School of Education

Conceptual Framework

The Haskell Memorial Arch, located on campus, serves as a model for the School of Education’s (SOE) Conceptual Framework (CF). This model illustrates the strong foundation of knowledge and skills needed to develop Native Leaders who become critical thinkers, high achievers, reflective practitioners, and caring leaders for
tomorrow’s learners. This model symbolizes the importance of two main support systems, the mission and the vision, which are built upon high standards and accountability. The evaluation process includes a variety of assessment practices and checkpoints throughout the program to monitor and enhance the candidate’s growth and
development.

Conceptual Framework Components
The conceptual framework for Haskell Indian Nations University’s School of Education (SOE) includes three main components: the mission, the vision, and the evaluation process. These three components guide the operation of the Elementary Teacher Education Program (ETEP).  Key defining elements are included to support each component. The SOE’s mission is defined and supported by fifteen Program Objectives and ten Leadership Qualities identified as teacher candidate dispositions. The SOE’s vision is displayed through the Elementary Teacher Education Program of Study. The SOE Evaluation Process includes scheduled meetings, teacher candidate monitoring procedures, and utilization of a variety of assessment practices. 

SOE Mission
Haskell Indian Nations University’s School of Education provides a quality Elementary Teacher Education Program grounded in traditional and contemporary American educational philosophies and theories, current best practices, and K-6 curriculum standards while integrating native and cultural perspectives to foster equitable learning
communities for all children. 

SOE Vision
Haskell Indian Nations University’s School of Education is dedicated to developing Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners.

Program Objectives
Using the Mission Statement, Professional Leadership Qualities and knowledge base supported by research and current best practices, the SOE faculty identifies fifteen Program Objectives. Teacher candidates are expected to demonstrate mastery of these objectives in the process of becoming critical thinkers, high achievers, reflective practitioners and caring leaders for tomorrow’s learners The first thirteen objectives are closely related to the Kansas Professional Education Standards adopted by the Kansas State Board of Education September 2001.  Program Objectives 14 and 15 are unique to the ETEP. Our teacher candidates will demonstrate:
      1.   The ability to use the central concepts, tools of inquiry, and structures of each
            discipline he or she teaches to create learning opportunities which make subject
            matter meaningful for all students.
      2.   The ability to use knowledge and understanding of how individuals develop
            and learn in the various domains (intellectual, social, and personal) and plans
            learning opportunities according to these domains and developmental levels.

  1. The ability to use a student’s background information to create instructional opportunities that are equitable and adaptable to diverse and exceptional learners.
  2. The ability to use a variety of instructional strategies to develop and enhance students’ critical thinking, problem solving and reading.
  3. The ability to create learning environments which encourage positive social interaction, active engagement, and self-motivation utilizing individual and group behavior and motivation.
  4. The ability to use a variety of verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.
  5. The ability to design and plan instruction using content and pedagogical knowledge, curriculum goals, instructional resources, and knowledge of students.
  6. The ability to use multiple types of assessment strategies and instruments to evaluate student progress, guide instruction, and ensure continual student learning and development.
  7. The ability to be reflective practitioners, who continually evaluate their choices   and actions in regard to interactions with students, parents, other school personnel, and actively seeks out opportunities and resources for professional growth.
  1. The ability to establish collegial relationships with school personnel, parents, and agencies within the larger the community to foster student learning and well-being.
  2. The ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students’ abilities to understand relationships between subject areas.
  3. The ability to embrace the role of technology and use technology skills to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and assist students with instructional technology.
  4. The ability to be reflective practitioners who use knowledge of historical, philosophical, and social foundations of education to guide educational practices.
  5. The ability to demonstrate confidence, pride, and commitment to the education profession by exhibiting the ten leadership qualities identified in the ETEP.
  6. The ability to develop Native leadership and service to sovereign first nations and the world through the integration of Native and cultural perspectives.

Professional Leadership Qualities
Haskell Indian Nations University’s ETEP believes essential leadership qualities are associated with becoming a Native Leader who is a critical thinker, high achiever, reflective practitioner, and a caring leader for tomorrow’s learners.  These qualities are a combination of personal and professional skills as identified by the faculty and Haskell
SOE Advisory Board as important teacher candidate dispositions. The identification of these Professional Leadership Qualities is based in part on the writings and research provided by Charlotte Danielson, respected author of many educational books and a contributor to the training and evaluation practices of education professionals.

A rubric is utilized to evaluate teacher candidate demonstration of the ten identified leadership qualities. Haskell’s ETEP Professional Leadership Qualities are:

  1. Responsibility – attends and participates in class
  2. Respect – interacts respectfully and accepts differences
  3. Reliability – submits quality work and maintains accurate records
  4. Communication – demonstrates effective oral and written communications
  5. Professionalism & Appearance – wears proper attire and displays professional grooming
  6. Professionalism & Demeanor – is receptive to varying ideas
  7. Collaboration – collaborates and plans with peers and host teacher
  8. Contributions – contributes to meaningful discussions, searches for answers, and encourages others
  9. Self-Reflection – ability to reflect, understand and make connections from theory to practice 
  10. Openness – demonstrates interest, passion, and curiosity; responsive to feedback.

The ETEP believes teacher candidates must exhibit some of these professional leadership qualities upon program entry and therefore, evaluates five pre-professional leadership qualities prior to a student’s formal acceptance into the program. A continued focus on the development and enhancement of the ten leadership qualities is embedded in the program of study through course connections, field experiences, student teaching experiences, seminars and professional development activities. Mid-term and end of semester evaluation conferences are held each semester with individual teacher candidates and faculty to monitor and support development of professional leadership qualities.