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College of Education

Teaching For Change

TEACHING for Change

TEACHing for Change intersects with the mission and intent of the Sacramento State vision that “Leadership begins here.” Given that leadership begins here, the College of Education prepares educators, counselors, administrators, and other school personnel to become active change agents – candidates that recognize, understand, and create responsive programs and activities to transform and reform curriculum and programs within our P/K – 12 schools, communities, and other agencies. TEACHing for Change reflects the College of Education's mission to prepare educators, counselors, administrators, and social change agents who work and live in the Sacramento region.

T = Transformative Teaching, Learning, and Leadership Roles

E = Equity and Social Justice

A = Active Civic Engagement

C = Collaboration and Communication

H = Human Capital and Diversity

T = Transformative Teaching, Learning, and Leadership Roles

Person reaching toward the sky

Teachers, Administrators, Counselors, and Leaders who are actively engaged in the development of critically reflective spaces, focus on innovative directions within P-K through 12 public and private schools, agencies, community based organizations, and programs.

Transformative Teaching

A great teacher is many things in addition to being a knowledge instructor. Teachers that change lives are mentors, motivators, couselors, guides, coaches, friends. They are, in the most basic sense, emblematic of those essential social ties vital to making us better people, not simply more knowledgeable ones.

Transformative Learning

Effective strategies for fostering learning must be adaptable, honoring traditional practice when it is effective, but implementing novel strategies when they show greater utility. Transformative learning ties this effectiveness not simply with knowledge transmission, but with those skills that make a student a true learner: critical thinking, self-direction, inquisitiveness.

Transformative Leadership

The professional educator must, in addition to mastering teaching and learning philosophy, understand the role of effective leadership. Whether in the classroom, the counseling center, or as a community member, educators are leaders and must learn how to be so effectively. The skill set for the transformative leader is founded on a few essential principles: collaboration, vision, knowledge, focus.

E = Equity and Social Justice

Statue of Lady Justice

Recognition and creation of spaces, programs, and learning communities that ensure that all participants have a voice in what happens in their schools, communities, government and other institutions impacting their lives.


Perhaps no concept is as central to the spirit of education as that of equity. The effectiveness of schools and other learning environments can be measured by the degree to which they are influential across social and economic boundaries. Equality for all means, ultimately, education for all. In this respect, the College is devoted to fostering policy and practice that make education accessible to all.

Social Justice

Justice is equity's twin. For education to be truly dedicated to equality, it must incorporate a philosophy of social justice. Social justice is the means by which the notion of equality is made real in action. In the realm of education, social justice is promoted by economically, socially, and politically articulate educators, individuals that have a firm grasp on current challenges and a vision for adopting positive policy to meet those challenges.

A = Active Civic Engagement

Person holding voting sign

Understanding that as agents of change we are responsible for developing opportunities and possibilities for those that may appear to be disadvantaged or marginalized (and understanding that none of us can do this alone).

Civic Engagement

Education is fundamentally a community activity. From student to teacher, from parent to child, from citizen to representative, education forms a bridge between us. Nurturing and preserving a vibrant learning community, then, becomes a critical resonsibility of all educational institutions. The College of Education takes great pride in its community activities and is committed to weaving such involvement not only in its overall curricular philosophy, but also in daily operations. Actice civic engagement provides a foundation for mutual educational support, and makes possible broader efforts to address marginalized people and social issues.

C = Collaboration and Communication

Many hands forming a circle

Recognition and understanding of the various philosophical, theoretical, ideological positions that impact how we live, operate, and speak with one another.


An ideal educational environment mimics that of an ecosystem in which the health of one participant is dependent on the health of all the others. Relationships greatly influence the success of all educational efforts. As a result, the College encourages collaboration among its many constituents, from obvious relationships like professor-student or teacher-intern to less overt relationships like that of policymaker-parent or counselor-client. When a community effectively collaborates on its goals, it lays a foundation for long-term success.


Collaboration begins with communication. The most vital step in fostering communication is an understanding of the many participants in an educational community. Past educational models focused almost solely on the most evident relationships, such as those in the teaching classroom. But what about parents, counselors, psychologists, business owners, or policy makers? All of these constituents affect educational success, and fostering communication between them all results in a more effective organization. Modern educators understand that communication, or its absence, greatly influences educational success. Encouraging communication among these many participants is a vital part of the College of Education's mission.

H = Human Capital and Diversity

Statue of the thinker

Ethnic, racial, language, specialized needs (i.e. physical, cognitive, social/personal), deaf and hard of hearing, sexual orientation, regional and geographical differences are viewed as our strength and are necessary to ensuring and creating social, political, and economic opportunities for those within our P/K-12 schools, communities, and within our region.

Human Capital

In the end, knowledge resides not with books or electronic libraries, but with the people that apply that stored information. Human capital is the most precious asset in any organization. It is the sum of not just factual knowlege, but also the expression of experience, social literacy, creativity, and diversity. The College is not its buildings or computers, but its community of people.


If human capital is essentially a knowledge community, then that community becomes more valuable as it becomes more diverse. The College is committed to this notion - our community becomes more effective and intelligent the more it includes a broad representation of our culture.