2.0 Conceptual Framework for Developing Professional Educators
A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in P–12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework provides the bases that describe the unit’s intellectual philosophy and institutional standards,
which distinguish graduates of one institution from those of another.
The conceptual framework provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment and evaluation. It makes the unit’s professional commitments and professional dispositions explicit. In 2004, the College of Education approved a new conceptual framework for its Professional Educator Preparation Programs: LEAD & SERVE. The Lead & Serve framework is composed of 9 elements which identify and describe the College of Education’s commitment to preparing professional educators.
LEAD elements of LEAD/SERVE focus on the four forms of knowledge: general pedagogy, content-specific pedagogical strategies, content or discipline knowledge and knowledge of the contextof education, including foundations, historical perspectives and school settings. Programs preparing professional educators at NC State are based on several forms of knowledge that interact with one another in practice. In the declarative form of knowledge, candidates acquire information and understanding. It is the “what” of the knowledge base for all programs. Also, candidates develop skill in appropriate applications of the “what” in professional practice. This is the “how” or procedural aspect of knowledge. SERVEelements of the conceptual framework show the range of dispositions being developed in candidates. They relate to the conditional or “when or why” form of knowledge that is essential as candidates make decisions about when to use their knowledge, explain why they are using it, and demonstrate that they are disposed to capably perform as independent and self-monitoring practitioners. Candidates are decision makers who take into consideration ethical questions as they determine “if” a practice should be implemented. The application of these forms of knowledge by candidates demonstrates that they are acquiring or have acquired the characteristics of professional educators who LEAD and SERVE the profession.
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Conceptual Framework for Developing Professional Educators Who
LEAD and SERVE
LEAD elements focus on the four forms of knowledge: general pedagogy, content-specific pedagogical strategies, content or discipline knowledge and knowledge of the context of education, including foundations, historical perspectives and school settings. The conceptual framework for our programs for professional educators is the touchstone to assure that all who complete the programs:
L Learn general pedagogy:
A candidate acquires general pedagogical knowledge and skills appropriate to his or her professional educator role.
E Educate with content-specific strategies:
A candidate acquires and uses the unique pedagogy or content-specific strategies including appropriate technology related to a particular professional role.
A Apply discipline knowledge:
Discipline or content-area knowledge is the subject matter of a professional field and is an important component of programs from teacher to counselor to special service personnel.
D Demonstrate understanding of the education context:
Necessary to effective practice is an understanding of the culture of the school, the larger educational environment and the society in which the educational institution exists.
SERVE elements show the range of dispositions being developed in candidates. All who complete our programs serve the profession by being:
S Scholarly:
Those who complete the programs rely on a solid knowledge base to guide their development and to make informed decisions in their various roles as educators. They are:
►Prepared in the disciplines underlying their professional roles
►Knowledgeable about historical and current issues and problems facing education
►Committed to the uses of technology and other tools to support student learning as well as build administrative and faculty expertise
►Effective in demonstrating knowledge of current research and theories and in promoting inquiry
►Proficient in collecting and analyzing formal and informal assessment data to make informed educational decisions
►Poised to contribute to the knowledge base by generating new insights in the enterprise of education
E Ethical:
Those who complete the programs are ethical in their dispositions and behaviors toward all students, colleagues and parents. Ethical behavior encompasses respect, integrity and personal responsibility. Our program completers:
►Are familiar with the NC State Board of Education Code of Ethics for Teachers, as well as codes set forth by professional societies, such as National Education Association, and the American Federation of Teachers.
►Have an understanding of the complexity and levels of ethical behaviors
►Have a working vocabulary to explain ethical dispositions (e.g., equity, democratic context for ethical principles, integrity in oral and written communication, humane treatment of individuals and groups.)
►Engage in ethical inquiry whereby they can cultivate respect for privacy, keep confidences, ensure equity for all persons in the educational community, and do not impose their personal beliefs in a professional situation
►Are aware of the impact of their actions and decisions on others and monitor their behaviors to achieve social justice
►Are committed to creating a caring, healthy environment for those in the educational community
R Reflective:
Those who complete the programs are reflective and self-evaluative in their thinking in order to improve themselves as professionals and meet the challenges of a changing world.
Program completers are reflective in their thinking in order to meet the challenges of a changing world; they:
►Engage in self-evaluation as a way to improve performance
►Set personal goals and define benchmarks to monitor progress in their professional roles
►Practice various processes and use tools for reflection such as reflective journals, learning logs, personal inventories, progress-toward-degree self-monitoring, and the Johari Window and other disclosure/feedback models.
►Evaluate and act on feedback from others in a responsible manner
►Articulate personal and professional judgments and positions on educational issues (“Know what you think and why you think it”)
V Valuers of diversity:
Those who complete the programs understand the needs and conditions of all learners and school personnel including being sensitive to cultural, economic, developmental, ethnic, racial, gender, religious, and sexual orientation differences. Those educators who complete our programs show that they are committed to a diverse and inclusive learning environment through their personal interactions with colleagues, students, parents and community, as well in their as instructional approaches.
E Experienced in practical applications of knowledge:
Those who complete the programs are prepared for autonomous roles in the profession as a result of strong mentored field experiences and internships. Program completers are prepared for autonomous roles in the profession. They have:
►Strong, mentored field experiences and internships
►Guided instruction to develop knowledge of the learner and of the functions that professionals have in the educational community
►Thorough knowledge of methods and strategies for teaching specific content areas and/or for developing expertise in their educational roles
►Ability to identify and access resources, such as through technology, community contacts, the internet, school personnel, funding agencies, mentors, experts, etc.
►Understanding of how individual lessons and other educational activities contribute over time to the achievement of evolving goals
http://ced.ncsu.edu/teachered/studteachhandbook/conceptual.htm
last updated
8/11/09
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Technologies
Contact: Michael J. Maher
[michael_maher@ncsu.edu]
Director of Professional Education
204 Poe Hall
NC State University | College of Education | Teacher Education