The mission of the Education Department at Hiram College is to prepare intellectually alive, socially responsible, ethically grounded educational leaders.
Since the founding of Hiram College in 1850, students have joined this learning community to be prepared as teachers within the liberal arts tradition. This tradition prepares teachers to think well and with discipline. The liberal arts education, grounded in the understanding that knowledge is interrelated and interdisciplinary, prepares teachers to think critically, communicate effectively, engage in disciplined inquiry and autonomous learning and recognize the essential connectedness of all knowledge.
We believe that educational leaders who are intellectually alive demonstrate commitment to a professional competence, effective pedagogy and reflective practice. We believe that educational leaders must be agents of change who are committed to socially responsible practices as evidenced by advocacy for children and adolescents, families, schools and communities. Socially responsible practice is upheld by the teacher’s commitment to accountability through data-driven assessment and differentiation with the goal of improving student learning. We believe that educational leaders who engage in ethically grounded practice establish respectful, supportive, caring learning environments that foster equitable access to knowledge and make use efficacious practice.
Our purpose is to prepare teachers to enter P-12 schools, ready to serve as intellectually alive, socially responsible, ethically grounded educational leaders. These teachers are culturally responsive educators who set rigorous standards for student learning; who believe in the potential of all students to achieve high standards for learning; and who are committed to equity.
Professional Commitments and Dispositions
The Education Department has established three goals and eight institutional standards that guide our preparation of prospective teachers. These goals and standards represent the professional commitments and dispositions of both teacher education faculty and teacher-candidates.
Education Department Standards
Goal 1: The educational leader is intellectually alive.
Standard 1: Commitment to professional competence.
Standard 2: Commitment to effective pedagogy.
Standard 3: Commitment to reflective practice.
Goal 2: The educational leader engages in socially responsible practice.
Standard 4: Commitment to advocacy for children and adolescents.
Standard 5: Commitment to accountability through data-driven assessment and differentiation.
Goal 3: The educational leader engages in ethically grounded practice.
Standard 6: Commitment to respectful, supportive and caring learning environments.
Standard 7: Commitment to equitable access to knowledge.
Standard 8: Commitment to efficacious practice.