SOE_Dispositions.pdf
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
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"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
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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
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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
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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
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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
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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
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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
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