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Conceptual Framework The Conceptual Framework is the underlying philosophical structure for the WNMU SOE professional education unit. It contains a research based vision statement, major philosophical tenets, and identification of knowledge bases. The following narrative gives conceptual meanings that articulate the rationale for the unit's curriculum, policies, instruction, candidate performance, faculty scholarship and service, and operational accountability. The conceptual framework establishes the shared vision for a unit's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework is knowledge-based, articulated, shared, coherent, consistent with the unit/or institutional mission, and continuously evaluated. WNMU is a state supported, regional co-educational university offering academic programs in vocational, liberal arts, and professional areas to meet the post-secondary educational needs of the people of western New Mexico. WNMU provides educational services in the state of New Mexico, which has a diverse population. The region serviced by WNMU is truly multicultural and multilingual and continues to have high percentage of people who share a common ancestral, cultural, and historical genesis. Teacher education remains the preeminent component of programming at WNMU. From the days of being a normal school and a teacher's college, the institution has grown into a comprehensive regional university which continues to pay tribute to its historical roots in teacher education (Board of Regents Manual, 1996). The university is committed to developing initiatives that challenge the status quo of education and establish higher standards of academic excellence in teacher education and the teaching profession. This intense effort reaffirms the traditional role of WNMU in the preparation of teachers for the state and region (Board of Regents Manual, 1996). In accordance with this commitment, the School of Education faculty and administration have developed a conceptual framework that provides the rationale and organizing principles for School of Education policy development, curriculum development and design, and general operations.
This vision statement has been translated into the languages represented by many of our students: "Ignite
and nurture a spirit of learning for both educator and student" "Ba'ólta'í
dóó ólta'í jilíígo ó'hoo'aah bii'iistiin jidil tli'go Grounded in the definition of learning proposed by Katz (1985) as the acquired knowledge, the understanding of skills, tendencies toward dispositions, and the emotional state during these processes, the School of Education promotes the acquisition of appropriate educator dispositions. Katz goes on to discuss dispositions as habits of mind or tendencies to respond to certain situations in certain ways. The accomplished teacher education candidate incorporates both academic and emotional intelligence into all educational experiences. The School of Education faculty recognizes the central purpose of assessment in teacher education. Monitoring the progress of the relevant knowledge, skills, and dispositions of each educator candidate through various assessment strategies is the foundation of the unit's assessment plan. Assessment may contain paper-and-pencil tests, portfolios of artifacts displaying student learning, videotapes, web-enhanced productions, CD technologies, exhibits, observations, and reflective logs. The School of Education strives to involve all stakeholders in the development of effective policies, procedures, and curricula founded on these tenets. Integrated throughout the following five philosophy statements are the vital concepts of learning and assessment.
The
Western New Mexico University teacher education program has selected
specific teaching/learning outcomes that maximize opportunities
for student thinking and achievement. The program calls for teachers
who: Through these outcomes, each successful candidate will be able to transform content knowledge into learning experiences that are pedagogically powerful and yet adapt to variations in the background and/or ability of the learner. As Shulman (1987) states, the method in which meaning is communicated conveys to students what is essential about a subject and what is peripheral and the teacher must have a flexible and multifaceted comprehension, adequate to impart alternative explanations of the same concepts or principles.
Joint effort in an academic institution will take a variety of forms. "Although the variety of such approaches may be wide, at least two general conclusions regarding joint effort seem clearly warranted: (1) important areas of action involve at one time or another the initiating capacity and decision-making participation of all the institutional components, and (2) differences in the weight of each voice, from one point to the next, should be determined by reference to the responsibility of each component for the particular matter at hand" (American Association of University Professors, 1966, p. 2). The culture most nourishing to joint effort is captured by this explanation from Virginia Cyrus (1993):
The teacher education program at Western New Mexico University accepts Cyrus's concept of cultural pluralism by being sensitive to our own identities as well as caring for the unique characteristics of each segment in our diverse society. The image that teachers and students have of themselves has great influence on how they see others and construct knowledge. William Glasser, a noted psychiatrist, presents the premise that if teachers and students can identify and satisfy the fundamental needs for survival, love and belonging, power, freedom and fun in themselves, they can make conscious choices about how to meet them. This recognition results in personal confidence. Teachers and students are then able to have the control of how to interact with information and events that appear oppressive (Glasser, 1990). The School of Education highlights the work of Paulo Freire to reveal its beliefs about cultural pluralism and democratic processes. Freire, 1970, speaks about the need for the liberation of the oppressed by using dialogue and reflection as a tool for critically assessing issues that impact the disempowered. Freirean methods lead to a higher consciousness, which, if acted upon, may create positive social changes. Thus, active participation may lead toward equality for politically and economically disempowered communities. Likewise, by building a community of learners-utilizing inclusive strategies among teachers, students, families, and diverse communities-we enrich culture and language, create positive social change, and promote a sense of ownership which increases the possibilities for academic success in children (McCaleb, 1994). The
Western New Mexico University teacher education program has selected
specific teaching/learning outcomes that represent knowledge and skills
that facilitate active, participatory decision-making. The
program calls for teachers who: Certainly, these outcomes represent the view of Alma Flor Ada (1994) who advocates working with students rather than on them therefore encouraging human growth in truly democratic schools. An equitable, just, and responsible social reality can potentially be created in such an atmosphere. The outcomes highlight the relationship between facilitating active, participatory decision making and the dispositions of successful teacher educators.
Developing advanced knowledge in content and pedagogy is only one function of the graduate education programs as they strive to maximize opportunities for student thinking and achievement while participating in active decision-making. The advanced program places a higher emphasis on action research and expects graduates to take a leadership role in efforts to bridge differences through collaboration among the greater learning community. While the Master of Arts in Teaching programs follow the previously mentioned set of outcomes, the Counseling, Educational Leadership, School Psychology, and Reading programs display a different set of outcomes. The Educational Leadership program outcomes are based on the New Mexico Competencies and the Interstate School Leaders Licensure Consortium (ISLLC) standards. The Counseling program outcomes are based upon the New Mexico State Public Education Department's competencies for school counselors, K-12. The School Psychology program outcomes are based upon the New Mexico State Public Education Department's competencies for school psychologists, K-12. The Reading program outcomes are based upon the New Mexico State Public Education Department's competencies for entry-level reading teachers. Teachers and other school personnel need to develop a willingness to establish collaborative relationships and discuss professional issues through scholarly activity. This joint effort propels the transformation of schools at a more efficient rate. These relationships are central to an effective learning community and educational reform effort (Goodlad, 1991). Western New Mexico University graduate education programs are committed to making this world a better place for children. As Alma Flor Ada (1993, pg viii) proclaims: "by sharing the joy of learning and discovery with our students we affirm the human capacity, inherent in all of us, to generate knowledge and to transform the world."
The
design on this bowl provides a compelling visual representation of
the conceptual framework as a living document. The intersection of
various narrow lines, at the center of the bowl, symbolizes the focus
of all efforts, the spirit of learning in every human. These lines
create four segments, typical of Mimbres pottery (Brody, 1991), and
represent four parts of the philosophy that the programs purport:
diversity, quality results, application, and proactive leadership.
The fifth portion of the philosophy is technology and is represented
by the creation of the bowl, a people making use of the technology
of their time. The classic black on white characteristic of this Mimbres
bowl represents the natural relationship of the dual categories of
a knowledge base: 1) maximizing opportunities for student thinking
and achievement and 2) facilitating active, participatory decision
making. The circular bowl naturally creates an extension outward
signifying the nature of community. Similarly, our graduate programs
nurture the potential for influence and collaboration among educators.
Such collaboration enhances the ability of teachers, administrators
and counselors to "ignite and nurture a spirit of learning
for both educator and student."
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