CF+Adaptable

 The unit develops educators who are able to teach in an increasingly diverse technological and global society. This means that our unit balances what is with what will be in our curriculum and instruction. Teacher candidates in our unit learn the tenets of multicultural education, culturally responsive teaching, and second language acquisition. Diversity is a thread that runs through each program as well as the university’s curriculum and co-curriculum. Further, in meeting the recommendations of the Maryland// Redesign //, teacher candidates have experiences with children and youth from multicultural settings and internship placements that allow //intensive involvement with children from diverse backgrounds as well as opportunities to interact with parents and the broader community // (p. 3). The Maryland Teacher Technology Standards (MTTS) require teachers to design, implement and assess learning experiences that incorporate the use of technology in curriculum-related instructional activities to support understanding, inquiry, problem-solving, communication or collaboration. Further, the MTTS emphasize the importance of teacher awareness that technological resources are not evenly distributed in our society. The standards require teachers to understand the many types of inequalities subsumed by the term “Digital Divide” and to develop classroom practices that facilitate equality for all students. Teacher candidates are instructed long before they reach their internships to integrate technological practices into their lesson planning, to differentiate instruction using technology tools, and to facilitate the special needs of children with assistive and/or adaptive technologies and strategies.  Technological advances have facilitated international communication. Globalization requires U.S.citizenry to expand its view of the world and to recognize the interdependence of all peoples of the world. A teacher with global awareness can discuss global issues (e.g., environment, terrorism, disease control) from more than one perspective, confront stereotypes and resist simplification of other cultures and global issues. S/he teaches about the relationship of power and injustice, provides cross-cultural experiential learning, and promotes social and cultural understanding (Merryfield, 1998, 2002). Undergraduate teacher candidates choose one of the capstone courses in non-Western studies. The exploration of some element of a non-Western culture allows students to see the world as it appears to those outside the experiences and assumptions of the West and to examine critically the assumptions of their own culture (//2006-2008 Undergraduate Catalog //, p. 32). Teacher candidates in all programs examine international trends that affect preK-12 learners (e.g., International Baccalaureate Organization program) and schools [e.g., Trends in International Mathematics and Science Study (TIMSS)]. The unit emphasizes the importance of lifelong learning in order to facilitate change now and in the future. Teacher candidates, upon completion of MSMU teacher education programs, are proficient, reflective, ethical, leading, and adaptive professionals who are prepared for the classrooms of today and for the changes that will arise in the classrooms of tomorrow.
 * Teacher as Adaptive Professional **