Teacher Education Unit: Buffalo State’s Education Preparation Provider

As an Educator Preparation Provider, the preparation of teachers at both the initial and advanced program levels continues to  be  one of  the  major responsibilities of Buffalo State. The quality and diversity of the professional education programs have earned the university an excellent reputation across the state and nation. We have been continuously accredited since 1954, most recently by CAEP in Fall 2022 through Fall 2029.

All professional education programs in the Buffalo State Teacher Education Unit (TEU) are under the leadership of the Dean of the School of Education and Applied Professions who is the Unit Head.  The preparation of teachers for secondary and K-12 education content areas occurs primarily within departments of the respective disciplines in the School of Arts and Sciences with the exception of Science Education. All teacher education programs are represented in the Teacher Education Council (TEC) that advises the Unit Head.

The unit conceptual framework forms a basis for all unit operations. The conceptual framework for professional   education at Buffalo State reflects the commitment of all members of the professional education community to the preparation of knowledgeable and skilled educators. It is influenced by a strong commitment to issues of diversity, value for collaboration between university and public school personnel for the mutual renewal and improvement of each setting, and an educational environment that ensures success for all. These values along with the identified array of knowledge, disposition, and skill outcomes that have been developed unit-wide--as well as those additional outcomes which have been developed by individual programs--constitute the basis for assessing individual candidate performance and for making judgments about overall unit and program quality.

The focus of the conceptual framework for initial program candidates is preparing reflective facilitators of learning.  The focus of the conceptual framework for advanced program candidates is preparing accomplished reflective educators.  The central core conceptions of P-12 Learner, Content knowledge, and effective Pedagogy are encompassed with a context including Technology, Reflection, Diversity, and Dispositions.

The mission of the teacher education faculty at Buffalo State University is to prepare facilitators of learning (initial programs) and accomplished educators (advanced programs) who are reflective, innovative, and student-centered.  We strive to prepare professionals who can meet the challenge of teaching all learners in a complex, technological, global society. Teacher education faculty engage their collective expertise in teaching; scholarship and research; and service to the community, university, and profession. Faculty value and strive to cultivate a professional climate that promotes teaching excellence, intellectual vitality, and communication through collaboration across programs, among faculty, students, and the larger community.

The conceptual framework, which includes unit goals, of all teacher education programs at Buffalo State University articulates the unit's vision, ensures coherence across candidates' programs and reflects commitment to prepare candidates to work effectively with all students including students with culturally, linguistically, and ethnically diverse backgrounds and students with disabilities.

The teacher education faculty believe that the optimal environment for teacher preparation is one in which university-based and school-based teacher educators collaborate closely on mutually identified and mutually beneficial outcomes designed to improve both the university and school settings. The teacher education faculty both recognize and celebrate the diversity which characterizes American educational institutions; furthermore, the faculty are unequivocally committed to preparing educators whose attitudes and professional expertise advance diversity and the diversification of American democratic society. Teacher education faculty are committed to the following fundamental premises: (1) that all students can learn; (2) that all students have a right to learn to their greatest potential; and (3) that all students re entitled to an educational environment where teaching and learning are the most valued of all activities. Buffalo State intends to build upon its strength in teacher education and its location in the second largest city in the state to play a leadership role in addressing the issues relative to the delivery of quality education in urban settings. 

In support of this initiative, the university will...

  • Focus on studying and assisting urban schools
  • Seek to recruit students with an interest in urban education
  • Develop curricula to focus on preparation for service in inner city settings
  • Provide continuing education and lifelong learning opportunities for teachers in the region. 

The Teacher Education Unit goals directly reflect elements of the conceptual framework:

  • Goal 1: Content - The professional educator will know the subject matter to be taught to P-12 learners.
  • Goal 2: Learner - The professional educator will understand P-12 learners’ socialization, growth and development; the learning process; reflection of teaching; and the establishment of a classroom climate that facilitates learning.
  • Goal 3: Pedagogy - The professional educator will attain an understanding of the strategies that candidates use to teach all learners.
  • Goal 4: Technology - The professional educator uses technology as a vehicle for learners to acquire information, practice skills, use higher order thinking skills, and participate in collaborative projects.
  • Goal 5: Reflection - The professional educator exhibits the ability to reflect and assess his/her own effectiveness, and to systematically make adjustments to improve and strengthen areas needing attention.
  • Goal 6: Dispositions - The professional educator demonstrates respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning.
  • Goal 7: Diversity - The professional educator is aware of and sensitive to diversity issues and to use culturally and socially responsive pedagogy.
  • Goal 8: Research (Advanced Programs only) – The professional educator is a lifelong learner who competently translates current educational theory and practices into P-12 achievement by exploring and integrating concepts into effective pedagogy.
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As an Educator Preparation Provider, the Buffalo State University Teacher Education Unit is committed to the intellectual, personal and professional growth of future and practicing professionals in the diverse fields of education.  We seek to prepare reflective, innovative, student-centered educators who are committed to transform the lives and the communities in which they live and serve. 

REFLECTIVE

Reflective teachers recognize the importance of continuous improvement and data-driven decision-making.  They possess the competence and commitment to infuse these ideals into their teaching.  At the core of this principle is, first, the knowledge that all students, no matter what background or situation, can learn and become responsible citizens of this world; and second, that it is the responsibility of teachers to partner with school leaders, community members, and family, to help each student grow to his or her potential.  This responsibility is grounded in a commitment to the profession and to the significant role that schools and education play in furthering a socially just and democratic society.  At Buffalo State, we foster this level of reflection through an awareness and understanding of social and global equality issues, a readiness and ability to examine the latest research and best practices of the field, a collaborative spirit that seeks to consult and learn from community and culture, and expertise to perform deliberate and thoughtful assessment in each new situation

INNOVATIVE

Innovation in teaching is the ability and ambition to find and create solutions for student and school challenges, to embrace change in the interest of all students, and to view mistakes and challenges as opportunities for growth.  Innovation in the field of education involves regular and responsive collaboration with community and school partners; it involves new technologies and new uses for old technologies; and it recognizes fewer and fewer boundaries between every student and a quality education.  The field of education must be as dynamic and progressive as the world around us.  Buffalo State is committed to preparing educators who recognize the importance of innovation in education.  We ensure our candidates achieve this principle through interaction with passionate and seasoned faculty, quality field experiences, curricular exercises, exposure to cutting-edge research, and professional development opportunities.  

STUDENT CENTERED

Student-centered education is achieved by understanding what is valued by the student and engaging them in those areas; by including students in planning, implementation, and assessments; and empowering students to become life-long learners.  Student-centered education ensures both equity and excellence in teaching.  Educators must differentiate instruction and personalize the relationship.  Student-centered instruction recognizes that marginalizing the education of those who learn differently or who are put at risk by social and cultural discrimination, limits the education of all students.  Buffalo State teacher candidates are prepared to be student-centered with a curriculum aligned with the RISE principles as well as national and state standards.  Student-centered practices are infused in all levels and programs and assessed regularly to assure our candidates understand and can effectively use these best practices to develop life-long learners.

These three principles--reflection, innovation, and student-centered education--work interdependently and are integral to developing teacher candidates who possess the necessary content knowledge, professional awareness, and professional dispositions to support and enhance the education of all students in all contexts.  Buffalo State University is committed to the development of these principles in all our candidates so that they may become effective leaders in the education of a just and equitable society.