Conceptual Framework Teacher Education Program       Conceptual Framework The conceptual Framework(s) establishes the shared vision for the unit’s efforts in preparing educators to work effectively in     P-12 schools.  It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability.  The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated Introduction Extensive curriculum development, evaluation, performance assessment, and program revisions, development, and implementation have shaped the unit's continuing commitment to transform its preparation model into its conceptual framework for guiding preparation of teachers. The conceptual framework consists of the unit’s vision and mission, the philosophy with aim and outcomes, knowledge bases, candidate proficiencies, and the assessment system.  The Teacher Education Program faculty solicited and incorporated input from stakeholders during retreats, meetings, and sessions with consultants. The Teacher Education program’s vision can be             captured in the following theme: The Teacher education program prepares effective educators committed to Reflective Practice, the pursuit of Essential Knowledge, qualified to Assess and evaluates, and dedicated to practice Professionalism (REAP).   Unit Vision The School of Education at Bethune-Cookman College visualizes the Teacher Education Program becoming exceptional in the preparation of effective educators who understand the importance of possessing Essential Knowledge, using Reflective Practice and Assessment and position themselves as Professionals committed to meeting the challenges of serving all learners in a world of rapid change and increasing diversity. Unit Mission The mission of the Teacher Education Program at Bethune-Cookman College is designed to support and carry out the mission of the college to serve in the Christian tradition, the educational, social, and cultural needs of its students and to develop in the students the desire and capacity for continuous intellectual and professional growth, leadership, and service to others. The implementation of this mission has led to the Teacher Education Program’s commitment to providing a student-centered environment where teacher candidates experience the freedom to grow, reflect and become effective professional educators. Reflected in this mission is the belief that effective educators will be competent, caring, and committed to provide quality instruction to all learners. Unit Philosophy In the process of framing our philosophy, the faculty reviewed research on philosophy, as it relates to education, teaching and learning, and instructional design. The faculty concluded that values and beliefs focus on progressivism and re-constructionism.  Teaching must begin with the child. The program and interactions with teacher candidates are deliberately designed and focused on needs, experiences and lives of students (Dewey, 1902).  Education and teachers play an important and necessary role in shaping lives and society (Counts, 1969).  The program deals with educational issues within larger socio-political and historical contexts.  From both progressive and re-constructionist perspectives, the faculty’s pedagogical beliefs stem from constructivist theory and the socio-historical approach of Lev Vygotsky.  These theories support autonomy and an understanding that cultural and contextual factors contribute to a person’s development and education (Aldridge & Goldman 2002; Wink & Putney, 2002).  Therefore, faculty are committed to a teacher education program that places teacher candidates at the center of the educational process that will ultimately enable the candidates to become a transforming force in the lives of all children. Purpose of the Unit The overall aim of teacher education at Bethune-Cookman College, given its underlying vision, mission and philosophy, is to facilitate the development of competent, committed and caring candidates who use reflection, knowledge, and assessment to enrich the teaching and learning process, and professionalism to provide equal educational opportunities for all students. Knowledge Base of the Unit The conceptual framework is supported by a Knowledge Base based on Best Practices, Educational Theory and Research. This Knowledge Base guides the decision making of the unit in designing the program, its content, and delivery and performance outcomes. The acronym, REAP, features the four performance outcome domains of Bethune-Cookman College's professional education programs:  (a) Reflective Practice (b) Essential Subject Knowledge, (c) Assessment and Evaluation, and (d) Professionalism. Fundamental to REAP is the belief that teachers and other education support personnel must be prepared to adjust to the demands of societal changes in institutions, in traditions, in knowledge, and in technology for accommodating the diversity that exists within K-12 school student populations.   (a) Reflective Practice Many educators support Reflective Practice. Reflection is characterized by "active, persistent and careful consideration" (Dewey) and becomes "reflection-in-action" (Schon) as it guides the teacher's decision making. In a recent article on preparing teachers for reflective practice, Risko, Vukelich, and Roskos (2002) express their agreement with Gore and Zeichner (1991) that “if we encourage prospective teachers to reflect on their instructional decisions, they will enter the profession with dispositions and skills that enable them to continue to learn from experience” and to become “better at teaching throughout their careers.”  Researchers, Korthaga (1995) et.al, encourage three kinds of reflection:   Ø   Retrospective (to analyze and reflect on past action) Ø   Anticipatory (to predict and analyze potential outcomes of future       actions) Ø   Contemporaneous (to monitor and record reflections and decisions made in action) (b) Essential Knowledge Curriculum content is derived from national, state, and institutional standards.  There are four types of curriculum content at the initial level (baccalaureate): (a) the developmental education studies provide the prerequisite knowledge, attitudes, and skills required for success in college level studies; (b) the general education which provides depth and breadth in broad fields of knowledge in the sciences and liberal arts areas; (c) the subject specializations focus on subject matter knowledge and competence in major and minor areas of study; and (d) the professional education studies which contain pedagogical, theoretical, and research based practical experiences. The Teacher Education Program faculty is designed to ensure that our teacher candidates have the essential knowledge, skills, and dispositions to teach all students.  The content and instructional strategies are reflected in the design used to deliver curriculum content supported by technology in the college classroom, in teacher candidate support experiences, and in clinical and field-based experiences.   We have, for the last several years, rigorously incorporated national and state standards into our courses and require teacher candidates to demonstrate their knowledge of these standards with assignments, activities, and projects.   (c) Assessment and Evaluation Our candidates are assessed by a variety of traditional and alternative assessments.  We believe that assessment should be a “vehicle for learning and awareness…” (Senge et al., 2000, p. 186).  In fact, reflection and assessment are intricately linked because one cannot have this vision of assessment without the use of reflection.  Thus, our students are required to demonstrate knowledge, skills, and dispositions on traditional assessments such state and teacher-made paper and pencil tests and alternative assessments such as performance assessments, authentic assessments, and portfolio assessments to name a few.    In addition, students are required to develop, in various courses, traditional and alternative assessments to learn about diverse learners: what they know and are able to do, what strategies are effective for learning, and what else needs to be done in order to help all students learn.  Our teacher candidates ultimately understand that assessment is a tool that helps educators learn and become aware of themselves and their students.  Darling-Hammond, Ancess, and Falk (1995) and others echo the notion that assessment results should be used to evaluate student work and teaching methods as well.   (d) Professionalism Our program is designed to motivate and enable teacher candidates to develop the necessary professional knowledge, skills, and dispositions to become successful.  Through courses, clinical experiences, and seminars our teacher candidates learn that becoming a professional involves gaining certification, accepting accountability, having a strong knowledge base, collaborating in a professional community, and adhering to ethical practice and standards. Throughout our program faculty model professional behaviors and dispositions that will enable candidates to become caring, committed, and competent professionals.  Candidates must meet College entrance requirements and the Teacher Education program requirements.  Our program requirements meet state and national standards to ensure that our teacher candidates gain the knowledge base necessary to become successful.  In the Teacher Education Program we stress accountability as a means to ensure academic performance and ethical behavior.   Teacher Education Program Objectives:   Prepare caring, committed, and competent teachers for K-12 schools. Provide students the experience to develop teaching competencies. Prepare students to use research techniques and technology. Prepare students to teach in diverse classrooms. Prepare students for successful entrance into graduate studies in education.