CONCEPTUAL FRAMEWORK
The conceptual framework serves to organize and articulate the multiple dimensions of the education program. The model (see below)
presents the components of the conceptual framework and communicates the relationships that the components have with one another. It suggests a dynamic and interactive approach to education. The curriculum, field experiences, clinical practices, conceptual foundations, and framework all interact, contributing to the making of effective decision-makers, empowered professionals - educators who know not only what to do but why they do it.
The central hub, around which every element revolves, is the program's organizing theme of "professional decision making." It is with this central theme in mind, that coursework, field experiences, clinical practices, and reflections are focused and outcomes are directed. All the knowledge, skills, and dispositions of the developing educator are aimed at the ability to make good professional decisions. The process of decision-making (plan - implement - evaluate) also recognizes the continuous and pervasive role that feedback and reflection plays in the making of decisions. The substantial attention and support that professional decision making receives as a pivotal activity and area of expertise in educating is an important validation of its selection as an organizing theme for Concordia University's program.
Educational outcomes can be understood as developing the potential characteristics of students who complete Concordia University's Teacher Education Program. They provide a description of the cognitive and affective qualities the program helps students develop and acquire. In the model, they are displayed in circulating motions around the central hub. "The Educator as Professional Decision Maker Outcomes" provides a more complete listing and articulation of the outcomes. It describes the personal and professional arenas of decision making within which the Concordia University graduate is prepared to function successfully.
Four general areas of teacher competence necessary to make informed decisions make up the field against which we view all of the decision-making components: subject matter, learning and human development, teaching strategies, and personal qualities. Educational decisions are reflections of one's beliefs and dispositions about teaching and learning as well as one's knowledge and skills.
Finally, the College of Education program operates within a context of professionalism. Infused throughout the program is an expectation that students and faculty members conduct themselves in responsible and ethical ways.
Educator as Professional Decision Maker Outcomes
Upon completion of the Concordia University Education program, a candidate will be an entry level professional who is able to apply knowledge, skills, and dispositions related to subject matter, learning and human development, and teaching strategies to the classroom environment. The candidate will also be able to demonstrate personal qualities that foster learning in others by demonstrating a positive caring disposition, providing direction, and making instructional decisions that enhance educational opportunities for each student. Aligned with the outcomes are the ten Interstate New Teacher Assessment and Support Consortium (INTASC) standards for beginning teacher licensing and development. Such a candidate will demonstrate knowledge, skills, and dispositions related to each of the following:
Subject Matter
1. Demonstrates the intellectual breadth of the liberally-education person.
2. Conveys the central concepts, tools of inquiry, content, and structures of the
academic discipline(s).
INTASC #1a: Subject Matter - The candidate understands the central
concepts, tools of inquiry, and structures of the discipline(s) s/he teaches.
Learning and Human Development
1. Applies developmental theories and a philosophy of education in
designing instruction.
INTASC #2a: Student Learning - The candidate understands how children
and youth learn and develop.
2. Demonstrates knowledge of and sensitivity to diverse ways of learning
including learning styles related to culture, gender, and ability.
INTASC #3a: Diverse Learners - The candidate understands how learners
differ in their approaches to learning.
Teaching Strategies
1. Communicates clearly verbally and in writing.
INTASC #6: Communication - The candidate uses knowledge of effective verbal,
non-verbal, and media communication technique to foster active inquiry,
collaboration, and supportive interaction in the classroom.
2. Engages students through a variety of instructional strategies (including instructional
technology).
INTASC #1b: Subject Matter - Based upon knowledge of the central concepts,
tools of inquiry, and structures of the discipline(s) s/he teaches, the candidate can
create learning experiences that make subject matter meaningful for students.
INTASC #2b: Student Learning - Based upon an understanding of how children
learn and develop, the candidate can provide learning opportunities that support
students' intellectual, social, and personal development.
INTASC #3b: Diverse Learners - Based upon an understanding of how learners
differ in their approaches to learning, the candidate creates instructional
opportunities that are adapted to learners from diverse cultural backgrounds
and with exceptionalities.
INTASC #4: Instructional Strategies - The candidate understands and uses
a variety of instructional strategies to encourage the student's development
of critical thinking, problem solving, and performance skills.
INTASC #5: Learning Environment - The candidate uses an understanding of
individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement in learning,
and self-motivation.
INTASC #7: Planning Instruction - The candidate plans and manages instruction
based upon knowledge of subject matter, students, the community,
and curriculum goals.
3. Applies classroom management strategies successfully according to individual
student needs.
4. Involves students in curricular, management, and instructional decisions
when appropriate.
5. Assesses, evaluates, and communicates student learning effectively.
INTASC #8: Assessment - The candidate understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of his/her learners.
INTASC #10: Collaboration, Ethics, and Relationships - The candidate
communicates and interacts with parents/guardians, families, school colleagues,
and the community to support the students' learning and well being.
Personal Qualities that foster Learning
1. Maintains a positive self-image, respect, and concern for students and co-workers,
enthusiasm and resourcefulness, and physical and emotional well-being.
2. Demonstrates awareness of professional, ethical, and legal responsibilities
and rights of teachers, knowledge of school organizational structure, and the
relationship with the social and philosophical foundations of education.
3. Initiates responsibility for continuous self learning.
INTASC #9: Reflection and Professional Development - The candidate is
a reflective practitioner who continually evaluates the effects of her/his choices
and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally.
Regarding teaching in Lutheran Schools
for the Lutheran Classroom Teacher candidates
- Models a Christian life based upon a hope in Jesus Christ as Savior.
- Demonstrates knowledge and skill needed to serve in the parish and school.
- Demonstrates sufficient theological insight to communicate the Gospel effectively.
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