Conceptual Framework for Teacher Education

Organizing Principles

1. Educators possess discipline knowledge and pedagogical understanding .

Educators possess knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and the ability to create learning experiences that make these aspects of subject matter meaningful to students. We believe that discipline subject matter knowledge is fundamental to good teaching. Because knowledge continually evolves, the effective educator is current in his or her understanding of new ideas and issues in a discipline. Porter and Brophy (1988) and McNergney & Herbert (1995) stress the importance of teacher content knowledge and pedagogical knowledge. Understanding the subject matter is the foundation of effective teaching. Brophy (1992) underscores the importance of content knowledge in order to plan and facilitate learning experiences that encourage students to then construct knowledge based on prior experiences. Brophy also describes integration of content areas as a teaching strategy.

Knowledge of pedagogical content is also essential to good teaching. Shulman's (1986) work emphasizes knowledge of ways to represent topics for learners and ways of understanding why topics might be difficult or easy for students to learn, through practices such as use of examples, demonstrations, and analogies.

2. Educators apply multiple instructional strategies for diverse learners.

In order to select instructional strategies that enhance learning for a diversity of learners, educators must understand child development and learner characteristics. Educators exhibit sensitivity to individual differences and students' varied approaches to learning. They capitalize on students' talents and interests when designing appropriate learning experiences.

Coursework on the study of child development emphasizes Piaget's (1959) theories of cognitive development; Vygotsky's (1978) work on sociocultural development; and Kohlberg's (1984) theory of moral development. The influence of student diversity on learning is explored through research and theories related to conceptions of intelligence and cognitive ability Gardner (1983), students with disabilities (York & Reynolds, 1996), the impact of gender on development (Brown & Gilligan, 1992), the influence of culture and ethnicity on students (Sleeter & Grant, 1994). Educators understand students' motivational orientations and capitalize on motivational goals and strategies that are realistic and feasible in the classroom (Brophy, 1998). Educators are warm, caring, and respectful of all students while maintaining high standards and expectations (Brophy, 1998; Johnson & Johnson, 1994).

Educators employ multiple teaching and learning strategies to promote learning (Brophy & Good, 1986; Joyce, Weil, & Showers, 1992). As facilitators of learning, educators capitalize on technological and human resources, as well as the power of cooperative group learning. Shared inquiry was at the heart of Dewey's (1924) project method of instruction, which involved students cooperatively in the classroom. Instructional strategies for diverse learners, such as multilevel instruction and cooperative learning (Johnson and Johnson, 1994), appear in articles on inclusion of students with disabilities by UM Presque Isle faculty member Lienert (2000) and articles and books by Putnam (1997, 1998).

Educators understand the deep impact of technology on society and recognize that sources of information extend beyond textbooks and teachers. They employ effective technologies in their own instruction and assist students in using technologies to pursue their own inquiries. Teachers and learners utilize technologies to find, organize, and interpret information as well demonstrating their learning. Papert's (1993) work supports the incorporation of teaching with new information technologies into the teacher preparation program.

3. Educators facilitate learning within cultural contexts.

Educators have a well-grounded framework for understanding cultural and community diversity and incorporate their appreciation of students' experiences, cultures, family backgrounds, and community resources into their instruction (Sleeter & Grant, 1994; Banks, 1997). Successful teachers seek to understand, respect, and make connections to students' backgrounds and culture as they plan and implement the curriculum. Teachers are effective collaborators with families, colleagues, support personnel, and community members in planning and implementing culturally responsive instruction (Arvizu, 1996). Culturally responsive educators work closely with parents to achieve a high level of complementary educational expectations between home and school.

4. Educators engage in on-going reflective learning and practice.

An educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.* Reflection not only occurs during the technical aspects of teaching - such as planning, teaching, assessing, evaluating, and revising – but encompasses social and ethical considerations. Dewey's vision of teacher education encouraged the development of future teachers empowered to improve on the condition of schools. He felt the most important quality of a teacher was critical reflection. “Reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends.” (Dewey, 1933, p.6). Yost, Sentner, & Forlenza-Bailey (2000) present a holistic view of critical reflection, maintaining that it is possible to bring teacher candidates to increasingly higher levels of thinking and reflection through engaging in critical dialogue, supervised field experiences, constructivist teaching methods, and journal writing about critical incidents.

Based on the Interstate New Teacher Assessment and Support Consortium (INTASC) draft standards: http://www.ccsso.org/intascst.html#draft

Knowledge Base Authorities

Arvizu, S.F. (1996). Family, community and school collaboration. In J. Sikula, T.J.

Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 814-819). New York : Macmillan.

Banks, J.& Banks, C. (Eds.). (1997). Multicultural Education: Issues and Perspectives (3 rd ed., 195-228). Boston : Allyn & Bacon.

Brophy, J. (1998). Motivating students to learn. Boston , MA : McGraw Hill.

Brophy, J. (1992). Probing the subtleties of subject-matter teaching . Educational Leadership , 49 (7), 4-8.

Brophy, J.E. & Good, T.L. (1986). Teacher behavior and student achievement. In M.C.

Wittrock (Ed.), Handbook of research on teaching (3 rd ed., pp. 328-375). New York : MacMillan Publishing.

Cruickshank, D. (1987). Reflective teaching: The preparation of students of teaching. Reston , VA : Association of Teacher Educators.

Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking and the educative process. (2nd revised edition). Boston : D.C. Heath.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books.

Johnson, D. & Johnson, R.T. (1991). Active learning: Cooperation in the college classroom. Edina , MN Interaction Book Company.

Johnson, D. & Johnson, R.T. (1994). Learning together and alone: Cooperation, competition, and individualization (4 th ed.), Needham Heights , MA : Allyn & Bacon.

Joyce, B.R., Weil, M., & Showers, B. (1992). Models of teaching (4 th ed.). Boston : Allyn and Bacon.

Kohlberg, L. (1984 ). The psychology of moral development: The nature and validity of moral stages . San Francisco : Harper & Row.

Piaget, J. (1959). The language and thought of the child . New York : Humanities Press.

Papert, S. (1993 ). The Children's Machine: Rethinking School in the Age of the Computer . New York : Basic Books.

Putnam, J. (Ed.) (1998). Cooperative learning and strategies for inclusion . Baltimore , MD: Paul H. Brookes Publishing Company.
Shulman, L (1987). Knowledge as teaching: Foundations of the new reform. Harvard Educational Review , 57, 1-22.

Sleeter, C. & Grant , C.A. (1994). Making choices for multicultural education. New York: Merrill/Macmillan Publishing Company.

Vygotsky, L. (1978). Mind in society: The development of higher psychological process. Cambridge : Harvard University Press.

York , J.L., & Reynolds, M.C. (1966). Special education and inclusion. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education. (pp. 820-836). New York : Macmillan.

Yost, D.S., Sentner, S.M., & Forlenza-Bailey, A. (January – February 2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21 st century. Journal of Teacher Education, 51 (1), 39-49.

Knowledge Base Guiding Resources 

Final Report to the State Board of Education and the Commissioner of Education. (September, 1997). State of Maine Advisory Committee on Results-based Initial Certification of Teachers.

Galluzzo, G. (1999). Aligning standards to improve teacher preparation and practice. The National Council for Accreditation of Teacher Education.

Interstate New Teachers Assessment and Support Consortium Standards Report (1992).

Promising Futures: A Call to Improve Learning for Maine 's Secondary Students (1998).
Maine Commission on Secondary Education. Augusta: Maine Department of Education.

Reynolds, M.C. (Ed.) (1989). Knowledge Base for the Beginning Teachers . Elmsford, NY: Pergamon.

State of Maine Learning Results . (July, 1997). Augusta : Maine Department of Education

PROGRAM OUTCOMES 

Upon graduation, UM Presque Isle teacher candidates will be able to demonstrate that they have met the Maine Standards for the Initial Certification of Teachers . Outcomes based on the Maine standards along with additional program outcomes are categorized according to the organizing principles of the program.

Graduates will:

• Demonstrate knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teachers and can create learning experiences that make these aspects of subject matter meaningful to students.

Graduates will:

• Demonstrate knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, and social development.
• Plan instruction based upon knowledge of subject matter, students, and curriculum goals.
• Understand and use a variety of instructional strategies and appropriate technologies.

Educators facilitate learning within cultural contexts.

Graduates will:

• Demonstrate the ability to support students' learning and well being by engaging students, home, school, colleagues, and community.
• Understand the role and impact of context and culture on learning and development.
• Create and maintain a classroom environment that supports and encourages learning.
• Understand how to foster student motivation and respect for individual, cultural, religious, or racial differences.
• Create safe learning environments that encourage positive social interactions and promote physical, intellectual, and psychological development

Educators engage in on-going reflective learning and practice.

Graduates will:

• Be committed to on-going reflection, critical analysis, and continuous improvement of teaching and learning.
• Understand and use a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
• Demonstrate an awareness of and commitment to ethical and legal responsibilities of a teacher.
• Demonstrate a strong professional ethic and desire to contribute to the education profession.