"Conceptual Framework for Teacher Education"
 

Mission Statement for Teacher Education

The University of Maine at Farmington has a long and respected history as an institution which prepares students for the teaching profession.  Building on that history, our primary mission is to promote the development of caring teachers, competent educators and confident professionals who are grounded in the liberal arts.  As educational leaders of the 21^st century, our graduates are advocates of lifelong learning and ready to meet the challenges of the future, both as individuals and responsible members of their communities.                

CEHR's Guiding Principles and Beliefs

Our candidates will become the educational leaders of the 21^st century.  Our mission is to create caring teachers, competent educators, and confident professionals.  The following principles and beliefs guide teacher education at UMF and reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work. 

The Individual as a Person

·     Education is concerned with the development of the whole person – intellectually, morally, emotionally, socially, and physically.

·     Each individual deserves support, experiences, and environments which maximize his or her potential.

·     Education involves learning to value one’s own potential, contributions and work, as well as the potential, contributions, and work of others.

·      Learning is a lifelong endeavor.

The Person in the World

·     Working and living successfully with others requires the exercise of democratic principles and practices, which include caring and nurturing.

·     Educated citizens are the foundation for a free society, for social harmony, and for a world fit for living and for life.

·     Teachers working in a diverse society have a moral and ethical responsibility to be knowledgeable about diversity and to support the learning of all students.

The World of Teaching

·      Education is a valued profession.

·      Teaching practices should be research-based.

·     Integration of theory and practice supports thinking and learning by allowing for the construction of meaning by each individual.

·     Teaching and learning improve in a collegial environment.

·     It is essential to model the practices we teach.

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