Conceptual Frameworks

Conceptual Framework—Teaching Licensure Program

REFLECTIVE EDUCATORS SEEKING TO SERVE

            The graduate program at Freed-Hardeman University is guided by a conceptual framework which has its roots in the historical mission of the institution, competencies established by the State of Tennessee, research-based practice and practice proven over years of successfully preparing teachers for K-12 classrooms.

1. Reflective educators seeking to serve know the academic content of their discipline. 
2. Reflective educators seeking to serve find opportunities to serve using Jesus Christ as a model. 
3. Reflective educators seeking to serve continually reflect on and evaluate their choices and actions. 
4. Reflective educators seeking to serve create instructional opportunities that are adapted to diverse learners. 
5. Reflective educators seeking to serve use a variety of instructional strategies that recognize and address variation in learning styles. 
6. Reflective educators seeking to serve create a learning community in which students assume responsibilities for themselves and one another. 
7. Reflective educators seeking to serve know and use effective verbal, nonverbal, and media communication techniques. 
8. Reflective educators seeking to serve use technology as a tool to enhance student learning. 
9. Reflective educators seeking to serve know their respective codes of professional ethics.

Conceptual Framework—Advanced Programs

REFLECTIVE EDUCATORS SEEKING TO SERVE

1. Reflective educators seeking to serve meet and exceed academic and technical standards. 
2. Reflective educators seeking to serve hold and set high expectations for self, staff, and students. 
3. Reflective educators seeking to serve understand the need for and become an effective change agent. 
4. Reflective educators seeking to serve encourage and build communication and positive relationships between the school and the community. 
5. Reflective educators seeking to serve require and become involved in continuous school improvement. 
6. Reflective educators seeking to serve demonstrate leadership in modeling and expecting professional and ethical conduct. 
7. Reflective educators seeking to serve demonstrate comprehensive understanding of established and emerging counseling/leadership theories. 
8. Reflective educators seeking to serve understand, promote, and provide the services for the domains of academics, career, and social/emotional needs of students.