Arkansas Tech University School of Education

Arkansas Tech University School of Education –

Conceptual Framework

“Professionals for the Future”

Our Vision:

Students will become “Professionals for the Future” who will internalize, initiate, and sustain a professional commitment to impact learners in diverse learning communities.

Our Mission:

The mission of the School of Education at Arkansas Tech University is to positively impact student learning by educating, sustaining, and nurturing professionals who interact within dynamic educational systems through research-, performance-, and standards-based preservice and graduate education programs.

We will do this by modeling best practices, by being committed to continuous learning and purposeful reflection, and by working collaboratively with internal and external constituencies.

This mission statement is directly aligned with the mission of Arkansas Tech University. Excerpts from the mission statement of Arkansas Tech University are included below (The full statement may be viewed at http://www.atu.edu/univinfo/misson.htm):

Mission Statement--Arkansas Tech University, founded in 1909, is a multi-purpose, state-supported institution of higher education dedicated to providing an opportunity for higher education to the people of Arkansas and to serving the intellectual and cultural needs of the region in which it is located. The University offers a variety of programs committed to excellence in undergraduate and graduate studies. These programs are designed to prepare students to meet the demands of an increasingly competitive and intellectually challenging future by providing opportunities for intellectual growth, skill development, and career preparation. The institution monitors student mastery of general education and specialized studies, retention and graduation rates and quality of teaching and academic programs to verify and facilitate demonstrable improvements in student knowledge and skills between entrance and graduation.

The basis for the student's intellectual growth and scholarly skill development is the general education program, which provides the context for more advanced and specialized studies and the foundation for life-long learning. The general education curriculum is designed to provide university-level experiences that engender capabilities in communication, abstract inquiry, critical thinking, analysis of data, and logical reasoning; an understanding of scientific inquiry, global issues, historical perspectives, literary and philosophical ideas, and social and governmental processes; the development of ethical perspectives; and an appreciation for fine and performing arts.

… The primary function of the University is teaching.

The mission of the unit is founded upon a set of core values, which, in turn drive the conceptual framework, which guides the development of programs and the delivery of courses within each program. The core values are born of our consideration for our goal of excellence in teaching, which is also the “primary” function of Arkansas Tech University; the examination of established national, state, and unit standards for teaching and learning; and the review of curriculum experiences and expectations in all programs with a vision of “impacting learners in diverse learning communities.”

Our Philosophy, Purposes, and Goals:

The School of Education at Arkansas Tech University provides several undergraduate and graduate professional education programs designed to positively impact student learning through the preparation of Professionals for the Future. Due to the variety of programs offered to accomplish this mission, the School of Education has actively, consistently, and collaboratively worked with a variety of stakeholders in the learning community to determine what our core values should be to anchor the unit, the programs within it, and the assessment throughout. We believe these core values to be central in our vision of “impacting learners in diverse learning communities” and in preparing Professionals for the Future to do just that. These core values are lasting beliefs that when adopted by our students as their own will assist our graduates in becoming “professionals who interact effectively within dynamic educational systems to impact learners in those diverse learning communities.”

The core values are the context for how professional, state, and institutional standards are addressed within the programs as we prepare Professionals for the Future. The core values direct the development and refinement of programs, courses, design of instruction, research, service, and assessment. Our assessment of student learning (both of our students and the students they work with) then drives the process in the other direction to assist us in improving each of the aforementioned factors and in revisiting and/or the reconsideration of the outworking of these core values within our students. The core values include the following statements of belief:

1. All human beings grow, develop, and learn.

2. Educational processes have key components.

3. Educational practices are systemically coherent and developmentally appropriate.

4. Educators are moral and ethical professionals.

5. Educators focus on maximizing growth, development, and learning opportunities for all students.

Founded upon these core values our mission, vision, and conceptual framework – Professionals for the Future, have been developed. The framework emphasizes the Professional for the Future as a continuously learning individual with a strong and developing knowledge of the school culture; with an increasing level of professional and pedagogical knowledge, skills, and dispositions; with a strong and growing liberal arts background; and with growing expertise concerning systemic and developmentally appropriate practices. As candidates progress through their undergraduate preparation and as they then pursue their graduate preparation, these areas of expertise are expected to grow. Ultimately, this preparation is centered-upon the improvement of student learning.

This framework agrees with the expressed mission of Arkansas Tech University. By considering our students as life-long learners (continuous learning professionals), and by assessing our students’ knowledge and skills carefully and consistently, the mission of Arkansas Tech University and the mission and vision of the Arkansas Tech University School of Education are aligned. Further, the fulfillment of our mission by modeling best practices, by being committed to continuous learning and purposeful reflection, and by working collaboratively with internal and external constituencies not only serves in the preparation of our candidates as Professionals for the Future but improves our teaching as well, which is the primary function of Arkansas Tech University.

To summarize, the Professional for the Future is a continuously learning expert with a(n):

¨ Increasing level of professional and pedagogical knowledge, skills, and dispositions;

¨ Strong and developing knowledge of the school culture;

¨ Growing expertise concerning systemic and developmentally appropriate practices; and

¨ Strong and developing liberal arts background.

These four foundations are unified through the following factors:

· Diversity

· Leadership

· Oral and Written Communication

· Technology

· Purposeful Reflection

· Parents and Community

In other words a strong and developing knowledge of the school culture should include the understanding of the diversity within the school culture, leadership structures and processes within the school culture, the key role of technology in the school culture, and so forth. An increasing level of professional and pedagogical knowledge, skills, and dispositions should include emphasis upon issues of diversity, technology, oral and written communication, and so forth. The emphasis of these same unifying aspects throughout each of the four foundations of the conceptual framework is present and is evidenced in each separate program that seeks to prepare Professionals for the Future. As our candidates progress through each program (undergraduate through graduate) their expertise in these aforementioned unifying forces and foundations should continually grow.

These key unifying forces and the aforementioned four foundations are evidenced in each program via the particular program standards and the assessments of our students based upon the program alignment with these respective standards. Each undergraduate and graduate program is standards-based in the development and refinement of programs, courses, design of instruction, and assessment. In summary the Arkansas standards and Pathwise Criteria serve as the basic benchmarks for program development, student assessment, and so forth. Further benchmarks are developed through the examination and alignment of programs with their respective national standards.

Based upon this alignment to state and national standards, the Arkansas Tech University School of Education has three primary goals:

¨ Our Professionals for the Future will meet and/or exceed the standards of the State of Arkansas and the respective national standards for their particular program of studies.

¨ Our Professionals for the Future will impact learners in diverse learning communities.

¨ We as a faculty will exhibit professionalism by modeling best practices, by being committed to continuous learning and purposeful reflection, and by working collaboratively with internal and external constituencies.

There are several knowledge bases that inform our conceptual framework. The work by Danielson (1996) in agreement with the INTASC standards (Interstate New Teacher Assessment and Support Consortium, 1992) and directly aligned to the Pathwise criteria provide the initial support for each of our four foundational areas previously discussed. The importance of each of these four foundational areas connected through the six unifying factors cited previously is strongly established upon a rich theoretical, research, wisdom of practice, and educational policy base. Each of the four foundations with their informing knowledge bases will be briefly reviewed.

Knowledge Bases, including Theories, Research, Wisdom of Practice, and Educational Policies:

Professional and Pedagogical Knowledge, Skills, and Dispositions

Overview:

One fundamental trait of Professionals for the Future should be an expertise and increasing expertise of professional and pedagogical knowledge, skills, and dispositions. As indicated by the research of Danielson (1996), the Interstate New Teacher Assessment Support Consortium (1992), and others, professional and pedagogical knowledge, skills, and dispositions should be considered vital characteristics of educational professionals. In agreement with this assertion, the Arkansas Department of Education has accepted and adopted much of the work of these two research efforts in designing the Arkansas Standards for Beginning Licensure and as a basis for specialty licensure in Arkansas.

The School of Education at Arkansas Tech University in support of these findings is committed to developing within its Professionals for the Future the professional and pedagogical knowledge, skills, and dispositions to assist these professionals in “impacting learners in diverse learning communities.” Research has consistently verified that content knowledge, communication skills, and intelligence (as measured by traditional intelligence tests) alone are not sufficient characteristics of professional educators. Rather research has conclusively demonstrated that professional and pedagogical knowledge, skills, and dispositions are essential characteristics needed by professional educators to impact learners in diverse learning communities (Borko & Putnam, 1996; Darling-Hammond, 2002; Ferguson & Womack, 1993; Wilson, Floden, Ferrini-Mundy, 2001). Therefore, the Arkansas Tech University School of Education in its goal of preparing Professionals for the Future deems professional and pedagogical knowledge, skills, and dispositions as a critical foundation for our programs.

The Unifying Forces of Diversity, Leadership, Oral and Written Communication, Technology, Purposeful Reflection, and Parents and Community in our Professional and Pedagogical Knowledge, Skills, and Dispositions:

These professional and pedagogical knowledge, skills, and dispositions are benchmarked through the appropriate state and national standards in each program. This emphasis is infused throughout our programs via the aforementioned unifying forces. For instance part of the essential professional and pedagogical knowledge, skills, and dispositions preparation involves issues of diversity.

As noted by Stronge (2002):

The effective teacher truly believes that all students can learn – it is not just a slogan. These teachers also believe that they must know their students, their subject, and themselves, while continuing to account for the fact that students learn differently. Through differentiation of instruction, effective teachers reach their students and together they enjoy their successes (p. 19).

Professional and pedagogical knowledge, skills, and dispositions as they relate to aspects of diversity are essential in the preparation of Professionals for the Future particularly since current theory and wisdom of practice suggest that students are not “blank slates” to be written upon but who are individuals who bring diverse backgrounds and experiences to the learning community that affect what is learned and how it is learned (Borko & Putnam, 1996; Danielson, 1996; Stronge, 2002). In support of this claim, Borko and Putnam (1996) suggest that knowledge of the [diversity of the] learners and of learning itself is, “arguably the most important knowledge a teacher can have” (p. 675).

In addition these professional and pedagogical knowledge, skills and dispositions should include evidence of a growing technological expertise and a commitment to the appropriate use of technology (another unifying factor of the conceptual framework). The International Society for Technology in Education (2002) summarizes this preparation in the following way:

Through the ongoing use of technology in the schooling process, students are empowered to achieve important technology capabilities. The key individual in helping students develop those capabilities is the classroom teacher. The teacher is responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students’ use of technology to learn, communicate, and develop knowledge products. Consequently, it is critical that all classroom teachers are prepared to provide their students with these opportunities (p. 4).

The Arkansas Tech University School of Education is in agreement with this assertion. Therefore, we seek to prepare Professionals for the Future with the necessary professional and pedagogical knowledge, skills, and dispositions as they relate to technology to assist in meeting this identified need.

Our Professionals for the Future should also exhibit professional and pedagogical knowledge, skills, and dispositions expressed through each of the other unifying factors. Our students should understand that they are part of a larger learning community involving parents, the school community, business/community, and so forth. Research has confirmed the importance of effective student-, parent-, and community-professional educator oral and written communication (Danielson, 1996; Epstein, 1996; INTASC, 1992; Weinstein & Mignano, 1993; Stronge, 2002). Our candidates and graduates should exhibit the professional knowledge, skills, and dispositions that demonstrate these unifying factors (involvement with parents and community and effective oral and written communication). Therefore an emphasis on effective oral and written communication among various community stakeholders is deemed essential in continuously developing the professional knowledge, skills, and dispositions of our Professionals for the Future.

Further, it is essential that our Professionals for the Future continue to improve their ability to purposefully reflect upon the learning of their students by considering student diversity, educational theory, technology use, assessment results, informal feedback, curriculum and instruction, standards attainment, and so forth (Cruickshank, 1987; Danielson, 1996; Schon, 1983). This purposeful reflection is essential in the continuous improvement of the professional (Danielson, 1996; INTASC, 1992). Stronge (2002) suggests:

An important facet of professionalism and of effectiveness in the classroom is a teacher’s dedication to students and to the job of teaching. Through examination of several sources of evidence, a dual commitment to student learning and to personal learning has been found repeatedly in effective teachers. A common belief among effective teachers, which reveals their dual commitment, is that it is up to them to provide a multitude of tactics to reach students. In essence, effective teachers view themselves as responsible for the success of their students (p. 19).

In preparing Professionals for the Future, this ability to purposefully reflect as a professional must be developed and continuously improved with the goal of “impacting learners in diverse learning communities.”

Finally, our Professionals for the Future must be developing experts who consider themselves to be leaders within the learning community. This is vital for strong learning organizations that have a goal of improving the learning of students (Donaldson, 2001; DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000). According to Donaldson (2001), “Leadership satisfies a basic function for the group or organization: It mobilizes members to think, believe, and behave in a manner that satisfies emerging organizational needs, not simply their individual needs or wants” (p. 5). Further Fullan (2001) claims that, “Strong institutions have many leaders at all levels” (p. 134).

Therefore in the preparation of individuals who exhibit professional and pedagogical knowledge, skills, and dispositions, leadership at increasing levels must be considered. For preservice and novice teachers this leadership may be initially evidenced through modeling, advocating, communicating high expectations, and in expressing a commitment to student learning and personal learning (Danielson, 1996; Donaldson, 2001; INTASC, 1992; Stronge, 2002). This understanding and participation in leadership with and among other stakeholders in the learning organization should be further evidenced through continuing professional development. According to research findings and applications, this leadership will powerfully influence the goals of the learning organization and ultimately student learning (DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000).

Knowledge of the School Culture

Overview:

A second foundation of the Arkansas Tech University School of Education’s conceptual framework is preparing the Professional for the Future with a growing knowledge of the school culture. According to DuFour and Eaker (1998), “The culture of an organization is founded upon the assumptions, beliefs, values, and habits that constitute the norms for that organization – norms that shape how its people think, feel, and act” (p. 131). According to Ryan and Cooper (2004):

Cultures, including school cultures, can be good or bad, leading to good human ends or poor ones. A strong, positive school culture engages the hearts and minds of children, stretching them intellectually, physically, morally, and socially. A school with a weak, negative culture may have the same type of physical plant, student-teacher ratio, and curriculum as a neighboring good school, but it may fail to engage students (p. 13).

It is important that the Professional for the Future understand the general aspects of school culture as well as the idiosyncrasies within the particular school culture in which she or he will be participating. Further, not only are there general aspects of school culture as well as particular distinguishing characteristics of particular school cultures, but continuous change focused toward impacting student learning is to be expected (DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000). This includes potential change in instructional approaches, curriculum design, assessment, school leadership, and so forth. Our candidates enter a school culture in which certain aspects are fairly stable (time, classrooms, etc.) and in which change is generally a necessity due to higher standards and external demands (e.g., INTASC, 1992).

Therefore, Professionals for the Future must have a growing knowledge of the school culture as well as the understanding of the changing dynamics within that culture (Fullan, 2001; Senge, et al., 2000). As our candidates progress through our undergraduate and graduate programs, this knowledge and understanding should be continuously improving. This emphasis is benchmarked through the state and national standards for each program respectively, and this emphasis is infused throughout our programs via the unifying forces.

The Unifying Forces of Diversity, Leadership, Oral and Written Communication, Technology, Purposeful Reflection, and Parents and Community in Our Knowledge of the School Culture:

Our Professionals for the Future should have an understanding of the diversity of the school culture as it relates to students, colleagues, administrators, parents, and so forth (Danielson, 1996; DuFour & Eaker, 1998; Fullan, 2001; INTASC, 1992; Stronge, 2002). This is particularly important since the members of this diverse learning community will be the professional educator’s key partners in “impacting learners in diverse learning communities” (INTASC, 1992).

Our Professionals for the Future must also understand the role of leadership at various levels of the school culture (DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000). This leadership may involve at particular times and settings a diverse range of leaders with various leadership styles. Our candidates should understand the importance of the endeavor they are pursuing to improve student learning in these learning organizations and the necessity of being a leader in their respective context and/or position (Fullan, 2001; Stronge, 2002).

Moreover our Professionals for the Future must demonstrate effective oral and written communication skills particularly since the school culture involves such a diverse array of stakeholders and since the teacher is viewed by many as a model of expertise (Rose & Gallup, 2003; Stronge, 2002). According to Rose and Gallup (2003), “The public has high regard for the public schools, wants needed improvement to come through those schools, and has little interest in seeking alternatives” (p. 53). Due to the importance of oral and written communication in the school culture, many experts have established this characteristic as a benchmark for the educational professional (e.g., Danielson, 1996; INTASC, 1992).

The role of collegial and purposeful reflection is also a necessity in every school culture. According to Stronge (2002):

Effective teachers also work collaboratively with other staff members. They are willing to share ideas and assist other teachers with difficulties. Collaborative environments create positive working relationships and help retain teachers. Additionally, effective teachers volunteer to lead work teams and to be mentors to new teachers. Effective teachers are informal leaders on the cutting edge of reform and are not afraid to take risks to improve education for all students (p. 19).

Professionals for the Future must exhibit a continually improving ability to purposefully reflect initially concerning the learning and assessment of their own students, methods, and so forth. Next, they must begin to develop this ability in new positions of leadership and to encourage others in the school culture to develop and/or improve this ability as well. This purposeful reflection is essential in improving as a professional (Cruickshank, 1987; Danielson, 1996; Schon, 1983) and in improving the learning organization (Donaldson, 2001; DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000).

Finally, the role of technology within the school culture should be emphasized in the development of our Professionals for the Future. As posited by ISTE (2002) and Lawson (1995), the use of technology is an essential tool in assisting the learning and thinking of learners within the diverse school culture. Due to internal needs and external opportunities/pressures, the use of technology as a communication, learning, assessment, and data management tool will only increase within the school culture (ISTE, 2002; Ryan & Cooper, 2004). Therefore, our Professionals for the Future need to be prepared with a knowledge of technology use currently within the school culture and the potential for its use in their future educational endeavors. This knowledge should improve over time across their undergraduate and graduate preparation.

Systemic and Developmentally Appropriate Practices

Overview:

In order to “impact learners in diverse learning communities,” it is essential for Professionals for the Future to demonstrate systemic and developmentally appropriate practice. This is necessary due to the diversity of cognitive, physical, and socio-emotional development, as it relates to individual students across multiple grade levels, backgrounds, and experiences (Borko & Putnam, 1996; Danielson, 1996; Payne, 2001; Wadsworth, 1989). According to Doherty and Bailey (2003), “…knowledge of skill acquisition and development is vital in ensuring that the experiences [of learning] are enjoyable, valuable and will allow children to lead active and full lives” (p.62).

In addition it is essential for Professionals of the Future to demonstrate an understanding that they are part of a system with an overarching goal of improving student learning (Donaldson, 2001; DuFour & Eaker; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2004). As Donaldson (2001) has noted, professional educators should view themselves as more than independent and individual beings but instead as part of a larger organization or system. Candidates’ systemic and developmentally appropriate practices should continue to improve as they progress through our undergraduate and graduate education programs. This improvement is evidenced through assessments founded upon respective program-adopted standards.

The Unifying Forces of Diversity, Leadership, Oral and Written Communication, Technology, Purposeful Reflection, and Parents and Community in Our Systemic and Developmentally Appropriate Practices:

Much research and wisdom of practice emphasizes various aspects of development (e.g., INTASC, 1992; Vygotsky, 1978; Wadsworth, 1989). Within this consideration are issues of diversity concerning typical development and develop that ranges below or beyond the norm. According to Danielson (1996) in classes that are developmentally appropriate, “teachers are not the sole source of knowledge; students also participate in generating and sharing understanding. The teacher and students together become a learning community in which everyone’s contributions are valued” (p. 26). The consideration of diversity in this definition should not be overlooked. In the developmentally appropriate classroom, students are not “blank slates” but rather developmentally diverse at different grade levels and as individuals.

Further this diversity should be considered as it relates to systemic practices. As previously noted, professional educators are part of a larger educational system. This system serves a diverse constituency as it attempts to improve student learning. This system involves a host of professional educators interacting in various levels of leadership throughout the learning organization to provide the best education for learners in today’s society, which requires further understanding of diversity (Donaldson, 2001; DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000).

This systemic and developmentally appropriate practice will require clear communication with a variety of stakeholders in the learning community. As Gesticki (1999) has noted this requires us, “to focus on what we know about children and what we can learn about individual children and their families as a basis for decision making” (p. 6). For this to occur and for learning to effectively occur within the system, oral and written communication with parents and the community is vital (Danielson, 1996; Epstein, 1996; INTASC, 1992; Weinstein & Mignano, 1993; Stronge, 2002). This is particularly true when considering public expectations reinforced by higher national and state learning standards and the assessments based on those standards (Rose & Gallup, 2003; Ryan & Cooper, 2004).

As noted by Ryan and Cooper (2004), the benefit of technology as a key tool in improving the systemic and developmentally appropriate practices should not be underestimated in the preparation of Professionals for he Future. As noted previously technology may be used with students at a variety of developmental levels and should be used to improve the systemic practice of educational professionals (ISTE, 2002; Lawson 1995; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2004).

Finally the role of purposeful reflection concerning systemic and developmentally appropriate practice is considered vital. As Danielson (1996) has suggested when discussing this practice:

Many possible combinations will work, and the role of an educator should not be to impose her choices on others. But conversations among colleagues about appropriateness are valuable and can benefit both parties. Of course, such conversations draw on knowledge of the curriculum, students, and environment. They challenge educators to make and discuss professional judgments. They also encourage an open mind toward the approaches to the same set of purposes (p. 27).

This statement provides an important insight concerning the reflective activity of the improving professional. The professional is aware of the fact that she or he operates within a larger educational system where a variety of approaches may be used. She or he also makes use of the knowledge of others operating within the system to inform instruction. And, there is an emphasis on the development and the diversity of students within the system as related to instructional design. This sort of reflective activity provides continuous improvement in developmentally appropriate practice within a system (Cruickshank, 1987; Danielson, 1996; INTASC, 1992; Schon, 1983).

Strong Liberal Arts Background

Overview:

The fourth foundation needed to “impact learners in a diverse learning community” is a strong liberal arts background. Research has consistently demonstrated the need for Professionals for the Future to have the knowledge of their content and the ability to understand how to effectively communicate, problem-solve, relate their content to other content, and critically think in order to effectively instruct (Borko & Putnam, 1996; Danielson, 1996; Darling-Hammond, 2002; Ferguson & Womack, 1993).

In addition, schools are considered by many to have multiple goals and responsibilities within the community (Goodlad, 1984). These goals include academic, vocational, social and civic, and personal development ends. According to Sadker and Sadker (1997):

Since their inception, public schools have tried to be all things to all people. Parents, teachers, and students alike expect schools to meet academic, vocational, social, civic, and personal goals. The particulars of these goals are debated constantly, often resulting in bitter disputes. Perhaps nowhere else in our country do personal and societal values conflict so much as when communities examine their schools (p.161).

With this phenomenon being noted, it is apparent that our Professionals for the Future must not only understand and be able to effectively teach their content, but they must also be aware of societal, academic, vocational, and personal issues related to school participation. This is particularly important since, according to Vygotsky (1978) and others, learning take places within the larger socio-cultural setting.

To effectively participate in this profession, our students need a strong liberal arts background in which they contribute as a knowledgeable professional within society. This foundation is in strong agreement with the mission of Arkansas Tech University, which states:

The Unifying Forces of Diversity, Leadership, Oral and Written Communication, Technology, Purposeful Reflection, and Parents and Community in Our Strong Liberal Arts Background:

Various professional organizations have cited the essential need that our Professionals for the Future have the ability to consider the diverse perspectives of their learners (and fellow professionals within their particular field of expertise [e.g., NCTE, 1996; NCTM, 1989]). This diversity includes the way in which particular individuals examine content, communicate within the content, express their background knowledge in the content, and so forth.

Therefore, our Professionals for the Future must have a strong liberal arts background to help them “impact learners in diverse learning communities.” An understanding of the society, expected skills, history, and philosophies of the culture in which the professional will be practicing will allow the professional to be a model of expertise and citizenry that is expected by many in today’s diverse society (Goodlad, 1984; Rose & Gallup, 2003; Sadker and Sadker, 1997).

In addition strong leadership understanding and skills are essential in today’s school and society. In order to provide this leadership, Professionals for the Future must have a basis of understanding that is considered expert for their profession and for professionals in general (Donaldson, 2001; DuFour & Eaker, 1998; Fullan, 2001;Morrison, Ross, & Kemp, 2001). According to Gardner (1995):

Despite a rapidly changing world, leadership remains crucially important in institutions ranging from schools to nations. Much of what is beneficent in the world has been inspired by farsighted leaders, even as many of the horrors of the world have been wrought by leaders who, while perhaps equally gifted, have used their powers destructively (p. xiv).

It is important that our Professionals for the Future understand the role of leadership within the society and how they might demonstrate a liberal arts expertise to be considered a leader within the school and community.

Further, the Professional for the Future needs to demonstrate an ability to effectively communicate through oral and written communication. This ability has been oft cited as a necessary tool of the educational professional (Danielson, 1996; Darling-Hammond, 2002; INTASC, 1992). Students should be well prepared through their liberal arts training to be effective communicators within the school and community. This is a vital characteristic of Professionals for the Future since they many times provide the model of communication expertise to their students.

A strong liberal arts background is also essential to the Professional for the Future due to the constant interaction of the professional with parents and the community. One role of the professional is that of social and civic responsibility (Goodlad, 1984; Rose & Gallup, 2003; Sadker and Sadker, 1997). This role requires the Professional for the Future to be adept at effectively interacting with a diverse constituency. To accomplish this goal the Professional for the Future must exhibit basic communication skills, problem-solving abilities, and understanding of social and governmental processes, philosophical ideas, history, and so forth.

The role of technology in developing a strong liberal arts expertise should not be underestimated. The ability to effectively use of technology is not just a “school-building” concern. But as noted by ISTE (2002), “To live, learn, and work successfully in an increasingly complex and information-rich society, students and teachers must use technology effectively” (p.4). The ability to use technology has become essential since much of the information we now use has been created, compiled, and/or presented through some form of advanced technology. Our students should be models of technology expertise and this expertise should improve as they progress through their initial liberal arts preparation and conclude their respective graduate program preparation.

Finally, purposeful reflection plays a key role in the development and improvement of a strong liberal arts background. As students are asked to consider various philosophical ideas, social and governmental processes, historical perspectives, and so forth, they are being asked to reflect on broad generalizations and concepts. This ability should continue to improve as they are asked to purposefully reflect more specifically on classroom learning. The strong liberal arts expert is able to think reflectively and purposefully about the content, diversity of student thought and background, underlying larger rationales for learning new content and/or skills, and so forth (Borko and Putnam, 1994; Danielson, 1996).

The liberal arts background that includes historical perspectives, governmental processes, philosophical perspectives, and so forth should improve as our Professionals for the Future continue through our undergraduate and graduate preparation programs. For instance as our candidates are asked to specifically consider governmental processes directing much of the efforts of education (such as No Child Left Behind), they are becoming more knowledgeable in their liberal arts background. As they consider the societal situations and conditions that led to many of the current theories of learning, their liberal arts background is improving. This is an ongoing and unending life-long learning pursuit.

Candidate Proficiencies:

Programs Offered	Current National Recognition or Accreditation Status	National and State Program Standards
Art Education – P-8, 7-12 (B)		Pathwise, NA*
Business Education SL 7-12 (B)	AACSB	Pathwise, NA*
Early Childhood Ed. – P-4 (B)	Not recognized (12/99)	Pathwise, NAEYC*
Educational Leadership (M)	Not previously reviewed	ELCC, ISLLC, NETS^
Educational Specialist (S)	Not previously reviewed	ELCC, ISLLC, NETS^++
English Lang. Arts – SL7-12 (B)	Recognized (2/00)	Pathwise, NCTE*
Foreign Lang. Ed. – SL7-12 (B)	NA	ACTFL*
Gifted Education (M)	NA	CEC, NAGCˇ
Instructional Improvement (M)	NA	Pathwise
Mathematics Ed. – SL7-12 (B)	NA	Pathwise, NCTM*
Middle Level Ed. – ML (B)	NA	Pathwise, NMSA*
Music Education – P-8, 7-12 (B)	NASM	Pathwise, NA*
Physical Education – P-8, 7-12 (B)	Recognized (1/00)	Pathwise, NASPE*
School Counseling and Leadership (M)	Not previously reviewed	ASCA, NBPTS, CACREP+
Secondary Ed. English (M)	NA	Pathwise, NCTE
Secondary Ed. Instructional Technology (M)	Recognized (1/00)	AECT
Secondary Ed. Mathematics (M)	NA	Pathwise, NCTM
Secondary Ed. Physical Ed. (M)	NA	Pathwise, NASPE
Secondary Ed. Social Studies (M)	NA	Pathwise, NCSS
Science Education – SL 7-12 (B)	Recognized (5/00)	Pathwise, NSTA*
Social Studies Ed. – SL 7-12 (B)	Not recognized (11/99)	Pathwise, NCSS*
Speech Comm. – SL 7-12 (B)	NA	Pathwise, NA*
Teaching, Learning, and Leadership (M)	NA	ELCC, NBPTS, ISLLC, NETS**

Notes: Arkansas Standards for Beginning Licensure*

Arkansas Curriculum Program Administrator Licensure Standards**

Arkansas Building Level Administrator Licensure Standards^

Arkansas Gifted and Talented Rules and Regulations: Program Approval Standardsˇ

Arkansas Standards for School Counselors+

Arkansas District Level Licensure Standards++

As evidenced by the matrix, each program is aligned to its respective national and/or state standards. Specifically, programs create their SPA reports demonstrating this alignment, and the syllabi and major course assignment rubrics provide further evidence of this alignment. Links to the Program reports may be found on the Arkansas Tech University School of Education NCATE website. In addition links to particular standards-based, program-related syllabi and assessment rubrics are also available on this site. As discussed previously, the respective program standards provide the benchmarks for our program development, assessment, progress, and revision.

System of Assessment:

Information concerning the system whereby candidate performance is regularly assessed and how these results are then used to revise our programs is available on the Arkansas Tech University School of Education NCATE website within the Standard 2 heading. The specific explanation of this process is found under Exhibit 2.1 – The Unit Assessment System.