SOE 3

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Conceptual Framework

As a nation we need a strong and vibrant public education system.  As we seek to reform our schools, we must take care to do no harm. In fact, we must take care to make our public schools once again the pride of our nation.  Our public education system is a fundamental element of our democratic society.  Our public schools have been the pathway to opportunity and a better life for generations of Americans, giving them the tools to fashion their own life and to improve the commonweal.  To the extent we strengthen them, we strengthen our democracy. … We must turn our attention to improving the schools, infusing them with the substance of genuine learning and reviving the conditions that make learning possible.

Ravitch, D. (2010). Death and life of the great American school system. New York: Basic Books.

This 2012 edition of the Piedmont College, School of Education, Conceptual Framework presents our views for preparing teachers who can help steer our schools toward the vision Ravitch offers in the quotation above.


Common Core Learning Outcomes (CCLO)

CCLOs serve as a continually evolving guide to teacher development, practice, and decision-making. For these CCLOs to guide our development as educators and become the habits of mind that drive what we do, faculty and candidates must engage them in recurring dialogue, application, and reflection.


Dispositions

In addition to the common core learning outcomes CCLOs all candidates are expected to demonstrate certain personal dispositions expected of professionals as defined by the School of Education faculty.


Georgia Code of Ethics for Educators

The Professional Standards Commission (or PSC) has adopted standards that represent the conduct generally accepted by the education profession. The code protects the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree of accountability within the education profession, and defines unethical conduct justifying disciplinary sanction.