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New Mexico State University

Conceptual Framework Summary

The Conceptual Framework establishes the shared vision for the College's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service and unit accountability. The conceptual framework is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated. The conceptual framework provides the bases that describe the unit's intellectual philosophy, which distinguishes graduates of one institution from another.
(NCATE Unit Standards, 2000)

NMSU College of Education Sources for Conceptual Framework Content

  • NCATE Standards
  • NMSU's Mission Statement
  • College of Education's Five-Year Plan
  • Previous COE Framework
  • COE Faculty/Professional Staff Retreats (1998 & 1999)
  • College Council Review (2000-2001)
  • Feedback from Faculty & Administrators

THEME

Partners In Preparation: Collaboratively Developing Educational Leaders To Work Effectively In A Diverse Society.

Educational Leaders demonstrate the ability to serve and transform educational settings where optimal learning leads to the success of all children by providing leadership in classrooms, schools, districts, clinics and agencies at the state and national levels.

KEY CONCEPTS OF THE FRAMEWORK

Partnerships/Collaboration

Working collectively to identify common goals, developing strategies for attaining those goals, and jointly resolving problems that arise in the process.

Educational Practitioners & Leaders

Candidates preparing to teach, teachers who are continuing their professional development, and persons preparing for other professional roles in schools such as principals, school psychologists, counselors, speech-language pathologists, and physical education specialists.

Effectiveness

Demonstration of competencies that are aligned with professional and state standards, reflection about practice, and demonstration of appropriate dispositions (attitudes, inclinations, ethics, values).

Determined by the extent of content, pedagogical and professional knowledge, skills and dispositions a candidate possesses.

Diversity

Recognition of the increasing numbers of culturally and linguistically diverse learners and students with special needs who are enrolled in America's schools.

Commitment to utilizing curriculum, instruction, materials, and field/clinical activities that respect sociocultural and learning differences, and promote equity.

MISSION

The Mission of the College of Education is represented by five goals that are congruent with the Conceptual Framework:

  • Development and practice of innovative models of instruction
  • Recognition of diversity
  • Promotion of activities in diverse and international settings
  • Advancement in the use of technology
  • Enhancement of literacy through well-developed pedagogy

PHILOSOPHY

Theories that propel teaching and learning activities in the College include those that are embodied in historically significant educational movements. These include, but are not limited to:

  • Developmental Learning
  • Inquiry
  • Inclusion
  • Cooperative Learning
  • Zone Theory
  • Literacy/biliteracy Development
  • Student-centered Learning
  • Sociocultural Theories
  • Collaboration

CONCEPTUAL FRAMEWORK THEME

Partners in Preparation: Collaboratively Developing Educational Practitioners and Leaders to Work Effectively in a Diverse Society

EDUCATIONAL GOALS & OUTCOMES

After completion of their professional preparation in the College, practitioners, clinicians and leaders will have become:

Grounded Thinkers
Possess general education knowledge background in arts, humanities, mathematics, natural sciences, social & behavior sciences

Critical Thinkers
Know the philosophical, historical, & sociocultural foundations of education, teaching, and learning. Be able to use that knowledge to challenge assertions, solve problems, and draw conclusions.

Content Specialists
Have preparation in a major academic area related to a field of educational specialization.

Effective Practitioners
Demonstrate the ability to integrate and apply content and pedagogical knowledge.

Reflective Practitioners
Think about individual differences, diverse contexts, and changing environments. Make decisions about enhancing learning.

Problem Solver
Develop alternative strategies to educational problems.

Technology Proficient Educator Utilize and integrate technology into research, instruction and assessment.

THE KNOWLEDGE BASE

The Knowledge Base is an extension of the Goals and Outcomes. The discussion of each area explores each concept, relates it to the College's Conceptual Framework, and references significant literature.

EVALUATION SYSTEM

The plan for Evaluation is comprehensive, developmental, criterion-referenced, contextualized and cohesive. It embodies professional, state and institutional standards. It addresses the following:

  • Knowledge of subject & pedagogical content
  • The ability to apply subject & pedagogical knowledge in instructional or clinical settings
  • The use of multiple, formative measures
  • The application of evaluation information to program improvement