Northern Illinois University Conceptual Framework

Northern Illinois University Conceptual = Framework

= A Community of Learners

A Community of Learners

All certification programs at Northern Illinois University are based on the shared vision and goals of a community of learners. Our un= ique governance structure provides for responsive and reflective change in educa= tor preparation programs by incorporating diverse perspectives and respect for = the expertise of a variety of individuals, while maintaining a focus on the pre= paration of exemplary educators who demonstrate the necessary knowledge, practice, reflection and dispositions. = Each of these areas draws upon the strength of essential aspects of a community = of learners in which educational practice and reflection are based upon a broad general education and a sound disciplinary base of knowledge. The community= of learners is enriched and strengthened by the interaction of its core elemen= ts: knowledge, practice and reflection.

The= goal of individual programs is to develop exemplary educators who have a broad general education, relevant disciplinary knowledge, and experience in and knowledge of contemporary best practices. The continuing professional effecti= veness of our graduates is rooted in their life-long learning and reflective pract= ice. This cornerstone of NIU's conceptual framework prepares students to deal with the diverse interests of the communities in which they will serve based on the understanding that as= a professional educator, he/she is part of that community of learners. NIU is committed to lifelong learni= ng and to the effective use of creative and critical thinking skills in diverse and collaborative settings.

Res= earch indicates that candidates' learning is profoundly affected by experience. <= span style=3D'mso-spacerun:yes'> Candidates interact within the comm= unity of learners comprised of faculty, field professionals, and peers. The professional development of a prospective educator within this community of learners incorporates classro= om instruction and diverse field-based experiences that promote engagement in inquiry, collaboration, and reflection; development and refinement of effec= tive practices; and a commitment to lifelong learning. Northern Illinois University's progra= ms support the efforts of the Illinois State Board of Education to develop str= ong learning communities, as delineated in Preparing Educators for the 21st Century (1997), by preparing educators who will become effective professionals within diverse educational settings.

Common Characteristics of the NIU Community of Learners =

Fut= ure educators will attain a sound liberal education and acquire sufficient gene= ral knowledge and intellectual versatility to enable them to become informed and resourceful members of society. Although there are unique aspects t= o the variety of programs that prepare professional educators, there is a common = set of values and goals that are shared by all of the programs. Each program is committed to:<= /o:p>

* &= nbsp; requiring candidates to have a solid content and professional knowledge base

* &= nbsp; providing opportunities for collaboration

* &= nbsp; developing curriculum gr= ounded in the research literature

* = ; incorporating appropriate methods and use of instructional design, assessment, and techno= logy

* &= nbsp; integrating issues of diversity

* = ; employing faculty with a strong knowledge base, contemporary experiences and commitme= nt to preparing professional educators

* &= nbsp; providing high quality field experiences

* &= nbsp; requiring candidates to reflect on their experiences

Oth= er common characteristics include development of the following skills and dispositions:

* &= nbsp; building professional relationships

* &= nbsp; fostering educational collaboration

* &= nbsp; working effectively with diverse populations

* &= nbsp; creating and managing effective classroom or school= environments

* &= nbsp; practicing self-assessment

* &= nbsp; promoting professional development

* &= nbsp; engaging students in active learning

* &= nbsp; communicating in professional settings

= Tenets

The tenets of knowledge, practice, and reflection are central to the Educator Preparation Program. Each of these areas is outlined be= low in relation to candidate knowledge, practice and reflection. The faculty believes that future professional educators need to demonstrate competencies identified by the I= nterstate New Teacher Assessment and Support Consortium (INTASC) and the Illinois Sta= te Board of Education (ISBE) for the initial certification programs and by the= appropriate state and national professional associations for the advanced certification/endorsement programs. These competencies, as well as those established by the national organizations in each of the disciplines,= are integral to the core tenets of knowledge, practice, and reflection that def= ine the exemplary educator. As such, they are also a part of our University Assessment Plan for Certification in Education.

Knowledge

* = ; The candidates must have a thorough understanding of the central concepts, tool= s of inquiry, and structures of their fields as delineated in professional, stat= e, and institutional standards and shown through inquiry, critical analysis, a= nd synthesis. All program completers pass the content examinations required for licensure.

* &= nbsp; The candidate understands how individuals grow, develop, and learn and provides learning opportunities th= at support the intellectual, social, and personal development of all students.=

* &= nbsp; The candidate understands instruc= tional planning and designs instruction/intervention based upon knowledge of the discipline, students, community, and curriculum goals.

* = ; The candidate understands various formal and informal assessment strategies and uses them to support the continuous development of all students.=

Practice

* = ; The candidate understands how stu= dents differ in their approaches to learning and creates instructional opportunit= ies that are adapted to diverse learners.

* &= nbsp; The candidate uses an understandi= ng of individual and group motivation and behavior to create a learning environme= nt that encourages positive social interaction, active engagement in learning,= and self-motivation.

* &= nbsp; The candidate understands and uses a variety of strategies to encourage the dev= elopment of critical thinking, problem solving, and performance skills.

* &= nbsp; The candidate uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the education community.

* &= nbsp; The candidate understands the role of the community in education and develops a= nd maintains collaborative relationships with colleagues, parents/guardians, a= nd the community to support student learning and well being.=

Reflection

* &= nbsp; The candidate is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learni= ng community and actively seeks opportunities to grow professionally.

* &= nbsp; The candidate understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning a= nd well being.

* &= nbsp; The candidate is a life-long learner of both content and pedagogy. <= /span>

In order to assess the tenets of the conceptual framework as well as to assess dispositions, the unit collects data twice each year from all certification programs. In addition, the Un= it collects data from the Exit Survey, which is a survey of student teachers, their cooperating teachers, and their NIU supervisors, the Teacher Graduate= Assessment, which is a survey of graduates in their first year of teaching, and the NIU Alumni Survey, which is a survey of undergraduate and graduate alumni. To ensure that the data is being u= sed to improve program functions and student outcomes, program representatives are asked to review the data and report on any changes that have been made as a result of data collected on each assessment. At the unit level, the data is com= piled into an annual report. The Un= it Assessment Committee then makes recommendations for improvement unit-wide and distribu= tes the report to the programs.

Performance Outcomes

The following performance outcomes are expected of stude= nts in the university’s educator preparation programs.

Performa= nce Outcomes

Initial

Advanced

One who communicates, cooperates, and collaborates with others in diverse communities.

· &nbs= p; Collabor= ates with colleagues

· &nbs= p; Promotes positive classroom interaction

· &nbs= p; Maintains rapport with students, families and communities

· &nbs= p; Demonstr= ates interpersonal skills

· &nbs= p; Demonstr= ates effective communication skills

· &nbs= p; Collabor= ates with professionals in educational community

· &nbs= p; Recogniz= es social and political influences on professional practice

· &nbs= p; Demonstr= ates effective communication skills

· &nbs= p; Promotes leadership skill in others

One who demonstrates both general and discipline specific content knowledge; = is knowledgeable about teachers and teaching, learners and learning, and sch= ools and schooling; and thinks creatively and critically.

· &nbs= p; Diagnoses students’ needs

· &nbs= p; Creates positive learning environments

· &nbs= p; Analyzes subject matter content for effective communication to students=

· &nbs= p; Plans instruction that makes content meaningful to all students

· &nbs= p; Integrat= es knowledge across discipline and other content areas

· &nbs= p; Assesses student progress and uses findings to modify instruction

· &nbs= p; Promotes real-world problem solving and critical/creative thinking both within con= tent and across content areas

· &nbs= p; Varies methods/pace of instruction to meet students’ needs

· &nbs= p; Demonstr= ates technological literacy

· &nbs= p; Uses community resources to motivate learning

· &nbs= p; Evaluates instruction to better meet the students’ needs

· &nbs= p; Implemen= ts supportive professional environments

· &nbs= p; Incorpor= ates learning and development theory into the conceptual base

· &nbs= p; Applies effective assessment strategies

· &nbs= p; Creates positive organizational structure

· &nbs= p; Integrat= es parent and community involvement

· &nbs= p; Models skills necessary to implement change

· &nbs= p; Integrat= es technology into specialty area

· &nbs= p; Uses technology effectively to enhance learning

· &nbs= p; Demonstr= ates knowledge of practice and reflection on respective state and national standards

One who is a developing professional and a lifelong learner.

· &nbs= p; Reflects= on own actions

· &nbs= p; Practices lifelong learning

· &nbs= p; Particip= ates in professional organizations

· &nbs= p; Particip= ates in communities of learners

· &nbs= p; Keeps informed of technological advances that would enhance learning and teachi= ng

· &nbs= p; Promotes involvement in professional organizations

· &nbs= p; Engages = in continual professional renewal

· &nbs= p; Reflects= on professional role and activities

· &nbs= p; Expands knowledge in specialty area

· &nbs= p; Builds communities of learners

The conceptual framework document itself will be reviewed once each year by a standing subcommittee of the Committee on Initial Teacher Certification as = well as by the Committee on Advanced Professional Certification in Education in order to ensure that it remains a current and living document and that it m= eets the needs of the unit, the programs, and accreditation needs.

Approved by CITC December 15, 2006

Approved by CAPCE February 5, 2007