NCATE Accreditation

Conceptual Framework

I.4 Summary of the basic tenets of the conceptual framework, institutional standards, and candidate proficiencies related to expected knowledge, skills, and professional dispositions.

Our mission and purposes are guided by the state and national standards specific to our programs and grounded in the professional literature on the preparation of teachers and other school personnel. Three overarching purposes guide the programs of the CSU, Chico School of Education: effective, reflective, and engaged practices. The foundational belief guiding all programs of the CSU, Chico School of Education is that all individuals in a democratic society have a right to learn and should be prepared by schools for productive lives and civic participation. On this foundation rests other beliefs about the nature of learning, the education professions and the role of educators and schools in society. It is the responsibility of educators to prepare learners to meet both current and future life challenges, requiring learning that is socially interactive, transformative, and respectful of diverse perspectives. Such learning includes critical intellectual inquiry, reflection, collaboration and active engagement with the larger community. These approaches to learning in turn require a solid grounding in the content of the disciplines combined with the wise use of technology to increase access to educational experiences, to facilitate research and lifelong learning and to create a sense of connectedness to the world beyond our borders.

The School of Education has formally endorsed a commitment to seven conceptual bases that undergird the unit’s Conceptual Framework and serve as goals for all programs. These three overarching purposes and seven proficiencies are described in this section. For a complete explanation of the conceptual framework, including the research base, see Exhibit I.5.c.1.

A. Effective Practice:

To provide meaningful educational experiences to promote achievement of learning objectives for all learners, based on knowledge of content, of learners, and of pedagogy and informed by appropriate assessment and analysis.

Subject Matter Knowledge: Candidates demonstrate solid knowledge of and currency in their subject matter/academic discipline and a commitment to continue to expand their depth and range of understandings.

Pedagogical/Professional Practice: Candidates demonstrate a sizeable repertoire of pedagogical/professional practice and select strategies, techniques and technological resources appropriately in relation to the learners.

Diversity: Candidates are knowledgeable about and responsive to the needs of all learners, including linguistically and culturally diverse learners and special populations.
Assessment: Candidates have expertise in the assessment and evaluation of pupil needs and achievements and use data in decision-making.

B. Reflective Practice:

To continuously reflect on and improve their own professional practice, based on information gleaned from data analysis, experts, peers and research.

Reflection: Candidates learn to reflect appropriately on their professional practice and exhibit evidence of having established a habit of self-examination that results in continual improvement of that practice.

C. Engaged Practice:

To collaborate with others; to serve as instructional leaders and team members in their schools, districts, and professional organizations; and to be advocates for students, families, schools, communities and the education professions.

Collaboration: Candidates actively engage in collaborative partnerships with colleagues, parents, community agencies and professional organizations.
Civic Engagement: Candidates promote civic engagement and community partnerships and take an active leadership role in advocating for all learners.

Dispositions of Educators

Effective candidates should enter our programs with the dispositions that undergird the proficiencies listed above and they should continue to develop those dispositions through the experiences provided in our professional programs. The School of Education has identified the following dispositions as critical to effective educators:

The candidate appreciates and values human diversity, recognizes community and cultural norms, shows respect for students’ varied talents and perspectives, seeks to foster culturally-appropriate communications and demonstrates best practices in his or her field.

The candidate believes that all children can learn, appreciates their varying abilities, and persists in helping all children achieve success.

The candidate is committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.

The candidate demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

The candidate is committed to the expression and use of democratic values and is committed to creating a learning environment that fosters active engagement in learning and encourages positive social interaction.

Each of these proficiencies and dispositions is tied to program goals and outcomes (I.5.c.2) and drives the EPP Unit’s Continuous Improvement Assessment System.