The faculty of the College of Education, Health and Human Services at Oswego State University believes that the role of schools is to promote authentic learning by all students. The role of educators in meeting that goal is to function as socially conscious catalysts for change who create and sustain school environments where excellence is cherished and social justice flourishes. These beliefs reflect the mission of the College of Education, Health and Human Services.
Conceptual Framework and Professional Dispositions
Conceptual Framework
Weaving a Transformative School Fabric is the theme that provides the foundation for the
Conceptual Framework across all professional programs in SUNY Oswego’s College of
Education, Health, and Human Services (CEHHS). Our faculty and professional staff use this
Conceptual Framework in the design of curricula at both the initial and advanced levels
endorsing these six principles that are central to the above stated overarching tenet:
• Authentic Learning
• Social Justice
• Knowledge
• Practice
• Reflection
• Collaboration and Leadership
Authentic Learning
SUNY Oswego faculty assert that educators and field professionals draw on validated practices
within their field to identify authentic contexts for their students or clients and to design
opportunities for them to develop real-world knowledge and skills.
Therefore, SUNY Oswego candidates are prepared to create opportunities for students and
clients to engage in guided and self-directed inquiry, problem-solving, and/or critical thinking in
culturally responsive and sustaining, experiential, and/or creative contexts. Candidates
demonstrate this through effective planning and implementation of their professional practice
and analysis of student and client outcomes.
Social Justice
SUNY Oswego faculty assert that educators and field professionals are socially conscious
catalysts for change in the contexts of their practice on behalf of their students and clients.
Therefore, SUNY Oswego candidates are prepared to advocate for members of their community
and promote inclusivity and equity of access for their students and clients. Candidates
recognize personal biases with their effect on professional decisions and actions and strive to
proactively address injustices within and beyond their contexts.
Knowledge
SUNY Oswego faculty assert that educators and field professionals have a comprehensive
understanding of the core concepts, processes, and dispositions that form the research-based
foundation of their disciplinary knowledge as well as understanding of how the disciplinary
knowledge is applied with students and clients in their contexts of practice.
Therefore, SUNY Oswego candidates are prepared to make discipline-specific, research-based
decisions. They can justify their decisions and related actions in their coursework and with
students, clients, and other audiences within and beyond their contexts of practice. They
demonstrate understanding of the integrated relationship between theory and practice.
Practice
SUNY Oswego faculty assert that educators and field professionals have a comprehensive
knowledge of research-based general and discipline-specific practices and standards. These
include strategies, resources, and technologies and how to apply these effectively and ethically
in authentic contexts to promote equitable opportunities and outcomes for all students and
clients.
Therefore, SUNY Oswego candidates are prepared to apply general and discipline- specific
practices, strategies, and responsibilities as well as utilize resources and technologies in
authentic contexts. Candidates are able to evaluate the effectiveness of these practices and
adjust professional practices accordingly.
Reflection
SUNY Oswego faculty assert that educators and field professionals are committed to reflection and professional learning, leading to continuous growth in knowledge and understanding, well-informed decision-making, and increased effectiveness in enacting their role.
Therefore, SUNY Oswego candidates are prepared to engage in critical reflection on practice
and professional learning. They are able to analyze and seek feedback on their professional
decisions and actions and to make adjustments to their practice based on reflection and
feedback. They can maximize the benefits of professional learning opportunities for continuous
growth.
Collaboration and Leadership
SUNY Oswego faculty assert that educators and field professionals are committed to
meaningful collaboration and partnerships while assuming progressively responsible leadership
roles. They actively promote learning from and working with individuals and groups from
diverse backgrounds to foster inclusive environments and promote productive outcomes for
collaborators as well as students or clients.
Therefore, SUNY Oswego candidates are prepared to meaningfully participate and share
leadership in collaborative interactions and initiatives with diverse individuals and groups within
and beyond their contexts of practice. They can communicate effectively, listening to and giving
value to others’ input, lived experiences, and perspectives while also sharing theirs. They are
able to contribute meaningfully and in partnership to the development of equitable, inclusive,
and culturally responsive and sustaining opportunities for collaborators, students, and clients.
Professional Dispositions
Professional dispositions are the habits of mind and resulting behaviors that make it possible for educators to use their professional knowledge and skills to fulfill the vision expressed by the conceptual framework of the School of Education at SUNY Oswego.
Educators must express professional values, commitments, and ethics in order to promote authentic learning by all students in socially just school environments. We expect the potential for these dispositions to be exhibited by candidates at entrance to all programs. Faculty, administrators, teachers, and other school personnel associated with programs in the School of Education support the development of candidates' understanding and practice of these professional dispositions with a socio-cultural perspective.
Our goal is to prepare educators to function effectively as socially conscious catalysts for change, who create and sustain school environments where excellence is cherished and social justice flourishes.
Advocacy
Educators understand how social structures and power relationships disadvantage some groups of learners; assume an effective leadership role in recognizing and challenging injustice; and act with courage and patience to ensure that all students can learn authentically at high levels in socially just schools.
Collaboration
Educators listen, communicate, and work effectively with others from a variety of diverse backgrounds to provide a safe, inclusive, equitable, and shared learning environment.
Commitment to Authentic Learning and Teaching
Educators exhibit enthusiasm, initiative, and dedication to the task of providing a safe, inclusive, equitable environment for all students to learn at high levels; and seek effective new ideas, diverse perspectives, and relevant information to develop continuously as educators for social justice.
Critical Reflection
Educators exhibit self-awareness and critical inquiry into their own biases and teaching practice within a socio-cultural perspective; and seek and respond appropriately to constructive feedback from others to improve their own practice.
Integrity
Educators exhibit honesty, fairness, and trustworthiness; adhere to professional ethics and standards of behavior; recognize and challenge injustice in effective ways; and act in the best interest of all students and others in the learning community.
Socially-Conscious Respect and Responsibility
Educators demonstrate cultural sensitivity, empathy, and a commitment to understanding others. They take responsibility for authentic learning by all students, showing initiative, reliability, and sound judgment. Through equitable best practices, they create inclusive and supportive learning environments.