SNU Educator Preparation Program

Encompassing the entire SNU Educator Preparation Program are the critical themes of Diversity and Technology. SNU Educator Preparation Program Candidates understand that these two important overarching themes are interwoven and essential within each component and at each level of the SNU Educator Preparation Program. 

Photo - Diversity Technology

Diversity

Southern Nazarene University’s School of Education is committed to preparing effective educators to meet learners’ educational needs in all areas of diversity. Throughout coursework, field experiences and clinical practice in the SNU Educator Preparation Program, educator candidates are exposed to different ethnicities, cultures, socio-economic classes, religious and social preferences, language differences and urban/suburban/rural school settings. 

Embedded throughout the program, educator candidates are familiarized with issues regarding fairness in educational settings by meeting the needs of ALL students in a caring, non-discriminatory, and equitable manner. Through these experiences, educator candidates learn effective practices as they reflect and adjust teaching strategies for diverse learners. As society becomes more diverse, educator candidates in the SNU Educator Preparation Program are equipped to meet the educational challenges and needs in facilitating effective student learning in diverse educational settings and environments. Educator candidates are prepared throughout the program to be effective in planning for and adapting instruction to meet the needs of diverse learners in their classrooms, thereby positively impacting P-12 student learning for ALL learners in their classrooms and thus perpetuating the Educator Preparation Program motto; “Commitment to the belief that ALL students can learn.” 

Technology

The emphasis on technology throughout the program reflects the commitment of the SNU Educator Preparation Program toward training educators to effectively utilize technology and technology-assisted instruction in their future classrooms. Effective technology-assisted instruction is not only addressed in a separate required course (Educational Technology) for every educator candidate, but is integrated throughout all professional and specialization courses. Educator candidates are trained to use a variety of web-based applications, along with periphery hardware. Educator candidates also design their own educational web page, in the form of a growth portfolio. 

Educator candidates are also expected to create instructional units that incorporate technology into the classroom curriculum. All faculty in the SNU School of Education Educator Preparation Program are expected to “model” effective uses of technology in their particular courses and as support for monitoring advisees. All coursework in the Educator Preparation Program contain an expectation for educator candidates to demonstrate technology knowledge and skills. Classroom presentations and supporting technology are embedded in each course throughout the program. Considerable resources and efforts have been utilized to ensure up-to-date, state-of-the-art technology is all education classrooms. Technology is also a critical component of assuring that field and clinical experiences of educator candidates are monitored, evaluated and analyzed. At every foundational step, and in each of the InTASC Standards (the pillars), specific aspects are monitored to assure that all educator candidates are prepared to utilize technology to effectively and positively impact P-12 student learning.