NCDPI EVIDENCES TO BE EXPECTED
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| Elizabeth City State University's mission provides for a multicultural, challenging, student-centered learning environment that prepares its students for responsible participation and leadership in an ever-changing world. The School of Education and Psychology teacher education conceptual framework is consistent with this mission and was developed to describe its vision and purpose in preparing educators to work in P-12 schools. The focus of the conceptual framework is to prepare educators who are reflective practitioners, advocators of diversity, effective facilitators, critical thinkers, proficient technology users, and competent evaluators who are capable of meeting the diverse needs of all learners.
Supported by a strong knowledge base, the conceptual framework provides
a system for ensuring coherence and a well-articulated professional commitment to student knowledge of content, teaching competence, leadership, and learning. This is reflected in the curriculum, instruction, and clinical experiences provided to develop the knowledge, skills, and dispositions that are valued in teachers. The conceptual framework provides the theme and direction for our programs, courses, candidate performance, scholarships, service, and unit accountability. Coherence exists among the graduate practium, and learner outcomes - what our teacher candidates and graduate candidates know and are able to do.
Since its beginning in 1992, the conceptual framework's organizing theme, Teacher As Decision Maker, had remained the guiding principle for program implementation, assessment, evaluation, and effectiveness. However, during the Fall 2006, the faculty and partners re-examined curriculum and program offerings and determined that the conceptual framework needed to be revised.
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