TEACHER EDUCATION UNIT

CONCEPTUAL FRAMEWORK

Commitment:
The conceptual framework for professional education at Buffalo State College begins with the shared commitment of all members of the professional education community to the preparation of knowledgeable and skilled educators who are committed to ensuring that all students achieve their greatest intellectual, emotional, and physical potential.

The conceptual framework is most significantly influenced by a few commonly held values including 1) diversity, and 2) a commitment to collaboration between college and public school personnel in the interest of creating mutual renewal and the improvement of each setting.

These values, along with an identified array of knowledge, dispositions, and skill outcomes that have been developed unit-wide—as well as those additional outcomes that have been developed by individual programs—constitute the basis for assessing individual candidate performance and for making judgments about overall program quality and candidates’ impact on P-12 learners. 

History
The conceptual framework at Buffalo State College was first articulated in preparation for the 1991 NCATE Continuing Accreditation Review. In the intervening years, the framework has been revisited, refined, and renewed to include expanded descriptions of the faculty's beliefs regarding the unit mission and values; new understandings of the theories in teaching, learning, and best professional practices; performance expectations for both initial and advanced-level candidates; and professional education assessment.

The conceptual framework for all professional education preparation programs at Buffalo State College articulates the unit's vision, ensures coherence across candidates' programs and reflects our commitment to prepare candidates to work effectively with all students including students with culturally, linguistically, and ethnically diverse backgrounds and students with disabilities. 

Importance

  • It is a foundation for the teacher education unit, encompassing 74 programs across four schools.
  • It guides policy and the decision making process through the advisory council, the Teacher Education Council (TEC).
  • It is embedded throughout    all syllabi in every education course, at the initial and advanced levels.
  • All key assessments are aligned o the framework to so that candidate performance can be evaluated and improvements can be made.
  • It helps faculty, candidates and community partners work together as a team to ensure that future educators make a positive impact on P-12 students.  

*View the Conceptual Framework by clicking here (Microsoft Word) (53 Kb)