Conceptual Framework for the MAT In English

Teacher as Educational Leader: A Conceptual Framework for Initial Licensure
for those Seeking the Master of Arts in Teaching

The conceptual framework for the graduate initial licensure program consists of six related concepts. The six concepts are 1) Instruction, 2) Subject Area Content, 3) Learners, 4) Society, 5) Curriculum, and 6) Scholarship.

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 school professionals working collaboratively with each other and 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 are 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 field experience followed by a full semester internship integrates 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 graduate teacher education.

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 competence in the required learning areas.

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.

1. Instruction The educational leader is a skilled teacher able to design, deliver, evaluate and refine instruction.
Learning Outcomes
1.1 Instruction The educational leader delivers effective instruction that is continuously evaluated and improved.	1.1.1 Understands the continuous process of instruction. 1.1.2 Analyzes various instructional strategies in different disciplines. 1.1.3 Examines a repertoire of teaching strategies and uses technology to plan, deliver and assess instruction. 1.1.4 Implements planned lessons effectively. 1.1.5 Examines congruence between lessons planned and implemented. 1.1.6 Uses a variety of appropriate instructional strategies, including modalities, intelligences and learning styles, to meet student needs. 1.1.7 Creates learning experiences which encourage critical thinking, problem solving and other higher-order thinking skills.
1.2 Classroom Management The educational leader employs effective classroom management practices based on contemporary theories, best practices, ethics, cultural circumstances, exceptionalities and research.	1.2.1 Analyzes classroom management theories. 1.2.2 Recognizes how technology can assist in classroom management. 1.2.3 Applies and evaluates classroom management skills. 1.2.4 Applies and evaluates appropriate strategies for individual, group, small group, and large group instruction, and other methods of instruction.
1.3 Technology The educational leader uses instructional technology to assist with effective instruction.	1.3.1 Uses technology as an instructional tool in the classroom in ways appropriate to the subject area. 1.3.2 Uses technology as a tool for effective instruction for individual and group needs. 1.3.3 Integrates technology with traditional and experiential instructional practices. 1.3.4 Uses technology to assist with the management of records. 1.3.5 Uses technology to assess student performance and analyze current effectiveness among individual learners. 1.3.6 Uses technology to enhance communication with students, parents, colleagues and the community. 1.3.7 Uses technology to enhance the literacy capabilities of learners.
1.4 Literacy The educational leader appreciates and incorporates literacy competencies throughout the curricula.	1.4.1 Identifies the purposes of content area literacy instruction and the responsibilities of subject area teachers in meeting these purposes. 1.4.2 Identifies literacy strategies to help learners master subject areas. 1.4.3 Identifies model components of school-wide reading programs and their appropriateness for meeting the needs of diverse learners. 1.4.4 Identifies teaching strategies for increasing technical and specialized vocabulary, enhancing comprehension and developing metacognitive awareness and learning through questioning strategies and strategic studying. 1.4.5 Recognizes how technology assists in literacy instruction. 1.4.6 Incorporates visual, media, and other forms of literacy into instructional practice. 1.4.7 Uses informal and formal measures to assess learners to plan appropriate literacy instruction. 1.4.8 Interprets standardized assessments of reading to evaluate strengths and needs in literacy and to make appropriate instructional decisions. 1.4.9 Demonstrates instructional methods for improving literacy comprehension in content areas. 1.4.10 Incorporates supplemental literature and writing in subject area lessons. 1.4.11 Incorporates reading, writing, listening, speaking skills and visual media into all curricula where appropriate. 1.4.12 Uses technology to develop literacy skills of students.
1.5 Communication The educational leader effectively communicates with students, colleagues, families, and the community.	1.5.1 Communicates the central principles of the discipline to students. 1.5.2 Employs effective communication when working with students, families, colleagues, and the larger community. 1.5.3 Communicates in a culturally sensitive manner. 1.5.4 Recognizes how the use of technology may enhance communication. 1.5.5 Works to build community involvement in the educational process.
1.6 Collaboration The educational leader understands the concept of collaboration and uses this concept effectively with colleagues, families, the community and other educational stakeholders to benefit learners and the profession.	1.6.1 Identifies examples of collaboration and examines them in terms of group dynamics, teaming, and decision making. 1.6.2 Analyzes own interpersonal and collaborative skills. 1.6.3 Collaborates with others in planning and implementing interdisciplinary lessons. 1.6.4 Applies successful collaborative models and evaluates interpersonal skills. 1.6.5 Contributes as an educational team member and evaluates personal contributions to team effort.
1.7 Personal Development The educational leader strives to develop a knowledge of self and uses this knowledge to make appropriate professional decisions.	1.7.1 Identifies areas of personal strengths and weaknesses as a beginning teacher. 1.7.2 Adopts the characteristics of a life-long learner. 1.7.3 Fosters self-exploration in students. 1.7.4 Demonstrates self-evaluation of instructional decisions.
1.8 Reflective Practice The educational leader critically analyzes his/her leadership and teaching skills and applies what is learned to future practice.	1.8.1 Understands the role of reflection in learning. 1.8.2 Examines personal motives for selecting teaching as a profession and the responsibilities involved in that choice. 1.8.3 Reflects on the leadership role played by teachers. 1.8.4 Takes responsibility for personal actions and choices as a professional leader.
2. Subject Area Competency The educational leader knows and uses contemporary knowledge about the discipline and remains current through extended study and application.
Learning Outcomes
2.1 Content Preparation The educational leader has completed a baccalaureate degree in the appropriate subject area from an accredited program of higher education or if necessary, the educational leader completes subject area undergraduate courses equivalent to those required for undergraduate preparation at Winthrop University.
2.2 Extension of Subject Area Knowledge The educational leader extends the knowledge gained in undergraduate preparation through continuous learning to ensure current knowledge in the discipline necessary for instructional effectiveness.	2.2.1 Completes a sequence of identified graduate level core courses to extend knowledge and application of the subject area. 2.2.2 Demonstrates advanced understanding of the subject area via use of applied methodologies.
2.3 Curriculum and Instruction The educational leader demonstrates understanding of the knowledge, curriculum and teaching methodologies unique to his or her field of academic expertise.	2.3.1 Understands the interconnectedness of specific content area to other areas within the curriculum. 2.3.2 Develops effective instruction for students using knowledge of content. 2.3.3 Provides learning experiences that allow students to form connections between the specific subjects and other disciplines. 2.3.4 Assists students in connecting subject matter to everyday life. 2.3.5 Designs lessons utilizing applied methodologies in the subject appropriate for all students generally, and integrated curriculum for students, specifically.
3. Learners The educational leader strives to improve the human condition through practice in schools and other community agencies of human development, learning and diversity.
Learning Outcomes
3.1 Human Development The educational leader understands aspects of human development and uses this knowledge to create effective learning environments.	3.1.1 Understands theories of human development. 3.1.2 Understands how development influences academic behavior. 3.1.3 Uses theories of human development to create effective learning environments and experiences for all students.
3.2 Learning and Motivation The educational leader understands that there are multiple positions or orientations for teaching and that many of these are valid in certain contexts and in relation to students' needs and backgrounds.	3.2.1 Plans, implements and evaluates appropriate instruction using a variety of learning theories while studying in this program. 3.2.2 Uses theories of human motivation to create effective learning environments for a diverse population.
3.3 Human Similarities and Differences The educational leader recognizes that learners and cultures share many similarities and appreciates the rich diversity among learners and cultures.	3.3.1 Demonstrates respect for similarities and differences among individuals in the classroom and the community. 3.3.2 Recognizes general similarities and differences among various cultures, ethnic groups and genders in the classroom and the community. 3.3.3 Understands the multicultural perspectives of the discipline and how diversity of ideas, institutions, philosophies, moral codes and ethical principles relate to education. 3.3.4 Recognizes how technology and other innovations assist diverse learners. 3.3.5 Understands and accommodates literacy needs of diverse learners. 3.3.6 Recognizes how alcohol and other drug use and abuse affects some students regardless of ethnic and family income groups. 3.3.7 Understands the signs which may indicate alcohol and other drug abuse. 3.3.8 Fosters multiple perspectives in students' thinking. 3.3.9 Accommodates for individual needs and abilities when planning and implementing instruction.
3.4 Exceptionalities The educational leader understands exceptional learners, the philosophy, the laws and policies related to their education, and selects and implements appropriate instructional strategies that foster inclusive education.	3.4.1 Understands the varied characteristics of students with disabilities and key laws and policies affecting them. 3.4.2 Understands how curricula and instructional strategies are modified for students with disabilities. 3.4.3 Recognizes how technology and other innovations can address the needs of students with disabilities. 3.4.4 Employs appropriate educational practices to teach students with disabilities in inclusive settings. 3.4.5 Adapts assessment instruments and situations for students with disabilities. 3.4.6 Uses instructional technology to assist students with disabilities. 3.4.7 Participates effectively in team meetings with colleagues and families to prepare Individualized Education Plans.
3. 5 Families The educational leader understands and appreciates the uniqueness of families and works to support the central role families play in development and learning of the student.	3.5.1 Understands family systems and their characteristics. 3.5.2 Understands the key elements of communicating with families to enhance learning. 3.5.3 Understands the impact of family influence on the development of literacy. 3.5.4 Communicates effectively with and supports family members to benefit students.
4. Society The educational leader understands the social, historical, philosophical and legal foundations of schooling in America, analyzes contemporary issues in a democratic society and exhibits ethical behavior consistent with the laws and policies governing American education.
Learning Outcomes
4. 1 History The educational leader knows the history of the profession and uses this knowledge to build current practices and to plan for the future.	4.1.1 Understands the history of education with emphasis on the development of American educational institutions and the equitable academic preparation of all persons regardless of differences. 4.1.2 Employs knowledge of the history of education in designing and delivering instruction.
4.2 Law The educational leader understands the legal foundations of the profession and uses this knowledge to inform practice.	4.2.1 Understands basic legal principles of American education. 4.2.2 Understands the rights and responsibilities of students, teachers and parents. 4.2.3 Understands current laws pertaining to the profession. 4.2.4 Demonstrates attitudes and behaviors consistent with the principles of school law.
4.3 Philosophy The educational leader understands various philosophical principles central to American education and uses this knowledge to develop a personal philosophy of education that guides professional practice.	4.3.1 Understands philosophies that have been and are influential in American education. 4.3.2 Creates and reflects upon an emerging personal philosophy of education that supports personal growth and professional development. 4.3.3 Demonstrates the relationship between personal philosophy and professional practice to historical, legal, social, philosophical and psychological foundations and developments of the profession. 4.3.4 Engages in continual reflection and refinement of a personal philosophy of education.
4.4 Ethics The educational leader understands moral, ethical and social implications of teaching in a democracy and uses this knowledge to improve practice.	4.4.1 Understands ethical principles of the profession including those pertaining to students, parents, colleagues and the community. 4.4.2 Articulates the ethical implications surrounding contemporary educational issues. 4.4.3 Demonstrates appropriate ethical behavior in all dealings with students, parents, colleagues and the community.
4.5 Leadership The educational leader guides and supports students, colleagues and the larger community to continuously renew schools and ensures that best practices are implemented, evaluated and refined.	4.5.1 Identifies the characteristics and values of effective individual leadership in school settings. 4.5.2 Assesses his/her leadership qualities. 4.5.3 Provides examples of involvement in leadership experiences in school and/or community to improve education. 4.5.4 Applies skills as an instructional leader in the classroom. 4.5.5 Demonstrates leadership skills to motivate, reward and support student learning and performance. 4.5.6 Applies technology to professional roles and functions. 4.5.7 Applies current reform and renewal strategies to educational settings. 4.5.8 Evaluates oneself as an educational leader through knowledge, reflection and discussion.
5. Curriculum The educational leader designs and adapts curriculum to provide effective instruction.
Learning Outcomes
5.1 The Curriculum The educational leader plans, implements and evaluates curriculum to prepare students to be productive citizens.	5.1.1 Understands how social issues influence curriculum. 5.1.2 Understands principles of curriculum design and how to plan appropriate instruction. 5.1.3 Understands the role of school personnel in the curriculum process. 5.1.4 Understands the State curriculum guides in area of expertise and applies these to the planning and implementation of instruction. 5.1.5 Plans applied lessons for students specifically in integrated classes and recognizes how applied methodologies particularly with literacy enhances learning of all students in today's diverse classrooms. 5.1.6 Incorporates interdisciplinary and multicultural approaches to curriculum design and planning. 5.1.7 Analyzes, plans, implements and evaluates curricula. 5.1 8 Integrates literacy skills across curricula. 5.1.9 Applies technology and other innovations to assist in designing curriculum and instructional materials.
5.2 Integrative Studies The educational leader integrates content, professional, and pedagogical knowledge and skills to create learning experiences that make central concepts and structures of the content area relevant to all students.	5.2.1 Plans learning experiences that consider the diversity, socioeconomic status, and prior learnings of students to assist them to reach higher levels of understanding. 5.2.2 Integrates and evaluates professional and pedagogical content knowledge to create meaningful learning experiences for all students. 5.2.3 Develops school curricula based on contemporary theories of learning and development, literacy, applicable technology, collaborative discourse and evaluation.
6. Scholarship The educational leader is a teacher and a scholar who critically reviews and uses current assessment and research in the making of sound educational decisions.
Learning Outcomes
6.1 Assessment The educational leader develops, uses and evaluates appropriate tools of assessment.	6.1.1 Understands the general purpose and rationale for assessment. 6.1.2 Demonstrates knowledge of various assessment strategies and instruments. 6.1.3 Recognizes how technology can be utilized to assist in assessment. 6.1.4 Evaluates, communicates and appropriately uses assessment results. 6.1.5 Uses technology as a means to assess student learning. 6.1.6 Analyzes and selects appropriate assessment strategies and instruments based on student needs. 6.1.7 Evaluates the literacy needs of students in content fields and plans instruction accordingly. 6.1.8 Uses assessment results to modify instruction as needed. 6.1.9 Involves students in assessment including planning rubrics, implementing assessment measures, self-evaluation and reflection.
6.2 Research The educational leader uses the products of critical observation and empirical testing to improve instructional effectiveness.	6.2.1 Demonstrates an understanding of research terminology, concepts and practices as presented in the professional literature. 6.2.2 Demonstrates understanding of a variety of research designs, methodologies, measurements, analysis procedures, and the interpretation and communication of results. 6.2.3 Analyzes, synthesizes, and interprets current and historical research and practice. 6.2.4 Recognizes how technology and other innovations assist in analyzing, synthesizing and interpreting research. 6.2.5 Approaches the discipline critically and evaluates new claims and interpretations in the field based on professional goals and needs of students. 6.2.6 Utilizes research to plan and improve instruction. 6.2.7 Applies appropriate research techniques to the evaluation and improvement of instruction. 6.2.8 Integrates knowledge and practice derived from professional research into various professional settings. 6.2.9 Approaches the discipline as a practitioner and consumer of educational research.
6.3 Information Seeking The educational leader knows how to access current information and use it to enhance professional practice.	6.3.1 Accesses scholarly material. 6.3.2 Recognizes how technology and other innovations assist in acquiring education information. 6.3.3 Understands how to use print and electronic databases to find useful and appropriate articles, monographs and reports. 6.3.4 Keeps current in the profession as an active member of a professional association and a consumer of educational research.

Contents approved by the Graduate Council on March 27, 1998, after approval by the appropriate units in the College of Education. This page posted by Jo Koster with the assistance of Amy Neal. Last updated 29 July 2005 .

1. Instruction The educational leader is a skilled teacher able to design, deliver, evaluate and refine instruction.

1.5 Communication The educational leader effectively communicates with students, colleagues, families, and the community.

1.7 Personal Development The educational leader strives to develop a knowledge of self and uses this knowledge to make appropriate professional decisions.

2. Subject Area Competency The educational leader knows and uses contemporary knowledge about the discipline and remains current through extended study and application.

2.2 Extension of Subject Area Knowledge The educational leader extends the knowledge gained in undergraduate preparation through continuous learning to ensure current knowledge in the discipline necessary for instructional effectiveness.

3.1 Human Development The educational leader understands aspects of human development and uses this knowledge to create effective learning environments.

4. 1 History The educational leader knows the history of the profession and uses this knowledge to build current practices and to plan for the future.

4.4 Ethics The educational leader understands moral, ethical and social implications of teaching in a democracy and uses this knowledge to improve practice.

6.1 Assessment The educational leader develops, uses and evaluates appropriate tools of assessment.

1. Instruction
The educational leader is a skilled teacher able to design, deliver, evaluate and refine instruction.

1.5 Communication
The educational leader effectively communicates with students, colleagues, families, and the community.

1.7 Personal Development
The educational leader strives to develop a knowledge of self and uses this knowledge to make appropriate professional decisions.

2. Subject Area Competency
The educational leader knows and uses contemporary knowledge about the discipline and remains current through extended study and application.

2.2 Extension of Subject Area Knowledge
The educational leader extends the knowledge gained in undergraduate preparation through continuous learning to ensure current knowledge in the discipline necessary for instructional effectiveness.

3.1 Human Development
The educational leader understands aspects of human development and uses this knowledge to create effective learning environments.

4. 1 History
The educational leader knows the history of the profession and uses this knowledge to build current practices and to plan for the future.

4.4 Ethics
The educational leader understands moral, ethical and social implications of teaching in a democracy and uses this knowledge to improve practice.

6.1 Assessment
The educational leader develops, uses and evaluates appropriate tools of assessment.