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 in, for example, our graduate degree programs. 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.

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All trademarks herein belong to their respective owners. Last updated: March 2005