OUR CONCEPTUAL FRAMEWORK
We believe that the
act of teaching and learning involves a framework of research, reflection, and
response. We see these elements as an
evolving cyclical process, a pathway that learners and leaders of learning must
employ to create powerful knowledge bases, develop as participatory members of
a democratic society, and establish and maintain environments conducive to
learning. The process of research, reflection, and
response is focused upon four areas that we believe
are the essential elements of expert teaching.
These areas include: content knowledge,
pedagogical knowledge, professional dispositions, and learning
communities. At the center of the
process of acquiring and applying the skills and knowledge of professional
practice we place the learner. We see
the learner as inclusive of all stakeholders in schooling and education.
What is …
Research: Expert teachers
understand the need to maintain a current perspective on the numerous facets of
education. A professional educator
strives to engage in the study of pedagogy, examination of the literature
related to teaching and explore avenues for the transformation of theory to
practice. The act of research is
often precipitated by observed events in the classroom and school. When dilemmas arise, expert teachers ask
questions and then seek answers through research.
Reflection: John Dewey stated “The active, persistent, careful consideration of any
belief or supposed form of knowledge in light of the grounds that support it is
reflective thought” (1933, p.9). Expert
teacher are continuously reflecting upon their practice. Engaging in critique, they look at the
elements of teaching as well as their whole practice within the contexts in
which pedagogy is engaged. The act of reflection requires the teacher to
question their behavior, their beliefs as determinants of practice, and
carefully consider the responsibility of being a leader of learning.
Response: The act of engaging in pedagogy should be responsive. To implement change or modifications in one’s
practice to better facilitate learning is a key element in the repertoire of an
expert teacher. Response however is not
change for the sake of change. Response
is the act of planned change given careful research and reflection. The professional educator employs change in
relationship to perceived need, then after review of literature and active
research within the classroom, supported by careful reflection, the teacher
implements the change. The expert
teacher then monitors the response, actively engaging in continued research and
reflection to better their pedagogical practice.
Content Knowledge:
Teachers need to be broadly educated in the liberal arts and sciences, and be
able to knowledgeable of the interdependence of the disciplines. They must be able to analyze and synthesize ideas,
information, and data and make applications of knowledge in inquiry,
problem-solving, and critical thinking. The
professional educator must be an effective communicator, possessing the skills
and abilities of listening, speaking, writing, and reading.
Pedagogical Knowledge:
Professional educators must have the knowledge to effectively
engage individuals in the learning process. In order to engage in teaching excellence
they must posses a strong understanding of cognition, the multidimensional
dimensions of learners and learning, and demonstrate the skills of research,
reflection, and responsive pedagogy. Via an understanding of human growth
and development, a variety of instructional techniques, assessments, materials
and technologies, and an abundance of practical experience in classrooms,
teacher candidates should be able to mature as exemplar professional educators.
Professional Dispositions:
Teachers are stewards of society. They
are the models and guides of future generations. In
light of their influence in classrooms and schools, all teachers and teacher
candidates must model the ethics, values and dispositions of professional
educators. They should be able to engage in active reflection,
self-critique and accept constructive criticism from others. The developing professional educator should
invite and respect others' points of view and incorporate reasonable
suggestions from peers and experts.
Teachers and teacher candidates should be committed to life-long
learning and the belief that all students can learn.
Learning Communities:
Schools and classrooms are microcosms of society, and as such are the venues
for students to learn and grow as participatory members of the community. The themes of caring, responsibility,
democracy, and stewardship are woven into the fabric of curriculum as teachers
and teacher candidates take on the role of facilitators of environments
conducive to learning while modeling tolerance, dignity, participation and
shared decision making.