The Conceptual Framework for Advanced Programs
The conceptual framework for IU School of Education’s Advanced Programs supports and integrates the mission, purposes and vision of the two units of our core campus (IUB and IUPUI). The core campus has 17 Advanced Program Areas housed in five departments at Bloomington and four at IUPUI. Some programs are true core campus programs and others are only offered on one campus. Each program area has one or more degree, certification, or other credentialing program. In many cases a candidate may earn a credential or certificate as well as a degree. Thus, we have “program areas,” based on their inclusion of the same key assessments, benchmarks, and faculty. The Advanced Programs which are reviewed in the School’s Unit Assessment System (UAS) are listed by program area along with requied courses and links to sample syllabi.
The Conceptual Framework for Advanced Programs are based on four core expectations which define what we believe is important for candidates in terms of knowledge, skills and dispositions. These along with the unit's goals and candidate proficiencies relate to both internal and external standards. See Relationship of Components of the Advanced Conceptual Framework to Internal and External Standards. The 4 core expectations are described below:
Core Expectation 1: Attain a Comprehensive Knowledge Base
We believe it is important that candidates attain a comprehensive knowledge base. Professional educators must have a comprehensive knowledge base, including specialized content and pedagogical knowledge, and be able to use this knowledge to plan, implement, and assess interactions.
The successful candidate will1:
- (1. a.) understand and apply forms of knowledge across disciplines;
- (1. b.) understand concepts essential to content areas central to their own discipline and apply them in their practices;
- (1. c.) understand student development and assessment and their impact on learning; and
- (1. d.) understand and apply technology to support teaching and learning
The School and the candidate’s advanced program will2 ensure candidates have the appropriate pre-requisite coursework before entering advanced programs, and a balance of content, foundational and practical coursework, requirements, and experiences during their program to strengthen the knowledge base.
Core Expectation 2: Develop Intellectual Skills and Abilities
We believe it is important that candidates develop intellectual skills and abilities. Professional educators must possess intellectual skills and abilities that enable them to read, investigate, and/or generate theory and research related to their fields of expertise.
The successful candidate will:
- (2. a.) be able to design, conduct, analyze and interpret research;
- (2. b.) be able to apply their own as well as existing research to practice; and
- (2. c.) be able to articulate and promote equitable models of schooling.
The School and the candidate’s advanced program will prepare candidates with multiple opportunities to learn about and practice discipline-specific skills through coursework, a diversity of assignments, mentoring, and through supervised field-based experiences.
Core Expectation 3: Focus on Diversity, Culture, Community & Context
We believe it is important that candidates focus on diversity, culture, community and context. Professional educators must focus on the sociocultural contexts of education, including home, school, community, and the global society and to understand the cultural, linguistic, economic, and geographic diversity among learners and how each type of diversity influences learning.
The successful candidate will:
- (3. a.) promote a sense of community and collaboration in the educational environments in which they work; and
- (3. b.) promote diversity as an asset that enriches all students learning and provides greater access by valuing the multiple forms of cultural understanding that students bring with them to P-16 education.
The School and the candidate’s advanced program will facilitate candidates’ understanding of the complex ecology of school, home, and community, and the physical environment through readings, discussions, and field experiences.
Core Expectation 4: Commit to Personal and Professional Growth
We believe it is important that candidates commit to personal and professional growth. Professional educators must make a commitment to education, to their particular discipline, and to all learners.
The successful candidate will:
- (4. a.) commit to staying current with the research base that informs their practice;
- (4. b.) commit to upholding a professional code of ethical conduct;
- (4. c.) commit to keeping informed about policy and societal issues that influence education;
- (4. d.) commit to advocating for all learners; and
- (4. e.) commit to promoting lifelong intellectual, personal, and professional growth.
The School and candidate’s advanced program will provide candidates ample opportunities to know about and participate in the broader profession at the local, state and national levels.
Advanced Programs
Programs at the post-baccalaureate levels for the continuing education of teachers or other professional school personnel (e.g., school counseling and psychology, school media specialist, administrators) who have previously completed initial professional preparation. They include master’s (MSED, MLS, and MIS), specialists (EdS), and some doctoral degree programs (EdD and PhD), as well as non-degree licensure and other types of credentialing programs.
UAS for Advanced Programs
The Unit Assessment System for Advanced Program will be administered by the Graduate Studies Committee (GSC). Each advanced program will be reviewed twice between NCATE visits. Programs already reviewed by the state or by their professional organization will submit a copy of those reviews to the GSC. The primary elements of the UAS include demonstration by the programs that they cover the 4 Core Expectations in their identified retention and capstone assessments and the Candidate Proficiencies in the program, a report of their outcome data for key assessments, how outcome data have been used to drive program change, as well as any substantive program changes since the last report. Reports will be presented to the GSC in writing as well as in person by program faculty. Other benchmark data will be collected regularly by the Office of Teacher Education and the Office of Graduate Studies including program acceptance, program completion, and alumni survey data.
Overview of the 17 Advanced Programs by Department
- 1Candidate Proficiencies
- 2School and Program (Unit) Goals