Conceptual Framework for BYU Educator Preparation Programs: Shared Vision and Mission

Please visit the complete Conceptual Framework for more information.

BYU and the McKay School of Education have both considered a blend of academic excellence and moral/ethical character development to be at the center of educating students at the university in general and the teacher preparation program in specific. The university aims in concert with the educator preparation aims provide the foundation for all coursework, field experiences, and culminating activities.

 

A BYU education is designed to develop a student with:

• Spiritual strength
• Intellectual capacity
• Noble character
• Lifelong learning and service

 

MSE’s Educational Preparation Program (EPP) Aims:

Understand and apply the Moral Dimensions of Teaching that are:

STEWARDSHIP
BYU believes that education professionals have a moral obligation to be a responsible steward for the well being of students, their families, and communities (Goodlad, 1990). They learn to assume responsibility for the organization and instructional climate of the settings in which they serve and teach, continually striving to improve.

ACCESS TO KNOWLEDGE
There is a moral obligation to provide all students with access to high quality learning by providing conditions and environments that enable them to learn and progress to their highest potential.

NURTURING PEDAGOGY
Education professionals have a moral obligation to commit themselves to the intellectual, social, and emotional growth of all students with an understanding and sensitivity to student’s needs while creating a learning environment that genuinely supports and cultivates their growth and development.

ENCULTURATION FOR DEMOCRACY
The skills and knowledge gained through public education should develop a democratic character that embraces the responsibilities of citizenship, and deploys learning and knowledge in the service of others.  It also includes possessing critical thinking skills, modeling civility, communicating respectfully, and incorporating problem-solving skills.

Additional Aims:

ACADEMIC EXCELLENCE
Fully understanding the content that one teaches and practices and committed to ongoing professional development.

SOCIAL COMPETENCE
Education professionals must be committed to communicating effectively and modeling proper behavior to students.  They must be committed to teaching students from diverse backgrounds and students with disabilities with sensitivity and awareness.

MEANINGFUL COLLABORATION
Education professionals welcome the support, collaboration, and assistance provided by an array of talented professional colleagues in serving, instruction, and relating to students and their families.

The philosophy and leadership of John Goodlad who started the National Network for Educational Renewal guide the aims in MSE.

“What makes teaching a moral endeavor is that it is, quite centrally, human action undertaken in regard to other human beings.  Thus, matters of what is fair, right, just, and virtuous are always present” (Fenstemacher, 1990, p. 133).

 

The BYU EPP endeavors to apply the following and instill them within all candidates for graduation:

• Respect for all others.  We oppose prejudice and any form of derisions of others.
• Emphasis on understanding differences between individuals and groups, with accompanying adaptation of intervention and assessment methods.
• High quality instruction accompanied by high expectations.
• Inclusion of stakeholder in decision-making.
• Attention to outcomes, using data to prompt ongoing development.

Educational Policies and Standards

The McKay School of Education is committed to:

• Partnership and Collaboration, with school districts, and within the university.
• Diversity, with students and faculty, and promoting a nurturing pedagogy.
• Technology, with administration of the school, teaching technology, and tracking the progress of students. 

 

Tripartite Council is a partnership between:
Arts & Sciences College and Departments
The David O. McKay School of Education
Partnership Districts

Tripartite Councils:
UCOTE-University Council on Teacher Education
SEPAC- Secondary Education Partnership Advisory Committee
SPEDPAC-Special Education Partnership Advisory Committee
EEPAC-Early Childhood and Elementary Partnership Advisory Committee
Student Advisory Council

All licensure programs are aligned with the Utah State Board of Education Standards, the Brigham Young University Aims, and the professional entry-level teacher standards developed by the Interstate New Teacher Assessment and Support Consortium (INTASC).