Wright State University
College of Education and Human Services
ADOLESCENT
TO
YOUNG ADULT
HANDBOOK
CLINICAL FACULTY
Compiled by:
Donna J. Cole, Ph.D., Raymond Swann, M.Ed., & Ronald G. Helms, Ph.D
Wright State University
College of Education and Human Services
ADOLESCENT TO YOUNG ADULT
Program Handbook
I. Professional Information
A. WSU Conceptual Framework p. 5
B. National Network for Education Renewal p. 13
20 Postulates
C. Praxis p. 15
The material in the handbook was prepared for information purposes and does not constitute a contract between the student and the college. The college reserves the right to make changes in policy, regulations, and programs without notice.
Revised May 2002. Produced by Teacher Education Department, College of Education and Human Services, Wright State University, 3640 Colonel Glenn Hwy., Dayton, Ohio 45435-0001.
Comments and questions regarding this publication are welcome.
A. WSU Conceptual Framework
College of Education and Human Services
Developing the Art and Science of Teaching
A Conceptual Framework for the Professional Preparation
of Education and Human Services Providers
As a member of the National Network for Educational Renewal, the College of Education and Human Services has identified six strands that define our conceptual framework within John Goodlad’s four curricular themes. These themes are: (1) inculturation into a social and political democracy, (2) accessing knowledge for all, (3) pedagogical nurturing, and (4) responsible stewardship. (Goodlad, J.I., 1999. Educational Renewal: Better Teaching, Better Schools. San Francisco, CA. Jossey-Bass.) Interweaving the following six strands forms the basis for the professional preparation of educators and human services providers: (1) content knowledge, (2) pedagogical content knowledge, (3) diversity, (4) technology, (5) professionalism, and (6) emotional intelligence.
Content Knowledge
Programs in the College of Education and Human Services prepare educators and human service providers with content knowledge that includes the general areas of the arts and sciences, as well as a depth of understanding in specific disciplines. Content knowledge serves as the foundation of critical thinking, inquiry, and problem solving in a professional role.
Pedagogical Content Knowledge
Programs in the College of Education and Human Services prepare educators and human service providers with a firm understanding of how learning occurs and how it can best be facilitated in each specific content area by practicing a nurturing pedagogy.
Diversity
Programs in the College of Education and Human Services prepare educators and human service providers who are knowledgeable, competent, and sensitive in adapting personal responses and professional practices to support equitable access and outcomes.
Technology
Programs in the College of Education and Human Services prepare educators and human service providers to understand the role of technology in society, to select appropriate technology resources, and to determine the essential conditions for the effective use of technology.
Professionalism
Programs in the College of Education and Human Services prepare educators and human service providers to be effective stewards of specialized knowledge and skills, and models of integrity and ethical behavior.
Emotional Intelligence
Programs in the College of Education and Human Services prepare helping professionals who are aware of the importance of emotional intelligence as it pertains to effective learning and adjustment to life by developing personal skills in listening, understanding, and working with others.
College of Education and Human Services
Conceptual Framework
Approved Wednesday, 5/31/00, 2000
Strand #1, Content Knowledge, Purpose
Programs in the college of Education and Human Services are designed to assure that educators and human service providers are knowledgeable in their field, know how to maintain current knowledge in this age of information technology, and are able to support others as they learn. Content knowledge includes the broad general areas of the Arts and Sciences as well as a depth of understanding appropriate to a specific field. Content knowledge supports critical thinking and problem solving in a professional role. Content knowledge may be shared and expanded through interactions among experts and novices in diverse settings by using emotional intelligence, appropriate pedagogical knowledge, and appropriate technology.
Strand #1, Content Knowledge, Objectives
Content knowledge, tempered by the other strands in the conceptual framework, serves to prepare pre-professionals with the ability to help others learn. Content knowledge is the focus for:
· Applying pedagogical knowledge to support the learning needs of individuals and groups. It includes the knowledge about how children construct an explicit understanding of a particular concept and familiarity with, and the ability to choose, appropriate pedagogical tools to help individuals construct an explicit understanding.
· Applying knowledge of diverse groups and individual backgrounds to support learning in diverse settings. This includes the ability to choose and use language effectively to help individuals and groups construct an explicit understanding.
· Applying appropriate technological media as a means of supporting learning and familiarity with, and the ability to select, appropriate technological tools to help individuals construct an explicit understanding.
· Establishing a reputation for knowledge as appropriate for a professional in the field of education and human services that includes the ability to use a concept or issue to foster meaningful dialogue among students and colleagues.
· Using emotional intelligence to communicate with groups and individuals.
Strand #2, Pedagogical Content Knowledge, Purpose
Being an effective educator is more than knowing content and some teaching strategies. Programs in the College of Education and Human Services are designed to prepare education and human service providers with special understanding and abilities that allow them to integrate their knowledge of content, curriculum, learning, and knowledge of their students. Such understandings allow professional educators to tailor learning and service environments to the needs of individuals and/or groups. This specialized knowledge referred to as “pedagogical content knowledge” or “contextualized practice” is, in part, what helps to distinguish a professional “practitioner” from that of a professional “content specialist”. In addition to solid content knowledge, a professional educator must have firm understandings in how learning occurs in their content area and how it can best be facilitated. Professional educators need to be able to anticipate and recognize typical misunderstandings and to judge the appropriateness of concepts to the developmental level of their students. Moreover, they must develop understandings of different backgrounds, experiences, motivations, learning styles, abilities, and interests for learning specific content.
Strand #2, Pedagogical Content Knowledge, Objectives
Pedagogical content knowledge is fused with the other strands in the conceptual framework in ways such as:
· Having a firm underpinning in content knowledge relative to the facts, concepts, theories, and habits of mind characterized by their respective content areas, as well as, an understanding and appreciation for the history and nature of the discipline.
· Understand how students of diverse backgrounds, experiences, motivations, learning styles, abilities, and interests learn and acquire content.
· Utilizing a variety of technological tools, such as computerized databases and search engines to broaden the scope of knowledge readily accessible to educators and their students.
· Engaging in professional discourse with their peers relative to content, curriculum, teaching, learning, assessment, and students such that they might make productive connections between them.
· Develop an appreciation for the emotional intelligence requisite for an understanding of content acquisition as a human endeavor. Recognizing how women and men of various social and ethnic backgrounds work in teams and alone to advance the boundaries of human knowledge.
Strand #3, Diversity, Purpose
Programs in the College of Education and Human Services are designed to prepare education and human service providers who are knowledgeable, competent, and sensitive in working with diverse populations and in different settings. This includes understanding how to adapt personal responses and the use of professional practices in different contexts and for diverse populations in order to support equitable access and equitable outcomes. Diversity is integrated across program curricula and the other strands in this conceptual framework. Each of the strands in this conceptual framework supports candidates in developing the knowledge, competence, and responsiveness that will support high quality professional practice in all contexts and for all populations served.
Strand #3, Diversity, Objectives
Diversity is fused with the other strands in the conceptual framework in order to prepare pre-professionals in the knowledge, skills, and disposition necessary for:
· Framing content knowledge and the delivery of services for the cognitive, cultural, experiential, social, and developmental needs of individuals and populations to be served.
· Integrating knowledge of the experiential backgrounds and special needs of the individuals and populations to be served with knowledge of tools of the trade, including pedagogical content knowledge, to facilitate achieving the desired outcomes.
· Using technology and information literacy as tools to facilitate learning and the delivery of services to diverse populations and in different contexts.
· Assuming a high level of professionalism in collaborating and interacting with colleagues, members of different communities, and those being served; and, in improving one's own practice and contributing to advancing practice in the field.
· Facilitating acquisition of the emotional intelligence necessary for developing awareness, sensitivity, and respect for self, others, and the environment.
Strand #4, Technology, Purpose
Programs in the College of Education and Human services are designed to prepare education and human service providers who are able to make thoughtful, appropriate and selective applications of how and where technology can add value to the teaching and learning process, can determine the conditions that are essential for the effective use of technology, and understand the powerful role technology is already playing in society and in shaping our lives.
Strand #4, Technology, Objectives
Technology is fused with the other strands in the conceptual framework in order to prepare professionals in the knowledge, skills and dispositions necessary for:
· Demonstrating information and technology literacy. Content knowledge will be integrated across disciplines and coursework as demonstrated by research requirements, classroom assignments and activities requiring the use of information and technological skills.
· Planning and designing effective learning environments and experiences supported by technology. Pedagogical knowledge will be demonstrated by the preparation and presentation of 'best practices' in the use of technology for instruction which will include implementing plans, methods, and strategies for using technology to maximize student learning.
· Understanding the social, ethical, and human issues surrounding the use of technology and applying those principles in practice. Learning how to make sensitive selections and the appropriate use of print and non-print instructional resources reflecting a range of diverse populations and different settings as well as providing equitable access to these resources is critical.
· Applying technology that will enhance their own professional growth and productivity.
· Being informed about the tools, materials, processes, procedures, issues, concerns, concepts, and scientific knowledge within the technology profession. It is critical for the education professional to remain current through a continuous professional growth program reflecting the complexity and rapid change in various instructional technologies.
· Establishing a healthy problem-solving climate. Appreciation for the emotional intelligence of individuals reflects the special abilities, needs and feelings they bring to the work environment.
Strand #5, Professionalism, Purpose
Programs in the College of Education and Human Services are designed to provide a curriculum for training of future professionals that has both permanent and evolving qualities. Professionalism in this curriculum is emphasized through focusing on communication and collaboration. The communication includes a willingness to integrate one’s professional work with that of other disciplines and interact with various communities and those being served. Collaboration includes working with families and community members, responding to diverse community interests and needs and might include mobilizing community resources. Team building and principles of life-long learning are included in the shared values, themes, and outcomes.
Strand #5, Professionalism, Objectives
Professionalism is fused with the other strands in the conceptual framework in order to prepare pre-professionals with the knowledge, skills and dispositions necessary for:
· Promoting the success of all students by exhibiting a willingness to integrate professional work, affiliation and content knowledge with other disciplines, stakeholders and communities. This includes collaboration with colleagues, families and community members.
· Linking pedagogical knowledge with the larger political, social, economic, legal and cultural contexts to become a positive influence and model of exemplary behavior. This includes acting with integrity, fairness and in an ethical manner.
· Preparing education and human service providers who are knowledgeable, competent and sensitive in working with diverse populations and in different settings. This includes responding to diverse community interests and needs and may include mobilizing community resources.
· Managing technological resources necessary to make programs conducive to learning and sustaining a school culture that enhances professional growth. The application of current technology is an integral part of each of the strands as well as a key element of the operation of the college itself. This includes management of the organization and resources for a safe, efficient and effective learning environment.
· Facilitating acquisition of emotional intelligence necessary for collaboration, effective communication and healthy interaction with all communities as well as stimulating and maintaining intellectual vitality.
Strand #6, Emotional Intelligence, Purpose
The College of Education and Human Services seeks to prepare helping professionals who are cognizant of the importance of emotional intelligence as it pertains to effective learning and adjustment to life. Included in this stand are five major areas: helping learners and professional helpers to develop an awareness of their own emotions and the emotions of others; assisting learners and helping professionals to learn how to constructively express and control feelings (self-regulation); acquainting learners and helping professionals with the fact that they have choices in most life situations and have responsibility for their decisions and actions (motivation); helping learners and helping professionals to do perspective taking (empathy); and aiding learners and professionals in developing listening skills, understanding of others, interpreting guidelines for social relationships, and cooperating and working as a team member (social skills).