The Conceptual Framework guides the School of Education and Teacher Preparation’s (SETP) teacher education program with general and specific objectives for the Unit’s undergraduate programs. Through collaborative endeavors with the community and P-12 schools, the Conceptual Framework represents the School’s vision of educational reform and best practice in teacher preparation, and denotes current research-based practice as well as the importance of practitioner skill preparation for all Teacher Candidates.

The knowledge base of the Unit’s teacher education program is derived from a robust body of empirical research, disciplined inquiry, accepted theories, and the wisdom of effective classroom practice. The General Learning Objectives in the Conceptual Framework are aligned with Teacher Candidate outcomes:

1.  Successful Teacher Candidates will demonstrate knowledge of the philosophical, historical, sociological, and legal foundations of education and special education.

In order to demonstrate professional competency, Teacher Candidates understand the historical and legal nature of education as it is contained within American culture and society. In addition, Teacher Candidates understand the legal rights and responsibilities of themselves, parents, students, and school systems regarding all students, particularly those students from diverse cultural and developmental backgrounds

2.   Successful Teacher Candidates will demonstrate a knowledge base of educational foundations, educational psychology, human development, human exceptionalities, and parental and family dynamics.

In order to understand the diversity and range of human behaviors and learning processes that are found within a school system, a school, and a classroom, Teacher Candidates are able to develop an understanding of what is developmentally and culturally appropriate for the range of students within their classroom. As educators, teachers are aware of, appreciative of, and responsive to the range of differences that may be found among children and their families.

3.   Successful Teacher Candidates will demonstrate expertise in the content bases for curricula, appropriate uses of technology, and effective pedagogy.

Teacher Candidates are subject matter experts and can articulate their knowledge and understanding to others. They exhibit and apply this knowledge by using multiple and appropriate methods and strategies to teach the content standards to all children. Technology is an integral component of instruction.

4.   Successful Teacher Candidates will interact and communicate effectively with a range of audiences (students, parents, administrators, stakeholders, educational agency staff, and the general public)

As teachers in the public school systems, teachers will interact with a wide range of people to whom they are accountable. They will instruct, share information, report on progress, and justify instructional and educational decisions. Communication skills and appropriate knowledge to impart are key factors to successful communication strategies

5.   Successful Teacher Candidates will model positive and affective interpersonal skills interacting with all learners, parents, other educators, and members of the community.

Teacher Candidates are professional role models for students, colleagues, parents, and the community. They work well with others and are committed to building partnerships to enhance and strengthen education.

6.   Successful Teacher Candidates will reflect upon their overall performance with respect to modeling and teaching the Georgia Performance Standards, refine the skills and processes necessary, and implement a professional development plan.

Teacher Candidates engage in ongoing self-reflection of their teaching of the Georgia Performance Standards to ensure that students master content knowledge and skills. They participate in professional development to improve knowledge and pedagogy, and change or remediate their daily practice as needed. Professional organizations, collegial collaboration, and current literature provide additional support to improve teaching.

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