Lock Haven University Teacher Education Conceptual Framework

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Lock Haven University Teacher EducationConceptua
l Framework

• The Reflective Decision-maker Model

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What is a Conceptual Framework?

• Seeks to identify the nature, subject, purpose
  and broad content of general-purpose.
• Provides guidelines for program goals and
  objectives.

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The Reflective Decision Maker Model

• Productive students must engage
• Problem Solve
• Fill leadership roles,
• Serve as cooperative group members
• Respect oneself and others
• The Early Childhood Education Program at LHUP
  hopes to teach you these skills and uphold these
  values.

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Reflection is a Verb

• Teachers must continuously reflect on their
  actions as teachers.
• Reflection includes action, and thus calls for
  decision-making on the part of the teacher.

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There is a lot to learn

• Candidates need to know
• the content they teach
• be able to implement a variety of teaching
  strategies
• plan for instruction giving consideration to
  contextual factors
• and be able to demonstrate professional teaching
  behaviors including self-evaluation, ethical
  teaching behaviors, and effective communication
  skills.

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Element One Knowledge Concepts and Skills

• What should students in schools be taught, and
  furthermore, what do teachers need to know in
  order to teach these students?
• No Child Left Behind Act of 2002 (NCLB) requires
  local school districts to ensure that all
  teachers hired to teach core academic subjects
  are highly qualified. This legislation defines a
  "highly qualified teacher" as one with full
  certification, a bachelor's degree, and
  demonstrated competence in subject knowledge and
  teaching

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Element One

• All candidates are required to general education
  requirement with minimum overall GPA of 3.0.
• Early childhood majors have required coursework
  specific to the major.
• ECED courses
• Others as prescribed
• SPEC, MUSI, PSYC, EDTF, READ

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Element One

• All education majors also engage in coursework in
  learning theory and pedagogy appropriate to their
  major.
• Subject matter knowledge, while no guarantee of
  effective instruction, is nevertheless a
  necessary and critical component of reflective
  practice.
• General Education

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Element Two Pedagogy   Research, Theory, and
Practice

• Pedagogy (n) The principles and methods of
  instruction teaching methods.
• Theory (n) A set of statements or principles
  devised to explain a group of facts or phenomena.
• Practice (v) the action or process of performing
  or doing something.

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Element Two

• We recognize the increasingly important role of
  technology and assessment.

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Element Two

• No evidence suggests that possessing content
  knowledge alone is enough to be an effective
  teacher. Students must demonstrate
• Pedagogy
• Theory
• Practice

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Element Two

• Required courses sequenced field experiences in
  which students can practice the techniques
  discussed.
• 80 hours of observation
• 20 in Introduction to Early Childhood Education
• 20 in Language and Literacy
• 20 on your own
• 20 diversity hours
• 4 weeks of classroom field experience (Block)
• 2 Student teacher placements (one semester)

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Element Three Contextual Factors  Learners
and the Learning Environment 

• Contextual factors include, but are not limited
  to,
• School and community environments
• Classroom environments
• The diversity of learners
• including differences in race, socioeconomic
  level, language, gender, religion, learning
  styles, and sexual orientation.

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Element Three

• Within the broad community context, educators
  need to identify the characteristics of families
  in the communities they serve. 

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Element Three

• Teachers need to consider the following when
  planning for instruction.
• the home environments,
• the family structures, and
• the level of parental support
• Teachers and students must connect school
  experiences with outside learning activities

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Element Three

• Classroom environment refers to the pervasive
  atmosphere, ambience, tone, or climate within a
  particular setting.

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Element Three

• Candidates will receive coursework related to
  cultural differences and culturally relevant
  instructional practices,
• Candidates will complete required field
  experiences in diverse settings (The diversity
  plan).

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Element Four Professionalism Ethics and
Dispositions

• Lock Haven University's teacher education
  programs require that candidates consistently
  demonstrate professional behaviors and attitudes
  that are essential to the teaching profession.

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Element Four

• Employability skills are those observable and
  measurable teacher behaviors such as
• punctuality and oral communication skills
• professional behaviors, including dispositions,
  ethics, and caring communication skills

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Element Four

• Teachers should develop the ability to identify,
  analyze, and resolve ethical issues that they
  face in the classroom, school, and community.
• Professionalism also requires a commitment to
  being a life-long learner.

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Element Four

• Preservice teachers must develop the skill of
  self-reflection in order to continuously grow as
  professionals.

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Element Four

• Lock Haven University requires teacher candidates
  to demonstrate caring communication skills.

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Element Four

• Teachers must develop a wide range of strategies
  to effectively communicate with students in the
  class, the parents in the home, the teachers and
  staff in the school, and the administrators in
  the school district.

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