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Definitions:
The following definitions are offered to help the
reader understand the College of Education and Human Development (COEHD)
Conceptual Framework (CF):
Educational Unit: The
College of Education and Human Development and its partners
that contribute to the training and development of candidates
Candidate: the Southeastern
COEHD student
The Effective Professional:
Dept. of Teaching & Learning (T&L)-The Effective Educator
Dept. of Educational Leadership & Technology (ELT)-The Effective
School Leader
Dept. of Counseling & Human Development (CHD)-The Effective School
Counselor
Learner:
Dept. of Teaching & Learning-the PK-12 student
Dept. of Educational Leadership & Technology–principals, teachers,
students, supervisors, parents
Dept. of Counseling and Human Development-students, parents
Partners: The wider
professional community, including the Colleges of Arts,
Humanities, & Social Sciences; Science & Technology; Nursing &
Health Sciences; PK-12 schools; and the professional community.
Knowledge Base: Empirical
research, disciplined inquiry, informed theory, and the wisdom of
practice in the appropriate field as applied to developing the
conceptual framework. In the COEHD, the INTASC standards were
adopted by T&L for initial certification programs; T&L advanced
programs adopted the NBPTS standards; and advanced programs in ELT
adopted standards from ELCC and ISTE. The components of the CF
along with the two integrated themes of diversity and technology
are supported by established theoretical perspectives and
research-driven practices.
Diversity: The unit provides
opportunities for candidates to understand the role of diversity
and equity in the teaching and learning process and within the
school culture. The effective professional can help all students
learn and can teach from multicultural and global perspectives
that draw on the histories, experiences, and representations of
learners from diverse cultural backgrounds.
Technology: Technology is
emphasized throughout all programs and is used to support and
improve candidate and student learning.
Knowledge: Candidates have a
thorough understanding of subject matter they plan to teach and a
thorough understanding of the central concepts, tools of inquiry,
and structures of their fields, as delineated in professional,
state, and institutional standards.
Skills: Candidates have a
thorough understanding of pedagogical and professional knowledge
skills in their fields as delineated in professional, state, and
institutional standards.
Dispositions
are defined as the values, commitments, and professional ethics
that influence behavior toward students, families, colleagues, and
communities and affecting student learning, motivation, and
development as well as the educator’s own professional growth.
Dispositions are guided by beliefs and attitudes related to values
such as caring, fairness, honesty, responsibility, and social
justice (NCATE, 2001). Southeastern candidates work with
students, school personnel, families, and communities in ways that
reflect the dispositions expected of effective professionals as
delineated in professional, state, and institutional standards.
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