University of Southern Maine

Conceptual Framework for Preparing Educators and Human Development Professionals
for Responsible and Ethical Service

Mission

We seek to foster respectful and collaborative learning communities, well-informed decision-making, valid reasoning, and a concern for equity and social justice in the fields of education and human development.

Core Values

We share the following commitments:

• Democracy – to enact and elicit inclusive dialogue, freedom of expression, and participatory decision-making that includes respect for and consideration of multiple views and perspectives.
• Civility and caring – to attend to the health of our learning and working communities through maintaining constructive communication, protecting individual dignity, and exhibiting empathy, compassion, and openness.
• Equity and Diversity – to seek understanding about, engage inclusively with, and foster the voice and visibility of individuals of all identity groups and perspectives.
• Social Justice – to speak for and empower people who are disenfranchised and work towards a more just society.
• Ethical practice –to engage in and insist on the highest level of professional practice.
• Scholarship – to gain, create, teach, and apply knowledge and skills using methods of research and inquiry that reflect the diverse range of accepted practices within our various academic and professional disciplines.
• Professional Learning and Continuous Improvement – to engage ourselves and our various external partners as learners in our respective fields, use formative feedback, and adjust our practices for mutual and continuing professional growth.

References

Democracy

• Dewey, J. (1916). Democracy and Education. Macmillan Company
• Giroux, H. (1989). Schooling for Democracy: Critical Pedagogy in the Modern Age. NY: Routledge
• Glickman, C. (1998). Revolutionizing America’s Schools. San Francisco: Jossey-Bass
• Gutman, A. (1987). Democratic Education. Princeton, NJ: Princeton University Press
• Kelly, A. V. (1995) Education and Democracy: Principles and Practice. London: Paul Chapman
• Parker, W.C. (2003). Teaching Democracy: Unity and diversity in public life. New York & London: Teachers College Press.
• Wood, G. H. (1998). Democracy and the curriculum. In B. Landon & M. Apple (Eds). The Curriculum: Problems, politics and possibilities. New York: SUNY Press.

Civility & Caring

• Buber, M (1970). I and Thou. NY: Charles Scribner’s Sons
• Comer, J. P. (2004) Leave No Child Behind: Preparing Today's Youth for Tomorrow's World. New Haven, CT: Yale University Press.
• Held, V (2007). The Ethics of Care: Personal, Political, and Global. Oxford University Press
• Kahane, A. (2007). Solving Tough Problems. San Francisco: Berrett-Koehler Publishers.
• Noddings, N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. NY: Teachers College Press
• Palmer, P. (1998). The Courage to Teach. San Francisco: Jossey-Bass
• Rogers, C. R. (1965). Client-Centered Therapy, Its Current Practice, Implications, and Theory. Boston : Houghton Mifflin
• Senge, P., Scharmer, C. Otto, Jaworski, J., Flowers, B. S. (2004). Presence. Cambridge, MA: The Society for Organizational Learning.
• Wheatley, M.J. (2007). Finding our Way. San Francisco: Berrett-Koehler Publishers.

Equity & Diversity

• Banks, J. A. (2006). Cultural Diversity and Education: Foundations, Curriculum and Teaching, 5 th edition. Boston: Allyn & Bacon.
• Belenky, M., Clincky, B.M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. NY: Basic Books.
• Brantlinger, E. (2003). Dividing Classes: How the middle class negotiates and rationalizes school advantage. New York: Routledge.
• Delpit, L. 1995. Other People’s Children: Cultural conflict in the classroom. New York: The New Press.
• Gay, Geneva. (2000). Culturally responsive teaching: Theory, research and practice. New York & London: Teachers College Press.
• McIntosh, P. (1992). White privilege and male privilege: A personal accolunt of coming to see correspondences through work in women’s studies. In M.L. Andersen & P. H. Collins (Eds). Race, Class and Gender: An anthology. Belmont, CA: Wadsworth Publishing co.
• Nieto, S. (1999) The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
• Villegas, A.M. & Lucas, T. (2002) Educating culturally responsive teachers: A coherent approach. New York: SUNY Press.

Social Justice

• Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry 11:1.
• Black, P. (1993). Stewardship: Choosing Service Over Self-Interest. Thousand Oaks, CA: Corwin Press
• Bowles, S. & Gintis, H. (1976). Schooling in Capitalist America: Educational reform and the contradictions of economic life. London: Routledge & Kegan Paul.
• Branch, T. (1968). Parting the Waters: America in the King Years 1954-1963. NY: Simon & Shuster
• Freire.P. (1968, 2007). Pedagogy of the Oppressed. NY: Continuum Books
• Goodlad, J. (1984) Common Schools for the Commonweal: Reconciling Self-Interest with the Common Good. NY: The College Board
• Kozol, J. (1992). Savage Inequalities: Children in America’s Schools. NY: Crown Publishers
• Mithaug, D. E., Mithaug, D., Agran, M., Martin, J., & Wehmeyer, M. L. (Eds.) (2003). Self-determined Learning Theory: Construction, Verification, and Evaluation. Mahwah, NJ: Lawrence Erlbaum Associates.
• Rauls, J. (1999). A Theory of Justice. Harvard University Press
• Wehmeyer, M.L., Abery, B., Mithaug, D.E., & Stancliffe, R.J. (2003). Theory in Self-Determination: Foundations for Educational Practice. Springfield, IL: Charles C Thomas Publisher, LTD.

Ethical Practice

• Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press
• Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the
  Idea of Justice. NY: Harper & Rowe.
• Sergiovanni, T. J. (1992). Moral Leadership: Getting to the Heart of School. San Francisco: Jossey Bass.
• Strike, K.A. & Soltis (1985). The Ethics of Schooling. NY: Teachers College Press

Scholarship

• Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. NY: Carnegie Foundation for the Advancement of Teaching
• Hutchins & Shulman (1999). Scholarship of Teaching: New Elaborations, New Developments. Carnegie Foundation
• Lieberman, A. (1997). The Vision Thing: Educational Research and AERA in the 21 st Century. Educational Researcher (26)7: 24-25.

Continuous Improvement

• Cochran-Smith, M. & Lytle, S. (2001). Beyond certainty: Taking an inquiry stance on practice. In Lieberman, A. & Miller, L. (Eds.) Teachers caught in the action (pp. 45-58). New York: Teachers College Press.
• Johnston , M. (Ed.). (2000). Collaborative reform and other improbable dreams: The challenges of professional development schools. NY: SUNY Press.
• Schon, D. (1990). Educating the Reflective Practitioner: Toward a New Design of Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
• Senge, P. (2000). Schools that Learn: A Fifth Discipline Handbook for Educators, Parents, and Everyone Who Cares About Education. New York: Doubleday/Currency.
• Teitel, L. (2003). The professional development schools handbook: Starting, sustaining and assessing partnerships that improve student learning. CA: Corwin Press.

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