1、PROFESSIONAL EDUCATION UNITCONCEPTUAL FRAMEWORKRevised Summer 2004TABLE OF CONTENTSPreface 1Professional Education Unit .1Figure A: Conceptual Framework Model .2Figure B: Scholar-Practitioner Model 3Philosophy, Purpose, and Goals 4Conceptual Framework .5Knowledgeable 5Skillful 6Caring 6Inquiring 7Ca
2、ndidate Proficiencies 7Knowledge Base 7Relationship of the Conceptual Framework to Standards 10Shared Vision .10Coherence 11Professional Commitments and Dispositions 11Commitment to Diversity 11Commitment to Technology 12Candidate Proficiencies Aligned with Professional and State Standards 12Evaluat
3、ion/Assessment System 12References 131CONCEPTUAL FRAMEWORKUniversity of ArkansasPrefaceThe Conceptual Framework for the Professional Education Unit (PEU) of the University of Arkansas serves to establish a “shared vision for . efforts in preparing educators to work effectively in P-12 schools.” In s
4、o doing, it “provides direction for programs, courses, teaching, candidate performance, scholarship, service and unit accountability” (Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education, 2001, p. 10). The Conceptual Framework for the PEU is derived from t
5、he mission of the university and college and professional literature, and represents the views of numerous constituencies, including teacher education faculty in the COEHP, the J. William Fulbright College of Arts and Sciences, and the Dale Bumpers College of Agricultural, Food, and Life Sciences, p
6、ublic school teachers, administrators, and candidates. The Conceptual Framework is visually represented as a compass (See Figure A: Conceptual Framework). Its four major points are represented as “knowledgeable, skillful, caring and inquiring.” Each point reflects the knowledge, skills, and disposit
7、ions of scholar-practitioners based on the seven tenets of the scholar-practitioner model (See Figure B: The Scholar-Practitioner Model). University of Arkansas graduates are prepared to become knowledgeable, skillful, caring, and inquiring scholar-practitioners in diverse educational settings who c
8、an balance the needs and aspirations of each learner with the expectations of an increasingly complex and technological society. Scholar-practitioners are teachers, administrators, counselors, and other school professionals who value theory and research, understand that theory and practice are compl
9、ementary and mutually reinforcing, and are committed to the enhancement of teaching, learning, and professional practice. As such, they exemplify the seven scholar-practitioner tenets infused across the curriculum.Within the context of the Conceptual Framework, the mission of the COEHP is to enhance
10、 the quality of life of the citizens of Arkansas, the nation and the world through the development of scholar-practitioners in education, health and human services through nationally and regionally accredited programs.Professional Education UnitThe broader context within which the PEUs theme emerges
11、 derives from a component of the COEHP current Strategic Plan (Exhibit Room, Strategic Plans). Goal one of the plan calls for strengthening “the academic quality and reputation of the college by developing and enhancing programs of excellence in teaching, research and service” (COEHP Strategic Plan)
12、. Specifically, it emphasizes as a major objective “the improvement of teaching in Pre-K-12 . educational institutions,” reflective of a shared belief among the faculty that success in the preparation of professional educators will impact significantly the success of K-12 students themselves (Cochra
13、n-Smith, 2001).Figure A: Conceptual Framework(Linked with the Scholar-Practitioner Model)2KnowledgeableOne who accesses, uses, and/or generates knowledgeOne who understands, respects, and values diversityOne who is knowledgeable about teachers and teaching,learners and learning, schools and schoolin
14、gSkillfulOne who plans, implements, and models best practicesOne who communicates, cooperates, and collaborates with othersCaringOne who understands, respects, and values diversityOne who makes decisionsbased upon professionalstandards and ethicalcriteriaInquiringOne who is a developing professional
15、 and a lifelong learner3Figure B: Scholar-Practitioner ModelLifelongLEARNINGPh.D. Ed.D.Ed.S.M.A.T. M.Ed. M.S.Teacher Preparation ProgramAgricultural EducationArt EducationEarly Childhood EducationMiddle Level EducationMusic EducationPhysical EducationSecondary EducationSpecial EducationVocational Ed
16、ucationSpecial EducationBachelors DegreePre-Education Core Tenets of Scholar-Practitioners1. One who accesses, uses, and/or generates knowledge2. One who plans, implements, and models best practices3. One who understands, respects, and values diversity4. One who is a developing professional and a li
17、felong learner5. One who communicates, cooperates, and collaborates with others6. One who makes decisions based upon professional standards and ethical criteria7. One who is knowledgeable about teachers and teaching, learners and learning, schools and schooling4The goal of the PEU, preparing profess
18、ional educators to be scholar-practitioners, is fully congruent with broader state and institutional mission and goals. The Scholar-Practitioner Model forms the basis for preparing teachers, administrators, school counselors, and other school professionals. This preparation occurs at the basic and a
19、dvanced levels and ties directly into the COEHP mission of enhancing the quality of life of citizens of Arkansas and the nation. Teachers, administrators, counselors, and other school professionals play a significant role in the quality of life for all of our citizens.Philosophy, Purposes, and Goals
20、The underlying philosophy of the University of Arkansas PEU espouses public education as the basis for our liberty, form of government, and economic viability. Moreover, the quality of public education and its ability to support our liberty, form of government, and economic viability rests directly
21、on the quality of professional educators in schools. In a study conducted by the Educational Testing Service (2000), it was noted what happens in classrooms directly impacts student achievement. Research has concluded teachers make the most difference in student achievement (Berry, Hoke, skillful in
22、 teaching and managing classrooms and schools; caring about students, families, school staff and the community; and constantly inquiring to better the profession and increase the success of students, schools and the community. Our commitment, accordingly, is to prepare teachers, administrators, coun
23、selors and other school professionals whose shared goal is successful learning by all students. This aspiration reflects a profound shift in perspective, away from traditional notions of teaching as simple information transmission and more toward a constructivist, cultural environmental view (Greeno
24、, Collins Aldridge Young, 1999; Smith, 1998). In order to effectively teach in diverse schools, professional educators must be able to view cultural values and mores from inside that particular cultural group rather than the educators group (Wandberg being able to reflect on how one performs a profe
25、ssional education role enables the individual to determine specific professional development activities that are needed. The challenge, at that point, becomes selecting the appropriate professional development opportunities from a variety of options (Wandberg it must be rich; and it must be adaptabl
26、e to all students. As a result of the ever-growing diversity in our schools, the nature of the school curriculum is more important than ever.Individuals preparing for professional roles in educational settings need to have experience. One-way to gain such experience is through field experience. Trad
27、itional teacher preparation programs had a one-shot, student teaching opportunity as the defining field experience. However, the growing trend, which is considered a very positive change, is to broaden field experience opportunities beginning with early courses in education (Haselkorn Morrison, 2003
28、). Relationship of the Conceptual Framework to StandardsThe increasing emphasis on professional standards for educators has reinforced the relevance of our Conceptual Framework. Scholar-practitioners demonstrate knowledge, skills, caring, and inquiry through the seven tenets. As accountability becom
29、es more and more intense with an ever-growing list of “outcomes,” “indicators” and “competencies” developed by state governments and professional groups, only well-designed professional educator preparation programs can prepare students to meet the standards. The literature underlines the importance
30、 of professional educators having knowledge, skills, inquiry, and caring. Challenges related to the increasing diversity of students, including those with special needs (Smith, et al., 2004), quality counseling support services, and appropriate involvement of families continue to mount. Preparing sc
31、holar-practitioners to meet these challenges requires a growing body of knowledge, increasing skills, continuous inquiry, and a caring professional. The following addresses the specific indicators related to the conceptual framework:Shared VisionThe college vision was developed through a series of f
32、aculty retreats and meetings, which included representatives from public school programs. This vision is used in each of the 11programs that train school personnel, including early childhood, middle childhood, secondary education, special education, gifted education, educational administration, phys
33、ical education and counselor education. It provides the basis for content and training opportunities for professional educators.CoherenceThe college curriculum, instructional practices, field experiences, clinical practice, and assessments are all related to the Conceptual Framework. The conceptual
34、framework is woven into each of these areas and forms the basis for all instructional and assessment activities. Professional Commitments and DispositionsThe Conceptual Framework reflects the commitments of the faculty to knowledge, teaching competence, and student learning. These were developed thr
35、ough a series of workshops, faculty retreats, and meetings. The Conceptual Framework evolved though discussions and consensus building activities.Commitment to DiversityThe PEU is committed to diversity. The Conceptual Framework reflects the commitment to prepare school personnel to support learning
36、 for all students, including those from diverse racial, socio-economic, and cultural backgrounds. Diversity as it relates to disabilities is also incorporated in preparation of school personnel. The culture found in todays American schools is increasingly diverse. In 1970, approximately 8 million st
37、udents were minority students and 44 million were white; in 2000, the number of minority students had increased to more than 10 million while the number of white students had actually decreased to slightly over 40 million (Digest of Educational Statistics, 2002). Unfortunately, while the number of s
38、tudents from culturally diverse backgrounds has been increasing in our public schools, the number of teachers from minority backgrounds has not increased accordingly. Some teachers have not been adequately prepared to teach children from poverty and culturally diverse backgrounds (Darling-Hammond, 1
39、997). The Conceptual Framework adopted by the PEU represents a focus on the important role played by professional educators in working in schools with such incredible diversity. Indeed, if the preparation of professional educators truly addresses diversity issues, college-training programs must make
40、 an institutional commitment to diversity “in their faculties, administrators, student populations, as well as the need to reexamine their curricula and course requirements, campus climate, and reward structures” (Ladson-Billings, 1999, p. 102).The PEU preparation programs prepare professional educa
41、tors to develop an understanding of diversity issues, including race, ethnicity, culture, gender, sexual orientation, socio-economic class, language, special needs, religion and exceptionalities. Programs include content and experiential opportunities for candidates to understand, adopt, and apply v
42、arious values related to their roles in the schools. Students are involved in learning activities that focus on ethnic/racial, linguistic, socio-economic, and gender-related variables of diversity; understanding ones own culture; developing an awareness of and appreciation for 12differences; implica
43、tions for personal and teaching interactions; and culturally responsive teaching practices.These experiences are imbedded in a wide variety of courses, as well as courses specifically designed for these topics. Field placements are also made with a strong consideration for opportunities for experien
44、ces with diverse populations.Commitment to Technology It is obvious that major developments have occurred and will continue to occur in the area of technology that must be addressed by professional educator preparation programs. The PEU recognizes the importance of preparing its candidates to unders
45、tand technology operations and concepts; the use of technology in productivity and professional practice, and the social ethical, legal, and human issues associated with the use of technology. Guided by the ISTE National Educational Technology Standards, University of Arkansas candidates must demons
46、trate the use of technology to plan and design learning environments and experiences; to teach, to learn, and to evaluate student learning. Candidate Proficiencies Aligned with Professional and State StandardsThe Conceptual Framework ensures that the proficiencies of individuals are aligned with pro
47、fessional and state standards. The standards of eight professional organizations are incorporated in professional preparation programs, as reflected in individual SPA reports (Exhibit Room, SPA Reports). Evaluation/Assessment SystemThe unit assessment system (Exhibit Room, Unit Assessment Plan) at the University of Arkansas is based on principles of quality and continuous improvement. It assesses students at various points during their educational program and includes both formative and summative evaluations. The assessment system is designed to determine the extent to which pro
