Teaching Everyone Through Universal Design for Learning
The Texas Institute for Teacher Education exists to prepare competent and compassionate professional educators dedicated to serving the diverse cultural, linguistic, and exceptional learning needs of all students. Accordingly, the Institute is committed to the following tenets:
The preparation of professional educators equipped to meet the diverse educational needs of all children, particularly those with unique cultural, linguistic, and exceptional learning needs.
The preparation of professional educators who recognize that collaboration and dialogue, the supreme hallmarks of the learning community, accentuate the design, delivery, and evaluation of effective classroom instruction.
The preparation of professional educators who recognize that culturally and linguistically responsive professional practice reflects a keen understanding of how human diversity issues impact the individualized learning process, including the acquisition of critical thinking, problem-solving, and performance skills.
The preparation of professional educators who employ differentiated, UDL-compliant instructional practices to create positive learning environments that value diversity, academic excellence, and the meaningful participation of all stakeholders.
To ensure that all teacher candidates master the professional sets of beginning classroom educators, the Institute curricula and assessments are aligned to multiple sets of state and national professional standards. The Educator Preparation Program at The Texas Institute for Teacher Education is aligned to national teacher preparation standards adopted by the Council for the Accreditation of Educator Preparation (CAEP) and Specialized Professional Associations, including the CEC, ACEI, NCTE, NCTM, and TESOL. The structural design of the Institute's web platform and instructional format adheres to the International Society for Technology in Education (ISTE) standards and World Wide Web Consortium (W3C) standards for online programs. All teacher certification programs offered through the EPP are aligned with the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and the standards of the state department of education issuing the professional certificate or license.
The teacher understands 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.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content
The teacher understands 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.
The teacher understands and uses 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.
Planning for Instruction
The teacher plans 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.
The teacher understands and uses 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.
Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Leadership and Collaboration
The teacher seeks 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.