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> Department of Education
Montana State University
Teacher Education Program
CONCEPTUAL FRAMEWORK
Download a PDF of MSU Teacher Education Program Conceptual Framework
Students who graduate from the
Teacher Education Program at Montana State University will be engaged in and committed to:
Overview
The Teacher Education Program at MSU believes that learning to teach in educational settings is a complex task requiring a careful blending of content mastery with carefully guided field experiences. In order to meet the multiple demands of an ever-changing profession, we ensure that students demonstrate their competencies in guided field experiences through every phase of their program.
Thus, we believe that students who graduate from the Teacher Education Program at MSU will be engaged in and committed to:
1. Content Mastery
The Teacher Education Program at MSU has been designed to provide our students with a rich and well-balanced education grounded in the liberal arts & sciences and current educational theory, research, and practice. Students participate in learning communities within our programs in which they develop in-depth content knowledge for their work as classroom teachers and school leaders.
- Program graduates understand the central concepts, tools of inquiry, and structures of the disciplines and create learning experiences that make these aspects of subjects or content knowledge meaningful for students.
2. Excellence in Instructional Design and Assessment
It is essential for teachers to understand and practice alignment in curriculum, standards, and assessments. Our programs are committed to current models of instructional design to focus candidates’ attention on defining learning outcomes and determining evidence that all learners have met pedagogical goals. Graduates will also be able to implement effective assessment strategies to inform curriculum design, instructional leadership, and pedagogy. instructional leadership, and pedagogy.
- Program graduates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. This includes identifying appropriate learning resources and writing lesson/unit plans.
- Program graduates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. This includes spontaneous editing of student work individually and/or in groups or whole class settings.
3. Pedagogical and Technological Proficiency
We believe that teachers and educational leaders must have sound pedagogical content knowledge and be skilled in the use of research-based instructional practices. Our graduates are introduced to the principles of Differentiated Instruction and learn to integrate these concepts and practices into their work with K-12 students. Technology is an important component of this effort and when used skillfully, can facilitate and enrich student learning. Thus, we believe teachers and educational leaders must be technologically literate and equipped to integrate and employ technology to facilitate K-12 student learning.
- Program graduates understand and use a variety of instructional strategies to encourage students' development of conceptual understanding of various areas through critical thinking, problem solving, and performance skills.
- Program graduates use knowledge of effective verbal and nonverbal communication techniques and make appropriate use of educational technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
4. Understanding Development and Diversity of Learners
Graduates of our programs develop a deep understanding of K-12 students’ physical, emotional, intellectual, and social development and their needs as learners. Graduates are committed to building a caring, respectful, and supportive social space in which students can grow as human beings and are prepared to provide access to the necessary tools to help every learner be successful. Furthermore, our graduates are also cognizant of and committed to Montana’s American Indian cultures and the values embodied by the Indian Education For All Act.
- Program graduates understand how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. This includes the ability to apply knowledge about individual and group motivation and behavior to create positive learning environments.
- Program graduates understand how students differ in their approaches to learning and create instructional opportunities which are adapted to diverse learners.
5. Reflective Practice
Continuous improvement of the education profession depends upon the systematic practice of professional reflection, collaboration, and inquiry to discover new and more effective educational approaches. Graduates engage in the habit of professional reflection, based on systematic inquiry and mastery of formalized approaches to observation, data and evidence management.
- Program graduates understand the social, political, and ethical dimensions of the public school environment and school community and can foster positive relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
- Program graduates continually reflect on and evaluate the effects of their choices and actions (including punctuality and attendance) on others (students, parents, and other professionals) and actively seek opportunities to grow professionally.
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