Conceptual Framework & Supporting Knowledge Bases
Exemplary Educator as Problem-Solver
Since its establishment, the Campbell University School of Education has provided outstanding education for prospective and practicing professionals. Dedicated to playing a meaningful role in improving education, the School maintains an on-going commitment to the preparation of exemplary educators. The overriding intent of the professional education degree programs is the empowerment of teachers, administrators, and counselors. Degree candidates are equipped with the knowledge, skills, and dispositions needed to meet modern educational challenges, as well as to address and solve contemporary problems.
Campbell University's mission statement forms the basis for the philosophy underlying the institution's programs for educating teachers, counselors, and school administrators.The University is committed to fostering intellectual, moral, and social-emotional growth in all its undergraduate and graduate students to develop in them a method of critical judgment; an appreciation of their intellectual, cultural, and religious heritage; and an awareness of the world and society. Working in collaboration with the College of Arts and Sciences and other academic areas of the University, the School of Education nurtures these broad goals--as well as the more specific professional and subject area competencies--in ways appropriate to the candidates’ needs. The conceptual framework for all the programs is the development of professional educators who are effective problem solvers, a goal that is in harmony with the overall mission of the University.
The School of Education's Conceptual Framework provides the philosophical underpinnings for the undergraduate and graduate professional education degree programs and reflects the values and traditions of Campbell University This framework identifies ten essential knowledge bases for the educator.
During the Academic Year (AY) 2004-2005, Professional Education Faculty began to further align their syllabi with the tenets of the Conceptual Framework by showing the alignment of their course topics, assignments, and assessments with the Knowledge Bases. During AY 2005-2006, Faculty ensured that all the professional education programs, through either introductory, application, or synthesis, examine the themes and domains of the knowledge bases. Faculty worked to ensure that Degree candidates engage in a sequence of academic and clinical experiences that contribute to their overall cognitive development and provide opportunities to maximize their professional expertise.
During AY 2006-2007, this committee revised the framework itself, making recommendations for revisions that were accepted by the School of Education Faculty. One major recommendation by the committee was to update the references in the document. As an extension of this activity a review of literature was conducted with reference to the Problem-Solving model included in the framework. A more contemporary problem-solving model was recommended and accepted by the Faculty in May of 2007.
To insure theCampbell University’s Professional Education programs address the content, skills, and dispositions necessary for degree candidates to gain professional competence,courses are designed and implemented with consideration for pertinent professional standards.
Professional Commitments and Dispositions
The Faculty of the School of Education considers the following knowledge, skills, and dispositions essential to the professional educator and therefore has designed and delivers programs at the undergraduate and graduate levels that illustrate these tenets.
Supporting Knowledge Bases
The Supporting Knowledge Bases are available to read in a pdf format.