School of Education

Dr. Kathryn Morrison, Director

Programs described in this section lead to teaching certification in accordance with the standards of the State Board for Educator Certification. Professional Educator Programs are guided by acts of the Texas Legislature, policies of the State Board for Educator Certification, policies of the Educator Certification and Standards Division of the Texas Education Agency (TEA), and policies of the Texas Higher Education Coordinating Board and are subject to change. Please consult an advisor in the School of Education advising office to ascertain the latest policies and programs.

Through course work in the School of Education, students may obtain the Bachelor of Science degree with a major in interdisciplinary studies. All educator preparation programs offered through the School of Education reflect a commitment to collaboration with TEA-accredited schools in the region. Programs are designed to provide a mediated induction to the teaching profession through field-basing of professional education course work in a number of professional education school sites.

The School of Education also offers master's level degrees designed for teachers of all levels wanting to update their instructional skills or seeking additional certification. (See the graduate section of this catalog for information concerning the master's degrees in Curriculum and Instruction, Early Childhood, Reading, and Special Education.)

The goals of the School of Education at The University of Texas at Tyler are consistent with the Interstate New Teacher Assessment and Support Consortium (INTASC) principles to provide every pre-service teacher with the opportunity to:

  1. understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and to create learning experiences that make these aspects of subject matter meaningful for students.
  2. understand how children learn and develop, and to provide learning opportunities that support their intellectual, social, and personal development.
  3. understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
  4. understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
  5. use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  8. understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  9. become a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  10. foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.