1. Conceptual Framework Salisbury University 8/15/05

2. What Is the Conceptual Framework ? The Conceptual Framework: • Defines our Mission • Guides our Program Development • Informs our Assessment System • Informs our Course Content • Frames Experiences of Teacher Candidates • Provides a clear statement of what it means to be a professional educator from the perspective of teacher candidates, university faculty, mentor teachers and all P-12 partners • Provides the foundation for ‘what we do” and ‘who we are.”

3. 1999 A Focus on Student Learning Scholarship Informed and Reflective Practice Professional Collaboration and Development 2005 (Revised) Informed and Reflective Pedagogy Enhanced Student Learning Scholarship Collaboration A Tradition of Caring (1999)toCaring Competent and Committed (2005)

4. Who Should Know the Conceptual Framework? • Teacher Candidates (from continuous and multiple sources) • Faculty, including Intern Supervisors • Mentor Teachers • P-12 Personnel in PDS Schools, including Building Principal, SIT, ILT,AFG, etc. • All Professional Education Unit faculty and Deans of other Professional Schools at SU as well as the Provost and SU President.

5. Conceptual Framework draws from: • Linda Darling- Hammond (21st Century Edu.) • Bransford (learning theory: 3 basic principles) • Shulman (nature of profession) • Noddings (caring and learners)) • Boyer (definition of scholarship) • DuFour & Eaker (learning communities) • Brophy & Good (teacher-student relationships) • Gollnick (diversity) • Many additional scholars and theorists

6. Bransford,(2000) How People Learn • Teachers must draw out and work with the preexisting understandings that their students bring with them. • Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work… • The teaching of metacognitive skills must be integrated into the curriculum in a variety of subject areas.

7. Shulman: What is a profession? • Service to society • Body of scholarly knowledge • Engagement in practical action • Uncertainty caused by the different needs of clients and the non-routine nature of issues. • Importance of experience • Development of a professional community

8. Informed and Reflective Pedagogy Informed by: • research • theory • assessments • best practices of mentors and master teachers • previous experiences • professional standards

9. Reflective pedagogy(examples) • How effective is my instruction? • What am I doing well? • What is it about my pedagogy that I need to strengthen? • How am I adjusting this pedagogy for diverse learners? • What do my learners already know before I initiate instruction? • How do I think my learners will respond to my instruction? • What did the learners learn because of my instruction? • What pedagogy best aligns with my learners in this learning situation? • What have I learned about myself and my individual learners in this instructional intervention? • How am I thinking about my own thinking and teaching?

10. Enhanced Student Learning • Understanding of how learning occurs (Bransford) • Specifically what do I want my students to know and be able to do? • What did students know before my intervention/instruction? • What do they now know and what are they now able to do because of my instruction? • What conceptual change occurred because of my instruction? • How am I assessing this new learning?

11. Scholarship • Accumulated knowledge from study and research • Content knowledge grounded in Arts & Sciences • Pedagogical knowledge(methodology) • Boyer model of scholarship. The scholarship of: discovery integration application teaching

12. Collaboration • Within classrooms • With colleagues within PEU and among Professional Schools at SU. (Professional Learning Communities) • With multiple institutions(P-12 school partners & universities) • With parents • With communities (civic, business and political) • With professional organizations

13. The Conceptual Framework is: • A helpful document • A document that provides common ground and focus • A document any SU stakeholder should understand • A document we don’t need to memorize, but rather to internalize and continuously practice the conceptual themes of Caring Competent and Committed as well as the performance themes of: Informed and Reflective Pedagogy, Enhanced Student Learning, Scholarship and Collaboration • Aligned with multiple standards: INTASC, PDS, MTTS • Based on substantial research and theory of our profession