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Commitment to Cultivating Change: A Conceptual Framework for the Professional Education Unit

at James Madison University A conceptual framework for preparing P-12 professionals includes a set of guiding

principles, beliefs, and concepts as the basis for designing, implementing, monitoring, assessing

and changing preparation. A conceptual framework anchors curricula, courses, field

experiences, and assessments by defining and describing the commitments, philosophies,

research and outcomes expected of faculty and candidates. The framework addresses diversity

and the integration of technology to enhance candidate and learner learning, aligning each with

state and national and institutional standards.

Adapted from NCATE, 2008.

“ moral purpose in education means making a difference in the life-chances of all learners…,

moral purpose is education’s contribution to societal development and democracy.”

(Fullan, 2000, p. 1)

James Madison University (JMU) began preparing professional educators over one

hundred years ago with its founding in 1908 as a “normal” school for women. It became the

State Teachers College at Harrisonburg in 1924 and was renamed in 1938 for the fourth

president of the United States, James Madison, a strong proponent of education for all as bedrock

of a functioning democracy. The university’s mission of preparing engaged and enlightened

citizens to lead productive and meaningful lives and its defining characteristics support the

professional education unit mission, goals and commitments to quality academic programs,

innovation, collaboration, diversity, technology, and professional development. Today, JMU

prepares teachers and other school professionals for P-12 programs (art, music, foreign language,

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physical and health education, special education - general curriculum, speech and language

pathology), inclusive early childhood (birth through grade 3), prek-6 classrooms, middle

education, and secondary education. Advanced programs are offered in reading, educational

technology, math, educational leadership, school counseling, and school psychology.

The JMU Professional Education Unit readies educated and enlightened individuals

prepared to contribute to the common good through teaching, educational leadership, civic

responsibility, and local, national, and international service. Our increasingly diverse,

technological and global society demands continual examination, adjustment, and renewal of

practices, programs, and outcomes for learner achievement, societal development, and

democracy. We believe all individuals deserve competent, caring, knowledgeable, and skilled

education professionals who will treat them fairly in all educational settings. JMU education

competencies, performances, and field experiences anchor in evidence-based practice, context,

and social need and are informed by the knowledge bases of the revised 10 Interstate New

Teacher Assessment and Support Consortium (InTASC) principles, the National Board of

Professional Teaching Standards (NBPTS), the standards of appropriate specialized professional

associations (SPAs), the teacher competencies required by the Commonwealth of Virginia, and

the standards of National Council for Accreditation of Teacher Education (NCATE) and other

accrediting agencies. Current and emerging research, knowledge of human growth and

development, cognition, and learning frame our efforts.

University and Unit Mission and Vision

The mission of the James Madison University professional education unit is to prepare

caring knowledgeable, skilled and reflective educators who believe that all learners can learn

and succeed. Our candidates and faculty are committed to lifelong learning and aspire to meet

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educational needs in a changing, pluralistic, and democratic society. The personal and

professional development of candidates is accomplished by emphasizing excellence and

continuous innovation in our undergraduate, graduate, and professional programs.

The preparation of teachers and other school personnel at James Madison University is a

shared venture that cuts across several colleges. While the majority of the programs are housed

in the College of Education, licensure programs are also located in the College of Visual and

Performing Arts, the College of Science and Mathematics , the College of Arts and Letters, and

the College of Integrated Science and Technology. The governing body of teacher education is

the Professional Education Coordinating Council (PECC), with representatives from each

program that licenses teachers and other school personnel. The university as a whole and the

PECC in particular is distinguished through faculty and learner achievements, academic rigor,

excellence in teaching, learner and faculty interactions and relationships, technological

innovations, and national recognitions. The professional education unit maintains relevance

through active and growing interactions with other colleges within the university and with local,

state, regional, national, and international communities.

Programs preparing professional education are committed to providing:

• Undergraduate programs that are composed of or complemented by strong liberal arts

preparation, in-depth specialty studies, and opportunities for learners to develop

professional knowledge and skills.

• Graduate programs that emphasize advanced knowledge in a specialty area and the

development of effective leadership and professional skills for addressing the needs of a

changing society.

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• Continuing professional development and service programs in cooperation with public

and private schools and agencies, other colleges, institutions, and businesses.

The basic philosophy of the professional education unit is reflected in these goals:

• To educate men and women for the multiple professions at both the undergraduate and

graduate levels, not merely by transmitting skills and knowledge, but by stimulating

creativity, developing cognitive abilities, and encouraging the testing of hypotheses and

reinterpretation of the human experience.

• To encourage a balanced faculty orientation toward teaching, research, scholarship,

community service, and professionalism that recognizes individual strengths and

preferences of the unit’s faculty.

• To create an environment that fosters an atmosphere of open communication among

learners, faculty members, and community.

• To anticipate societal needs and provide necessary resources for implementing effective

off-campus programs now and in the future.

Unit Philosophical Foundations

Teaching is a complex act requiring knowledge of: (a) content essential to their

discipline, (b) learners, (c) how to motivate and engage learners in active learning, (d)

pedagogical content knowledge, and (e) how to engage in reflective practice (Castle & Shaklee,

2006; Darling-Hammond, 2008). Our programs seek to prepare candidates to embark on a

lifetime of learning, reflection, and development as engaged and enlightened citizens who have

chosen a career in education where they will work with one another, parents, community

members, and other entities to meet the educational needs of learners and society. Our

responsibility to improve the human condition through open, rigorous, accessible, quality

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education drives our efforts and is informed by recognized professional organizations, university

and community stakeholders, our own experience, and reflective practice. We value

development, inquiry, systematic improvement, field experience and clinical practice that occur

in varied schools, classrooms, and all other teaching and learning settings.

James Madison University professional education is a strong, supportive, and

collaborative community of university, P-12, and community members. The diversity found in

contemporary classrooms is rarely matched in university classes, and many JMU learners are

sheltered from the social, ethnic, and economic diversity of America’s 21st Century schools.

Linking field experiences with University courses is essential to developing cultural competence

and responsive teaching, and the preparation programs at JMU have strong field-based

components.

The Secretary’s Fourth Annual Report on Teacher Quality (U.S. Department of

Education, 2005) identifies the best practices of (a) university-wide commitment to teacher

education, (b) integration of academic and field experiences, (c) strong partnerships between our

postsecondary institution and schools, (d) mentoring and support for beginning teachers, and (e)

measurement of teaching graduates’ influence on learner performance. This guides our work.

A Continuum of Professional Development

Steffy, Wolfe, Pasch, and Enz (2000) describe an advocacy model of the life-cycle of the

career educator and suggest that phases of educators’ careers are developmentally based,

beginning with the novice phase and developing through the apprentice, professional, expert,

distinguished, and emeritus phases, detailing how educators continue to grow and become more

competent along a continuum. InTASC standards distinguish between beginning and advanced

practice as the degree of sophistication educators exhibit in applying knowledge rather than in

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the kind of knowledge (InTASC, 2011). Expert educators adapt to the complex educational

context with greater flexibility, integrate their understandings and performances on behalf of

individual learners' needs, continually evaluate the effects of educational choices and actions on

others (learners, parents, and other professionals in the learning community), and actively seek

out professional growth opportunities. To become expert, beginning professionals must become

aware of needed knowledge and resources; develop skills to address curriculum, classroom, and

learner life; demonstrate essential professional dispositions; exhibit responsibility; and learn

continually.

We imbue systematic reflection about teaching in a variety of settings throughout our

pre-service and in-service participants’ experiences, encouraging life-long learning and

development. Reflection is, in essence, learning from experience throughout one’s career from

novice to expert. (Bartell, 1990; Dewey, 1933; Jindal-Snape & Holmes 2009; Ottesen, 2007;

Pedro, 2005; Russell, 2005; Shoffner, 2008; Shulman 1987). Inquiry is closely linked to

reflection. In a more formal sense, inquiry is thoughtfully planned, based on a relevant and

important question or hypothesis, carried out properly, documented fully, carefully analyzed,

contemplated, and reflected upon (Martin-Kniep, 2000). In a less formal sense, educators inquire

into practice on an almost constant basis, thinking about decisions, actions, and events through a

lens that seeks improvement.

Conceptual Framework: Cultivating Change through Content, Creativity and Community

JMU’s commitment to cultivating change manifests in 11 candidate competencies –

knowledge, skills, and professional dispositions embodied through content, creativity, and

community. This conceptual framework is our shared institutional standards document for initial

and advanced programs for teachers and other school professionals. Cultivating positive,

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persistent, ongoing, and effective change by reframing education for learners and communities in

the 21st Century requires reframing 19th century practices and ideals through consistently

monitoring learner progress and our own professional development to grow and do whatever it

takes – even “breaking up the world” as WE know it – in order to ensure progress (Darling-

Hammond, 2006).

Content

Deep subject matter knowledge is essential. We develop lifelong learners with

knowledge, skills, and professional dispositions for continual inquiry; grounded in essential

content. Vital educators understand human development, effective 21st Century pedagogy and

integrate these with subject matter knowledge to collaboratively plan effective instructional

strategies, assess learner outcomes, reflect on results, and revise instruction accordingly.

Creativity

Creativity is an ability to tolerate ambiguity, accept challenge, take risks, discover

original ways to solve problems, and pose new questions (Klingner, Urbach, Golos, Brownell, &

Menon, 2010; Light, McMillan-Culp, Menon & Shulman, 2006; Parra, 2010). Employing

creative and adaptive approaches to education is central to how the unit prepares its candidates to

implement culturally responsive practices in education settings through innovative planning,

imaginative strategies, insightful reflection, responsive assessment practices, and

communication. By appreciating the diverse ways that learners learn, education candidates

differentiate their practice to address learners’ individual and cultural needs. Valuing creativity

and imagination informs the very heart of the unit’s mission.

Community

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The preparation of teachers is not a solitary endeavor. It requires the expertise,

collaboration, and commitment of not only the university community, but the entire community

which is served by the teacher education program (Darling-Hammond, 2005). Collaboration in

the design, delivery, and evaluation of JMU’s programs by university-based arts and sciences

faculty and field-based P-12 professionals ensures that programs are solidly grounded in both

theory and practice. Unit faculty and learners work in schools and the community where they

communicate and work with parents, guardians, teachers, leaders, and organizations. Formal and

informal partnerships with other colleges and departments in the university, and with other

schools and agencies, ensure that professional education is a shared responsibility. The unit

continually strives to enhance collaborative activities across the university and the region to

create a true learning community.

Our conceptual framework addresses initial and advanced programs together. Through

well-defined, measurable, and meaningful professional dispositions, practices, and performances,

candidates demonstrate novice-level proficiencies necessary for commitment to the critical

intersection of content, creativity, and community in learning environments that cultivate change.

Competency One: Professional Dispositions

Demonstrate professional dispositions that produce caring, fair, honest, and responsible

environments and interactions for teaching and learning.

Professional dispositions are habits of mind, including both cognitive and affective

attributes that filter one’s knowledge, skills, and beliefs. Effective education professionals

recognize professional dispositions and the impact their own actions have in classrooms,

professional settings, and in interactions with learners, families, colleagues and communities that

affect learner learning, motivation, and development (Stoddard, Braun, Dukes, & Koorland,

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2007; Talbert-Johnson, 2006; Thornton, 2006). Professional dispositions influence how

education professionals plan, implement, and assess learner progress and are based on observable

behaviors in educational settings (NCATE, 2008).

Professional educators have passion for teaching, their disciplines, the profession, and

believe they have a moral mission to make a difference in the lives of their learners and clients

and to contribute to the development of a democratic society. They believe that all children,

regardless of heritage, ability, or circumstances, can learn and deserve caring, competent,

knowledgeable, and skilled teachers. They are committed to communicating effectively and

working collaboratively with professional colleagues, parents, the community, and children.

They view reflection as critical to improvement of their professional practice; they are

committed to professional growth, and ongoing, life-long learning. There is a keen understanding

that only by framing their own culture, experiences and biases will they truly begin to understand

the intricacies of teaching all learners (InTASC, 2011).

Furthermore, they have a strong work ethic and a mature, professional manner. Effective

professional educators are responsible and dependable, punctual and regular in attendance. They

exhibit the ability to make good decisions, set appropriate priorities, and meet deadlines. They

are comfortable with the use of current and emerging technology. Effective teachers are creative

and demonstrate initiative, approaching teaching and related assignments with enthusiasm,

energy, and a sense of humor. They continually portray a professional image consistent with

school standards and handle professional responsibilities in an ethical and confidential manner.

JMU candidates:

1. demonstrate the belief that all students can learn, and deserve to be treated fairly;

2. display effective professional communication in a variety of educational settings;

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3. work collaboratively with peers, professional colleagues, parents, and the community;

4. reflect on their knowledge, skills, and dispositions in order to improve as a professional;

5. are committed to ongoing, professional growth, and life-long learning; and

6. model a strong work ethic and a mature, professional manner.

Competency Two: Content Knowledge

Conveys the structure, central concepts, and tools of inquiry of his/her discipline through

accessible, meaningful learning experiences for learners.

An education professional’s content expertise guides accurate and appropriate selection

of materials, resources and experiences for learners to learn and relate new information to what

they already know. Deep content knowledge grounds varied viewpoints, examples, and

explanations for learners to test hypotheses, interpret ideas, generate new knowledge based on

diverse perspectives, integrate knowledge, and demonstrate skills and methods of inquiry

appropriate to the setting (Ball, Thames & Phelps, 2008; Willingham, 2008; Rotherham &

Willingham, 2009).

JMU candidates:

1. use multiple representations and explanations of disciplinary concepts that capture key

ideas and link them to students' prior understandings;

2. represent and use differing viewpoints, theories, "ways of knowing," and methods of

inquiry in teaching of subject matter concepts;

3. evaluate teaching resources and curriculum materials for their comprehensiveness,

accuracy, and usefulness in representing particular ideas and concepts;

4. engage students in generating knowledge and testing hypotheses according to the

methods of inquiry and standards of evidence used in the discipline;

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5. develop and use curricula that encourage students to see, question, and interpret ideas

from diverse perspectives; and

6. create interdisciplinary learning experiences that allow students to integrate knowledge,

skills, and methods of inquiry from several subject areas.

Competency Three: Human Growth and Development

Describes and adapts interventions to varied learner styles, stages, development, purposes and

needs.

Effective education professionals have both an appropriate mindset and skill set to do

“…whatever it takes to hook the entire range of learners in learning” (Darling-Hammond, 2006;

Tomlinson, 2001). They set high expectations, create environments where individual differences

are respected and valued, are sensitive to developmental differences, different learning and

performance modes, and make provisions for individual learners who have particular needs

(O’Connor & McCartney, 2007). Effective educational professionals also identify and access

appropriate services and resources.

JMU candidates:

1. systematically observe, document and interpret actions using developmental frames of

reference;

2. apply physical, neurological, social, emotional, intellectual, and cognitive development

concepts, theories, principles, and research to create appropriate instruction and to guide

behavior;

3. recognize and respond to learners of varying developmental, processing, and performance

profiles;

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4. identify developmental progressions and the ranges of individual variations within each

cognitive, emotional, and physical domain; and

5. identify and access appropriate services and resources to support students’ intellectual,

social, and personal development.

Competency Four: Diversity

Uses the latest diversity, equity and social justice research, including culture, socio-economic

status and language, to create learning opportunities that support intellectual, social, and

personal development.

As the composition of American society continues to become more diverse, learners

reflect these ethnic, cultural, linguistic, social, ability, and socioeconomic differences. “For this

reason, it is essential that [education professionals] understand and be familiar with these

multifaceted variations and their implications for creating developmentally appropriate

programs” (Allen & Marotz, 2007; Darling-Hammond, 2005; Valentine, 2006).

Effective educators and other school professionals set high expectations for learners and

persist in helping children achieve success. Effective educators understand that learners may

approach learning differently and are aware of the influence of such factors as learning styles,

multiple intelligences, different performance modes, disabilities, and second language

acquisition, as well as culture, family, and community values. With this understanding, teachers,

administrators, and others set appropriate expectations and create learning communities in which

individual differences are respected and valued. In addition, they use educational and

communication approaches that are sensitive to developmental differences, different learning and

performance modes, and make provisions for individual learners who have particular needs.

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Effective educational professionals can also identify and access appropriate services and

resources to increase their own repertoire of instructional strategies and to support children.

JMU candidates:

1. use the latest diversity, equity, and social justice research, including culture, socio-

economic status, and language; and

2. create learning opportunities that support intellectual, social, and personal development.

Competency Five: Planning

Plans, supports, and encourages instruction as well as other educationally-related activities and

programs that are based on numerous variables including research-based best practices,

knowledge of the subject matter, the nature of the learners, students’ learning strategies, the

goals of the curriculum, and the community.

Effective education professionals plan, support, and encourage instruction and other

educationally-related activities and programs based on research-based best practices, knowledge

of the subject matter, the nature of the learners, learners’ learning strategies, the goals of the

curriculum, and the community. They recognize that successful instruction requires careful

planning and reflection; they also recognize that the best instruction begins with consideration of

what learners should know, understand, and be able to do as a result of instruction (Darling-

Hammond, 2006; Stiggins, 2005;Wiggins & McTighe, 2002). They consider the

interdependence of many variables in their planning. They develop and support instructional

goals and objectives that are consistent with learners’ developmental characteristics, prior

knowledge, individual needs, and community/state curriculum standards.

JMU candidates:

1. recognize, describe, and produce effective short-term (daily, weekly) plans;

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2. recognize, describe, and produce effective long-term (semester, yearly) plans;

3. deliver instruction that demonstrates research-based best practices and knowledge of the

subject matter, the nature of the learners and the goals of the curriculum;

4. include appropriate and meaningful introductory, practice, and synthesis activities in

lesson and unit plans;

5. develop educational plans or projects that are comprehensive, linked to long-term

instructional goals and objectives, and based on available assessment information; and

6. make adaptations to instructional plans or projects to ensure and capitalize on student

progress and motivation.

Competency Six: Instructional Strategies

Uses varied instructional strategies, including educational technology and media, to develop

critical thinking, problem solving, and performance skills.

Effective education professionals understand that learners learn best when they grapple

with content that challenges them, yet that can be mastered with effort and support (Jensen,

2008; Sizer & Sizer, 1999). They are engaged in continual reflection and learning about

strategies, applications, and technology that support learner learning. They recognize that

technology, creates independence in learners and also creates opportunities for collaboration

never before possible; and they are continually working toward improving technological and

media skills (InTASC, 2011; Lombardi, 2007). Therefore, they select instructional strategies

that will provide learners with the proper balance of challenge and support.

JMU candidates:

1. name, critique and demonstrate strategies that promote critical thinking and problem

solving;

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2. distinguish between learning goals best attained via direct instruction from those best

attained via an indirect approach (e.g., inquiry);

3. evaluate how to achieve different learning goals, choosing alternative teaching strategies

and materials to achieve different goals and to meet differing learner needs;

4. monitor and modify teaching strategies in response to learner feedback and assessment;

5. employ alternative strategies when necessary; and

6. make appropriate use of educational technologies, ensuring that the technology supports

the learner and the learning environment.

Competency Seven: Learning Environment

Knows and uses individual and group motivation and behavior to create learning environments

that encourage personal growth, positive social interaction, active engagement in learning, and

self-motivation.

Effective education professionals know their learners , create quality learning

environments and encourage communities of collaboration (Brucato, 2005). They develop

classroom, instructional, and grouping structures that engage learners using learner development

and individual learners’ cultures, interests, learning profiles, and backgrounds to respond to the

unexpected in respectful and effective ways.

Effective educational professionals understand how social groups function and influence

people, and how people influence groups. They create environments where learners assume

responsibility for themselves and for one another as leaders and facilitators of the learning

environment. They help learners demonstrate desired behavioral characteristics, support and

encourage these characteristics, and provide opportunities for each learner to grow, learn, and

flourish.

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JMU candidates:

1. use strategies that attend to learners’ social, affective, and cognitive development,

extending the learning environment beyond the classroom through appropriate

applications of technology;

2. make learning purposeful by relating instruction to learners’ interests;

3. create safe, positive, and supportive instructional environment for learner independence

and success through collaborating with families and colleagues;

4. organize resources, space, and time to support individual and group learning and

achievement;

5. foster supportive peer relationships where learners value each other and promote each

other’s learning;

6. encourage learners to take intellectual, social, and emotional risks, both as a group and

independently, and to participate in decision-making;

7. establish expectations and mutually agreed upon standards for respectful behavior; and

8. handle group and individual learner discipline fairly, consistently, and effectively.

Competency Eight: Communication

Uses effective verbal, non-verbal and media communication techniques to foster active inquiry,

collaboration, and supportive interaction across constituencies.

Effective education professionals are committed to democratic values and creating

classrooms that promote equity in a climate of openness, mutual respect, support, and inquiry.

They use effective oral, written, and nonverbal communication strategies and technologies to

convey ideas, information, and performance expectations.

JMU candidates:

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1. describe communication theory, language development, and the role of language in

learning;

2. describe how cultural and gender differences affect communication;

3. use speaking, writing, and other forms of expression appropriate to the setting;

4. talk with and listen to learners;

5. listen, ask questions, and stimulate discussion in different ways for different purposes;

6. generate active learner dialogue and interaction to expand learners’ communication skills;

and

7. demonstrate sensitivity and responsiveness to clues of distress.

Competency Nine: Assessment

Knows assessment and can use data to make instructional decisions.

Effective education professionals recognize and embrace the integral role of assessment

in the teaching and learning process (Rotherham & Willingham, 2009; Rotherham &

Willingham, 2010). Quality teaching is inseparable from quality assessing; the act of assessing

informs educational practice and enhances the learning process. Assessment provides education

professionals with understanding of learners’ knowledge, development, skills, attitudes, and

values to reflect upon and improve instruction (Shepard, 2001). Educational professionals assess

learners to measure learners’ knowledge, development, skills, and attitudes; to develop

appropriate learning objectives for learner; to alter instruction; and to assess school-based

programs and activities.

JMU candidates:

1. describe and differentiate forms of assessment to ensure the learner knowledge is truly

assessed ( authentic, standardized, individual, group, etc.) and its uses;

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2. identify, describe, compare, and contrast appropriate formal and informal assessment

techniques (e.g., observation, portfolios, learner work, tests, performance tasks, projects,

and learner self-assessment);

3. support learners in understanding the purpose of assessment as components of

instruction;

4. make best use of technology to monitor and document learner progress toward

instructional objectives;

5. employ assessment strategies that match learning objectives and are free of bias to assign

grades, plan instruction, evaluate teaching effectiveness and create successful learning

environments;

6. use assessment data to describe and differentiate learning and teaching processes;

7. make accommodations and develop supports for learner achievement based on

assessment data; and

8. use assessment information to plan and modify curriculum, instruction, and the learning

environment.

Competency Ten: Reflection

Continually reflects one’s own personal and professional choices and actions, adjusts teaching,

seeks support, develops professionally and improves one’s practice alone and in concert with

others.

Effective education professionals continually reflect on their practice. Candidates reflect

on their efforts and learner responses, evaluating successful and unsuccessful efforts to learn

from, change, and improve practice. Planning, implementation, and evaluation of instruction

reflect individual learner’s cues and the results of action research. Candidates reflect on their

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respective practices and actions, especially on how their practice relates to learner learning and

success (Darling-Hammond, 2005; Kuhlthau, Caspari, & Maniotes 2007).

JMU candidates:

1. adapt to changing or unexpected instructional situations;

2. articulate their own strengths and weaknesses;

3. implement suggestions for improvement of their practice;

4. describe the value of continuing professional development;

5. develop a personal continuing professional development and advocacy plan; and

6. use professional literature, plans for advanced degrees or courses, discussions with

colleagues, meetings, workshops, and other appropriate venues for professional

development.

Competency Eleven: Collaboration

Fosters relationships with colleagues, families, and communities to support learner achievement

and well-being.

Effective education professionals develop and nurture relationships to support learners’

learning and well-being. They understand schools as organizations within the larger historical,

political, cultural, and social contexts; they also understand and value how factors in learners’

environments outside the school may influence their lives and learning (James-Burdumy,

Dynarski, & Deke, 2007). In addition, they understand and implement laws and school/division

policies related to learners’ rights and education professionals’ responsibilities and act as

advocates for learners. Effective education professionals view themselves as members of

collaborative, inter-professional teams who are working for the common purpose of providing

quality education experiences for all learners.

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JMU candidates:

1. describe what respectful and productive relationships with parents/guardians from diverse

cultures and homes include;

2. name, describe, and evaluate potential school and community resources;

3. meet with parents and guardians to improve the overall learning environment ;

4. meet with parents and guardians to reflect on developing insights about learners;

5. interact professionally with peers, other colleagues and organizations;

6. establish relationships with other individuals and/or organizations for purposes of

advancing shared teaching/learning/advocacy objectives; and

7. describe and demonstrate when and how to seek outside help to remedy problems.

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