CONCEPTUAL
FRAMEWORK
FOR
PROFESSIONAL EDUCATION PROGRAMS
For more than 100 years, Jacksonville State
University (JSU) has served the region and state with a proud tradition in
teaching, research, and service. The
College of Education and Professional Studies (CEPS) at JSU boasts a
strong legacy in teacher education that dates back to our
very beginning in 1883 as a state teacher's college. Today,
teacher education at JSU has grown to encompass comprehensive
undergraduate and graduate offerings leading to Bachelor of Science in
Education (B.S.Ed.), Bachelor of Arts (B.A.), Master of Science in
Education (M.S.Ed.), Master of Arts (M.A.), and Educational Specialist
(Ed.S.) degrees. Teacher education degree programs offered at the
baccalaureate level include B.S.Ed. degrees in the following areas:
Bachelor of Science
in Education (B.S.Ed.)
·
Early
Childhood Education
·
Elementary
Education
·
Special Education/Collaborative Teacher
(K-6)
·
Special Education/Collaborative Teacher
(6-12)
·
Middle School certification:
o
Biology
o
English Language Arts
o
General Science
o
History
o
Mathematics
o
Social Science
·
Secondary certification:
o
Biology
o
Business
o
English Language Arts
o
General Science
o
Geography
o
Health
o
History
o
Social Science
o
Technology
o
Mathematics
o
Family and Consumer Sciences
·
Physical Education
·
Reading Specialist
·
French
·
Spanish
·
Music (Instrumental & Vocal/Choral)
Master’s level
programs in the College include the following degrees:
Master of Science in Education (M.S.Ed.)
·
Early Childhood Education
·
Early
Childhood Education - Tech Option
·
Early
Childhood Special Education
·
Educational
Administration
·
Elementary
Education
·
Elementary
Education - Tech Option
·
Library
Media
·
Library
Media - Tech Option
·
Physical
Education
·
Reading Specialist
·
Secondary Education Subject Matter
o
Biology
o
Biology
- Tech Option
o
English
Language Arts
o
English
Language Arts - Tech Option
o
General
Science
o
General
Science - Tech Option
o
History
o
History
- Tech Option
o
Mathematics
o
Mathematics
- Tech Option
o
Social
Science
o
Social
Science - Tech Option
·
Special
Education/Collaborative Teacher (K-6)
·
Special
Education/Collaborative Teacher (6-12)
Master of Arts (M.A.)
·
Music
Education/Instrumental
·
Music
Education Vocal-Choral
·
School
Counseling
·
Community
Agency Counseling
Educational
Specialist level programs in the College include:
Educational Specialist (Ed.S.) with
concentrations in these areas:
·
Community
Agency Counseling
·
Early
Childhood Education
·
Educational
Administration
·
Elementary
Education
·
Physical
Education
·
School
Counseling
·
Secondary
Education
o
Biology
o
English
Language Arts
o
General
Science
o
History
o
Mathematics
o
Social
Science
·
Special
Education/Collaborative Teacher (K -6)
·
Special Education/Collaborative Teacher (6-12)
University Mission
Jacksonville State University is a public, comprehensive teaching institution
that provides educational, cultural, and social experiences for a diverse
undergraduate and graduate student population. As a student-centered university, Jacksonville State University strives to balance academic challenges with a
range of support services for students’ academic, career, and personal
goals. As an academic institution, Jacksonville State University seeks to produce broadly educated graduates
with skills for employment, citizenship, and life-long learning. As a comprehensive university, Jacksonville State University supports scholarly and service activities
consistent with its academic and professional strengths.
College Mission
The mission of the College
of Education and Professional
Studies (CEPS) is to prepare students for successful careers in a variety
of professions. Programs in the
college enable graduates to become creative decision makers who can
effectively solve problems using concepts and practices appropriate for
each discipline. The College meets
the changing needs of the region, state, and nation through wide-ranging
service and research activities.
These activities develop problem-solving strategies and assist in
social, educational, and economic development.
The College’s uniqueness is reflected through
its diversity of programs and services.
Programs in Education, Nutrition and Food Merchandising, Exercise
Science and Wellness, Recreation Leadership, Counseling, Technology and
Engineering, and Mass Communication are designed to enable graduates to
solve problems effectively by using concepts and practices appropriate for
each discipline in a creative decision-making process.
The College
serves through outreach and partnership activities to schools and
businesses related to its programs within and surrounding the Jacksonville
State University
service area. We believe that strong affiliations with constituency groups
(e.g., superintendents, principals, and teachers) serve to benefit our
candidates through supervision of practical experiences and as members of
college advisory committees dealing with program development. The ultimate goal of the College mission
is to assure that its graduates are effective, highly performing employees.
The Creative Decision Maker
The College of Education and Professional Studies at JSU constructed its
conceptual framework for teacher preparation focused on the concept of the
educational professional as a Creative Decision Maker. This concept stems from a common belief
within the CEPS that effective teachers and other professional school
personnel are equipped with the knowledge, skills and dispositions
necessary to provide a rich, productive learning environment for all
students they serve through creative decision-making practices. This is achieved through practices
implemented by the Creative Decision Maker based on knowledge of
accrediting standards and educational theory and research.
Societal issues
such as economics, vulnerability to international dangers, the Internet,
the proliferation of computers in daily living, violence in schools,
diverse populations and cultures, and the worldwide visual network have all
contributed to broadening the College’s focus from a local to a global
perspective and have had a significant impact on the classroom (Bagin &
Gallagher, 2001). Given these societal influences on education, the
effective Creative Decision Maker is prepared to adjust to ever
changing circumstances that can affect the quality of the educational
process for students.
The fundamental components of the educational
process include the selection of course content, teaching strategies,
effective communication skills and professional development. The Creative Decision Maker
understands that implementation of appropriate content or subject matter is
dependent upon the characteristics of the learner and the educational
context or circumstances under which the teaching-learning process takes
place. He or she understands
effective choices in the selection of teaching strategies and techniques
that will appropriately meet the students’ learning needs. The Creative
Decision Maker understands the importance and the effectiveness of the
educator’s communication skills and professionalism in dealing with
students, parents, colleagues, and P-12 community members. Finally, the effective Creative
Decision Maker will make choices with regard to professional
development activities that will enhance the teaching-learning process.
Ultimately, the
Conceptual Framework of the CEPS at JSU provides developing educational
professionals with a frame of reference by which they may learn to make
creatively appropriate decisions succinctly, consistently, and
purposefully. To achieve this
objective, initial candidates are guided through five levels of
experience ranging from the academic classroom to a genuine classroom
instructional setting, with each experience serving to hone their creative
decision-making skills along the way.
Advanced candidates continue their lifelong learning
experience through higher-level best practices that assist them in
achieving their full potential as creative decision makers.
Evidence of the Conceptual
Framework through the NCATE Elements
Shared Vision: The
conceptual framework describes the vision and purpose of the CEPS toward
preparing the professional educator to work in the schools. The emphasis is on the education
professional as a Creative Decision Maker and is reflected in each
undergraduate and graduate program. The conceptual framework has been
widely disseminated to candidates, faculty, and P-12 partners to ensure
alignment with curriculum, instruction, field experiences, and clinical
experience. The collective vision of
the faculty in the CEPS, the P-12 community, and public school partners is
to prepare educators with broad-based, in-depth content knowledge that can
be directly applied to address the diverse needs of all learners. The conceptual framework is well
articulated and knowledge-based.
Coherence: The unit’s conceptual framework provides a
system for ensuring coherence among curriculum, instruction, field
experiences, clinical practice, and assessment throughout each candidate’s
program. This is accomplished
through careful infusion of the goals and dispositions of the eight
learning outcomes of the Creative Decision Maker into each
program.
Professional Commitments and
Dispositions: The unit’s conceptual
framework clearly articulates its professional commitment to knowledge,
teaching competence, and student learning.
It has outlined the dispositions that faculty value in teachers and
other professional school personnel, including evidence of caring about
students, a belief that all students can learn, sensitivity about
diversity, and multicultural awareness. These qualities are sought at the
point of application to Teacher Education and continue throughout
coursework, field experiences and clinical practice. In addition, the unit recognizes the
dispositions associated with the INTASC standards. These dispositions,
woven throughout the Conceptual Framework, are used in the candidates’
evaluation process at various checkpoints within the various programs.
Commitment to Diversity:
The unit’s conceptual framework emphasizes the significance of preparing
candidates in each teacher education program to work and live in a more
diverse society. Clearly, as
demographics change over the next two decades, the creative decision maker
will play a vital role in educating the youth of our society to understand
and accept others, regardless of gender, race, ethnicity, religion, or
socioeconomic status.
Commitment to Technology: A vital component of the Creative Decision
Maker’s conceptual framework is the importance placed on educational
technology. To be effective Creative
Decision Makers, teachers and other school personnel must develop
knowledge, skills, and dispositions necessary to integrate technology into
the classroom, field experiences, clinical practice, assessments, and
evaluations.
Candidate Proficiencies
Aligned with Professional and State Standards: The conceptual framework provides the context for developing and
assessing proficiencies throughout the candidates’ educational
experiences. The assessed
proficiencies are based on professional, state, and institutional standards
appropriate to each certification area.
The JSU Model
According to
Shulman (1987, 1998), the knowledge base for teacher education should
encompass these categories: content
pedagogy; knowledge of learners and their characteristics; knowledge of
educational contexts; knowledge of educational ends, purposes, and values,
including their philosophical and historical grounds. The sources of this knowledge base
include scholarship in the content disciplines; materials of the
institutionalized process; research in schooling, social organizations,
human learning, teaching, development and other applicable phenomena; and
the wisdom gained from practice. The
model of the CEPS incorporates many of these concepts and places them
within the context of creative decision making as they apply to the INTASC
Standards.
The candidates in the CEPS’
teacher education program at JSU are viewed as developing education
professionals who
will mature into creative decision makers. The term Developing reflects the
CEPS’ perspective that effective education professionals continue to gain
knowledge in field throughout their professional career, with formal
education being the first step in a lifelong process of professional
growth. Given that the world is
constantly changing, continuing to search and improve the knowledge base is
vital for educators to be equipped to meet society’s needs during the new
millennium. Education
Professional indicates the fact that the CEPS prepares not only
classroom teachers, but others who also impact the education process. These school personnel include
administrators, counselors, and media specialists. Creative implies that the
education professional goes beyond the acquisition of basic knowledge of
facts to produce new and imaginative experiences and environments through
which learning can take place. To
foster the creative process in its candidates, the CEPS places emphasis on
involving the future decision maker in field-based, authentic experiences
throughout the educational process. Decision
Maker denotes the education professional’s ability to make choices,
draw conclusions, resolve issues, assess knowledge and skills, evaluate the
results, and use these results to make judgments regarding the educational
process. It is our contention that
when creative decision-making in candidates begins early and is continued
throughout the academic experience, candidates will continue the process
throughout their teaching career.
Effective teachers use their
knowledge base concerning theory, the learner, content, and teaching
techniques in conjunction with reflection and a problem solving orientation
to provide the best learning conditions for students (Parkay &
Stanford, 1988). Reflection and
problem solving orientation are components of the creative decision-making
process.
Teaching is an endeavor that
involves creative decision-making over a broad spectrum of student-centered
education (Zemelman, Daniels, & Hyde, 1998). Based on their knowledge of educational
theory and research, creative decision makers make informed
decisions regarding the content or subject matter they are to teach. To be maximally effective, these
education professionals consider all of the characteristics of the learner
and the educational context or circumstances under which the
teaching-learning process takes place.
Furthermore, they choose from their knowledge of teaching strategies
and techniques the approaches that will most appropriately meet students’
learning needs. The creative
decision making philosophy influences the effectiveness of teachers’ communication
skills and professionalism in dealing with students, parents, and other
community members. Finally, the
effective educator makes decisions with regard to professional development
in selecting activities that will enhance the teaching-learning process.
Teachers strengthen the
decision-making processes involved in teaching through practice. Duffy (1992) observed, “effective
teaching is associated with being empowered to combine tenets of various
positions in order to arrive at instructional decisions that make sense in
a particular instructional situation” (p. 444). The ability to present various
content-related matters to specific individuals through particular styles
develops in context-specific environments (Post & Cramer, 1989;
McDiarmid, Ball & Anderson 1989).
Learning to apply specific teaching techniques does not occur
spontaneously and the literature does not always provide enough specificity
to guide learners in deciding about application. The extant literature contains little
knowledge of what techniques work in what situations (Doyle, 1986,
1997). The effective teacher must
make instructional decisions, but must do so in authentic situations.
Shavelson (1973) argued, “any
teaching is the result of a decision, whether conscious, that the teacher
makes after the complex cognitive processing of available information” (p.
149). Decision making, then, is THE
basic teaching skill. Shavelson
offered a process for teaching students to make educational decisions. Noller (1977), Chapin and Messick (1992,
2002), Clark and Clark (2002), and Kindsvatter, Wilen, and Ishler (1992,
2000), among others, proposed models for decision making from which all
teachers would benefit.
According to Pasch, Sparks-Langer, Gardner,
Starko, and Moody (1991), teachers make decisions in the following areas:
·
Decisions about teaching: Planning for
action;
·
Decisions during teaching: Action,
observation, and modification; and
·
Decisions after teaching: Reflection,
prediction, redesign.
Since decision making is a learned process, we
must teach it directly and specifically to developing education
professionals. If not taught and
supported through practice, decisions to apply certain techniques are
vulnerable to several adverse influences.
Etheridge (1989) found the diversity of instructional strategies
used decreased over time as teachers faced time constraints, assignments
for which they were unprepared, and insufficient planning time, among other
realities. Browne and Hoover
(1990) found that student teachers used fewer than 60% of the teaching
strategies valued by university professors.
New teachers and student teachers were more likely to give
ideological and methodological allegiance to their cooperating teachers
than to their professional education faculty (Diatopo, 1980). Goodlad (1990) found that student
teachers opted for methods formally specified by the cooperating schools
over the techniques they learned on campus.
He said both students and professors were mistaken in believing that
new teachers would return to best practices, once in charge of their own
classrooms. Understanding that these
detrimental circumstances exist and working to meet these realities in
supportive environments are vital to effective teaching practices. Furthermore, effective teachers need to
know what does not work, as well as what does, and why, so they do not
abandon promising practices that failed in one context without considering
use of them in another.
Finally, Koehler (1985) found both
inexperienced and experienced teachers felt their programs did not prepare
them well to teach. Given the
pressures which bear upon professed teaching practices, preparation
programs ought to become more field-based and direct in nurturing the
application of knowledge and decision making skills in developing education
professionals.
Goal of
the Model
The
goal in continuing the Creative Decision Maker as a metaphor for the
developing education professional is to provide teacher candidates and
other professional school personnel with a frame of reference by which they
may focus on learning to make decisions quickly, continuously, and
purposefully. The creativity in
teaching comes from the ability to make decisions based on knowledge,
skills, and dispositions.
The
Developing Education Professional as a Creative Decision Maker
is knowledgeable of the technical, scientific aspects of truth,
experiential aspects of teaching, the planning of curriculum content, and
the characteristics of students from diverse backgrounds. The scientific domains of the field of
education provide teachers with the theoretical and research base for
“better tools from… which teachers can use their heads” (Eisner, 1983 p.10). Applying this factual base with
imagination to create new realities for students in the classroom and
beyond is imperative for teachers and other professional school
personnel.
Learning Outcomes of the Model
To develop Creative Decision Makers of
superior quality, each program strives to meet the qualifications set forth
by its learned society. The faculty reassesses programs periodically
through various formal and informal strategies.
As developing Creative Decision Makers,
graduates from the teacher education programs possess a knowledge base
rooted in educational theory and research.
They are knowledgeable about the content, as well as the processes
that lead to acquiring the facts, concepts, and structures of the
discipline. They understand critical
attributes of their learners in order to match their teaching to the proper
extrinsic and intrinsic sources of motivation, as well as take into account
the learner’s readiness for instruction in terms of prerequisite skills and
cultural and societal experiences.
Creative
Decision Makers plan their teaching using strategies and techniques
that accelerate student learning.
Teachers can accomplish this by modifying instruction to address the
current level, as well as the necessary future levels of learning mastery. They present themselves professionally by
modeling proper speaking and writing skills, understanding the school as a
part of society, using successful interpersonal skills with colleagues,
implementing emerging methodologies, such as effective schools and
outcomes-based education, and continued development as educational
professionals throughout their careers.
Creative
Decision Makers provide a positive context for learning that includes
expectations that maximize student potential. To accomplish this, teachers provide
clear instructions and effective classroom management, while developing an
atmosphere of equity, cooperation, and self-discipline. They effectively integrate instructional
technology effectively into their classrooms by their ability to navigate
the Internet, web quests, simulations, tutorials, e-mail, information
research, data gathering, and using multimedia formats for presentation.
The conceptual framework for all programs
focuses on the theme that the Developing Educational Professional is
a Creative Decision Maker.
Teachers and other school personnel make daily decisions
related to each of the eight identified outcomes. Although some debate the degree to which
teachers arrive at their skills “naturally”, it is a basic tenet of
education that these decisions must be deliberate and planned (Orlich,
Harder, Callahan & Gibson, 1998).
Teaching is more than providing an entertaining presence. It is taking responsibility for the
myriad of decisions that a teacher must make in order to maximize the
growth of the learners involved.
These decisions are discussed more fully in the following section.
Goals and Dispositions of the
Learning Outcomes
I.
Creative Decision Makers reflect
understanding of educational theory and research by their ability to
1.1 Develop learning experiences appropriate for
curriculum goals based on principles of effective teaching.
1.2 Plan for learning opportunities that accommodate
a variety of learning styles.
1.3 Create lessons and activities at different
developmental levels to meet the needs of diverse learners.
1.4 Create
short- and long-range plans linked to student needs and performance, and
develop plans to ensure student progress and motivation.
1.5 Respond
to unanticipated needs of the learner with adjustments to plans that will
meet the needs of the student and enhance learning.
Dispositions
associated with this goal:
1.6
The Creative Decision-Maker values
both long term and short term planning.
1.7
The Creative Decision-Maker believes
that plans must always be open to continuous assessment and modifications
based on student needs.
Reference: INTASC Principle 7 – Planning
Creative Decision Makers reflect their understanding of educational
theory and research by their ability to recognize individual learner
characteristics and plan developmentally appropriate experiences that match
instructional strengths and weaknesses of their students (Bredekampt,
1997). Teachers plan with an understanding of varying traits associated
with elementary, middle, and high school students, along with the principle
of individualization for specific students (Gemelli, 1996).
Teachers select
appropriate content and processes for acquiring content that enhances
understanding and self-direction, and they choose teaching methods that
address learner characteristics and needs.
Both intrinsic and extrinsic motivation are applied for learning.
Creative
Decision Makers implement characteristics of effective teaching,
including the following:
·
Having high expectations for P-12 student
achievement.
·
Adapting instruction and anticipating P-12
student misconceptions.
·
Using meta-cognitive strategies.
·
Addressing all levels of academic subjects.
·
Integrating instruction across subject
matter.
·
Reflecting on their actual teaching
practices.
·
Being an active teacher.
·
Maintaining a supportive environment.
Effective Schools are
identified as having the following correlates (Kelly, 1991):
·
Positive school climate.
·
Collaborative planning process.
·
Clearly defined academic goals.
·
Clearly defined instructional goals and
objectives.
·
Monitoring of student progress.
·
Concern for improvement of teacher and staff
effectiveness.
·
Administrative leadership.
·
Parent and family involvement.
·
Opportunities for student responsibility and
participation.
·
Rewards and incentives.
·
Order and discipline.
II.
Creative Decision Makers reflect
understanding of content pedagogy by their ability to
2.1 Effectively use multiple explanations of central
concepts and link them to students' prior knowledge of learning.
2.2 Represent and implement various tools of inquiry
in teaching.
2.3 Assess teaching resources for their
comprehensiveness, accuracy, and effectiveness as part of the curriculum.
2.4 Develop curricula that encourage students to
identify and evaluate ideas from diverse perspectives.
2.5 Create interdisciplinary learning experiences
that allow students to integrate knowledge and skills.
Dispositions
associated with this goal:
2.6 The Creative Decision Maker realizes that
content knowledge is not a fixed body of facts, but is complex and dynamic.
2.7 The Creative Decision Maker values
multiple perspectives and conveys to students how content knowledge is
developed.
2.8 The Creative Decision Maker possesses
enthusiasm for the discipline taught, and modifies it for all learners.
2.9 The Creative Decision Maker is committed
to continuous learning and engages in professional, collegial interaction
regarding content knowledge and the student’s understanding of the
discipline.
Reference: INTASC Principle 1 – Content Pedagogy
Creative Decision Makers understand their
respective content, including the facts, concepts, and principles or laws
of their discipline, as well as the relationships and interrelationships
between each. Processes such as
writing, drawing, analyzing, and experimenting for acquiring procedural
content may be as important as the knowledge itself. This is called cognitive or process-based
content (Orlich, Harder, Callahan & Gibson, (1998).
Most content,
including academic content, is progressive in nature. As a result, students must acquire
initial skills before learning more advanced ones. Teachers often mistakenly assume their
students have acquired important prerequisite skills that are critical to
the ones they are currently teaching.
Evaluating and, if necessary, providing appropriate prerequisite
skills are important responsibilities of effective teachers. The decision to do this evaluation and
preliminary instruction is important to assure student success. (Bloom,
1976; Sizer, 1996).
Education Professionals strike a balance between the
delivery modes of direct and student initiated instruction. Direct instruction uses time most
efficiently, provides feedback that assesses understanding of learning,
involves skills for the exact task necessary, and relates student strengths
and weaknesses to instructional planning.
Direct instruction is most effective as a means to teach skills to
the acquisition and proficiency levels.
Student-initiated instruction is more effective as a tool for
teaching to the generalization and maintenance levels. Emphasizing exploration and variations of
tasks requires more time and preparation, as well as the teacher serving as
a facilitator (Kohn, 1996).
III.
Creative Decision Makers reflect
understanding of diverse learners by their ability to
3.1 Assess individual and group performance in order
to design instruction that meets the students’ needs in each learning
domain (cognitive, affective, and psychomotor).
3.2 Stimulate reflection of prior knowledge and new
learning experiences by providing opportunities for active engagement,
manipulation, testing of ideas and materials, and encouraging students to
assume responsibility for themselves.
3.3 Assess students' critical thinking skills and
experiences as a basis for instructional activities.
Dispositions
associated with this goal:
3.4 The Creative Decision Maker appreciates
individual variation within each learning domain, shows respect for diverse
talents, and is committed to help the student develop competence and
self-confidence.
Reference: INTASC Principles 2 – Student Development &
3 – Diverse Learners
Teachers and other professional school
personnel are sensitive to the needs of learners’ environmental and
societal influences. Learners today
are from diverse experiential backgrounds that may include English as a
second language; exceptionality or disability; ethnicity, region, culture
or religion that differs from the mainstream; or various combinations of
these sources of difference. In
addition, education professionals need to be aware of the differing values
and behaviors in these learners from diverse cultural backgrounds (Poplin,
1992; Gollick & Chinn, 1990).
Teachers and other professional school
personnel are aware of how the students’ stages of cognitive, physical, and
affective/emotional development affect learning. Provision of sequentially and
developmentally appropriate instruction is another important decision that
teachers must make.
Since all students are not intrinsically
motivated, some will require extrinsic motivation in order to perform at
their optimal level (Raffini, 1996).
By using intrinsic and extrinsic motivators, teachers can foster
student interest in learning as well as encourage progress toward defined
educational goals.
Teachers and other professional school
personnel assess the readiness of P-12 learners for specific learning
experiences. Certain learners may
need instruction on prerequisite skills in order to profit from
instruction. It is important to develop systematic assessment and
evaluation strategies to evaluate readiness, as well as mastery of skills
after instruction in the levels of acquisition, proficiency, maintenance
and generalization.
As we begin
the 21st century, American public schools are faced with serving
a more diverse population of P-12 students than ever before. Circumstances such as ethnicity, race, social
class, gender, language, and disability contribute to the diverse cultures
seen in today’s schools (Obiakor, 2001).
Yet, as we progress through the next two decades, the demographics
of schools are expected to experience additional change (Gagin and Gallagher, 2001; Shimahara,
2001). By the year 2020, white
Americans are projected to constitute approximately 40% of the U.S.
population, giving way to a rise in African American, Hispanic, Asian, and
Native American populations. The
impact on education in this country due to the demographic change will
create a need for ethnic and racial re-conceptualization (Shimahara,
2001).
A positive
trend in today’s education is the evidence that the difference in high
school completion rates among racial-ethnic groups in the U.S.
is narrowing (Tomlinson-Clarke, 2001).
For this tendency to continue, the Creative Decision Maker in
the 21st century will be challenged to develop experiences that
will serve a complex, diverse population in an equitable manner. For this to happen, effective educators
must strive to educate the total child -- academically, socially,
emotionally, culturally, and globally. The basic intention is to develop
students who are critical thinkers, divergent thinkers, and problem solvers
(Obiakor, 2001).
The Creative
Decision Maker is keenly aware of the psychological domain as it
relates to diversity. Bagin and
Gallagher (2001) suggest that communication and inclusion between diverse
groups are the key components in achieving acceptance and respect for all
people. Gay (1999) contends genuine
acceptance of one’s ethnicity is positively related to psychological
well-being, interpersonal relations, social consciousness, and personal
efficacy. In order to achieve this
acceptance, the Creative Decision Maker must first realize the
instinctive tendency people have to perceive and judge others by their own
ethnicity (Tomlinson-Clarke, 2001).
Bagin and Gallagher (2001) describe people with this attitude as
“cultural absolutes.” By definition,
cultural absolutes tend to view situations as “The way we do things is the
correct way. Anybody who does things
differently is wrong” (p. 156). By
understanding the divergences that exist among people, the Creative
Decision Maker can be better prepared to incorporate educational
strategies aimed at addressing diversity issues and in doing so help to
prepare the student for a successful life.
Finally, in order to be effective in diversity
education, the Creative Decision Maker understands the core
characteristics required of him or her in the educational process. Obiakor (2001) suggests effective
educators are good students themselves who seek the facts, adjust their
thinking, use resource professionals, build self-concepts, teach with
divergent techniques, make correct choices, and continue to acquire
knowledge. Siedentop and Tannehill
(2000, p. 107) pose the following series of questions for assessing
readiness to work effectively in a diverse school:
·
Am I knowledgeable about the cultural,
linguistic, and socioeconomic background of the students I teach and the
community from which they come?
·
In my own behavior, do I model respect for,
and inclusion of, persons who are different?
·
Do students perceive me to be sincerely
interested in and respectful of contributions made by ethnic and racial
minorities, women, poor persons, and persons with disabling conditions?
·
Have I used, or do I know where to find,
resources to help me combat and confront bias based on gender, race,
religion, or socioeconomic status?
·
Am I able and willing to recognize and
constructively address conflicts that arise based on gender, race,
religion, or socioeconomic status?
Ultimately,
it is the goal of the Creative Decision Maker to help prepare
students for life in the new millennium.
A major part of that purpose is to help students become more
understanding and accepting of others and their beliefs.
IV.
Creative Decision Makers reflect
understanding of teaching strategies and techniques by their ability to
4.1 Implement multiple teaching strategies to engage
students in active learning opportunities that promote the development of
critical thinking, problem solving, and performance capabilities.
4.2 Constantly assess and adjust strategies in
response to learner feedback.
4.3 Develop a variety of instructional strategies
that address central concepts and incorporate alternative explanations to
assist students’ understanding of the content.
Dispositions
associated with this goal:
4.4 The Creative Decision Maker values the
development of students' critical thinking, problem solving, and
performance capabilities.
4.5 The Creative Decision Maker appreciates
flexibility and reciprocity in the teaching process, as necessary for
adapting instruction to student responses, ideas, and needs.
Reference: INTASC Principles 4 – Multiple Instructional
Strategies
The Creative Decision Maker chooses the teaching strategies
to use in any given teaching/learning situation. There are many effective methods for
accomplishing the broad goals of education and specific objectives of
instruction in the constellation of subjects (Joyce & Weil, 1996). Professional educators select
teaching/learning strategies based upon the purposes of instruction, the
subject matter, and the characteristics of the learner. Teacher preparation programs at
Jacksonville State University equip teachers with a repertoire of
teaching/learning strategies. Some
appropriate strategies are direct instruction (Becker & Carnine, 1980),
mastery learning (Block, 1971), concept attainment (Bruner, Goodnow &
Austen, 1967), inquiry training (Suchman, 1962), inductive thinking Taba,
1966), behavior modification (Rimm & Master, 1974), cooperative
learning (Johnson and Johnson, 1998), simulation (Boocock & Schild,
1968), role playing (Shaftel & Shaftel, 1982), group investigation
(Thelen, 1967), and nondirective teaching (Rogers, 1994).
Teachers should be purposeful, use appropriate
techniques, determine effective strategies, analyze student errors,
substantiate findings, record and report, improve continuously, and manage
efficiently. Additionally, they
should utilize resources, follow the general curriculum, teach skills and
strategies, and set priorities by student needs. Finally, they should base their
instruction upon assessment and update, pace by rate of student learning,
adjust to student needs, follow learning style, coordinate the program, and
actively teach for mastery (Choate, Enright, Miller, Poteet, & Rakes,
1995).
V.
Creative Decision Makers reflect an
understanding of professionalism by their ability to
5.1 Apply a variety of sources to evaluate teaching
and learning outcomes as a basis for improving best practices in
education.
5.2 Seek out professional resources to support
development as a learner and a teacher.
5.3 Draw upon professional colleagues (within the
school and other professional arenas) for guidance in problem solving,
developing new ideas, and reflection.
5.4 Participate in collegial activities designed to
make the school a productive learning environment.
5.5 Consult with parents, teachers, counselors, and
other professionals on behalf of the student.
5.6 Establish productive relationships with parents
and guardians from diverse home and community situations in support of
student learning and well-being.
5.7 Remain sensitive and responsive to situations of
distress, and seek outside assistance as needed.
Dispositions
associated with this goal:
5.8 The Creative Decision Maker is committed
to reflection and assessment as an ongoing process.
5.9 The Creative Decision Maker is committed
to seeking out, developing, and continually refining practices that address
the individual needs of students.
5.10
The Creative
Decision Maker recognizes their professional responsibility for
engaging in and supporting professional practices.
5.11
The Creative
Decision Maker is concerned about all aspects of a student’s
well-being, and is alert to signs of difficulties.
5.12
The Creative
Decision Maker is willing to consult with other adults regarding the
education and well-being of students.
5.13
The Creative
Decision Maker respects the privacy of students and confidentiality of
information.
Reference: INTASC Principles 9 – Reflective Practices &
10 – School and Community Involvement
Teachers and other professional school
personnel must model effective speaking and writing skills, as well as
demonstrate effective interpersonal skills when relating to students,
colleagues, supervisors, parents, and the community. As professionals, teachers must apply
knowledge of the rights and responsibilities of students, parents, and school
personnel. They must
understand the school as an organization within the philosophical,
historical, social, and political context of a community, state, and nation
to be a team leader.
Learning to be a team leader and to participate
in effective school improvement is important to professionalism in
teaching. Teachers and other
professional school personnel need clear expectations for behavior; a
written code of conduct; set class routines and procedures; high standards,
goals and objectives for learning; effective use of learning time; constant
feedback and correction; and effective teacher-student interactions; as
well as student rewards and incentives for exemplary work (Collins, Greeno,
& Resnick, 1995).
As professionals, teachers implement outcome-based
education and mastery learning programs including benchmarks for success.
This requires identification of learner competencies from validated
sources, construction of criterion-referenced measures, documentation of
student results, development of instructional materials that are keyed to
competencies, and commitment to the system from teachers and administrators
(Orlich, Harder, Callahan, & Gibson, 1998).
Continued professional development is essential
for professional educators to remain current in their respective fields of
study, as well as to discover different ways to provide instruction for
P-12 learners. Teachers and other
professional school personnel continue professional development through
participation in appropriate organizations and lifelong learning
experiences.
Providing developmentally appropriate
instruction including recognition of the differing needs of elementary,
middle, and high school students is essential to best practices in
education (Gemelli, 1996; Lounsbury & Clark, 1990). Additionally, teachers provide
appropriate questioning techniques in order to include convergent,
divergent, and evaluative strategy questions (Verduin, 1967). Appropriate questioning behaviors
including positive questioning, framing questions, prompting techniques,
and sensitive handling of incorrect responses should be practiced (Orlich,
Harder, Callahan & Gibson, 1998).
VI.
Creative Decision Makers reflect an
understanding of the educational environment by their ability to
6.1 Create an effective learning environment in
which students participate in independent and collaborative
decision-making, are held accountable for their actions, and engage in a
variety of purposeful learning activities.
6.2 Engage students in individual and cooperative
learning activities that generate motivation.
6.3 Manage time, space, activities, and attention to
provide active and equitable engagement of students in productive tasks.
6.4 Maximize class time to create a physical setting
that is conducive to learning.
Dispositions
associated with this goal:
6.5 The Creative Decision Maker is
accountable for establishing a positive climate in the classroom and in the
school.
6.6 The Creative Decision Maker values the
role of students in promoting each other's learning and recognizes the
importance of peer relationships in establishing a climate of learning.
6.7 The Creative Decision Maker recognizes
the significance of intrinsic motivation to students' lifelong growth and
learning.
6.8 The Creative Decision Maker is committed
to the continuous development of students' abilities and considers how
differing motivational strategies are likely to encourage this development
for each student.
Reference: INTASC Principle 5 – Motivation and Management
Effective teachers take into account aspects of
the educational context, including their expectations. They are careful to
promote an atmosphere of positive expectations for their students.
Effective teachers carefully structure the
learning environment to match the needs of P-12 learners. They work to create appropriate
interactive learning environments, organizing their time, space and
materials for successful classroom management and instruction.
Effective teachers implement elements of
successful classroom management. These include planning, establishing
usable rules, getting off to a good start, monitoring the classroom
environment, keeping records efficiently, and creating strategies for
managing interruptions (Walsh, 1992).
They prepare for possible motivation, instructional, procedural or
disruptive problems (Orlich, Harder, Callahan, & Gibson, 1998).
Effective teachers provide clear and unambiguous
directions, as well as consequences for following and not following
them. They prepare to manage
interruptions during transitions that may occur before, during, or after a
lesson (Crosser, 1992; Gump, 1982).
Effective teachers work toward the development
of systems based on self-discipline.
As students progress through levels of teacher-based management,
they are given more responsibility to manage their own behavior (McDaniel,
1987).
Effective teachers work within their classroom
to develop an atmosphere of cooperation and equity. They set the stage for
classroom equity through a process of respect and understanding. They help students evolve to the point at
which they can contribute to the regulations, increasing their interest in
them. This process should also help
them in their understanding of the need for rules and regulations (Orlich,
Harder, Callahan, & Gibson, 1998).
Since parents are often the key to active
student success, it is critical that teachers encourage parental
involvement. Working parents, single parents, and absent parents available
make this process much more difficult.
Effective teachers deal with a variety of issues
that may require interaction with helping agencies. Child abuse and drug or alcohol abuse are
often problems a teacher may notice; to cope with such problems, teachers
need the help of other agencies outside of the school system, as well as
counselors and others within it.
VII.
Creative Decision Makers reflect an
understanding of the impact of communication and technology by their
ability to
7.1 Model effective communication strategies when
conveying ideas and information, and asking questions (e.g., monitoring the
effectiveness of messages, restating ideas and drawing connections, and
incorporating verbal and non-verbal cues).
7.2 Support and enhance learner communication in
speaking, writing, and other media.
7.3 Know how to ask questions and stimulate
classroom discussion in various ways for the purpose of developing critical
thinking and problem-solving techniques.
7.4 Communicate in ways that demonstrate sensitivity
to diverse learners.
7.5 Implement a variety of communication techniques
and technologies in the classroom to enrich learning opportunities.
Dispositions
associated with this goal:
7.6 The Creative Decision Maker values the
importance of technology as an instructional tool in the classroom.
7.7 The Creative Decision Maker recognizes
the power of effective communication skills to foster self-expression,
student development, and learning.
7.8 The Creative Decision Maker values the
various ways in which people communicate, and encourages various modes of
communication in the classroom.
7.9 The Creative Decision Maker is a thoughtful
and reflective listener.
7.10 The Creative Decision Maker appreciates
the cultural diversity of communication and seeks to foster culturally
sensitive communication among all students in the class.
Reference: INTASC Principle 6 – Communication
and Technology
Teachers and other professional school personnel
are increasingly using technology to enhance instruction, as well as solve
a variety of problems. Today, teachers have access to CD-ROM’s, laser
disks, LCD projection screens, interactive TV, and more. Technology has literally revolutionized
learning in all educational institutions, including the P-12 setting. Candidates well versed in technology and
its application in the educational setting have the ability to enhance
learning, increase productivity, and promote creativity when paired with
traditional instructional tools. Teachers in the P-12 learning environment
make use of telecommunications or distance learning for two-way interactive
television when available. In addition, universities frequently offer
on-line courses and programs that teachers may access for their P-12
students, allowing schools to expand existing curriculum and providing the
P-12 learners the opportunity to learn in a nontraditional manner.
Personal computers in the educational setting
can be used for a wide variety of tasks, including word processing, drill
and practice exercises, tutorials, simulations, interactive media lessons,
databases, spreadsheets, and data collection. Additionally, teachers can model for
their students the various ways to navigate cyberspace, including the use
of e-mail, information research, data gathering, and communication.
A variety of
technology formats to communicate information and ideas effectively with
P-12 students, colleagues, and the community can be taught and modeled by
teachers and other school personnel who are well versed in technology
applications. Finally, teachers and
other school personnel can take advantage of multimedia resources from
local and cyberspace reference points for lecture and student presentations
(Grabe & Grabe, 1996; Orlich, Harder, Callahan, & Gibson, 1998;
Ryan & Cooper, 1998).
VIII.
Creative Decision Makers reflect an
understanding of the importance of the use of assessment to improve student
learning by their ability to
8.1 Utilize a variety of formal and informal
assessment techniques to evaluate students' performance and to adjust
teaching strategies, for example, observation, portfolios of student work,
teacher-made tests, performance tasks, projects, student self-assessments,
peer assessments, and standardized tests.
8.2 Gather information from parents, colleagues, and
the students themselves concerning student experiences, learning
strategies, and progress.
8.3 Use strategies to involve learners in
self-assessment activities, in order to make them aware of their strengths
and needs and to encourage them to set goals for learning.
8.4 Evaluate the effectiveness of classroom
instruction by collecting information through formal and informal
observation, questioning techniques, and analysis of student work.
8.5 Assess one’s own teaching strategies as it
relates to student success, modifying plans and instructional strategies
accordingly.
8.6 Maintain records of student work and communicate
student progress to students, parents, and other professional colleagues.
Dispositions associated with this goal:
8.7 The Creative Decision Maker values
continuous assessment as essential to the improvement of the instructional
process and recognizes that a variety of assessment strategies, appropriately
implemented, are necessary for improvement of student learning.
8.8 The Creative Decision Maker is committed
to using assessment to identify student strengths and promote student
growth.
Reference: INTASC Principle 8 – Assessment
Assessment is an important component throughout
the candidates’ educational experiences, beginning with admission to the
University and culminating with evaluation of the internship semester. Assessing knowledge, skills, and
dispositions throughout the program is essential in preparing candidates to
become creative decision makers.
Assessment activities are equally important to
students and teachers in P-12 educational settings. Throughout the various
educational programs offered by the CEPS, candidates learn the importance
of using a variety of formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of
the P-12 learner. All candidates
schedule a formal assessment course in the various programs of study to
learn about the different modes of assessment that may be used to assess
student learning and progress as related to the various content areas.
Candidates are taught that P-12 learner assessment should be a continuous
and an ongoing process. The best forms of assessment are often considered
to be the daily activities of instruction that tell us how P-12 students
are performing. Individual student’s
work can be compared over time, which allows their teachers to determine
their patterns of growth and development.
Once assessment is viewed as integral to instruction, it becomes
natural and students expect it.
The goals and
objectives of the Creative Decision Maker model and the knowledge
base are derived from JSU educational objectives, the Alabama State
Department of Education standards, and the professional standards
determined by appropriate learned societies and professional
associations. In addition, the CEPS
utilize the expectations of the consumers of education, the educational
community, and the larger society as an important component in continued
improvement (Crandall et al, 1982) through various advisory committees.
Candidate Proficiencies: Assessed
Candidates are
assessed at various transition points using a variety of assessment
activities and data. Initial
candidate assessment is divided into six separate levels:
Level I Entrance
to Education
Level II The
program of study (including field experiences)
Level III Admission
to preservice teaching
Level IV Preservice teaching (Clinical
Experience)
Level V Graduation
Level VI First and fifth-year employment
Advanced candidate assessment
is divided into four separate levels:
Level I Entrance to
education and graduate studies
Level II The program of study
Level III Prior to culminating experience
Level IV Culminating experience.
For initial
candidates, Level I assessment involves a 2.5 GPA over 60 semester
hours, a grade of “C” or better in the core courses (English, literature,
math, and science), completion of the orientation seminar (including 25
hours of guided observation in the schools), , a passing score on the
Alabama Prospective Teacher Test (APTT), candidate interview, and reference
letters. In addition to these
requirements, Alternative Fifty-Year Teacher candidates (graduate students)
must successfully complete either the Miller’s Analogy Test (MAT) or the
Graduate Records Exam (GRE). At Level
II, candidates’ knowledge, skills, and dispositions are assessed
through the program of study in field experiences, portfolio development,
unit and lesson plans development, and others. In Level III candidates’
knowledge is assessed using the Major Field Achievement Test (MFAT). Faculty recommendation for entrance
into preservice teaching is also required.
Level IV (preservice
teaching) provides the candidate with a lengthy exposure to teaching by
requiring a 13-week internship in which the candidate engages in extensive
teaching time. Level V requires
successful completion of the English Competency Exam (ECE) for
undergraduate candidates and a comprehensive exam for Alternative
Fifty-Year Teacher candidates. Level
VI serves as a support system for the candidate once he or she has
entered a school system as a certified teacher in Alabama. If the graduate’s supervisor identifies
weaknesses (using the Alabama Professional Education Personnel Evaluation -
PEPE) during this two-year period, personnel from the College of
Education and Professional Studies will assist in professional development planning
that addresses the identified weaknesses.
At Level I,
advanced candidates must successfully pass either the MAT or the GRE, and
have graduated with a minimum undergraduate GPA of 2.5 on a 4.0 scale. Level II involves program of study
evaluation. Level III serves
as a review of all requirements leading into the culminating
experience. Finally, Level IV requires
successful completion of the comprehensive exam (M.S.Ed. candidates) or the
Problems II course (Ed.S. candidates).
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