Thelma P. Lally School of Education

Conceptual Framework for Education Programs

Statement of Philosophy and Purpose

The faculty of Thelma P. Lally School of Education at the College of Saint Rose is committed to providing high quality, relevant and distinctive educational programs.  Our philosophy evolves from a strong belief in the profound influence and possibilities of education, educators and leaders to guide and promote the intellectual and human development of people in a diverse, global society.

The educational dynamic of our teaching and learning community fosters insight, meaning, skills, policy formation and strategies necessary to continuously improve the quality of the individual and collective lives affected by our practice.  Ethics, freedom of inquiry and expression, and the exchange of ideas inform our practice.  Integrity, character and a commitment to modeling what we teach are imperatives of our educational endeavors.  The development of theoretical frameworks, critical analysis and fidelity to the application of effective, research-based practices combine to characterize the scholarship and enlightenment to which we aspire.  Instructional technologies support and shape our teaching and learning.  Partnerships with practicing professionals in the field, service, clinical experiences, and a culture of assessment offer extensive opportunities for personal and professional growth, and rich sources for evaluating our effectiveness.

Valuing the knowledge and culturally rich experiences of individuals in the educational process, our faculty strives to be responsible to candidate needs and interests and challenges them to broaden their awareness and sensitivity to diverse backgrounds, thereby becoming reflective, responsive, self-empowered advocates for their learners and communities.  Leadership is at the heart of our efforts to encourage and create new initiatives through which our faculty and our candidates become mutually responsible agents of change.  To ensure the actualization of our philosophy, we model its standards and values in our daily practices and relationships.  This philosophy generates educational experiences that are formative and indelible.

Professional Education Candidate Learning Outcomes

Candidates in professional education programs at The College of Saint Rose will:

1. Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
2. Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
3. Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting candidates’ analytical skills and promoting their dispositions to be lifelong learners.
4. Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
5. Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
6. Promote optimal learning opportunities and environments for all individuals in the context of  their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
7. Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
8. Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.

Policies

Culminating courses and courses for final evaluation within degree and certificate programs must be taken at The College of Saint Rose unless a waiver is granted in advance by department faculty and the dean. Waivers will be considered only for students who sustained good academic standing and professional qualities assessment throughout their courses of study.

Professional Qualities Assessment

All candidates in programs in education at The College of Saint Rose are expected to demonstrate dispositions appropriate to the profession for which they are preparing. The faculty has identified the following dispositions as being of primary significance to effective professional performance:  Communication Skills, Professional Responsibility/Accountability, and Ethics, as detailed in the following sections.  All candidates will be evaluated by faculty on these dispositions throughout their programs. Any candidates identified as demonstrating weakness in one or more of the areas will be asked to meet with faculty from their program area and to develop a plan to improve performance. Satisfactory professional performance is required to be in good standing and receive certification or award of a degree in education.

Communication Skills

• effectively communicates orally in a constructive, direct, and appropriate manner
• writes in a way that is clear, accurate, and professionally effective
• is respectful in all communications
• uses appropriate tone, tact, and pragmatics for a professional situation
• demonstrates that s/he has heard what is being said and practices reciprocal listening skills
• responds to people, work, and challenges in an emotionally mature manner
• is respectful in communicating with others
• solicits and gives feedback
• engages in collaborative interactions with others
• uses appropriate conflict resolution skills to handle differences of opinion
• participates in an open exchange of ideas.

Professional Responsibility/Accountability

• attends to and completes academic and professional duties in a timely fashion
• reflects on his/her own performance
• accepts, receives, and integrates feedback
• collaborates with colleagues and works as a team member
• displays an appearance that is consistent with professional expectations
• shares in the workload of the group or organization
• is accountable for his/her own work rather than deflecting responsibility elsewhere
• works within the rules and expectations of the group or organization
• demonstrates a commitment to continuing professional growth and development

Ethics

• values, models, and promotes respect for all individuals
• demonstrates awareness and sensitivity to diverse populations
• recognizes and works within role boundaries within the professional context
• demonstrates honesty and integrity in all situations
• gives credit where it is due
• displays professional behavior in terms of language and dress
• respects privacy and confidentiality where appropriate
• models intellectual curiosity, open-mindedness, and critical analysis
• demonstrates a commitment to providing educational services to diverse populations