Conceptual Framework
Graceland University Gleazer School of Education
Our Conceptual Framework reflects the four core pillars of the School of Education and provides a structure for our programs and a process for generating and responding to new knowledge.
The framework guides the experiences we require of students in the Teacher Education program, and provides the basis for the expectations and the evaluation of candidates.
Through the process of candidate and program evaluation, we expect that our Teacher Education program will produce highly qualified professionals and we work to improve our students’ experiences within the program and our graduates’ contributions to the profession as practitioners.
The ultimate goal of the Gleazer School of Education is to prepare and support Effective Teachers who:
Care, Collaborate, Lead and Reflect
The Gleazer School of Education is founded upon a conceptual framework, which is outlined here.
The four domains are the cornerstones of our program and the Dispositions Evaluation seeks to evaluate.
We don’t just have our framework to describe our intent, we live it. We want to be clear to our student teachers that as they grow in the Teacher Education Program, we will also expect them to demonstrate these qualities, both in class and through their teaching during clinical experiences. Their cooperating teachers, administrators, faculty, and staff will be modeling these four areas with every interaction.
Cares
Candidates seek to establish a relationship of acceptance and respect for learners that reflects the values of justice, equity, diversity, and inclusion.
Collaborates
Candidates develop the knowledge, skills, and dispositions to effectively involve learners, parents/guardians, colleagues, and the community.
Leads
Candidates prepare to facilitate instruction and assume broader leadership responsibilities to advance their profession.
Reflects
Candidates analyze and synthesize from their academic and clinical experiences and articulate what they have felt, thought, and learned.