PEP Mission Statement

  1. To provide discipline-based professional education of the highest quality for undergraduate and graduate teacher and leadership candidates.
  2. To integrate research and theories of the disciplines with diverse field experiences, and create educators who will continue to grow and synergistically combine evolving expert knowledge with pedagogy that exceeds state, national, and professional standards.
  3. To integrate diversity into the academic and clinical experiences to enhance the continuous cross fertilization of ideas.
  4. To build and strengthen partnerships within the University and with the regional community.
  5. To provide leadership and professional development for the educational community of the region and beyond.

PEP's vision, as outlined in its Conceptual Framework, is to become a global leader in the professional development of educators by creating diverse learning environments that underscore the symbiosis of research, teaching, life-long learning, community service, and leadership. PEP's mission is aligned with the Stony Brook University mission, with current pedagogical content-based research, and with state and national professional standards. Our vision is rooted in three major themes that inform and unify our programs:

  • Professional Excellence and Growth
  • Community and Diversity
  • Leadership and Service

Candidate Proficiencies

The aim of our teacher education programs is to prepare candidates who:

  1. Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  2. Understand the individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  4. Understand the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
  7. Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills and pedagogy as well as knowledge of learners and the community context.
  8. Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  9. Engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the learning community), and adapt practice to meet the needs of each learner.
  10. Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.