Aurora University – College of Education*

Conceptual Framework Overview

Summary of the Organizing Concepts and Themes of the Conceptual Framework.

Organizing Concepts	Themes
I. The Curriculum To provide content and pedagogical knowledge and skills necessary for candidates to make curricular decisions that facilitate growth for learners.	IA. Subject Matter Expertise Candidates will demonstrate broad subject matter knowledge, in-depth understanding of the subject matter, and the ability to think critically from multiple perspectives about the subject matter appropriate to their professional role (elementary, secondary, physical education, school and district administration, and school social work). B. Curriculum Candidates will demonstrate the ability to integrate content, professional, and pedagogical knowledge skills, and dispositions to create curricula or services which are appropriate and effective for all students to achieve success in learning. C. Literacy Candidates will demonstrate the knowledge, skills, and dispositions necessary to effectively integrate literacy learning into all subject area curricula. D. Technology Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to integrate technology effectively into subject area curricula. E. Assessment Candidates will demonstrate the professional and pedagogical knowledge and skills necessary to utilize effectively formative and summative assessment practices, and to analyze and interpret and make use of the results of district, state, and national assessments appropriate to role. F. Alignment Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to align instruction, curricula, and assessment. G. Diversity Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to create a curriculum which integrates multicultural perspectives.
Organizing Concepts	Themes
II. Teaching To provide content and pedagogical knowledge and skills necessary to allow candidates to create learning experiences and environments for the success of all students.	IIA. Instructional Strategies Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to utilize a variety of instructional strategies which allow all students to achieve success in learning. B. Reflection Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to reflect upon their instructional practices and continuously evaluate and refine them. C. Classroom Management Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to provide learning environments which encourage all students to achieve success in learning. D. Focus on Students Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to develop each student personally and academically. E. Diversity Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to make appropriate instructional decisions for all individuals within the classroom. F. Technology Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to utilize technology appropriately and effectively.
III. Learning To provide content and pedagogical knowledge and skills necessary to allow candidates to create, monitor and improve learning for the success of all students.	IIIA. Student Learning Candidates will demonstrate an in-depth understanding of human learning and will apply that knowledge in creating developmentally appropriate learning experiences for all students. B. Student Development Candidates will demonstrate an in-depth understanding of human development and will apply that knowledge in creating developmentally appropriate learning experiences for all students. C. Diversity Candidates will demonstrate and utilize an in-depth understanding of how gender, socioeconomic, cultural, racial, and linguistic diversity and “exceptionalities” diversity [physical and intellectual challenges] impact learning and schooling in America. D. Reflection Candidates will demonstrate the professional and pedagogical knowledge, skills, and dispositions necessary to reflect upon student learning for the purpose of improving their practice and influencing student learning.
IV. The Professional Educator To provide content and pedagogical knowledge and skills necessary for candidates to become professional educators dedicated to the development and maintenance of professional education communities, lifelong learning, the advancement of education, and to the advancement of the profession of teaching.	IVA. Personal and Professional Development Candidates will demonstrate the ability, awareness of the need for, and dispositions to pursue ongoing personal and professional development for the purpose of reform/renewal of schools, improvement of practice, and learning of students. B. Ethical Practice Candidates will demonstrate knowledge of ethical professional practices and the dispositions to apply this knowledge when making educational decisions. C. Reflection Candidates will demonstrate knowledge and understanding of reflective practice and use reflective practice for personal and professional development. D. Systematic Inquiry Candidates will demonstrate the knowledge, skills, and dispositions to conduct systematic inquiry in learning environments appropriate to their professional role. E. Professional Literacy Candidates will demonstrate the knowledge, skills, and dispositions to access and read critically the professional literature [e.g. professional journals and monographs] for the purpose of improving practice and student learning. F. Collaborative Relationships Candidates will demonstrate the knowledge, skills, and dispositions to work collaboratively within professional education communities.
V. Community and Society To provide content and pedagogical knowledge and skills necessary for candidates to become aware educators capable of establishing strong community-school/parent relationships, utilize community resources and influence education for the benefit of learners, the schools, and education in general.	VA. Community/School Relationships Candidates will demonstrate the knowledge, understanding, skills, and dispositions necessary to design, create, and maintain linkages between school and community for the benefit of student learning and schools. B. Parent Collaboration Candidates will demonstrate the knowledge, understanding, skills, and dispositions necessary to work collaboratively with parents/caregivers for the benefit of student learning and schools. C. Community Resources Candidates will demonstrate the knowledge, understanding, skills, and dispositions necessary to access and use appropriate community resources for the benefit of student learning and schools. D. Broad Context of Education Candidates will demonstrate the knowledge and understanding of education in its broad social, political, economic, historical, philosophical and legal contexts appropriate to role. E. Educator Influence Candidates will demonstrate the knowledge, understanding, skills, and dispositions necessary to be an educational advocate for the benefit of learners and schools.

*as revised Fall 2002 A: