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CONCEPTUAL FRAMEKWORK PHILOSOPHY
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Area One, the triange, includes the learning community that has joined together collaboratively in partnership to develop the Professional Educator as Decision Maker. These three equal partners include the university, local education agency, and family/community. These stakeholders believe ini accountability, quality assurance, collaboration, diversity, and equity.
Area Two, the hexagon, includes the standards/dispositions that describe the educator who is a decision maker (reflective practitioner, advocator of diversity, effective facilitator, critical thinker, proficient technology user and competent evaluator). These essential characteristics of the education candidates are assessed both formally and informally using our institution standards, which are aligned with NCATE, Interstate New Teacher Assessment and Support Consortium, North Carolina State Standards, National Board for Professional Teaching Standards, and the Interstate School Leaders Licensure Consortium (ISLLC).
Area Three, the three interlocking circles, includes the major components that encompass the knowledge and skill requirements of candidates at the initial and advanced levels of Professional Knowledge, Pedagogical Knowledge, and Content Knowledge. One of the most important determinants of student achievement is teacher expertise; skilled teachers are the most critical of all schooling inputs. At the initial level, the program at Elizabeth City State University seeks to produce skilled educators who demonstrate a potential for developing the expertise needed for high student achievement. At the advanced level, candidates must have completed an equivalent liberal arts or science degree prior to entering the graduate program. Further, "master teachers" or "highly qualified teachers" must first be good teachers and demonstrate the knowledge and skills expected of beginning teachers as prerequisites for the advanced level.
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