CONCEPTUAL FRAMEWORK:

The operation of the Professional Education Unit is founded on four thematic processes: 1. Commitment to Social Justice; 2. Collaboration & Strategic Partnerships; 3. Clinical Practice; and 4. Integration of Digital Media. The PEU employs these processes to prepare its teacher and leadership candidates to become Transformative Teachers & Leaders. The Unit seeks to develop candidates’ knowledge, skills, and dispositions in alignment with the Pillars of Effective Practice for the 21st Century Educator. These pillars are: 1. Professional Expertise (Pedagogy & Content Knowledge); 2. Critical Inquiry; 3. Cultural Competence; and 4. Reflective Practice. Program faculty draw upon a legacy of excellence and a commitment to teaching, research, and service in order to provide the highest quality of instruction and learning experiences for teacher and leadership candidates.

Pillar 1:  Professional Expertise

FAMU teacher candidates understand the central concepts of the discipline, structure of pedagogy, and use of formative and summative assessment data for continuous improvement of instruction and creating learning experiences that are meaningful for all learners.

1.1  FAMU teacher candidates apply an understanding of human development and learning in the design of rigorous, culturally relevant instruction that promotes mastery of the appropriate knowledge for all students.         (Instructional Design and Lesson Planning)

1.2  FAMU teacher candidates maintain a student-centered learning environment that is positive, safe, equitable, collaborative, and inclusive of all students. (Learning Environment)   

1.3  FAMU teacher candidates use a deep understanding of the content, knowledge of best educational practices, and awareness of their students to deliver effective instruction and facilitate learning.  (Instructional Delivery and Facilitation of Learning)

1.4  FAMU teacher candidates employ a variety of traditional and authentic assessment strategies, including both formative and summative measures, to monitor student achievement, modify instruction, and make improvements.  (Assessment)

1.5  FAMU teacher candidates consistently reflect on their practices, pursue personal and professional goals, and engage in professional development efforts to enhance instruction, promote student achievement, and improve schools. (Continuous Improvement)

1.6  FAMU teacher candidates embrace their role as community leaders, maintain high professional standards, and advocate for the well-being and success of all students.  (Professional Responsibility and Ethical Conduct)

Pillar 2:  Critical Inquiry

FAMU teacher candidates understand the skills and demonstrate the practices of systemic, purposeful critical inquiry and research that are essential to creating experiences that engage learners in generating knowledge and testing hypotheses according to the standards of evidence used in the discipline. The candidates also promote critical inquiry skills in their learners.

Pillar 3:  Cultural Competence

FAMU teacher candidates understand and effectively respond to students from different cultural backgrounds, affirm the dignity and worth of all learners, respect cultural patterns and expectations, and use a variety of research based educational practices that employ cultural differences to improve student learning.

Pillar 4:  Reflective Practice

FAMU teacher candidates understand the methods of reflection that encompass a variety of self-assessment and problem solving strategies for evaluating their practice, its influences on students’ growth and learning, and the complex interaction between them.