As reflected in our mission statement, the Warner School is informed by the following core values:

• Passion for improving education and individual lives in the pursuit of social justice.
  
• Belief in the key role played by research to inform meaningful, effective, and long-lasting change in education.
  
• Recognition of the importance of collaborating across fields and constituencies to address complex educational problems.
  
• Importance of conceiving of education broadly, so as to include the variety of contexts in which development and learning take place throughout the life course and the variety of professions that can support such development and learning.

More specifically, when it comes to the preparation of leaders in the field of teaching and curriculum, we are committed to advancing educators who have the courage and conviction to engage in education reform in the pursuit of social justice, in-depth knowledge of the subjects they specialize in, the ability to apply research to improve educational policies and practices, and the mind-set and practices that characterize successful leaders. Our ultimate goal is to prepare teachers, teacher educators and curricular leaders who are committed to higher standards in teaching and learning, and can become agents of change in order to achieve such standards.

All Warner School teaching and curriculum programs are characterized by the following elements:

Integration of Theory, Research, and Practice
We believe that theory and practice are deeply and inseparably intertwined, and as such they should continually inform each other. We also believe that knowledge gained through both research and practice is needed to create environments where quality teaching and learning can take place.

A Commitment to Social Justice
Our work is informed by a deep commitment to improve education and society so as to achieve social justice. We believe that there is a knowledge base that educators need to gain in order to understand what causes current inequities in our educational systems and to envision ways to change the situation.

A Commitment to Inclusion
We are also committed to the education of all students in heterogeneous learning environments that value diversity and maintain high expectations based on students’ individual strengths, needs, and interests.

A Socio-Historical Perspective on Learning and Development
We believe that children and adults alike learn through active engagement in activities that are mediated by culture and social relationships. Therefore, we want our students to understand and value the influence of prior experiences, family, and culture more generally on an individual’s development and his/her engagement in specific learning activities.

Integration of Content and Pedagogy
Effective teaching and reform require a deep understanding of subject matter and continuously questioning not just how we should teach, but also what should be taught and why.

Assessment in Context
We believe that assessment is an integral part of meaningful instruction and should be embedded in authentic learning activities that are for real audiences and real purposes.

Learning Through Technology
We recognize that technology is a social practice that has the potential to change power relations in the classroom as well as enhance students’ learning.