Conceptual Framework Educator as Decision Maker
Description of the Conceptual Framework:
The Conceptual Framework of the College of Education at Alabama State University prepares reflective, knowledgeable, and responsive educators by integrating constructivist learning, research-based literacy instruction, technology integration, and continuous innovation. Rooted in Deweyan constructivism, the framework emphasizes active knowledge construction, where candidates engage in critical thinking, inquiry-based teaching, and real-world problem-solving. Teacher preparation is guided by four interrelated components: Prior Knowledge Context, where candidates bring unique experiences that shape their teaching; Interactive Learning Context, where coursework, field experiences, and collaboration foster content mastery and professional dispositions; Decision-Making Context, where candidates plan, implement, reflect, and refine instructional practices; and Outcomes Context, where graduates emerge as reflective practitioners, change agents, and lifelong learners in dynamic, technology-driven classrooms. This model ensures that education merges theory and practice, equipping candidates with research-driven strategies applied through field experiences, clinical practice, and technology-enhanced learning. To meet the evolving demands of 21 st-century education, educators are trained to leverage digital tools, implement adaptive learning platforms, foster critical media literacy, and engage in virtual and blended learning environments. Aligned with national literacy initiatives, the Science of Reading is embedded into the curriculum, ensuring systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with structured literacy strategies and cross-disciplinary applications. In alignment with Alabama State University’s Focus 2025 Strategic Plan, the College of Education is committed to advancing literacy instruction, technology-driven teaching models, local and national partnerships, research-driven teacher preparation, and expanded graduate and professional development opportunities. Through a commitment to educational equity, innovation, and excellence, the College of Education remains at the forefront of educator preparation, ensuring graduates are well-equipped to be effective, research-informed, and adaptable leaders in modern education
Brief Description of COE’s Conceptual Framework
The conceptual framework for the College of Education (COE) focuses on the theme: “Educator as Decision Maker,” the unit seeks to prepare professional educators who will be capable of applying knowledge and skills, reflecting on and refining practices, and identifying and solving problems in an increasingly diverse, complex, and dynamic technological society. The “Educator as Decision Maker” must be a reflective practitioner, a change agent, and a lifelong learner. This organizing theme reflects the assumption that effective educators must make reasonable judgments, careful and conscientious decisions and choices with the intent of optimizing student learning outcomes; it emphasizes the view of decision making as an ongoing, interactive, and empowering process.
The conceptual framework model provides a graphic illustration of the relationships among these multiple dimensions of the college’s program for the preparation of teachers and other professional educators at both the initial and advanced levels. Further, it offers a visual explanation of what the unit seeks to do in regard to candidate learning and its effect on student learning. It thus clarifies the unit’s commitments to knowledge, teaching competence, and student learning.
The model consists of four interdependent, interrelated, and interacting components which the college faculty views as essential contexts for the shaping of informed, skilled, and responsible decision makers dedicated to making a positive impact on P-12 student learning. The first component, the outer circle, represents the assumption that prospective candidates bring to the university a prior context consisting of their own values and vision, knowledge and skills, cultural and societal influences.
The second component of the model, the large inner circle, represents the setting in which the college provides the education and training of prospective teachers and other professional educators at both the initial and advanced levels. This setting is the interactive context. What the candidates bring to the university and what exists at the university are useful in providing the context for interaction. This context encompasses the general areas in which the development of competence is necessary for informed and effective decision making. These areas are knowledge and ability, application through experience, and professional values and dispositions.
The third component of the conceptual framework model, indicated by the rotating arrows within the large inner circle, represents the decision-making context which, in simplified terms, embraces a continuous cycle of planning, predicting, implementing, reflecting, evaluating, and revising within the above described interactive context.
The fourth component of the model, the center circle, represents the outcomes context. All of the other components of the model lead to the achievement of this one goal--the development of the educator who is an informed and responsible decision maker. This decision maker is characterized as a reflective practitioner, a change agent, and a lifelong learner.