The GSOE Conceptual Framework expands on the mission and identifies four domains that serve as cornerstones of the teacher educator program. Faculty members purposefully move this model to practice and evidence that teachers who care about learners, reflect on instruction, and collaborate with others will have greater impact on student learning and motivation and will become successful leaders in the classroom. This link contains supporting educational literature that aligns with the characteristics of our conceptual framework.
Preparing and Supporting Effective Teachers Who
Care, Collaborate, Lead, and Reflect
|
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.
|