The College of Education at the State University of New York at Fredonia prepares early childhood, childhood, middle childhood and adolescent educators for the significant instructional challenges that await them in this century. The general philosophy underlying the Responsive Educator Program is an organized, yet complex model, which correlates with the themes that characterize current educational reform movements. That is, we believe that all children can learn, and that they can learn best by teachers who are responsive.
The process of responsive instruction comprised of Planning, Instructing, Reflecting and Responding is a process that all effective professionals engage in when providing best teaching practice. This is supported by the Four Pillars of Understanding - Knowledge, Pedagogy, Diversity, and Professionalism. The foundation that supports the pillars is rooted in Trustworthy Educational Research, Contextual Influences Impacting Instructional Delivery and Standards for Teaching, Learning and Professional Behavior.The process of responsive instruction is the ideal for all educators and is taught to all future educators at SUNY Fredonia. Effective planning means selecting content, setting objectives, studying learner needs and backgrounds, and designing instructional strategies. Well organized instructing involves using diverse, proven teaching practices. Each pre-service teacher otherwise known as "candidate" is provided with five field-based experiences, linking theory with practice. This allows candidates to learn where and when to apply these strategies. Successful reflecting is examining beliefs and principles. Reflecting also includes reviewing student knowledge, skills, and responsiveness to instruction. Useful responding involves aligning instructional practice with professional reflections and continually evaluating and adjusting practice in response to learner performance.
The SUNY Fredonia College of Education - Professional Education Unit is fully accredited by the National Council for Accreditation of Teacher Education.