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USM 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.
Teacher Education Core Practices
- Inquiry: Continually examining beliefs and practices and acting upon findings to improve teaching and learning
- Opportunity to learn: Providing a variety of accessible learning experiences that attend fairly to learners’ strengths, needs, and interests
- High Expectations: Establishing and communicating clear, challenging, and attainable standards for all learners
- Collegiality: Supporting and refining teaching and learning through sharing diverse perspectives and understandings
- Pedagogical Content Knowledge: Integrating teaching knowledge and disciplinary knowledge to foster and support professional expertise
- Formative Assessment: Using multiple sources of information, including performance-based assessments, to make valid inferences about student learning and informed instructional decisions
- Responsiveness: Providing feedback and adjusting teaching based on growing understandings about learners and learning
- Scholarship: Creating, studying, critiquing, and applying research related to teaching, learning, schooling, and teacher education
Teacher Education Curricular Vision
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