Conceptual Framework                 

“Student Achievement: Teachers, Students, and Communities Working Together” 

The stylized easel visually represents the philosophy of demonstrated pedagogy that incorporates reflective practice. Thus, at first glance, the image draws the eye upward to the pinnacle of the easel to what is the highest goal of the teacher education program—Increased Student Performance (for both university teacher candidates as well as K-12 students in local schools). The foundation for the program courses are national and state standards that define professional knowledge, skills, and dispositions necessary for teacher candidates to be successful in their classrooms and to improve student achievement.

On this foundation rests the program Assessments. The Teacher Education program assessment and evaluation plan allows for systematic data collection, reduction, analysis, and dissemination of results indicating how teacher candidates are meeting Critical Performance Indicators. Five decision points are embedded in program levels: (a) provisional admission, (b) professional core levels, (c) pre-clinical practice, (d) licensure program completion, and (e) post-graduation. Although information from assessments and evaluation are vital, without wide-spread opportunities for reflection, candidate and program improvement may not happen.

Therefore at the heart of the conceptual framework the art of reflective practice is identified and fostered throughout the program by: Reflecting, Engaging, and Collaborating. Reflection requires individuals to spend time analyzing and evaluating. Teachers who are engaging foster active learning in their classrooms. Collaborating for growth enables teachers, students, and community members to work together for greater student achievement.

Standards-based assessment and reflective practice are the philosophy and tools used by the program to achieve the goals of: professional growth, leadership, program renewal, and (the pinnacle) increased student achievement.

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Full Conceptual Framework (PDF)

TEd Program Overview (PDF)