January 25 - Woodring College of Education - Western Washington ...

Administrative Council minutesJanuary 25, 2005ATTACHMENT BThe third key term of our conceptual framework, effective, emphasizes our commitment to preparingeducators with the skills to positively impact the learning of all students. The effective educator usescontent, pedagogical, and professional knowledge effectively and readily in diverse teaching settingsto ensure that all students learn. The effective educator creates a learning environment that encouragespositive social interaction, active engagement in learning, and self-motivation. The effective educatorestablishes respectful and collaborative relationships with families and other professionals to supportstudent learning and well-being.The effective educator uses a variety of formal and informal assessments to enhance his or herknowledge of learners, to evaluate students’ progress and performances, and to modify teaching andlearning strategies. To document impact on student learning, the effective educator systematicallygathers evidence of the effects of his or her practice on student learning, development, and well-being.The effective educator reflects on this evidence in order to improve professional practice.The term educator communicates the range of professional roles of our candidates as teachers,principals, and school counselors. It is an inclusive term that describes administrative as well asclassroom responsibilities. The educator assumes roles that extend beyond the classroom and school toinclude responsibilities for connecting to parents and other professionals, developing the school as alearning organization, and using community resources to foster student learning and well-being.Consistent with our conceptual framework, the educator is a professional who understands and fulfillsthe responsibilities of the profession as defined in state, national, and institutional standards.We believe the educator’s professional development is a dynamic process extending from initialpreparation over the course of an entire career. As such, educators are responsible for planning andpursuing their ongoing learning, for reflection with colleagues in their practice, and for contributing tothe knowledge base of the profession.The final phrase of our conceptual framework, for a diverse society, emphasizes our commitment topreparing educators to support the learning and well-being of all students in increasingly diverseschools and classrooms. Our definition of diversity includes the full range of individual differencesincluding experiential background, language, culture, race, gender, sexual orientation, religion, andphysical and mental exceptionalities and abilities. We embrace an inclusive approach to learning andteaching that mandates working with all students in an equitable and caring manner. This aspect of ourconceptual framework ensures that our vision – fostering community relationships and a culture oflearning that advance knowledge, embrace diversity, and promote social justice – is firmly embeddedin all of our educator preparation programs.Council for the Accreditation of Counseling and Related Programs. (1994) Accreditation procedures manual andapplications. Alexandria, VA: Council for the Accreditation of Counseling and Related Programs.Fullen, Michael. (2002) The meaning of educational change. New York: Teachers College Press.Interstate New Teacher Assessment and Support Consortium. (1992) Model standards for beginning teacher licensingand development: A resource for state dialogue. Washington, DC: Council of Chief State Officers.Interstate School Leaders Licensure Consortium. (2000) School leaders licensure assessment. Washington, DC:Council of Chief State School Officers.Wells, Roberta. (2003) Is a paradigm in teacher education possible? Educational Forum, 50, 455-464.