College of Education (cont'd)
Initial Conceptual Framework
The Initial Conceptual Framework represents the shared vision of members of the faculty in collaboration with members of the professional education community in preparing undergraduate students to become educators in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The Initial Conceptual Framework is the foundation that describes MSU Billings’ intellectual philosophy and expected performance outcomes of graduates.
The Initial Conceptual Framework provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. It makes explicit collective professional commitments, including the commitment to acquire and use knowledge on behalf of P-12 students. It reflects commitment to diversity and the preparation of educators who help all students learn. Finally, the Initial Conceptual Framework provides a context for aligning national and state standards with the knowledge, skills and dispositions expected by the unit for educators.
Initial Conceptual Framework
Professional and Pedagogical Development
MSU Billings-INTASC Standards
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the historical-legal-philosophical foundations of education, as well as the central concepts, tools of inquiry, and structures of the discipline he or she teaches. The teacher creates learning experiences that make these aspects of subject matter meaningful for students.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. MSU Billings teacher education candidates understand differences among groups of people and individuals. In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)
STANDARD 3: DIVERSE LEARNERS
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Montana educators understand and teach with attention to the cultures of Montana Indian nations.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.
STANDARD 5: MOTIVATION AND MANAGEMENT
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
STANDARD 6: COMMUNICATION & TECHNOLOGY
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
STANDARD 7: PLANNING
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
STANDARD 8: ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.
STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.