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Conceptual Framework

 “Learn to learn, learn to teach, teach to learn” encapsulates the goal of our unit, and the meaning of this phrase is spelled out in depth in the Wesley College Teacher Education Unit’s Conceptual Framework Document.

The Unit’s conceptual framework was originally developed and published in 2002. The document grew out of discussions among Unit faculty. Since 2002 there have been two revisions by succeeding faculty, one in 2007 and most recently in 2011. The major change in the 2011 revision was to include reference to our comprehensive assessment system and its role in monitoring and evaluating the goals and learner outcomes set forth in the framework.

The Teacher Education Unit uses its conceptual framework to guide the design, implementation, and measurement of unit operations and program effectiveness. The framework states the Unit’s philosophical beliefs about what it means to learn and to teach, and explains the theoretical tenets on which those beliefs are based.

The InTASC, NBPTS, and State of Delaware Teacher Standards were considered in design of the framework document when it describes how the framework is actualized by the Unit’s programs. The framework is reviewed and revised periodically by the Unit faculty to ensure currency with new research that creates theory and informs best practice.

Each of the Unit’s programs aligns its programs to the Learner Outcomes of the Conceptual Framework as well as to their particular Specialty Professional Areas (SPA) standards. Those are NASPE/AAPHERD for PE K-12, ACEI and AMLE for ED K-8, InTASC and IL/PB for the MAT, and NBPTS for the M.Ed.

Below is a link to the 2011 Conceptual Framework document. The 2002 and 2007 frameworks are housed in Unit’s archived documents, but can be viewed through the hyperlinks provided.