Education: A Moral Endeavor

Conceptual Framework for BYU Educator Preparation Programs

Introduction

Both Brigham Young University (BYU) and the David O. McKay School of Education (MSE) have traditionally considered a blend of academic excellence and moral/ethical character development to be at the center of what we do in educating students at the university in general and the teacher preparation programs in specific.  Such goals have guided our thinking over 20 years of close association with John Goodlad and participation under his leadership in the National Network for Educational Renewal.  But until recently, these goals have not been accurately articulated in the unit’s written conceptual framework.  When weaknesses in our written conceptual framework were pointed out on the 2002 NCATE Board of Examiners’ visit, we realized the necessity for re-articulating our framework to provide a proper basis for tightening coherence throughout our program.

During the past 20 months we have completely refocused and redirected our conceptual framework to better unify the aims and mission of BYU, the aims and mission of the School of Education, the standards to which we hold our programs, and our institutional commitments to such important program aspects as preparing educator candidates to help all students learn and to integrate technology throughout learning experiences.

 

Mission of the Institution and the Unit

Brigham Young University seeks to develop students of faith, intellect, and character who have the skills and desire to continue learning and to serve others throughout their lives.  A BYU education is designed to develop (1) spiritual strength, (2) intellectual capacity, (3) noble character, and (4) lifelong learning and service.  As BYU is a church-sponsored institution, its mission reaches beyond academics to prepare individuals who will be capable of meeting personal challenges and will bring strengths to home and family life, social relationships, civic duty, and international service.

The university aims and mission shape and give form and applicability to the knowledge, skills, and dispositions that we seek to develop through BYU’s Educator Preparation Program (EPP).  The university aims in concert with the educator preparation aims now provide the foundation for all coursework, field experiences, and culminating activities.

The EPP considers education to be “fundamentally a moral endeavor” (Goodlad, 1990):  Its mission is to prepare educators who improve teaching and learning in the schools and in other educational entities in local, national, and international settings. Its programs seek to prepare education professionals who (1) understand and apply the Moral Dimensions of Teaching (Goodlad, 1990, 1994), (2) demonstrate academic excellence, (3) act with social competence, and (4) engage in meaningful collaboration. These EPP aims together with the compatible BYU aims represent a vision shared by administrators, faculty, and staff throughout the university who participate in preparing teachers; by our school-based partners; and by all candidates. These combined missions/aims provide direction for all aspects of the preparation process, including admissions, courses, candidate performance and assessment, and unit accountability.

Figure 1: Key Components of the Conceptual Framework

Educator Preparation Aims

• Moral Dimensions of Teaching
• Academic Excellence
• Social Competence
• Collaboration

Brigham Young University Aims

• Intellectual Capacity
• Moral Character
• Spiritual Strength
• Lifelong Learning

 

Unit’s philosophy, purposes, professional commitments, and dispositions

From its view of education as a moral undertaking, the unit has adopted Goodlad’s Moral Dimensions of Teaching as the foundation for its preparation of all education professionals (Goodlad, 1990, 1994; Goodlad, Soder, & Sirotnik, 1990).  “What makes teaching a moral endeavor is that it is, quite centrally, human action undertaken in regard to other human beings. Thus, matters of what is fair, right, just, and virtuous are always present” (Fenstermacher, 1990, p.133).   It is our position and our experience that when the Moral Dimensions are in place, foundations for academic excellence, social competence, and collaboration have been laid.

Our purpose is to value and educate all candidates and all students. BYU seeks to develop a unified learning community, not through similarity of temporal attributes or backgrounds, but rather through respect and appreciation for all, especially when diversity is present. We respect individual differences, and we oppose prejudice and any form of derision of others. Our programs promote opportunities to learn from one another’s talents and heritages. We value the opportunity and responsibility to enroll, develop, and graduate individuals whose diverse circumstances, backgrounds, and potential for achievement bring mutual enrichment to the learning community and eventually service to the local, state, and international communities. In short, we seek to benefit from the differences among us so that we become diverse members of a unified and purposeful whole.

BYU’s EPP endeavors to apply these aspirations in faculty and student behavior.  Specifically, administrators, faculty, and staff seek to model the following principles and instill them within all candidates for graduation:

• Respect for all others
• Emphasis on understanding differences between individuals and groups, with accompanying adaptation of intervention and assessment methods
• High quality instruction accompanied by high expectations
• Inclusion of stakeholders in decision making
• Attention to outcomes, using data to prompt ongoing development and strengthening of learning communities

Initial licensure programs follow the INTASC Standards, which are highly compatible with the missions and aims that have been expressed. Advanced graduate programs within the MSE draw their specific standards from their respective professional organizations and societies. Though these standards are discipline specific, they are consistent with the philosophy and values expressed in this document.

We are committed to partnership and collaboration.  For the past 20 years a commitment to collaboration has been at the heart of BYU’s programs in educator preparation. BYU believes that the preparation of education professionals is enhanced through the unified efforts of the public schools, the arts and sciences departments of the university, and the school of education. Each entity plays a unique role in providing necessary aspects of a successful program, and collaboration has been facilitated by a contracted partnership between BYU and five school districts. The mission and aims of the unit now express clearly the importance we place on collaboration for the candidates as well as their teachers and administrators.

Knowledge Bases (with more dispositions):  Theory, Research, Wisdom of  Practice, Education Policies

Our unit aims reflect the dispositions we emphasize for our faculty and our candidates.  Each aim will be considered in perspective with some of the literature that has been significant in its development.

Academic excellence. The goal of academic excellence ties the unit’s knowledge base and philosophy to its aims and mission.  We define academic excellence as fully understanding the content that one teaches and practices. Educators have long recognized that content knowledge is prerequisite to successful teaching (Education Commission of the States, 2003; Wilson, Floden, & Ferrini-Mundy, 2001). As one teaches, content knowledge must be synthesized and applied.  Educators must understand their disciplines as insiders and outsiders simultaneously if they are to represent content so it can be understood and constructively applied by their students (Education Commission of the States, 2003; Wilson, Floden, & Ferrini-Mundy, 2001). It is our disposition that academic excellence goes beyond content knowledge.  Highly qualified educators must have well trained minds: have the ability to research and process information; be able to apply theory in thinking critically, reasoning productively, and solving problems; possess and synthesize broad knowledge of classic literature, the arts, and the sciences; and use knowledge productively in terms of a spiritual foundation for thinking and behavior.

Inquiry and reflection are included in all licensure programs but receive particular emphasis on the graduate level. Research, which includes production of new knowledge along with analysis and evaluation of existing knowledge, is essential in all graduate programs in the MSE. Additionally, teachers, counselors, and administrators must be committed to ongoing professional development, deepening their knowledge and their capacity for serving, helping, and teaching others as they gradually develop in the wisdom of practice.

Social competence. Central to all teaching, helping, counseling, and administrating is social competence.  Education professionals must be committed to communicating effectively. They must interpret and respond to social contexts and individuals accurately so that conflicts can be thoughtfully resolved.  Their disposition must be to accept responsibility for their personal actions, providing models which students can emulate.  Of special importance is their disposition and commitment to teach students from diverse backgrounds and students with disabilities with sensitivity and awareness.

Meaningful collaboration. Effective education professionals work openly with and welcome the support, collaboration, and assistance provided by an array of talented professional colleagues in serving, instructing, and relating to students and their families. The effectiveness of education professionals depends on their ability to collaborate with others.  Candidates learn about collaboration processes as they learn in cohorts; engage in co-teaching; participate on teams; work with paraeducators, faculty and staff; and partner with parents and other community members.  Collaboration extends to educational policy as principals in training in our Department of Educational Leadership and Foundations learn how to form and maximize learning communities, and practicing principals in the schools learn theory, skills, and wisdom of practice through collaborative participation in the Principals Academy.

The Moral Dimensions of Teaching: As stated, the Moral Dimensions of Teaching are the underlying philosophy for the conceptual framework, as well as one of its stated aims.  Examining each individually gives some idea of the knowledge base underlying the conceptual framework that is so heavily influenced by them.

Stewardship.  BYU believes that education professionals have a moral obligation to be responsible stewards for the well-being of students, their families, and communities (Goodlad, 1990, 1994; Goodlad, Soder, & Sirotnik, 1990). During their preparatory coursework, future education professionals share this stewardship with peers, mentors, and other education personnel. As they interact with children and adults in diverse school settings, they become increasingly aware of the impact of their behaviors on students and colleagues. As they come to realize they are stewards for the well-being of their students and others, they learn to assume responsibility for the organization and instructional climate of the settings in which they serve and teach.  As these realizations deepen, our education professionals become renewal agents in their schools, continually striving to improve service within their stewardships to students, families, and communities. As they progress, they act with greater integrity and care in responding to school and community challenges, developing and communicating high expectations, and acting in ways that fundamentally and consistently benefit those in their care.

Access to knowledge.  BYU believes that education professionals have a moral obligation to provide all students with access to high quality learning by providing conditions and environments that enable them to learn and progress to their highest potential.  If there are methodologies or practices that interfere with access for some of the students, educators are responsible to replace them with more equitable and appropriate arrangements (Goodlad & Keating, 1994).

Nurturing pedagogy.  BYU believes that education professionals have a moral obligation to practice nurturing pedagogy (Goodlad, 1990, 1994; Goodlad, Soder, & Sirotnik, 1990).  This is evident in their service as they commit themselves to the intellectual, social, and emotional growth of all students. This commitment includes understanding and sensitively responding to students' needs, as well as implementing pedagogies and creating learning environments that genuinely support and cultivate their growth and development.  Nurturing pedagogies are designed to assist all students in fully realizing their potential.

Enculturation for democracy.  BYU believes that education professionals have a moral obligation to prepare young people for participation in our social and political democracy (Goodlad, 1990, 1994; Goodlad, Soder, & Sirotnik, 1990). The skills and knowledge gained through public education should serve one primary purpose: the development of democratic character.  Those who have democratic character understand and embrace the responsibilities of citizenship, deploy their learning and knowledge in the service of others, possess critical thinking skills, model civility, and know how to problem solve and communicate respectfully with others.  They thoroughly understand their roles in living and growing together, serving families, communities, and nations throughout the world. BYU believes that all who work personally and professionally with young people must provide the conditions and contexts for developing skills which are necessary for functional citizenship (Goodlad, 1990, 1994; Goodlad & McMannon, 1997; Goodlad, Soder, & Sirotnik, 1990; Hochschild & Scovronick, 2003) (ER.CF.A.) and should live as examples worthy of emulation.

Additional knowledge bases influential in the development of the conceptual framework. Additional knowledge bases from which the knowledge, skills, and dispositions emerge are represented in scholarly publications and research drawn from various educational disciplines and fields of study.

Performance Expectations

EPP uses the INTASC Standards as benchmarks from which to measure the incremental achievement of the undergraduate program aims. These same standards have been adopted by the Utah State Board of Education as a part of its licensure process for entry-level educators.

System for Regular Assessment of Proficiencies

Knowledge, skills, and dispositions associated with each of these standards are assessed using multiple measures and indices of performance, including but not limited to course-level assessments and unit-wide instruments such as the Clinical Practice Assessment System (CPAS), Professional & Interpersonal Behavior Scale (PIBS), Teacher Work Sample (TWS) and Candidate Dispositional Scales (CDS).

Shared Vision

Several organizational structures have been set up to unite programs behind a shared vision to promote trust and to improve the licensure programs across the university.  These structures include several tripartite councils with representatives from the arts and sciences colleges and departments, the David O. McKay School of Education, and the partnership districts (district leaders, principals, partnership liaisons, and teachers).  These councils and committees include the University Council on Teacher Education (UCOTE), the Secondary Education Partnership Advisory Committee (SEPAC), Special Education Partnership Advisory Committee (SPEDPAC), and the Early Childhood and Elementary Partnership Advisory Committee (EEPAC) (see Figures 1 & 2).  These committees serve several important functions: reviewing licensure program data, making recommendations for program improvement, and providing important input.  In additional to these councils, a Student Advisory Council meets twice each semester to represent candidate concerns, to contribute to program development, to address student concerns, to suggest solutions, and to provide meaningful feedback about various aspects of the licensure programs (Exhibit: Students Advisory Council meeting agendas).

 

Figure 1: University Council on Teacher Education (UCOTE)

 

 

Figure 2: ECE/Elementary Education, Secondary Education & Special Education Partnership Advisory Committees (EEPAC, SEPAC, & SPEDPAC)

 

 

Coherence

Course objectives and all field experiences link directly to the EPP aims. All major undergraduate unit-wide formative and summative assessments are correlated with the EPP aims and the INTASC standards (see Table 3).

Table 3: The Connection between the Educator Preparation Program Aims and INTASC Standards

Educator Preperation Programs Aims/ Conceptual Framework	INTASC STANDARDS X = standard aligns with conceptual framework
	Std 1	Std 2	Std 3	Std 4	Std 5	Std 6	Std 7	Std 8	Std 9	Std 10
	Content	Learning & Development	Diversity	Instructional Strategies	Learning Environment & Management	Communication	Planning	Assessment	Reflection & Pref. Dev.	Collab., Ethics, & Relationships
Moral Dimensions
Stewardship		X						X	X	X
Access to Knowledge	X	X	X	X	X	X	X	X	X	X
Nurturing Pedagogy		X	X		X	X	X		X
Enculturation for Democracy					X		X		X
Academic Excellence	X	X	X	X	X	X	X	X	X	X
Social Competency						X			X	X
Collaberation									X	X

 

Professional Knowledge, Skills, and Dispositions

Candidate performance and student learning are vitally important to BYU’s preparation of education professionals.  Candidates’ knowledge, skills, and dispositions are assessed at consistent transition points using unit-wide undergraduate assessment instruments.  Table 3 illustrates the relationship between the EPP aims and the INTASC Standards.           

The conditions that promote student learning and achievement in public school settings are addressed early on in each program.  During the preclinical phase of each licensure program, teacher candidates complete selected components of a Teacher Work Sample (TWS; Elliott, 2004).  These include a description of contextual factors (classroom conditions, student characteristics, family involvement, etc.) in their assigned school(s) and classrooms, a listing of specified learning goals for students, plans for assessing student learning and achievement, and a design for relevant instruction for all students.

The capstone assignment for all candidates is a fully completed Teacher Work Sample (Elliott, 2004), finalized at or near the midpoint of the clinical experience (student teaching or internship).  Candidates carefully plan and design a unit of instruction including the following elements: contextual factors, learning goals, assessment plans, designs for instruction, instructional decision-making, analysis of student learning, and reflection and self-evaluation.  Each candidate completes a review and a brief summary of all students for whom he or she is responsible, as well as a closer more in-depth analysis of two selected students.  The primary focus of the TWS is students’ learning: that is, whether all the students really learned or mastered the objectives set forth for the unit--whether all the students profited from the learning experiences.  Also teacher candidates reflect on their performance, thinking about what they might have done more effectively to advance the learning of all students.  Although BYU’s experience with TWS is somewhat limited, we are currently assembling a database that will help faculty members gauge the overall effectiveness of each licensure program in producing desired student learning and achievement and in preparing candidates with the skills, knowledge, and dispositions needed for teaching all students.                        

The EPP emphasizes development of positive dispositions and assesses candidates in this area throughout the various undergraduate licensure programs.                  

The first set of these scales is the Candidate Disposition Scales (CDS), designed to provide information about candidates’ commitments to teaching, their views regarding diverse students, their locus of control, and their values.  It is completed by candidates during Transition Point 1 at the outset and again during Transition Point 3 at the conclusion of their licensure programs.

Professional and Interpersonal Behavior Scale.  This scale addresses behaviors related to personal integrity, flexibility, initiative, etc. This scale is used throughout the licensure programs by both professors and school-based personnel to rate the performance of candidates as they complete university course work, field work, and culminating clinical work (student teaching or internships).

Clinical Practice Assessment System.  As candidates complete their preclinical and clinical work, university and school personnel use the Clinical Practice Assessment System (CPAS) to assess their achievement relative to the INTASC standards.  The items on this scale are directly tied to dispositions that are central to the success of teachers in relating to and teaching children and youth.

Commitment to Diversity

The EPP conceptual framework clearly conveys its commitment to diversity.  Faculty members are expected to model nurturing pedagogy, providing all candidates with access to high quality learning.  Also, faculty believe and convey to candidates that education professionals have a stewardship: an obligation to be certain that their classrooms, schools, and school systems are benefiting all students and their families--engendering respect for all; providing high quality instruction accompanied by high expectations for learners/clients; understanding differences between individuals and groups and adapting intervention and assessment methods; including students, families, and community members in decision making; and attending to outcomes, using data to prompt ongoing development and strengthening of learning communities.

The EPP attempts to hire diverse faculty. During the most recent two-year period (2002-04), the EPP hired 45 new faculty members (full and part time), 37 of whom were women (82%).  In the previous decade, the EPP had increased the percentage of women faculty members, a trend that clearly continues in recent hires.  The EPP seeks to recruit faculty of diverse ethnic and racial groups. Over the past two years, four Hispanic (9%) and one African American (2%) faculty members were hired.

BYU has developed a website for candidates and experienced education professionals (http://education.byu.edu/diversity/index.html). The website is an essential element of all coursework, providing candidates with access to the latest information and validated practices for teaching and servicing diverse students, their families and communities.

Commitment to Technology 

BYU’s commitment to technology is evident on several fronts.  All undergraduate candidates who apply for licensure programs must demonstrate basic technology competencies prior to being admitted: word processing, spreadsheets, presentations, and Internet/communications skills. 

The admission process at the McKay School of Education is steadily moving to a web-based operation in which prospective candidates apply to various licensure programs using LiveText™.  Additionally, LiveText™ provides a natural context for using a variety of computer-related skills, capturing digitally important artifacts, communicating with professors, and conveying and receiving important information.

As candidates move through their professional preparation, they complete a technology course centered on integrating technology into teaching and learning (IP&T 286 & 287).  Skills developed in this course are deepened and extended in the methods courses which follow.  Candidates apply their technology skills in their student teaching or internships and provide evidence of their emerging technology skills through TWS and CPAS evaluations.

Technology skills and knowledge are assessed throughout the licensure programs in lesson rubrics and other course-level assignments.  The ultimate goal is transparency: the natural and consistent use of appropriate technologies to aid student learning, to improve teaching, and to further meaningful connections with families and communities.            

Candidate Proficiencies Aligned with Professional and State Standards

All licensure programs are aligned with the Utah State Board of Education Standards, the Brigham Young University Aims, and the professional entry-level teacher standards developed by the Interstate New Teacher Assessment and Support Consortium (INTASC).  Faculty members and candidates are aware of these standards from orientation sessions that are regularly conducted and from coursework that is tied explicitly to the standards.

All core assessments for initial licensure programs are linked with the EPP aims as measured through the INTASC standards. Candidate performance for both initial and advanced programs is assessed systematically at four specific transition points: admissions, preclinical, post-clinical, and alumni.  Core assessments are required for every candidate.  In order to move through the various initial and advanced licensure programs, each candidate must be successful in demonstrating adequate levels of performance as measured on the core assessments.

References

Education Commission of the States (2003).  Eight questions on teacher preparation: What does the research say?  Denver, CO:ECS Distribution Center.

Fenstermacher, G. D. (1990).  Some moral considerations in teaching as a profession.  In J. I. Goodlad, R. Soder, & K.A. Sirotnick (Eds.), Moral dimensions of teaching (pp. 130-151.  San Francisco: Jossey-Bass,

Goodlad, J. I. (1990).  Teachers for our nation’s schools. San Francisco: Jossey-Bass.

Goodlad, J. I. (1994).  Educational renewal. San Francisco: Jossey-Bass.

Goodlad, J.I.  (1994). Common schools for the common weal:  Reconciling self-interest with the common good.  In J. I. Goodlad & P. Keating (Eds), Access to knowledge: The continuing agenda for our nation’s schools (pp. 1-21).  New York: College Entrance Examination Board.

Goodlad, J. I., & McMannon, T. J. (Eds). (1997). The public purpose of education and schooling.  San Francisco:  Jossey-Bass

Goodlad, J. I., Soder, R., & Sirotnik, K. A. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass.

Hochschild,  J. & Scovronick, N.  (2003).  The American dream and the public schools.  New York: Oxford University Press.

Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001).  Teacher preparation research: Current knowledge, gaps, and recommendations, A research report prepared for the U.S. Department of Education.  Seattle, Washington: Center for the Study of Teaching and Policy, University of Washington.

Appendix A - INTASC Standards