Liberty university scrip dispositions

I.5.c Conceptual Framework

1

I.5.c CONCEPTUAL FRAMEWORK

Liberty University School of Education May, 2014

The School of Education at Liberty University is committed to providing the highest quality

Christian education based on the principles of God's Word. Our school, by its commitment to

strengthening the mind, body and soul, educates the whole person as God created us. The school

offers programs to prepare teachers and other school personnel.

Americans would not dream of entrusting our homes or our health to an unlicensed professional

or one with fly-by-night training, yet time and again, we entrust the education of our children to

educators without adequate licensure. Such a lack of quality control would be considered

criminally negligent in any other profession. Linda Darling-Hammond cites research and

personal experience indicating that the single most important determinant of success for a

student is the knowledge and skills of that child's teacher. Only the abler and finer young men

and women are accepted into Liberty University's school licensure program as prospective

educators. Scholarship, character, personality, and personal commitment are essential

ingredients in the development of an effective educator.

Excellent teachers and school personnel are an invaluable asset to the home, church, community

and nation. The school licensure program at Liberty is designed to provide a program of study

and pre-service experiences that will foster teaching excellence and stimulate improvement in

teaching practices in Christian, public, and private schools. Liberty's teacher candidates are

committed and actively involved in their churches and in their communities. The typical LU

teacher candidates have taught Sunday school, vacation Bible school, summer camp, and other

activities that make them uniquely qualified to accomplish the goal of becoming competent

professional educator with a Biblical world view.

KNOWS Biblical values, moral dimensions, and ethical implications synthesized with

academic knowledge

IMPLEMENTS skills as a gift from God, because teaching/leadership is a calling from God

BELIEVES and practices personal integrity, social responsibility, sensitivity to the needs of

others, and the betterment of humanity

BELIEVES: The Foundation

When cooperating teachers and school principals were asked to describe teacher candidates from

Liberty University, a common theme was evident in their responses. They stated that LU teacher

candidates can be identified by their level of commitment to classroom duties and their genuine

concern for the students in their classes. The observed behavior of LU teacher candidates is

consistent with the Biblical world view stated in the University's aims based on a belief in

The mission of the Educator Preparation Program

at Liberty University is to develop

competent professionals with a Biblical world view

for Christian, public, and private schools.

I.5.c Conceptual Framework

2

"personal integrity, social responsibility, sensitivity to the needs of others, and commitment to

the betterment of humanity." A sense of fairness and a belief that all students can learn is

foundational to an educator’s belief system. As Liberty University candidates fulfill

Christian/community service requirements they develop a sense of social responsibility.

Learning outcomes aligned with the Knows-Implements-Believes domains of the Conceptual

Framework have been developed for each of the EPP’s degree programs:

PRE: AA & BS-ED

(Pre-Licensure)

INT: BS & MAT

(Initial Licensure)

ADV: MED-TL & MED

(Advanced & Licensure)

PST: EDS & EDD

(Post-Masters) BELIEVES

5. Demonstrates behaviors of a reflective student , articulates

a Biblical worldview, and seeks opportunities for

professional development.

BELIEVES and practices personal integrity, social

responsibility, sensitivity to the

needs of others, and the betterment of humanity

consistent with our mission to

prepare competent professionals

with a Biblical worldview for

Christian, public, and private

schools 11. Models personal integrity

and sensitivity to human

needs.

12. Demonstrates behaviors of a reflective practitioner ,

articulates a Biblical

worldview, and seeks opportunities for

collaboration and

professional development.

BELIEVES and practices personal integrity, social

responsibility, sensitivity to the

needs of others, and the betterment of humanity

consistent with our mission to

prepare competent professionals

with a Biblical worldview for

Christian, public, and private

schools 11. Models personal integrity and

sensitivity to human needs.

12. Enhances the success of all diverse learners, providing for special needs and diverse

backgrounds.

13. Demonstrates behaviors of a reflective practitioner , articulates a Biblical

worldview, and seeks

opportunities for collaboration and

professional development.

14. Exerts confident leadership as well as accepts responsibility in the broad field of

education.

BELIEVES foundation competencies of personal

integrity, social responsibility,

sensitivity to the needs of others, and the betterment of humanity

consistent with our mission to

prepare competent professionals

with a Biblical worldview for

Christian, public, and private

schools 9. Articulates a professional

philosophy consistent with a

biblical world view. 10. Demonstrates knowledge of

the ideas and the concepts

that arise in the context of education, from the earliest

recorded educational thinkers

through the twenty-first century.

11. Applies a biblical worldview

to reflection on literature reviews, readings and

research in education.

I.5.c Conceptual Framework

3

S-C-R-I-P: Social responsibility, Commitment, Reflective practice, Integrity, Professionalism

1. Displays a sense of Social

responsibility and the belief that

all students can learn

Fruit of the Spirit: Love, Joy,

Peace, Goodness (Gal 5:22,23)

• Demonstrates the belief that all students can learn • Demonstrates a sense of fairness, justice, and equity for all students • Differentiates instruction to meet the needs of all diverse learners • Demonstrates empathy and sensitivity to human needs • Provides opportunities and motivation for all students to learn • Interacts effectively with students to provide a positive, structured

learning environment where student access, success and achievement is

priority 2. Demonstrates Commitment and

work ethic

Fruit of the Spirit: Longsuffering

(Gal 5:22,23)

• Follows through on commitments • Takes responsibilities seriously • Completes assigned tasks on time • Attends class, field experiences, and meetings consistently and promptly • Shows the self-discipline and work ethic essential to be planned,

prepared and organized for successful instruction and learning to occur.

• Demonstrates a persevering commitment to each student’s learning success

• Demonstrates initiative in participating in professional development opportunities.

3. Demonstrates Reflective

practice

Fruit of the Spirit: Faithfulness

(Gal 5:22,23)

• Considers thoughtfully educational matters and the practice of teaching • Makes choices after pondering ideas and experiences • Learns from journaling and discussions with colleagues • Utilizes data to make informed decisions.

4. Displays personal Integrity

• Models exemplary citizenship through moral leadership • Acts in an ethical and moral manner • Values honesty inside and outside of the classroom

Professional dispositions have

also been delineated that should

be observable in each candidate

across degree programs and

levels. The dispositions that are

embedded in the Conceptual

Framework and learning

outcomes were identified and

related to the Fruit of the Spirit

(Galatians 5).

I.5.c Conceptual Framework

4

Fruit of the Spirit: Goodness (Gal

5:22,23)

• Demonstrates trustworthiness • Abides by a professional code of ethics; maintains confidentiality and

discretion

5. Displays Professionalism in

behavior and actions

Fruit of the Spirit: Gentleness,

Meekness, Temperance (Gal

5:22,23)

• Respects authority, colleagues, students, and others • Accepts constructive feedback in a respectful, appropriate manner. • Demonstrates appropriate behavior; possesses patience, self- control, and

flexibility when obstacles or difficult situations occur.

• Effectively manages personal emotions and feelings and reacts reasonably to situations.

• Adheres to proper, formulated chains of command/expresses a grievance in a dignified, temperate manner.

• Acts confidently and maturely. • Is prompt and responsible in attendance for class, field experiences, and

meetings.

• Dresses in a dignified, modest manner that adheres to the dress code of the Host School.

• Effectively uses the English language in speech and writing. • Maintains enthusiasm and passion for the teaching profession. • Cooperatively collaborates with administrators and colleagues to form

learning communities

• Views learning as a life-long activity.

KNOWS: The Core

Based on a Biblical world view, the goal is to synthesize academic knowledge with Biblical

values, moral dimensions, and ethical implications. The knowledge core necessary for

successful teaching demands rigorous standards related to knowledge of course concepts as well

as an understanding of the structure of the discipline. LU teacher candidates major in the area of

their endorsement. Elementary and special education teacher candidates at Liberty University

earn the integrated studies major, which reflects the broader subject matter appropriate to their

endorsement.

"To know is not necessarily to be able to teach." Therefore, education coursework is another

essential component in the school licensure program at Liberty University. Linda Darling-

Hammond describes "powerful teaching" as "the balance between deep knowledge of content

and deep knowledge of children that leads to success." Teachers and other school personnel

"need to know how children learn, how different children learn in different ways, and how to use

a variety of teaching strategies that will move young people through serious and challenging

content". Effective teaching is both an art and a science and there is a definable knowledge base

for pedagogy. Knowledge of student's developmental levels and diverse backgrounds provides

the basis for teacher candidates to understand the principles of planning, managing, motivating,

and assessing learning.

PRE: AA & BS-ED

(Pre-Licensure)

INT: BS & MAT

(Initial Licensure)

ADV: MED-TL & MED

(Advanced & Licensure)

PST: EDS & EDD

(Post-Masters)

KNOWS Christian values,

moral dimensions, and ethical

implications synthesized with academic knowledge

KNOWS Christian values,

moral dimensions, and ethical

implications synthesized with academic knowledge

1. Demonstrates a broad base of professional and general knowledge.

KNOWS Christian values, moral

dimensions, and ethical

implications synthesized with academic knowledge

1. Demonstrates a broad base of professional and general knowledge.

KNOWS research competencies

synthesized with Christian

values, moral dimensions, and ethical implications.

1. Defines basic statistical

terms

Figure II.3

I.5.c Conceptual Framework

5

1. Demonstrates a broad base of general and professional knowledge;

2. Demonstrates knowledge of content in the endorsement

area.

2. Conceptualizes a broad spectrum of educational

precepts, generalizations, practices, dispositions, points

of view, and resources.

1.2 Describes basic qualitative

methods and terms (Ed.D. only).

IMPLEMENTS: The Evidence

Skill implementation provides the evidence that beliefs exist and that knowledge has been

acquired. From a Biblical world view, teaching is considered a calling from God and the ability

to teach is a gift from God. Enhancing one's teaching skills is viewed as the wise investment of

one's gift from God. Technology skills are a critical aspect of today’s classrooms. Teacher

candidates must demonstrate the competencies outlined in Virginia's Technology Standards for

School Personnel. Because incorporating technology into the classroom does not automatically

increase learning, teacher candidates must also learn to evaluate technology and decide whether

it will enhance instruction. Appropriate technology applications are included in each education

course, field experience, and student teaching.

Recognizing the importance of early and ongoing opportunities for teacher candidates to be

involved in the classroom experience, the continuum of field experiences is required throughout

Liberty's program. The culminating experience of the school licensure program is student

teaching or an internship in a school setting, which takes place during the candidate's final

semester after the completion of all other course requirements. Field experiences must include

multiple grade levels appropriate to the endorsement and interaction with diverse students. The

capstone project is the culminating experience for non-licensure programs.

PRE: AA & BS-ED

(Pre-Licensure)

INT: BS & MAT

(Initial Licensure)

ADV: MED-TL & MED

(Advanced & Licensure)

PST: EDS & EDD

(Post-Masters) IMPLEMENTS 2. Plans effective instruction

and selects a variety of strategies based on

developmental levels and

diverse backgrounds in course case studies;

3. Demonstrates the understanding of differentiated instruction,

4. Demonstrates an understanding of classroom management to motivate

students and maximize

learning;

IMPLEMENTS skills as a gift from God, because teaching is a

calling from God 3. Integrates skills in speaking,

writing, reading, and listening

for effective classroom

communication, peer leadership, and professional

involvement.

4. Designs and selects a variety of instructional strategies based on the developmental

levels and individual needs of

the learner. 5. Applies knowledge of content

areas and curriculum goals to

design and supervise appropriate instruction.

6. Enhances the success of all diverse learners, providing for

special needs and diverse

backgrounds.

7. Manages classroom climate and procedures to motivate students and maximize

learning.

8. Integrates a variety of assessment strategies to improve student learning.

9. Integrates appropriate technology and resources to

support instruction and to

IMPLEMENTS skills as a gift from God, because

teaching/leadership is a calling from God

3. Integrates skills in speaking, writing, reading, and listening

for effective classroom communication, peer

leadership, and professional

involvement. 4. Designs and selects a variety

of instructional strategies

based on the developmental

levels and individual needs of the learner.

5. Applies knowledge of content areas and curriculum goals to design and supervise

appropriate instruction.

6. Manages classroom climate and procedures to motivate

students and maximize

learning.

7. Integrates a variety of assessment strategies to

improve student learning.

8. Integrates appropriate technology and resources to support instruction and to

facilitate professional

development opportunities. 9. Demonstrates competence as

a consumer of research

IMPLEMENTS leadership, teaching and learning

competencies as a gift from God because teaching/ learning is a

calling from God

2. Integrates skills in speaking, writing, reading, and

listening for effective

communication in educational settings.

3. Evaluates, synthesizes, and

interprets educational research.

4. Develop and articulates an

understanding of the steps involved in planning a

research project and the

importance of selecting an appropriate research design.

5. Describes the procedures for

submitting a research article

for a professional journal.

6. Articulates the nature of a

research topic, including the relevant literature, the

purpose, and the research

design. 7. Researches and writes a

literature review to support

research. 8. Applies research

methodology.

I.5.c Conceptual Framework

6

facilitate professional

development opportunities. 10. Provides evidence of

student learning at the grade

level and content

appropriate for the endorsement.

findings and other

information technology resources.

10. Demonstrates skill in critical thinking, problem solving,

decision making, and interpersonal skills.

Assessment of candidates based on conceptual framework

The aim of assessment is primarily to educate and improve student performance, not merely to

audit it. The school licensure program at Liberty University maintains a continuous cycle of

evaluation and revision in order to achieve its mission of developing competent professionals

with a Biblical world view for Christian, public, and private schools. Course-embedded

assignments are designated as benchmarks to assess the conceptual framework.

Conceptual Framework Benchmark Assessments - (course-embedded assessment)

Bachelor’s

(AA/BS)

Master’s

(MAT/MED)

Doctoral

(EDS/EDD)

Outcome AA-ED

(Pre-Lic) BS-ED

(Pre-Lic) BS

(Initial Lic) MAT

(Initial Lic) MED-TL

(Adv Prep) MED

(Adv Lic) EDS

(Post MEd) EDD

(Post MEd)

Knows

EDUC 205

*SA-AA

EDUC 390

Lesson

*SA-BS-ED

EDUC 476

*TCA

EDUC 590-

593 *TCA

EDUC 698

*SA-

MED-TL

EDUC 699

*ACA

EDUC 798

*Research

Presentation

EDUC 970

*Comp

Exam

Implements

EDUC 205

Learning

theories

paper

EDUC 390

Lesson

evaluation

EDUC 317

IPIR

EDUC 623

IPIR

EDUC 698

Portfolio

EDUC 640,

660, 699

^Projects

EDUC 798

Publication

manuscript

EDUC 990

Dissertation/

Defense

Believes*

EDUC 205

Learning

theories

paper

EDUC 305

Philosophy

paper

EDUC 360

Philosophy

paper

EDUC 504

Philosophy

paper

EDUC 604

Philosophy

paper

EDUC 645

Philosophy

paper

EDUC 703

Philosophy

paper

EDUC 741

Philosophy

paper

*Dispositions assessment included ^ 640 Admin: School Improvement Plan

660 Comprehensive School Counseling Program

699 Program Specialist Case Study

Alignment with Standards

After the EPP learning outcomes had been adapted to enhance their appropriateness for each

degree program, the outcomes were re-organized by conceptual framework domains. To ensure

all major competencies had been addressed in the revised learning outcomes, each set of

outcomes was aligned with institutional, state, and national standards. Outcomes for the AA and

BS-ED, designated as Pre-Licensure Programs, and the BS and MAT, designated as Licensure

Programs, were aligned with the Liberty’s University Purpose, Virginia’s Candidate

Performance Competencies, and the InTASC Standards (Interstate New Teacher Assessment and

Support Consortium).

PRE: AA & BS-ED Alignment of EPP, University, VDOE, and InTASC Standards

EPP Learning Outcomes

The teacher candidate: LU

Purpose

VDOE

Competencies

InTASC

Standards

I.5.c Conceptual Framework

7

A. KNOWS

A1. Demonstrates a broad base of general and professional

knowledge.

2, 3

2a,

4,5

B. IMPLEMENTS

B2. Plans effective instruction and selects a variety of

strategies based on developmental levels diverse

backgrounds in course case studies..

1, 5, 7

2b, c, e

1,2

B3. Demonstrates the understanding of differentiated

instruction. 5, 7 2a, b, c, e 6,7,8

B4. Demonstrates an understanding of classroom management

to motivate students and maximize learning.

1, 5 2b, c, e 3

C. BELIEVES

C5. Demonstrates behaviors of a reflective student, articulates

a Biblical worldview, and seeks opportunities for

professional development.

4, 6

2d

9, 10

Dispositions. S-C-R-I-P: Social responsibility, Commitment,

Reflective practice, Integrity, Professionalism

8 2a, d 9

INIT: BS & MAT Alignment of EPP, University, VDOE, and InTASC Standards

EPP Learning Outcomes

The teacher candidate: LU

Purpose

VDOE

Competencies

InTASC

Standards

A. KNOWS

A1. Demonstrates a broad base of general and professional

knowledge.

2, 3

1a, d, e, g, f

2a, b

4

A2. Demonstrates knowledge of content in the endorsement

area.

2, 5

1a, b, d, b

2d

4

B. IMPLEMENTS

B3. Integrates skills in speaking, writing, reading, and

listening for effective classroom communication.

2

1a, e

3

B4. Plans effective instruction and selects a variety of

strategies based on learner's developmental levels and

individual needs.

1, 5, 7 2a

1, 7

B5. Applies knowledge of content areas and curriculum goals

to design appropriate instruction.

5

1a, b, e, d

2b

5

B6. Enhances the success of all learners, providing for special

needs and diverse backgrounds.

5, 7 2a 2

B7. Manages classroom climate and procedures to motivate

students and maximize learning.

5 2b, c 3

B8. Uses a variety of assessment strategies aligned with

standards to improve student learning.

5 2b, c 6

B9. Selects appropriate technology and resources to support

instruction.

1, 5

1c

2a, b 8

B10 Provides evidence of student learning at the grade level

and content appropriate for the endorsement. 1, 5 2c 6

C. BELIEVES

C11. Models personal integrity and sensitivity to human

needs. 8

2a 9

C12. Demonstrates behaviors of a reflective practitioner,

articulates a Biblical worldview, and seeks opportunities

for collaboration and professional development. 4, 6 2d 10

Dispositions. S-C-R-I-P: Social responsibility, Commitment,

Reflective practice, Integrity, Professionalism 8

1a, d, e, g, f

2a, b 9

I.5.c Conceptual Framework

8

The remaining degree programs were designed for experienced educators. Therefore, outcomes

for the MED and MED-TL, designated as Advanced/Licensure Programs, and the EDS and

EDD, designated as Post-Masters Programs, were aligned with the Liberty’s University Purpose,

Virginia’s Candidate Performance Competencies, and the InTASC Standards (Interstate Teacher

Assessment and Support Consortium).

ADV: MED-TL & MED Alignment of EPP, University, VDOE, and InTASC Standards

EPP Learning Outcomes

The teacher candidate: LU

Purpose

VDOE

Competencies

InTASC

Standards

A. KNOWS

A1. Demonstrates a broad base of general and professional

knowledge. 2, 3 3a, b, c, g, f, e 4

A2. Conceptualizes a broad spectrum of educational precepts,

generalizations, practices, dispositions, points of view, and

resources. 5 3a, b, g 4

B. IMPLEMENTS

B3. Integrates skills in speaking, writing, reading, and

listening for effective classroom communication. 2

3b, g, h 3

B4. Designs and selects a variety of instructional strategies

based on the developmental levels and individual needs of

the learner. 5, 7 3b, g, h 1, 7

B5. Applies knowledge of content areas and curriculum goals

to design appropriate instruction. 5 3b, c, g, h,f 5

B6. Manages classroom climate and procedures to motivate

students and maximize learning. 1, 5 3b, h 3

B7. Integrates a variety of assessment strategies to improve

student learning. 5 3b, h, f 6

B8. Integrates appropriate technology and resources to support

instruction and to facilitate professional development

opportunities. 1, 5 3b, d, e, n f 8

B9. Demonstrates competence as a consumer of research

findings and other information technology resources. 3 3d, g, h 8

B10 Demonstrates skill in critical thinking, problem solving,

decision making, and interpersonal skills. 3 3, b, d, g 5

C. BELIEVES

C11. Models personal integrity and sensitivity to human

needs. 8

3b, g 9

C12. Enhances the success of all diverse learners, providing for

special needs and diverse backgrounds. 7 3b, d, g, f 2

C 13. Demonstrates behaviors of a reflective practitioner,

articulates a Biblical worldview, and seeks opportunities

for collaboration and professional development. 4, 8 3b, g 10

C14. Exerts confident leadership as well as accepts

responsibility in the broad field of education. 8 3b, g 10

Dispositions. S-C-R-I-P: Social responsibility, Commitment,

Reflective practice, Integrity, Professionalism 8

3a, b, c, d, e, f,

h 9

. PST: EDS & EDD Alignment of EPP, University, VDOE, and InTASC Standards

EPP Learning Outcomes

The teacher candidate: LU

Purpose

VDOE

Competencies

InTASC

Standards

A. KNOWS

A1. Defines basic statistical terms 3

3b, d 5

I.5.c Conceptual Framework

9

A1.2 Describes basic qualitative methods and terms

(Ed.D. only). 3 3b, d 5

B. IMPLEMENTS

B2. Integrates skills in speaking, writing, reading, and

listening for effective communication in educational

settings.. 2

3h 3

B3. Evaluates, synthesizes, and interprets educational research. 3 3g 9

B4. Develop and articulates an understanding of the steps

involved in planning a research project and the

importance of selecting an appropriate research design. 3 3g 5

B5. Describes the procedures for submitting a research article

for a professional journal. 3, 5 3e 9

B6. Articulates the nature of a research topic, including the

relevant literature, the purpose, and the research design 3 3h, f 9

B7. Researches and writes a literature review to support

research. 3 3h, f 9

B8. Applies research methodology. 3 9

C. BELIEVES

C9. Articulates a professional philosophy consistent with a

biblical world view. 8

3a 4

Dispositions. S-C-R-I-P: Social responsibility, Commitment,

Reflective practice, Integrity, Professionalism 6, 7

3g 9, 10

References

Braley, J., Layman, J., & White, R. (Eds.). (2003). Foundations of Christian school education.

Colorado Springs, CO: Purposeful Designs.

Cochran-Smith, M. & Zeichner, K.M.(Eds.). (2005). Studying teacher education: A report of the

AERA Panel on Research and Teacher Education. Mahweh, NJ: Lawrence Earlbaum

Associates.

Council of Chief State School Officers. (2011, April). Interstate teacher assessment and support

consortium (InTASC) Model core teaching standards: A resource for state dialogue.

Washington, DC: Author.

Darling-Hammond, L. & Baratz-Snowden, J. (Eds.). (2005). A good teacher in every classroom:

Preparing the highly qualified teachers our children deserve. San Francisco, CA: Jossey-

Bass.

Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What

teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Greene, A.E. (2003). Reclaiming the future of Christian education. Colorado Springs, CO.

Purposeful Design.

Levine, A. (2006). Educating school teachers. Washington, DC: The Education Schools Project.

National Commission on Teaching and America’s Future. (2003). No dream denied: A pledge to

American’s children. Washington, DC: National Commission on Teaching and

America’s Future.

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