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Accreditation Report 2002 |  |
Conceptual Framework: Professional Commitments and Dispositions
The six principles that constitute IUB's conceptual framework clearly identify the specific commitments and dispositions that are most highly valued by those responsible for the University's teacher education program. They were achieved through an inclusive and democratic process of consensus building and deliberation (see Shared Vision) and represent an integrated set of ideals that form the basis of our teacher education programs (see Coherence). As we have articulated our conceptual framework here, candidates must demonstrate a thorough understanding of the content they are expected to teach (Knowledge and Multiple Forms of Understanding) as well as high levels of competence in the strategies and instructional methods for transforming content into student learning (Meaningful Experience, Personalized Learning). As we include in our framework an expectation that candidates and their students regularly engage in forms of systematic and sustained inquiry, we affirm our commitment to the pursuit of knowledge that extends beyond rote learning and encourages deeper and more meaningful conceptual understanding. From the evidence provided in the Instructional Strategies and Assessment Matrices and Student Teaching Evaluations (see Student Teaching Handbook) it is clear that we regard the professional commitments and dispositions articulated in our conceptual framework as more than just phrases to convey our good intentions for our candidates, but as the core competencies upon which candidates are assessed.Return to top | Home: Accreditation Report 2002
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This file was last updated on September 27, 2002 by Melissa Pinkney
Copyright 2002, Trustees of Indiana University