COLLEGE OF EDUCATION UNIT CONCEPTUAL MODEL

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COLLEGE OF EDUCATION

CONCEPTUAL FRAMEWORK

THEME: TRANSFORMED EDUCATORS …be ye transformed by the renewing of your mind… Romans12:2

VISION: TRANSFORMING SOCIETY THE MIRACLE AHEAD A TRANSFORMED GENERATION

MISSION: PREPARING PROFESSIONAL CHRISTIAN EDUCATORS TO GO INTO EVERY PERSON’S WORLD To provide the opportunity for individuals who hold Christian principles to participate in initial and advanced study in preparation for professional, public and private responsibilities in the field of education throughout the world.

PHILOSOPHY: BIBLICAL FOUNDATION – CHRISTIAN WORLDVIEW • Nature of the Learner – Created in God’s Image • Truth and Knowledge – All Truth is God’s Truth • Values – Biblically Based

KNOWLEDGE BASE: • Centered on University Outcomes • Linked to Institutional Standards • Aligned with National Standards, State Competencies, and Standards of the Profession • Evaluated and assessed in light of current research and best practices • Built upon past achievements and universal truths

ORAL ROBERTS UNIVERSITY

COLLEGE OF EDUCATION

CONCEPTUAL FRAMEWORK

“Transformed Educators”

The conceptual framework for the Oral Roberts University College of Education provides the structure for course content and standards, stated student competencies, instruction, assessment, and evaluation. The School of Education offers a diverse teacher preparation program designed to equip teacher candidates for initial assignments in elementary and secondary schools as well as advanced programs for school administration. The three segments – general education, specialized education, and professional education are offered to prepare graduates for professional responsibilities in public, private, and Christian schools.

Unit Theme

Transformed Educators Transforming Society The Miracle Ahead - A Transformed Generation

Educating the Whole Person

In keeping with the University’s Statement of Purpose, the College of Education is rooted in the philosophical position that education is the shaping of the whole person: spirit, mind, and body.

At the center of the education program at Oral Roberts University is the understanding that true wisdom and knowledge come from God. The Bible is God’s inspired Word and is upheld as the standard and central point of reference. The College of Education prepares administrators, curriculum specialists, and teachers for public, private, and Christian schools to go into every person’s world as transformed educators to transform society.

The Unit’s Framework Linked to the University’s Vision and Purpose

The unit’s conceptual framework is linked to the University’s vision statement and incorporates the purposes of the University. The University’s vision and purposes are the central focus of the unit’s design and are reflected in the unit’s activities.

2 Vision Statement

Oral Roberts University came into being as a result of its founder, Oral Roberts, obeying God’s mandate to build a university on God’s authority and the Holy Spirit. God’s commission to Oral Roberts was to:

“Raise up your students to hear My voice, to go where my light is dim, where My voice is heard small and My healing power is not known. To go even to the uttermost bounds of the earth. Their work will exceed yours, and in this I am well pleased.”

Statement of Purpose

It is the purpose of Oral Roberts University, in its commitment to the historic Christian faith, to assist the student in his/her quest for knowledge of his/her relationship to God, man, and the universe, dedicated to the realization of truth and the achievement of one’s potential life capacity, the University seeks to graduate an integrated person – spiritually alive, intellectually alert, and physically disciplined. To accomplish this purpose, Oral Roberts University seeks to synthesize by means of interdisciplinary cross-pollination the best traditions in liberal arts, professional and graduate education with a charismatic concern to enable students to go into every person’s world with healing for the totality of human need.

Identifying the Visual Model of the Unit’s Conceptual Framework

A modified Celtic cross represents the visual conceptual model for the unit. Because of the Christian foundation of Oral Roberts University, the use of a cross is appropriate as the visual model for the Conceptual Framework Model for the College of Education. The Celtic cross is distinguished by a circle surrounding the cross point. The ORU College of Education visual model consists of a strong foundation formed by the Oral Roberts University Mission and a Christian Worldview and Biblical Foundation. The cross is capped with General Education, while the crossbeam contents represent the Academic Area of Emphasis in each subject area of specialty, and the Professional Education component to represent pedagogical preparation. These four components reflect the University’s focus on Spirit, Mind, and Body.

The circle surrounding the point of crossing and the merging of the Spirit, Mind, and Body components further connects all contents by implementing educational Competencies, Experiences, Outreach, and Assessment.

The Conceptual Framework includes the focus on the Spirit, Mind, and Body of each student: The Spirit: ORU Mission – Christian Worldview and Biblical Foundation – commitment to the Christian heritage and “Going into every person’s world.”

3 The Mind: General Education – emphasis on the humanities and the arts and sciences. Academic Subject Areas – subject area specialty. Professional Education – pedagogical/anagogical preparation.

The Body: General Education – Attention to health and physical fitness.

All of these combine in the Celtic cross to connect the components through clearly defined competencies, experiences, assessments, and outreach activities in the community and throughout the world to provide continuing assessment to identify successes, evaluate needs, and identify the basis for future improvements.

Competencies--describe in the program reviews and aligned with NCATE standards;

Experience—aligning of the competencies with candidate experiences;

Assessment—evaluative validation of candidate experiences; and

Outreach—professional development opportunities in service to schools and the profession, the Teacher Candidate Leadership Association, Oklahoma Student Education Association, and Professional Oklahoma Educators.

4 ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION

EDUCATIONAL PHILOSOPHY

Unit Philosophy

The Oral Roberts University College of Education’s philosophy is based on a Biblical foundation, a Christian worldview, and the ORU mission of synthesizing the best traditions in liberal arts with a charismatic concern to enable students to go into every person’s world with healing for the totality of human need.

The Unit draws from the Perennialist theory of education. The Perennialist theory of education draws heavily from the Realist and Thomist philosophies. The term Perennialism comes from the assertion that the important principles of education are changeless and recurrent (Gutek, 1998).

Metaphysics

The Perennialists proclaim the intellectual and spiritual character of the universe and the human place within it. Following the Aristotelian premise that human beings are rational creatures, the Perennialists see the school as a social institution specifically designed to develop human intellectual potentiality (Gutek, 1988). The Perennialists answers the metaphysical question of what is the nature of the learner by identifying the learner as an individual with spirit, mind, and body created in the image of his or her maker. Education is then for the totality of the learner; spirit, mind, and body.

Epistemology

The Christian Perennialists see all truth as God’s truth; truth is universal, permanent or perennial, useful for all people regardless of the contingencies of differing cultures. Because human nature is constant, so are the basic patterns of education. Education should aim to cultivate rational powers. Basically, the universal aim of education is truth. Because that which is true is universal and unchanging, a genuine education should also be universal and constant. The school’s curriculum should emphasize the universal and recurrent themes of human life. It should contain cognitive materials designed to cultivate rationality and enable students to use the symbolic patterns of thought and communications. A body of truth exists that is universally valid regardless of circumstances and contingencies. A sound education will contribute to the pursuit of truth and to the cultivation of the permanent principles of right and justice. Truth can be taught best through the systematic study and analysis of the human past. (Gutek, 1998).

Axiology

Axiology, which prescribes values, ethics, moral character, and aesthetics, is viewed by the Christian Perennialists as being Biblically based. Perennialist educational theory emphasizes the humanities as providing insights into the good, true, and beautiful. In

5 these works, humankind has captured a glimpse of eternal truths and values. Such insights, found in science, philosophy, literature, history, and art, persist as they are transmitted from generation to generation.

The Nature of the Learner:

The Christian Perennialist embraces the belief that the learner is created in the image of God as a spiritual, mental, and physical being; a rational and free being; and a unique and developmental being with an intellect that seeks to know, having a sin nature and in need of redemption.

The Role of the Teacher:

To foster the fundamental dispositions that enables the learner to realize his/her human and spiritual potentialities. He/she sees teaching as a calling causing students to learn by using a variety of methods and techniques as he or she guides, models, disciples, and imparts information.

The Nature of Truth:

All truth is God’s truth; truth is universal, eternal, and absolute. God’s truth is true everywhere, for everyone, under all conditions. What is true is true in all places and at all times. In the Biblical view, truth is that which is ultimately, finally, and absolutely real and, therefore, is utterly trustworthy and dependable, being grounded and anchored in God’s own reality and truthfulness (Guinness, 2000). Truth is not based on changing public opinion. In the new technology information age, programs need to be based on enduring truth.

What is of Value?

There is value in the development of mental, moral, and spiritual aptitude, a cultivation of civic knowledge and moral and ethical virtues for responsible citizenship, as well as providing for the basic skills needed for work. Insights into the good, true, and beautiful through Biblical principles and the humanities is of value to the individual and consequently the society.

What is the Purpose of Schooling?

Schooling should seek to develop the intellectual and spiritual potentialities of the child to his/her fullest extent through a subject-matter curriculum based on such disciplines as history, language, mathematics, logic, literature, arts, theology, the humanities, and science. These subjects, regarded as bearing the knowledge of the human race, are the tools of civilized people and have a disciplinary effect on the human spirit, mind, and body.

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Unit Knowledge Base

The conceptual framework of the Oral Roberts University College of Education is Christian Perennialist in philosophy based on the blending of Idealism, Realism and Essentialism, while incorporating Pragmatic, Progressive, and Constructivist methodologies and practices. The Unit embraces a structured general studies commitment to mind, body, and spirit, a very well-defined honor and dress code, strong fundamentalist belief in the Bible and its teachings, and an emphasis on ethics and morality.

The Perennialist view of St. Thomas Aquinas, Martin Luther, John Calvin, and more recently Jacques Maritain, Mortimer Adler, and Robert Hutchins are within the parameters of the foundational philosophy and Christian worldview of the Oral Roberts University College of Education. The Perennialist view of nature as dualistic, both intellectual and spiritual, holds that a Supreme Being with a divine purpose, operating within the laws of the universe and within human life, created the universe and human beings. Some of the ideas of Maritain, Adler, and Hutchins are indices of this view, stressing that all human beings should have a general learning which develops the truly educated person who serves as an impetus for the improvement of a society, cultivating skills, knowledge, habits, and dispositions in life.

The College of Education promotes an awareness of a variety of educational approaches and encourages their use when they line up with a Biblical Christian worldview perspective. The Unit’s philosophy of instructional methods includes elements of Pragmatism developed from the progressive teachings of John Dewey, including “learning by doing,” the recognition of social usefulness, and the concept of “teach the child, not just the subject.” Methods shared by faculty include: collaborative learning, peer tutoring, cooperative and team projects, multi-media presentations, and teacher directed instruction. Elements of Constructivism are acknowledged, although the Unit believes in an absolute truth based on Biblical truth, the Unit looks at knowledge, along with understanding, as being discovered by the individual learner and then added to his/her own Biblical base of knowledge and understanding. This blending is in contrast to knowledge solely being constructed by the learner.

The ORU College of Education also considers its knowledge base to include interest in learning styles theory and acceptance of the concepts of multiple intelligences, emotional intelligence, and research on brain development. Faculty seek to incorporate learning style and teaching style models into the Unit’s classrooms and to prepare candidates with the skills to identify differences in students and to develop a variety of styles to reach those students. The knowledge base is embedded in the current writings of Kenneth and Rita Dunn, Gardner, Lazear, Diamond, Wolfe, Sousa and others.

7 The Unit integrates the following authors works to assist candidates in developing their own philosophy of classroom management and discipline: Wong, Gibbs, Dobson, Gordon, Canter, Kounin and Glasser.

Candidates are exposed to current educational theories and practices, and asked to evaluate them in light of a Biblical Christian worldview. (See the Oral Roberts University College of Education’s Knowledge Base References)

Diversity and Outreach

Through teaching, modeling, required courses in human development, multiculturalism, community relations, and involvement in the field; sensitivity, appreciation, and a better understanding are woven into the Unit’s preparation programs so that candidates and future administrators will be better able to recognize and deal with diversity in students, families, cultures, and communities.

Since it is recognized that our candidates are called to go into every person’s world, which includes other countries as well as working with the diverse cultures represented in the United States, the Unit seeks to give students a multi-cultural and global perspective in their career choice. Through course work in multi-cultural education and various mission opportunities both overseas and locally, students are exposed to experiences with many diverse peoples and cultures. In addition, students and faculty are encouraged to form relationships with faculty and other students from a wide variety of social and cultural backgrounds to further their appreciation of diverse populations.

Alignment with Standards

To help the Unit better prepare teacher candidates and administrators to demonstrate knowledge, skills, and the dispositions that enable them to address the needs of all learners, the Unit strives to align its programs with institutional, state, national, and professional organizations standards.

To prepare candidates to meet state licensure standards, the Unit strives to meet the fifteen General Oklahoma State Competencies as well as the subject area competencies defined by the Oklahoma Commission for Teacher Preparation (OCTP). Institutional standards and state competencies are to be reflected in all of the Unit’s professional education and subject area course syllabi, and are used to develop assessment instruments which measure candidates’ pedagogy and andragogy content knowledge and understanding, as well as their knowledge and understanding of subject matter.

The Unit has aligned its program standards with the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC). These are to be reflected in the program reviews for each of the Unit’s programs. Unit instructors are to be familiar with the institutional standards, the state competencies, and the INTASC standards as well as the standards of their respective field’s national professional organization. Instructors are expected to assist teacher/administrator candidates to meet professional standards for the subjects they plan to teach as defined by INTASC and the national professional

8 organization. Candidates are required to include artifacts in their professional portfolios that demonstrate they have met the competencies and standards

The Unit’s goal in aligning its programs with institutional, state, national, and professional competencies and standards is to develop teacher/administrator candidates who will be able to demonstrate the knowledge, skills, and dispositions that provide learning opportunities supporting student’s intellectual, social, and personal development and to be able to create instructional opportunities adapted for diverse learners. Candidates are to demonstrate their commitment to students and student learning, their understanding of the roles and responsibilities of the profession, and their involvement as members of professional learning communities in a variety of methods including, but not limited to, state certification tests, clinical experiences, portfolios and teacher-made tests and projects. Additionally, teacher/administrator candidates are responsible for demonstrating that they have a positive effect on student learning through activities such as one-on-one, small group tutorials, lesson plan analysis, case studies, critical decision- making and on-site internships and student teaching.

Shared Vision

The Unit’s faculty assisted in the original development of the conceptual framework and continues to have ownership as the framework is evaluated on a continual basis to assess its validity in light of the Unit’s current activities and philosophy as well as to reflect changes in state, national, or professional standards and activities.

The Unit systemically and by design articulates the vision “Transformed Educators” and the Unit’s conceptual framework and model with the following stakeholders within the University: education faculty, extended and adjunct faculty, education students, the University Faculty Assembly, the University President and Vice Presidents.

The Unit’s vision and conceptual framework is also shared with stakeholders in the field including cooperating and supervising teachers, school principals, and district superintendents. The professional community is asked to review the Oral Roberts University College of Education Conceptual Framework for the purpose of evaluation to determine if the Unit is producing teachers and administrators who are making a difference by improving student learning and school climate. Collaboration with the professional community assists the Unit in evaluating its framework and provides the accountability needed to improve the Unit’s programs and to relate it to the field and profession.

Commitment to Technology

The Unit’s Institutional Standards reflect the commitment to engage faculty and candidates in activities that lead to educators who are able to use technology to help all students learn. In order to meet the needs of an ongoing technological society, the Unit realizes its obligation to train candidates as teachers who have an understanding of using technology in the classroom to support student learning. As a result, the Unit has integrated technology instruction and the use of technology throughout its programs. All education faculty are expected to maintain a continuous knowledge base of current issues

9 in technology development, its ramifications for education, and to integrate new and current technologies in their instruction and personal use.

Continuous Evaluation and Improvement

The conceptual framework is a ‘living document” and is revisited in an on-going bases. The most resent evaluation was in the 2012-2013 school year. At that time, the framework was reviewed by the Conceptual Framework Committee, composed of the Unit Dean and both graduate and undergraduate faculty. The updated conceptual framework was then presented and reviewed by the College of Education during its biannual Assessment Day in the conclusion of the 2012 fall semester and then forwarded to professionals in the field for their assessment of the College of Education’s Conceptual Framework.

10 ORAL ROBERTS UNIVERSITY COLLEGE OF EDUCATION INSTITUTIONAL STANDARDS

The following are institutional goals, standards, and objectives of the School of Education, which reflect the teaching knowledge, the professional commitments, dispositions, and performance standards adopted by the Faculty Senate in support of the development of teacher/administrator candidates. It is the goal of the Oral Roberts University College of Education to achieve the following:

1. The candidate is a reflective, transformed educator who continually evaluates his/her practice, particularly the effects of his/her choices, dispositions, and actions on others (students, families, and other professionals in the learning community) from a Christian worldview. 2. The candidate is a reflective, transformed educator who actively seeks opportunities to grow professionally and understands the evaluation process of relative constituencies. 3. The candidate makes educational decisions (i.e. plans instruction and/or administrative) based on a Christian philosophy of education and promotes Godly principles among students, colleagues, parents, and agencies in the larger community. 4. The candidate makes educational decisions (i.e. plans instruction and/or administrative duties) based on the principles of the whole person lifestyle, including the spiritual, physical, intellectual, social, and emotional aspects. 5. The candidate draws upon knowledge of content areas, cross-disciplinary skills, technological resources, learners, the community, multiple and varied clinical experiences and knowledge of subject matter, Core Curriculum, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. 6. The candidate understands the central concepts, tools of inquiry, and structures of the disciplines(s) he/she teaches and creates learning experiences that make these aspects of the discipline(s) accessible and meaningful for learners. 7. The candidate demonstrates an understanding of effective verbal, nonverbal and technological skills through a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections to authentic local and global issues. 8. The candidate is a reflective, transformed educator who uses research, research findings, contextual information, and other evidence to adapt his/her practices to meet the needs of each learner. 9. The candidate understands how students learn and designs and implements developmentally appropriate and challenging learning experiences that are supportive of personal and career development. 10. The candidate demonstrates an understanding of the legal aspects of education. 11. The candidate demonstrates the disposition of a transformed educator who seeks outreach opportunities to diverse populations, both locally and worldwide.

11 12. The candidate understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, spiritual and physical areas. 13. The candidate understands how to connect concepts and uses differing perspectives to engage learners in critical/creative thinking, collaborative problem solving, and applying performance skills to authentic local and global issues. 14. The candidate demonstrates an understanding of assessment systems that aggregate and disaggregate data collected from multiple formal and informal assessment instruments, and supported by various technological resources. 15. The candidate understands how to use assessment data to engage learners in their own growth, document learner progress, inform ongoing planning, instruction, and program improvement. 16. The candidate works with learners to create inclusive learning environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation. 17. The candidate demonstrates the competencies necessary to foster active inquiry, collaboration, and supportive interaction to build skills to access and appropriately apply information that supports lifelong learning. 18. The candidate demonstrates an understanding of individual differences and diverse communities by creating inclusive learning environments and educational opportunities that allow each learner to reach his/her full potential.

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20 Faith and Learning Integration Asssessment Rubric

Level One Level Two Level Three Level Four Orientation Inconsistent Consistent Refinement Interest in FLI Growth in FLI Commitment to FLI is evident in consistency in three or Passion for FLI is

the is evident in is evident in more of the following life areas: personal belief system, evident in reflections and initial two or more life choices, moral character, knowledge about biblical accountability within application to life areas. principles and active service to others in the profession four or more life areas. Life of Life educator one life area. and the community. Scholarly Scholarly Scholarship has a strong focus on FLI. Articles and Scholarship consistently articles and articles and presentations consistently promote FLI by using three or promotes FLI by using presentations presentations more of the following methods: four or more methods. consider one attempt to • identifying foundational biblical truths The educator submits, method to promote FLI • integrating biblical principles within scholarship publishes, and/or promote FLI. using one or • modeling biblical criticism within the academics presents FLI scholarly two methods. • applying biblical values to academics and related research on a bi-yearly professions basis and/or mentors Scholarship others in FLI. Instructional Instructional Instructional planning promotes FLI by integrating Instructional planning planning planning research-based methods of FLI as evidenced in course includes an annual considers one attempts to goals and objectives using three or more of the following: reflection of FLI and method to promote FLI • identifying foundational biblical truths records evidence of

promote FLI. using one or • integrating biblical principles within the academic area revisions made to two methods. • critiquing Christian research regarding the subject area improve the • connecting FLI to related professions effectiveness of FLI. Instructional planning • connecting FLI to serving others Instruction Instruction Through a student-centered learning environment, Instructional delivery considers one attempts to instruction presents the biblical foundation of the includes weekly method to promote FLI academic subject area and two or more of the methods: opportunities for promote FLI. using one or • arguing the relevancy of Christianity and the Bible to students to practice FLI two methods. learning within the content area • using biblical illustrations and examples through group projects,

• comparing or contrasting academic issues from a biblical discussion, research, perspective and/or reflective essays. • presenting biblical truths both implicitly and explicitly • using biblical principles to address current issues within academic subject • promoting biblical morality or ethics in the related profession • promoting service to others through the related Instructional delivery & & delivery Instructional managementclassroom profession Assessments Assessments Course and unit pre- and post-assessments identify an Assessments require consider one include two or improvement in students’ knowledge and understanding of students to identify an area of FLI. more areas of how biblical worldview, biblical morality, and/or the area of need that FLI FLI. promotion of service to others apply to the subject area within their profession and/or related profession. can meet. Student Student Assessment

Additional research-based methods of Faith and Learning Integration include: identifying the subject matter in the Bible, problem-based learning, service-learning, showing the biblical basis of truth within the academic area and/or profession, showing the fallacies of unbiblical thinking in the academic area and/or profession, evaluating the consequences of non-Christian character and ethics in the subject and profession, comparing/contrasting specific truths from Scripture with the subject and profession, and Socratic dialogue.

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