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/ Overview of Conceptual Framework
Vision and Mission
Aiming to enable all people to achieve maximum benefit from their educational experiences, the University School of Education (SUSE) seeks to continue as a world leader in ground-breaking, cross-disciplinary inquiries that shape educational practices, their conceptual underpinnings, and the professions that serve the enterprise. The School seeks to develop the knowledge, wisdom, and imagination of its students, who assume leadership positions and improve the quality of education around the globe.
Philosophy, Purposes, and Goals
The work of SUSE rests on the belief that the goal of the educational enterprise is the success of all pupils, and that this goal should organize the connected work of both researchers and practitioners. The School seeks to develop educators professional knowledge and expertise to enable all pupils to reach intellectually and academically challenging learning goals. The Schools work is based on the assumption that such knowledge and skill develop through studying, acting, and reflecting in professional communities of educators. Educators act to foster and sustain a democratic and just society in the construction, development, and use of knowledge. Education is, therefore, both a moral and political act.
SUSE faculty and students seek to apply rigorous methods of research and scholarship to address the challenges that arise in a variety of learning contexts and educational endeavors. The elevation of the teaching profession is among the institutions goals. Consistent with these commitments, the Teacher Education Program (STEP) has the primary goal of preparing and supporting teachers who can create equitable classrooms and schools in which all learners meet high intellectual, academic, and social standards.
STEP is a 12-month post-baccalaureate course of study for prospective elementary and secondary teachers. The program combines a full year of student teaching with 45 credits of graduate coursework leading to a Master of Arts in Education and a California Preliminary Multiple Subject or Single Subject Teaching Credential. STEPs small cohort size, access to accomplished K-12 and university faculty, and coherent design offer focused coursework interwoven with hands-on teaching experience, sustained mentoring, and personalized advising. The program advocates teaching that is content-based and context-responsive, with a strong emphasis on both the development of content-specific pedagogy and preparation to teach culturally and linguistically diverse learners. The program supports the preparation of reflective practitioners who work collaboratively with other educators to inquire into learning, refine their teaching, and solve common problems of practice.
Key Knowledge and Theories
Educators learn by studying, doing, and reflecting; by collaborating with other professionals; by looking closely at pupils and their work; and by sharing what they see. The development of theoretically sound professional practice cannot occur either in college classrooms divorced from engagement in practice or in school classrooms divorced from knowledge and theories that result from rigorous scholarship. Professional learning in both schools of education and P-12 schools should provide opportunities for research and inquiry, for trying and testing, for talking about and evaluating the results of learning and teaching. The intersection of theory and practice occurs most productively when questions arise in the context of real work-in-progress, in schools and with pupils, informed by research and disciplined inquiry.
These principles underlie the programmatic design of STEP, which brings together university- and school-based curricula. This design integrates the many areas of knowledge that inform effective teaching and provides opportunities for observing, planning, and practicing pedagogical approaches in multiple clinical contexts. The capacity to look at classroom events empirically and analytically and to merge theory and practice is critical to the process of effective teaching and leadership. To be constructive, this reflection is informed by knowledge about learning and teaching and based upon the effects of one's actions on learners.
Because of the situated nature of educational decision-making, STEPs design reflects the idea that learning to teach involves learning about practice in practice. Theories and methods encountered in coursework resonate with practices encountered in the field and vice versa, a consistency supported by strong relationships with partner schools in which candidates complete their field placements. This integration of coursework and fieldwork provides opportunities to connect theory and practice, particularly when course assignments draw on and inform the candidates work in the clinical setting. Learning from practice is most effective when supported by the guidance of experienced practitioners who model effective teaching practices and provide targeted feedback to candidates. Cooperating teachers and supervisors serve as expert veterans who lead candidates through a process of graduated responsibility in the clinical placement over the course of an entire academic year.
SUSEs approach to education assumes that learning takes place within professional communities of practice. Researchers and practitioners alike need to know how to strengthen their practice through sustained collaboration, an important feature of learning experiences throughout the School of Education. To support their own ongoing learning, educators collaborate with colleagues to plan, assess, reflect upon, and improve practice.
Candidate Proficiencies
If educators are to ensure success for pupils who learn in different ways, have different intellectual and academic strengths, and encounter a variety of learning challenges, then those educators must know a great deal about the learning process and have a wide repertoire of teaching tools at their disposal. They must be responsive to the diverse needs of individual pupils and aware of the social, economic, and political contexts that inform classroom teaching. STEP seeks to connect knowledge of learning, teaching, and the social contexts of education to the core tasks of teaching: diagnosis of student strengths, interests, and needs, planning, instruction, and assessment of learning.
STEP uses criteria for candidates performance that are aligned with national, state, and institutional standards. These standards include the California Standards for the Teaching Profession, the Teaching Performance Expectations, and the standards of the National Board for Professional Teaching Standards. To inform the focus on developing pedagogical content knowledge in the disciplines, STEP draws upon subject-specific national and state curricular standards. Taken together, these standards articulate what it means to be a professional educator and what effective teachers must know and be able to do. In particular, the addition of PACT to STEPs assessment system has formalized the programs attention to the standards specified in the California curriculum frameworks for each content area, as mandated by the state.
STEP candidates demonstrate an understanding of how pupils learn and grow, how they acquire language, how they develop literacy in all content areas, and how they grow physically, socially, emotionally and intellectually as individuals. Candidates show that they possess strong content knowledge in the discipline(s) they plan to teach, as well as a repertoire of ways to teach that content to diverse learners. STEPs emphasis on content-specific pedagogy includes the capacity to identify and use appropriate technological resources and tools to support learning in the disciplines. Additionally, candidates demonstrate their ability to use a variety of formal and informal assessments to analyze what pupils have learned and to use this information to shape subsequent planning and instruction.
STEP further requires that candidates provide evidence that they can create classroom communities that support all learners and value their contributions. Candidates also demonstrate an understanding of diverse cultures and the ability to enact culturally responsive pedagogy. They demonstrate the use of collaborative classroom structures that cultivate productive interactions among pupils and support shared learning. Candidates build equitable classrooms that sponsor rich discourse among academically and linguistically diverse learners and press for disciplined reasoning on the part of all students. Candidates know how to communicate with families about students progress and how to tap the funds of knowledge that students bring to the classroom. They understand how to work with parents and families to learn more about their students and to shape supportive experiences at school and home.
Finally, candidates are able to analyze and reflect on their practice. Individually and with others, they assess the effects of their work to refine and improve their practice. This reflection is based on specific evidence of student learning, drawn from multiple sources of information that include classroom observation, written assessments and other student work, the feedback of peers and expert practitioners, and video records of classroom practice. Candidates develop these abilities in the context of a professional identity based on an ethos of care and a concern for ethical and moral behavior, as well as a commitment to the highest standards of professional conduct in working with students, families, and colleagues.
Description of Assessment System
STEP uses an assessment system that provides comprehensive and systematic data on individual candidate qualifications and performance, as well as data about curriculum and program outcomes. STEP considers admissions criteria for the assessment of candidates subject matter preparation and their potential to become effective beginning teachers. Throughout the year STEP uses a variety of formative assessments, including course assignments and quarterly assessments of clinical work, to document candidates professional growth.
The summative assessment for all candidates is the Performance Assessment for California Teachers (PACT), which requires candidates to assemble documentation of their teaching practice in specific content areas. Single Subject candidates present evidence of their teaching in the content area for which they are being credentialed, and Multiple Subject candidates document their teaching of four key content areasLiteracy, Mathematics, History/Social Science, and Science. Candidates must also meet Universitys requirements for the Master of Arts degree, as well as state-approved requirements for the Preliminary Credential. After candidates have completed the program, STEP administers a variety of survey instruments to collect data from graduates and employers, and uses this information to inform program improvement.
Changes to Conceptual Framework
Significant programmatic changes have shaped the overview of the conceptual framework. Since the last accreditation cycle, SUSEs Prospective Principals Program has been discontinued, and STEP has expanded to include a Multiple Subject Credential program. The updated overview of the conceptual framework also reflects the centrality of assessment, both the ability of teacher candidates to assess the learning of their own pupils, as well as the ability of the teacher preparation program to assess candidates preparedness for the teaching profession. The addition of PACT to STEPs assessment system has substantially enhanced the programs ability to draw on reliable sources of evidence in evaluating the programs effectiveness in preparing beginning teachers.
Most recently, STEPs relationships with Teachers for a New Era and the Woodrow Wilson Foundation have highlighted the connections between programs in the education school and those in the humanities and sciences. These collaborations have also informed STEPs attention to the continuum of teacher development, beginning in the undergraduate years and extending into the early years of independent practice.
These developments, as well as the arrival of new faculty members, will lead to a review of the conceptual framework so that it can be updated to include the most recent scholarship in the field and to reflect programmatic changes. This process is slated to begin in the fall of 2008.
STEPs conceptual framework originated in 1998 as part of STEPs redesign, which was initiated when Professor Linda Darling-Hammond came to and assumed the role of faculty adviser to the program. Dr. Darling-Hammond and Dr. Rachel Lotan collaborated with SUSE faculty to develop a conceptual framework that drew upon current scholarship about teaching, learning, and teacher education. The complete version of this document, including relevant citations, is available in the STEP handbook. (See HYPERLINK "SupportingDocuments/ConceptualFrameworkForProfessionalEducation.doc" Conceptual Framework for Professional Education.)
6080 candidates in the Single Subject Program and up to 25 in the Multiple Subject Program
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L ` m o n t h p o s t N 2 2 2 2 2 ' T T @ r ` @E@@ L P - ! T a r @E@a = L b a c c a l a u r e a t e c o u r s e o f s t u d y f o r p r o s p e c t i v e e l e m e n t a r y a n d 2 , , - , , 2 " , , , , 2 2 ! ' , 3 ! ' 2 3 0 ! 2 ! 3 ! 2 ' 2 , , 2 , , - N , 2 , # 0 , 2 2 T t X V @E@X ? \ L s e c o n d a r y t e a c h e r s . T h e p r o g r a m c o m b i n e s a f u l l y e a r o f s t u d e n t t e a c h i n g w i t h 4 5 c r e d i t s o f ' , , 2 2 2 , # 0 , , , 3 , ! ' = 2 , 2 ! 2 2 ! , N , 2 N 2 2 , ' , ! 2 0 - - ! 2 ! ' 2 2 , 2 - , , 2 3 1 H 2 2 2 , ! , 2 ' 2 ! T X X @ @E@X L g r a d u a t e c o u r s e w o r k l e a d i n g t o 1 " , 2 2 , , , 2 2 ! ' , I 2 ! 2 , - 2 2 1 2 T A X @E@A < L a M a s t e r o f A r t s i n E d u c a t i o n a n d a C a l i f o r n i a P r e l i m i n a r y , Y , ' - ! 2 ! I ! ' 2 = 2 2 , , 2 2 , 2 2 , C , ! 3 ! 2 , 8 ! , N 2 , # 0 R p @ T i m e s N e w R o m a n C a l i f o r n i a P r e l i m i n a r y e n t t e a c h i n g w i t h 4 5 c r e d i t s o f + 0G z T i m e s e w R o m a n + g d 0d Ln0| dv % % % T X M < @E@X % L M u l t i p l e S u b j e c t o r S i n g l Y 2 2 , 8 2 2 , , 2 ! 8 2 1 T N 7 < @E@N % L e S u b j e c t T e a c h i n g C r e d e n t i a l . , 8 2 2 , , = , - , 2 2 1 C " , 3 , 2 , T 8 ( < @E@8 % L | S T E P s s m a l l c o h o r t s i z e 8 = = 8 ! ' ' N , , 2 2 2 ! ' - , % ! % T T ) C @E@) L P 2 " % T D < @E@D % L d , a c c e s s t o , , , , ' ' 2 T X > @E@X L h a c c o m p l i s h e d K , , , 2 N 2 ' 2 , 2 H T T > @E@ L P - ! T > f @E@ H L 1 2 a n d u n i v e r s i t y f a c u l t y , a n d c o h e r e n t d e s i g n o f f e r f o c u s e d c o u r s e w o r k 2 2 , 2 2 2 2 2 , ! ' 0 " , , 2 0 , 2 2 , 3 2 , ! , 2 2 , ' 1 2 2 " ! , ! ! 2 , 2 ( , 2 , 2 2 ! ' - H 2 ! 2 T X " @E@X L l i n t e r w o v e n w i t h 2 , ! H 2 2 , 2 H 2 T l " @E@ L X h a n d s 2 , 2 2 ' T T " @E@ L P - ! T n " @E@ H L o n t e a c h i n g e x p e r i e n c e , s u s t a i n e d m e n t o r i n g , a n d p e r s o n a l i z e d a d v i s i n g . 3 2 , , , 2 3 1 , 3 2 , ! , 2 - , ' 3 ' , 2 , 2 N , 2 2 ! 2 1 , 2 2 3 , ! ' 2 2 , - , 2 , 2 2 ' 2 1 T ` X $ @E@X ~ . L T h e p r o g r a m a d v o c a t e s t e a c h i n g t h a t i s c o n t e n t = 2 , 2 ! 3 1 ! , N , 2 2 2 , , , ' , , , 2 3 1 2 , ' , 2 2 , 2 T T $ @E@ ~ L P - ! T $ @E@ ~ L p b a s e d a n d c o n t e x t 3 , ' , 2 , 2 2 , 2 2 , 3 T T $ @E@ ~ L P - ! T $ @E@ ~ L r e s p o n s i v e , w i t h a s t r o n g ! , ' 2 2 2 ' 2 , H 2 , ' ! 2 2 1 T P X o @E@X + L e m p h a s i s o n b o t h t h e d e v e l o p m e n t o f c o n t e n t , N 2 2 , ' ' 2 2 2 2 2 2 , 2 , 3 , 2 2 N , 2 2 ! , 2 2 , 2 T T p @E@p L P - ! T P \ @E@ + L s p e c i f i c p e d a g o g y a n d p r e p a r a t i o n t o t e a c h ' & " WMFC t t 2 - - ! , 2 , 2 - 1 3 3 0 , 2 2 3 ! , 3 , " , 2 2 2 , , , 2 T X
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