Overview
The conceptual framework represents the philosophical basis of the Teacher Education Program. The elements of the framework are noted below.

A. Introduction
The current Framework represents the tenth rendition since the 1999 institutional review. After creating the initial framework in 1998, Unit faculty, candidates, and P-12 advisory councils have worked and reworked the document in order to address institutional strategic initiatives, and new national and State standards. Although the Unit does not anticipate major revisions prior to the next fifth year review, elements of the document will be under constant scrutiny.

B. Vision and Mission of the Institution
The conceptual framework is the impelling force behind all aspects of both the undergraduate and graduate programs. Its intent derives from the institutional mission and expresses the Unit's philosophy, purposes, and goals; knowledge bases; candidate proficiencies aligned with professional, state, and institutional standards; and the assessment system. The framework conjoins all program activities into a single meaningful set of related activities in order to assure compliance with state and NCATE standards and to provide all candidates opportunity to demonstrate knowledge, skills, and dispositions to maximize student learning.

C. The Unit's Philosophy, Purposes, and Goals
The Conceptual Framework represents the philosophical basis of the teacher education program. It emanates from the institutional and program missions and reflects the conceptual framework theme “Preparing teachers to serve in a culturally diverse world.” The theme is an organizing feature of all undergraduate and graduate programs and ensures all programs will prepare candidates to have knowledge, skills, and dispositions necessary to create effective learning environments sufficient to help all students learn. The framework embraces an incremental approach to providing candidates opportunity to progress from foundational and developmental studies to specific applications of learning theories. The purposes and goals of the Program stem from the knowledge bases with related theories, and experiences noted within the document.

D. Knowledge Bases, including Theories, Research, the Wisdom of Best Practice, and Education Policies
Elements of the framework include: (1) a knowledge base that informs the program elements; (2) a set of five beliefs about the fundamental nature of persons that provide clues for candidates to create appropriate learning environments for all students; (3) definitions of five knowledge domains related to culture, society, inquiry, methodology, teaching, learning, theory, knowledge, skills, and the rapid advance of technology; (4) eight candidate dispositions that identify the human predilections considered essential for successful teaching; (5) eleven outcomes that require candidates to be well-grounded in general, content, pedagogical, and professional studies; and a bibliographical knowledge base from which Unit faculty used to create the document.

E. Alignment with Professional, State, and Institutional Standards
The framework expresses a commitment to prepare candidates who demonstrate knowledge, skills and dispositions to help all students learn through sets of outcomes and dispositions that support the institutional and program missions. The outcomes indicate that candidates will:

1. Be able to state the concepts and structure basic to their subject matter specializations, articulate instructional outcomes, and use teaching styles, resources, and strategies appropriate for all learners
2. Be able to identify important characteristics of learners stemming from sociological, psychological, and cultural environments at various stages of growth and development, and implement appropriate teaching strategies
3. Be able to create positive learning environments for students from varied cultural milieus
4. Be able to develop and utilize teaching strategies based on tested psychological principles, learning theories, current research, and emerging technology appropriate for various teaching and learning environments
5. Be able to engage students in higher level thinking by using an array of technological and other resources, and a variety of written and communication techniques
6. Be able to use a variety of assessment strategies and techniques in order to assure positive student development
7. Be able to distinguish among different roles of students, parents, and school officials within diverse social contexts and to create positive learning experiences within school and community environments
8. Be able to state cognitive, affective, and psychomotor goals of education from historical, philosophical, social, cultural, and global perspectives and be able to use these goals in assessing personal attitudes and strategies, learning environments, and the profession
9. Assume responsibility for staying abreast of current professional developments and educational research with regard to theory and best practice
10. Exemplify in planning and demonstrate in practice the dispositions articulated by Unit faculty as necessary for all teacher education candidates
11. Be a model of hope – consistent with the mission of Greenville College to be a “Christ- centered” college in the liberating arts and sciences

In addition, the framework identifies eight dispositions to be manifested by candidates. These note that candidates will be:

1. Reflective – Candidates who manifest this disposition are disposed to think deeply about the processes of teaching and how one's own attitude, values, beliefs, and behaviors influence teaching. Effective teaching environments use the innate gifts and unique temperaments of students as they plan, carry out, and assess learning. (Gardner, 1999)
2. Cooperative – Candidates manifest a spirit of cooperation and collegiality in their interpersonal relationships with colleagues. Student outcomes are optimized through cooperative approaches to learning. (Johnson and Johnson, 1987)
3. Enthusiastic – Candidates display energy and maintain positive attitudes toward their teaching assignments, their students, and their interactions within classrooms and the schools where they serve. Creating classroom environments in which students develop an intrinsic motivation to learn. (Doyle, 1990)
4. Accepting – Candidates understand and value the unique contributions of students from a variety of backgrounds, abilities, and orientations in order to enhance learning. Demonstrating an inclusive approach to students, classrooms, schools, communities, and cultures improves the quality of instruction for all students. (Grant and Sleeter, 1994)
5. Compassionate – Candidates demonstrate concern for all students as they face the vagaries of physical, emotional, intellectual, and spiritual growth and development. Demonstrating concern and believing that students can surmount the obstacles they confront provide impetus for them to succeed. (Phenix, 1961)
6. Confident – Candidates manifest a sense of self-efficacy in order to foster effective learning in the classroom, and respond positively to the multitude of persons involved in school environments. Promoting the notions of self-efficacy, and self-determination that are necessary to develop the will to succeed. (Maslow, 1973)
7. Creative – Candidates demonstrate the innovative use of a multitude of pedagogical techniques and technologies. Unique approaches to instruction and the uses of technology and improving instruction. (Schwartz and Beicher, 1999)
8. Professional – Candidates have a passion for their students to learn; they also manifest a positive work ethic and have a desire to be a “life-long learner.” Creating a profession of teaching in which teachers have opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially for those for whom education is the only pathway to survival and success. (Darling-Hammond, 1997)

F. The System By Which Candidate Performance is Regularly Assessed
Matrices included in the conceptual framework align the 11 program outcomes to NCATE, and Illinois Professional Teaching and Content Area Standards. Transition points for candidate admission and continuation in the Program, admission to the professional internship, and program completion are also described in the framework. Assessment methods show how data are used for program improvement. Program reports using state approved guidelines were previously submitted for review by professional panels. These are designed to demonstrate compliance with state standards.