Advanced Preparation Programs—Background
During the time period in which the initial program conceptual framework and theme were developed, parallel efforts were made to develop a framework and theme for advanced programs. This proved to be a more difficult task than that for the initial programs. The work of the ad hoc Graduate Certification Program Committee in 1993-1994 and its subcommittees in the areas of research, foundations, and human development, as revised and further developed by the Committee on Advanced Programs in 1994-1995, formed the foundation of the knowledge base for advanced programs. In the end, multiple program themes were developed to reflect the specific expertise of particular graduate programs. The core theme statement, on which multiple elaborated themes were built, was "Eastern Michigan University advanced professional education programs develop leaders who demonstrate reflective thought and scholarship within the context of a culturally diverse society."
Spurred by success in revising the initial program theme statement, the Department of Teacher Education set out initially to develop a single theme statement that would reflect all programs housed in that department. This began with a discussion of ways in which an educator with an advanced degree should differ from a newly prepared teacher. The group agreed that these should include more advanced skills in inquiry that could shape reflective practice, advocacy, and leadership within a variety of professional roles, and a focus on student needs as the guiding force for decision making.
As the emerging theme and associated outcomes and knowledge base were shared with colleagues in the College of Education and elsewhere, it became clear that we had finally succeeded in identifying thematic content that could span disciplinary and departmental barriers. The theme and outcomes were discussed in all relevant committees during the 2001-2002 academic year and approved as a unit-wide theme in Fall 2002. In contrast to the initial program theme, the conceptual framework for advanced programs is represented by both a brief theme statement "Inquiry, advocacy, and leadership in education for a diverse and democratic society," and by four roles for which advanced program students should be prepared: educational leader, reflective inquirer, collaborative community member, and student-oriented professional.