realizingthat the acquisition of skills to become an exemplary teacher are developmental andcumulative, the School of Education faculty have identified three stages through whichcandidates progress—Stage One, which is the pre-admission stage of teacher candidacy;Stage Two, during which teacher candidates are admitted to the teacher preparationprogram; and Stage Three, the internship phase of teacher preparation.Education103