2001-2003 Catalog - University of Arkansas at Monticello

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Arkansas-Monticello
Education
81
School of Education
LOCATION: Willard Hall
CAMPUS TELEPHONE: (870) 460-1062
FAX: (870) 460-1563
WWW: http://cotton.uamont.edu/~education/
main.htm
MAILING ADDRESS: P.O. Drawer 3608,
Monticello, AR 71656
Faculty/Mission
Professors: Dillard, Gleason, Jones,
O’Connor, and Terrell; Associate Professors:
King and Richards (Dean); Assistant Professors:
Hector, Holbrook, Lang, and C. Smith;
Instructors: M. Carpenter, Frazer.
The University of Arkansas-Monticello
School of Education is committed to the
development of high quality teacher leaders who
are caring, competent professionals dedicated to
meeting the needs of a changing, diverse society.
The UAM School of Education faculty and
teacher education students serve their communities
through active participation in academic
studies and field experiences that develop highlevel
competencies in content knowledge,
pedagogy, professionalism, and equity. The
UAM School of Education, in close partnership
and collaboration with partnering schools and
the arts and sciences, is dedicated to providing
the highest level of teacher training and
excellence in southeast Arkansas.
Title II – Higher Education Act of
1998
The University releases information on the
quality of its teacher preparation program
according to the requirements of Section 207 of
Title II of the Higher Education Act as
amended in 1998. The institutional pass rate on
Praxis I and II examinations for candidates in
the teacher preparation program at UAM is 100
percent for all program completers in the 1999-
2000 cohort.
Conceptual Framework
The Conceptual Framework of the School
of Education is organized around four strands
which promote the following in teacher
candidates: acquisition of a knowledge base;
development of pedagogical skills; demonstration
of equity and social justice; and attainment
of professionalism. Because programs within
the School of Education target P-12 student
achievement and learning as its critical mission,
the academic needs of the learner are placed at
the core of the four strands of the Conceptual
Framework. Each strand represents an essential
component of the teacher education program
that is further refined through the identification
of indicators of competence within each strand.
Realizing that the acquisition of skills to
become an exemplary teacher are developmental
and cumulative, the School of Education faculty
have identified three stages through which