Troy University was established in 1887 as Troy Normal School.  It focused on providing “the citizens of Southeast Alabama with the opportunities associated with completing a teaching certificate” (Oracle, 2004 – 2005, p. 2).  Due to the changing needs of the Southeast Region, Troy Normal School became Troy State Teacher’s College in 1929 (Oracle, 2004 – 2005, p. 2).  During the 20^th Century, Troy University opened several campuses throughout Alabama thereby furthering its mission of meeting the needs of the Southeast Region.

Prior to the Fall 2005 merger of the multiple Alabama campuses of Troy University, two of the campuses were separately accredited by NCATE.  The Troy University Troy Campus College of Education focused its Conceptual Framework on “Traditions of Educational Excellence Through Innovative Practice,” as an extension of the University Mission.  This conceptual framework was based on best practices evidenced by national standards for teacher preparation programs, national teacher reform initiatives, research based appropriate learning sequences for the development and implementation of knowledge, skills, and dispositions for teacher education candidates as well as the theories of Jerome Bruner.  The Troy University Dothan Campus College of Education’s Conceptual Framework focused on the informed reflective decision maker model developed by Colton and Sparks-Langer (1993). In anticipation of the 2005 Troy University merger, faculty and community stakeholders drafted a combined conceptual framework with a shared vision in 2003.  The Conceptual Framework has evolved with continued input from various faculty, students and community stakeholders.

Vision and Mission of the Institution

Troy University is a public institution comprised of a network of campuses throughout Alabama and worldwide. International in scope, Troy University provides a variety of educational programs at the undergraduate and graduate levels for a diverse student body in traditional, nontraditional, and emerging electronic formats. Academic programs are supported by a variety of student services which promote the welfare of the individual student. Troy University's dedicated faculty and staff promote discovery and exploration of knowledge and its application to life-long success through effective teaching, service, creative partnerships, scholarship and research (Troy University Webpage).

Vision and Mission of the Unit

The mission of the College of Education is to prepare educators, counselors, administrators, and other professionals to be life-long, innovative, informed, reflective decision makers effectively trained to achieve the goals, competencies, and skills identified by the accrediting and professional organizations for each program (College of Education Webpage).

The College of Education extends its mission through its service to the local and larger communities in the Southeast Region.  This service oriented mission responsively taps into the continuing need to prepare education professionals who are knowledgeable, aware of the challenges of meeting today’s ever changing educational environments, and responsive to the fundamental needs of all learners.

Philosophy, Purposes, Goals/Institutional Standards of the Unit

Our belief is that effective educational professionals are informed, innovative and reflective decision makers.  This philosophy is grounded in Colton and Sparks-Langer’s (1993) “Framework for Teacher Reflection.”  This framework, according to Colton and Sparks-Langer (1993), presents the teacher as a ‘reflective decision maker.’  We see the teachers of the future as thoughtful persons intrinsically motivated to analyze a situation, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking.  As part of this process, the teachers consider the immediate and long-term social and ethical implications of their decisions. (p.4)

In the center of this model are the components of reflective thinking: a professional knowledge base, construction of knowledge and meaning, and action.  These are surrounded by the four attributes of reflective decision-makers: efficacy, flexibility, social responsibility and consciousness.  Outside the attributes, yet necessary for the optimal functioning of the model is the environmental condition of a collegial environment.

Colton and Sparks-Langer used strong theoretical and research support in developing their model.  Writings and research studies in the areas of cognitive psychology, critical theory, and motivation and caring were all used to support the particular components of this model.  Recent research on effective teaching and effective teacher preparation programs show that the basic principles of this model are still relevant (Comer & Maholmes, 1999; Darling-Hammond, 2006; Da Ros-Voseles & Moss, 2007; Helterbran, 2008; Rosenfeld and Rosendfeld, 2008; Stronge, Tucker & Hindman, 2007).

The Colton and Sparks-Langer model closely aligns with the mission of the College of Education (hereafter referred to as the Unit), however it was expanded and adapted to provide a closer fit with the merged Units’ combined vision.  The Unit’s purpose, therefore, is to produce education professionals who are informed, innovative and reflective decision makers equipped with the knowledge, pedagogical skills and professional dispositions necessary for improving the learning opportunities of citizens of our state, regions, and broader global community.

We believe that to be effective, education professionals must demonstrate exceptional knowledge, pedagogy, and dispositions. While the successful, engaging educator possesses these characteristics in an inextricable combination, the elements can be isolated for clarification. 

• Informed decision makers are knowledgeable of their content area, educational philosophies and theories, characteristics and needs of all learners, and instructional methodologies.

• Innovative decision makers implement pedagogy based on research-based teaching practices, appropriate assessment, collaborative and mentoring relationships, and appropriate learning environments. 

• Reflective decision makers demonstrate professional dispositions of proactive leadership, professional conduct, autonomy and collaboration, and reflection and self-monitoring.

Candidate Proficiencies related to knowledge, skills, and professional dispositions

Our conceptual framework is grounded in best practices, current and time-tested educational theories, national initiatives, and teacher education reform elements, while being responsive to change.  The Unit identified three key attributes as essential to effective teaching. These attributes are operationalized through 10 proficiencies that enable our candidates to perform as professional educators.  The growth and development of an educational professional through the initial and advanced programs allows for demonstration of critical attributes at increasingly sophisticated levels.  Candidates demonstrate the proficiencies through the acquisition of knowledge, the implementation of pedagogy and the development of professional dispositions.  The proficiencies are linked to the Rules of the Alabama State Board of Education and contribute to our comprehensive assessment system.

The Unit uses the Alabama State Department of Education (ALSDE) rules (based on the expectations of NCATE and other learned societies), courses of study, and professional organization standards to guide curricular decisions and assessments.  State Department of Education performance assessment templates provides a matrix indicating specific correlations between state rules and required learning outcomes.  Our commitment to professional organizations has led to specialized accreditation from Council for Accreditation of Counseling and Related Educational Programs (CACREP). Affiliation with other professional organizations such as National Council for Teachers of English (NCTE); American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD); and the National Council for Teachers of Mathematics (NCTM) further craft the content standards for the teaching fields. Departments incorporate discipline-specific standards into all aspects of the program. For example, in music education, NASM standards are incorporated and assessed through coursework, field experiences, music recitals, Basic Skills Test of Music Proficiency, and professional portfolios.

The candidate proficiencies tied to these standards, as measured through Critical Assignments and reported on the Troy University College of Education Performance Assessment Templates, follow:

1.         Demonstrate an understanding of and show effective performance with diverse learning populations in a variety of school cultures

2.         Demonstrate proactive leadership, professional conduct and well-balanced professional dispositions

3.         Demonstrate effectiveness as communicators, facilitators, pedagogues and scholars

4.         Build multi-level collaborative partnerships and mentoring relationships

5.         Demonstrate competencies in content area knowledge, assessment and emerging technologies

6.         Demonstrate cutting-edge competencies in pedagogical and applied research skills

7.         Practice authentic self-assessment, critical and reflective thinking, and the continual monitoring of progress and development

8.         Demonstrate an ability to generalize and creatively problem-solve

9.         Refine and evaluate innovative delivery and assessment models

10.       Demonstrate professional qualities that contribute to building safe, supportive, creative and stimulating learning environments

Visual Representation of the Conceptual Framework

The conceptual framework (CF) visual is a representation of the skills, behaviors, and attitudes embodied by our graduating candidates.  The CF visual is anchored by an elongated oval that resembles a world map, illustrating the global vision of Troy University.  The “northern hemisphere” of the globe shape contains the phrase “Producing decision makers who are…” and begins to articulate the mission of the university and the unit.  In the “southern hemisphere” are a series of three rectilinear shapes that contain the three major attributes of decision makers - Informed, Innovative, and Reflective.  The shapes are highlighted in the primary colors of light, signifying meaning within the attributes: Informed is red for our candidate’s passion for learning (knowledge); Innovative is green for our candidate’s continued development in the science of teaching (pedagogy); and, Reflective is the color blue as our candidates mirror the highest ideals in their continued career development (professional dispositions). 

Serving as the visual foundation for the poster is an image of the new College of Education building currently under construction.  The display of this new construction is intended to show commitment to continued excellence in education.

Commitment to Diversity

Education in the United States has been described as a "multicultural experiment unique in the history of the world: A democratic society attempting to forge peaceful and productive communities with shared interests, while at the same time honoring particular ethnic, racial, and cultural characteristics, traditions, histories, and languages" (Hill, Carjuzaa, Arambura, & Baca, 1993, p. 260).  Faculty at Troy University are committed to modeling best practices and equipping ourselves to prepare quality educational professionals through the attributes of the informed, innovative and reflective decision maker.  Quality includes instruction that is culturally responsive, field placements that expand candidate’s diverse learning experiences and understanding, and course work that challenges preconceived ideas about characteristics and needs of all learners (Van Hook, 2002; Wiggins, Follo & Eberly, 2007).  Further, as part of a University model which embraces internationalization, the College of Education supports the broad experiences gained by both faculty and students in international teaching and observation.

Commitment to Technology

Aware of our increasingly technological and ever changing world, Troy University’s College of Education is committed to providing candidates with the knowledge and skills needed to meet the demands of the digital generation.  Twenty-first century technology requires that we embrace the digital age with a proactive stance, preparing our candidates to impart to their students the skills necessary to compete on the world stage.  Our faculty are committed to using technology to broaden and support learning opportunities for our candidates.  This vision reflects the Troy University Vision 2010 planning document.

Summary of Unit Assessment System

The unit assessment system is designed to provide information for both unit- and program-level evaluation.  There are seven steps in the process from the initial collection to the monitoring of data and implementation of changes:

• Step One: Information from internal and external sources are gathered and shared with the Unit Head.

• Step Two: Information is shared with the Assessment Committee for analysis.

• Step Three: Analysis reports are shared with the Unit Head and department chair

• Step Four: Analysis reports are evaluated by the Executive Committee, department chairs, and faculty to determine the necessity of change.

• Step Five: Proposals for any changes are presented to the College of Education Executive Committee.

• Step Six: The changes are approved by initial and advanced academic oversight committees as well as the Unit Head receiving and disseminating changes to appropriate Curriculum Committees.

• Step Seven: Implementation and monitoring of change by faculty.

Assessment and evaluation of candidates is based on sound theoretical principles, professional standards of learned societies, proven performance models, unit and program objectives and standards of external accrediting bodies (e.g., the Alabama State Department of Education, NCATE and Southern Association for Colleges and Schools).  The Unit is committed to multiple evaluation techniques in the overall assessment system.

References

Colton, A. B., & Sparks-Langer, G. M. (1993).  A conceptual framework to guide the development of teacher reflection and decision making.  Journal of Teacher Education, 44 (1), 45–54.

Comer, J., & Maholmes, V. (1999). Creating schools of child development and education in the U.S.A.: Teacher preparation for urban schools. Journal of Education for Teaching, 25 (1), 3-15.

Darling-Hammond, L.  (2006).  Powerful teacher education:  Lessons from exemplary programs.  CA:  Jossey-Bass.

Da Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teachers, Young Children, 62 (5), 90-97.

Helterbran, V. R.  (2008).  Professionalism:  Teachers taking the reins.  The Clearing House, 81 (3), 123-127.

Hill, R., Carjuzaa, J., Aramburo, D., & Baca, L. (1993). Culturally and linguistically diverse teachers in special education: Repairing and redesigning the leaky pipeline. Teacher Education and Special Education, 16 (3), 258-269.

Rosenfeld, M., & Rosenfeld, S. (2008). Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences. Educational Psychology, 28 (3), 245-272.

Scheeler, M. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17 (2), 145-159.

Stronge, J., Ward, T., Tucker, P., & Hindman, J. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20, 165-184.

Oracle: Troy University 2004-2005 student handbook and planner. (2004). Troy University, Troy, Alabama: Office of Student Services.

Van Hook, C. W. (2002). Preservice teachers’ perceived barriers to the implementation of a multicultural curriculum. Journal of Instructional Psychology, 29 (4).

Wiggins, R., Follo, E., & Eberly, M. (2007). The impact of a field immersion program on pre-service teachers' attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 23 (5), 653-663.

Appendices 

Appendix A 

Conceptual Framework Proficiencies Alignment with

Conceptual Framework 

Conceptual Framework Proficiencies Alignment with Conceptual Framework 

“Innovative, Informed, Reflective Decision Makers”

1.         Demonstrate an understanding of and show effective performance with diverse learning populations in a variety of school cultures (Informed - Knowledge: Characteristics and Needs of All Learners; Informed- Knowledge: Instructional Methodologies; Innovative- Pedagogy: Appropriate Learning Environments)  

2.         Demonstrate proactive leadership, professional conduct and well-balanced professional dispositions (Reflective-Professional Dispositions: Professional Conduct; Reflective-Professional Dispositions: Proactive Leadership) 

3.         Demonstrate effectiveness as communicators, facilitators, pedagogues and scholars (Innovative - Pedagogy: Research-Based Teaching Practices; Informed – Knowledge: Education Philosophies and Theories; Informed – Knowledge:  Content Area; Informed – Knowledge:  Characteristics and Needs of All Learners; Informed – Knowledge: Instructional Methodologies) 

4.         Build multi-level collaborative partnerships and mentoring relationships (Innovative – Pedagogy: Collaborative & Mentoring Relationships) 

5.         Demonstrate competencies in content area knowledge, assessment and emerging technologies (Informed – Knowledge: Content Area; Informed – Knowledge: Characteristics and Needs for All Learners; Innovative – Pedagogy:  Appropriate Assessments; Innovative – Pedagogy:   Research-based Teaching Practices) 

6.         Demonstrate cutting-edge competencies in pedagogical and applied research skills (Innovative – Pedagogy Research-Based Teaching Practices; Informed – Knowledge: Education Philosophies and Theories) 

7.         Practice authentic self-assessment, critical and reflective thinking, and the continual monitoring of progress and development (Reflective – Professional Dispositions:  Reflective Practice and Self-m Monitoring) 

8.         Demonstrate an ability to generalize and creatively problem-solve (Reflective – Professional Dispositions:  Reflective Practice and Self-m Monitoring)  

9.         Refine and evaluate innovative delivery and assessment models (Innovative – Pedagogy: Appropriate Learning Environments; Innovative – Pedagogy: Appropriate Assessment;  Innovative – Pedagogy: Research-based Teaching Practice; Reflective – Professional Dispositions:  Reflective practice and Self-Monitoring) 

10.       Demonstrate professional qualities that contribute to building safe, supportive, creative and stimulating learning environments (Informed - Knowledge: Characteristics and Needs of all Learners; Innovative – Pedagogy; Collaborative and Mentoring Relationships; Innovative – Pedagogy; Appropriate Learning Environments; Reflective – Professional Dispositions:  Proactive Leadership)  

Appendix B 

Conceptual Alignment with State and National Standards