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Jordan Hall with a blue overlay
College of Education

Vision, Mission, & Core Values


We need a valid vision. We need the will.
With vision and will, everything is possible.

-Asa G. Hilliard III

The College of Education believes we must prepare our students for schools and communities as they could be, not simply perpetuating those that currently exist. We must be willing to explore with our students the difficult issues of inequities that exist in society and to help them to become agents of change. This of course means that as faculty we must examine our own beliefs, be willing to keep our hearts and minds open to the ideas of others, live our lives with integrity, and model how great educators take risks, challenge the status quo, and advocate for the rights of all people.

Ours is a college that continually changes because learning is a transformational experience.  Members of the college embrace what Parker Palmer described as a “capacity for connectedness.”  Palmer states:

Good teachers possess a capacity for connectedness.  They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves. (Courage to Teach, p. 11)

The College of Education’s learning community presents transformational experiences that allow students to create their own tapestries.  As an intention of their preparation, students invest in school-communities that differ from theirs.  They are challenged to examine their assumptions about other people, how children from diverse experiences learn, and reflect about the responsibilities of innovative educators.  Exemplary teachers mentor education students by modeling best practice, supporting leadership, and demanding courage.

Participants in the learning community engage in scholarship that supports teaching as inquiry.  As investigators, they become constructors of knowledge that seek to connect theory with practice.  As a function of scholarship, students use technology applications to discern strategies for learning, creating, modeling, and assessing.  Faculty and students take advantage of opportunities to study abroad and have new experiences that help them become better global citizens.

As faculty and students weave their unique tapestries, they gather regularly to discuss instructional strategies and the implications of new research.  We celebrate the successes of the learning community’s participants and encourage them to reach new heights.


The mission of the College of Education at Butler University is to prepare individuals to be highly qualified professionals who challenge the status quo and exemplify our core values by:

  • Engaging in interactive and intentional experiences that foster honoring differences and seeing similarities
  • Creating a learning community that supports opportunities to model teaching, learning, and mentoring by faculty, students, and professional partners
  • Valuing the development of theoretical knowledge and its integration into practice in order to support the transformation of schools and society
  • Developing a standard for professional dispositions that is based on an ethic of care rooted in both integrity and responsibility

Our Core Values

This global vision is founded upon and made explicit by our four core values which is the College of Education Conceptual Framework. 

The Appreciation of Diversity and Similarity

We value richness in experiences, values, beliefs, and backgrounds. Our faculty, staff, and candidates, as well as our school and community colleagues, come from ethnically and culturally diverse populations.  Candidates and faculty at Butler engage in the development of a global perspective on human development, teaching and learning. Diversity is increased by Butler's dynamic and newly developed program in which our campus is expanded through technology so that our candidates and faculty interact with people and programs around the world.

  • Candidates have a defined set of values and principles and demonstrate behaviors, attitudes, and skills that enable them to work effectively in a culturally and linguistically responsive manner with all members of the educational community.
  • Candidates integrate multiple perspectives of cultural and individual differences into their professional practices, 1) by implementing instructional and assessment strategies that value cultural and individual differences, 2) by communicating in a culturally responsive and respectful manner and 3) by fostering a classroom environment that embraces cultural and individual differences and similarities.
  • Candidates demonstrate the capacity to engage in self-reflection, support actions and advocate for the equity of opportunity and services for all students.

The Excitement of Teaching, Learning, and Mentoring

We value dedicated, knowledgeable professionals who demonstrate a passion for children and learning.  To this end, our candidates are immersed in the literature of our liberal arts tradition and develop deep, diverse conceptual grounding in educational theory.  Our candidates learn to think critically and are not afraid to ask difficult and challenging questions.  The faculty and school partners mentor the College of Education candidates so that they become caring, competent, and committed educators who inspire learners and respond sensitively to their needs.  We practice what we teach.

  • Candidates demonstrate breadth and depth of content knowledge with connections to other areas of the curriculum.
  • Candidates plan, teach, and assess developmentally appropriate content in multiple ways for diverse learners.
  • Candidates facilitate instruction so that it results in positive social interaction.
  • Candidates develop caring and respectful relationships within a community of learning.
  • Candidates communicate effectively with students, parents, and other members of the learning community. 
  • Candidates serve as an advocate for students, the school community, and the profession of education.

The Challenge of Integrated Practice and Collaboration

We value the development of knowledge and the examination of thoughts, values and practical experiences. Our programs integrate theory and practice in order to continuously improve and enhance Butler University candidates' performance as pre-service teachers, practicing teachers, counselors, or administrators. This is most effectively accomplished in a personal context which leads us to develop programs that emphasize positive and satisfying relationships among all in the College of Education and with our P-12 school and community sites. Butler graduates are noted for their on-going professional ties with other Butler alumni, former professors, and the entire Butler community and for their willingness to collaborate with other professionals worldwide.

  • Candidates will combine content knowledge, pedagogical knowledge, and best practices to provide clear and coherent and measurable instruction according to students' needs.
  • Candidates utilize a variety of instructional techniques and resources that are appropriate for the development of knowledge and the examination of thoughts, values, and practical experiences.
  • Candidates' questions are of uniformly high quality, with adequate time for students to respond thoughtfully. Candidates seek opportunities to help students formulate their own questions.
  • Candidates are aware of and question personal values and how those values influence knowledge and teaching practices.
  • Candidates' response to students and colleagues is proactive and sensitive to individual needs and personal context.

The Strength of Integrity and Responsibility

We value the integrity and responsibility shown by true professionals.  High levels of integrity and responsibility are expected in all of our daily encounters:  in courses, field experiences, and daily interactions.  Through a specific focus on College of Education identified dispositions, key courses in our programs foster an expectation of high ethical standards for the sake of the children and communities we serve. Butler graduates are known not only for their knowledge and proficiency, but also for the strength of their character.

  • Candidates model enthusiasm for teaching and learning.
  • Candidates make standards of conduct clear to all students and consistently enforce them in a fair and respectful manner.
  • Candidates seek and utilize feedback and suggestions from a variety of sources, including students and colleagues.
  • Candidates make a thoughtful and accurate self assessment of professional practices and make adjustments accordingly.
  • Candidates have good rapport with all P-20 school and community stakeholders.
  • Candidates work to their highest potential in all academic and dispositional requirements.

Technology Proficiencies

  • Candidates understand and actively engage in the flow and trend of emerging technology to remain current.
  • Candidates employ consistent and creative use of technology to enhance instruction.
  • Candidates use technology to improve their efficiency.
  • Candidates use technology to support their ongoing professional development.