The School of Education at Roger Williams University is committed to helping you grow into a caring, competent educator.
You'll be exposed to the latest educational trends, developments, and theories. You'll attend classes, workshops, and seminars that examine the growing role of technology in modern education, work on original research projects that investigate the challenges facing public schools today, and visit local classrooms to observe the positive influences that a dedicated teacher can have in the life of a child.
All students benefit from faculty mentoring and a variety of support services. Classes in the School of Education average 15 students. The University provides educational and living experiences that are designed to help students place their own worlds in larger socio-cultural, economic, and environmental contexts. The result of a Roger Williams University education is a well-rounded student who is able to pursue a rewarding career and gratifying life.
Mission Statement
The Roger Williams University School of Education seeks to educate reflective leaders whose practice is grounded in a commitment to social justice, civil discourse, global citizenship, and educational excellence for all students.
Programs
Education is a distinct area of academic inquiry that takes as its subject one of our most important social institutions - and our majors explore content, curriculum, and pedagogy across a broad spectrum of disciplines. The major prepares students for a wide variety of possible career choices, not limited to traditional elementary teacher certification. Students may pursue Teacher Certification at either the elementary or secondary level, or they may select the Educational Studies track, an excellent choice for students who are interested in education as a discipline, but know from the outset that they do not want to obtain teacher certification. In either case, the education program at Roger Williams University provides a rich background in educational history, philosophy, cognitive theory, psychology, and the art and practice of teaching.
In addition to the Elementary Education course sequence, undergraduates participating in both the elementary certification track and the elementary educational studies track must also complete the University's Core Curriculum requirements, a Core Concentration from Mathematics and Sciences; Foreign Languages and Cultures; HIstory; or English Literature, and the following courses from the Feinstein College of Arts and Sciences: United States History I, United States History II, Acting I, Drawing I Fundamentals, and Basic Musicianship. Students in the Elementary Certification track earn teacher certification in grades 1-6. Secondary undergraduates enrolled the Secondary Certification program earn teacher certification in grades 9-12 in one or more of the following areas: English, History, Social Studies, Mathematics, Biology, General Science, Foreign Languages or Chemistry. Students in the Secondary Certification track must choose and complete another major in one of these content areas, but unlike the elementary education students, secondary education students are not required to complete a Core Concentration. Certification in PK-12 Dance and Middle School grades 6-8 are also offered.
Individuals holding a four-year degree and wishing to earn certification for grades 1-6 in Elementary Education may apply to the evening Master of Arts in Teaching Program (MAT). Applicants must have graduated with a 2.5 GPA. MAT candidates follow a similar course of study and must meet the same program requirements as undergraduates.
The Master of Arts in Literacy Program is a part-time graduate course of study for teachers pursuing advanced certification as a reading specialist/consultant. Applications must hold a valid, active teaching license.
School of Education Faculty
The Roger Williams University School of Education faculty is composed of experienced academics and professionals from diverse educational disciplines. Their backgrounds in elementary and secondary classrooms contribute to their rich knowledge of subject matter and contemporary approaches to teaching. Our faculty's dedication to educational theory and practice is further exemplified through its numerous conference presentations, research interests, publications and professional development.
Dean
Mieko Kamii, Ed.D.
Director of Partnerships and Field Experiences
Kim Leimer, MA
Coordinator of Field Experiences
Lee Ann Cameron
Professors
Bruce A. Marlowe, Ph.D.
Susan L. Pasquarelli, Ed.D.
Associate Professors
Alan Canestrari, Ed.D.
Rachel L. McCormack, Ed.D.
Margaret Thombs, Ph.D.
Assistant Professors
Kelly Donnell, Ph.D.
Evgenia Tsankova, Ed.D.
Ann G. Winfield, Ph.D.
Li-Ling Yang, Ph.D.
Guiding Principles for Education Curriculum Development
The scope and sequence of the teacher education program at Roger Williams University were designed to match current theories and practice in Elementary and Secondary Education. Our curriculum development is guided by both core beliefs and current state standards established for the preparation of beginning teachers. Every year our faculty evaluates and revises the curriculum based on student and faculty feedback, current trends in education, and national and state educational standards. Consequently, the professional teacher education students receive at RWU is on the cutting edge of current educational research and practice.
Three core beliefs guide the curriculum development in the Education Programs at RWU:
- A commitment to a developmental approach to the education of both students and propective teachers;
- A belief that teacher preparation programs should place emphasis on reflective thinking with regard to the performance of real teaching tasks rather than on acquiring fragments of knowledge;
- A belief that pre-service teachers learn about teaching both from discussions of theory or pedagogy and from the experience of teaching.
These core beliefs support a well-planned teacher education curriculum that (1) helps students gain the pedagogical knowledge (knowledge of instruction) and content knowledge (knowledge of the subject) needed to provide a complete educational experience for children/adolescents, (2) allows students to design instructional materials such as lesson plans and units to demonstrate teaching knowledge, and (3) gives students school-based experiences throughout their teacher education program.
The Rhode Island Professional Teaching Standards
Our teacher education program is designed to ensure that students meet the Rhode Island Professional Teaching Standards. As prospective teachers, students must demonstrate knowledge and attainment of specific standards that are desirable for a beginning teacher. Eleven standards serve as broad instructional and assessment goals for the teacher education programs. These standards are consistent with current theories and practice associated with teacher preparation and performance.
They are:
- Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the communities and world inwhich we live.
- Teachers have a deep content knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach.
- Teachers create instructional opportunities that reflect an understanding of how children learn and develop.
- Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
- Teachers create instructional opportunities to encourage all students' development of critical thinking, problem solving, performance skills, and literacy across content areas.
- Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
- Teachers work collaboratively with all school personnel, families and the broader community to create a professional learning community and environment that supports the improvement of teaching, learning and student achievement.
- Teachers use effective communicatin as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.
- Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.
- Teachers reflect on their practice and assume responsibility for their own professional development by acitvely seeking and participating in opportunities to learn and grow as professionals.
- Teachers maintain professional standards guided by legal and ethical principles.
Performance Assessment of Student Teachers
The RWU School of Education uses a Performance Assessment System to monitor and assess student progress. Requiring that students develop and maintain a Performance Assessment Portfolio is a powerful tool for measuring students' fulfillment of the Rhode Island Teacher Standards.
Throughout participation in the program, students plan, develop, and experiment with instructional materials in both the University classroom and grade 1-12 school settings and place the accompanying documentation in their Preparing to Teach Portfolio. As students proceed through coursework, they build their program portfolios, self-assess their pedagogical knowledge, and set goals aligned with the Rhode Island Teacher Standards. The evidence in this program portfolio determines if students have met "Preparing to Teach" standards and are eligible for Student Teaching.
Field experiences are required in all courses and also include a minimum of 100 hours of Practicum and one semester of Student Teaching. During Student Teaching, students also enroll in a Student Teaching Seminar.
In the State of Rhode Island, it is a requirement that all pre-service teachers pass the state licensure examination in order to apply for certification in Elementary and Secondary Education. Students typically take this licensure examination before their Practicum Field Experience, senior year.