Conceptual Framework

CONCEPTUAL FRAMEWORK

The Developing Professional

The Doane College Education Division believes all educational professionals are lifelong learners.  The Developing Professional serves as the Unit’s theme.  The graduate experiences of courses and supervised field experiences are designed to assist the advanced professional’s development.  These experiences are based upon the mission statement, belief statements, guiding principles, and outcomes.

Mission Statement of the Doane Education Unit

To meet future expectations of our nation’s schools as they respond to a changing world, the Doane education faculty believes the education of teachers, counselors, and administrators is a developmental and emergent process.  For development to occur, the roles of the educational professional are learner, teacher, researcher, and leader.  To facilitate this growth, we will (1) establish collaborative opportunities; (2) promote reflective inquiry tied to coursework, practicum experiences and action research; (3) provide leadership experiences; and (4) facilitate learning in context.  We believe these essential elements create practices designed to develop the knowledge, skills, and dispositions for the developing professional.  These elements are grounded in reflective and collaborative work which advocates success for all students.

Belief Statements for the Education Unit

Becoming a teacher/leader is emergent based upon integration of theory and practice to develop knowledge, skill and dispositions. We believe:

• Programs of quality promote learner-centered experiences and collaborative planning among the college teacher-educators, liberal arts faculty, K-12 practitioners and pre-service programs.
• Programs of quality promote inquiry and reflectivity, and develop leadership to improve professional practice.
• Programs of quality provide a learning environment encouraging educators to inquire into the context of learning and practice, act on beliefs, critique their own learning and teaching, and accept their research as an authentic and important means of improving practice.
• Programs of quality facilitate curriculum and instruction honoring diversity in gender, ethnicity, culture, language, social class, and exceptionalities.
• Programs of quality promote modeling as an essential aspect of effective educator education. Faculty in graduate education will model excellent teaching as defined by current research, applied practice, and professional experience.
• Faculty in programs of quality engage in teaching in authentic settings and utilize research for the direct purpose of enhancing educational practices.
• Programs of quality offer opportunities for students to examine the moral purposes of education and put into practice a philosophy of learning and teaching that is inclusive and based on a personal ethical platform.
• Programs of quality see change and innovation as an essential element in learning, teaching and leadership, and promote practices which value students, educators and administrators as change agents in educational settings.
• Programs of quality prepare educators to work in and contribute to society utilizing community resources and interacting with its constituency.
• Programs of quality prepare educators to advocate for students valuing self-determination and fairness, and believing in the right for all students to succeed.
• Programs of quality promote the practice of leadership by providing opportunities for accepting different roles, becoming a leader in the school, community, and in engaging self-development.

Guiding Principles for the Graduate Studies Program in Education

To guide the work of the unit, we believe the following principles must be considered in all aspects of the design, implementation, and assessment of graduate education.

• Faculty design curricula in an integrated or problem-based mode to promote an understanding of the integration of the various knowledge and skill areas in teaching, learning, research and leadership.
• Programs include 1) the acquisition of concepts and information; 2) the integration of concepts with practice and use of knowledge in context; and, 3) the application of knowledge and skills in a workplace environment.
• Faculty develop bridging experiences between course content and the workplace that feature clinical exercises, field settings, and internships, which provide a synthesis and application of appropriate knowledge and skills.
• Instructional practices utilize appropriate adult learning strategies.
• Faculty places instructional emphasis on those methods and materials that anticipate learner performance in the workplace.
• Faculty adapts activities in courses to the degree and level sought by each candidate.
• Faculty provides candidates the opportunity to formulate and examine an ethical platform upon which to rely for difficult decisions.
• Assessment of the candidates is carried out through the use of multiple sources of data, including performance assessment.
• Faculty demonstrates expertise through continued involvement in professional practice.
• Faculty promotes collaborative planning among school and college faculties, administrators, school boards, and community leaders.
• Participants critique their personal practice through action-based inquiry/research.
• The graduate program promotes the understanding of equity, cultural diversity, and exceptionalities.
• The graduate education faculty participates in the dissemination of research findings through a variety of formats.

Program Standards - The Developing Professional

Master of Education in Curriculum and Instruction

The Unit’s Graduate Faculty believes the development of teachers continues throughout the educator’s career.  Therefore, the outcomes for practicing teachers remain the same as those for the pre-service teacher, but the skills, knowledge and dispositions change to foster the continued development of the in-service teacher.  These standards have been aligned with the five Core Propositions of the National Board for Professional Teaching Standards.  This alignment ensures that the Doane College Master of Education program seeks to identify teachers who effect enhanced student learning and demonstrate high levels of knowledge, skills, and attitudes and commitment in teaching.

The Teacher Education Graduate Student…

1. Understands Content: The developing professional understands the content knowledge of the discipline(s).

1. Demonstrates how knowledge in content area is created, organized, linked to other disciplines and applied to global perspectives.  Technology is effectively utilized in this process.
2. Commands specialized knowledge of how to convey content knowledge to students including the ability to develop diverse and cultural perspectives.
3. Encourages students to construct new knowledge by seeking answers to their questions.
4. Aligns content knowledge with state and national standards.

2.  Understands Development: The developing professional understands how children learn and develop, and provides opportunities supporting intellectual, social, and personal growth.

1. Maintains the belief that all students can learn by developing learning experiences for all cognitive levels.
2. Evaluates and selects developmentally appropriate outcomes and activities.
3. Incorporates current and research-based learning theories into practice.
4. Acknowledges that learners learn best from involvement with experiences.

3.  Understands Differences: The developing professional recognizes and provides for individual differences and diversity.

1. Recognizes individual differences in students and adjusts practice to ensure fairness, equitable opportunity and success for each student.
2. Evaluates and designs curriculum for students with special needs.
3. Critiques and enhances curriculum for multidimensional perspectives fostering an attitude supporting the development of a community that values diversity.
4. Considers the influence of context and culture on behavior.
5. Fosters students’ self-esteem and respect for race, gender, class, culture, language, family, community, and religious differences.

4.  Designs Instructional Strategies: The developing professional uses a variety of instructional strategies to encourage students’ development of skills and strategies for critical thinking and problem solving

1. Differentiates instruction based on observation and knowledge of student interests, abilities, skills, background knowledge, family, and peer relationships.
2. Commands a wide range of instructional techniques including those of technology, knows when each is appropriate, and implements them as needed.
3. Exposes students to different modes of higher order thinking by teaching students to think analytically and critically about authentic, real-world situations.

5.  Motivates and Manages:  The developing professional uses classroom management and motivational strategies to create a positive learning environment.

1. Creates a community where high expectations and support of students promote learning to support individual student achievement to ensure success for all.
2. Utilizes different organizational settings in the learning environment to provide various learning opportunities.
3. Creates, enriches, and alters the instructional setting to encourage intrinsic motivation of students.
4. Facilitates problem solving and conflict management among peers.

6.  Communicates: The developing professional uses knowledge of effective communication techniques.

1. Possesses the interpersonal skills needed to work collaboratively.
2. Communicates sensitively with all audiences.
3. Uses a variety of media and technological tools to enrich learning and communication.
4. Seeks opportunities to facilitate communication with diverse populations.
5. Advocates, models and teaches safe, legal and ethical use of information and technology.

7.  Plans: The developing professional utilizes effective planning techniques.

1. Implements standards established by local, state and national authorities.
2. Collaborates in planning the instructional process to assure continuity of learning experiences for students.
3. Uses student-centered strategies and models including digital age learning strategies to meet all needs.
4. Differentiates curriculum and instruction based on children’s developmental stages, intelligences, learning styles, strengths and needs.
5. Evaluates and modifies instruction resources, materials and practices.

8.  Assesses: The developing professional understands the assessment processes.

1. Defines assessment criteria and standards consistent with local, state, and national standards.
2. Uses culturally sensitive and developmentally appropriate assessment strategies in multiple contexts.
3. Conducts ongoing assessment in the instructional process measuring individual student understanding
4. Uses assessment data to plan for student learning.
5. Fosters student involvement in assessment.

9.  Reflects on Practice: The developing professional reflects on practice and teacher preparation.

1. Utilizes action research promoting problem solving and reflection to improve teaching and learning practices.
2. Engages in lifelong learning, assuming a variety of leadership roles including professional presentations, mentoring and coaching, graduate study, and publishing research.
3. Implements and supports daily practices based on a personal philosophy of teaching and learning.
4. Envisions new contexts for student learning to meet future demands.

10. Participates in the Professional Community: The developing professional fosters relationships with school colleagues, families, and agencies in the larger community to support students’ learning and wellbeing.

1. Uses a range of human resources (peer tutors, other teachers, aides, volunteers and school and community resources) to meet the needs of students
2. Acts as an advocate for students using family and community resources.
3. Works collaboratively and creatively with families, engaging them in the work of the school.
4. Acts as an instructional leader by participating collaboratively in the ongoing development of a strong school program.

Program Standards - Master of Arts in Counseling with an Emphasis in School Counseling

Mission Statement

The mission of the Master of Arts in Counseling program is to prepare graduates to become highly competent school counselors through the ability to reflect, work collaboratively and respond to student needs.

Students in the program will:

1. Become skilled in the delivery of services within schools.
2. Be knowledgeable about current trends in school counseling programs.
3. Demonstrate the ability to collaborate with other school personnel, families and community services.
4. Be able to demonstrate the ability to establish and implement interventions that meet children’s and adolescents’ needs.
5. Be able to conduct assessments of cognitive, behavioral and academic needs of children and youth.
6. Be able to impact student learning.

Program Standards - Master of Education in Educational Leadership

Educational Leadership Program Outcomes 

The program develops the knowledge, attitudes and performances needed for effective school leadership.  We continually focus on matters of learning and teaching and the creation of powerful educational communities that value and support all learners.  Our work is to develop a deeper and more productive understanding of school leadership resulting in ethical actions reflecting integrity and fairness.  Participants will develop:

1. Strategic Leadership by facilitating the development, articulation, implementation, and stewardship of a vision of learning to promote the success of all students that is shared and supported by the school community.

1. 1.1 Articulates and consistently demonstrates a philosophy of education that considers    sociological, cultural, and historical foundations. 
2. Develops vision and purpose with others.
3. Utilizes leadership processes to achieve common goals.
4. Values ethical action in the educational community.
5. 1.5 Supports innovations within the school community.
6. Engages in problem solving techniques and decision making skills.
7. Uses data to make informed decisions.
8. 1.8 Provides ongoing assessment of people, programs, plans, processes, and products.
9. Addresses competing priorities and values.

2.  Instructional Leadership by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

1. Creates with others an inclusive community of learners.
2. Participates actively in the design and implementation of curriculum, instruction, and assessment utilizing research-based, best practices. 
3. Promotes effective teaching and learning styles. 
4. Facilitates curriculum, instruction, and assessment which honor diversity in gender, ethnicity, culture, language, socio-economic status, and exceptionalities.
5. Promotes assessing student progress using a variety of techniques.
6. Utilizes teacher supervision and evaluation to influence teaching and learning. 
7. Plans strategies collaboratively to encourage the developing professional.

3.  Organizational Leadership by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

1. Encourages participation in or development of activities outside the classroom that promote learner growth and development.  
2. Understand existing policies and implement practices that provide for the safety, health, and welfare of the educational community.
3. Applies a systems perspective, viewing schools as open structures interacting with external environments.
4. Understands processes for the recruitment, selection, and induction of personnel with attention to equity and diversity.
5. Identifies and analyzes the major sources of fiscal and non-fiscal resources for schools. 
6. Understands the budget planning and implementation process involving the school community and driven by identified priorities. 
7. Facilitates support and performance appraisal for non-instructional staff.

4.  Community / Political Leadership by collaborating with families and community members, responding to diverse community interests and needs, mobilizing community resources and by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

1. Addresses conditions affecting learning by collaborating and developing relationships with community agencies to integrate health, social, and other services for families.
2. Promotes multicultural awareness, gender sensitivity, socio-economic, racial, and ethnic understanding in the school and community.
3. Forms collaborative relationships and builds support with district personnel. 
4. Develops an understanding of communication plans and public relations programs. 
5. Acts in accordance with legal provisions and statutory requirements.
6. Makes decisions based on the moral and ethical implications of policy options and political strategies.
7. Demonstrates sensitivity, respect, and empathy for multiple perspectives.

Educational Leadership Core Values

• The central responsibility of educational leadership is to improve teaching and learning.
• Leadership is collaborative and inclusive, not exclusive.
• Leadership is active, not passive.
• Leadership includes an ethical dimension.
• Leadership programs are essentially a college responsibility, but the design and delivery of the program includes the participation of practitioners in the schools.

Program Standards - Education Specialist Degree

Education Specialist Program Outcomes

The Education Specialist program will support the development of leaders for schools systems with a primary focus on the superintendency, but also will support the development of leaders for the various roles and positions found at the district level as part of the district’s leadership team.  Ed.S. is a degree program for the Education Specialist degree and leads to eligibility for certification for the superintendency or other district-level positions requiring certification beyond the principalship.

The EDS program of leadership development is designed around five major themes:

• Strategic Leadership
• Curriculum Leadership
• Organizational Leadership
• School-Community Leadership
• Policy and Political Leadership

1.  Strategic Leadership:  The leader has a clear and working philosophy of education and leadership that reflects the many dimensions in which both education and leadership are connected. The leader demonstrates the ability to build visions by engaging the school-community in defining vision, mission and core values for the system and critical priorities for the schools, programs and district. The leader demonstrates the ability to align programs and practices to the district/school/program missions, vision, values and priority goals. The leader demonstrates the ability to act ethically, making decision based on data and engagement of stakeholders, and continuously works to evaluate programs and practices on their contribution to the mission, vision, values and priorities of the programs, schools and district.

1. Articulates and consistently demonstrates a philosophy of education that considers sociological, cultural, and historical foundations.
2. Develops vision and purpose with others.
3. Designs/adapts and utilizes leadership processes to achieve common goals.
4. Values ethical action in the educational community.
5. Supports innovations, including technology, within the school community.
6. Engages in problem-solving techniques and decision making skills.
7. Uses data to make informed decisions.
8. Provides ongoing assessment of resources, programs, plans, processes, and products.
9. Addresses competing priorities and values.

2. Curriculum Leadership:  The leader demonstrates understanding of the practices of curriculum design, instructional planning and assessment as they relate to continuous improvement of teaching and learning and how they each fit into a systems approach to teaching and learning. The leader demonstrates the capacity to develop professional learning communities within the schools and district and the capacity to infuse data and information into the collaborative process of developing better practices in teaching and learning. The leader demonstrates how to plan for curriculum, instruction and assessment that honor diversity and cultural competence. The leader provides assessment of student learning in ways the promote student self-assessment, provide information needed by teachers to adjust instruction, and frame the information needed for public reporting of student learning. The leader provides for the continuous professional development of all instructional staff to continuously improve practice and to ensure the capacity to teach all students advancing equity in opportunities to learn and the equitable distribution of learning outcomes.

1. Demonstrates the ability to engage others collaboratively to create an inclusive community of learners.
2. Demonstrates leadership in the design and implementation of processes for the development, revision and renewal of district-wide planning for curriculum, instruction, and assessment utilizing research-based, best practices including the development, revision and renewal of building-level planning.
3. Demonstrates an understanding of the “instructional core” of schools and the impact of the core in promoting effective teaching and learning.
4. Honors diversity in gender, ethnicity, culture, language, socio-economic status, language and exceptionalities that impact learning through the organization, direction and facilitation of planning and implementing appropriate curriculum, instruction and assessment.
5. Ensures that the district has a plan and process in place to assess student learning and progress including the capacity to use data for making instructional decisions, planning and implementation of efforts at continuous improvement, and for public reporting of critical learning outcomes for all students.
6. Creates a system of teacher supervision and evaluation reflecting alignment of the work of teachers to the mission, vision and goals of the district and schools and to reflect the priority for improving the core work of teaching and learning.
7. Creates collaborative plans and strategies for evaluation, supervision and development of the building principal as “leader of learning.”
8. Creates collaborative plans and strategies to address the capacity building needs of a district and schools and to address the continuous professional development needs of all educators.

3. Organizational Leadership:  The leader understands the district organization as a system and demonstrates leadership at the system level that ensures, supports and plans for leadership at the school and program levels. The leader aligns the work of the organization at all levels to be supportive of the core of the organization, i.e., the classroom and school, the core “actors” of the organization, i.e., the teachers and students, and the core work of the organization, i.e., teaching and learning. The leader provides for the alignment of district resources to support the mission, vision and values of the organization, the district and school-level priorities, the core workers (teachers and students) and the work of the classrooms (teaching and learning).

1. Demonstrates an understanding of the importance and values of school activities and athletics and the role they play in establishing positive, collaborative and student-centered cultures in the school-community.  Demonstrates the ability to ensure that student activity programs are planned, aligned to the mission, vision and goals of the district and the schools, and that they provide opportunities for all students to participate in learning activities designed to teach participation, democratic principles, cooperation, collaboration, teamwork, respect for one another, and sportsmanship.
2. Provides leadership to the design, planning, implementation and evaluation of district and school level policies and practices that provide for the safety, health, and welfare of those engaged in the work of the educational community.
3. Demonstrates a systems perspective, viewing schools as the operational core of the system where core work of the classroom is carried out. Demonstrates understanding that schools are “open” structures interacting with external environments.
4. Demonstrates understanding of how to design, plan for, implement and evaluate processes at the district and school levels for the recruitment, selection, and induction of personnel with attention to equity and diversity.
5. Demonstrates the knowledge, skills and dispositions of developing a budget for the district that aligns to mission, vision and values of the district and allocates fiscal and other resources to district/school goals and priorities. Demonstrates the capacity to develop the budget as a policy document addressing key purposes to be achieved identifying the critical fiscal and non-fiscal resources to be allocated. Demonstrates the capacity to create plans and processes for maximizing district investment in non-fiscal resources such as buildings and grounds, transportation systems, food service programs other non-instructional programs and services effectively using such enterprise budget strategies as depreciation funds, building funds, special funds, adjunct funds and other such enterprise budgetary funding categories.  Demonstrates an understanding of the tools and processes for maximizing fiscal resources through establishing foundations, school-business partnerships and grant writing.
6. Demonstrates the ability to design, plan for, implement and evaluate systems of performance appraisal for all staff. Demonstrates the ability to design, plan for, implement and evaluate systems of support for all staff at the district and school levels to support the appraisal process and to build capacity within the personnel resources of the district and schools

4. School-Community Leadership:  The leader understands the role of the district in collaborating and developing the relationships required to provide for the educational, health, social and other support services that may be needed by families in order for the students they enroll in the schools and to have maximum support for success in learning and in achieving the educational goals we hold for all students. The leader understands the role school-community in supporting the students and families of the district and schools and understands the strategies for identifying and accessing the resources needed by children, families, and the educational system. The leader understands and facilitates understanding within the school-community of the challenges of diversity, the need for culturally competent policies and practices and depth and breadth of the principle of equity of opportunity to learn. 

1. Demonstrates understanding of the conditions affecting learning by collaborating and developing relationships with community agencies to integrate educational supports including health, mental health, social and other support services for families.
2. Demonstrates leadership for the district, schools and school-community in promoting multicultural competences, gender equity and sensitivity, socio-economic, racial, and ethnic understanding.  Demonstrates leadership to ensure policies and practices and competent to meet the challenges of diversity in providing all students equitable opportunities to learn and ensure the equitable distribution of learning outcomes.
3. Demonstrates leadership role in forming collaborative relationships and building of support for district/school personnel.
4. Demonstrates leadership in the development, implementation, and evaluation of communication plans that are designed to enhance two-way communication and to be competent in addressing diversity needs and challenges including language.
5. Demonstrates leadership that models sensitivity, respect, and empathy for multiple perspectives.

5. Policy and Political Leadership:  The leader understands the intricate relationship of policy at all levels local, state and federal.  The leader uses the principle of “right” practice supported by evidence/research to determine advocacy for various policy strategies and positions. The leader engages in the state and federal policy formulation appropriate to the role and needs of the district of their employment. The leader develops connections and collaborations with key policy and political leadership within the school-community and with those policy leaders that impact the work of the district from the state and federal levels. The leader works collaboratively with the policy and program level representatives from the regional, state and federal agencies. The leader understands the critical difference between advocacy for a cause or on behalf of groups such as students and lobbying for a specific position or for the specific benefit/welfare of a secondary group.  The leader understands and can apply the principles and prescriptions of law to provide equity of opportunity, to promote the democratic principles of public education, to promote and protect the health, safety and security of the school-community and protects the individual and collective rights of all members of the school-community.

1. Leads the district and school personnel in policies and practices that reflect consistency with legal provisions and statutory requirements.
2. Leads the decision making of the district and schools based on the moral and ethical implications of policy options and political strategies. 
3. Leads the district and the schools personnel in applying the legal guidelines and prescriptions of law - state and federal and statutory and case law.
4. Leads the development of positive, collaborative working relationships with the Board of Education.
5. Provides leadership to the Board in the selection and participation in activities designed to develop board member knowledge and skills of policy leadership.
6. Provides leadership to the policy level engagement of the Board in the development of policy at the local level and in the influence of policy at the state and federal levels.