College of Education a community of learners committed to making the world a better place

Conceptual Framework

Outlining our Ways of Knowing, Our Ways of Doing and Our Ways of Being

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Central State University College of Education

Conceptual Framework

Introduction

The conceptual framework adopted by the Central State University educator preparation community is to prepare urban educators who are able to help all children become successful learners. In order to accomplish this mission, Central State University College of Education has adopted the following expectations for candidate performance:

• To gain command of foundation knowledge, including knowledge of how individuals learn and develop to help all children become successful learners.

• To gain command of relevant content knowledge, including the articulation of the central concepts, tools of inquiry, and the structures of their disciplines to help all children become successful learners.

• To successfully collaborate and use their leadership skills to help all children become successful learners.

• To address issues of diversity with equity in order to help all children become successful learners.

• To use technology in their efforts to help all children become successful learners. • To use assessment data to inform their efforts to help all children become

successful learners. • To gain command of pedagogical knowledge, including the ability to: organize

content for learning, create supportive learning environments and maximize opportunities for learning in order to help all children become successful learners.

How the conceptual framework has evolved and been refined

Central State University, Ohio’s only public historically black university academically prepares students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world. As an open access institution, the university fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields. Central State University is dedicated to: Providing a nurturing and culturally enriched learning environment; Stimulating students with an intellectual curiosity and a continuous quest for

knowledge; Teaching students to think critically and communicate effectively; Instilling in students an aspiration for excellence using teaching service and scholarly

research; Preparing students to address the challenges of a technologically oriented world; Providing quality educational programs in scientific and technological fields; Offering programs with multicultural and global perspectives; Reaching out to underserved populations; and

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Collaborating with other educational institutions, business organizations, and government agencies to enrich learning experiences and educational opportunities for students.

In 2004, a committee of faculty members from the College of Education drafted a conceptual framework to reflect this university’s mission. While this document accommodated much of what the college was about, it was cumbersome and somewhat misleading in its dependence upon a “broken window” metaphor to convey the unit’s mission and purpose. In March 2006, following a significant period of critique, faculty members engaged in teacher education, the College of Arts and Sciences and the public schools, undertook to re-envision teaching and teacher education at Central State University.

As a result, our knowledge base grew and expectations became more explicitly articulated with respect to Professional Ways of Knowing (content knowledge), Professional Ways of Doing (pedagogical knowledge) and Professional Ways of Being (dispositions). We also saw the need to strengthen our multicultural focus, knowledge of learners and contexts, study of culture and society, advocacy and respect for diversity that pervade our efforts and our commitment to preparing urban educators to be outstanding teachers for ALL learners.

The conceptual framework, preparing urban educators to be outstanding teachers for ALL learners, was initially proposed by the Conceptual Framework Committee through work sessions during the summer of 2006. The Conceptual Framework Committee was charged with developing a conceptual framework that was inclusive of all members of our Unit, aligned with the Unit Assessment System, and reflective of candidates’ dispositions. The committee was also interested in enhancing collaboration among the faculties of various educator preparation programs. Members of the Conceptual Framework Committee included representatives from each of the faculties, the Director of Professional Education, and members of the professional communities,

Members participated in reflective dialogue in which existing practices and proposed changes were reviewed, critiqued, and questioned in the context of developing a vision for how the college could improve preparation of professional educators. Members used personal experiences, professional literature, data describing outcomes of our preparation programs, and statements from members of the professional community during these deliberations. One challenge was to identify the essential elements for the Unit while respecting the diverse philosophies and viewpoints found within individual programs.

The conceptual framework evolved from the efforts of the Conceptual Framework Committee and was presented to members of the Unit in August, 2006. The NCATE coordinator and Dean of the College of Education met with faculty and candidates in each program. Each program responded with a written commitment to the conceptual framework affirming the program’s consistency with efforts to prepare urban educators to be outstanding teachers for ALL learners. It is our intent to support

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the evolution of the Conceptual Framework Committee into a more formal structure along the lines of a university council on educator preparation. Subsequent refinement of the conceptual framework should occur through continuous review of the framework at both the university level and the program level.

Shared Vision

Our Unit vision is that we - administrators, faculty members, candidates, members of the professional community (cooperating teachers, mentors, members of our advisory panels) and community members - are working together to become a community of learners committed to making the world a better place. Our shared vision is one of action, collegiality, and collaboration. We work for social justice and an improvement in the quality of life for those with whom we work. Our vision has evolved from that of merely preparing reflective practitioners to one of recognizing the dialogic nature of theory and practice in our work. This vision is operationalized through our efforts to prepare urban educators to be outstanding teachers for ALL learners. This theme is directed by core patterns and understandings that form the knowledge base for the conceptual framework.

Teaching and Learning in the Urban School Environment

Every year, significant numbers of urban children arrive at school already behind, but instead of organizing our educational system to ameliorate the problem; we organize it to exacerbate the problem (Miron, 1996, Kozol, 1991, Reardon & Dold, 1988). Many Americans have been conditioned to believe that selected young people can’t learn very much (French, 2002, Traudt, 2002, Corti, 2002). They believe that young Americans are taught the same thing, but that some—especially those who are poor or of color—simply manage to learn less. The results are devastating (NAEP, 1999).

By end of high school…African American and Latino 17 Year Olds Do Math at Same Levels as White 13 Year Olds

0%

100%

200 250 300 350

White 8th Graders

African American 12th Graders

Latino 12th Graders

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…African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds

Unit mission

The mission of the educator preparation programs at Central State University is to prepare urban educators to be outstanding teachers for ALL learners. The primary activities through which this mission is implemented are teaching, research, and service (Wong, 2002; Christman & Rhodes, 2002). This mission statement is supported by the knowledge that educator effectiveness is the major factor in influencing student learning (Sanders & Horn, 1998; The Education Trust, Dispelling the Myth, 2002). Teacher effects on student learning are both additive and cumulative. Effective teachers are essential—there is now important evidence suggesting that subsequent effective teachers can offset the effects of ineffective ones (The Education Trust, Dispelling the Myth, 2002). The mission also recognizes the importance of emphasizing high expectations for all students as they focus on understanding, reasoning, and problem solving rather than memorization of facts, terminology and algorithms (Lytle (1992). High quality instruction in urban school environments is characterized (Clayton, 1996; Birger, 1996; Franklin, 1979; Payne & Kaba, 2005) by the following:

• Emphasizes high expectations for all students.

• Focuses on in-depth learning of a limited number of powerful concepts, emphasizing understanding, reasoning, and problem solving rather than memorization of facts, terminology and algorithms.

• Integrates inquiry with knowledge of concepts and principles.

0%

100%

150 200 250 300 350

White 8th Graders African American 12th Graders

Latino 12th Graders

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• Engages students in meaningful activities that enable them to construct and apply their knowledge of key concepts.

• Reflects sound principles from research on how students learn.

• Uses cooperative learning and techniques for asking questions that promote interaction and deeper understanding.

• Features appropriate, ongoing use of calculators, computers and other technologies.

• Develops in students the literacy necessary to make informed decisions and to function as full participants in society.

• Assesses learning as an integral part of instruction.

• Ensures that teachers have a deep understanding of their subject matter.

Knowledge Base

In her analysis of the “outcomes” question in teacher education, Cochran-Smith (2000) described a loose chronology. During the 1950s and 1960s, researchers sought to describe the attributes and qualities of good teaching and prospective educators by looking at the “ways of being” demonstrated by educators. Knowledge questions emerged in the 1980s and 1990s with efforts to identify what educators should know, or “ways of knowing.” Currently, questions of outcome require that teachers show us not only what they know, but what they can do (our “ways of doing”), describing professional performance as outcomes (Cochran-Smith, 2004). At Central State University, we seek to prepare our candidates in each of these areas, competent in the “knowing,” "doing,” and “being” of their professions.

Ways of knowing – We recognize that each individual functions and develops through an ongoing, reciprocal process of transactions with his or her environment (Magnusson, 1995). This reciprocal process assumes that educators need to know more than facts, terms, and concepts of their discipline (Borko & Putnam, 1996). Rather, as educators, their “knowledge of organizing ideas, connections among ideas, ways of thinking and arguing, and knowledge growth within the discipline” (Borko & Putnam, p. 676) influence their practice. Our unit, therefore, requires teacher candidates to gain a command of the subject matter they plan to teach, including the modes of inquiry specific to each academic discipline.

Learning is as much a socially shared undertaking as it is an individually constructed effort (Alexander & Murphy, 1998). Learning is a fundamentally natural process and learners are intrinsically interested in learning about and mastering their world (Lambert

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& McCombs, 1998). As a learning community seeking to make all students successful learners, we recognize that the learning process is most effective when it is “an intentional process of constructing meaning from information and experience” (APA, 1997). We recognize that the successful student constructs useful representations of knowledge through personally relevant goals and linking new information with existing knowledge in meaningful ways. Each educator plays a major interactive role with both the learner and the learning environment (APA, 1997). A commitment to that role is key to our vision. We are committed to providing the right conditions for learning, the conditions most likely to generate successful learning outcomes for students.

We recognize that learning is a situated activity and is grounded in participation. Educators are themselves participants in the learning community, providing opportunities for the development of new practices (Lave & Wenger, 1991). The learning context is complex, and is at least physical, social, mental, and historical, all of which simultaneously limit and facilitate performance, creating continuities and at other times discontinuities (Ceci & Hembrooke, 1995). The distinctive perspectives or frames of references and individual variations of each learner must be taken into account if the educator is to provide the necessary challenges and opportunities for learning and development (Lambert & McCombs, 1998). We are committed to engaging in practices that focus on successful learning outcomes for all students, practices that are research-based and empirically supported. Our candidate knowledge proficiencies are as follow:

1. To have command of subject matter they plan to teach and modes of inquiry related to that discipline

2. To know how students develop and learn within various social, historical and philosophical environments

3. To have command of a variety of assessment techniques appropriate to measure learning

Ways of doing – Ways of doing, the pedagogical or practice knowledge of educators, go beyond a “cookbook,” “bag of tricks,” or “prescription.” Educators are professionals and scholars, not technicians. Borko and Putnam (1996) describe pedagogical knowledge as including (a) the educator’s overarching concept of purpose and that nature of the content; (b) knowledge of potential understandings, misunderstandings, preconceptions, misconceptions, and alternative conceptions; (c) knowledge of content, curriculum, and materials; and (d) knowledge of strategies and representations for practice. Teachers demonstrate craft knowledge, case knowledge, theoretical knowledge, and metaphors, all of which inform their practice (Calderhead, 1996).

Each individual is presented with different opportunities and constraints for learning, and that settings that allow for social interactions and a respect for diversity encourage both learning and social competence (APA, 1997). The role of the educator is to support students in expanding and modifying their learning preferences while attending to adapting and varying their instructional methods and materials to address these preferences. Each learner has a distinctive perspective contributed to by his or her history, the environment, and ways of thinking and learning. Educators must attend to

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and respect these variables if learners are to be actively engaged in and responsible for their own learning (Lambert & McCombs, 1998). Differences in linguistic, cultural, ethnic, and social backgrounds must be taken into account (APA, 1997).

We expect students to learn. We set challenging standards and assess learning, the learning process, and our efforts on behalf of students. We recognize that environments that contain positive interpersonal relationships and interactions, comfort and order, and in which the learner feels appreciated, acknowledged, respected, and validated are best able to promote learning (Lambert & McCombs, 1998).

Learning and assessment are inherently linked. The purpose of assessment is to promote meaningful learning. Assessment is a continuous process, grounded in authentic and meaningful tasks consistent with the curriculum and instruction provided in the classroom. Assessment should be equitable to all learners regardless of prior achievement, gender, cultural, ethnic, linguistic, or social group. The results of assessment should be presented as clear, comprehensible, and immediate feedback to members of the learning community (Paris & Ayres, 1994). Our candidate skill proficiencies are as follow:

1. To demonstrate specific pedagogies associated with respective content areas 2. To use multiple strategies, including technologies in teaching the content so that

all students can learn 3. To demonstrate an understanding of individual learners and adjust teaching to

meet the learning needs of all students 4. To use knowledge of school, family, and community contexts with particular

attention to urban settings in connecting concepts to students prior experience and applying the ideas to real world problems

5. To incorporate learning style theories and technologies so their students can understand their differentiated styles

6. To demonstrate an understanding of the impact of student background on student learning

7. To use assessment results to inform instruction 8. To create safe environments that support student development and learning 9. To collaborate and communicate with other educators, administrators, students,

parents and the community to support student learning 10. To model effective communication through oral, written, and nonverbal means 11. To demonstrate proficiency in planning and organizing for student learning 12. To demonstrate a belief that all students can learn and do whatever is necessary

to assure student learning

Ways of being – Learners must be resilient, demonstrating a sense of competence and effectiveness as well as connectedness to the broader community. With this resilience, they are better able to cope with the challenges which occur in any learner’s life (Moen & Erickson, 1995). Resilience is not a fixed attribute, but can be developed through presenting the learner with experiences of achievement and positive relationships (Bronfenbrenner, 1979). We recognize that an essential part of a successful schooling

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experience requires relationships and connections among all members of the learning community using minds and hearts to assure that all members continue to grow and learn. Central State University rejects sanction-based systems recognizing that ultimately, such systems increase the level of student alienation and misbehavior (Darling-Hammond, 1997). Without this support system, the unpredictability, instability, and inconsistency of the lives of those with whom we work have the potential of depriving them of competence and self-efficacy (Bronfenbrenner, 1993, in Goleman, 1995).

The dispositions demonstrated by members of the Central State University learning community recognize the role of motivational and emotional influences on learning. We recognize that “the learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn” (APA, 1997). As educators, however, we recognize that there are both alterable and inalterable variables in our work. The dispositions expected of our candidates are as follow:

1. To demonstrate the habits of mind associated with the subject(s) they plan to teach

2. To exhibit a commitment to on-going professional growth and development 3. To exhibit the habits of mind associated with the teaching profession 4. To exhibit the core values of the university: excellence in caring, hard work,

honesty and work ethic 5. To commit to high ethical and professional standards and behavior 6. To commit to the expression and use of democratic values in the classroom 7. To believe that all children can learn and that teachers must persist in helping

every student achieve success 8. To treat all students with dignity and help them learn to value each other.

Summary. Consistent with the head, heart, and hand of Pestalozzi (1894), educators must demonstrate effective ways of knowing, ways of being, and ways of doing. As a learning community seeking to make all students successful learners, we attempt to balance these three elements of educator preparation. Our unit, therefore, not only requires teacher candidates to gain a command of the subject matter they plan to teach, including the modes of inquiry specific to each academic discipline, but to model the habits of mind reflective of the very best practice that accepts nothing less than success for all.

Sharing of the conceptual framework to the wider professional community

The conceptual framework has been shared throughout the professional community – faculties of other colleges of Central State University faculty of p-12 schools, community members – through a variety of strategies. NCATE newsletters have provided one-way communication, and meetings of community and advisory groups have provided forums for discussion. We have also used our web site and posted the framework there, requesting that feedback and discussion occur electronically. The University Council Academic Council, which includes deans and representatives from three colleges within

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the University have discussed the conceptual framework. Mentor teachers are provided with copies through the Field Experience Handbook. In these ways the Conceptual Framework has been shared throughout the professional community.

Relationship of conceptual framework to the institution's mission

The key aspects of the mission of Central State University are that the institution strives to provide the highest quality learning environment, world-renowned scholarship, innovation and community service, and to serve as a place where freedom and intellectual interchange flourish. Our conceptual framework indicates that we recognize that educator effectiveness is the major factor in influencing student learning (Sanders & Horn, 1998), affirming the institution’s mission to provide the highest quality learning environment. We are committed to studying our own practice, and in continuing to grow through scholarship. Our commitment to partnerships is demonstrated through the innovative activities in which we engage to support communities. With our attention to the “head, hand, and heart” – our ways of knowing, doing, and being - of the initial and continuing preparation of teachers, we address the whole person in a climate of intellectual interchange.

Coherence

Our conceptual framework informs each program in terms of curricula, field and clinical experiences, and assessment. Each program’s candidate handbook includes a statement of the adoption of the conceptual framework. In addition, the theme of the conceptual framework is the primary tool for communicating the nature of our practice. The use of the conceptual framework in syllabi and other documents and materials provides a key part of our communication with candidates and with the larger professional community, as well as providing coherence within our learning community with respect to curriculum, clinical experiences, and assessments.

Professional Commitments and Dispositions

Philosophy is a powerful guide to professional practice…

Whenever philosophy has been taken seriously, it has always been assumed that it signified achieving a wisdom which would influence the conduct of life. (John Dewey)

The College of Education at Central State University is committed to a set of philosophical, intellectual and pedagogical beliefs that guide it in the preparation of teachers and other professional practitioners that are intended to help shape candidates’ approach to life as a teacher. The College of Education at Central State University is committed to the preparation of teachers who have the capacity to help all children become successful learners. The university and the college are very much aware that, as a historically black university we

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are a unique institution with respect to our commitment to society’s less-privileged population. Our graduates will be provided with the knowledge, skills and dispositions necessary to assure that all students with whom they work, including the poor and otherwise disadvantaged among us, will become successful learners and gain full access to the quality of life that is the promise of our great nation, but which has historically been made more difficult or impossible for the less-privileged. The Central State University College of Education is further committed to providing a learning experience for its students that represents an extension of productive family life. A good family sets goals for its members and works toward the achievement of those goals. Like a patchwork quilt, members of the family come in a variety of shapes, colors, textures and patterns. Each member brings strengths to the family and correspondingly finds strength in other family members. Trust and respect are at the core of the family experience. Just as families stick together, exhibit good teamwork, and express feelings and emotions, so too, in the College of Education, is teaching and learning associated with lots of caring, understanding, and attention.

The College of Education accepts that no two individuals are alike. Not every person learns in the same manner or at the same rate. We are committed to accommodating these differences. The fabric of the teaching and learning environment in the College of Education, however, are like pieces of fabric in a quilt, interconnected to form a whole. Just as parents in a family should be role models for their children, so too must faculty be for students, nurturing self-esteem, engendering limitless possibilities for success, and providing the educational regimen necessary to achieve those possibilities. We believe that the preparation of our students for standardized tests and other accountability measures established by state agencies and professional organizations are a necessary part of teacher preparation. We are equally strong in our belief that the preparation of urban educators to be outstanding instructors for ALL children is our primary purpose in being. To achieve this end, the College of Education guarantees teacher candidates a program based upon the following commitments:

I. Commitment to Appropriate Program Design. The College of Education is committed to providing the experiences necessary through course work, field experiences and any other means necessary to prepare candidates to become outstanding instructors for ALL children. II. Commitment to Professional and State Standards The College of Education is committed to the alignment of its institutional standards with the knowledge, skills and dispositions endorsed by the relevant professional organizations, as well as those directed by state and national policy, and to do so in accordance with the conceptual framework to

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assure coherence with our vision and mission throughout the teacher preparation process. III. Commitment to Diversity The College of Education is committed to preparing candidates who can contribute to the learning of every student regardless of age, gender, culture, socioeconomic status, language, religion and/or exceptionality. The College is further committed to assuring that candidates develop an appreciation for diversity and the ability to use it in all phases of preparation and professional practice as an asset for learning. IV. Commitment to Technology The College of Education is committed to providing candidates with the knowledge, skills and experiences necessary for them to use instructional technology, whenever appropriate, in helping their students learn successfully.

As a professional learning community, our Unit goes beyond the recognition of theory and practice as separate dimensions to the assumption that they are inseparable. Clandinin and Connelly (1995) describe the challenge this poses for professional preparation programs. Content knowledge is thought to be prerequisite to professional practice, understanding the history of education and the psychology and sociology of learning are thought to be prerequisite to the study of methods, and the study of methods is thought to be prerequisite to field experiences. We are aware of these tensions in theory and practice. In the dialectic view, which we profess, theory and practice are inseparable. Practice is theory in action.

This perception of theory and practice in constant conversation presents challenges. Our candidates bring with them a conception of professional practice, and that part of our role is deconstructing these conceptions. For example, candidates may view educators as guides, friends, or confidantes in the image of their favorite teacher rather than as professional practitioners engaged in finding new understandings of teaching and learning (Calderhead, 1996). We recognize that schools may be immersed in fix-it model approaches to learning, in which new practices and structures are handed down to teachers with no consideration of the ways they understand learning, thus ignoring the knowledge base educators bring to their work, and forcing them to use prescriptive materials which deny their continuous development of constructions about teaching and learning (Gitlin, 1990).

We do not view the educator-as-technician (Friesen, 1993, p. 6), but as researcher, inquirer, and planner. Part of our effort is to engage our candidates in discourse about what they ought to be doing to improve their practice and outcomes (Connelly &

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Clandinin, 1988). We believe that it is our role to instill in our candidates the belief that “professional development searches for understanding as continuous inquiry into practice” (Liberman & Miller, 1990), and that educators not only have a static knowledge base, but build on this base through ongoing inquiry and analysis, always rethinking and evaluating their practice. Networks, collaborations, and coalitions are key to supporting professionals in examining practice.

We believe that educators actively engage in generating protective processes that foster resilience, providing a buffering effect to the risks to which those with whom we work are exposed. Educators are actively (a) reducing negative outcomes by emphasizing positive interactions and predictability; (b) altering negative chains of experience for the individuals with whom they work; (c) supporting the development of self-efficacy; and (d) opening up opportunities, all of which have been documented as protective processes (Rutter, 1995). Not only do our candidates support the development of resilience in those with whom they work, but they are resilient themselves, sustaining competence under pressure.

In accordance with this philosophy, we have identified those candidate proficiencies that exemplify our institutional commitments and dispositions. The Central State University College of Education prepares urban educators to be outstanding teachers for ALL learners by assuring that the following goals and proficiencies are addressed.

Goal 1: Candidates will achieve command of relevant content and pedagogical knowledge

Proficiencies:

1. Having command of subject matter they plan to teach and modes of inquiry

related to that discipline 2. Knowing how students develop and learn within various social, historical and

philosophical environments Goal 2: Candidates will become competent in the knowledge and use of

appropriate pedagogical practices

Proficiencies:

1. Demonstrating specific pedagogies associated with respective content areas 2. Using multiple strategies, including technologies in teaching the content so that

all students can learn 3. Demonstrating an understanding of learners and adjust teaching to meet the

learning needs of all students 4. Using knowledge of school, family, and community contexts with particular

attention to urban settings in connecting concepts to students prior experience and applying the ideas to real world problems

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5. Incorporating learning style theories and technologies so their students can understand their differentiated styles

6. Demonstrating an understanding of the impact of student background on student learning

7. Creating safe environments that support student development and learning 8. Demonstrating proficiency in planning and organizing for student learning

Goal 3: Candidates will become competent in designing and using a variety of

assessment strategies and instruments

Proficiencies:

1. Having command of a variety of assessment techniques appropriate to measure learning

2. Using assessment results to inform instruction Goal 4: Candidates will communicate effectively with a variety of audiences

Proficiencies:

1. Collaborate and communicate with other educators, administrators, students,

parents and the community to support student learning 2. Model effective communication through oral, written, and nonverbal means

Goal 5: Candidates will become competent in the knowledge and use of technology as appropriate for teaching and learning

Proficiencies:

1. Using multiple strategies, including technologies in teaching the content so that

all students can learn 2. Demonstrating an understanding of individual learners and adjust teaching,

including the use of technology, to meet the learning needs of all students 3. Incorporating learning style theories and technologies so their students can

understand their differentiated styles

Goal 6: Candidates will exhibit the dispositions identified as essential to

professional teaching practice

Dispositions are “the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice” (NCATE, 2001, p. 53). In identifying our Unit dispositions, members of the Unit and our school partners were

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provided with the dispositions presented by INTASC (2001, May). Unit faculty representing teacher education, art and music education, school psychology, educational foundations, and arts and sciences reviewed and provided input into these dispositions, as did elementary, secondary, middle school, and special education public school teachers and other professional school personnel.

These dispositions reflect our “Ways of Being.” Intrinsic to our dispositions is the notion of community and belonging. We appreciate each individual’s fundamental need for acceptance and belonging, and that a student’s fundamental anxiety is to be successful and competent. We appreciate that we are members of a community, and that “none of us can find ourselves, know ourselves, or be ourselves, all by ourselves” (Binau, 2000). As members of a professional learning community our candidates ascribe to the following dispositions:

1. Demonstrating the habits of mind associated with subject(s) they plan to teach 2. Exhibiting a commitment to on going professional growth and development 3. Exhibiting the habits of mind associated with the teaching profession 4. Exhibiting the core values of the university: excellence in caring, hard work,

honesty and work ethic 5. Demonstrating a commitment to high professional standards and behavior 6. Committing to the expression and use of democratic values in the classroom 7. Believing that all children can learn and that teachers must persist in helping

every student achieve success 8. Treating all students with dignity and help them learn to value each other

Commitment to diversity

Ensuring the integration of knowledge, skills, and dispositions related to diversity throughout courses, experiences, and assessments. The integration of knowledge, skills and dispositions related to diversity throughout courses, experiences, and assessments is demonstrated by the explicit identification of institutional standards, candidate proficiencies, and candidate dispositions. In terms of institutional standards, teacher candidates at Central State University are outstanding instructors for ALL children fully able to address issues of diversity with equity.

Our commitment to diversity is demonstrated in various ways, including assessments by mentors, self-assessments, assessments of performance in the field, and narratives. In addition, each program has identified the courses/experiences that address diversity. We have explicitly identified the following candidate proficiencies related to diversity:

• Candidates know how students develop and learn within various social, historical and philosophical environments;

• Candidates use multiple strategies, including technologies in teaching the content so that all students can learn

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• Candidates demonstrate an understanding of individual learners and adjust teaching to meet the learning needs of all students

• Candidates use knowledge of school, family, and community contexts with particular attention to urban settings in connecting concepts to students prior experience and applying the ideas to real world problems

• Candidates incorporate learning style theories and technologies so their students can understand their differentiated styles

• Candidates demonstrate an understanding of the impact of student background on student learning

• Candidates demonstrate a belief that all students can learn and do whatever is necessary to assure student learning

• Candidates treat all students with dignity and help them learn to value each other

Commitment to technology

We are committed to ensuring the integration of knowledge, skills, and dispositions related to educational and information technology. The integration of knowledge, skills, and dispositions related to technology throughout courses, experiences, and assessments is demonstrated by the explicit identification of institutional standards, candidate proficiencies, and candidate dispositions. In terms of institutional standards:

• Teacher candidates at Central State University are outstanding instructors for ALL children who are able to use technology to support their practice.

Our commitment to technology is demonstrated in various ways. Candidates are able to use technology to strengthen their professional learning, pedagogical knowledge, and enhance the learning of those with whom they work. This institutional standard is demonstrated in various ways, including assessments by mentors, self-assessments, assessments of performance in the field, and narratives. In addition, each faculty member has completed a technology scan to demonstrate the infusion of technology by faculty member and student in each program course and experience. A technology scan involves each faculty member describing how he or she infused technology into each course and program experience from use of technology in instruction to how the candidates used technology within course assignments and field experiences. We have explicitly identified the following candidate proficiencies related to technology:

• Candidates use multiple strategies, including technologies in teaching the content so that all students can learn

• Candidates demonstrate an understanding of individual learners and adjust teaching, including the use of technology, to meet the learning needs of all students

• Candidates incorporate learning style theories and technologies so their students can understand their differentiated styles

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Candidate Proficiencies Aligned with Professional and State Standards

The educational standards of Central State University’s efforts to prepare educators align with standards put forward by Praxis, the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Board for Professional Teaching Standards (NBPTS) Core Principles. At the Unit level, the conceptual framework is also aligned with the Institutional Standards, Candidate Proficiencies, and Candidate Dispositions of the Unit. This alignment is presented in the following table.

CANDIDATE PROFICIENCIES ALIGNED WITH

PROFESSIONAL AND STATE STANDARDS

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I DO

MAI

N C

PRAX

IS II

I DO

MAI

N D

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (1) Have command of

subject matter they plan to teach and modes of inquiry

related to that discipline

X X X

(2) Demonstrate habits of mind

associated with subject they plan to

teach

X X X

(3) Demonstrate specific pedagogies

associated with respective content

areas

X X X X

(4) Use multiple strategies, including

technologies in teaching the content so that all students

can learn

X X X X X X

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Candidate Proficiencies aligned with Professional and

State Standards

The Candidate shall: NC

ATE

Sta

ndar

d 1:

Ele

men

t 1

NC

ATE

Sta

ndar

d 1:

Ele

men

t 3

NC

ATE

Sta

ndar

d 1:

Ele

men

t 4

NC

ATE

Sta

ndar

d 1:

Ele

men

t 6

NC

ATE

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ndar

d 1:

Ele

men

t 7

Ohi

o S

tand

ards

: Stu

dent

s

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: Con

tent

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tand

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olla

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and

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Pro

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and

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row

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Prax

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tude

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Prax

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ssm

ent

Prax

is II

: III

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s

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: IV

. Pro

fess

ion

and

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mun

ity

Prax

is: I

II D

omai

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I: D

omai

n B

Prax

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I Dom

ain

C

Prax

is II

I Dom

ain

D

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (5) Know how

students develop and learn within various

social, historical, and philosophical environments

X X X X

(6) Demonstrate and understand individual student learners and

adjust teaching to meet the learning

needs of all students

X X X X X X X X

(7) Use knowledge of school, family, and community contexts

with particular attention to urban

settings in connecting concepts to students prior experience and applying the ideas to real world problems

X X X X X X

(8) Incorporate learning style theories and technologies so their students can understand their

differentiated style

X X X X

(9) Demonstrate a belief all students can learn and do whatever necessary to assure

student learning

X X X X X

(10) Demonstrate, understand, and

respect the impact of student background on student learning

X X X X X X

19

Candidate Proficiencies aligned with Professional and

State Standards

The Candidate shall: NC

ATE

Sta

ndar

d 1:

Ele

men

t 1

NC

ATE

Sta

ndar

d 1:

Ele

men

t 3

NC

ATE

Sta

ndar

d 1:

Ele

men

t 4

NC

ATE

Sta

ndar

d 1:

Ele

men

t 6

NC

ATE

Sta

ndar

d 1:

Ele

men

t 7

Ohi

o S

tand

ards

: Stu

dent

s

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o S

tand

ards

: Con

tent

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o S

tand

ards

: Ass

essm

ent

Ohi

o S

tand

ards

: In

stru

ctio

n

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o S

tand

ards

: Lea

rnin

g En

viro

nmen

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ndar

d: C

olla

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tion

and

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tand

ard:

Pro

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asp.

and

G

row

th

Prax

is II

: I. S

tude

nts

as L

earn

ers

Prax

is II

: II.

Inst

ruct

ion

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ssm

ent

Prax

is II

: III

Com

m. T

echn

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s

Prax

is II

: IV

. Pro

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and

Com

mun

ity

Prax

is: I

II D

omai

n A

Prax

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I: D

omai

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Prax

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I Dom

ain

C

Prax

is II

I Dom

ain

D

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (11) Exhibit a

commitment to on going professional

growth and development

X X X X

(12) Exhibit habits of mind in the teaching

profession

X X X X

(13) Exhibit the core values of the

university; Excellence in caring, hard

work, honesty, and work ethic

X X X

(14) Understand the integral nature of assessment and

instruction by using assessment results to

inform instruction

X X X X X

(15) Uses a variety of assessment measures as appropriate to the learning goals and

students

X X X X

(16) Create an environment that supports student development and

learning

X X X

(17) Collaborate and communicate with other educators, administrators,

students, and parents and the community to

support student learning

X X X X

N C A T E S t a n d a r d 1 : E l e m e n t 1 N C A T E S t a n d a r d 1 : E l e m e n t 3 N C A T E S t a n d a r d 1 : E l e m e n t 4 N C A T E S t a n d a r d 1 : E l e m e n t 6 N C A T E S t a n d a r d 1 : E l e m e n t 7 O h i o S t a n d a r d s : S t u d e n t s O h i o S t a n d a r d s : C o n t e n t O h i o S t a n d a r d s : A s s e s s m e n t O h i o S t a n d a r d s : I n s t r u c t i o n O h i o S t a n d a r d s : L e a r n i n g E n v i r o n m e n t O h i o S t a n d a r d : C o l l a b o r a t i o n a n d C o m m . O h i o S t a n d a r d : P r o f . R a s p . a n d G r o w t h P r a x i s I I : I . S t u d e n t s a s L e a r n e r s P r a x i s I I : I I . I n s t r u c t i o n & A s s e s s m e n t P r a x i s I I : I I I C o m m . T e c h n i q u e s P r a x i s I I : I V . P r o f e s s i o n a n d C o m m u n i t y P r a x i s : I I I D o m a i n A P r a x i s I I I : D o m a i n B P r a x i s I I I D o m a i n C

P r a x i s I I I D o m a i n D

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Candidate

Proficiencies aligned with Professional and

State Standards

The Candidate shall: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

(18) Model effective communication

through oral, written, and nonverbal means

X X

(19) Demonstrate proficiency in planning

and organizing for student learning

X

(20) Are committed to high ethical and

professional standards and behavior

(21) Are committed to the expression and use of democratic

values in the classroom

(22) Believe that all children can learn and must persist in helping every student achieve

success

(23) Treat all students with dignity and help them learn to value

each other

Our framework describes educators prepared in the ways of knowing, ways of doing and ways of being. As outstanding teachers for ALL learners, our candidates go beyond technical skills and engage in inquiry and reflection so as to, go beyond prevalent practice. They are able to work in diverse educational environments, recognize the role of setting events, and strive to enhance the development of resilience. Finally, they themselves are resilient, communicate and work with families and community members, engage technology, and aim to engage in those professional practices that are most likely to have positive outcomes for learning.

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Overview of Programs for the Preparation of Educators

Below is an overview of programs for the initial preparation of teachers. Our programs correspond to those for which teacher licensure is available in the State of Ohio. Successful completion of all university, college and program requirements will lead to licensure in one or more of the following areas:

Early Childhood Education This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license for all subjects in grades PreK-3. This license is valid for teaching children who are typically developing, at-risk, gifted, and who have mild to moderate educational needs. A minimum of twelve cumulative semester hours in the teaching of reading is required for the provisional or professional early childhood license.

Multi-Age Music This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license to teach music to learners from ages three through twenty-one and pre-kindergarten through grade twelve. Preparation in music must constitute at least an academic major or its equivalent with sufficient advanced coursework in music. A minimum of three semester hours in the teaching of reading in the content area is required for the provisional or professional multi-age license

Multi-Age Visual Arts This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license to teach visual arts to learners from ages three through twenty-one and pre-kindergarten through grade twelve. Preparation in visual arts must constitute at least an academic major or its equivalent with sufficient advanced coursework in the visual arts. A minimum of three semester hours in the teaching of reading in the content area is required for the provisional or professional multi-age license

Multi-Age Physical Education This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license to teach physical education to learners from ages three through twenty-one and pre-kindergarten through grade twelve. Preparation in physical education must constitute at least an academic major or its equivalent with sufficient advanced coursework in physical education. A minimum of three semester hours in the teaching of reading in the content area is required for the provisional or professional multi-age license

Multi-Age Health This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license to teach health to learners from ages three through twenty-one and pre-kindergarten through grade twelve. Preparation in health must constitute at least an academic major or its equivalent with sufficient advanced coursework in health. A minimum of three semester hours

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in the teaching of reading in the content area is required for the provisional or professional multi-age license

Middle Childhood Education Language Arts This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching the language arts in grades four through nine. The middle childhood teacher preparation program includes preparation in the humanities (including the arts) and areas of concentration in at least one of the following in addition to reading and language arts: mathematics, science, or social studies. A minimum of twelve cumulative semester hours in the teaching of reading is required for the provisional or professional middle childhood license. Middle Childhood Education Social Studies This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching social studies in grades four through nine. The middle childhood teacher preparation program includes preparation in the humanities (including the arts) and areas of concentration in at least one of the following in addition to social studies: reading and language arts, mathematics or science... A minimum of twelve cumulative semester hours in the teaching of reading is required for the provisional or professional middle childhood license. Middle Childhood Education Science This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching science in grades four through nine in the language arts. The middle childhood teacher preparation program includes preparation in the humanities (including the arts) and areas of concentration in at least one of the following in addition to science: reading and language arts, mathematics or social studies. A minimum of twelve cumulative semester hours in the teaching of reading is required for the provisional or professional middle childhood license. Middle Childhood Education Mathematics This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching mathematics in grades four through nine in the language arts. The middle childhood teacher preparation program includes preparation in the humanities (including the arts) and areas of concentration in at least one of the following in addition to mathematics: reading and language arts, science, or social studies. A minimum of twelve cumulative semester hours in the teaching of reading is required for the provisional or professional middle childhood license. Adolescent to Young Adult Integrated Social Studies This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching integrated social studies in grades seven through twelve. The program is offered in cooperation with established departments in the College of Arts and Sciences. Students must consult with academic advisors in their selected area / department. Preparation in history and the social sciences must constitute at least an academic major or its equivalent with sufficient advanced coursework. A

23

minimum of three semester hours in the teaching of reading in the social studies is required for the provisional or professional adolescence to young adult license.

Adolescent to Young Adult Life Sciences This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching the life sciences in grades seven through twelve. The program is offered in cooperation with established departments in the College of Arts and Sciences. Students must consult with academic advisors in their selected area/ department. Preparation in the life sciences must constitute at least an academic major or its equivalent with sufficient advanced coursework. A minimum of three semester hours in the teaching of reading in the life sciences is required for the provisional or professional adolescence to young adult license.

Adolescent to Young Adult - Physical Science—this program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching the physical sciences (chemistry and physics) in grades seven through twelve. The program is offered in cooperation with established departments in the College of Arts and Sciences. Students must consult with academic advisors in their selected area/department. Preparation in the physical sciences must constitute at least an academic major or its equivalent with sufficient advanced coursework. A minimum of three semester hours in the teaching of reading in the physical sciences is required for the provisional or professional adolescence to young adult license. Adolescent to Young Adult Integrated Mathematics This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching the mathematics in grades seven through twelve. The program is offered in cooperation with established departments in the College of Arts and Sciences. Students must consult with academic advisors in the mathematics department. Preparation in mathematics must constitute at least an academic major or its equivalent with sufficient advanced coursework. A minimum of three semester hours in the teaching of reading in mathematics is required for the provisional or professional adolescence to young adult license Adolescent to Young Adult – Integrated Language Arts This program provides the knowledge, skills, experiences and assessments required to earn an Ohio teaching license valid for teaching reading and the language arts in grades seven through twelve. The program is offered in cooperation with established departments in the College of Arts and Sciences. Students must consult with academic advisors in their selected area/department. Preparation in the language arts must constitute at least an academic major or its equivalent with sufficient advanced coursework. A minimum of three semester hours in the teaching of reading in the language arts is required for the provisional or professional adolescence to young adult license

Intervention Specialist/Mild Moderate This program provides the knowledge, skills, experiences and assessments required to earn an Ohio license valid for

24

teaching individuals with mild – moderate disabilities ages five through twenty-one and kindergarten through grade twelve. A minimum of twelve semester hours in the teaching of reading is required for the provisional or professional intervention specialist license.

Navigating the System

Candidates navigate through five gates in order to successfully complete any of our programs. The criteria for successfully completing each gate are as follow:

Gate 1: Pre- 2.5 GPA candidates Successful Completion of 27 Semester Hours

Pass EDU 2262 Pass EDU 2264 Pass EDU 2266 Pass EDU 2350 (Field Experience I) PRAXIS I MATH PRAXIS I READING PRAXIS I WRITING Complete Application for Admission to COE Interview

Gate 2: 2.5 GPA Admission Complete Reading Core Requirement to Teacher Completion of Field II Education Complete Methods Course Requirement

Completion of Field III Substantial Completion of Major/Concentration (75%-80% of Coursework)

Gate 3: 2.5 GPA Admission Successfully Completed all Courses to Student Except EDU 4491 and 4895 Teaching Pass PRAXIS II Content and PLT (after 2002)

Application for Student Teaching Graduation Application Submitted to COE

Gate 4: Maintain 2.5 GPA Student Complete EDU 4491 Teaching Complete EDU 4895

Pass PRAXIS II Content and PLT (prior to 2003) Complete all Licensure Requirements Complete Evaluation of University Supervisor Complete Evaluation of Cooperating Teacher

25

Gate 5: Complete Application for Licensure Completion Provide Contact Information

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