As part of initial accreditation with the National Council for Accreditation of Teacher Education (NCATE), the JIU School of Education (SoE) SoE created a conceptual framework that gives meaning and direction to the SoE’s programs, courses, teaching, and assessment of candidates’ performance.
In developing its conceptual framework, the SoE identified the knowledge, skills, and professional dispositions, called proficiencies, mandated in professional, state, or institutional standards for every candidate in K-12 educator preparation programs. These proficiencies are grounded in the school’s philosophy, mission, vision, program design, course design, and curriculum.
Outlined below are the 17 proficiencies expected for every candidate in every K-12 educator preparation program. The SoE mapped these 17 proficiencies to course and program learning outcomes, assessed by end-of-course projects, state licensure exams, mentor/site supervisor appraisals, and other key assessments in K-12 programs.
K1. KNOWLEDGE OF CONTENT AND PROFESSIONAL PRACTICE: The candidate demonstrates a comprehensive understanding of content knowledge such as math and literacy, pedagogy, technology, and classroom management utilized to facilitate K-12 student learning.
K2. ASSESSMENT: The candidate has the knowledge to conduct and plan both formative and summative assessment that customizes instruction and improves K-12 student achievement.
K3. INDIVIDUALIZATION OF INSTRUCTION: The candidate is knowledgeable about teaching and learning practices and learning exceptionalities to meet the needs of all learners.
K4. PROFESSIONAL STANDARDS AND EVIDENCE-BASED PRACTICE: The knowledge that candidates master is based on professional and performance-based standards.
S1. KNOWLEDGE OF CONTENT AND PROFESSIONAL PRACTICE: The candidate demonstrates the ability to use content knowledge, such as math and literacy, pedagogy, technology, and classroom management, to facilitate K-12 student learning.
S2. ASSESSMENT: The candidate has the ability to conduct and plan both formative and summative assessment that customizes instruction and improves K-12 student achievement.
S3. INDIVIDUALIZATION OF INSTRUCTION: The candidate adapts instruction to meet the needs of all learners.
S4 A. PROFESSIONAL STANDARDS AND EVIDENCE-BASED PRACTICE: The candidate incorporates developments in the science of learning and evidence-based practices that positively impact K-12 student learning. Candidates plan and set measurable goals, identify and implement scientifically based curricula and instruction, conduct formative and summative assessments, customize instruction, organize and manage the classroom for learning, and engage students.
S4 B. INNOVATIVE SOLUTIONS: The candidate is an innovative leader who solves urgent project-based education challenges that are in service to a real need in the education profession, and addresses the needs of all students.
S5. APPLICATION OF TECHNOLOGY: The candidate utilizes appropriate technology applications to facilitate K-12 student learning.
S6. COMMUNICATE: The candidate motivates and engages students, effectively manages classrooms and schools, and effectively interacts with k-12 students, parents and the community.
D1. LIFELONG LEARNING: The educator is prepared for their own life-long personal and professional growth.
D2. REFLECTIVE COLLABORATIVE PRACTITIONERS: Candidates are committed to assess their own education effectiveness through individual and collaborative practice.
D3. INCLUSIVITY AND FAIRNESS: The candidate cultivates inclusiveness with K-12 students, families, communities, and colleagues to meet the needs of all learners, including fairness and a belief that all K-12 students can learn.
D4. SERVICE AND ACCESS ORIENTATION: The candidate has an uncompromising commitment to educational service, is motivated by the belief that education can change lives, and opens up opportunities for their K-12 students.
D5. ETHICAL BEHAVIOR: The candidate acts ethically with K-12 students, families, communities, and colleagues.
D6. RESPECT FOR DIVERSITY: The candidate demonstrates respect for professional colleagues and K-12 students regarding learning exceptionalities, opinion, belief, and cultural background.
Professional Dispositions Policy
As an accredited institution, we will recommend for certification only those persons who have demonstrated in their clinical practice the necessary strong, positive dispositions associated with the professional educator. For additional explanation, please see JIU’s Policy on Professional Dispositions in the K-12 Clinical Practice Guide.