THE DEPARTMENT OF CONCEPTUAL FRAMEWORK

I. Knowledge of Self as an Individual
II. Knowledge of Content
III. Knowledge of the Learner
IV. Knowledge of Pedagogy
V. Knowledge of Self as an Educator and Partner in a Learning Community
VI. Knowledge of Spiritual and Professional Self

The Department of Conceptual Framework
 
NOTE: While all areas are included in the design, those in italics are emphasized in the graduate program.
 

I. Knowledge of Self as an Individual
 
Communication Skills

• Expresses self verbally in a clear, concise, coherent and logical manner
• Expresses self verbally using correct grammar
• Expresses self in writing in a clear, concise, coherent and logical manner
• Expresses self in writing using correct spelling and grammar
• Adjusts volume, rate, inflection, and tone of voice appropriately
• Models appropriate non-verbal communication
• Practices effective listening skills
• Utilizes technology to enhance and support communication

Commitment to Wellness

• Models physical, emotional, and social well being
• Advocates the importance of a healthy, well-balanced life style
• Manages stress in a mature manner
• Maintains a healthy balance between personal life and professional roles and responsibilities.

Projection of Self

• Demonstrates positive self concept
• Demonstrates poise and confidence
• Models appropriate grooming and dress
• Demonstrates appropriate social skills
• Maintains a professional position at all times

Development of Self

• Documents evolving life experiences and interests
• Shows comprehensive knowledge in general education
• Continues to refine personal skills in the context of professionalism

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Recognize how personal characteristics and demeanor effects relations through the demonstration of:

Commitment	Communication Skills	Determination
Enthusiasm	Flexibility	Honesty and Integrity
Industry	Persistence	Poise
Punctuality	Respect	Responsibility
Self Confidence

II. Knowledge of Content
 
Subject Matter Fluency

• Demonstrates confidence and competence in specific subject matter to be taught
• Conveys accurate content-specific knowledge
• Plans instruction to reflect comprehensive content knowledge
• Demonstrates familiarity with resources to support subject matter content
• Relates research to practice
• Assumes responsibility for acquiring new knowledge
• Demonstrates ethical and moral responsibility inherent in the transmittal of knowledge and information
• Builds and extends upon knowledge base and experiences
   

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Acknowledge the extensive and evolving nature of knowledge by keeping current of changes in the world specifically affecting content knowledge
Recognize the potential and role technology plays in education and demonstrate facility with and uses a variety of hardware and software

III. Knowledge of the Learner
 
Developmental Needs

• Responds to the diverse social, emotional, cognitive, and physical levels and needs of all students
• Shows sensitivity to levels of development by focusing instructional methods appropriately
• Modifies and adapts instruction to meet the needs of all students
   

Student Diversity

• Demonstrates an understanding of the various ways students process and communicate information
• Assists students in understanding diversity by providing a variety of experiences
• Fosters in each student the understanding, tolerance, and respect for human diversity.
• Demonstrates an awareness of, knowledge, and understanding of the diversity in the family, classroom, school, and community
• Incorporates appropriate real world/community based experiences into the teaching/learning experience
• Shows respect for the diverse learners through appropriate materials, language, and resources
• Provides a positive classroom climate for the inclusion of all students
• Modifies and adapts instruction to meet the needs of all students
• Develops knowledge and refines practices based on the social and cultural contexts in which learning takes place
   

Guiding Student Behavior

• Encourages and maintains student involvement and participation
• Maintains discipline and cooperation at all times
• Maintains systematic, consistent, and fair disciplinary practices
• Maximizes learning time for all students
• Establishes a positive, productive and stimulating environment to support student learning
• Gives structured guidance for transitions
• Guides students in becoming self-reliant and self-directed
• Applies contemporary research and knowledge of students in developing a positive environment to support learning
   

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Respect the worth and dignity of each person through thoughtful and responsive action and communication
Uphold the belief that all children can achieve success through persistent encouragement and instruction
Remain sensitive to and model equity, justice, and fairness in the classroom, school, and community
Appreciate the multiple ways students communicate and learn by providing a variety of opportunities for student expression
Display a commitment to the total development of the student by providing opportunities for social, emotional, physical as well as intellectual growth
Respect the diverse backgrounds of students by acknowledging their contributions and values

IV. Knowledge of Pedagogy
 
Planning

• Develops plans appropriate to students’ needs, interests, and abilities
• Develops plans that are consistent with federal and state standards
• Organizes and integrates subject matter and concepts across the curriculum
• Considers the cycle of learning
• States objectives clearly and in terms of learner outcomes
   

Implementation

• Teaches to the stated objective(s)
• Encourages active participation in the learning process
• Relates lesson to prior knowledge
• Uses a variety of effective methods and techniques
• Employs individual, small group, large group, and cooperative learning experiences
• Employs a balance of student centered and teacher directed instruction
• Develops and enhances problem-solving skills
• Provides opportunities for students to utilize critical and creative thinking skills
• Adjusts instruction based on pupil performance
• Utilizes motivational techniques
• Transitions, effectively and efficiently, from one activity to another
• Utilizes technology to enhance and support the instructional process
   

Assessment

• Assesses learning (student performance) by objective
• Uses a variety of assessment techniques to measure learning
• Utilizes rubrics to communicate and assess product expectations
• Utilizes assessment prior to, during, and after instruction
• Provides opportunities for pupils to self-assess their learning
• Analyzes assessments to modify or adapt instruction
• Provides timely feedback to students, school personnel, and parents/caregivers
• Utilizes technology as an aid to assessment and record-keeping
• Collects and analyzes data on student learning and applies findings to the instructional process
   

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Recognize the opportunities assessment provides in the learning cycle and utilize information for the benefit of student learning
Acknowledge diverse learning styles and adjust the environment and practices to meet student needs
Understand their role as a catalyst and motivator for learning by providing positive encouragement and support
Understand the desirability of recognizing and celebrating accomplishments by providing appropriate private or public acknowledgement of student success

V. Knowledge of Self as an Educator and Partner in a Learning Community
 
Home and Community Involvement

• Demonstrates knowledge of the school community and its resources
• Utilizes community resources in the classroom
• Provides opportunities for home support in the learning process
• Communicates student progress effectively with school personnel and parents/caregivers
   

Interpersonal/School/Community Based Relations

• Complies with school and system wide policies and procedure
• Shows an understanding of and compliance with laws governing all aspects of education
• Maintains student and colleague confidentiality
• Shows independence in task orientation, initiation, and follow through
• Demonstrates positive attitude and establishes positive and professional relationships with all school constituencies
• Participates in and contributes constructively to conferences with colleagues and parents/caregivers
   

Collaboration

• Shows knowledge, expertise, and sensitivity in collaborative efforts with school constituencies
• Builds and models collaborative relationships
• Participates in learning communities
• Demonstrates a commitment to the teaching profession by mentoring pre-service and practicing educators
• Pursues leadership positions in educational settings and in the community
   

Application of Research

• Shows an awareness of issues and current research in the field of education
• Applies research in fulfillment of educational roles and responsibilities
   

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Recognize responsibility for and opportunities to collaborate with colleagues, parents and community members through participation in collective events
Show sensitivity to community norms and cultural diversity by seeking knowledge of and engagement with the full community
Recognize the desirability of building positive relationships by acknowledging others and showing interest, kindness and courtesy
Display a willingness to both give and receive assistance and/or direction.

VI. Knowledge of Spiritual and Professional Self

• Receives and uses constructive criticism to improve and refine instructional and interpersonal skills
• Demonstrates an awareness of and models religious, ethical, and moral beliefs based on Franciscan Values
• Demonstrates an awareness of and commitment to professional codes of ethics and learned societies
• Participates in service learning and community outreach projects as an individual and within the classroom setting
• Demonstrates a desire to increase knowledge base for effective instruction
• Analyzes and acts upon experiences giving evidence of being a reflective practitioner
• Applies knowledge and skill for the betterment of society, its people, and the environment
• Demonstrates a commitment to lifelong learning
• Reflects on practice in a systematic and analytic manner
• Expands on the skills developed on the undergraduate level and demonstrates a deepening knowledge of self as a master educator and member of a learning community
   

Dispositions of Educators to be Developed and Modeled

• The faculty of the Department of Education expects that teacher candidates will demonstrate and provide evidence of the following dispositional behaviors in that they will:

Uphold a commitment to professional growth opportunities through reading professional literature and attending workshops and seminars
Understand and adhere to professional codes of ethics
Uphold Franciscan Values and assume civic responsibility through commitment to social action.