The conceptual framework(s) establishes the shared vision for the unit’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(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

CF.1 Elements of the Conceptual Framework

The College of Education comprises a diverse mix of faculty, staff, and students whose aims are to advance and generate knowledge in education, human development, counseling, administration, assessment, evaluation, research, technology, disabilities, and other related disciplines. We do this through a variety of means. In addition to being a professional school of education, the College houses units which employ and prepare professionals in related fields of counseling, educational administration, educational psychology, technology, research on disabilities, athletic training, evaluation, assessment, and curriculum development.

College of Education Motto:
Preparing Educators to Contribute to a Just and Democratic Society

College of Education Vision:
The COE consists of educators who provide innovative and cutting-edge research and teaching in an effort to further the field of education and prepare educators to contribute to a just and democratic society.

College of Education Mission:
The mission of the College is to work as a diverse and democratic community to:
• prepare new educators and provide ongoing professional development in education (teaching),
• increase the knowledge base in education and related fields through the production and application of research related to teaching, learning, and assessment (research), and
• serve as partners and leaders for excellence in education (service).

Philosophy, Purposes, and Goal
The College is committed to the fundamental goal of employing and preparing education professionals who are knowledgeable, effective, and caring. These individuals demonstrate the following core values through their knowledge, skills, and dispositions:

Knowledgeable
• (K) Demonstrating academic and professional knowledge of content, pedagogy, assessment, educational research, human development, and diversity.
• (S) Integrating theory, research, and practice; demonstrating culturally responsive techniques using contextually appropriate strategies.
• (D) Reflecting on practice, performance and ethics; seeking and integrating professional feedback; upholding Hawaiian values of ‘imi ‘ike (to seek knowledge), ‘imi na‘auao (to seek enlightenment), and hö‘ike (to demonstrate or perform).

Effective
• (K) Knowing and understanding human development, learning, diversity, and the value of inquiry, communication, and collaboration; understanding what constitutes an effective educator.
• (S) Assessing and responding appropriately to complex and changing circumstances in education settings; striving to emulate attributes of educators that have been deemed effective.
• (D) Being open to working collaboratively and professionally with colleagues, families, and community members; upholding Hawaiian values of küpono (honesty, reliability, excellence), kuleana (responsibility), and laulima (cooperation, joint action).

Caring
• (K) Knowing and understanding the mental, social, emotional, and physical needs of learners; understanding self-esteem, self-efficacy, locus of control, and motivation.
• (S) Creating safe and equitable learning environments, incorporating multiple perspectives.
• (D) Respecting diversity and honoring the democratic process, upholding Hawaiian values of aloha (love), mälama (caring), lökahi (unity, agreement, harmony), and hö‘ihi (respect).

Performance Expectations Aligned with Institutional, Professional, and State Standards
The conceptual framework provides a context for developing and assessing candidates’ proficiencies based on professional, state, and institutional standards. Candidates enrolled in initial programs must meet performance standards of the Hawaii Teacher Standards Board (HTSB) and expectations of each program’s learned society. The learned societies determine guidelines that are aligned with programs and, in turn, candidate knowledge. Standards are integral to each program and serve as benchmarks to evaluate candidate performance. The Professional Standards Matrix illustrates alignment of candidate proficiencies across institutional, state, and national standards.

College programs for which there are no SPA requirements align with the conceptual framework and national guidelines of an appropriate learned society. The Hawaii Department of Education approves all initial programs based on National Association of State Directors of Teacher Education and Certification (NASDTEC) standards.

Assessment of Candidate Proficiencies
The conceptual framework articulates professional commitments to knowledge, teaching competence, and learning, as well as dispositions and behaviors expected of candidates upon program completion. The college demonstrates these commitments in its motto, curricula, and assessment of candidate outcomes.

The core values provide coherence across curricula and direction in program assessment and evaluation of candidates’ abilities. The COE relies on the TK20 CampusTools HigherEd database that enables faculty review of individual teacher education candidate’s progress while providing programmatic information to administrators. The database facilitates college-wide and teacher education program assessment of content, pedagogical, and professional knowledge, skills, and dispositions.

CF.2 Development of the Conceptual Framework

The College's initial conceptual framework was developed during the 1999-2001 academic years through an iterative process of consensus building whereby faculty identified a vision and concomitant themes that characterized programs, permeated candidates' experiences, and were central to curriculum, instruction, and field experiences.

The initial conceptual framework was captured by the slogan E Ho‘owaiwai A Ho‘ona‘auao - Be Enriched Through Education. A complete description of the process to identify and articulate the initial conceptual framework (i.e., committee meeting dates, minutes, documents, and a summary report) is in the 2001 Conceptual Framework Notebook developed for NCATE accreditation.

CF.3 Changes to the Conceptual Framework

The conceptual framework was revised during the 2002-05 academic years to ensure congruence of existing documents with beliefs and commitments of current faculty. It also provided candidates opportunity to understand and articulate values and characteristics that guide the programs. Table CF.1 provides a chronology of changes to the strengthen college’s conceptual framework.

CF.4 Shared Vision

The efforts described previously resulted in the development and articulation of a shared vision to prepare knowledgeable, effective, and caring educators to work in diverse P–12 school, higher education, and community agency settings. The vision stresses the importance of providing innovative and cutting-edge research and teaching in an effort to further the field of education and prepare educators to contribute to a just and democratic society.

Table CF.2 displays activities related to articulating the conceptual framework to College constituents, as discussed and planned at the Dean's Council Meeting in Spring Semester 2004.

CF.5 Coherence

The conceptual framework delineates professional, pedagogical, and leadership characteristics expected of all candidates. Instruction, assessment, candidate outcomes, and field experiences align with knowledge, skills, and dispositions associated with the conceptual framework and core values. Candidates in teacher preparation and advanced programs complete course sequences designed to develop competence in respective areas of study. Progression through content, pedagogical, and professional courses, as well as field experiences and internships necessitates integration of program components and provides repeated opportunities to demonstrate knowledge, skills, and dispositions that facilitate learning of all learners.

Initial Programs
The initial programs at the undergraduate and graduate levels have adopted the performance standards of the Hawaii Teacher Standards Board (HTSB), which align with the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. Course syllabi, candidate outcomes, and performance portfolios reflect the standards of NCATE-affiliated specialty professional associations (e.g., Association for Education of Children [ACEI], Council for Exceptional Children [CEC], National Association for Education of Young Children [NAEYC], National Council of Teachers of English [NCTE], National Council of Teachers of Mathematics [NCTM], and the International Society for Technology in Education [ISTE]), as well as the HTSB.

Advanced Programs
The advanced programs align with standards of the respective NCATE specialty professional associations (SPAs). The graduate programs provide multiple options for candidates to acquire depth and breadth in knowledge, skills, and dispositions. See Table I.3 in the Introduction for delineation by program. They also reflect ISTE standards, where appropriate.

As shown in Standard 3, field settings provide pre-service teachers and practicing professionals with opportunities for practical theoretical applications. The settings ensure a progression of responsibilities that increase in scope and challenge. They allow candidates to: (a) practice assessment and instructional strategies in authentic settings, (b) interact with diverse student populations, (c) assimilate and apply knowledge and skills, (d) develop competencies for professional leadership, and (e) evolve professionally through feedback and reflection.

Summary

The COE is committed to meeting public expectations for program excellence and enhancing the economic health, educational opportunity, and quality of life for Hawaii's citizens. Our conceptual framework is knowledge-based, articulated, coherent, and linked to the university’s vision and mission. It establishes a shared vision for preparing educators to work in public schools and other educational settings. In addition, the conceptual framework is tied to the beliefs, values, and practices of professionals responsible for design, implementation, and evaluation of initial and advanced programs. The components are complementary and direct the preparation of qualified educators, faculty scholarship and professional service, and unit accountability. Individual candidate’s learning experiences differ, yet each participates in a program developed under a consistent body of knowledge related to teaching and learning processes as well as instruction in effective practices specific to their fields of endeavor.

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