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Conceptual Framework


College of Education Conceptual Framework

 

The Conceptual Framework derives from the College of Education mission, “Professionals United to Ensure Continuous Learning and Success.”  The Framework is informed by two major sources of research in best practices for educators, INTASC (Interstate Teacher Assessment and Support Consortium) and Charlotte Danielson’s Framework for Teaching.  The Conceptual Framework synthesizes the concepts from these two models to represent the UAFS College of Education expectations for teacher candidates and in-service teachers.

 The Framework structure begins at the center, as the dominant feature is the teacher’s “Focus on Student Learning.”  All of a teacher’s decisions should be made through an analytical thought process that considers the best approaches to student learning.  The concentric blue rings also represent overall expectations.  Thus, technology and communication skills and sound ethical practice are evident in all teaching decisions.

Within the concentric structure, the Framework divides into four quadrants.  The first quadrant ensures that teachers consider student backgrounds and the learning environment during instruction and interactions with students.  The second quadrant considers the teacher’s need for deep and broad content knowledge that is delivered to students in a manner that encourages higher level thinking.  The third quadrant delineates the instructional planning process through setting objectives that have measureable assessments and choosing and designing instructional methods that engage students and challenge them within the context of the content.  The final quadrant sets expectations for teachers’ professional conduct, including reflection on student learning, interaction with parents and other educators, and identification of professional growth needs. 

Taken as a whole, the Conceptual Framework guides candidates and teachers through each essential component of successful professional practice.  College of Education faculty and staff commit to the principles of the Framework and model its tenets in their own practice.