The Professional Education Unit’s Conceptual Framework is the underlying
foundation for its teacher education and educational leadership
programs and is organized around the theme, “The Transforming Educator.”
“The Transforming Educator,” a living link in the
educational process, is an educator who continually changes internally
through understanding, practicing, and reflecting, such that,
individually and collaboratively, he or she is an advocate for all
learners. The Transforming Educator implements appropriate and
significant life-changing experiences that effectively provide for the
needs of the individual, actively engage others in transformative
processes, and promote life-long learning.
Teachers, educational leaders, and school counselors who are Transforming Educators must embrace the processes of understanding, practicing, and reflecting, which are indeed vital components of transformation.
Through the interwoven processes of understanding, practicing, and reflecting, The Transforming Educator embodies the following principles:
- TO KNOW the foundations of the education profession, content bases for curricula, and characteristics of diverse learners.
- TO DO
the work of a professional educator in providing and supporting
developmentally appropriate, research-based, and culturally responsive
learning experience to prepare students for future success. Through the
use of data driven decision-making, professional educators examine
existing policies and procedures and create new opportunities for
increased students achievement.
- TO BE
a reflective, collaborative, and responsive decision-maker,
facilitator, role model, and leader within the classroom, school,
community, and global environment. Professional educators work toward
the equity, access, and academic, social and career achievement for all
Additionally, our purposes incorporate goals of preparing teachers,
counselors, and school leaders who honor, appreciate, nurture, and
demonstrate three essential characteristics of Transforming Educators:
the ability to engage students in learning; the ability to be involved
in effective collaboration with students, other educators, parents, and
the community; and the ability to work with students of diverse