NJCU College of Education

1. NJCU College of Education presents A Conceptual Framework:theReflective Urban Practitioner Model

2. What is a Conceptual Framework? • A document that expresses the mission, purpose and essential philosophy of the College and guides candidates as they navigate through their academic programs.

3. Reflective Urban Practitioner Model • In alignment with the University’s mission, the model focuses on the knowledge, skills and dispositions needed by professional educators in an urban environment. • “The University is committed to improving the quality of life in its urban community and works along with other colleges in the county, businesses, community organizations, government agencies, and local school districts to accomplish this.” (NJCU Mission Statement)

4. Reflective Urban Practitioner Model • The paramount principle of this model is that College of Education faculty act collaboratively as change agents with the entire educational community.

5. Framework I: Knowledge Foundation • Guiding Question: “What knowledge do candidates need to gain from liberal arts, sciences, parents, community and professional education programs to work effectively with learners colleagues and families in an urban community?”

6. Outcomes of Framework I • Literacy: Candidates being prepared to work in urban settings demonstrate competence in the literacy skills required to present their subject matter to P-12 students and other school personnel.

7. Outcomes of Framework I • Development and Learning Theory: Candidates being prepared to work in urban settings demonstrate knowledge of P-12 student development and learning theory in the context of academic settings.

8. Outcomes of Framework I • Content Knowledge: Candidates being prepared to work in urban settings demonstrate the content knowledge necessary to help all students learn.

9. Outcomes of Framework I • Family and Community: Candidates being prepared to work in urban settings demonstrate knowledge of the role that families and communities should play as valued partners in the education process and tacit cultural assumptions of schools that ma not be shared by families and communities that urban schools serve.

10. Outcomes of Framework I • Legal and Ethical Issues: Candidates being prepared to work in urban settings demonstrate knowledge of the complexity of the legal and ethical issues associated with teaching and learning in P-12 classrooms.

11. Framework II: Pedagogical Skills • Guiding Question: “What skills do candidates need to translate theory into practice?”

12. Outcomes for Framework II • Candidates will demonstrate a critical understanding of individual and group motivation and behavior, contemporary learning theories, and the use of technology to create learning environments that encourage positive social interaction, active engagement in learning and self-motivation.

13. Outcomes for Framework II • Candidates will demonstrate the use of effective verbal, nonverbal and media communication techniques and technology to foster active inquiry, respect for cultural difference, and collaboration in the classroom.

14. Outcomes for Framework II • Candidates will demonstrate the ability to plan services and instruction based upon synthesis and evaluation of knowledge of the individual learner, subject matter, the community, and the curriculum, particularly in urban environments.

15. Outcomes for Framework II • Candidates will demonstrate a critical understanding of the uses of a variety of instructional strategies and technologies to encourage students’ development of critical thinking, information literacy, technology, problem solving, and performance skills, and demonstrate the ability to adapt the curriculum to the unique needs of the learner.

16. Outcomes for Framework II • Candidates will demonstrate the ability to assess different levels of development and adapt practice accordingly based on a proficient and informed use of research, reflection, and individual needs.

17. Framework III: Dispositions for Urban Education • Guiding Question: “What dispositions do candidates need to be successful in urban schools?”

18. Outcomes for Framework III • Power of Students: Candidates demonstrate a belief in the ability and potential of all learners in our urban environments to meet high expectations of academic achievement and social development.

19. Outcomes for Framework III • Power of Schools: Candidates demonstrate a belief that schooling and education function as vehicles for economic, social and political equality and liberation.

20. Outcomes for Framework III • Power of Difference: Candidates demonstrate recognition and valuing of culture, language, gender, socioeconomic status, age, race, ethnicity, sexual orientation, exceptionality, and other forms of difference as assets in teaching and learning.

21. Outcomes for Framework III • Power of Lifelong Learning and Reflection: Candidates demonstrate that they value lifelong learning and reflection and commit themselves to actively seek out opportunities to grow intellectually and professionally. Candidates demonstrate a willingness to examine and investigate personal assumptions and the ability to reflect upon and evaluate the effects to their action and choices on others.

22. Outcomes for Framework III • Power of Empathy and a Commitment to the Success of all Children in Schools: Candidates will provide evidence that they have a personal commitment to an ethic of caring and empathy, and a commitment to promoting academic and social success of all learners.

23. Have we moved from theory to practice ? The model is integrated into all coursework and field and clinical experiences.

24. Impact and Relevance – Why is this model significant? • The model supports the full range of development for classroom teachers and other school professionals. • The model emphasizes the importance of collaborative work between parents, students and community members.