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Alaska College of Education Program Spotlight: PITAAS

In Alaska schools, Alaska Natives make up 25% of the student body and less than 5% of the teaching force. The PITAAS Program is a scholarship program with many services designed to meet its goals: more Alaska Native teachers and administrators in Alaskan schools.

Eligible students are Alaska Native students with junior or senior standing enrolled in undergraduate Teacher Preparation Programs, post graduate Teacher Certification Programs, and Graduate Certificates, Endorsements and Master of Education (M.Ed.) Programs.

The Alaska College of Education offers programs designed to meet the needs of those preparing to become teachers and those who are already in the profession. We have a strong tradition for preparing educators and principals of excellence who demonstrate a commitment to enhancing the lives of students.

Initial Teacher Preparation

The Alaska College of Education's Initial Teacher Preparation Programs prepare the beginning teacher for the classroom and lead to a recommendation for an Initial Teaching Certificate. 

Undergraduate

Master of Arts in Teaching (Initial Teacher Certification)

Advanced Programs

The Advanced programs within the Alaska College of Education are geared toward extending and developing the practicing teacher's classroom skills and abilities.  Applicants to these programs must have a Bachelor of Education degree or its equivalent from an accredited institution or a current teaching Certificate.

Master of Education (M.Ed.)

Graduate Certificates & Endorsements


 University Forms


Call for Third Party Comments

The UAS Alaska College of Education is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 3–6, 2019. Interested parties are invited to submit third-party comments to the site team. Information can be found at the Alaska College of Education homepage.

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AKCOE Vision, Mission, Goals, and Objectives

AKCOE Teacher Education Mission Statement

Working cooperatively with P-12 schools and the community, faculty of the Alaska College of Education at the University of Alaska Southeast identify, prepare and strengthen effective teachers for sustained contributions to the education profession in rural and urban settings in Alaska and the nation.

Vision

Our graduates will be informed, reflective and responsive teachers within diverse classroom, school and community contexts.

AKCOE Faculty's Professional Commitments

1. Recognize and nurture candidate differences, promote and model positive attitudes toward diversity, and teach in inclusive and culturally responsive ways.

2. Design and adjust programs to meet the evolving and unique needs of Alaska.

3. Personalize teaching, challenge candidates to think and reflect, use performance-based assessment, create communities of learners, arrange extensive and substantial field experience, conduct and promote teacher research, and, generally model concepts taught in action.

4. Use technology to support learning, empower candidates and provide accessibility to quality teacher education throughout the state.

5. Ground candidates’ learning in classroom field experience in diverse school communities.

6. Use real classrooms as well as books as source materials for knowledge construction, research, and life-long learning.

7. Establish collaborative relationships with candidates to support the whole learner.

8. Broaden professional knowledge through research activities.

9. Plan instruction based upon understanding of learning theory, human development, content and effective practice.

10.Monitor and support candidates’ development of content area knowledge and their transition from proficient learner to proficient teacher of content.

Student Goals and Performances, Expected in All Programs

(K) Knowledge (S) Skill (D) Disposition

Goal 1: Educators articulate, maintain, and develop a philosophy of education that is demonstrated in their practice.

Performances
Candidates:

a. support their philosophy of education with research-based theory and evidence. (K)

b. apply their philosophy, beliefs, and theory to practice. (S)

c. are guided by their philosophy of education are flexible in revising it based on new research and teaching experience. (D)

Goal 2: Educators understand how human development affects learning and apply that understanding to practice.

Performances
Candidates:

a. identify ways students’ developmental levels affect their thinking processes and learning. (K)

b. accommodate differences in how students learn based on knowledge of individual’s social, emotional, and intellectual maturation. (S)

c. demonstrate an appreciate of unique thinking processes of learners during different stages of development. (D)

Goal 3: Educators differentiate instruction with respect for individual and cultural characteristics.

Performances
Candidates:

a. identify strategies for differentiating instruction based on student differences. (K).

b. design instruction that incorporates characteristics of the local community’s culture and that is appropriate to students’ individual and special needs. (S)

c. apply local and Alaska knowledge to the selection of instructional strategies, materials and resources (S)

d. demonstrate their belief that all students can learn and that they appreciate multiple perspectives and value individual differences. (D)

Goal 4: Educators possess current academic content knowledge.

Performances
Candidates:

a. demonstrate knowledge of their content area, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge. (K)

b. connect the content area to other content areas and to practical situations encountered outside the school. (S)

c. demonstrate commitment to professional discourse about content knowledge and student learning of content. (D)

Goal 5: Educators facilitate student learning by using assessment to guide planning, instruction, and modification of practice.

Performances
Candidates:

a. understand how to plan for instruction that is based on learner needs and curriculum goals. (K)

b. plan, teach, and assess for optimal learning. (S)

c. demonstrate that they value assessment and instruction as integrated processes. (D)

Goal 6: Educators create and manage a stimulating, inclusive and safe learning community in which learners take intellectual risks and work independently and collaboratively.

Performances
Candidates:

a. investigate and use a variety of techniques to establish and maintain a responsive environment for all learners. (K,S)

b. establish and maintain a positive climate in which learners develop self-direction and collaborative skills. (S)

c. commit to ensuring learner well being and development of self-regulation and group interaction skills. (D)

Goal 7: Educators work as partners with parents, families and the community.

Performances
Candidates:

a. develop a sound, broad-based understanding of learners’ families and the local communities. (K)

b. communicate effectively with parents and community members to and incorporate local ways of knowing into decision making about all levels of schooling. (S)

c. recognize the school as an integral part of the community and value families and community members as partners in promoting learning. (D)

Goal 8: Educators develop and maintain professional, moral, and ethical attitudes, behaviors, relationships, and habits of mind.

Candidates:

a. remain current in knowledge of content and teaching practice. (K)

b. participate in and contribute to the teaching profession. (S)

c. communicate effectively with students, colleagues, and supervisors. (S)

d. demonstrate professional ethics, democratic principles, and collaborative learning communities. (D)

Goal 9: Educators use technology effectively, creatively, and wisely in their practice.

Performances
Candidates:

a. effectively use computers and other technologies in their professional practice and evaluate the potentials and limitations of technologies.. (K)

b. integrate technology in planning, instruction, and assessment to support student learning. (S)

c. value technology as a tool for lifelong learning. (D)

A Message from the Dean

On behalf of the faculty and staff, I am pleased to welcome you to the Alaska College of Education’s website. I trust that the site’s pages will provide you with the information you are seeking. 

In July 2018, the UAS School of Education was renamed the Alaska College of Education.  This occurred after the University of Alaska conducted an internal review of its education units and in turn, moved to better coordinate these units’ activity by naming the Alaska College of Education as the lead. This coordination work began in the fall of 2018 and will be ongoing with the three UAs continuing to offer their established programs.

Here in Juneau, the UAS Alaska College of Education offers initial licensure and graduate programs to meet the needs of those preparing to become teachers and those who are already in the profession. We accommodate our students through on-line and face-to-face courses with our accelerated programs including an intensive on-campus summer session.  We emphasize clinical preparation and offer internship placement in both urban and rural settings. 

Alaska is unlike any state in the union and this uniqueness is reflected in our programs that stress the importance of culturally sustaining pedagogy. Our faculty has a variety of experiences and research activity in Alaska’s schools to guide their teaching.  They maintain a close relationship with each student through advising and supervision.  We are proud that our good level of student preparation is reflected in our employer surveys that rate our graduates as doing well.

If interested in learning more about the Alaska College of Education and its programs then please contact our Student Services Assistant Elizabeth Genaux at 907-796-6076, who can answer your questions or direct you to a faculty member. We believe that our state’s and country’s biggest responsibility is to educate its children. We are pleased to prepare teachers and administrators who help Alaska meet this responsibility. 

Thanks for visiting our website, we look forward to welcoming you.

Steve Atwater, PhD
Executive Dean, Alaska College of Education     
satwater@alaska.edu
907.796.6551

The Alaska College of Education values our partnerships with the Alaska System for Early Education Development Program and the Alaska Arts Education Consortium.

Call for Third Party Comments

The UAS Alaska College of Education is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 3- 6, 2019. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).

We invite you to submit written testimony to:

CAEP Site Vistors Team
1140 19th Street NW, Suite 400
Washington, DC 20036

Or by email to: callforcomments@caepnet.org

Such comments must be based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.

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Alaska College of Education

  • 796-6059  (Education Fax)
  • 796-6550  (Dean/Admin Fax)
Hendrickson Annex 
11066 Auke Lake Way
Juneau, AK
99801
Mailstop: HA1
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All education programs through the Alaska College of Education at University of Alaska Southeast are accredited by the National Council for the Accreditation of Teacher Education, a performance-based teacher accrediting body for schools, colleges, and departments of education recognized by the Alaska Department of Education and Early Development, the U.S. Department of Education, and the Council for Higher Education Accreditation.


 

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