New-Conceptual-Framework

Conceptual Framework

Apprenticeship Model: Synthesizing Concepts in Collaboration with Experts

Shippensburg University presents a Unit with certification programs including a diverse group of candidates studying in various fields of education. These candidates are both novice learners in their field of study as well as teachers seeking advanced certification in such fields as Reading, Educational Leadership, Counselor Education and Special Education. They require mentors who serve as content knowledge specialists as well as professional experts. These mentors are usually University faculty and experts from our clinical settings. The Apprenticeship Model represents various factors that scaffold our candidates within a gradual release of responsibility in PK-12 educational and clinical settings. There are eight factors that represent a spoke in Shippensburg University’s Conceptual Wheel. The spokes represent principles of our unit’s academic and experiential structure. The spokes include: National Standards, Content Knowledge, Diversity, Assessment, Instructional Planning, Theory and Research, Dispositions and Professional Standards and Pedagogy.

Shippensburg University’s conceptual wheel represents the mechanism that steers our candidates as they travel through our Unit’s academic and experiential learning outcomes. The Helmsman are the experts, including faculty and area professionals, who guide the Apprenticeship candidates as they learn to navigate and synthesize expectations associated with their field of study. Helmsman also serve as guides that chart the path for a candidate’s development of knowledge, skills and dispositions associated with each of the programs. The faculty gradually release the wheel to candidates as they take on the responsibility of professional practice in PK-12 educational and clinical settings.

See a larger image of the Conceptual Framework, or download the image with additional information.

Goals for the Conceptual Framework Apprenticeship Model

Our faculty and candidates are committed to implementing the following eight standards that have been collaboratively designed by members of the unit. These standards include:

Candidates are familiar with national standards including those from NCATE, the SPA governing their academic area, and the Pennsylvania Department of Education program guidelines.

Candidates are familiar with the content standards of their discipline and use them to create a positive learning environment guiding candidate's achievement to expert knowledge.

  1. Candidates demonstrate an understanding of and respect for the differences in how students learn and know how to accommodate diverse learning needs in educational settings including exceptionalities, ethnicity, race, gender, language, religion, socioeconomic and geographic origins.
  2. Candidates show respect for diverse learning needs and talents of all students and demonstrate a commitment to helping students achieve academic success.
  1. Candidates know, understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous development of intellectual, social, emotional and physical skills of P-12 students.
  2. Candidates demonstrate an understanding of the purpose and procedures for implementing summative, formative, diagnostic, norm-referenced, criterion referenced, and interim benchmark assessment measures for informing instruction for P-12 students in classrooms and clinical settings.
  3. Candidates understand the concept of data driven decision-making and using it in creating an authentic assessment environment.
  1. Candidates demonstrate an understanding of how students learn and are able to differentiate instruction that is responsive to individual differences.
  2. Candidates understand and use a variety of instructional methods to encourage students' development of critical thinking, problem solving and performance skills.

Candidates are able to apply theory and research to support classroom decision-making within the Conceptual Framework Apprenticeship Model.

  1. Candidates systematically reflect upon their attitudes, professional dispositions and skills to create a collaborative P-12 classroom environment or clinical settings.
  2. Candidates affirm the University's educational and ethical responsibility to produce highly qualified education professionals.
  1. Candidates actively and purposefully plan and implement relevant learning opportunities for P12 students in educational and clinical settings.
  2. Candidates demonstrate an understanding of the range of technology tools that influence classroom practice, learner knowledge and achievement.
  3. Candidates reflect upon their own professional practice and are able to identify areas of growth toward expert knowledge in their field.
  4. Candidates show a respect for ever-changing P-12 environments and clinical settings and are able to modify their behavior to support student growth.
  5. Candidates continually and purposefully reflect on their content knowledge, pedagogical skills and professional dispositions.