tpep extended conceptual framework - wiu extended... · competent candidate knows, reflects on,...

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WIU’sTeacherandProfessionalEducationProgramConceptualFramework1

IntroductionFoundedin1899inruralWestCentralIllinois,theWesternIllinoisStateNormalSchoolwasestablishedtoaddressteacherpreparationinthestate’sgrammarschools,particularlyinthesemi‐ruralareasofWestCentralIllinois.ThefacultyandstudentsofWesternwereeagertomeetthisneed,andtheinstitutionsoonbecameknownforitswell‐rounded,deeplycommittedgraduates,atraditionthatcontinues.Teacherpreparationwasthefirstofficialprogram,anditsfirststudentsgraduatedin1905(Hursh,1927).ThenamewaschangedtoWesternIllinoisStateTeachersCollegein1921andthentoWesternIllinoisUniversity(WIU)in1957.Theinstitutionalmissionexpandedtoincludeprogramsthatpreparedhighschoolteachers,thestate’searliestandmostsuccessfulextensionprogram,amulti‐facetedgraduateschool,andliberalartsprograms.Today,WIUiscomprisedoffourdistinguishedcollegesthatincludeArtsandSciences,BusinessandTechnology,EducationandHumanServices,andFineArtsandCommunication.Westernhasearnedandmaintainsareputationforexpandingpublicaccesstoaffordable,highqualitydegreeprogramsandfosteringstudentinvolvementinUniversityactivities.WesternisnowaleadinguniversitywitharesidentialcampusinMacomb,acommutercampusintheQuadCities,andextensionanddistancelearningprograms.WIUhasbeennationallyrecognizedforrecruitingandretainingfirstgeneration,low‐incomeandminoritystudents.Withanoutstanding,diversefacultyandstaffcommittedtomulticulturalandinternationaleducation,WIUoffersundergraduateandgraduateprogramsofstudytomorethan12,500studentsfromIllinois,acrossthenation,andaroundtheworld.Western’sTeacherandProfessionalEducationProgram(TPEP)preparesandgraduatesteachersandotherschoolprofessionalsaseducationalleaders,schoolcounselors,schoolpsychologists,andcommunicativedisordersspecialistsforourregion,stateandnation.OurvisionisthatWesternIllinoisUniversitywillbetheleaderineducationalquality,opportunity,andaffordabilityamongitspeers.Ourmissionisthatbyenactingourvaluesandcreatingasynergybetweeninstruction,research,creativityandservice,WesternIllinoisUniversitypreparesandsupportsasociallyresponsible,diversestudent,faculty,andstaffpopulationtoleadintheglobalsociety.Ourvaluesfocusonacademicexcellence,educationalopportunity,personalgrowth,andsocialresponsibility(WesternIllinoisUniversityCatalogue,2009).Theinitial,advancedandotherschoolprofessionalprogramsthatconstituteWestern’sTeacherandProfessionalEducationProgramareinformedbysimilarprofessionalaspirations.TheconnectionofWIU’sTeacherandProfessionalEducationProgramtotheseaimsisvisibleinourunit’svision,mottoand

1UpdatedJanuary22,2010

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graphicrepresentationofourconceptualframeworkandinitsmissionstatement,valuesandstandardsthatfollow.TPEPVisionOurgraduateswillbeempowerededucationalprofessionalsdeeplycommittedtocontinuouslearningandtheempowermentofalllearners.

ApprovedAugust22,2008

TPEPMotto

Empowermentforlearning.LearningforempowermentApprovedAugust22,2008

OurGraphicRepresentationofConceptualFramework

ApprovedAugust22,2008

TPEPMissionStatementTheWIUTeacherandProfessionalEducationProgramempowerscandidatestobecomeeducationalpractitionerswhoengageininformedactionthatisgroundedinknowledgeandreflection;whoaredeeplycommittedtothehigheststandardsofprofessionalpractice;whoareabletoadapttoemergingsocial,economic,andculturallandscapes;whoareskilledintheuseoftechnologicaltoolsthatpromoteteachingandlearning;andwhoarecommittedtoempoweringalllearners.

ApprovedAugust22,2008

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TPEPValuesCommitment.Adeepemotionalandintellectualinvestmenttobecomingacaringandcompassionateprofessionaldedicatedtopersonalgrowth,excellence,andservicetoone’sprofessionalcommunity,withtheultimateaimofempoweringalllearners.Knowledge.Informed,criticallyexamined,research‐based,data‐driven,andexperientiallygroundedunderstandingoflearners,content,pedagogy,technology,andthestandardsassociatedwithone’sprofessionalpractice.Action.Professionalpracticethatembodiesthefocusedandskillfulapplicationofknowledgeandunderstandinginformedbyreflectionandadeepcommitmenttolearnersandtheirultimateempowerment.Reflection.Analyticalandthoughtfulexaminationofone’sknowledge,understanding,andpracticeresultinginmoretargetedandrefinedactionthatempowersstudentlearning.Empowerment.Thecreationofaprofessionalcommunitywhereincandidatesdevelopthecapability,confidence,efficacy,andsenseofauthority,enablingthemtocreateacommunitythatpositivelytransformsthelivesandactionsofalllearnersandengagestheminattainingtheirfullpotential.

ApprovedAugust22,2008TPEPStandards

1. Thecompetentcandidateknows,reflectson,actsinaccordancewith,andis

committedtoprofessionalstandardsgoverninghisorhersubjectmatter,expectationsforlearnersasdescribedintheappropriatecontentstandards,andmakingsuchcontentmeaningfulandempoweringforalllearners.

2. Thecompetentcandidateknows,reflectson,actsinaccordancewith,andis

committedtoresearch‐basedbestpracticesthatpromotethegrowth,development,learning,andempowermentofallindividualsrepresentingthesocialfabricofourdiversesociety.

3. Thecompetentcandidateknows,reflectson,actsinaccordancewith,andis

committedtoresearch‐basedprinciplesgoverningtheplanningofinstruction,thecreationandmaintenanceofpositive,safelearningcommunities,theimplementationofappropriatetechnologicaltools,andtheuseofvariedapproachestoimpact,assess,andempowerlearning.

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4. Thecompetentcandidateknows,reflectson,actsinaccordancewith,andiscommittedtotheimportanceofprofessionaldispositions,especiallythosethatadvancefairnessandthebeliefthatallindividualscanbeempoweredtolearn.

5. Thecompetentcandidateknows,reflectson,actsinaccordancewith,andis

committedtotheprinciplesthatgoverntheapplicationofhisorherknowledgeofsubjectmatter,theempowermentoflearners,andtheacquisitionofpracticalandprofessionalskillsduringfieldandclinicalexperiences,andtothecontinualimprovementofprofessionalperformance.

ApprovedAugust22,2008

Asourmotto,Empowermentforlearning;Learningforempowerment,indicates,weunderstandthateducationisbothasocialfunctionandasocialend.Recognizingandmediatingthisduelrealityisacomplexendeavorinademocracysuchasours.Dewey(1916)remarksthattheprocessof,“securingdirectionanddevelopmentintheimmaturethroughtheirparticipationinthelifeofthegrouptowhichtheybelong,”isanaimofeducationbroadly.Hecautionsustorecognizethatthis“educationwillvarywiththequalityoflifewhichprevailsinthegroup”(p.81).ThisqualityisaproductofourUnit’svision,mission,values,andstandardsandisfoundationaltotheseidealsandoureducationalprograms.

Deweyfurtherarticulatesthat“[p]articularlyisittruethatasocietywhichnotonlychangesbutwhichhastheidealofsuchchangeaswillimproveit,willhavedifferentstandardsandmethodsofeducationfromonewhichaimssimplyattheperpetuationofitsowncustoms”(p.81).WithempowermentasbothourprocessandgoalwebelievethatweembraceDewey’saimofeducationwherethe“objectandrewardoflearningiscontinuedcapacityforgrowth”(p.100).Werecognizethatthismaybeachallengingtask,howeverdemocracyitselfisachallengingprojectwhoseimprovementparallelsitseducationalinstitutions.Asweembracetheseidealsandthechargetheybring,Dewey(1934)bothadvisesandcautionsusthatourconceptualframeworkmust“attempttodiscoverwhateducationisandhowittakesplace”(p.194).Thusisthetaskoftheremainderofthisframework,whileDewey’swarningisheededtheseconceptualidealsmustbegroundedwithasenseofreality.

Werealizethateducationconstantlychangestomeettheneedsofsocietyandtheresultingchangesareinseparablefromshiftsoccurringwithinthatsociety.Werecognizethatataswefaceanacceleratingrelianceuponandaccesstotechnologyandweareincreasinglyawareofthegrowthofourculturallydiversepopulation.Effectiveeducatorsmustbeadeptatrespondingtoanever‐changingsociety;appreciatetheimportanceofourdiversepopulation;beadapttoemergingsocial,economic,anddemographicpatterns;beskilledintheuseoftechnologytoolstopromoteteachingandlearninginournation’sschoolsforthebettermentofourdemocracy.

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Withthisendinview,ourcandidatesinourinitial,advancedandotherschoolprofessionalprogramsunderstandthatcertainissuesarenon‐negotiable.Everychildisauniquehumanbeingwhodeservesanempoweringeducationwithrespectanddignity.Candidatesmustalsounderstand,however,thatindividualandsituationaldifferencesdictatethatteachersandeducationalprofessionalsdemonstrateflexibilityinsolvingunanticipatedandnovelproblemsthatmayariseinmeetingtheneedsofeachchild.Candidatesmustalsocontendwiththedifferingeducationalexpectationsofstudents,parents,local‐community,stateandfederalmandates.Eachportionofouroverallprogramrequiresacommitmenttoacontinualprocessofinquiry,action,andreflection.Aswithourcandidatesourprogramcannotfunctioneffectivelyifwebecomecomplacentandunreflectiveabouteitherourrespectivedisciplinesorourpractice.

Tomeettheeducationaldemandsofourevolvingsociety,ourunit’sconceptualframework(motto,visionmission,valuesandstandards)reflectsandembracesthecorecomponentsofourprogram.Thegraphicrepresentationanditsindividualvaluesserveasremindersoftheconceptualidealsthatmatterinsuccessofourundergraduateandadvancedprograms.Thisrepresentation,itsvaluesandtheforthcomingstatementsalone,however,cannotcapturethesubtletiesofaprogram.Althoughonefamiliarwithourprogramwouldreadilyseetheconnectionsbetweenthevalues,ourmissionstatement,andactualpractice,suchconnectionsmustbemoreexplicitlyarticulatediftheyaretoinformourunderstandingandpractice.Whatfollowsarestatementstofurtherdefineandoperationalizeourvalues.Thesestatementsarenotmeanttobedefiningendsinthemselves;theyarestatementsfordepartureandexplorationofunderstandingandpracticeinoureducationalendeavors.Eachvaluewillbeaddressedseparately.Howeverinourdiscussion,asinpractice,overlapandfusionwillexist.CommitmentAdeepemotionalandintellectualinvestmenttobecomingacaringandcompassionateprofessionaldedicatedtopersonalgrowth,excellence,andservicetoone’sprofessional

community,withtheultimateaimofempoweringalllearners.Analysis

Types:selfandother(s)(Individual(e.g.students),institutional(e.g.classroom,school,district),profession)Foci:learners;society(democracy);professionalknowledge;professionalstandards;personalandprofessionalgrowthBasis/SourcesorEnds:personalmorality;professionalcodesofconductandethics;humanflourishing

Expandeddefinition:WithinthecontextoftheWIUTeacherandProfessionalEducationProgram,commitmentreferstothepersonalandprofessionalinvestmentcandidatesmustmakeasaprofessionalandtotheindividualsandinstitutionsthatthey

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serve.Thecandidate’scommitmentmustbefocusedonboththeindividuallearnersandtheidealsofourdemocracy(e.g.liberty,equalityandthetensiontheircombinationbring).Candidatesmustbecommittedtogaining,understandingandutilizingtheprofessionalknowledgeandstandardswithintheirfieldasmodelsandleadersindoingwhatisrightandbest.Additionallythecandidatemustbecommittedtohisorherownpersonalandprofessionalgrowth,thisareaofcommitmentrequiresbothpersonalandprofessionalreflectiononone’sshortcomingsandstrengthsandseekingandofferingassistantforimprovement.Commitmentisattheheartofhumanrelationshipswheretrust,responsibilityandintegrityformearlyinceptions,howeverinthecontextofoureducationalunitthecandidate’scommitmentmustrecognizetheendsofthehumanflourishingandempowermentoflearnersaswellashisorherownflourishingintheday‐to‐daycontextofprofessionalpractice.ThequalitiesofcommitmentthatpermeateWIU’sTeacherandProfessionalEducationProgramarereadilyseeninfourcharacteremphases:freedomofmind,intellectualengagement,sharedleadership,andsustainedprofessionaldevelopment.Thecommitmenttoanddevelopmentoftheseemphasespresupposescertainbeliefsandactions.Ourfacultymembersbelievethateducationhasasalutaryeffect.Suchastatementmayappearself‐evident,butitisfrequentlychallengedbythosewhoholdthattheproblemswefacearesimplytoogreat.Manyinsociety,itseems,sensethateducatorsareengagedinanhonorablebutunwinnablebattle–agallantbuttragicendeavor.Candidatesrecognizetheinevitabledifficultiesassociatedwiththeirpractice,butwiththeassistanceofthefacultytheyhavedevelopedwhatmightbecalledreasonedoptimism.However,ourUnit’sreasonedoptimismisbuiltuponsophisticatedknowledgeofsuccessfulprogramsandbestpractices(Conchas&Noguera,2006;Sizer,2004;Meier,2003;Noguera,2003;Merrow,2001;Resnick,1999;Scheurich,1998).FreedomofMindReasonedoptimismstandsindirectoppositiontoblindfaith.Itrequiresacriticaleye,andthisrequiresthefreedomtoquestionandtospeakone’smind.Itrequiresfreedomofmind(Dewey,1937).Minimally,thismeansencouraginglearnerstobehonest:honestabouttheirhopes,theirfears,andtheirdoubts.Itmeansencouragingfutureeducatorstofindtheirownpathtosuccessintheclassroomorintheothereducationalsettingsinwhichtheymayfindthemselves.Freedomofmindmeansmorethanexaminingone’sfeelings,however,justasitismorethanafundamentalcharacteristicoftheacademicfreedomtheUniversityespouses.Withitsopportunitiesanditsdemands,themodernworldiscapableofdullingperceptionandconstrainingaction.Personsmaycometoseethemselvesandothersasratherone‐dimensional:indistinguishablefromallothersintheir“flatness.”Atcore,suchanimageisincompatiblewithourcommitmenttodiversityandrequiresthatourcandidatespracticesomethingakintoMarcuse’s“GreatRefusal”(1964).Permissionmustexisttoopenlyquestionpracticesandpolicies.Thepurposeofsuchquestioningisnotmereanalysis,norisitthecynicismoftheunremittingskeptic.Freedomofmindis

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aboutbeingabletochoosewiselyinadiscerningmanner.Ultimately,itisthecommitmenttointegrity.Successineducationrequiresknowledgeofstrategiesthatwork,butthefactthatcertainstrategiesdowhattheypurporttodoisnotsufficientjustificationforusingthem.Honestyandintegrityareessentialifcandidatesaretothinkethicallyandsystematicallyaboutschoolsandabouttheirpractice(Hansen,2007;Duffy,2006;Ayers, 2004; Noddings,2003;Maxcy,2002;Brogan&Brogan,1999;Haydon,1997;Lemings,1993).Theymustbepreparedtoasknotjustwhethersomething“works”butalsowhetheritisgood,fair,right,andwhetheritalignswithourhighestcollectiveidealswhatNoddings(2003;1984)identifiesasthe“ethicalideal”(p.134).AGreatRefusalpermitslearnerstorejectemptyslogansandwishfulthinking,butitalsopermitsthemtoreject“effective”practicesthatdiminishhumanbeingsandlimittheempowermentoflearners.Althoughfreedomofmindmayappearlargelyphilosophical,itiseminentlypractical.Decadesago,JohnDeweynotedanincongruitybetweenschools’statedbeliefindemocraticdecisionmakingandtherealizationthatmanygraduateswereunableorunwillingtoparticipateinsuchdecisions.Hisexplanationwasthatthedifficultylayinthedisconnectionbetweenarticulatedprinciplesandactualpractice.Hesuggestedthatpassiverecipientsofmoralcharacterandpoliticalintelligencewouldinevitablyrespondwithapathyandnon‐participation(1916).Moreover,manyscholarshavenotedthatitisnotenoughtoactinaparticularwayifonedoesnotunderstandorappreciatetheprinciplesbeneathsuchaction.Personsmustunderstandwhytheyactandwhattheiractionsmean.Withoutthisdevelopedskill,individualsarereadilysusceptibletothesubtlecoercionofinstitutionsandforcesthatservetodeveloptastesanddispositionsofwhichtheymaynotevenbeaware(Apple,2004;Apple,1996;Spring,2005;Barber,1998a;Barber,1998b;Gutmann,1987).Ourcandidatesareexpectedtoquestionandarecoachedintofreedomofmindsothattheyentertheprofessionpreparedtomakeintelligentandethicaleducationaldecisions.IntellectualEngagementNoddings(2003/1984)isperhapsbestknownforherresearchoncaring.PersonsunfamiliarwithNoddings’workmaymistakethenotionofcaringformorecommonformsofaffection.Inreality,herconceptionofethicofcareisnearlysynonymouswithengagement:engagingpeople,engagingthephysicalworld,andengagingideas.ForNoddings,caringratherthancompetitionshouldserveasthedefiningcharacteristicofeducation(Noddings,1992).FollowingNoddings’lead,intellectualengagementisgroundedinrelationshipratherthancompetition.Itisbornofthebeliefthatitisconnectionthatmorefullysustainslifeandlearningthatleadstoempowerment.Initssimplestform,thismeansthatwe

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acknowledgethatourlearnersarepersonswithreallives,realneeds,andrealthoughts,andwemodelthisawarenesssothattheymayacquireitforuseintheirownclassroomsorintherapeutic,counseling,oradministrativesettings.Initsmorecomplexform,itmodelsthedevelopmentofmindinwhichtherelationshipwithdiversityandtransdisciplinaryknowledgenurturesone’spersonalandprofessionalgrowth.Intellectualengagementdeclaresthatlearningandtheempowermentitbrings,inandofitself,isadesirablegoal.Teacherandprofessionaleducationfacultymembersbelievethatcaringaboutideasisnecessaryifoneistobefullycompetent.Facedwithaseriousquestion,theexclusivelycompetitivepersonisapttobedrivenbyexpediency.Onewhopracticesintellectualengagementwillbeinclinedtolookforthesubtletiesandformorethantheimmediatelyavailablesolution.Trueresearch‐basedpracticedictatesanintellectualengagementwhichischaracterizedbothbythesophisticatedthinkingrequiredforcogentsolutionsandbythevaluingoflearningforitsownsake.Thefirstofthesecharacteristicsrequiresthesecond,andWestern’sTeacherandProfessionalEducationProgramcultivateboth.SharedLeadershipEachofthecomponentsaboverevealtheUnit’scommitmenttopreparingeducatorswhounderstandtheirresponsibilitytoserveaseducationalinnovatorsandleaders.Itmakeslittlesensetopromotereflectionorresearch‐basedpracticeiftheprofessionallivesofeducatorsdonotpermitthemtoutilizethefruitsoftheirlabors.Noraretheseideassensibleifeducatorsbelievethatdecision‐makingistheexclusiveprovinceofothers.Suchviewsstiflecreativethinkingandpromotedisaffectionandhavepromptedthecallforgreatersharedleadershipinmanyschools.Althoughrecentlytherehasbeenconsiderableinterestinthisnotion,theideawillbeemptyifeducatorsdonotseeamoresignificantroleforthemselvesthanthatofcompliantfolloweroriftheybelieve,asadministrators,thattheyareexpectedtoactunilaterally(Futrell,2008;Fullan,2007;Barth,2004;Futrell,2003;Oakes,Quartz,Ryan,&Lipton,2000;Fullan,2000a).Asactiveparticipantsinschoolsascandidatesandascertifiededucationalprofessionals,ourgraduatesunderstandthereciprocalnatureofleadership.TheNationalPolicyBoardforEducationalAdministrationrecentlygenerateditsstandardsforeducationalpolicyleadership(ISLLC2008).Althoughthesestandardsprimarilyfocusontheactivitiesofeducationalleaders,theirintentistopromotealearningatmospherethatisfullycollaborative.Developingasharedvision,sustainingschoolculture,managingresources,collaboratingwiththecommunity,behavingethically,andinfluencingthelargerpoliticalcontextarecommitmentsthatmustextendbeyondadministrationiftheyaretobetrulyeffective.Ourcandidatesandthoseenrolledinadvancedprogramsrecognizethataschoollackingthesecharacteristicsmayfinditselfwanderingaimlesslyfromonerealorimaginedproblemtothenext;constantlymovingbutfailingtoprogress.Theyalsounderstandthecollaborativenatureofthisventureandenterthe

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fieldpreparedtobeartheirshareofbroadlyconceivedleadershipresponsibilitytoensuretheempowermentofalllearners.SustainedProfessionalDevelopmentSustainedprofessionaldevelopmentpresupposescertainunderpinnings.Thecommitmentthatrequiresfreedomofmind,intellectualengagement,andsharedleadershipmustbefullyfunctionalifoneistopursuesustaineddevelopment,forwithoutthemthereisnoconsequentialdevelopment.Evenmorebasic,however,istheideathatsustaineddevelopmentassumespre‐existingprofessionalcompetence.Onecannotcontinuetodevelopsomethingthatdoesnotalreadyexist.Forfutureeducators,thisbaseofcompetenceisestablishedinmultipleclinicalandfieldexperiences.Inincrementalfashion,candidatesareexposedtoincreasinglycomplex,real‐worldlearningenvironments,andtheircooperatingeducationalprofessionalscarefullymonitortheirideasandactionsforrelevanceandappropriateness.Inparallelfashion,theirresponsibilitiesinthesesettingsmountastheirprofessionalconfidenceandskillgrow.Ourteacherandprofessionaleducationfacultygraspthatthemostintricateandarticulatetheoryisfornaughtifitfailstoyieldcompetentpractitioners,andsuchpersonsarenotpossiblewithoutextensiveandvariedopportunitiestoapplyinthefieldwhattheyhavelearnedintheclassroom.ThepositionstatementsofAmericanAssociationofCollegesforTeacherEducation,AmericanAssociationofSchoolAdministrators,AssociationforSupervisionandCurriculumDevelopment,andtheIllinoisStateBoardofEducationalignwiththeUnit’scommitmentsregardingearlycompetenceandongoingprofessionalgrowthforeducators.Whenproperlyconceived,thisfocushasbothpragmaticandtheoreticalaspects.Thenarrowviewwouldsuggestthatcompetenteducatorsthinksystemicallyabouttheirpracticeineducationalsettingsandthattheybeginthisintheirearliestfieldexperiences.Whilethisislaudableandabsolutelynecessary,itisnotsufficient.SomethingsimilartotheProfessionalLearningCommunity(PLC)modelisrequired,andthisispromotedintheTeacherandProfessionalEducationProgram(Hord,Roussin&Sommers,2009;DuFour,DuFour,&Eaker,2007;Hord&Sommers,2007;Hord,1997).Definingcharacteristicsofsuchcommunitiesincludethecollaborationfrequentlymentionedabove,includingdevelopmentofbothasharedvisionofeducationandsharedleadership.Theyalsoincludearticulatedcommitmentstohighacademicachievementandrespectforpersons.Oneofthemostimportantcomponents,however,isacceptanceofthenotionthateducatorsaremorethanmereconsumersofresearch.Educatorsateverylevel,includingcandidates,aregeneratorsofresearch.ThispositioncohereswellwiththeUniversity’scommitmenttoresearchandcreativeactivityandtotheUnit’simageofeducatorsasactiveparticipantsratherthanmerepassiverecipientsoftheinsightsbornofothers’research.Developmentofprofessionaldispositionsandskillsisinhibitedifeducatorsmustcontinuallylookouttherefortheexpertwiththeanswer:professionalsshareinthescholarlyworkofthefield.

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Thecallforsuchlearningcommunitiesismorethanthequietexpectationthateducatorscontinuetodevelopafterbeginningtheircareers.Itwouldbefoolishtoclaimthatone’spracticeorknowledgebasecouldnotbeenriched.Itwouldalsobefoolhardytoassumethateachcandidateleftourprogramcompletelyqualified.Suchastancewouldconflictwiththenotionofgrowthtowhichthefacultyascribeandwiththeexperienceofexceptionalteachers.Whileweexpectourcandidatestoentertheirfirstprofessionalenvironmentcommittedtotheskillsanddispositionsnecessarytobesuccessful,wealsounderstandthatourworkisfoundational.KnowledgeInformed,criticallyexamined,research‐based,data‐driven,andexperientiallygroundedunderstandingoflearners,content,pedagogy,technology,andthestandardsassociated

withone’sprofessionalpractice. Analysis Types:informedunderstanding Foci:learners;content;pedagogy;technology;standards

Basis/Sources:criticalexamination(thoughtfulanalysis,synthesisandevaluation/weighing);research(scientificliterature);data(assessment);experience(practice)

Expandeddefinition:WithinthecontextoftheWIUTeacherandProfessionalEducationProgram,knowledgereferstoinformedunderstandingoflearners,content,pedagogy,technologyandthestandardsofone’sprofession.Withregardtoourcandidates,thisunderstandingshouldberootedincriticalexaminationofcurrentresearchandtheorypertainingtothesetopicsaswellasthedataderivedfromtheirownexperiencesintheclassroom.Itisexpectedthatourcandidateswillnotonlyknowagreatdealaboutthesetopics,itisalsoexpectedthattheywillgrasptherelevanceoftheirknowledgeineachdomainandthattheybeabletoapplyit,inathoughtfulandeffectivefashion,intheday‐to‐daycontextoftheirprofessionalpractice.Sincetheinceptionofthenormalschool,thosewhohavepreparededucatorshavewrestledwithhowbesttopreparethem.Accountsfromthefoundersofthecommonschoolsuggestthatcertainthemeshavealwaysbeenimportanttothisongoingconversation.Then,asnow,thefeaturesincludedathoroughknowledgeofthevarioussubjectsonemightteach(e.g.contentknowledge).Italsoincludedconsiderationofhowbesttosharethatknowledgewiththestudentsunderone’scare(e.g.pedagogicalknowledge)(Spring,2009;Hansen,2008;Darling‐Hammond&Bransford,2005).Perhapswehavealwayshadanintuitivesenseofthenecessarycomponents,butitisalsopossiblethatShulman’s1987modelhasservedtogivetheseintuitionspalpableform.Shulman’sarticulationofthe“categoriesoftheknowledgebase,”supportedthe

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evolutionoftheclearerandmoredemandingunderstandingofteachingasaprofessionthathasdriventhestandardsmovement.Specifically,Shulmanincludedthefollowing:contentknowledge;generalpedagogicalknowledge;curriculumknowledge;pedagogicalcontentknowledge;knowledgeoflearnersandtheircharacteristics;knowledgeofeducationalcontexts;andknowledgeofeducationalends,purposes,andvalues,andtheirphilosophicalandhistoricalgrounds(Shulman,1987,p.8).Suchunderstandingiscriticalregardlessofwhetheroneintendstoteachkindergartenorserveasaschooladministratororaschoolpsychologist.Shulman’scategoriescorrespondcloselywiththoseendorsedbyourUnit’sfacultymembers,butitisprobablethatthesamecouldbesaidofmosteducationprograms.Whileallprogramsmaysharecertainsimilaritiesandcommonbeliefs,itisalsoundeniablythecasethatindividualprogramemphasesdiffermarkedly.Suchemphasesareinevitablyinfluencedbythehistoryofaprogram;bycurrentpublicopinion;andbytheidentities,education,andexperiencesofthepersonswhoprepareeducationalprofessionalswithinaprogram.Consequently,everyTeacherandProfessionalEducationProgramhasapersonalityandthispersonalityisuniquelyvisibleinhowitsatisfiestherequirementsoftheknowledgebase.WhatmaywelldistinguishWIU’sUnitfromotherprogramsisthetransdisciplinaryapproachtolearningendorsedbyuniversitydepartmentsandmodeledbyourUnit’sfaculty.ThissectionisintendedtorevealthedistinctivepersonalityoftheTeacherandProfessionalEducationProgramatWesternIllinoisUniversitybyexaminingconceptuallywhatismeantbyunderstandinglearners,content,pedagogy,technologyandthestandardsofone’sprofession.UnderstandingofLearnersEffectiveeducatorsmustunderstandlearners.Understandingofthissortincludesrecognitionoftherelationshipbetweenhumandevelopmentandlearning.Ourcandidatesunderstandthateducatorsmustmatchtheage,background,experiences,anddevelopmentallevelsoftheirstudentswiththeproposedlearningstrategies.Theyalsounderstandthatthecomplexityoftheirstudentsrivalsthatofdisciplinaryknowledgeandoftheknowledgeoflearningenvironments.Facultymemberscontinuallyremindourcandidatesthatstudentsaremultifacetedandthatthisrequiresconsiderableflexibilityonthepartoftheeducator(Darling‐Hammond,2010;Darling‐Hammond&Bransford,2005;Darling‐Hammond&MacDonald,2000;Clandinin,Davies,Hogan,&Kennard,1993;GageandBerliner,1998;Erikson,1980).ThisorientationismostvisibleinthefunctionalcommitmenttodiversitysharedbyboththeUniversityandourUnit.Carefulobserversrecognizethatthefaceofthenationischanging(Villegas,2008),butsuggestionsabouthowbesttorespondtosuchchangesvarygreatly.Bankshasaptlycapturedthesentimentsmotivatingmanypoliticalfigures.Banksarguesthatenthusiasticallyaddressingdiversityissuesisnecessaryfortheeconomicandpoliticalhealthofthenation(2007,2001).Banksrejectsasinadequatewhathecallsthecontributionsandtheadditiveapproachestocurriculumreform.Theformerfocusesonheroesandholidays,whilethelattersimplyaddsnewcontentor

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unitstoarelativelyfixedandinflexiblecurriculum.Incontrast,herecommendsmovementtowardthetransformationandsocialactionapproaches,whichallowlearnerstoviewothers’experiencesthroughtheeyesandvoicesofthosepersons(2009).Theultimategoalbecomestheuseofthisenrichedunderstandingtoconfrontactualsocialissuesandbetterempowerlearners(Nieto,2008;Nieto,1999).Forthisempowermentoflearners,candidatesandeducationalprofessionalsmayneedtoconsiderthemosteffectivepracticesfordifferentgroupsoflearners.TheseconsiderationsmayneedtogobeyondcurricularadditionsandinstructionalrepertoiresthatBanksandNietocritiqueandincludeculturallyresponsivecurriculum,pedagogicalandteachingpractices.Withinthesepracticeseducatorsmightinvolvinglearnersintheconstructionofknowledge,learnmoreaboutbuildingonlearners'interestsandlinguisticresources,learnmoreabouttappingcommunityandhomeresources,andhelpinglearnersexaminethecurriculumfrommultipleperspectives(Sleeter,2008;Banks,2005;Darling‐Hammond&Bransford,2005;Villegas&Lucas,2002;Irvine,J.2003;Gay,2000;Ladson‐Billings,1995).Candidatesandalleducationalprofessionalsmustrealizetobetterunderstandlearnerstheymustbewillingtoexamineandunderstandthemselves.Theprocessofbecomingandsustainingoneselfasaneducationalprofessionalbeginswithanexplorationofone’sownbeliefs,idealsandpositionality(LaPrad,2008;Bullough,Goodson&Gitlin,1994).Thisiscoupledwithanawarenessofthepatternsandbeliefsoftheculturalidentitiesonehas.Atthesametimecandidatesneedtobeawareofandconfronttheirownbiasesandprejudices(Berlak,2008;Pollock,2008)andprivilege(Wise,2007;McIntosh,1988)astheydesiretobecomemoreculturalcompetentbeings(Ladson‐Billings,1995).Thesearejoinedtotheimageofanevolvingandoftroilingnationalconceptionofwhatitmeanstobeacitizen.Andeachofthesecomponentsisultimatelyconnectedtoaglobalidentificationandoutlookneededinourtwenty‐firstcentury(Banks,2001).Alltogetherwiththesecompetencies,whencandidatesandeducationalprofessionalsgaintheknowledgeoflearnerstheyareablebuilddeeperrelationshipswithlearnswhichbetterenablestheirempowerment.UnderstandingofContentOurUnitrecognizesasWilson,Floden,&Ferrini‐Mundy(2001)supportedShulman’s(1987)understandingandresearchthateducatorsshouldpossessdeepunderstandingofthesubjectthattheyteach.Ourcandidatesareexpectedtoexhibitin‐depthunderstandinginmajorandminorareasofthesortnecessaryto“demonstratethecentralconcepts,toolsofinquiry,andstructuresoftheirdisciplines,”buttheyarealsoexpectedtounderstandwheredisciplinaryunderstandingintersectsandwhatresultsfromsuchintersections.Whiletherearealwayscaveatsforapproachesthatcarrythetransdisciplinaryappellation,suchanorientationisneveranattempttoavoidtherigorsofdisciplinarytrainingwithinasinglefield.Itisrecognizedthatthemostformidablesocialandintellectualproblemsareseldomcomfortablyconfinedwithindisciplinaryboundaries.Moreover,atransdisciplinaryorientationrecognizesthatmuchofthemost

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interestingworkoccursatthemarginsinareasthatdefypredictabilityandneatcategorization(Adam&Allan,1995;Carruthers&Boucher,1998).Candidatesbenefitfromatransdisciplinarymodelthatofferscomplexinsightsintothelivesofthepeoplewithwhomtheyinteractinschoolsandcommunities(Dunbar,Knight,&Power,1999).Teacherandprofessionaleducationfacultymembersalsorealizethatatransdisciplinaryapproachisnotintendedtoprovidecandidateswithbroadbutsuperficialexposuretoinnumerabletopics.Initscourses,theTeacherandProfessionalEducationProgramrejectcursorycoverage.Suchcafeteriaapproachestounderstandingareonlycapableofholdingone'sattentionforashorttimeand,inWhitehead'swords,chieflyserveto"inoculate"learnersagainstdeeperexplorationofasubject(1967).Incontrast,weholdthata“lessismore”approachstressingdepthacrossdisciplinesholdsgreaterpromiseforcapturingimaginationandpromotingthelearningstrategiesembracedbyGrossmen,Schoenfeld&Lee(2005).Theyexplainthateducatorsmustbeableto“createmultipleexamplesandrepresentationsofchallengingtopicsthatmakethecontentassessabletoawiderageoflearners”(p.201).Thesestrategiesarewhatfueleffectiveteaching,nurturelifelonglearning,andempowerment.Itisapparentthatideas,events,andindividualsareconnectedandthatspecificdisciplinessharecertainthemes.Ourcommitmenttoatransdisciplinaryapproachimpliesmorethanthesefaciletruths.Itspeaksofamethodofknowledgegathering,knowledgeconstructing,andknowledgeuse(Wineburg&Grossman,2000).Itisdifficulttobearesilientandresponsiveeducatorifonepossessestoonarrowanunderstandingofknowledge.Sucheducatorsaremoreapttobeoverlydependentupon“experts”:personswhocanprovideanswerstoquestionsthatoneisuncomfortableevenengaging.Candidateswhohaveinternalizedatransdisciplinaryapproachtolearningarelesslikelytoabrogateresponsibilityfordealingwiththeirownrealquestions,astheysensethattheypossesstheintellectualresourcesnecessarytoresolvethem.UnderstandingofPedagogyWestern’steacherandprofessionaleducationfacultyfullycomprehendthatcandidatescannotfindsuchsuccessifalltheypossessiscontentknowledge.Trulyeffectiveeducatorsalsocommandcriticalknowledgeofplanningandinstruction.Thecomplementaryandrelationalqualityseeninourtransdisciplinaryapproachtoknowledgeofcontentisevidenthereaswell(McDiarmid&Clevenger‐Bright,2008;Howard&Aleman,2008;Rosaen&Florio‐Ruane;2008;Darling‐Hammond,et.al.,2005;Belenky,Clinchy,Goldberger,&Tarule,1986).Understandingofcurricularvision;oflessonplanning;ofmotivational,administrative,ortherapeuticstrategies;oflearningactivities;ofclassroommanagementplans;andofthedesigningoflearningenvironmentsmustnotbeviewedasseparateanddistinct.Effectivenessnecessitatestheintegrationofassortedcomponentsofknowledgeofpedagogy.

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Forinstance,considerablerecentresearchhasconfirmedthecentralroleofassessmentineffectiveteachingandreformefforts.Learninginaparticularsubjectareaforstudentsinaregularclassroomorlearningthecorrectpronunciationofaparticularsoundforachildwithanarticulationdifficultycannotbemaximizedwithouttheevidencegeneratedthroughappropriateassessment(Fullan,2000b).Successentailsassessingstudentlearning,butthissuggestsmorethanaskingwhethermaterialwaslearned.Assessmentclearlyincludesanalyzingthelearningandmanagementstrategiesaneducatoruses.Educatorsmustassesstheirownpracticebyaskingwhethertheirapproachesactuallyprovidethedesiredoutcomeandwhetherotherapproachesmightbetterservetheirpurposestoempowerlearners(Shepard,et.al.,2005;McNeil,2000).UnderstandingofTechnologyAlthougheachoftheelementsofunderstandingofpedagogyisessential,oneofthemostdistinctiveTeacherandProfessionalEducationProgramfeaturesisitsemphasisontechnologicalliteracy.Properlyplacingthemselvesinhistorywithaglobalperspectiverequiresthatcandidateshavefacilitywithemergingtechnologies.Westernpossessesaninternationalreputationforitsworkatthecrossroadsoftechnologyandeducation.Asaresult,ourcandidatesareexpectedtograduatewithaworkingsetofcompetencies,andthislistincludesmorethanafunctionalknowledgeofparticularequipmentandsoftwareprograms.Personsunderestimatetheroleandimpactoftechnologywhensimplyreferringtoitasa“tool.”Suchastancesuggeststhatitislittlemorethananattachmenttoaninvariablebodyofeducationalknowledgeandpractice.Fromsuchaperspective,technologymerelyprovidesrapidaccesstovastpoolsoftraditionalinformation.Incontrast,thefacultyviewtechnologyinmuchthesamewayasWalker(1999).Thisricherunderstandingviewstechnologynotjustasatoolbutasanewliteracy.Understoodfromthisvantagepoint,technologychangescommunicationandchangesourperceptionofbothproblemsandsolutions.Evenifconstrainedbyadministrativeedictorfinancialexigency,technologywilldictatethateducatorsbecomemuchmoresophisticatedmanagersofinformation.Itencouragesteamedapproachestoproblemsolvingandastrongerconnectionbetweenmateriallearnedandthepressingissuesineverydaylife.Itrequiresfacilitywithmultiplesymbolsystems.Itdoesnotjustchangehoweducatorsdothings;itchangeswhatwedo.“Thustobe‘literate’ontheWebmeanstohavepowersofdiscriminationsuitableformakingdurableeducationalusesofabundantresources”(Weiland,2008,p.1219).Noneofthissuggeststhattechnologicalliteracywillsomehowtrumptext‐basedorquantitativeilliteracies,andthatthefacultywillrejecttheuselessexerciseofestablishingahierarchyofilliteracies(Rafferty,1999).Instead,weappreciatethepowerfulinterconnectionsbetweenassortedilliteracies.Theemergenceofprint‐textchangedthedefinitionandscopeofwhatitmeanttobeaneducatedperson,similarly

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“Hypertext”and“Hypermedia”maydothesameandevolvethemeaningofeducation(Weiland,2008).Western’sfacultyandcandidatesrecognizethattechnologywillhaveasprofoundaneffectandthatonlyadaptiveeducatorsmustbeabletotakethoroughadvantageofitastoolsandgoalsinempoweringlearners.UnderstandingofProfessionalStandardsFinally,thisintegrative,transdisciplinaryapproachisfullyvisibleintheotheremphasesoftheunderstandingcomponentoftheConceptualFrameworkandintheUnit’shandlingofprofessionalstandards.Aseducationalprofessionalsinthetwenty‐firstcenturywerealizethatstandardsmediateourprofession.ThreeyearsafterANationatRisktheCarnegieTaskForce(1986)calledforthecreationofaNationalBoardforProfessionalTeachingStandards(McDiarmid&Clevnger‐Bright,2008).Inearlythe1990sstandards‐basedreformmovementsbegantoshapeeducationallandscapesforbothteachersandtheirstudents.Candidatesmustrecognizeandunderstandboththestandardsthatgoverntheirprofessionandthelearningstandardsappropriatetotheirstudents.Relianceonastandards‐basedmodelcouldleadtoassumingthatacapableeducatorisonewhohassimplymetindividualstandardsandenablestheirstudentstodothesame.Incontrast,atruetransdisciplinarynotionforunderstandingaskscandidatestoexaminetherelationshipbetweenstandardsandtoaskhowstrengthsinoneareastandardmaycomplementeffortinanother.Competencecannotbeconfusedwithacompletedchecklist.Candidatesunderstandthatcontent,learning,andareastandardsmustoperateinnon‐hierarchicalconcertifwe,aseducators,aretoexperienceprofessionalsuccessandpersonalsatisfactionintheclassroom,intheresourceroom,orinanadministrativesetting.ActionProfessionalpracticethatembodiesthefocusedandskillfulapplicationofknowledge

andunderstandinginformedbyreflectionandadeepcommitmenttolearnersandtheirultimateempowerment

AnalysisTypes:internal(e.g.psychologicalcognitive)andexternal(e.g.socialcognitive;socialmeditatedbythesocialcontext)Foci:craftingandenablingopportunitiesforlearningandempowermentBasis/SourcesorEnds:agency:responsibilityandgrantedauthority,situationalorcontextuallydependent;continuedaction,learning,empowerment

Expandeddefinition:WithinthecontextoftheWIUTeacherandProfessionalEducationProgram,actionreferstheprofessionalpracticeofourcandidatesinbothcurrentandfutureeducationalenvironments.Actionisbasedonthecandidate’sunderstoodagency,her/hisresponsibilitytoagivensocialcontextandpotentiallyoccursinmultipledomainsrangingfromthecognitivetothesociallymediated(e.g.communication;non‐verbal,verbal,&written;psychomotor,etc.).Actionincorporatesandutilizesknowledgeandcommitmentinthecandidate’sprofessionwithinthe

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mediationofaresponsetocontextualsituationsthatfostersopportunitiesforcontinuedlearning.Aseducationalprofessionals,theauthoritygiventocandidateswarrantscommitmenttothoughtfulactionandtheconsequencesthisactionbringstotheirlearnersasagentsoftheirempowerment.Ifourcandidatesaretoseethemselvesasagentsactivelyinvolvedinthisprocessofcreatinghistory,theymustbetreatedasindividuals.TheexistentialistKierkegaardrailedagainsttherestrictivescientificthoughtofhisdayforreducingpersonstointerchangeablepartsinamechanisticsystem(1985).Hecontendedthathumansmustbeviewedasuniquebeingsratherthanasmereproductsofhumannature.OurUnit’sfacultyunderstandsthatwecannotprepareeducatorsunlesswefirstviewcandidatesasagentswithrealanddistinctlives.TodootherwiseistoriskviewingthemasnothingmorethanobjectsfortransmissionofmereinformationnegatingourUnit’smissionandrenderingourmottoasmererhetoric.OurUnit’sfacultymustmodelagencyfortheircandidates. Dewey(1922)arguedthatchoiceanddeliberationshapehumanagencywhenrequiredactionmustgobeyondestablishedhabit(conditionedhumanactivity).Itissuchchoiceanddeliberationthatmustshapetheactionsofourcandidatesandalleducationalprofessionalsinempoweringlearners.Whatisrecognizedisthattheprofessionaldomainofeachcandidateandeducationalprofessionalwillshapeher/hischoicesanddeliberations.Thus,animportantaspectofourUnit’smissionistoprovidecandidatesopportunitiesforexperienceandpracticeinthesedomains.Theactionsofourcandidateswillbeshapedbygivensocialsituations,howeveritistheiractionsinthesegivensituationsandtheconsequencesoftheseactionsthatarekeenlyimportanttousaseducators(Dewey,1927).Theconsequencesofoureducationalagentsmustleadtoeventuallearnerempowerment.Byrecognizingthisagencywemustprepareourcandidatestointegratemultiplecontentareasanddisciplinestofosteractiveinquiryandinteractionintheirfieldandclinicalexperiencesandeventuallyintheirownclassroomsorothereducationalsettings.Atcore,agencyisessentialfortheintelligentandefficaciousactionexpectedofagenuineeducator.Actiondisconnectedfromagencyisactiondisconnectedfrompurpose(Dewey,1922;Dewey,1927;Mead,1934;Davidson,1971;Bandura,2001).Beingeffectiveinthiseffortrequiresthatthecandidatebringtheprofessionalknowledgeandcommitmentdescribedabovetobearonher/hisdevelopingpractice.Experienceisimperativetoourcandidate’sgrowthanddevelopmentwithinanapprenticeshipapproachinvolvingmodeling,coaching,scaffoldingandpracticinginthedomainoffirsthandexperienceandpracticum(Lave&Wenger,1998).Withtheassistanceofthosesupervisingfieldandclinicalexperiences,ourcandidatesdiscoverhowtoadjustandcorrecttheirstyle,knowledge,andclassroom,schoolordistrictclimatetomoreeffectivelymeettheneedsoftheirlearnersortheneedsofthosewhomtheyserveinpromotionofanempoweringexperiencebyall.Mostpeoplerecall

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teachers,educationalleadersandotherschoolprofessionalscapableofdoingthis.Theseaccountssuggestthatitisnotenoughtoknowone’sdisciplineandprofessionifonecannoteffectivelyactandhelpothersflourishunderher/hischarge.Educationthatfailstoarticulatethissignificancemightbeadequateifitsonlypurposeistotransmitapreconceivedsetofbeliefsandpractices(Gutmann,1987).Althoughsomewouldsuggestthatthisistheprimarypurposeofeducation,howeverthecomplexityalongwiththeebbandflowofeducationalenvironmentsoftenrequiresnovelsolutionstounchartedsituationswithmultipleparticipants.AsMcDonald(1992)notes,realactionoccursin“thewildtriangleofrelations”(p.1).Recognizingsuchwemustassistourcandidatesinhoningtheircommunication,criticalthinking,andproblemsolvingskillsinaccordancewiththeirpractice.ExpectationsareplacedontheUnit’sfacultytomodelwhatweexpectourcandidatestopracticeintheirfieldandclinicalexperiencesandintheirownclassrooms,schoolsanddistrictoffices.EmpowermentmustbeginwiththesociallymediatedpracticesofourUnit’sfacultyinsideclassroomsandbeyondinalllearningopportunities.ReflectionAnalyticalandthoughtfulexaminationofone’sknowledge,understanding,andpractice

resultinginmoretargetedandrefinedactionthatempowersstudentlearning.Analysis Types:analysis;thoughtfulexamination Foci:knowledge;understanding;practice End(s): a.(immediate)targetedandrefinedaction.

b.(ultimate)empoweringstudentlearningExpandeddefinition:WithinthecontextoftheWIUTeacherandProfessionalEducationProgram,reflectionreferstothethoughtfulanalysisandexaminationoftheknowledgecandidatesobtainthroughstudyandpracticeduringthecourseoftheirprofessionalpreparation.Itisexpectedthatsuchreflectionwillleadtoadeepunderstandingofthemselvesaspractitioners,aswellasthelearnersandtheprofessiontheyserve.Ultimately,suchreflectionisdesignedtofostertheachievementoftwocriticalaims:(a)increasinglytargetedandrefinedactionasapracticingprofessional,and(b)theempowermentofstudentlearning.OurUnitexpectscandidatestobeabletoplacethemselvesinhistory.Theymustrecognizetheirrelationshipwithpast“humanaccomplishment,”andthattheyflowfromacomplexpastcontainingthelives,trials,anddecisionsofcountlesshumanbeings.Justasimportantly,theymustalsorealizethattheyarecurrentlyinhistory.Ratherthanscantpassiveobserversofhistory,theyareagentswhoactivelyparticipateincreatingit(Asante,2001;Asante,1998;Freire,1974).Candidatesoreducationalprofessionalscannotbereflective,norcantheydemonstraterelevanceforthematerial

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theyarelearningorpracticingiftheylackasenseoftheirownagencyandtheconsequencesoftheiractions.Theclarioncallforreflectivepractitionersisheardfromeveryquarter.Theideaisintuitivelyappealingandparallelssimilartrendsfortheongoingdevelopmentofotherprofessionals(Schon,1983).Itsvaluehasbeentoutedthroughouttheages.Socratesassertedthattheunexaminedlifewasnotworthliving,andLaoTzuremindedusthatwhilecleverpeopleknowothers,onlythewiseknowthemselves.Storiesaboundofpersonswhoseliveshavecometoruinbecauseofanunreflectivemindlessness.Thecasecaneasilybemadethatreflectionisinherentlyvaluableforthosewhodesiretobeeffectiveeducators.Nevertheless,questionsremainabouthowoneperformsthistask.Sincethe1980sreflectivepracticehasbeenapopularfamiliarconceptineducationalliteratureandtiedtoeducationalreformmovements(Pedro,2005;Valli1992;Tabachnick&Zeichner,1991;Zeichner&Liston,1987).Dewey(1933)oftenisgivencreditfortheorizingearlierconceptionsofandthevalueinreflectivepracticeineducation.ForDeweyreflectionoccurspriortointelligentactionandisitselfanactofthoughtfulcontemplationregardingtheunderstandingofanideaoragivenexperienceandconsequencesofthisunderstanding(Dewey,1933).Conceptually,HattonandSmith(1995)offeraframeworkforunderstandingthedifferentkindsoraimsofreflection,theycreditVanManen(1977)foroutliningtheseaspectsoraimsfromHabermas(1973).Thefirstkindoraim,technicalreflection,isanuncriticaltypeconcernedwithmeanstoachievesomeendsandonlytheefficacyandeffectivenessinmeetingtheseends.Deweywouldhaveconsideredthiskindofreflectionmereinstrumentality.Thesecondkind,practicalreflection,iscriticalofbothmeansandendsandtheassumptionsthatassistinconstructingthem,recognizingthatbothareopentointerpretation.Thethirdkind,criticalreflection,isacombinationoftheprevioustwothatincludesmoralandethicalconsiderationsoftheexaminedmeansandends.Criticalreflectionisculturallysituatedwithinhistoricandpoliticalcontextasactionsandtheirconsequencesarescrutinizedfrommultipleperspectivesofpowerandmarginalization(HattonandSmith,1995).“Lifelonglearningalongtheinnovationdimensiontypicallyinvolvesmovingbeyondexistingroutinesandoftenrequirespeopletorethinkkeyissues,practicesandevenvaluesinordertochangewhattheyaredoing”(Hammerness,et.al.,2005,p.361).Ineducationaldomains,asrecognizedintheabovequote,reflectionlieswithinacontinuumbetweenthetechnicalandcritical,specificlocationwithintheaboveframeworkmaybebasedonperspectiveorsituation.Evenwithinthisframework,itisimportanttorecognizethatreflectiondoesnotoccurinavacuum.Althoughone’sreflectiveactivitymaytranspirewhenoneisalone,itmustoccurinrelationship.Bydefinition,reflectionrequiresthebouncingbackofideas,images,orfeelings.Thesemustreflectoffsomething.Amirror,ineffect,isrequired.Questionssuchas“What

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amIdoing?”and“HowwellamIdoingit?”takeonnewandrichercontourswhenviewedfromanother’sperspective.Responsesfromotherpersonscontaincriticalinformation,buttheydonotrepresentthewholeofreflectiveresources.Reflectivesourcesmustalsoencompassoriginaltextmaterial,andthismaterialmayincludesourcesthatalignwiththestancesmostattractivetothecandidateoreducator.Somesources,however,mustalsoincludeideasantitheticaltothoseofthecandidateoreducator.Trulyreflectivepersonscannotadequatelyassesstheirbeliefs,comments,knowledge,understandings,andpracticesbysimplygatheringlike‐mindedsentiments.Criticalreflectiondemandsthatcandidatescontendwithcontraryperspectivesandchallengetheirbeliefs.Thesesourcesmustincludebothhistoricandcontemporarythought,astheabilitytoplaceideasintheirhistoricalcontextisnecessarybothforreflectionandforasenseofagency.Althoughonemayreflectonmanythings,onecentralaspectforourUnit’sprograminvolvescontemplatingone’scharacterandone’smotivationsforenteringtheprofession–anintegralcomponentoftheglobalperspectivedescribedinunderstandingoflearners.Thereasonsforthisaremyriad.AcriticalreflectiveviewoftheselfservestocheckerrantpositionsorasGiroux(1994)callsustobe“self‐reflectiveoftheinterestsandassumptions”(p.36)thatshapeouractionsthatpotentiallymarginalizethosetheyintendedtoserve.Guggenbühl‐Craig(2009/1971)arguesthatpersonsactiveinthehelpingprofessionsmayhaveunclearmotivesfortheirinvolvement.Somemaybedrivenbythedesireforauthorityorbyaheighteneddesiretonurture,evenifsuchmotivationsactuallyresultinlimitingtheirstudents’ortheircolleagues’agency.Candidatesandeducationalprofessionalsmustexaminewhyitistheywanttoteach,counsel,leadorserveineducationalenvironmentsandtheymustdothistoensurethattheydonotdirectlyorindirectlyrestrictthelifeprospectsofthoseintheircare.Wereflecttoreducethepossibilitythatweunintentionallymayharm.Educatorsmustalsoreflectforthepurposeofprofessionalself‐preservation.Thosewhohavereflectedontheirreasonsforteaching,leadingorservinglearnersarelesslikelytoburnout,tobecometooinvolved,ornotinvolvedenough.Itismorethanthis,however,forthetrueessenceofaneffectiveeducatormayresideinthisrealm.Palmer(1997)maintainsthat“knowingmyselfisascrucialtogoodteachingasknowingmystudentsandmysubject,”andthatherein“isasecrethiddeninplainsight:goodteachingcannotbereducedtotechnique;goodteachingcomesfromtheidentityandintegrityoftheteacher”(pp.15‐16).Thiscriticalreviewoftheselfservesnotonlytocheckerrantmotivationsbutalsoone’swelfare.Elshtain(1995)warnsthatwhenwefailtodistinguishbetweenourprivateandpublicselves,privatelifebecomesacommodityofthesortconsumedontalkshows.Fullyasdangerousisthelossofcivicidentitywheneverythingbecomesself‐referentialandhassignificanceonlyifitpersonallymatterstotheindividual.Candidatesinourprogramunderstandthispersonalexplorationtobeoneaspectofwhatisrequiredforthemtobefullycompetenteducators.

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Equallyimportant,reflectioncannotbeanendinitself.Itmustbeaimedattherefinementofone’sactions–“torefineandimprove”one’seducationalcapacities(Darling‐Hammond,2008).Thisrefinementuponassessmentmightnoteshortcomingsinone’scommitmentsorgapsinknowledgeorunderstanding.Oncerecognizedadjustmentscanbemadeinfutureactionsinsimilarsituationsastruepraxisoccursastherefinementofone’sactionsleadsforfurtherempowermentofone’slearners(Freire,1970).Reflectionisbutonepieceofanintegratedwholeandcannotstandinlieuoftheotherconceptualvalues.Intheend,aunionofcommitment,knowledge,action,andreflectionarenecessaryifourcandidatesaretosuccessfullycompletetheirprogramandthefutureempowermentofthelearnersundertheircharge.Thecombinationsofthefourvaluesareiterativeandfosteragenerativetensiontopromoteempowermentourfinalvalue.EmpowermentThecreationofaprofessionalcommunitywhereincandidatesdevelopthecapability,confidence,efficacy,andsenseofauthority,enablingthemtocreateacommunitythatpositivelytransformsthelivesandactionsofalllearnersandengagestheminattaining

theirfullpotential.Analysis

Types:practice;beingFoci:learners;pedagogy;action;guidance(withanironicunderstanding);trustEnd(s):a.(immediate)refinedaction&freedom(autonomy;creativity;novelty;possibility)withinreasonforstudentlearning.b.(ultimate)liberation;humanflourishing;solidarity

Expandeddefinition:WithinthecontextoftheWIUTeacherandProfessionalEducationProgram,empowermentisaprocesswithanendinview(liberation;humanflourishing;solidarity)wherepowerisdistributedorsharedtomeetthisendthatevolveswithtime.Capabilityrequiresknowledge,skills,andaction(application&practice).Confidencerequiresknowledge,experience,andreflection.Efficacyrequiresknowledge,skillsandreflectiveaction.Authorityrequirestheacceptanceandrecognitionofpowerandthemoralunderstandingforhavingsaidpower(itspublicinterest).Communityisapublicinterestthatrequiresacommonpurpose(end)mediatedthroughcommunicationandindependentandinterdependentactiontowardsthatend.Whatismeantbyempowerment?TrueempowermenthasasGreene(1988)states,“anemancipatorypossibilityofrelevanceforaneducationinandforfreedom”(p.133).Wemustbeclearinourconvictionsherethat,withinthispractice(means)withthisaim(end),empowermentassumeseitherthesharingofagencyorpoweroratransferofpoweroragencywithinandeducationaldomainbetweentheeducatorandherorhislearners.Howeverwemayquestionwhetherpowerandagencyareinterchangeableevenwhiletheyarerelated.Cooper(2003)warnseducators“whodonotrecognizethe

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powertheypossessarelikelytoabuseitorfailtomaximizeitfortheirstudents’benefit”(p.104).TheextremesoftheabuseofpowermaybecometheoppressionthatFreire(1970)challenged.Theideaofoppressionhasdarksortedimages,connectedtotermslikehegemony.Entwhistle(1979)citesGramsciwhenhedefineshegemonyasthesubjugationofothersbyintellectualandmoralpersuasion,notbyphysicalcoercion.Sadlywemayconjureourowneducationalexperienceswhenthistypeofpersuasionoccurred.AsGreene(1988)warns,“persuasionisoftensoquiet,soseductive,sodistinguishedthatitrendersyoungpeopleacquiescenttopowerwithouttheirrealizingit.Thepersuasionbecomesmosteffectivewhenthemethodusedobscureswhatishappeninginthelearners’minds”(p.133).Shor(1992)describedperhapsdisempoweringeducationalexperiencesasonesthatleftlearners(orteachers,orleaders,orbroadlyeducationalprofessionals)withnegativeemotionsof“selfdoubt,hostility,resentment,boredom,indignation,cynicism,disrespect,frustration,anddesiretoescape”(p.23).ThesetypesofemotionsShorexplainedmaypotentiallyleadto“anti‐intellectualism”orasDewey(1916)wouldcallthis“miseducative,”regardlesswecanrecognizethatthistypeofaffectivedomainisundesirableinanyeducationalsituation.Soanempoweringlearningoreducationwouldbetheantithesisoftheabove.Orashooks(1994)envisionsaneducation,“toopenourmindandheartssothatwecanknowbeyondtheboundariesofwhatisacceptable,sothatwecanthinkandrethink,sothatwecancreatenewvisions...enablestransgressions‐‐amovementagainstandbeyondboundaries.Itisthatmovementwhichmakeseducationthepracticeoffreedom”(p.12).Bartolome(2009)wouldidentifythisasa“humanizingpedagogy”(p.344)orasGreene(1988)explainedtherethatthereexistsatypeoflearningwherelearners(andallpeople)“maybecomeempoweredtoengageinsomesortofpraxis,engagedenoughtonametheobstaclesinthewayoftheirsharedbecoming.”Theseobstaclesandformsofoppression“maybeidentifiedwithprejudices,rigidities,suppressedviolence:Allthesecanpetrifyorimpingeonthesphereoffreedom”(p.133).Forempowermentinlearning,GrantandVonzell(2008)identifythattheagencyofstudentsisanimperative,yetalltooftenthisagencyignored.However,trueempowermentinlearningwillcreate“possibilitiesforstudentstonegotiatetheforcesthatworktoregulatetheirpositionalities”(p.191).Theseauthorsrecognizethatwhenpositionalityandagencyarelinked,deeperquestionscanberaised(e.g.“Whatpossibilitiescanbecreatedtomaintainoraccessthatwouldimprovethequalityoflifegiventhewaywearesituatedwithinthematricesofpositionalitiesbythosewiththeinfluencetoshapepublicsentiment?”)(p.191‐2).Questionssuchasthisarethemeansandendsoflearningforempowerment.Whereagencybecomes“aformofintellectuallaborandconcretesocialpractice—inshort,acriticalpraxis”(McLaren&Farahmandapur,2001,p.149).

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Shor(1992)explainslearningforempowermentas“acritical‐democraticpedagogyforselfandsocialchange...itapproachesindividualgrowthasanactive,cooperative,andsocialprocess,becausetheselfandsocietycreateeachother...thegoalsofthispedagogyaretorelatepersonalgrowthtopubliclife,bydevelopingstrongskills,academicknowledge,habitsofinquiry,andcriticalcuriosityaboutsociety,power,inequality,andchange”(p.15).Giroux(1988)describesempowermentforlearningaseducatingstudents“tofightforthequalityoflifeinwhichallhumanbeingsbenefit...Schoolsneedtobedefended,asanimportantpublicservicethateducatesstudentstobecriticalcitizenswhocanthink,challenge,takerisks,andbelievethattheiractionswillmakeadifferenceinthelargersociety”(p.214).McLaren(1989)explainsthatthistypeoflearningwill“broadentheirunderstandingofthemselves,theworld,andthepossibilitiesfortransformingthetaken‐for‐grantedassumptionsregardingthewaywelive”(p.186).Banks(1991)explainsthatthetypeoflearning“toempowerstudentsmustbetransformativeinnatureandhelpstudentstodeveloptheknowledge,skills,andvaluesneededtobecomesocialcriticswhocanmakereflectivedecisionsandimplementtheirdecisionsineffectivepersonal,social,political,andeconomicaction”(p.131).AsGreene(1988)explainedthen“Powermaybethoughtof,thenas“empowerment,”aconditionofpossibilityforhumanandpoliticallifeand,yes,foreducationaswell.Butspaceshavetobeopenedintheschoolsandaroundtheschools;thewindowshavetoletinthefreshair”(p.134).Inopeningupthesespacesforlearningforempowermentparticipationisimperative.Shor(1992)identifiesthatDewey(1916)understoodthisasheexplained“participationisdemocraticwhenstudentsconstructpurposesandmeanings.Thisisessentialbehaviorforcitizensinafreesociety.Deweydefinedaslaveassomeonewhocarriedouttheintentionsofanotherperson,whowaspreventedfromframingherorhisownintentions.Tobeathinkingcitizeninademocracy,Deweymaintained,apersonhadtotakepartinmakingmeaning,articulatingpurpose,carryingoutplans,andevaluatingresults”(p.18).Theseeverlastingresultsaretrueempowerment,theaimoflearninginandforourdemocracy.Adream?Aworkinprogress?Aronowitz(1998)nicelyintroducedFreire’sideasandbeliefsdescribinghimasapersonwho“alignshimselfwiththosewhostilldreamandkeepalivehopeforaworldwithoutexploitation,inequality,andculturalenslavement...Freire’sbeliefintheemancipationofmenandwomenisrootedinan“existential”commitmenttoanethicalideal”(p.7).Freire(1998)explainsthosewhoempowertakethe“radicalstanceonthedefenseofthelegitimistinterestsofthehumanperson...thehumanpersonisthemakerofhistoryandisonemadebyhistory...Asethicalbeingswhointheirethicalityarecapableofbeingunethical,oftransgressingtheethicalcodeindispensibleforhumanbeings...Iama“conditioned”being,capableofgoingbeyondmyownconditioning.Theplaceuponwhichanew

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rebellionshouldbebuiltisnottheethicsofthemarketplacewithitscrassinsensitivitytothevoiceofgenuinehumanitybuttheethicsofuniversalaspiration.Theethicsofhumansolidarity”(115‐6).Thelearningforempowerment.ConclusionWesternIllinoisUniversity’sTeacherandProfessionalEducationProgramisapalpableexampleofconsciousevolutionatwork.Initsself‐definition,ithassoughtanamalgamthatrespectsthehistoryoftheinstitutionanditsstatedmission.Western’sprogramconnectsthesewiththeeducationfaculty’sdiverseprofessionalexperiences,withourmostsapientthinkingabouteffectivepreparation,withanemergingconceptionofprofessionalstandards,andwithrichandvariedfieldexperiences.Asvirtuallyeveryobserverrealizes,theprofessionallandscapeforeducatorsischangingrapidlyanddramatically.ItisconceivablethatourUnitmightberesistanttotheseunexpecteddevelopments.Suchastanceresults,however,inasenseofbeingbuffetedbyforcesoutsideoneself.Withinsuchaperspective,programsandpeopleseeminglywouldbeforced“againsttheirwill”toadapttoachaoticandunstableworld,andtheirresponsemightwellberesignationandresentment.Incontrast,ourUnit’sfacultyhaschosentocapitalizeonthesechangesandontheuncertainty.ThischaracteristicisapparentinthecontinuousevaluationandrevisionperformedbytheundergraduateandadvancedprogramswithinourUnit.Wedonotjustrespondtoconditionsandtheenvironmentinwhichwefindourselves;weconsciouslyexhibitthecreativeimaginationandwisdomweexpectofourcandidates.Withaplombandanticipation,weengagetheambiguitiesofthepresenttosculptintelligentendsandmeansinourprimarytaskofpreparingknowledgeable,reflective,agentscommittedtoempoweringalllearners.References

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