About The School of Education

Mission Statement
Embracing the Franciscan values of respect for the individual and service toward others, the Quincy University School of Education will personalize the development of servant-leaders. These inspiring and collaborative professionals will be reflective decision makers who are committed to the academic and personal success of all students, particularly the marginalized, in responsive teaching and learning communities.

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Conceptual Framework

The Unit has identified five dispositions candidates must possess in order to complete the program: servant leadership, embrace success for all students; reflective decision making; ethical; professional.  These dispositions address the Unit’s standards as well as those of our accrediting bodies. Descriptions which identify the best, or target, embodiment of each disposition and are included on our field experience assessment forms.

• Servant Leadership-School personnel who:

• Listen to students and families and respects others’ opinions

• Shows respect for the ethical and moral values and concerns of the school, students, and community

• Accept and adapt to others’ learning styles and individual capabilities

• Assume the stance of a humble, open leader by considering all factors before taking or recommending action

• Conduct one’s personal life with integrity

• Reflective Decision Makers-School personnel who

• Engage in meaningful continuous reflective self-assessment.

• Actively seek ways to solicit honest feedback for the purpose of making quality improvements in practice.

• Give thoughtful consideration to alternative and contradictory opinions

• Respond analytically and proactively to assessments by supervisors or others and make changes to address concerns

• Make continuous positive changes in educational practice or personal behaviors.

• Success for All-School personnel who

• Recognize the varying needs of others

• Plan instructional practices to meet the varying needs of others

• Implement teaching strategies for those with disabilities or with exceptional capabilities

• Seek to understand and respect those of diverse values, languages, and traditions

• Demonstrate empathy and respect with all students, particularly the at-risk populations

• Ethical-School personnel who

• Use professional language free of obscenity, profanity, and/or derogatory statements

• Comply with legal requirements of the education profession

• Maintain confidentiality of student records, parent communications, and communications among colleagues

• Model the professional behavior of a life-long learner in a manner that promotes learning

• Adhere to truthfulness and honesty

• Professional-School personnel who

• Are present and punctual for professional activities and assigned duties

• Demonstrate appropriate professional dress

• Are prepared for professional engagements and follow through on commitments

• Create an open environment by using methods other than coercion in order to lead

• Possess a degree of inner serenity in order to help make whole those individuals served

These five tenets are interwoven with both the instruction and the assessment of all School of Education candidates. They are an integral part of the dispositions deemed necessary for future school-based professionals from this institution and are modeled on a daily basis for our candidates by the staff and instructors in the School of Education.

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