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Conceptual Framework

 

PDF of our Conceptual Framework.

  

 

The Eugene T. Moore School of Education Conceptual Framework guides our work as a unit. It is consensus-based and provides the foundation for all we do. It addresses the fundamental issues of what our students need to know (knowledge), what they need to be able to do (skills), what they value (dispositions), and how they interface with their communities, large and small (connections).

 

Our Conceptual Framework, simply stated, is to prepare caring, capable, and connected professionals for the twenty-first century.

 

As a unit, we have undertaken in-depth analyses of the accreditation, accountability, and assessment issues and mandates from our myriad stakeholders. Our efforts to synthesize these elements are illustrated through our Conceptual Framework.

 

The Conceptual Framework consists of four parts: Mission, Guiding Principles, Learner Outcomes and the Assessment System.

 

Mission

Our Mission of the Eugene T. Moore School of Education is to prepare caring and capable professionals through intellectually engaging experiences in theory, method, and research that connect them to the communities in which they live and serve.

 

Guiding Principles

Our Guiding Principles provide the philosophical underpinning of our programs. They are statements of our collective beliefs about our students, our profession, and ourselves:

As faculty and staff, we:

  • Respect the rights and responsibilities of all students and recognize diverse points of view;
  • Act ethically and professionally to meet the students’ intellectual and developmental needs;
  • Accept our professional and ethical responsibility to help our students acquire comprehensive knowledge and skills in their specialty area that equip them to be effective educators, researchers, and leaders;
  • Are committed to excellent instruction represented by effective teaching practices, emerging technologies, and assessment;
  • Encourage our students to make positive contributions that make their own lives and the lives of others potentially more fulfilling and productive.

 

Learner Outcomes

Our Learner Outcomes become the basis for the results of our programs. They are what we expect our students to value, to know, and to be able to do. There are six learner outcomes or “elements” in the conceptual framework.

Caring comprises beliefs and actions.

  • Beliefs: Our candidates are committed to ethical and democratic dispositions including respecting the rights and responsibilities of all and recognizing diverse points of view.
  • Actions: Our candidates act in accord with the rights and responsibilities of all, are sensitive to developmental, social, and cultural differences, and encourage a democratic culture.

Capable consists of knowledge and practice.

  • Knowledge: Our candidates are knowledgeable about the foundations of education and about their specialty area(s), including appropriate practices.
  • Practice: Our candidates apply their knowledge through best practices that include the effective use of educational and information technology and appropriate assessments

Connected contains communication and integration.

  • Communication: Our candidates communicate effectively through a variety of representations (spoken, written, and digital).
  • Integration: Our candidates synthesize their knowledge and practices to integrate interdisciplinary perspectives and applications by making connections to real life and by making global issues locally relevant.

 

Assessment System

Our Assessment System evolves from our mission, guiding principles, and learner outcomes. Each candidate is rated on each of the six elements of the conceptual framework at multiple times during his or her program. Ratings are based on a variety of candidate products (for example, electronic portfolios, reflections, lesson plans, and surveys of cooperating teachers). Initial candidates are rated four times in their program on a 4-point scale (unsatisfactory, developing, proficient, and distinguished) using a set of rubrics specific to each time period.

Ratings of unsatisfactory are accompanied by a detailed explanation. The assessment of advanced candidates varies by program, with two to four assessment points, and two- to four-point rating scales. The ratings for all candidates are recorded in an on-line database that is accessible by all program faculty and advisors. Advisors are expected to review and discuss ratings to-date with each advisee at least once a year. Ratings of unsatisfactory are analyzed by advisor and advisee together in light of the given explanation. Yearly program reports are generated, and program faculty react to the reports by addressing any apparent weaknesses with programmatic changes. A yearly, written statement of program and course changes is provided to the School of Education by the program chair.