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Conceptual Framework: Programmatic Overview
State University of New York - College
at
Oneonta
Division of Education
Conceptual Framework: Programmatic
Overview
The Division of Education has adopted the conceptual framework “Educational
Professionals Committed to Excellence.” The faculty use this framework to
design education and school personnel programs at both the initial and advanced
level, taking into consideration:
current research on learning and teaching in a dynamic, changing world,
the multitude of national and New York State reform efforts, and
the College’s mission statement and commitment to the public of New York State.
During program design, the education division faculty and staff explored
scholarly and professional source materials, conducted research related to
teaching and learning, and considered effective practices observed in pre-K
through 12 school settings. These experiences and ongoing professional
development activities are enhancing the quality of our faculty’s teaching and
also providing them with the necessary knowledge to better prepare prospective
teachers and other school personnel to embrace and implement only the highest
professional standards. The faculty and staff have determined the knowledge,
skills, and attitudes essential for the preparation of pre-K through 12 teachers
and school counselors, expanded their own knowledge about teaching and learning,
and focused on a constructivist philosophy. After four years, the faculty
reviewed the conceptual framework and determined that three themes were central
to the model of Educational Professionals Committed to Excellence and these are
used to guide program development:
- Academic Excellence
- Best Professional (Teaching/Counseling) Practices
- Empowerment, Respecting Diversity and Social Justice
Mission, Assumptions, and Principle Characteristics:
The College at Oneonta is committed to excellence and states in the opening
paragraph of its mission statement:
The mission of the College at Oneonta is to foster the individual student’s
intellectual, personal, and civic development. The College is dedicated to
excellence in teaching, advisement, and scholarly activities; and the
cultivation of a campus environment rich in opportunities for participation,
personal challenge, and service.
(College Catalog p 171)
The Division of Education faculty and staff reaffirm but go beyond the College’s
mission statement, embracing the following two fundamental assumptions/beliefs
that serve as a guide for creating 21st century education programs that are
aimed at individuals’ optimal development and overall excellence. They are:
- a quality education is the fundamental right of every child.
- teachers and school personnel are essential in creating an optimal learning
environment which ensures that each student learns.
Committed to the College’s mission and holding these fundamental beliefs, the
Division of Education faculty and staff unanimously affirmed a division mission
statement. That mission statement affirms a commitment to the development of
knowledgeable, ethical, and reflective practitioners who are “Educational
Professionals Committed to Excellence.” The faculty and staff are dedicated to
inspiring all learners so they can reach their greatest potential. This is done
by creating a positive environment that enables candidates (future teachers and
school personnel) to develop into reflective Educational Professionals and
leaders committed to academic and professional excellence, best teaching
practices, empowerment, respect for diversity and social justice.
Reflecting on the mission statements, assumptions, and current research, the
Division of Education faculty and staff established the following principle
characteristics and attributes for “Educational Professionals Committed to
Excellence.”
“Educational Professionals Committed to Excellence” are global citizens of the
21st century who are:
- life long learners who have a solid depth and breadth of their content knowledge, as well as a liberal arts background providing evidence of excellent
reading, writing, and communicating skills
- knowledgeable of the unique and exceptional qualities of individuals, and
attentive to their developmental, physiological, and psychological qualities
- skilled at making connections to current “best practice” by being able to
understand,
apply, synthesize, create, and evaluate content information and learning
theories as they develop instructional plans that address each student’s unique
needs, abilities, and learning style preferences
- able to use and integrate technology and media effectively to enhance their own learning as well as design and use technology and media in the classroom to
enhance each student’s learning
- reflective, critical problem solvers who use appropriate evaluation skills and
assessments to enhance individual as well as group learning
- able to understand change and be an effective change agent by collaborating
effectively with colleagues, caregivers, and members of the community
- able to foster a positive learning community where the hallmark is respect for
the individual’s characteristics and learning needs while aware of the stresses
of contemporary family life and society
- aware of diversity* issues that touch the individual learner as well as
educational institutions and use that understanding to improve learning
- meet professional responsibilities such as attendance, promptness,
notification of emergencies, hands in materials on time, reliable when
making commitments
- able to build self-esteem, positive self-concept, and sense of self-worth for
themselves and their students which are based on authentic accomplishments in
learning
- committed to high learning expectations for themselves and able to communicate
those same high expectations to other learners as they foster creativity and
risk taking
- confident, personable, and has a keen sense of humor
- passionate about teaching and caring about individual students/caring and warm
- adhere to professional ethics
- committed to educating self and students, adhere to professional ethics, and
value continued growth as a person
- take initiative, take on leadership roles, and model emotional maturity
- believe individuals are capable of solving problems, and that all children can
learn
*”Diversity” refers to ethnicity, race, language, religion, socioeconomic
status, gender, sexual orientation, age, regional/geographic background, and
exceptionalities (physical, mental, emotional).
In order to develop the
knowledge, skills, and dispositions stated in these
characteristics and attributes, the model of “Educational Professionals
Committed to Excellence” outlines a professional perspective that is
student-oriented, knowledge-based, and sequentially designed to include campus-
and field-based experiences. As certification programs and the New York State
Department of Education regulations change, dialogues occur among faculty and
staff in higher education and practitioners in pre-K through 12 schools. Thus,
the model continues to evolve.
Knowledge base for the model “Educational Professionals Committed to
Excellence”:
Educational reform has had a tremendous impact on the knowledge base of the
professional educator. In April of 1983, the National Commission on Excellence
in Education published A Nation at Risk. In this document, the
researchers found that students’ educational performance was declining. The
commission recommended that students should spend more time learning basic
subjects and that teacher preparation programs should be improved.
Furthermore in 1986, the National Governor’s Association Conference noted that
there was a need for national standards on teaching and learning. In 1990, the
Holmes Group published Tomorrow’s Schools and outlined principles to
improve teaching and learning. These principles state that student learning
should focus on learning for understanding. Moreover, teacher learning should be
continuous and include thoughtful reflection about teaching practices. Clearly,
the education reform movement was advocating higher standards for students and
changes for teachers and teacher education programs.
John Goodlad stated in his 1990 book,
Teachers for our Nation’s Schools,
that the teaching profession had been undervalued by society, and that teaching
theory must inform those who use pedagogical practice. In the early 1990's,
Ernest Boyer (1990) studied the nature of education faculty research and noted
that faculty scholarship must focus on what is happening in schools. This
redirected research would help clarify pedagogical issues and begin to make
changes in educational practice.
In 1996, The National Commission on Teaching and America’s Future wrote
What
Matters Most: Teaching for America’s Future. This document reasserted the
need to honor teaching as a profession. It proposed the goal that by the year
2006, “America will provide all students in the country with what should be
educational birthright: access to competent, caring and qualified teachers.” The
Commission’s plan is aimed at ensuring that all schools have teachers “with
knowledge and skills they need to teach so that all children can learn.” While
addressing issues of recruitment and school structure, it also recommends
interlocking changes, stating that standards are important for students and
teachers. It further states there is a need to reinvent teacher education
preparation and professional development. These changes must push teaching into
the realm of a true profession that speaks to accountability and high standards.
This profession must have preparation programs that are systematic, integrated,
concept-based, and tied to solid research and best practices.
On July 16, 1998, the New York State Regents passed a far-reaching policy
statement entitled “Teaching to Higher Standards: New York Commitment.” They had
already passed new standards for pre-K through 12 schools, including new
curriculum learning standards and higher learning outcomes for students. This
July 16 policy statement restated the need for highly qualified teachers and
high standards. The policy also indicates that “high standards must drive this
reform .... We must create an educational system in which caring and competent
professionals enable all of our students to master the knowledge and skills they
need to be successful in the next century.” This policy is a passionate
commitment to the students and New York State, affirming that the very future of
both rests on highly qualified Educational Professionals Committed to
Excellence.
Statewide, pre-K through 12 students must reach new standards. Assessments have
been created, and the Regents and public will review the results. These
standards and performance-based assessments are setting the agenda for teaching
and learning in New York. This initiative parallels efforts in other states and
the nation.
The agenda defined by the education reform movement in New York and in the
nation emphasized that teacher education is not static, nor does it end upon
completion of a program; it continues for a lifetime. The teacher education
process is developmental. The abilities of novice teachers are different from
those of expert teachers (Berliner, 1985; Brophy & Good, 1994; Brown, Schulman,
1986; Cooney & Jones, 1990; Feiman-Nemser & Remillard, 1996; Reynolds, 1995).
Novice teachers are prepared with an entry-level knowledge base and pedagogical
skills for the classroom. While needing to reach high standards of excellence in
academics for entry, they are also developing an understanding of what it means
to be professional.
Compared to novice teachers, expert teachers have refined teaching abilities,
including those of empowerment and collaboration in delivering effective
education programs, and personalized senses of professionalism. Moreover, expert
teachers remain continuously involved in the learning process as they
masterfully apply newly learned knowledge in their disciplines. They adopt
effective curriculum frameworks. They reflect on their teaching practice and
teach for student understanding. In addition, expert teachers value standards
because standards define what students should know and be able to do (Harris &
Carr, 1996). Expert teachers are accountable for what students learn in their
classrooms.
Furthermore, expert teachers collaborate with colleagues, families, and other
agencies in meeting the needs of all students in their classroom. Teachers and
school personnel at all stages of development must continue to learn in the
diverse and changing school context in which they find themselves (Levine, 1996;
The National Commission on Teaching & America’s Future, 1996). They must fully
understand the importance of difference and use that understanding to enhance
learning.
Educational professionals are life-long learners who are able to shape the
school context. Throughout their careers, they seek knowledge and expertise that
lead to excellence in academics for themselves and their students, and to
excellence in professionalism for themselves and their colleagues; to best
practices in learning and teaching; to full respect for diversity; and to
empowerment and collaboration. Academic and professional excellence, best
teaching practices, empowerment, respect for diversity, and social justice form
a synergistic relationship; although each is important to a successful
practitioner, the four lead to expertise as an Educational Professional
Committed to Excellence.
Graduates of SUNY-Oneonta are well grounded in content knowledge and skills, and
these are more fully developed by using effective best teaching and counseling
practices. These Educational Professionals Committed to Excellence possess a
passion for teaching and learning and are empathetic to the needs of students.
They teach using skills, knowledge, and values that allow for critical action in
a diverse, changing world; and they are ready to function in concert with
students, parents, communities, and other social and educational institutions,
as change agents and leaders, to ensure that quality education and education
services are provided.
The model of “Educational Professionals Committed to
Excellence” is based on
cognitive psychology and constructivist theories of learning. Learners are
characterized as active, constructive problem solvers ( Bruner, 1966; Case,
1985; Flavell, 1995; Piaget,1963). Learning occurs when the learner assimilates
incoming information, relates it to prior knowledge, and accommodates mental
structures, thus organizing and making of experiences (Anderson, 1989; Flavell, 1995;
Piaget, 1969).
The constructivist paradigm has evolved from the work of many twentieth century
research psychologists who have contributed significantly to the development of
the professional educator. Historically, Gesell (1925) provided insights into
the role of maturation in learning. Piaget (1969) introduced the concept of
adaptation as central to the learning process. Dewey (1938) explored the concept of active, self-expressive
learning; and Erikson (1950) established the importance of social/emotional
relationships. Kohlberg (1971) and Gilligan (1983) outlined the stages of moral
development, and Vygotsky (1978) focused on language and thought development.
Vygotsky additionally discussed the influence of culture on learning and
understanding. Gardner (1983; 1993) added the notion that there are multiple intelligences, with each student having his or her own repertoire of
strengths. Furthermore, research on how the human brain learns (D’Arcangelo,
1998; Jensen, 1998; Wolfe & Brandt, 1998) supported the constructivist theory,
as did Daniel Goleman (1995) with his theory of emotional intelligence.
Constructivism is a theory of knowledge and learning (Fosnot, 1996) that
provides the basic framework for professional education programs at SUNY
Oneonta.
Learning to teach involves the integration of appropriate developmental theories
and research, teaching methodologies, and field applications of theory and
research. To assist the learner in the construction of meaning, active learning
strategies must be incorporated into the planning and delivery of instruction.
An underlying principle is that instruction should center upon an integrated
curriculum. Students must be given opportunities to take responsibility for
their own learning, to be viewed as thinkers, and to make instructional
decisions (Brooks & Brooks, 1993)If new innovations and positive changes in
education are to occur, teachers must be empowered and be granted the
flexibility to make decisions about incorporating the changes into their own
settings. They must have time to assess and reflect on the innovations and their
uses.
The constructivist approach to learning guides educators to develop environments
which provide opportunities for action and interaction and where attention is
paid to the progress of individual students. In such classrooms, the teacher is
not primarily someone who tells and corrects, but someone who watches and asks:
“What happened? What did you notice?” (Wasserman, 1990; Zahorik, 1995). They
know how to support students, identify problems in learning, and use strengths
of students. They are able to make instructional decisions (Berliner, 1986;
Darling-Hammond, 1993, Shulman, 1987).
In this constructivist model, technology is an important instructional tool. It
is a tool for active learning; for student-centered, rather than
teacher-dominated lessons; for collaborative and interdisciplinary projects and
research. When effectively integrated into the curriculum, it facilitates small
group instruction and engages students in learning material directly relevant to
their lives. Educators can use technology to become more student-centered; to
develop lessons and assessment; to consult worldwide sources for information;
and to work cooperatively with others (Betts, 1994; Guzdial, 1998; Kozma &
Shank, 1998; Means & Olson, 1994; Solomon, 1992).
In constructivist classrooms, the faculty utilize strategies that cause students
to experience inquiry-based learning. Students are provided with opportunities
to interact with partners and engage cooperatively in small group discussions.
Through experiencing and reflecting upon cooperative approaches, professional
education students begin to understand the impact of such strategies on academic
achievement as well as learner self-esteem, positive regard for each other, and
greater acceptance of racial and ethnic differences (Johnson & Johnson, 1994;
Kagan, 1989; Slavin, Madden, Karweit, Livermon & Dolan, 1990).
This commitment to the student found in a constructivist model demands that
professional education students understand individual students. All classrooms
have many diverse learners; understanding that they bring strengths and
weaknesses to the classroom is important in effectively developing their
learning. Furthermore, this requires a developed understanding of the influence
of gender, family and culture (Banks, 1994; Gilligan, 1983). Educational
professionals at all levels must recognize and value differences as they are
manifested globally, regionally, and locally. The increasing ethnic and racial
diversity within our nation’s classrooms presents an important opportunity for
the future. These future professionals must develop their ability to understand
the unique strengths and characteristics of each student, using that knowledge
to design optimal learning experiences.
The faculty of the Division of
Education have further extended the commitment to field experiences as an
integral part of this model. Tied to the constructivist approach, this
connection to the field affords professional education students the
opportunity to engage in hands-on learning themselves as they develop the
necessary skills and knowledge of professionals. This is enhanced by the
faculty’s commitment to social justice, embracing service learning as an
important part of this model. Service learning is a constructivist teaching methodology designed to
provide students with a means to contribute to the community through service
experiences; reflect on their work; and learn more about themselves, the
community, the knowledge base of an educational professional, and the
relationship among them (Coles, 1993).
To be consistent with the philosophical understanding of the model of
“Educational Professional Committed to Excellence,” emerging professionals must
themselves be engaged in the construction of understanding and apply the
knowledge and skills essential to evaluate the needs of societal systems
affecting the school population. Not only do they need to shape their own being,
they need to participate in the shaping of their profession. They are aware of
changes in the profession and its surrounding cultural context, and, as decision
makers, problem solvers, change agents and leaders, take responsibility for
reflecting upon and improving personal practice through applied research (Feiman-Nesmer,
1990; Schon, 1987; Tertell, Kline & Jewett, 1998).
Professional educators also engage in self-reflection and self-analysis while
carefully thinking and making decisions about classroom curriculum and
instruction. Effective teachers have a clear sense of self and a high level of
self-esteem. They are able to articulate implicit theories and beliefs about
learning, curriculum, and subject matter (Clark & Petersen, 1986). Professional
programs must provide practitioners with opportunities for reflection,
self-assessment, and instructional improvement (Darling-Hammond, 1990; National
Commission on Teaching & America’s Future, 1996).
The programs preparing teachers and other school personnel at SUNY Oneonta model
and develop the constructivist philosophy. Staff and faculty members help
emerging professionals construct meaning from a body of specialized knowledge
that they can then effectively translate into validated best practices. Faculty
and staff provide emerging professionals with direction for the design and
changing of instructional programs. As emerging professionals become
knowledgeable about human development, they change their thinking to effectively
utilize appropriate methodologies with diverse student populations. Information
gained from student observations and reflections upon assessments of student
learning is utilized to make decisions about instructional strategies.
Throughout their courses, professional educators expand their ability to define
and refine student outcomes and instructional practices.
The model of “Educational Professionals Committed to Excellence” is an ongoing
emerging model. It is constantly under review. Originally this model was built
upon four themes, but in Division-wide review during the 2001-2002 academic
year, the model was modified to merge empowerment with respect for diversity. At
this time the addition of social justice was a reflection of the faculty
members’ concern that focus was on both empowerment and change for students as
well as candidates. This change was a result of attempting to define empowerment
and to consider dispositional aspects of effective teachers. Currently, this
model is built upon three themes that, taken together, are essential to future
teachers and school personnel as they become excellent Educational Professionals
Committed to Excellence. These themes describe an educational professional who
is committed to academic and professional excellence; best teaching practices;
and empowerment, respect for diversity, and social justice.
These themes are supported by the Interstate New Teacher Assessment and Support
Consortium Standards (INTASC) and the call for higher standards in the teaching
profession at both the state and national level. Each certificate area
(elementary education, early childhood education, secondary education, reading,
counselor education) has a well-defined program of pedagogical knowledge, as
well as discipline-based content and skills, that is based on this model and
these themes.
There are two purposes for explicitly stating these themes. First, they form a
public statement of intention, subject to ongoing scrutiny and debate. Second,
they guide the faculty in designing courses, field experiences, and programs.
The themes do not delineate a minimum set of expectations but demand exceptional
performance by both faculty and candidates. The aim in stating these goals is to
establish a common base of values and expectations permeating all college
professional education activities.
The goals and outcomes that follow each theme of the model “Educational
Professionals Committed to Excellence” primarily are stated in relationship to
initial (P-12) teacher preparation programs at SUNY-Oneonta, but apply to all
programs for school personnel at the college. The outcomes expressed are goals
intended to convey the beliefs, values, knowledge, and skills that we want all
our graduates to have. Taken together, they represent a "composite picture" of
the skilled beginning professional, the type of teachers and school counselors
we want to prepare and which we describe in our mission, philosophy, and
principles. These themes serve as the basis for the planning and delivery of our
graduate programs as well.
Theme 1: Educational Professionals Committed to Academic Excellence
Educational professionals are committed to excellence for themselves and their
students. Based on a strong liberal arts background acquired through their
academic concentration and/or major, they understand and apply specific
discipline structures, concepts, and tools of inquiry (Barnes, 1989; Carter,
1990; Dill & Associates, 1990; Murray, 1996; National Commission on Teaching and
America’s Future, 1996). Educational professionals are critical thinkers who are
effective communicators in a wide variety of media (Ross, Cornett, & McCutcheon,
1992). They demonstrate excellence in reading, writing, speaking, and listening
in both traditional and electronic forms (Applebee, 1996; Danielson, 1998). They
inspire their students to attain high learning standards and assist them in
achieving these standards (Bruner, 1966; Vygotsky, 1978). As professionals, they
demonstrate knowledge and application of current research, theory, and practice
in education, their content discipline and counseling psychology. Their knowledge base also includes a
clear understanding of the social, historical, ethical, and philosophical
foundations of education (McClaren, 1994). They develop and document their
progress as learners throughout their collegiate and professional careers. They
begin the process of induction into the educational profession through
participation in local, state, and national professional organizations (Kagan,
1992). Educational professionals who are committed to academic excellence
demonstrate liberal arts content knowledge, professional education knowledge,
effective communication skills, and can synthesize these abilities to create
effective learning experiences.
1.1 Objective: Candidates demonstrate liberal arts content knowledge.
A. Candidates understand and synthesize content areas of a liberal arts
education by successfully completing the college's general education
requirements, work in a major, and/or one or more concentrations.
1. The General Education requirements at Oneonta have been carefully devised to
“give students opportunities to enrich their own personal intellectual
development and contribute to the quality of life of our larger community. The
36 credits in General Education include a full range of courses necessary for a
quality liberal arts education.
2. Candidates achieve high standards in overall GPA and content area GPA for
admission and retention. They must achieve and maintain high academic standards
in their coursework and, in keeping with NCATE Standards, maintain overall
acceptable G.P.A.’s in the discipline major/concentration and professional
education courses.
3. Secondary education candidates will have a Major, or its equivalent, in their
teaching area, related work or an additional expertise, and appropriate
certificate coursework. Each certification option has its own credit and course
requirements based on accepted guidelines from professional societies. Mandated
content-specific courses vary among the disciplines. Prospective teachers obtain
from this core of courses knowledge of their chosen discipline.
4. Candidates in Elementary education programs will have a knowledge base
consistent with cutting edge research and accepted guidelines for national
professional societies. Candidates will have completed the Liberal Arts General
Education requirements and will have a major in elementary education,
appropriate certificate coursework and a 30s.h. concentration in a content area
that is tied to the NYS Learning Standards.
5. Candidates in all graduate programs have met rigorous admission standards
that represent strong undergraduate performance.
1.2. Objective: Candidates demonstrate professional education knowledge.
A. Candidates understand and apply a constructivist approach together with
knowledge of child/adolescent development; learning and motivation principles;
exceptionality; and learning abilities.
1. Planning for and implementation of all class activities, projects, and lesson
plans are based on assessments of the students' learning abilities and needs.
2. Learning strategies and techniques used to design activities and learning
outcomes reflect solid researched motivational theory. This is evident in
learning activities, journals and portfolios.
3. Class activities, projects, lesson plans, and actual teaching demonstrate the
application of developmentally appropriate principles in attending to the
intellectual, social, emotional, and physical abilities of the students. The
interactive influences of these abilities on student learning are also
documented.
4. Sensitivity and respect for all facets of diversity and exceptionality are
evident in lesson plans and are a part of all teacher/student interactions.
B. Candidates use a thorough knowledge of current research-based education
theory and child/adolescent development to construct and demonstrate mastery of
multiple teaching strategies and appropriate methods.
1. The learning strategies outlined in lesson plans and used in classes
predominantly reflect learner-centered, constructivist orientation emphasizing
student engagement in activities that focus on learning outcomes. Knowledge of
multiple learning strategies and their appropriate use to increase learning is
evident in teaching activities and portfolio.
2. Candidates cite and provide the related research documentation for strategies
and methods used in classes, activities, lesson plans, portfolios, and field
experiences.
3. They provide documentation that activities, planning, and instruction reflect
developmentally-appropriate practice with specific attention to the needs of
identified students.
4. They know classroom management strategies with positive student conduct,
cooperation, and interest flowing naturally from the well designed
implementation of the instructional plans. This is documented in class projects,
portfolios, and student teaching activities.
5. They reflectively evaluate their use of constructivist teaching in class
activities, field experiences, and lesson plans. This is documented throughout
their college career in logs, journals, activities, and portfolios.
6. Lesson plans will show (a) clear alignment with school curriculum, as well as
(b)state and national frameworks and standards; (c)the integrated use of
technology and (d)other necessary adaptations required for teaching a diverse
student population.
C. Candidates document and demonstrate mastery of multiple techniques of
quantitative and qualitative assessment in their content discipline.
1. Lesson plans and class activities contain authentic assessments (formative
and summative) which are directly aligned to the objectives of the lesson and
unit. These lesson objectives address content, knowledge, skills, and attitudes.
2. Lesson plans, teaching log, portfolio, and student teaching activities
document the use of these assessment results in increasing student learning.
3. Candidates use the results of assessment to provide corrective
assistance to each student. These results also are used to develop plans and activities to maximize
learning for all the students in the class. The knowledge of the students is
evident in re-teaching activities and reflective journals.
1.3. Objective: Candidates demonstrate effective communication skills:
reading, writing, speaking, listening.
A. Candidates demonstrate competence in reading, writing, speaking, and listening both
in and out of the classroom. This will be demonstrated in class activities and
assignments; in activities and interactions with faculty, peers and students;
and by meeting the college writing requirements.
B. Candidates use electronic technology to enhance their communication. Candidates
will provide evidence of this in their class activities, field experiences,
reflective logs, portfolios, lesson and unit plans, and student teaching
activities.
1.4. Objective: Candidates demonstrate ability to synthesize and apply
liberal arts content knowledge, professional education knowledge, and effective
communication skills.
A. Candidates demonstrate a working knowledge of current education context and
expectations and actively remain current as professionals.
1. Candidates will demonstrate knowledge of the social and historical
foundations of education.
2. Journals and interviews document the understanding of legal and policy-making
issues; the role of faculty, school, community, unions, PTO, and Board of
Education; and New York State and national standards and assessments.
3. Candidates create and maintain a current resume, college placement folder,
and job opportunity networks. They also work on the development of interviewing
skills that would include effective use of their exiting portfolio.
B. Candidates maintain an ever-expanding, dynamic grasp of current research,
learning theory, and teaching practice.
1. Candidates are required to join and encouraged to maintain membership(s) in
appropriate educational and/or content area professional organizations. In
journals and planning, they provide evidence of their use of the information and
research found in professional publications.
2. Reflective journals, lesson plans, and portfolios contain citations of
professional conferences and workshops attended together with descriptions and
applications of useful information.
Theme 2: Educational Professionals Committed to Best Professional Practices
It is our goal that all SUNY Oneonta teacher & counselor candidates become education
professionals who are committed to demonstrating and documenting best
professional practices. As candidates develop into education professionals, they
will apply their knowledge and understanding of content and thought processes to
research-based theory, pedagogy, assessment, and human development. This will
prepare them to be able to create positive learning experiences within and
across disciplines (Crocker & Wolfe, 2001). Creation of these learning
experiences requires continuous observation, assessment, decision making, and
reflection. To make informed decisions, future reflective educators must
recognize and consider characteristics of individual students/national, state,
and local standards; appropriate used of technology; and situated variables that
make their learning communities unique. Education professionals continually
evaluate their beliefs and assumptions and the effects of their resultant
choices and actions upon the learner.
For SUNY Oneonta teacher &
counselor candidates to become education professionals who are
committed to best professional practices, they will learn to synthesize theory
and practice as they personally commit to becoming self-directed, lifelong
learners. This task involves several objectives. First, candidates must
demonstrate the ability to design and implement effective lessons and group
sessions. Second,
candidates must be able to use a variety of formal and informal assessment
strategies and to apply the resulting data to inform professional practice.
Third, candidates must know how to use appropriate management techniques in a
variety of school settings. Fourth, candidates must demonstrate the ability to
collaborate with staff, families, and non-school based organizations. Fifth,
candidates must be reflective learners applying the results to inform their
professional practice. Sixth, candidates must be knowledgeable about current
educational research to implement appropriate changes based on that research.
And finally, candidates must be able to articulate a personal educational
philosophy and personal opinions on relevant educational and social issues. The
following goals and indicators “indicate” how the preceding objectives are met
through SUNY Oneonta coursework and education requirements.
2.1. Objective: Candidates demonstrate the ability to design and implement
effective lessons.
A. Candidates create a portfolio throughout their college career which contains
evidence of a solid understanding and use of a variety of constructivist
teaching and learning techniques, including those that address diversity and
exceptionality. Candidates document the use of a wide variety of materials,
teaching and counseling methods, and strategies in lesson and unit plans,
student teaching activities and practicums.
B. Candidates develop the ability to critically reflect on self, learning,
classes, planning, and teaching activities. They provide evidence of that
activity through changes to their professional personal plan, course work,
lesson and unit plans, student teaching and practicums. Their reflection and
changes should be tied to new understandings and theories; characteristics of
students, especially exceptionality; assessments of the students' learning; or
integration of new technology.
C. Candidates understand and use national and state standards for various
content areas (New York Standards). They also use various instructional designs,
strategies to integrate higher order thinking skills into the curriculum,
methods that integrate the curriculum areas, and active constructivist
approaches. Class projects, journals, lesson and unit plans, case analysis,
student teaching activities and practica provide evidence of their understanding
and ability.
D. Candidates demonstrate knowledge of content and general core knowledge as
stated in Theme 1 and have plans, portfolios, and G.P.A. that provide evidence
of high standards and movement to mastery.
E. They demonstrate knowledge and ability to use technologies in their own
learning and in the learning designed for students. Course work, lesson and unit
plans, student teaching activities, and portfolios provide evidence of that
knowledge.
F. Based on knowledge of the theory and research; class activities, projects,
lesson
plans, and field experiences consistently contain activities and reflection on
diversity which promote respect for individual differences. This attention to
diversity issues is used to enhance student learning.
2.2. Objective: Candidates demonstrate the ability to use various formal and
informal assessment strategies and apply the resulting data to inform their
professional practice.
A. Candidates will be reflective practitioners who use assessment techniques to
analyze their own individual characteristics and needs as a learner.
B. Candidates understand and use formal and informal assessment techniques in
work with their students as demonstrated in class projects, assignments, lesson
and unit plans, teaching and counseling activities as well as portfolios.
C. Candidates use the data from students' assessments to improve practice.
2.3. Objective: Candidates demonstrate ability to use appropriate management
techniques in a variety of school settings.
A. Undergraduate candidates complete 100 hours of early field experiences in
classrooms and complete a variety of observational assignments where they
reflect on the culture of the classroom and the style of the teacher’s
organizational and management system. Graduate candidates complete clinical and
practica experiences where they engage in the practice of managing their
respective programs.
B. Candidates complete courses in child/adolescent development and learning
and cognition, where emphasis is placed on the relationships between the
individual and environment.
C. Candidates will demonstrate the ability to use appropriate organizational and
management systems in student teaching and methods practica.
2.4. Objective: Candidates demonstrate the ability to collaborate with staff,
families, and non-school based organizations.
A. Candidates complete a variety of projects throughout their programs by
cooperating with peers and collaborating with host teachers and counselors.
B. Candidates interview families, teachers, school counselors, principals and
other school employees in the context of individual course work, student
teaching, and practicum. Schools are placed in the context of community by
having candidates attend school board meetings and participate in school-based
functions.
2.5. Objective: Candidates demonstrate that reflection informs their
professional practice.
A. Throughout early field experiences candidates are asked to reflect on the
meanings of their observations in relation to theory and concepts explored in
the courses through which the field experiences are developed and assigned.
Records of these reflections are seen in portfolios and in the candidacy
applications.
B. Candidates develop an articulated and documented philosophy of education that
demonstrates an understanding of philosophies and the history of American
education as well as state-of-the art, research based teaching techniques. Their
beliefs, found in this philosophy statement, will be supported by personal and
professional activities and a summative document of this philosophy is in the
exiting portfolio.
C. During student teaching and practica experiences, candidates reflect on daily
practice and demonstrate change in journals and subsequent lessons and
activities.
2.6. Objective: Candidates demonstrate knowledge about current educational
research to implement appropriate changes based on that research.
A. Units, lesson plans, journals, projects, and teaching and counseling
activities document application of knowledge of current educational and
psychological theory, research, and practice.
B. Candidates demonstrate familiarity with cutting edge, sometimes
controversial, education issues and practices. They provide evidence of
knowledge of current issues through activities in and outside courses. They also
provide evidence of the developing ability to deal with these kinds of issues in
their coursework, journals, and portfolios.
C. Through early field experiences (at least 100 hours), candidates link content
knowledge and various constructivist teaching strategies and techniques with the
world of practice; these field experiences are described and documented in class
projects, logs, journals, and portfolios.
D. Candidates participate in planned sequential field experiences, culminating
in student teaching. There is evidence in course work, journals, reflective
activities, lesson and unit plans, and student teaching activities that these
field experiences were used to integrate content knowledge and pedagogy into the
world of practice.
E. Candidates in the counselor education clinical courses keep personal insight
logs.
F. Candidates in graduate level Education programs complete action research
projects which demonstrate candidates growth and development in professional
practice based on reviews of current research and reflections on current
practice.
2.7. Objective: Candidates demonstrate a personal educational philosophy and
are able to develop and express personal opinions on relevant educational and
social issues.
A. Candidates write and revise their philosophy of education beginning in the
first course in the program and finalized for the exit portfolio.
B. Candidates are challenged to take a stand on controversial issues in
education in a variety of courses throughout the program.
Theme 3: Educational Professionals Committed to Empowerment, Respecting
Diversity and Social Justice
Empowerment. Educational professionals assume leadership and create an
environment of shared responsibility within their community of learners (Chalker,
1998; Larsen, 1998; Sergiovanni, 1996). The community of learners consists of
students, parents, teachers, administrators, and the larger community. The whole
community is committed to ensuring that all students learn and reach their
fullest potential. Educational professionals who are committed to such
empowerment believe in, value, and actively participate in service to the
educational and larger community (Eisner, 1998; Schlechty, 1997).
Educational professionals are also transformative leaders who function as agents
of fundamental change. They work to help initiate and sustain progressive
decision making that facilitates necessary organizational changes. For a school
to become a center of inquiry, it needs to be a place where teachers are
continuously learning through their individual and collaborative reflective
practices. Teachers need to believe that they can influence, as well as be
influenced by, the school’s professional culture (Henderson, 1996. Teachers who
are transformative leaders promote empowerment by establishing a social
environment that fosters principled levels of judgment (Burns, 1978). Such
transformative leaders guide others to higher levels of judgment and
self-governance rather than using coercion or control (Snauwert, 1993).
Educational professionals work to empower each student to become a responsible,
self-regulated learner committed to high standards and excellence in learning (Boekaerts,
Pintrich & Zeidner, 2000; Pintrich, 2000; Shor, 1996; Zimmerman, 1998).
Empowerment in this context is the process by which students become aware of the
power dynamics at work in their lives, develop the skills and capacity for
gaining some reasonable control over their lives, exercise this control without
infringing upon the rights of others, and support the empowerment of others in
their community (McWhirter, 1994). Within the school setting, empowerment occurs
when teachers & counselors assume the role of facilitators. Assuming such a role requires
that educational professionals understand the methods of being effective agents
of change and work to create a common vision for excellence in learning (Irwin,
1996).
3.1. Objective: Candidates create empowering educational environments for all
learners.
A. Candidates effectively communicate with various groups of people in the community
as reflected in learned and improved skills documented through reflective
activities and in reports from service projects. These experiences will develop
active listening skills, negotiation abilities, and conflict resolution skills.
B. Candidates demonstrate a disposition of trust and commitment and the ability to be
part of a team that creates and upholds a vision of learning that honors each
person and enables each to reach high standards.
C. Candidates articulate and design appropriate classroom management systems,
classroom atmosphere, and activities that enable students to feel safe, take
risks, express opposing ideas, and have those systems and activities enhance
learning for all. This is documented in class activities, projects, field
experiences, and student teaching.
D. Candidates demonstrate the ability to take risks in their own learning, as well as
in trying new styles and methods of teaching that have a solid research base but
are different than their preference or experience and document this in
reflective activities, logs, and portfolio.
E. Candidates demonstrate knowledge of needs assessment evident in their own
personal plans and activities in service and classes. It will be clear that the
activities are the result of applying new learning to the needs articulated in
the self assessment and the plan.
F. In courses and program, candidates design and enhance their own learning
through dialogue with the instructors and base learning activities on self
assessment and high standards as goals.
G. Candidates design and teach in various ways that engage students in activities that
enhance learning and promote accountability for the student's own learning.
3.2. Objective: Candidates know and adhere to the New York State Code of
Ethics for Educators to guide their practice and interactions with students,
staff, community, families and peers.
A. Candidates understand how to be a facilitator for learning by addressing
students' needs through appropriate contacts with private and public social and
school agencies (e.g. guidance, library, health, welfare, home, nutrition, etc.)
demonstrating this ability in various ways, possibly through the analysis of
case studies.
B. Candidates demonstrate the ability to listen to students which is evident in
projects, lesson plans, teaching activities, and instruction.
C. Candidates’ reports on student and teacher interactions are completed within
methods and student teaching experiences. Candidates attend IEP meetings and
parent/teacher meetings as are possible and relevant to their experiences.
D. Candidates work with families and community members, establishing trust while
respecting confidentiality in oral and written reports of their activities.
E. Candidates demonstrate understanding ways to enlist community support to enhance
engaging learning activities (e.g. grant writing, donation of technology,
support, gifts for projects, sharing of expertise, etc.).
F. In courses, projects,
student teaching, & practica candidates demonstrate respect for parents/guardians that facilitates full engagement of the parent/guardian in the student's development. This could be done through dialogues and interaction
through various activities, projects, conferences, and might be included in
integrated class activities.
G. Candidates reflect on the Code of Ethics and its relationship to the role of
teacher and to lesson planning.
3.3. Objective: Candidates demonstrate the understanding that knowledge and
skills are empowering for themselves and their students.
A.
Candidates demonstrate disposition and skills for dealing with change as an ongoing
educational phenomenon as articulated by critical theory in relationship to
teaching and schools and through specific, documented activities in projects and
classes that resulted in personal change.
B. Candidates demonstrate experience in being advocates for children or
adolescents through projects and activities in service hours, student
organizations, and classes.
C. Candidates model strong self concept, confidence, and integrity rooted in self
knowledge, authentic accomplishments, and actions. This is documented in their
personal professional plans, interviews, and portfolios.
D. Candidates identify a learning deficiency and develop an action plan strategy
for addressing the deficiency.
E. Based on self knowledge, candidates develop ways to deal with change and reaching
high standards that promote self well-being and health as reflected in their
personal professional plans.
F. Candidates understand and communicate effectively with professional agencies to
support the child/adolescent development, learning, and well being. Teacher
candidates attend school board, PTO, and other professional meetings. School
counseling candidates shadow practicing school counselors and during practicum
work closely with other agencies to make appropriate referrals for additional
supports for students and families.
Respect for diversity. Diversity in an educational context goes beyond
regional/geographic, ethnic, and racial distinctions. It also includes language,
religion, socioeconomic status, gender, sexual orientation, and age, as well as
physical, mental, and emotional exceptionalities (Fu & Stremmel, 1998).
Educators of the 21st century must be global citizens who understand the
strengths and values that bind us together as Americans (King, Hollins, & Hayman,
1997; Vogt, 1997). They have knowledge, understanding, and respect not only for
their own history, culture, and background, but also for the history, culture,
and background of their immediate classroom, school, and community. Educational
professionals communicate with and teach each of their students (Dunn, 1995; Fu
& Stremmel, 1998). They create learning environments that respect and reflect
the variety of cultures that comprise the world community (Delpit, 1995; Gerston
& Jimenez, 1998; Hong, Morris, Chiu & Benet-Martinez, 2000). At the same time,
they integrate the resources of the community into the daily life of their
classrooms (Banks, 1997; Martin, 1995). They understand and use their students'
strengths, including the widest definition of diversity, as a valuable, positive
learning tool to enrich and expand students' lives (Lipsky & Gartner, 1997;
Sleeter & McLaren, 1995).
3.4. Objective: Candidates demonstrate knowledge of and respect for
diversity.
A. Candidates are grounded in the understanding of their own history, culture,
and background.
1. They demonstrate an understanding of the values and strengths of the American
culture that bind us together. This is demonstrated in course work, activities,
and portfolios.
2. They demonstrate a respect for their own family, history, and/or culture in
an autobiographical essay contained in their portfolio.
3. They demonstrate in personal insight logs their reflection on relevant
personal histories to counseling practice.
B. Candidates have knowledge of diversity.
1. They document understanding and respect for the variety of cultures in the
global society acquired through research, class activities, and found in their
portfolios.
2. They demonstrate proficiency in a language other than English.
3. They document an understanding of diversity including ethnicity, race,
language, religion, socioeconomic status, gender, sexual orientation, age,
regional/geographical background, and exceptionalities. This is evident in
course work, class activities, journals, and in their portfolios.
4. They document understanding cultures, including comparing and contrasting
various cultures. They further document an experience of cultures/environments
that are different from their own. The evidence is in course work, projects and
their portfolios.
C. Their projects and journals note the anticipated impact of cultural
attitudes, characteristics and beliefs on learning.
D. They can identify and assess the impact of issues of poverty, including rural
poverty, on learning in a knowledgeable and empathetic manner documented in
classwork and projects.
E. By classroom activities, possibly including
video, candidates document mastery of
cross cultural and interpersonal communication skills.
F. Candidates know that not understanding diversity may lead to conflict. By using
their knowledge of diversity, they demonstrate effective conflict resolution and
listening skills by various activities, possibly including simulation and
classroom video.
3.5. Objective: Candidates demonstrate ability to adapt instructional
opportunities to diverse populations of learners.
A. Class activities, lesson plans, and student teaching document the ability to
present multiple interpretations of historical and current events that
specifically address inclusion of least represented groups.
B. Candidates document rapport and the ability to communicate with the parents and
families of the students as a result of possible home visits, conferences, and
formal and informal dialogues. This knowledge of diversity and its influence on
families will be demonstrated in class activities and in their portfolios.
C. Class activities, projects, and portfolios demonstrate understanding ESL and
language acquisition strategies for non-English speaking students in the class.
D. Class activities, lesson plans, and observations of teaching document
effective classroom management practices, including the use of cooperative
learning and peer tutoring, which are based on understanding the strengths and
diversity of the students.
Social Justice. The inclusion of the term social justice mandates that
teacher candidates will be prepared to provide a foundation from which their
students “will see themselves as actors in the world, not just things acted
upon” (Peters, 1999). To reach this goal, we are committed to providing teacher
& counselor candidates with a curriculum that provides them the knowledge, skills, and
dispositions to have their students become critical observers of the world and
to take action in a manner that provides real opportunities to address issues of
equity and justice.
The editors of Rethinking Our Classrooms, Teaching for Equity and Justice
(Bigelow 1999) outlined a curriculum and classroom practices that provide the
framework for a social justice perspective. This framework includes having
students “probe the ways their lives connect to the broader society, and are
often limited by that society,” and “pose essential critical questions such as:
Who makes decisions and who is left out? Who benefits and who suffers?” (p. 2). Students “will understand why some differences translate into access to
wealth and power, while others become a source of discrimination and injustice.”
Further emphasis includes participating in making real world decisions and
changes, and developing a vision of a “just society.”
The strengths of a social action approach include “enabling students to improve
their thinking, value analysis, decision-making, and social action skills,
enabling students to improve their data-gathering skills, helping students
develop a sense of political efficacy, and helping students improve their skills
to work in groups” (Banks, 2003, p. 241).
3.6. Objective: Candidates demonstrate knowledge of social justice issues to
become active citizens.
A. Candidates develop an awareness of self as both professional educator and
citizen. Candidates provide evidence of their understanding of social justice in
teaching activities, journals, and portfolios.
B. Candidates develop the awareness that treating children fairly requires
treating them on a basis of individual need.
C. Candidates develop the commitment to defend the rights of their students to
an appropriate education.
D. Candidates demonstrate a caring attitude toward individuals, particularly
recognizing social injustice and its influence on student learning.
E. Candidates understand and evaluate the varied approaches to multicultural
reform,
and identify social action as the most advanced level.
F. Candidates recognize that taking on the role of teacher or school counselor
requires them to become an advocate for children and their families both in the
school and in the community.
Summary
We at SUNY-Oneonta strive to integrate knowledge, skills, and dispositions
acquired through general courses, content specialization, and professional
programs that articulate and support high expectations for our candidates. The
beliefs, principles, and characteristics, with three central themes, and the
goals of this conceptual framework provide a foundation for the development of
essential competencies for prospective and practicing educators. This foundation
is based on a composite of courses and experiences that are clearly articulated,
systematically delivered, and consistently assessed. These courses and
experiences can be viewed as a tapestry embracing elementary and secondary
levels, content and pedagogy, research and practice, as well as undergraduate
and graduate preparation. The tapestry is designed to produce “Educational
Professionals Committed to Excellence” who will relish their academic and
professional excellence, reflect best teaching and counseling practices,
celebrate their respect for the diversity of students, accept the challenge of
empowering their communities, and commit to social justice within the
institution of education. From pre-school through post-graduate, this vision is
predicated on the reality that excellent service from school professionals will
prepare citizens of the future to serve the community and themselves most
effectively, most honestly, and with the greatest chance for sustained growth
and prosperity.
Approved by College Provost 3/6/98
Updated 6/26/99
Updated and approved by College Provost 5/03
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