School of Education
Neff Hall 240 ~ 260-481-4146
Faculty and Staff Contacts
Dr. Isabel Nunez ~ Director
Mrs. Ranada Clark ~ Assistant to the Director
Dr. Michael Flory ~ Analytics and Planning Director
The School of Education is composed of three departments: Counseling and Graduate Education, Human Services, and Teacher Education. The vision of the members of the School of Education is to promote doing public good through teaching, research, and engagement on a diverse array of education and public service issues. As a unit, we are collectively committed to the following values and conceptual framework:
Civic-mindedness: Students gain and apply knowledge to prepare themselves for a lifetime of effective citizenship in a modern democracy. Academic programs in the School of Education are designed to build the capacity and commitment of students to participate in diverse communities in order to address common challenges.
Social Change: Students are encouraged to seek positive social change through processes of discourse, consciousness-raising, advocacy, and socially just practices. School of Education members are dedicated to the realization of a diverse, inclusive, equitable society that values the worth of all humans, and strives to empower students to become agents for positive change in their personal and professional lives.
Community Collaboration and Service: Students learn to value and respect the knowledge and expertise that exists within local, regional, and global communities, and are urged to engage diverse perspectives and experiences in forging practical and innovative solutions. School of Education members support collaborative University-community partnerships built on responsiveness and reciprocity, and work to advance and disseminate new knowledge and best practices through research and creative endeavors.
Transformative scholar-practitioners are broadly defined as leaders in education and public service who weave between research and practice, and theory and experience, constantly working within communities to foster learning and a just, democratic society. Graduates of our programs use their strong foundation of knowledge and content, methodologies, and exemplary practices as well as their habits of mind to critically reflect on those components. They advocate for public policies and practices that benefit the people they serve, the community, and their professions while striving to build a more just, inclusive, democratic community, and to expand and strengthen public voice and identity.
Specifically, the departments strive to prepare future leaders who thoroughly understand, consciously apply, and intentionally use democracy and community, habits of mind, and advocacy in their professional endeavors. We define those concepts as:
1. Democracy and Community
Transformative scholar-practitioners need to be a part of a dynamic, diverse professional community. They actively explore what it means to live and participate in a diverse, just, and global world. They use that knowledge to inform effective practice which demonstrates their respect for and valuing of our multicultural, multilingual, and multi-abled society. Through this they work towards developing communities that are cognizant of and compassionate toward democratic encounters over moral, cultural, social, political, and economic differences. Consequently, the departments support transformative scholar-practitioners who strive for and create democratic, just, inclusive communities.
2. Habits of Mind
Transformative scholar-practitioners develop more powerful cognition and action through their strong knowledge of content, methodologies, and exemplary practices. However, they realize that such knowledge alone is not sufficient. They practice critical thinking and reflection as they explore the reciprocal relationship between scholarship and practice. Within the context of a compassionate, caring community, transformative scholar-practitioners foster habits of mind such as investigating, inquiring, challenging, critiquing, questioning, analyzing, synthesizing, and evaluating. They view such habits of mind as necessary for engaging students, clients, community members, and the public in the process of teaching and learning. Consequently, the departments foster transformative scholar-practitioners who integrate critical habits of mind in all aspects of their professional work.
Transformative scholar-practitioners develop and support the rights of students, clients, and community members as they advocate for the people they serve and the profession. They cultivate professional, public visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and the profession while inspiring their colleagues to do likewise. Transformative scholar-practitioners resolve professional and ethical challenges through the convergence of knowledge, theory, and practice. Consequently, the departments facilitate transformative scholar-practitioners’ development as professional and community advocates.
To support this mission and framework, the faculty of the School of Education subscribe to the highest academic, research, and ethical standards for themselves and their students. When possible, we seek national accreditation for each discipline specific accrediting agencies. Our education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP). In addition, individual content-area programs are nationally recognized for being high quality. Please see individual programs for specific recognition.
Academic Renewal Option
The School of Education participates in the Academic Renewal Option for eligible students returning to PFW after an absence of five or more years. See an advisor in the department advising office for details.
Department of Teacher Education
- Early Childhood Education
- Elementary Education
- Middle School Generalist
- Secondary Education
- Early Childhood Minor
- Mild Intervention (Special Education)
The School of Education programs have earned professional accreditation from the Council for the Accreditation of Educator Preparation (CAEP).
Department of Human Services
- Disabilities and Special Needs
- Human Behavior
- Pre-Occupational Therapy
- Pre-Physical Therapy
- Substance Abuse