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I. The Conceptual Framework for Educating “Informed Dynamic Professionals” A.
Introduction and Historical Context "We
have now a substantial professional knowledge base on how schools
succeed, how great teaching is accomplished, and how students learn
well.” (Carl Glickman, 2002) “What
is essential and important knowledge for American citizens in the 21st
century?” (Arthur E. Wise & Jane A. Leibbrand, 2001, p. 244) “What
are the knowledge, skills, and values essential to good teaching?” A. Introduction and Historical Context On
April 3, 1998, the faculty of the College of Education adopted a revised
conceptual framework, originally called a curriculum model, to reflect
our intention to provide a coherent vision and meaningful experiences
guaranteeing our graduates the requisite knowledge, skills and values to
affect learning positively. (Howey, 1996; Tom, 1998), The conceptual
framework, known as SPECTRUM, was originally developed by the College of
Education's Knowledge Base Committee (Volume I, Institutional Report
submitted to NCATE, 1993) in Spring 1991 and presented to faculty in
September 1991 for general acceptance.
During the 1991-1992 academic year it was revised and modified as
additional input was garnered. The
working model was adopted by each department in the College of Education
in April 1992, and during the Summer of 1992, a final model for
publication was drafted. The conceptual framework was formally presented during the
NCATE visit in the Fall of 1993. The1999 NCATE visit confirmed that the
College of Education had successfully integrated the SPECTRUM model into
the curriculum. Since the 1999 NCATE visit, our faculty has continued to
work out the full implications of the conceptual framework at each
programmatic level, and we have decided to retain the basic tenets of
the model to guide our programs into the 21st century. Our
conceptual framework represents our commitment to assist candidates in
becoming “informed dynamic professionals.”
This document presents an updated version of the conceptual
framework developed in 1998. Although
this version maintains many of the same features as the former
conceptual framework, we have attempted to explore more fully the
implications of our conceptual framework for pre-service and in-service
teacher development (Wise & Leibbrand, 2001) as well as for the
development of advanced educational leaders. We have not only updated references, but have expanded our
vision and understanding of what it means to prepare future educators
for culturally relevant teaching (Gay, 2002) in a technological society
that requires accountability for P-12 student learning. Above all, we
continue to ask ourselves, “What are the knowledge, skills, and values
essential to good teaching?” (Dill & Associates, 1990, p. 238). B.
The Mission of Kean University Kean
formally received university status on September 26, 1997. Kean’s
mission is to be a comprehensive, interactive teaching university that
serves as a national model for other urban/metropolitan state
universities. Mission
Statement of Kean University
Kean University is a public metropolitan university serving
undergraduate and graduate students I the liberal arts, the sciences,
and the professions. The University dedicates itself to the
intellectual, cultural, and personal growth of all its members –
students, faculty, and professional staff. In particular, the University
prepares students to think critically and creatively; to adapt to
changing social, economic, and technological environments; and to serve
as active and contributing members of their communities. (May
15, 2000) C. The Mission of the College of Education Currently,
there are over 2,000 students enrolled in 14 undergraduate programs and
close to 1,000 students enrolled in nine graduate programs in the
College of Education at Kean University. Kean University is the largest
producer of teachers in the state of New Jersey and ranks 15th in the
nation in the number of education degrees awarded to Hispanics. In
addition to providing academic programs on campus, the College of
Education affords accessibility to research and methodology for teachers
in the workplace and through distance learning. Its Bureau of National
Services maintains a continuous outreach to New Jersey schools by
providing workshops, courses, and consultation to administrators,
teachers, and parents. Its Professional Development Schools (PDSs)
provide optimum guidance through the student teaching experience. Kean
University is committed to improving the quality of its teacher
education programs and to increasing its capacity to prepare effective
educators for New Jersey schools. Mission
Statement of the College of Education The
mission of the School of Education, based on our conceptual framework,
is to prepare informed, dynamic professionals for diverse settings who: (Adopted, College of Education, October 4, 2000) D.
The Beliefs/Philosophy of the College of Education Beliefs are
psychologically held understandings, premises, and propositions about
the world. One’s beliefs
may be influenced by many factors including, among others, family,
culture, and experience. The Kean University College of Education has
framed and articulated its beliefs about teacher education. (Adopted April 1998 and reaffirmed October 2001) |
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SPECTRUM
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