The Philosophy of the Daemen College Teacher/ Leadership Quality Partnership (T/LQP) project is to engage college faculty, in-service educators and teacher candidates in a paradigm for life-long learning. The learning community established and maintained by the Daemen College Teacher/ Leadership Quality Partnership (T/LQP) project is committed to both master teacher educator and professional teaching and learning standards.1 We believe that an active discourse based on meeting standards, such as the peer review process promoted by the New York State Academy for Teaching and Learning (NYSATL), can be utilized to increase pedagogical content knowledge and can in turn improve P-12 student achievement. Established protocols ensure discourse is grounded in our four program principles of:
2. Teaching and Learning
3. Data Strategies: Assessment
We further believe that both support and opportunities to learn must be provided to all community members so they apply newly developed knowledge, skills, and dispositions to practical educational settings. Within the learning community, reflection upon the principles of our program inspires personal and collective growth. Our learning community exists within the Daemen College learning community and its wider constituencies, where resources, technology, support services, information, and due process rights empower faculty, in-service teachers, and teacher candidates.2
• Equity. Excellence in education requires equity - high expectations and strong support for all students. Equity requires accommodating differences so all students can gain access to worthwhile learning opportunities.
• Teaching and Learning. Effective teaching and learning requires teachers to have an understanding of what students know and then challenging and supporting them to actively build new knowledge from experience and prior knowledge. Effective teaching requires the teacher to be a learner – continually seeking improvement by developing pedagogical content knowledge. Effective teaching requires a challenging and supporting classroom learning environment that promotes learning for understanding.
• Assessment. Assessment should support the learning of important knowledge, skills, and dispositions and furnish useful information to both teachers and students. Assessment should enhance students’ learning and is a valuable tool for making instructional decisions.
• Technology. Technology is essential in teaching and learning; it influences the content that is being taught and enhances students’ learning. Technology can enhance learning and support effective teaching.
1The faculty has adopted the Standards for Teacher Educators and has committed to an adapted version of the National Board for Professional Teaching Standards as guiding standards for the Education Department of Daemen College.
2The above philosophy is derived from Section 4-2.5 Standards for Regents Accreditation of teacher education programs/Standards of quality