EDUCATION CONCEPTUAL FRAMEWORK
Candidate Proficiencies
The theme of the conceptual framework for the Division of Education at Miles College is “The Teacher: A Facilitator of Learning.” The teacher is a catalyst for learning. He/She acquires the knowledge needed to transfer to the students, creates the climate for learning, initiates activities that are meaningful to the students, and provides encouragement for student learning in P-12 schools. The coursework and performance based activities allow teacher candidates to enhance their abilities in these four areas such that they will be highly qualified effective teachers. The Division of Education has designed programs of study that meet the needs of the teacher candidates in four areas to prepare educators to work in P-12 schools:
- Acquiring Knowledge;
- Creating a Climate for Learning;
- Initiating Meaningful Activities; and
- Providing Encouragement.
Description of Constructs
Acquiring Knowledge is the integration of understanding and mastery of procedural skills and experience gained through coursework and performance based activities to promote life-long learning with students in P-12 schools.
Creating a Climate for Learning is the commitment to the awareness, knowledge, and acceptance of human diversity which leads to the ability to form relationships to sustain learning with students in P-12 schools.
Initiating Meaningful Activities is the use of state-of-the-art materials, equipment, and strategies that enhance curriculum, classroom instruction, field experiences, clinical practice, assessments and evaluation in P-12 schools.
Providing Encouragement is modeling values and beliefs that guide thought, activities, and attitudes which create a more just and humane world and are expressive of the worth and value placed on all beings to instill high expectations for all P-12 students.
Description of Program Outcomes and Knowledge, Skills, and Dispositions: The Division of Education’s conceptual framework provides the vision and structure to effectively prepare teacher education candidates to work effectively in P-12 schools. Outcomes for each of the conceptual framework constructs are identified as knowledge, skill or disposition and are closely aligned with the standards of the Alabama State Department of Education, Interstate New Teacher Assessment and Support Consortium (INTASC) and Specialized Professional Associations (SPAs). The following outcomes are used to identify, connect, and assess each of the constructs within and among programs. Outcomes related to Diversity are identified by #. Outcomes related to Technology are identified by *.
Acquiring Knowledge is the integration of understanding and mastery of procedural skills and experience gained through coursework and performance based activities to promote life-long learning with students in P-12 schools.
Creating a Climate for Learning is the commitment to the awareness, knowledge, and acceptance of human diversity which leads to the ability to form relationships to sustain learning with students in P-12 schools.
Initiating Meaningful Activities is the use of state-of-the-art materials, equipment, and strategies that enhance curriculum, classroom instruction, field experiences, clinical practice, assessments and evaluation in P-12 schools.
Providing Encouragement is modeling values and beliefs that guide thought, activities, and attitudes which create a more just and humane world and are expressive of the worth and value placed on all beings to instill high expectations for all P-12 students.
Description of Program Outcomes and Knowledge, Skills, and Dispositions: The Division of Education’s conceptual framework provides the vision and structure to effectively prepare teacher education candidates to work effectively in P-12 schools. Outcomes for each of the conceptual framework constructs are identified as knowledge, skill or disposition and are closely aligned with the standards of the Alabama State Department of Education, Interstate New Teacher Assessment and Support Consortium (INTASC) and Specialized Professional Associations (SPAs). The following outcomes are used to identify, connect, and assess each of the constructs within and among programs. Outcomes related to Diversity are identified by #. Outcomes related to Technology are identified by *.
1.0 Acquiring Knowledge is the integration of understanding and mastery of procedural skills and experience gained through coursework and performance based activities to promote life-long learning with students in P-12 schools
Each student:
1.1 Knows, analyzes and synthesizes subject content using historical and
philosophical perspectives (knowledge)
1.2 Uses problem-solving processes and learning strategies to enhance student
1.3 learning and development (skill)#*Implements curriculum that exemplifies equity and diversity (disposition)#
2.0 Creating a Climate for Learning is the commitment to the awareness, knowledge, and acceptance of human diversity which leads to the ability to form relationships to sustain learning with students in P-12 schools.
Each student:
2.1 Demonstrates self-awareness, self-confidence and an understanding of the
cultural differences of others that could impede or enhance student learning (disposition)#
2.2Manages an appropriate classroom environment for maximum learning to take place (skill)#
2.3Implements curriculum that includes methods and strategies for applying technology to maximize learning (skill)*
3.0 Initiating Meaningful Activities is the use of state-of-the-art materials, equipment, and strategies that enhance curriculum, classroom instruction, field experiences, clinical practice, assessments and evaluation in P-12 schools.
Each student:
3.1 Integrates various subject matter to facilitate learning (skill)
3.2 Evaluates and uses data effectively to assess the needs of all students (skill) #
4.0 Providing Encouragement is modeling values and beliefs that guide thought, activities, and attitudes which create a more just and humane world and are expressive of the worth and value placed on all beings to instill high expectations for all P-12 students.
Each student:
4.1 Motivates all students to become life-long learners and change agents in society (disposition)#
4.2 Uses appropriate oral and written communication and body language to enhance student learning (skill))#
