Elementary & Secondary Education
Vision and Mission
The Education Department is committed to the preparation of 21st century teachers who understand the complexities of learning and teaching that encompass inclusion, equity, and justice. This work is enhanced by a liberal arts foundation that encourages breadth of knowledge, interdisciplinary and international perspectives, engaged inquiry, and intellectual curiosity.
- Make informed teaching and learning decisions based on use of best practice, reflection, and new knowledge;
- Act as leaders for positive social change within schools and communities;
- Advocate for their students' intellectual, physical, and emotional well being;
- Understand cultural and linguistic diversity, and promote anti-racist, gender fair, and inclusive educational opportunities for all students;
- Defend their instructional choices on the basis of pedagogical, moral, and ethical grounds;
- View teaching as a journey of learning;
- Proactively profess and advocate well-developed teaching beliefs, and participate in decision-making, not as mere technicians, but as positive agents of change.
The conceptual framework undergirds the Gustavus Teacher Education Program. Initial structuring of the framework was based on the five attributes of a teacher education program knowledge base presented by Galluzzo and Pankratz (1991). Our conceptual framework is not static but in fact represents the dynamics of an ever-changing professional landscape. The current 2011 redesign continues to be framed by our core philosophical tenets, the research literature, program outcomes, and complete evaluation procedures and processes which guide feedback to the candidate and the program.
Educators for Minnesota Schools
At Gustavus Adolphus College, we hold high standards for our teacher education program. In order to assess how we are meeting these standards and preparing our candidates, we engage in regular collection and analysis of performance-based data. Among other indicators, these data indicate that our candidates are well prepared and in high demand.
Our candidates are in high demand
- In 2014, ninety-four percent (94%) of our graduates were hired for teaching positions following graduation.
- These positions included districts and schools around Minnesota as well as teaching positions in other states.
Our candidates are well prepared
- Our candidates perform well on the edTPA, an assessment process that requires teacher candidates to demonstrate skills and knowledge developed in teacher education programs. Though the edTPA is a relatively new assessment and thus we have a limited sample of candidates, the aggregate data from 2014 indicate that our candidates are achieving high levels on the edTPA.
|Number of Candidates||Planning||Instruction||Assessment|
|Secondary Language Arts||5||15.90||13.60||12.50|
|Secondary History/Social Studies||11||15.70||14.10||15.40|
- Last updated April 2016
- Programs with fewer than 5 graduates not included
- Passing scores: Planning (13), Instruction (13), Assessment (12)
|Deb Pitton||Professor and Chair||507-933-7456||web|
|Michele Koomen||Lind Professor and Associate Professor||507-933-6057||web|
|Sidonia Alenuma-Nimoh||Associate Professor||507-933-7451||web|
|Daniel Moos||Associate Professor, Assessment Director (College), and Assessment Director||507-933-7448||web|
|Lisa Dembouski||Assistant Professor||507-933-7452|
|Katrina Imison- Mazy||Assistant Professor||507-933-7440|
|Amy Vizenor||Assistant Professor||507-933-7444|
|Valerie Walker||Assistant Professor||507-933-7454||web|
|Lisa Burkett||Visiting Instructor||507-933-7457|
|Dwayne Cates||Visiting Instructor||507-933-7457|
|Marilyn Christiansen||Visiting Instructor|
|Kent Franklin||Visiting Instructor||507-933-7457|
|Eric Koser||Visiting Instructor|
|Kim Meyer||Coordinator Teacher Education Field Placement and Admissions||507-933-7455 and 507-317-0410|
|Jane Schuck||Adjunct Instructor||507-933-7457||web|
|Annie Rients ’03||507-933-7457|
|Sara Sletten||Administrative Coordinator||507-933-7457|
|Al Pearson ’65||Professor Emeritus||web|