Conceptual Framework
The Teacher Education Committee (TEC), the governing body of the Unit, developed, adopted, and implemented The Reflective Experiential Teacher as its conceptual framework theme in 1990. The purpose of professional education was to prepare teachers for elementary and secondary schools. To achieve this purpose, the program emphasized that candidates must demonstrate the following:
- content knowledge in the academic discipline. (1)
- understanding of child and adolescent development, learning, motivation, and behavior and how to create an effective learning environment. (2; 5)
- ability to adapt instruction to meet the needs of diverse learners. (3)
- ability to develop short and long-range instructional plans using a variety of instructional strategies and create meaningful learning experiences. (4; 7)
- ability to communicate effectively using a variety of verbal, non-verbal and media communication techniques. (6)
- ability to use formal and informal assessment strategies. (8)
- ability to develop effective professional relationships and seek out opportunities for participation in professional growth. (9; 10)
The Reflective-Experiential Teacher theme focused on the ability of candidates to reflect on current research findings, cognitive processes, research-based teaching strategies, and wisdom of practice during field experiences and student teaching. This conceptual framework was based upon the principles of (a) developing and applying critical thinking skills, (b) acquiring and applying cognitive skills, and (c) enhancing personal growth. The conceptual framework has remained constant with respect to the guiding principles, the research-based instructional strategies and best practice techniques and field-based experiences that provide reflective opportunities. Problem-based learning (PBL) has been added to the strategy list due to the ability to blend critical thinking, cooperative learning and inquiry/problem solving into the educational experience. The Teacher Education Committee adopted the INTASC Principles as the goals for initial teacher preparation since the last NCATE visit in 2001. The principles as cited below in the table are included in all education syllabi to show the interrelationship between course goals/objectives and the INTASC principles.
- The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.
- The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.
- The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
- The teacher 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.
- The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
- The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Within the past four years, the faculty from the Division of Teacher Education discussed the personal characteristics that would exemplify an excellent teacher. They developed a preliminary list which was field-tested with enrollees in the Introduction to Education course. Several drafts were developed prior to recommending the finalized list of seven dispositions to the Teacher Education Committee for adoption as cited below:- Effective Communication
- Interpersonal Skills
- Professional and Academic Integrity
- Professional Image
- Strategic Planning
- Responsiveness to Others
- Educational Achievement
A rubric including key descriptors for each disposition and a likert scale (i.e., not observed; underdeveloped; emerging; basic; proficient) was developed for use by candidates (as a self-reflection), by Cooperating Teachers, and by University faculty, mentors, and supervisors. The MSU Assessment and Feedback Chart indicates when and by whom the dispositions are assessed. The chart also delineates other assessment practices that support the teacher education program. (Dispositions Rubric)
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