Teachers Academy - School of Education
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Mission Statement and Conceptual Framework
Teachers Academy Mission
Professional education at UNCG prepares and supports the development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual as well as cultural diversity and recognizes the importance of reflection and integration of theory and practice. UNCG's professional education programs are guided by shared commitments to:
- Equity and excellence in teaching, research, and service;
- Professional integrity and ethical deliberation in dealing with students and colleagues (university-based, school-based, and community-based);
- The construction of a professional knowledge base through collaboration and collegiality; and
- The dissemination of professional knowledge, skills, and dispositions through the preparation and continuing professional development of teachers, principles, and other school personnel.
UNCG Conceptual Framework for Developing Caring, Collaborative and Competent Professionals
Prepared by C.R. Baber
July 2001
- Introduction
- UNCG Mission Statement
- Deans' Council Vision Statement
- Our Mission Statement
- Developing Caring, Collaborative and Competent Professionals
- Knowledge Base
- Dispositions
- Performance Expectations
- Caring professionals
- Collaborative professionals
- Competent professionals
- References
Introduction
The unit's original conceptual framework, "Philosophy to Guide the Education of Teachers and School Personnel at UNCG," was presented in 1990 as the umbrella statement designed to guide development of all professional education programs at UNCG. During its 1996 continuing accreditation visit, the NCATE Board of Examiners found little evidence to support the contention that this document was functioning as a frame of reference that was used universally as plans for new and revised programs went forward. The BOE did not, however, that programs associated with initial teacher licensure had made some progress toward developing a common conceptual framework.
The Teachers Academy (the university-wide administrative and governance unit for professional education at UNCG) was evaluated and restructured over a two-year period (1996-98). During this process, conversations about the unit's conceptual framework took place across all program areas. In the 1999-00 academic year these conversations became more deliberate and focused, leading to a consensus that the 1990 philosophical statement needed substantive revision, given the changed nature of the Teachers Academy, state-wide teacher education reform initiatives, and the NCATE 2000 standards. During fall 1999, the Teachers Academy Council of Program Coordinators analyzed the 1990 conceptual framework in the context of program-specific frameworks and program changes that had occurred since the 1996 continuing accreditation visit. During the spring semester, the NCATE 2000 draft standards served as the basis for further analysis. At the end of the spring semester, a blueprint for revising the unit's conceptual f ramework was approved by the Council of Program Coordinators with the expectation that the process would be completed by the end of the 2000-01 academic year. The revised conceptual framework was further reviewed and approved by a group of teachers and administrators during the University-School Teacher Education Partnership 2001 Summer Leadership Institute.
While the revised conceptual framework retains the core of the 1990 philosophical statement, it has been greatly expanded. We believe that this revision more accurately reflects:
- our shared vision in preparing B-12 educators
- a knowledge-base grounded in current research literature
- coherency among all programmatic components
- consistency with the University Mission and UNC Teacher Education Deans' Council Vision and
- a set of institutional expectations that are aligned with professional and state standards.
Even so, we realize that this is a living document, subject to continuous assessment and renewal.
UNCG Mission Statement
The University of North Carolina at Greensboro is a student-centered university, linking the Piedmont Triad to the world through learning, discovery, and service. As a doctoral institution, it is committed to teaching based in scholarship and advancing knowledge through research. The College of Arts and Sciences and six professional schools offer challenging graduate and undergraduate programs in which students are mentored by outstanding teachers, including nationally recognized researchers and artists.
Affirming the liberal arts as the foundation for lifelong learning, the University provides exemplary learning environments on campus and through distance education so that students can acquire knowledge, develop intellectual skills, and become more thoughtful and responsible members of a global society. Co-curricular and residential programs contribute to students' social, aesthetic, and ethical development.
The University of North Carolina at Greensboro is a community in which people of any racial or ethnic identity, age, or background can achieve an informed appreciation of their own and different cultures. It is a community of actively engaged students, faculty, staff, and alumni founded on open dialogue, shared responsibility, and respect for the distinct contributions of each member. (Approved by the Board of Trustees August 31, 2000
UNCTeacher Education Deans' Council Vision Statement
The University of North Carolina's schools, colleges and departments of education, in collaboration with public school partners and others, are committed to producing professional educators of the highest quality and to supporting their continued development on behalf of children in North Carolina.(Approved January 1997.)
UNCG Teachers Academy Mission Statement
The mission of professional education at UNCG is to prepare and support the professional development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual as well as cultural diversity, and recognizes the importance of reflection and integration of theory and practice. UNCG's professional education programs are guided by shared commitments to:
- equity and excellence in teaching, research and service
- professional integrity and ethical deliberation in dealing with students and colleagues (university-based, school-based and community-based)
- construction of a professional knowledge base through collaboration and collegiality
- dissemination of professional knowledge, skills, and dispositions through the preparation and continuing professional development of teachers, principals, and other school personnel
Developing Caring, Collaborative and Competent Professionals
UNCG accepts the multiple challenges presented by its role as a state university that prepares educational personnel for public service. Therefore our professional education programs address several different but overlapping agendas. Over the past 20 years national reports on education have prioritized issues related to excellence (Carnegie Forum on Education, 1986; Holmes Group, 1986; National Commission on Teaching and America's Future, 1996). The North Carolina Board of Governors Task Force on the Preparation of Teachers (1986) and Task Force on Professional Development for Public School Employees (1998), the North Carolina General Assembly's Excellent Schools Act (1997), and Governor Jim Hunt's Education Cabinet (North Carolina Research Council, 2000) have all made recommendations for the improvement of teacher education. The following organizations have established particular sets of standards and competencies that guide the preparation and continuing development of professional educators:
- National Council for the Accreditation of Teacher Education (NCATE, 2001)
- Interstate New Teacher Support and Assessment Consortium (INTASC/Council of Chief State School Officers, 1992)
- National Board for Professional Teaching Standards (NBPTS, 1989; 1998)
- Interstate School Leaders and Licensure Consortium (ISLLC/Council of Chief State School Officers, 1996)
- North Carolina Department of Public Instruction (DPI, 1993)
- North Carolina Professional Teaching Standards Commission (NCPTSC, 2000)
- NC Standards Board for Public School Administration (NCSBPSA, 2000)
As a community of professional educators, we also respond to criteria established by learned societies or professional organizations as well as the best and most recent scholarship. We recognize that the process of education is a complex and humane enterprise requiring commitments from the teacher to acquire knowledge, to keep practice current, and to weigh the importance of ethical decisions in a changing and culturally diverse world. All of UNCG's professional education programs present candidates with opportunities to master the knowledge base and develop the dispositions that we believe are the foundation of professional practice. Through such mastery and development, candidates leave our programs able to meet a set of expectations that are grounded in state and national standards, scholarship, and what Lee Shulman (1987) called the "wisdom of practice."
Knowledge Base
The knowledge base that anchors the UNCG conceptual framework for developing caring, collaborative and competent professionals results from 10 years of program development and revision grounded in educational scholarship and practices. We believe that caring, collaborative and competent professionals possess an elaborate knowledge base comprised of five types of knowledge: (a) content knowledge, (b) professional knowledge and skills, (c) pedagogical content knowledge, (d) sociocultural knowledge, and (e) critical and reflective knowledge and skills.
Content Knowledge
Shulman (1987) emphasized the importance of content knowledge in noting that a teacher is a member of a scholarly community. "He or she must understand the structures of the subject matter, the principals of conceptual organization, and the principals of inquiry that help answer two kinds of questions in each field: What are the important ideas and skills in this domain? (...) How are new ideas added and inefficient ones dropped by those who produce knowledge in this area? " (p. 9). More recent reports and standards reaffirm that it is critical for teachers to know their subject matter:
- Interstate New Teachers Assessment and Support Consortium/INSTASC,(1992)
- National Board for Professional Teaching Standards/NBPTS (1989,1992)
- National Council for the Accreditation of Teacher Education/NCATE(2001)
- National Commission on Teaching and America 's Future/NCTAF (1996)
- North Carolina Professional Teaching Standards Commission/ NCPTSC (2000)
In concert with the University's mission, professional education programs affirm the importance of a liberal arts education. The UNCG professional education community believes that we are educating individuals-preparing them to become active players in society, not just training them for jobs as teachers, administrators, and other school personnel. An educated individual understands the relationship between a broad knowledge base (i.e., liberal arts education) and the philosophies, concepts and methods of inquiry of a discipline-specific subject area.
Since 1996, UNCG has revised its general education requirements, moving from All University Liberal Education Requirements (AULER) to a General Education Core (GEC). The new GEC is based on the belief that a UNCG graduate should combine specialized education in a major with the skills, knowledge, and understanding necessary to be a lifelong learner, an ethical and independent decision-maker, a critical and creative thinker, a clear and effective communicator, and a responsible citizen in a multicultural society (see UNCG General Education Program in Undergraduate Bulletin, pp. 43-53).
Professional education programs at UNCG ensure the mastery of content knowledge by (a) providing candidates with a strong liberal arts education and (b) integrating the standards of subject-specific professional organizations (see Standard I).
Professional Knowledge and Skills
This category includes the pedagogical knowledge teachers should possess as well as the professional knowledge that all professionals should have. Professional education courses provide teachers with opportunities to acquire and further develop knowledge in developmental psychology, learning theories, learning styles, classroom management, technology and motivational techniques from multiple perspectives, and for multiple intelligences (Armstrong, 1994; Gardner, 1993). These courses also help candidates develop (a) personal philosophies that guide planning and curriculum design and (b) a strong sense of professional ethics.
In facilitating candidates' acquisition of professional knowledge, our professional education programs coincide with the multiple perspectives framework offered by Huebner (1975), who identifies technical, scientific, aesthetic, ethical, and political value systems for the discussion and criticism of curriculum. We accept Huebner's proposal "that educational activities in classrooms will be richer and more meaningful if all [value systems] are brought to bear" (p. 228). In the same spirit, our professional education programs, as experienced by the individual student, incorporate all of the elements that Zeichner (1983) attributes to particular schools of thought in teacher education (i.e., the behavioristic, the traditional-craft, the inquiry-oriented, and the personalistic paradigms).
Finally, we attend to a constructivist view of learning in which the student approaches new learning experiences with previously acquired meanings, facts, attitudes, values, and perspectives. With this knowledge base serving as a prism through which new information is filtered, the learner actively experiences, reflects, integrates, and creates new understandings (Kroll et al., 1996; Piaget, 1968; Rogoff, 1990; Vygotsky, 1962, 1978). [See Standard 1]
Pedagogical Content Knowledge
In 1987 Shulman introduced the concept of pedagogical content knowledge defining it as "the distinctive bodies of knowledge for teaching [that] represent the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (p. 8). Central to the preparation and continuing development of caring, collaborative and competent professionals is facilitating their ability to integrate content knowledge and professional knowledge to achieve strong programs that celebrate both the unique nature of each student and a sense of community. They must be able to create developmentally appropriate, nurturing, warm environments that (a) provide a wide range of materials and experiences, (b) encourage student-initiated learning through discovery, (c) are adaptive to B-12 students' special needs and individual learning styles (Cole, 1995; Gay, 1994; Wood, 1998;), and integrate technology (ISTE, 2000). These professionals must also understand that the family is an important vehicle for the B-12 student's growth and development. [See Standard 1]
Candidates in our professional education programs must be given opportunities to learn through instruction and interaction with teachers and students both in the university and the schools (Darling-Hammond, 1996, 1998; Darling-Hammond & Sykes, 1999; Levine, 1998). Early field experiences are an important part of UNCG's professional education programs, serving as laboratories where candidates can integrate theory and practice. Clinical practice (student teaching) is the culminating field experience and should be viewed as a time when the candidate is still learning about teaching through (a) application of previously learned concepts and (b) new insights gained as the result of being immersed in crafting his or her pedagogical content knowledge. [See Standard 3]
Sociocultural Knowledge
It is critical for caring, collaborative and competent professionals to have a deep understanding of self and others. Every person brings with him or her a unique cultural background encompassing individual, family, and community influences. We believe that our programs must present opportunities for the individual to develop increased self-awareness, understanding of cultural influences and personal attributes significant in the delivery of instruction, and realistic professional and personal goals (Cochran-Smith, 1991, 1995; Darling-Hammond, 1996, 1998).
Knowledge of family systems and community interaction is also important (Delpit, 1995; Friend & Cook, 2000; Grossman, 1995; Ladson-Billings, 1994; Nieto, 1999). Professionals who graduate from our programs must be prepared to work in partnership with families toward the optimal development of B-12 students. They must know how to create a program that is consonant with family and community goals. [See Standard 4]
Critical and Reflective Knowledge
Shulman (1987) sees teaching and learning as a process of pedagogical reasoning and action. This process of inquiry involves "a cycle through the activities of comprehension, transformation, instruction, evaluation and reflection" (page 14). We believe that an inquiry approach, grounded in critical reflective knowledge, best captures our orientation to professional education. Inquiry has stood the test of time as an effective means of instilling in students a desire for lifelong learning and an ability to think critically and act on their visions and experiences (Schon, 1983; Cruishank, 1987).
Inquiry was the hallmark of John Dewey's "reflective action" (1933) and is the foundation of recent professional education reform movements (Darling-Hammond, 1996, 1998; INTASC, 1992; ISTE, 2000; NBPTS, 1989, 1998; NCATE, 2000). It emphasizes careful listening and observation so that practitioners can respond with sensitivity and compassion in creating learning opportunities for each individual. Our students, through exposure to multiple perspectives in a broad liberal arts foundation, begin a lifelong quest for understanding inherent in the processes of problem solving, scientific inquiry, and critical thinking. [See Standard 1 and Standard 3]
Cochran-Smith (1991) maintains that possession of critical and reflective knowledge can lead teachers to "teach against the grain." According to Cochran-Smith, "prospective teachers need to know from the start that they are part of a larger struggle and that they have a responsibility to reform, not just replicate, standard school practices. Teaching against the grain stems from, but also generates, critical perspectives on the macro-level relationships of power, labor, and ideology" (p. 280). We are committed to ensuring that graduates of our programs are aware of and understand the various forms of diversity that exist in our society and, more specifically, in teaching and learning environments. Diversity addresses issues related to age, culture, ethnicity (race, language, national origin, religion), exceptionality, gender, learning, sexual orientation, and socioeconomic background.
We seek to provide ways for professional educators to confront and resolve dilemmas of diversity, privilege, and equity through critical and reflective inquiry (Cochran-Smith, 1995; Kozol, 1991; Nieto, 1999; Pang, 2001; Sergiovanni, 2000; Wink, 2000). While diversity acknowledges individual and group differences, it also celebrates similarities in the human condition. We strive to create an environment that promotes unity in diversity alongside equity and excellence in education. [See Standard 4]
Dispositions
Professional education programs at UNCG emphasize four dispositions that drive application of the knowledge base: (a) creating caring learning communities in diverse settings; (b) collaborating with colleagues, students, and parents; (c) engaging in continuous professional development; and (d) becoming leaders in the profession. We believe that we must model and monitor these dispositions as conscientiously as we provide opportunities for building the knowledge base.
Creating Caring Learning Communities in Diverse Settings
Research shows that teaching and learning is profoundly affected by interpersonal relationships (c.f. Battistich et al., 1997; Good & Brophy, 1994; Harry, 1992; Siddle -Walker, 1993; U.S. Civil Rights Commission, 1973). Our graduates must use their pedagogical, professional, and sociocultural knowledge in ways that will support the optimal development of everyone engaged in the teaching and learning experience. They must be able to create caring-centered learning communities in diverse settings.
Caring learning communities are places where academic achievement, community building, and an ethic of caring have equal validity (Noddings, 1992; Gay, 2000; Pang, 2001). Caring means engaging in self-awareness and self-renewal, reflection and introspection, deconstruction and reconstruction in every aspect of teaching and learning. It means having high expectations for all students and employing pedagogical and professional practices that are responsive to their needs. &Caring in education has dimensions of emotion, intellect, faith, ethics, action, and accountability" (Gay, 2000, p. 48). Learning communities that are caring-centered reflect commitments to (a) diversity, (b) collegiality, (c) ethics and (d) excellence and equity in education.
Collaborating With Colleagues, Students, And Parents
We believe that university-school-community partnerships are critical to the development of caring, collaborative and competent professionals who work in diverse settings. The UNCG School of Education began its Professional Development School (PDS) Programs in Elementary and Middle Grades Education in 1991. The Department of Curriculum and Instruction identified three basic goals for these programs: (a) to improve preservice teacher education, (b) to enhance professional development of on-site educators and university faculty, and (c) to promote research on teacher development and school improvement. Elementary and Middle Grades majors now have internship experiences that span the four semesters preceding student teaching. By the time they begin student teaching, they have spent more than 400 hours in classrooms. Courses and seminars link the study of teaching with these internships. Members of the faculty have assisted with professional development at each of the PDS sites, benefitting from opportunities to teach in K-8 classrooms. The school-based faculty have added their expertise to the development and delivery of our courses. Teams of faculty, teachers, and administrators have completed studies of partnership activities and have reported these studies at conferences and in professional journals.
Since 1994, UNCG has been working with a local high school to develop a secondary PDS program. This program began to crystallize in 1996 with the establishment of a professional year sequence. Since 1996, we have also piloted interdisciplinary and interprofessional linkages in a middle school PDS. We are currently developing B-K and K-12 professional development schools.
PDSs are very conducive to developing a professional community of educators across institutional boundaries, allowing participants to share a vision of collaborative teaching and learning, continuous professional development, and collaborative research and inquiry (Holmes Group, 1990; Levine, 1998; Tietel, 1996, 1998). PDSs allow for the simultaneous improvement and renewal of schools and professional education programs; they also effectively link theory and practice by providing opportunities for the intellectual exchange of ideas, connecting conversations, and action research (Darling-Hammond, 1994, 1998; Lauter, 1998; Zeichner, 1992; Zeichner & Gore, 1995).
In 1997, the North Carolina General Assembly began funding University -School Teacher Education Partnerships (USTEP) to support the strategic involvement of school districts and communities in the preparation and development of teachers, administrators, and other education professionals at the 15 UNC colleges/schools/departments of education. The USTEP model encompasses all five phases of teacher education (recruitment, selection, preparation, induction, and career-long professional development) and involves all stakeholders in the teaching and learning process (parents, schoolteachers and administrators, university personnel, and other community-based individuals). From 1997-2000, USTEP focused on expanding and improving the clinical experience of preservice teachers; hence the expansion of UNCG's professional development school model. During 2000-01, our USTEP focused on collaborative professional development and research through the funding of a clinical faculty cadre and research/school improvement grants. The grants are based on Cochran-Smith and Lytle's (1999) notion that teachers should actively initiate and carry out collaborative research in their own schools, that this research should be connected to professional development and school improvement, and that it should result in change at the classroom, school, system, and university levels.
Through the PDS approach and USTEP activities, graduates of our professional programs become well-equipped to (a) pursue home-school-community partnerships, (b) engage in continuous professional development and lifelong learning, and (c) effectively link theory and practice through action research. [See Standard 3 and Standard 5]
Engaging In Continuous Professional Development
We believe the knowledge bases of professional educators continually expand and change. We strive to produce graduates who are passionate about and dedicated to their profession and subject matters and who are committed to students, parents, and colleagues. We expect them and ourselves to continue to grow professionally. As a 1996 National Foundation for the Improvement of Education report points out:
Opportunities to develop professionally not only benefit the individual in shaping and performing his or her craft but also help ensure that best practice is everyday practice and that the most effective approaches are used. In fact, the ability of practitioners to engage in ongoing, high-quality professional development is a hallmark of enterprises that are known for high performance and that, not surprisingly, enjoy sustained public confidence (Renyi, 1996, p. 11).
We are committed to providing our graduates with high quality professional development opportunities through our masters and other advanced degree programs as well as our University-School Teacher Education Partnership (USTEP) and other collaborative activities. These professional development activities are aligned with professional standards, the state's education objectives, priorities of local school systems, and the latest research.
We try to instill in our students the value of continuous professional development. They should view professional development as a lifelong endeavor that continues at increasingly higher levels from the preservice to accomplished stages of their career (Darling-Hammond, 1996; Lieberman, 1995; N.C. Task Force on Professional Development, 1998; Renyi, 1997; NBPTS, 1998; Rueda, 1998; Wise, 1996). Our graduates should continually increase their knowledge and develop their skills related to diversity, critical reflection, performance-based assessment, and technology. [See Standard 1 and Standard 5]
Becoming Leaders in the Profession
This disposition is a culmination of the other three. We expect our graduates to take the initiative in creating caring-centered learning communities that are culturally responsive. We believe that such creation should be the result of proactive collaboration with parents, students, and colleagues. We also expect our graduates to model the pursuit of life-long learning for their students and colleagues through leadership roles in professional organizations, active involvement in policy-making, and critical inquiry. Caring, collaborative, and competent professionals have a moral obligation to improve the profession and the practice of education through leadership service.
Performance Expectations
All of our professional education programs present candidates with opportunities to master the knowledge base and develop the dispositions we believe are the foundation of professional practice. Through such mastery and development, candidates leave our programs able to meet a set of expectations that are grounded in state and national standards, scholarship, and what Shulman (1987) called the "wisdom of practice."
The following performance expectations are aligned with standards, principles, or core propositions from the
- Interstate New Teacher Assessment and Support Consortium (INTASC)
- North Carolina Professional Teaching Standards Commission (NCPTSC)
- National Board for Professional Teaching Standards (NBPTS)
- Interstate School Leaders Licensure Consortium (ISLLC)
- North Carolina Standards Board for Public School Administration (NCSBPSA) and
- International Society for Technology in Education (ISTE).
Individual program areas also incorporate the standards of their professional organizations and the North Carolina Department of Public Instruction's subject area guidelines and competencies; these are not reflected on the following list of unit expectations. In addition, our school counselor and media programs are accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the American Library Association (ALA), respectively whose standards are also not reflected on this list of unit expectations.
Caring professionals. . .
- understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners (INTASC 3; NBPTS 3)
- use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (INTASC 5)
- respect and care about their students (NCPTSC 6)
- are committed to students and their learning (NBPTS 1)
- facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community (ISLLC 1; NCSBPSA 1)
- act with integrity, fairness, and in an ethical manner (ISLLC 5; NCSBPSA 4)
- understand, respond to, and influence the larger political, social, economic, legal, and cultural context of schooling (ISLLC 6; ISTE 6)
Collaborative professionals. . .
- actively seek out opportunities to grow professionally (INTASC 9; ISTE 5)
- foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (INTASC 10)
- are leaders (NCPTSC 4; NCSBPSA 8)
- are members of learning communities who pursue lifelong learning (NBPTS 5; NCSBPSA 10)
- collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources (ISLLC 4; NCSBPSA 5, 7)
Competent professionals . . .
- understand the central concepts, tools of inquiry, and structures of the disciplines they teach and can create learning experiences that make these aspects of subject matter meaningful for students (INTASC\ 1; \NCPTSC\ 1; \NBPTS\ 2)
- understand how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development (INTASC 2; NCPTSC 2)
- understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills (INTASC 4; NCPTSC 2; ISTE 3)
- use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (INTASC 6; NCPTSC 2)
- demonstrate a sound understanding of technology operations and concepts (ISTE 1)
- plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals (INTASC 7; NCPTSC 2; ISTE 2)
- understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner (INTASC 8; NCPTSC 2; ISTE 4; NCSBPSA 9)
- are reflective practitioners who continually evaluate the impact of their choices and actions on students, parents, and other professionals (INTASC 9; NCPTSC 5)
- are responsible for managing and monitoring student learning (NBPTS 3)
- think systematically about their practice and learn from experience (NBPTS 4)
- advocate, nurture and sustain a school culture and instructional program conducive to student learning and promote success of all students (ISLLC 2; NCSBPSA 2, 3, 8, 10)
- promote a safe, efficient, and effective learning environment (ISLLC 3; NCSBPSA 6, 7)
Candidates are continuously assessed on these performance expectations from entry into the professional education program through the culminating experience by way of portolio assessment, clinical practice, written and oral examinations, licensure examinations, presentations at local, state, and national conferences, and appropriate publications and performances. In addition, graduates of our initial licensure programs are evaluated through the state's Performance-Based Licensure process during the first three years of teaching. [See Standard 2]
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