College of Education

Conceptual Framework

The purpose of the College of Education programs is to develop effective educators. Important components include providing candidates with a foundation to become professional leaders who value diversity and are advocates of learning; educational professionals who are collaborative and reflective practitioners; and teacher candidates who are pedagogical content experts. The foundation for being an effective educator includes knowledge, skills, dispositions, and a belief in lifelong learning.

The College of Education's goal is to impact student learning. The "student" can be from the P-12 classroom, a college level classroom or a training environment in a corporate setting. The following components are integral to every program.

• Adult Learner Focused
• Experienced Practitioner Faculty
• Theory and Application
• Integrated Technology
• Performance Assessment
• Ongoing Screening and Counseling

Academic Vision

The University of Phoenix is a learner-centered institution and its vision is embodied in the answers to four questions:

1. Do our students know what they should know?
2. Can they do what they should be able to do?
3. Have we helped them develop values appropriate to their professions?
4. Are we helping them achieve their educational and professional goals?

If students can answer yes to these questions, then the University is fulfilling its mission. The College of Education's conceptual framework sets the stage for its mission of impacting students, one educator at a time. The College has professional accountability to its candidates and to the students whose lives they impact, as well as the state and the national community.

Ten Program Standards-Based Claims

In addition, ten program standards-based claims secure the foundation of the conceptual framework and the College's mission. These claims indicate that graduates meet the following competencies:

1. Demonstrate knowledge of content that reflects current research and best practices in the field and relate disciplinary knowledge to other subject areas.
2. Design and deliver structured lessons, based on knowledge of pedagogy. Lessons are aligned with clear objectives and are cognitively appropriate for all students, including students with disabilities and second language learners.
3. Acquire knowledge, develop skills, and apply technology.
4. Establish a learning community that is safe, warm, and caring. Support diversity and high expectations that are appropriate for a variety of developmental and cultural norms.
5. Use a variety of formal and informal strategies and formative and summative evaluations to assess instructional goals of learners and use the results in planning for individuals, groups, and diverse learners.
6. Establish clear standards of conduct, monitor student behavior, and effectively organize and manage tasks for individuals and groups.
7. Model appropriate verbal and written skills and communicate in a style that reflects sensitivity to gender and cultural issues.
8. Utilize family and community resources to foster student learning and achievement by providing frequent feedback and engaging families in the educational process.
9. Utilize observations, student information, technology, and professional literature to reflect on the effectiveness of instructional and assessment techniques.
10. Learn to assess professional growth and identify opportunities for further professional development.