I.4 Summarize the basic tenets of the conceptual framework, institutional standards, and candidate proficiencies related to expected knowledge, skills, and professional dispositions.
I.4 Summarize the basic tenets of the conceptual framework, institutional standards, and candidate proficiencies related to expected knowledge, skills, and professional dispositions.
The vision of the Unit is reflected in the Conceptual Framework , expressed in EDUCATOR (Expertise in content knowledge, Diversity, Unity, Classroom and school leadership, Attitudes, Technology, Organize knowledge and facilitate learning, Reflective practitioner) and the theme Preparing teachers and counselors to facilitate student growth and achievement in the 21st Century.The Conceptual Framework (I.5.c.1) has been updated to include current research:
E – EXPERTISE IN CONTENT KNOWLEDGE: The 21st century classroom will require teachers to use their disciplinary knowledge base to facilitate students’ critical thinking, collaboration, and communication (American Association of Colleges for Teacher Education &Partnership for 21st Century Skills, 2010). Research indicates that in order to facilitate an integrated disciplinary instructional approach, teachers must be competent in their subject matter knowledge base (Darling-Hammond, 2000). Initial and advanced program requirements, aligned with SPA standards, provide a strong knowledge base in the professional field necessary for competent performance in P-12 educational settings (Norton, 2005).
D-DIVERSITY: Effective teachers use their knowledge of learners’ culture, language, development, gender, socio-economic, and community factors to design instruction that impacts student learning (Snyder & Lit, 2010). Danielson (2007) emphasizes the importance of teachers’ sensitivity to students’ cultural backgrounds, including relevant information on cultural traditions, religious practices, patterns of interaction, and instructional practices that impact students’ learning. Teachers create an environment of respect and rapport though their words and actions in their classrooms (Danielson, 2007). Candidates are engaged in clinical experiences and coursework that equip them to develop their sensitivity and appreciation for diversity.
U – UNITY: Educators demonstrate unity through collaboration with colleagues, administrators, students, and their families to effect a positive school climate, examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement (CT Common Core of Teaching 2010, Domain #6).
C – CLASSROOM AND SCHOOL LEADERSHIP: Candidates gain the knowledge, skills, and dispositions needed to become effective leaders. They learn to maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership skills (CT Common Core of Teaching, 2010, Domain #6). Implementation of leadership theory is articulated as “instructional leadership” and presupposes that the teacher is an agent of change within schools. Candidates gain the knowledge, skills, and dispositions needed to become educators who lead and support positive change in their classrooms and schools. They learn to maximize student learning by developing and demonstrating professionalism, collaboration with others, and leadership skills.
A – ATTITUDES: Candidates develop a professional identity through their performances in clinical experiences and the demonstration of dispositions. Research indicates that dispositions should be integrated with both the knowledge base and the development of skills (Schussler, Stooksberry, & Bercaw, 2010). Dispositions change as candidates’ progress through their various programs (Rinaldo, Denig, Sherman, Cramer-Benjamin, Vermette, Foote, & Smith, 2009). In order to facilitate and monitor candidates’ development of professional dispositions, it is imperative that professional behaviors be introduced, addressed, and assessed from the beginning of the candidates’ programs (Shiveley & Misco, 2010). The Unit has revised its dispositions (1.4.e.1) and is administering a new dispositions instrument three times across all programs beginning in Fall 2013.
T – TECHNOLOGY: The 21st century student expects a different learning environment and therefore needs teachers who are proficient in technological tools that can be used to enhance the academic experience, in and out of the classroom (McGee & Diaz, 2009). Across all programs, candidates learn to use multimedia tools such as iPads, applications, and interactive whiteboards to impact student learning. The increasing availability of new technologies brings possibilities for learners and educational professionals to broaden and deepen conversations about learning (Mills, 2010). The unit has embraced this shift towards new learning with the creation of online courses to model these techniques for our candidates. The unit continues to revise its programs to integrate technological tools currently used in partnering school districts and to model best practices for distance learning.
O-ORGANIZE KNOWLEDGE AND FACILITATE LEARNING (PEDAGOGY) Competent educators understand that all students can learn. They understand learning is a dynamic process where students are active participants in the construction of knowledge by building upon their own conceptual base (Resnick, 2010); and demonstrate professional responsibility in utilizing multiple strategies and methods to create the environment necessary to maximize learning for all students (Freiberg & Driscoll, 2000). Across the unit, syllabi are aligned with the Conceptual Framework with candidate learning outcomes and methods of assessment linked to standards (CT Common Core of Teaching 2010, InTASC, SPA Standards).
R – REFLECTIVE PRACTITIONER: Teachers make complex decisions in their professional practice, and these require extensive reflection (Wilen, Ishler, Hutchinson, & Kindsvatter, 2000). Reflection is an important component of dispositional acquisition as well as a skill and should include frequent self-reflection and collaborative discussion with faculty and peers (Diaz, 2007. The ability to engage in reflective practice is measured at program entry, prior to the professional semester, and during student teaching.