Conceptual Framework
CONCEPTUAL FRAMEWORK MODEL
“DEVELOPING QUALITY TEACHERS FOR ALL CHILDREN”
Upon the arrival of the dean in September, 2005, based on articles in the publications, Tribal College Journal, The Best of Educational Leadership, The National Indian Educational News, the dean and the faculty have refined the conceptual framework to truly set the stage for “Developing Qualtiy Teachers For All Children.” The original writing of the conceptual framework was initiated by Dr. Karen Gayton Swisher, who served as a consultant to develop a program design modeled after the education program at Arizona State University. The refining of assessments and aligning them with the conceptual framwork, professional and content standards, allow the School of Education to collect data to demonstrate accountability. The conceptual framework model embraces a three-fold commitment which includes the institutional values of the university and the School of Education’s mission statement: (1) the university encourages accountability, respect, cooperation, and honesty, (2) the School of Education endorses American traditional and contemporary educational philosophies and standards, along with Native American and other cultural perspectives, and (3) the School of Education addresses pedagogically the establishment and maintenance of a balance among the intellectual (cognitive), emotional (affective), spiritual, and physical dimensions of a human life as a means to an individual’s general well-being.
Entering the Haskell Indian Nations University Memorial Stadium students, alumni, and visitors are greeted by an ARCH symbolic of the strength of the institutional values that the university supports (Accountability, Respect, Cooperation, and Honesty). The School of Education is committed to developing teachers of high quality for all children; in fulfilling this commitment it has incorporated these institutional values in many of its policies and procedures that directly impact teacher candidates.
The School of Education supports the institutional values in the following manner:
- Accountability is evident in the attendance policy, The Mortarboard – the school’s professional newsletter - the late course work policy, and the curriculum alignment with the Kansas State Department of Education content and professional standards.
- Respect is demonstrated by the commitment of the faculty advisors in their work with the students, the student multicultural presentations, the study of children’s multicultural literature, and the review of exceptionalities of children.
- Cooperation is shown through the collaboration with cooperating teachers and the staff of the Lawrence Public Schools, Kansas National Education Association – Student Program activities, University Art Market participation, student participation in university student government, and current students who represent the university as Miss Haskell and the Haskell Brave.
- Honesty is conveyed through the commitment to produce teachers of high quality that is measured by candidates successfully passing the Praxis II and the Principles of Learning and Teaching examination, ensuring their eligibilty for licensure and assessing the quality of the dispositions of the teacher candidates.
The focus of each semester is as follows:
- Building Foundations, first semester , junior year
- Understanding the Whole Child, second semester, junior year
- Learning to Teach, first semester, senior year
- Practicing Pedagogy, second semester, senior year
Teacher candidates will examine issues related to the concern of each health-and-wellness course and write an essay on each with regard to their own experience. The intent of the health-and-wellness courses and their activities is to enable teacher candidates to clarify and strengthen their overall self-awareness and to encourage reflection on their beliefs and values in the hope that these exercises will lead to a clearer and fuller understanding of themselves and, by extension, those with whom they will come in contact in the profession, the classroom, and the community.
OUTCOMES FOR TEACHER CANDIDATES
Knowledge: Candidates will exhibit a general knowledge of the following:
- general elementary education standards and curriculum
- content areas--mathematics, science, social studies, and language arts
- educational history, philosophy, and foundations
- current educational teaching practices
- human growth and development theories
- American Indian and Alaska Native cultures and other cultures
- differentiated learning for students with exceptionalities
- legal and ethical practices within education
- up-to-date use and integration of technology in education
Skills: Candidates will be able to do the following:
- plan, create, instruct, and evaluate lessons and student performance
- respond to the needs of students
- interact appropriately with students, teachers, and staff
- accept and respond appropriately to feedback
Dispositions (Professional Practices, Attitude, and Deportment): Candidates will demonstrate the following:
- effective classroom management
- effective oral and written communication
- collaboration skills
- self-initiative
- self-confidence
- diplomacy
Assessment Tools for Measuring Defined Outcomes:
- course examination data
- specific course rubrics
- portfolio presentations
- Benchmark Assessment System
- Comprehensive Examination
- Principles of Learning & Teaching examination
- Praxis II examination
- Kansas Performance Assessment