THE CAMPBELL UNIVERSITY SCHOOL OF EDUCATION
CONCEPTUAL FRAMEWORK
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AN OVERVIEW
Campbell University's mission statement forms the basis for the philosophy underlying the institution's programs for educating teachers, counselors, and school administrators: Campbell University is committed to fostering intellectual, moral, and social-emotional growth in all students to develop in them a method of critical judgment; an appreciation of their intellectual, cultural, and religious heritage; and an awareness of the world and society. Working in collaboration with the College of Arts and Sciences and other academic areas of the University, the School of Education nurtures these broad goals--as well as the more specific professional and subject area competencies--in ways appropriate to the students' needs. The conceptual framework for all the programs is the development of professional educators who are effective problem solvers, a goal that is in harmony with the overall mission of the University.
A sequence of educational experiences that blends the theoretical, the professional, and the practical and that is keyed to a conceptual framework is supported by a common set of knowledge bases for the three major program areas: curriculum and instruction, school counseling, and school administration. Moreover, Campbell's goal is to provide programs through which the concepts and principles presented in class are translated into practice by means of undergraduate field placements and student teaching, and graduate practicums and internships.
The School of Education considers the following knowledge, skills, and dispositions essential to the professional educator and therefore has designed and delivered programs that ensure the candidate:
PROBLEM SOLVING MODEL
Using these sources of knowledge (as adapted from Shulman, 1987), skills, and dispositions plus an appropriate set of goals and objectives, the professional educator works in the following way as an effective problem solver. He or she uses analytic, creative, and practical abilities (Sternberg, 2000) to:
1. identify problems readily,
2. gather and analyze pertinent data and perceptions as well as related cases and principles,
3. generate potential solutions,
4. decide on the most promising solution,
5. plan and implement the proposed solution,
6. evaluate the results, and
7. recycle the process if necessary. (Adapted from Conoley, 1989)
As used with the problem-solving model, the term "problem" is broadly defined as a problem, issue, concern, or need for change. This model reflects the School of Education's concept of the need for translation of theory into practice. Effective problem solving is viewed as the intelligent use of analytic, creative, and practical abilities (Sternberg, 2000).
The role assumed by the professional educator is viewed from a developmental perspective--as well as relative to the area of specialization. In other words, faculty appreciate the fact that mastering the knowledge and skills for any given professional level (that is, developmental stage) is demanding work even though there is increasing complexity of demands as one moves from level to level (that is, from stage to stage). In addition, we recognize that people develop at different rates, that there is a logical progression through the qualitatively different professional levels (stages), and that development takes place gradually over time (Shulman, as cited in Tell, 2000; Thies-Sprinthall, 1989; Woolfolk, 2001).
As the professional educator models problem-solving skills at his or her developmental level – as a teacher, counselor, or administrator – those with whom he or she works have the opportunity to learn these strategies indirectly. Furthermore, the professional educator is also committed to direct teaching of problem-solving skills to students, clients, and colleagues to enhance their effectiveness as individuals and group members. To accomplish these goals, the educator must develop his or her own analytical, creative, and practical abilities (Sternberg, 2000) and apply the dimensions of thinking and learning that undergird the North Carolina Standard Course of Study (Marzano, 1988; 1991).
Each of the ten knowledge bases forms an integral part of every program, undergraduate and graduate. Because Campbell University has chosen to use a single conceptual framework for the undergraduate and graduate teaching, school counseling, and school administration programs, the knowledge bases should be thought of as ranging along a continuum of sophistication, from the "novice" to the "expert" level. In addition, the School of Education has defined goals and objectives for each program, which can be found in the undergraduate and graduate catalogs.
THE KNOWLEDGE BASES
Campbell University's mission statement forms the basis for the philosophy underlying the institution's programs for educating teachers, counselors, and school administrators: Campbell University is committed to fostering intellectual, moral, and social-emotional growth in all students to develop in them a method of critical judgment; an appreciation of their intellectual, cultural, and religious heritage; and an awareness of the world and society. Working in collaboration with the College of Arts and Sciences and other academic areas of the University, the School of Education nurtures these broad goals--as well as the more specific professional and subject area competencies--in ways appropriate to the students' needs. The conceptual framework for all the programs is the development of professional educators who are effective problem solvers, a goal that is in harmony with the overall mission of the University.
A sequence of educational experiences that blends the theoretical, the professional, and the practical and that is keyed to a conceptual framework is supported by a common set of knowledge bases for the three major program areas: curriculum and instruction, school counseling, and school administration. Moreover, Campbell's goal is to provide programs through which the concepts and principles presented in class are translated into practice by means of undergraduate field placements and student teaching, and graduate practicums and internships.
The School of Education considers the following knowledge, skills, and dispositions essential to the professional educator and therefore has designed and delivered programs that ensure the candidate:
- has experienced a comprehensive liberal arts education (if an undergraduate) as well as specialized content, pedagogical, and professional studies;
- demonstrates a commitment to Christian morals and values as well as to professional ethics;
- bases solutions to problems on pertinent theoretical principles, practical experience, and ethical considerations;
- factors in variables relating to cultural diversity and considers carefully the needs of exceptional students when making professional decisions;
- applies a knowledge of appropriate curriculum content, principles, and practices when solving educational problems;
- applies specialized content, pedagogical, and professional knowledge and skills in a flexible manner;
- recalls or devises an appropriate strategy for solving an educational problem, applies it in a timely and collaborative manner, and evaluates its effectiveness;
- utilizes computer-related technology to improve efficiency and effectiveness;
- uses a wide variety of formal and informal assessment approaches to evaluate student performance;
- seeks out, critiques, and applies research results, and implements research projects when feasible.
PROBLEM SOLVING MODEL
Using these sources of knowledge (as adapted from Shulman, 1987), skills, and dispositions plus an appropriate set of goals and objectives, the professional educator works in the following way as an effective problem solver. He or she uses analytic, creative, and practical abilities (Sternberg, 2000) to:
1. identify problems readily,
2. gather and analyze pertinent data and perceptions as well as related cases and principles,
3. generate potential solutions,
4. decide on the most promising solution,
5. plan and implement the proposed solution,
6. evaluate the results, and
7. recycle the process if necessary. (Adapted from Conoley, 1989)
As used with the problem-solving model, the term "problem" is broadly defined as a problem, issue, concern, or need for change. This model reflects the School of Education's concept of the need for translation of theory into practice. Effective problem solving is viewed as the intelligent use of analytic, creative, and practical abilities (Sternberg, 2000).
The role assumed by the professional educator is viewed from a developmental perspective--as well as relative to the area of specialization. In other words, faculty appreciate the fact that mastering the knowledge and skills for any given professional level (that is, developmental stage) is demanding work even though there is increasing complexity of demands as one moves from level to level (that is, from stage to stage). In addition, we recognize that people develop at different rates, that there is a logical progression through the qualitatively different professional levels (stages), and that development takes place gradually over time (Shulman, as cited in Tell, 2000; Thies-Sprinthall, 1989; Woolfolk, 2001).
As the professional educator models problem-solving skills at his or her developmental level – as a teacher, counselor, or administrator – those with whom he or she works have the opportunity to learn these strategies indirectly. Furthermore, the professional educator is also committed to direct teaching of problem-solving skills to students, clients, and colleagues to enhance their effectiveness as individuals and group members. To accomplish these goals, the educator must develop his or her own analytical, creative, and practical abilities (Sternberg, 2000) and apply the dimensions of thinking and learning that undergird the North Carolina Standard Course of Study (Marzano, 1988; 1991).
Each of the ten knowledge bases forms an integral part of every program, undergraduate and graduate. Because Campbell University has chosen to use a single conceptual framework for the undergraduate and graduate teaching, school counseling, and school administration programs, the knowledge bases should be thought of as ranging along a continuum of sophistication, from the "novice" to the "expert" level. In addition, the School of Education has defined goals and objectives for each program, which can be found in the undergraduate and graduate catalogs.
THE KNOWLEDGE BASES
- The general education and discipline area knowledge base comprises the undergraduate arts and sciences core curriculum (General College Curriculum) for all students, and the content area curriculums specific to each major or concentration for those in curriculum and instruction programs.
- The ethics knowledge base addresses the application of morals and values to professional practice and thus involves the dispositions described by INTASC. Included are educational applications of Christian ethics and the ethics of the profession, as well as a focus on the need for the professional to model Christian morals and values.
- The theoretical foundatio ns knowledge base consists of the historical, philosophical, psychological, and sociological foundations of education. Included are major educational movements and figures, current issues and trends, human development, learning, and the role of the school as a social institution.
- The diversity knowledge base addresses the varied life experiences of P-12 students and how educators can respond to differences in ethnic, racial, gender, language, religious, socioeconomic, national, and regional origins as well as to the needs of exceptional populations.
- The curriculum knowledge base includes curriculum theory, as well as the design, planning, implementation, and evaluation of programs for both individuals and groups.
- The professional skills knowledge base pertains to the general and specialized methodologies appropriate to curriculum and instruction, counselor education, and administration. Included are human relations skills, problem-solving strategies, leadership abilities, specialized models and methodologies, and strategies for interacting with colleagues, parents, and community agencies to foster student development.
- The practice knowledge base addresses the need for gaining professional experience in educational settings. This experience includes use of problem-solving strategies derived from study in the other domains. The concept of practice is viewed developmentally, starting with the novice level and ideally leading ultimately to the expert level.
- The educational and information technology knowledge base involves the integration of computer- related technology into all aspects of the Professional Education programs so that candidates will use it effectively for instruction, problem solving, administrative purposes, research, information access, and personal and professional productivity.
- The assessment knowledge base includes formal and informal methods of assessing the accomplishments of individuals and groups.
- The research knowledge base comprises a variety of approaches to interpreting, planning, and conducting research and program evaluation; both qualitative and quantitative research methods are included.
