Conceptual Framework for Educator Preparation
(Click links on the image below, or links in the text below.)
Opening Doors to the Future
for Teacher Education)
-Sound Professional Practice
-Educator Proficiencies & Content Knowledge
-Texas Essential Knowledge & Skills
Professional Educators Opening Doors to the Future
A Conceptual Framework for
Educator Preparation*
A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in Pre-kindergarten through high schools (P-12 schools). It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability (NCATE Standards).
Professional education programs at Texas Tech University are derived from a conceptual framework having two major data sources. First are knowledge bases, including research findings; sound professional practice; Texas educator proficiencies and content knowledge; and Texas Essential Knowledge and Skills. Second is the societal context, which includes the needs of society, schools, and students; accreditation standards; certification requirements; government initiatives, and guidelines from Specialized Professional Associations.
Data from the knowledge bases and societal context are used to inform the development and continual revision of mission and vision statements. The knowledge bases are also measured against, and made consistent with missions, visions, beliefs, ethics and values related to schools, learners, teaching and scholarly inquiry.
Reflections and actions in respect to missions, visions, beliefs, ethics and values result in the formation of program purposes as specified in program assessment plans (click on “file” column to open a plan) and strategic goals and objectives, which in turn provide the foundation of programs focused on clinical experiences, issues of equity and diversity, development and infusion of technology, educator proficiencies and content knowledge. Programs subsequently prepare graduates, professional educators, who demonstrate appropriate knowledge, skills and dispositions; integrate theory and practice; respect and value all individuals; advocate academic excellence for all students; serve as change agents; and remain life-long learners.
The framework is founded on an assessment system allowing informed decision-making through inquiry, assessment, feedback and follow-up. The essence of the conceptual framework is captured with the overall theme, “Professional Educators Opening Doors to the Future.”
The term “professional educators,” refers both to the professional education faculty and staff of Texas Tech University as well as to our graduates who become professional educators in their own right. Our graduates are professional educators who demonstrate appropriate knowledge, skills and dispositions; integrate theory and practice; respect and value all individuals; and remain life-long learners.
It is essential to use “opening doors to the future” in a concrete manner to guide educator preparation at TTU. One way to do so is to consider the “knowledge,” “skills” and “dispositions” that enable the doors to be opened. We as “Professional Educators” at Texas Tech share knowledge, develop skills and model dispositions with our students enabling them to open doors to their futures. In turn, our graduates, as professional educators share knowledge, develop skills and model dispositions with their students and clients allowing those individuals to open doors to their futures.
In addition, our work should be guided as the doors are opened metaphorically to a future where equity and diversity are commonplace and all individuals are respected and valued. Both TTU educators and graduates open doors by advocating academic excellence for all students; respecting and valuing all individuals, serving as change agents and generally providing opportunities for all students to be successful.