Teacher as Educational Leader: A Conceptual
Framework for the Undergraduate Teacher Education Program
The mission of the College of Education is to prepare educational leaders
who are committed to a lifelong quest for teaching, learning and service
to society. This mission statement and its 11 guiding principles serve as
the focal point for the new conceptual framework, Teacher as Educational
Leader. The mission statement and
subsequent conceptual framework were developed
by task forces of University faculty, administrators, Professional Development
School representatives and students.
The conceptual framework
for the undergraduate teacher education program
is a three dimensional model. The three interactive dimensions are Organizing
Concepts, Themes, and Stages of Development. The five concepts are overarching
areas of study around which the themes are organized, specifically 1) The
Learner, 2) The Society, 3)
The Curriculum, 4) The Teacher and 5)
The Educational
Leader.
All students proceed through three stages within this model demonstrating
their knowledge and skills of each theme area. These stages are cumulative,
building on previous learning. The Exploratory Stage includes students'
first two years of study when they are completing general education requirements
and assessing their commitment and qualifications for pursuing a career
in education. If this commitment is made and all admission requirements
are met, the student moves to the second phase.
Stage II, the Preprofessional Stage, encompasses the generic and content-specific
pedagogical skills necessary for success in the teaching profession. At
the completion of this stage, students are assessed to determine their readiness
for the final semester. Stage III, the Professional Stage, represents the
final phase of the program. This is the period in which students complete
their internship and a capstone course which prepares them for entry into
the profession.
The conceptual framework
of Teacher as Educational Leader moves those preparing
for educational careers through a program committed to self discovery and
pedagogical study. This commitment requires the candidate to search for
a deeper understanding of self and others while examining the moral, social
and political implications of teaching and learning in a democracy. This
search is conducted through a model which includes faculty from the College
of Arts and Sciences, the School of Visual and Performing Arts, the College
of Education and the public schools working collaboratively with each other
and with students to explore the ever-changing roles and responsibilities
of educational leaders in today's society.
The knowledge of an educated leader rests on a firm foundation in the liberal
arts, in the specific content to be taught and pedagogy. At Winthrop, students
make linkages between pedagogy and the disciplines and examine instructional
methodologies appropriate to their fields. Knowledge in areas such as human
growth and development, historical and philosophical foundations, professional
responsibilities, diversity and school law are woven into the program through
a well-articulated core of courses. Knowledge of technology and opportunities
to use it to promote learning is developed throughout the program. Current
educational research, standards of learned societies, feedback from practitioners
including university faculty working in the schools, graduates, current
students and demographic trends influence continuous modifications and improvements
in the program.
Curiosity, critical thinking, inquiry, independent learning and reflection
on one's learning are promoted in the program. Faculty model those behaviors
that are expected of candidates and provide opportunities for students to
develop and practice such behaviors as part of their educational program.
Faculty engage in team teaching, planning, collaborative research, professional
development and peer observation that inform their teaching and scholarship.
A planned sequence of field experiences and internships integrate the students'
content knowledge and pedagogical learning. Candidates are placed in schools
with teachers and administrators who are knowledgeable about
the College's mission and guiding principles and the scope and sequence
of the conceptual framework for undergraduate teacher education. As the
University continues to learn and expand its unique relationship with Professional
Development Schools, candidates are provided with increased opportunities
to see schools as dynamic, changing organisms.
Evaluation of candidates includes clear admissions standards followed by
documented performance-based assessments. Performance in courses, field
experiences and reflective portfolios serve as measures of the educator's
progress and preparedness for the profession.
At the conclusion of the program, students engage in a capstone course which
assists them in integrating the overall program, provides opportunity for
reflection and synthesis, and allows candidates to finalize their portfolios
before initial teacher licensure. Performance assessment during the professional
semester and through the capstone course ensure the candidate's attainment
of competencies.
Approved by the College of Education Faculty
on December 4, 1995
Teacher as Educational Leader November 27, 1995