The College of Education’s Conceptual Framework provides the rationale and organizing principle that guides the curriculum for the college’s mission: Developing Educators for School Improvement. This Conceptual Framework is grounded in research, knowledge, and experience that describe the knowledge, skills, and dispositions that undergraduate and graduate candidates as well as graduates should know and be able to do.

Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education, Georgia Professional Standards Commission, and Specialized Professional Associations. The following beliefs give credence to the ten descriptors and provide further delineation of the Conceptual Framework:

Decision Makers: We believe that candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective educational change.

Leaders: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate educational change.

Life Long Learners: We believe that candidates should seek continually to improve their knowledge, disposition, and skills for educational change.

Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective educational change.

Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about change.

Culturally Sensitive: We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing educational change.

Empathetic: We believe that candidates should be able to develop the sensitivity for individual, family, and institutional needs that will embrace educational change.

Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of educational change.

Proactive: We believe that candidates should be able to become effective advocates for the removal of barriers that impede life long learning and hinder educational change.

Reflective: We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for educational change.