CONCEPTUAL FRAMEWORK
University of Rio Grande
RIO Grande, OHio
The Bunce School of Education at the University of Rio Grande (URG) recognizes the core values of our Appalachian culture, especially ties to community and place and connection to family. The Bunce School of Education faculty exhibits these in both our personal and our professional relationships. We are proud of our candidates, our work, and the beautiful setting in which we live and work. We recognize the importance of a professional education in our area and the opportunities opened for those candidates who complete this endeavor. URG is a teaching and service institution whose primary focus is to provide educational opportunities and open “The Windows to the Future” for students of Appalachia in Southeast Ohio. This purpose is in alignment with the mission of the institution, historically and today.
The Bunce School of Education faculty provide the parameter for their conceptual framework through the theme of “Windows to the Future” which is accomplished through the Ohio Standards for the Teaching Profession. Three main organizers dominate the framework: the Focus of Teaching and Learning, the Conditions for Teaching, and Teaching as a Profession. Within each area are specific elements that each candidate should understand and practice as he/she progresses through the program at URG.
The Focus of Teaching and Learning
The Focus of Teaching and Learning consists of the following components: students , content, assessment, and instruction. A candidate is not only at the university to learn the content of what he/she is teaching, but to learn about diverse learners and how to provide for their instruction. Assessment is an important part of this process today because of state tests and accountability. Assessment results provide the teacher candidate with the knowledge and skills of how and what to teach in a classroom.
Students.
In addition to understanding child development, communication and learning, URG teacher candidates must recognize, accept and accommodate the cultural, physical and learning differences of individuals. These differences are dynamic, changing each individual as he/she develops through the constant evolution of our local community, society, and our world. We recognize that our section of Appalachia must exist in the greater world at large. Further, the “Windows to the Future” for our teacher candidates provides a viewpoint into the greater world. For many, that greater world offers a future of meaningful employment and professional growth. The teacher candidate must be prepared to be a successful professional, regardless of setting or population, who is committed to the belief that all students can learn.
Content.
Teacher candidates need a broad theoretical knowledge base and an awareness of their place in the global community. It is critical teacher candidates have an understanding of what they are teaching and why. They must be cognizant of the difference between teacher objectives and student objectives in meeting the needs of the rural P-12 student.
Assessment.
Continuous assessment of teacher candidates’ progress to direct and to lead P-12 student instruction is critical to the development of the pathway from licensure candidate to practicing professional. Licensure candidates must not only chart the progress of their students through assessment, but chart the progress of their own professional accomplishments and growth. This is accomplished through core program assessments, self-reflection, and projects.
Instruction.
Teacher candidates will plan and deliver effective instruction that advances the learning of each student. A thorough knowledge of subject matter and curriculum goals is necessary in order to integrate learning across the curriculum while providing real-world applications of the concepts being taught. Implementing effective instruction demands an understanding of student development and the diverse backgrounds and needs of students. Within Appalachia, this includes planning instruction to meet the needs of students who come from some families who have not been successful in the K-12 educational setting and who are limited in financial and technological resources (Arnett, 2001; Feldman, 2003; Bredekamp & Copley, 1997; Bryant, 2007).
The Conditions for Teaching and Learning
Learning can take place in many environments, but some are more conducive for optimal performance. A teacher candidate must devote time and energy to setting up the environment to address all learners.
Learning environment.
The candidate must gain knowledge of ways to set up a classroom to facilitate learning. The candidate discovers that rules, procedures, and established routines are necessary in gaining students’ attention. Creating a physical and emotional environment ensures the emotional, cognitive, and social well-being of students. The teacher candidate observes master teachers in their environment to observe effective instruction.
Teaching as a Profession
Teaching as a Profession includes communication, collaboration, and professional development.
Communication and collaboration.
The teacher candidate learns to identify those values and characteristics that make him/her effective in teaching others. The candidate gains a sense of self-efficacy in teaching and continues to keep updated in the field to help future students succeed as well. : A core thread of Appalachian and rural culture is communication. According to Payne (1998) effective communication with the family and local populace by the local schools is vital to breaking the cycle of poverty.
Professional development.
Self-assessment of instructional and leadership objectives are critical for planning continuing education and improvement of instruction. Teacher candidates participate in higher education faculty-guided self-assessments to lay the groundwork for later professional development. Because of the dynamic nature of our society, teachers must firmly believe and actively engage in practice of life-long learning. As role models for their students, educators must be enthusiastic for the subject matter, remain current with changes in technology, be mindful of human needs, and maintain a sense of humor in order to instill lifelong learning as a core value and practice (Bryant, 2007; Jones, 1994; Murphy & Underwood, 2001).
The needs and nature of our surrounding areas dictate the knowledge bases upon which we have based our program and developed the Bunce School of Education Conceptual Framework to prepare our teacher candidates. By pursuing an education degree and gaining professional employment in the area, candidates are able to work in a profession that provides, “nearness to family, a beautiful environment, and time to pursue personal interests” (Knight Knight, Quickenton, p. 84). The Bunce School of Education Conceptual Framework opens “Windows to the Future” by providing a path for teacher candidates, who in turn open “Windows to the Future” for their students.
References
Arnett, J. J. (2001). Adolescence and emerging adulthood. NJ/OH: Merrill/Prentice Hall.
Bredekamp, S., & Copple, C., Eds. (1997). Developmentally appropriate practice in early childhood programs (Revised edition). Washington, D.C.: National Association for the Education of Young Children.
Bryant, J. (2007). Killing Mayberry: The crisis in rural American evaluation. The Rural Educator (29:1).
Feldman, W. (2003). Development across the lifespan (3rd ed.). NJ/OH: Merrill/Prentice Hall.
Jones, L. (1994). Appalachian Values. Ashland, KY: Jesse Stuart Foundation.
Knight, J. P., Knight, C. S., & Quickenton, A. (1997). Education in rural schools. The Education Forum (61). DOI:10.1080/00131729609335229
Murphy, S., & Underwood, T. (2001). Portfolio practices: Lessons from schools, districts and states. Norwood, MA: Christopher-Gordon.
Payne, R. (1998). A framework for understanding poverty. Highlands, TX: RFT Publishing, Inc.
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