The Conceptual Framework
Vision Statement
In the words of its mission statement, Salem State aims to provide a high-quality, student-centered education that prepares a diverse community of learners to contribute responsibly and creatively to a global society. It is also to serve as a resource to advance the region's cultural, social and economic development. The goals and practices of the School of Education and the education unit responsible for educator preparation programs at the college support this larger mission.
Mission Statement
The mission of the eucation unit at Salem State is to develop educators who are intellectual, ethical and pedagogical leaders within a collaborative educational community committed to serving the diverse needs of learners of all ages.
A Philosophy of Learner Empowerment: An Interactive Model of Education
This mission statement of the education unit forms the basis for the unit's philosophy, or conceptual framework. This, in turn, serves as a scaffold upon which all of our academic programs and coursework are constructed. The conceptual framework philosophy emphasizes three essential points:
- The focus is on the learner
- The goal is learner empowerment
- The learner exists in a social and cultural world
The education unit's undergraduate program at Salem State College is built on a strong foundation in the liberal arts and sciences, a professional sequence of courses in education that offers theory-and research-based course work and sequentially guided opportunities for field experiences linked to courses and seminars. The field experiences culminate in a semester-long student teaching practicum in the classroom and at the level sought for licensure. A weekly seminar accompanies the student teaching field experience. Graduate students enter with a background in the liberal arts and sciences and focus primarily on an advanced professional sequence of courses with field experiences at the practicum and/or clinical levels in the field/level sought for licensure.
Underlying our mission, our philosophy and our practice is a belief that educators must understand the nature and process of learning and development (Dewey, 1933; Piaget and Inhelder, 1969; Vygosky, 1980 [1934]; Duckworth, 1996); appreciate and teach to the cultural and cognitive diversity represented by all learners (Gardner, 1983; Nieto, 2004; Renzulli, 1998; Tomlinson, 2003, Wurzel, 2004); recognize the centrality of critical literacy to their development and empowerment (Cazden, 1988; Delpit, 1994; Freire, 1987; Heath, 1983; Moll, 1990; Pressley, 2002; Stanovich, 2000); respond to the interrelationship of cognitive, emotional, physical, social, and moral development (Kohlberg, 1981; Gilligan, 1982; Noddings, 1992; Paley, 1999); and engage learners in essential questions related to meaningful subject matter content (Eisner, 1987; Sizer, Meier and Sizer, 2004;Wiggins and McTigue, 1999). As part of an institution committed to public education, community service and equality, we emphasize throughout our programs the importance of inclusion, collaboration and the creation of communities within schools and classrooms (Dufour et al, 2005; Dryfoos, 1994; Hargreaves et al, 2001; Johnson & Johnson, 2000). We incorporate in all our educator preparation programs academic content and field experiences that sensitize candidates to the needs and conditions of diverse social/cultural groups (Anyon, 1997; Delpit, 1994) and that draw on the rich cultural and linguistic diversity represented by the people of our college, our region and the world (Swiniarski and Breitborde, 2003). Finally, we believe that educators must see themselves as members of learning communities with a lifelong commitment to their personal and professional development (Darling-Hammond and Sykes, 1999; Meier, 2002).
The graphic that depicts our conceptual framework portrays an invested educator who sees him-/herself as an empowered and lifelong learner. These lifetime learners have the habit of posing important questions and problems: knowing where to find information, including access using new information technology; evaluating relevant information; formulating alternative solutions; and assessing outcomes. Learner empowerment is shaped through an interactive model of education containing five themes that surround the learner in the graphic. These five themes are:
--Human Development: This theme looks at the pattern of movement or change an individual undergoes in a lifetime. This pattern of movement or change is complex, the product of biological, cognitive and social processes. The professional education candidate demonstrates a competent command of literacy skills, articulates how students develop and learn and provides learning opportunities to support the intellectual, social and emotional development of students in field experiences.
--Content Knowledge: This theme includes the academic background candidates take into field placements in their pre-practicum, practicum and clinical classrooms. The academic background combines knowledge of the arts and sciences with education. The professional education candidate demonstrates the application of concepts and tools of inquiry in the disciplines to be taught. Collaboration between School of Arts and Sciences and School of Education faculty plays a critical role in developing content knowledge. Faculty share their expertise and deep commitment to the academic discipline(s) within the larger learning community.
--Pedagogy: The pedagogy theme examines the theory and practice of teaching that professional education candidates use in a variety of complex teaching-learning contexts. Faculty within the unit model best practices to help shape the learning experience for professional education candidates. The professional education candidates, in turn, create learning experiences that endeavor to make subject matter meaningful for students and demonstrate their mastery of content pedagogy in the classroom.
--Community Partnerships: This theme extends beyond the walls of the college. A community partnership shapes the knowledge of professional education candidates in consort with community agencies, off-campus sites and cooperating schools where pre-practicum, practicum and clinical experiences occur. Community partners play both a supportive and evaluative role with professional education candidates. Professional education candidates use the resources of the local community in planning learning experiences.
--Socio-Cultural Context: This theme seeks to understand the socio-cultural context within which educators work. It engages candidates in acquiring knowledge of linguistically- and culturally diverse students, their experiences and their socio-cultural backgrounds. This knowledge enriches classroom and community learning, and acknowledges the power of social learning. Education candidates apply this knowledge in planning and delivering instruction and communicating with families.
Within each of the above themes, the integration of the strands of assessment, communication, inquiry, practice, and reflection occur continuously. Our goal is to prepare teachers at the initial and advanced levels who are knowledgeable and competent pedagogical leaders, and who are educated to know and apply research-based "best practices." The 21st-century teacher must exhibit and model for students the processes of inquiry and problem solving from a solid foundation of substantive content knowledge. This combination of content, process and pedagogy empowers the learner intellectually, personally and socially.
Teaching Proficiencies
In an effort to clarify the knowledge, skills and dispositions required of professional education candidates at Salem State, the faculty have worked together for more than two years to develop and refine a set of teaching proficiencies to define what candidates need to know and be able to do in their work with students. In this work, the unit's members considered our own goals and philosophy in light of state and national standards for educator preparation and licensure.
The teaching proficiencies defined by the unit include:
1. The candidate plans effective and developmentally appropriate lessons and units that show knowledge of the academic discipline(s) and the corresponding curriculum frameworks.
2. The candidate draws on results of formal and informal assessments to plan activities, modify instruction and confirm students’ progress toward learning outcomes.
3. The candidate delivers engaging and effective instruction through a variety of teaching techniques and clear communication.
4. The candidate creates a classroom environment that encourages engagement in learning, positive social interaction and self-motivation.
5. The candidate modifies instruction to promote the achievement of all students and meet the needs of diverse learners.
6. The candidate fosters an appreciation of our multi-cultural nation, an understanding of the global community and a respect for individual differences.
7. The candidate reflects on his/her practice through the reading of current research, critical evaluation of instruction and informed discussion with colleagues.
8. The candidate involves families in students' academic activities, drawing from the home community for resources to enhance instruction and learning.
9. The candidate integrates technology into classroom instruction in ways that are developmentally appropriate and ethically responsible.
10. The candidate exhibits professionalism based on an understanding of the intellectual, legal and ethical responsibilities of educators.
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