Syllabus Inserts for Conceptual Framework, State Standards, Diversity, and Technology

(Instructors are to insert the following 2011 Conceptual Framework language into all course syllabi and to highlight the appropriate proficiencies and standards that are most closely aligned with course objectives.)

Professional Educators Transforming Lives, the Conceptual Framework for Professional Education Programs at UNC Charlotte, identifies the proficiencies that our graduates will demonstrate.  During coursework, early field experiences, and clinical practice candidates have multiple opportunities to develop the knowledge, effectiveness, and commitment necessary to transform the lives of the learners with whom they work.  This course seeks to develop the proficiencies that are highlighted below.

Core Proficiency:  Knowledge.  Candidates will demonstrate the Knowledge that provides the foundation for transforming the lives of the children, youth, and families with whom they work.  This knowledge includes elements such as:

K1:   Knowledge relevant to life in the 21st century

K2:   Specialty area knowledge

K3:   Pedagogical knowledge

K4:   Knowledge of learners and their contexts

K5:   Self-awareness

K6:   Knowledge of policies, laws, standards, and issues

Core Proficiency:  Effectiveness.  Candidates will demonstrate Effectiveness in their work with children, youth, and families by applying knowledge and developing effective skills in areas such as:

E1:    21st century skills

E2:    Planning, implementation, and evaluation

E3:    Research-based practice

E4:    Research skills

E5:    Culturally competent practice

E6:    Response to diverse learners

E7:    Reflective practice

Core Proficiency:  Commitment.  Candidates will demonstrate their Commitment to transforming the lives of others through their actions in areas such as:

C1:   Positive impact on learners

C2:   Ethics

C3:   Leadership

C4:   Collaboration

C5:   Advocacy

C6:   Professional identity and continuous growth

The core proficiencies of knowledge, effectiveness, and commitment are fully aligned with the North Carolina standards for teachers, school executives, and counselors.  This course seeks to develop the North Carolina standards that are highlighted below. 

(Instructors select the appropriate set of standards and delete the others)

North Carolina Professional Teaching Standards (2007):  1) Demonstrate leadership, 2) Establish a respectful environment for a diverse population of students, 3) Know the content they teach, 4) Facilitate learning for their students, 5) Reflect on their practice.

North Carolina Standards for Graduate Teacher Candidates (2009):  1) Teacher leadership, 2) Respectful educational environments, 3) Content and curriculum expertise, 4) Student learning, 5) Reflection

North Carolina Standards for School Executives (2006):  1) Strategic leadership, 2) Instructional leadership, 3) Cultural leadership, 4) Human resource leadership, 5) Managerial leadership, 6) External development leadership, 7) Micropolitical leadership.

North Carolina Professional School Counseling Standards (2008):  1) Demonstrate leadership, advocacy, and collaboration; 2) Promote a respectful environment for a diverse population of students; 3) Understand and facilitate the implementation of a comprehensive school counseling program; 4) Promote learning for all students; 5) Actively reflect on their practice.