University of Michigan-Flint

430 David M. French Hall
(810) 762-3260
Fax: (810) 762-3102
http://www.umflint.edu/education

Unit Head:  Mary Jo Finney, Dean of the School of Education and Human Services

NCATE Coordinator:  Sapna Vyas

Director of Educational Field Experiences:  Barb Walton

Coordinator of Academic Advising:  Cheryl Godmar

Credentials Analyst:  Debra Seyerle

Graduate Programs Advisor:  Rachel Biocchi

Post-Baccalaureate Program Advisor:  Sandra Sepulvedo

Secondary Teacher Certification Program Advisors:

     Biology:  S. Mayrberger

     Earth Science:  R. Repic

     English:  K. Hiramatsu, S, Knight, A. Toebosch

     French (see Foreign Languages):  I. Hakam, Guluma Gemeda

     History:  G. Havrilcsak

     Mathematics:  K. Hansen, M. Simkani

     Music (K-12):  L. Alexander

     Physics:  A. Grafe (CSEP)

     Social Studies (offered as major only):  T. Robertson (History)

     Spanish (see Foreign Languages):  J. Lawand, Guluma Gemeda

     Speech (see Theatre):  C. Gillespie (THE), J. Haley (THE)

     Visual Arts (K-12) (see Communication and Visual Arts):  F. Wagonlander (ART), C. Waters (ART)

Unit Council:  Mary Jo Finney, Dean of the School of Education and Human Services; D.J. Trela, Dean of the College of Arts and Sciences; Sapna Vyas, NCATE Coordinator; Robert Barnett, Associate Dean of the College of Arts and Sciences; Matt Wyneken, Interim Chair of the Education Department; Roy Barnes, Assistant Dean of the College of Arts and Sciences; Gerard Voland, Provost.

Professional Education Faculty:  The faculty is comprised of those individuals from the Education Department and the College of Arts and Sciences who teach one or more courses in education, provide services to teacher candidates such as advising, supervise clinical experiences, or administer some portion of the unit.

The Professional Education Unit is responsible for teacher education at the University of Michigan-Flint.  Its program offerings are designed to assist prospective elementary and secondary teachers in acquiring the content knowledge, pedagogical skills, and professional dispositions necessary for excellence in teaching and to meet requirements for Michigan teacher certification. Requirements for elementary and secondary teaching listed in this section of the catalog are cross-referenced in the School of Education and Human Services elementary education section and the College of Arts and Sciences secondary Teacher Certification Programs (TCP). Graduate degree programs in education are listed in the Graduate Programs section of this catalog. 

All programs currently offered by the Professional Education Unit are approved by the Michigan Department of Education, Office of Professional Preparation Services, P.O. Box 30008, Lansing, MI 48909, (517) 373-3310. The Unit is in the process of seeking initial accreditation from the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Ave NW, Suite 500, Washington, DC 20036 , Telephone: (202) 466-7496, Fax: (202) 296-6620. 

In order to maintain state approval and in seeking national accreditation, the Professional Education Unit makes mandated changes to its curriculum, as required by the state of Michigan and as necessary for ensuring excellence in teacher preparation.  Students should consult the Professional Education Unit website or their advisors for the most current information about program requirements.  In addition, students are expected to check their university e-mail accounts frequently for special announcements such as orientation meetings, changes in course scheduling, and other notification occurring after publication of this catalog.

 Unit Mission 

The mission of the Education Unit emerges from the collective work of the School of Education and Human Services Education Department and the College of Arts and Sciences in preparing teacher candidates.  The missions of the individual academic units are as follows: 

College of Arts and Sciences Mission Statement

…to create and sustain a community of lifelong learners in an environment that emphasizes literacy, critical thinking, and humanistic and scientific inquiry.

School of Education and Human Services Education Department Mission Statement

…to prepare teachers and educational personnel who: understand and value the disciplines they teach; comprehend psychological principles and the variations of human development, behavior, and potential that facilitate student learning; recognize that historical, sociological, political, and philosophical factors promote equal educational opportunity; possess the pedagogical-content knowledge necessary to make appropriate instructional decisions that promote reflective thinking, problem solving, and critical inquiry; discern the ethical obligations of professional educators; and can demonstrate their ability to use their knowledge of the academic disciplines, psychology, social foundations, pedagogical-content strategies, and ethics in working with children.

Building upon the foundation of the university mission and those of the two academic units that comprise the Education Unit, our vision is to prepare teachers who, as active agents, are committed to shaping classrooms, schools, and communities that reflect the ideals of a democratic society. 

Education Unit Mission Statement

… to guide and support the growth and development of our teacher candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society. 

In carrying out the mission of the Education Unit, our guiding principles are as follows:

Unit Philosophy and Goals

We believe that teacher candidates’ learning both at the university and within Pre K-12 classrooms is critical to their development of professional dispositions, knowledge and skills that are especially salient to becoming effective educators. Education Unit faculty and teacher candidates across disciplines and fields are expected to model pedagogical practices that are grounded in respect for basic human rights, principles of equal worth and opportunity for all individuals, and a sense of shared responsibility that is consistent with democratic ideals. 

In order to develop learning communities that foster the growth of competent individuals, we strive to instill our teacher candidates with an ethic of caring (Noddings, 1988).  We realize that this kind of caring must be nurtured and exists as a foundation to foster a sense of student-centeredness in the classroom. Our teacher candidates will make instructional decisions that reflect a belief in and commitment to the potential of all learners. They will employ effective teaching strategies and create environments that encourage students’ development of critical thinking, problem solving, and performance skills so they can be academically successful. A democratic society necessitates that teachers “acknowledge everyone’s inalienable capacity to be an inventor, dreamer, and theorist – to count in the larger scheme of things” (Meier, 2002, p. xii).  Therefore, we teach toward the goal of preparing our teacher candidates to become respectful and socially responsible professionals not only in their classrooms and schools, but also in the local, national, and global communities they and their students share. 

We support our candidates as they work to become the type of teacher we describe.  In support of these goals, we identify multiple knowledge bases, specifically learning and development in context, recognizing and embracing diversity, disciplinary knowledge, learning in the context of disciplines, and teaching as reflective practice.  Our beliefs suggest the dispositions that we hold as central to effective teaching.  We seek to develop teacher candidates who have the ability to bring these knowledge bases and dispositions to bear in their teaching practices.