Advanced level.  The advanced level conceptual framework serves as a guide for fulfilling our vision of "inquiry, advocacy, and leadership for a diverse and democratic society" and the four roles for which our students are prepared: educational leader, reflective inquirer, student-centered professional and collaborative community member. Following are definitions and examples of research and professional literature that form the foundation or knowledge base for the conceptual framework.

   1.  Educational Leader.  Successful leadership is the hallmark of successful schools. Nearly all studies of successfully reformed schools highlight the importance of the principal and other school leaders in nurturing and guiding the school's mission---improving the quality of teaching and assuring improved student achievement for all students.

   While a principal, or other designated leader, may be ultimately responsible for a school, leadership emerges as most vibrant when responsibility is shared among a school's stakeholders. Teachers, parents and students have important roles as advocates for school improvement and for student success.

   Our purpose, as graduate programs in education, is to create educational leaders, regardless of role, who work with parents, students, and communities to develop critical understandings of the assumptions and beliefs that support schooling and who work collaboratively to create practices that allow schools to function more fully as democracies while preparing students for democracy. We believe all educational leaders must:

   2.  Reflective Inquirer.  The knowledge base for initial teaching programs includes information on reflection.  In advanced programs candidates refine their professional knowledge as they act and interact in their professional contexts.  They develop an awareness of initial and changing knowledge about pupils and classrooms, reconstruct ideas about themselves as teachers, develop a repertoire of effective professional practices and grow in reflection and problem-solving.

   Constructivist research that emphasizes the role of direct experience through environmental interactions (Brooks, 1999; Fosnot, 1996) and the process-product research into the act of teaching and learning (Schon, 1987) provide the research underpinnings for this part of the conceptual framework—both learning of P-12 students and the learning of graduate students themselves.

   Graduates of our Master's programs are expected to be reflective practitioners and to understand the importance of inquiry in their roles as professional educators.  Inquiry may be into one's own practice, the practice of others, the conditions in the educational environment, or the larger society and its impact on education.  Inquiry may be formal or informal, formative or summative, personal or impersonal.  Students may carry out original research of various types, including action or teacher research, scientific research, both quantitative and qualitative, or secondary research, reviewing and analyzing the findings of others. Only by reflecting on their practice can advanced program students note its effects, ensure its appropriateness, provide for diverse perspectives, and examine moral and ethical issues.  Through reflection we recognize our biases, prejudices, and assumptions (Richardson & Placier, 2001) and create environments that maximize student learning and achievement.

   We believe that a reflective professional actively inquires into the process of student learning (Zeichner & Liston, 1996).  Interpretations, judgments and decisions of such a person are based on a wide variety of variables including content knowledge, content-specific pedagogy, research into teaching and learning, social and political contexts, personal philosophy and experiences (Shulman, 1989).  These variables include but extend beyond the technical aspects of teaching to encompass social and ethical considerations (Van Manen, 1997).

   We also believe that  reflective professionals think about their behaviors and experiences in the context of the educational environment and that they engage in reflective thinking that includes three elements; a) a cognitive element which includes how they process and organize information in their planning and decision making; b) a critical element which considers people's experiences, goals, and values within a social context; and c) a narrative element which concerns their personal interpretation of events situated within particular contexts (Colton, ., Sparks-Langer, G., 1993; Langer, G., Colton, A. & Goff, L., 2003).  We recognize the role that reflection can play in helping teachers reframe, reinterpret, and articulate their understandings and beliefs in light of new experiences and information. 

   We believe reflective inquiry also means that students in our various graduate programs must be able to understand the research of others.  They must be able to read, comprehend, and implement relevant findings in order to make decisions (Ary, Jacobs & Razavieh, 2002) that improve their practice, the conditions of learning, and the efficacy of the educational programs in which they are involved. Advanced program students should be prepared, in many cases, to carry out their own original research studies.  They learn the basic structures of traditional quantitative research, as well as qualitative and ethnographic processes (Ary, Jacobs, & Razavieh, 2002).  By adopting an analytical and reflective framework they become more objective and less biased or subjective.  They can validate or refute their own intuitions and base future practice on actual data and evidence.  In the long term, graduates of advanced programs should have the skills to add to the literature on best practices in education and to effect actual, long-term, constructive change in the educational institutions in the nations and around the world.

   Finally, we know that reflective inquiry is a source of personal and professional growth that is critical to effective practice in educational settings (Black, R, Sileo, T. & Prater, M., 2000). Reflective practice moves professionals toward greater awareness of the reasons, motives, values and pressures that direct and influence their practice. Chase, Germundsen and Brownstein (2000), reported that when teachers engage in reflective teaching, there are specific benefits for student learning including improved classroom management, student organization, teacher confidence, expanded teaching repertoire and professional reflection.  Teachers also increase their sense of efficacy, their belief that they can provide a positive change in student learning. We believe that systematic reflection about practice can have similar positive effects across the spectrum of professional roles.

   3.  Student-Centered Professional.  Student-centered professionals make students' needs the focus of their decision-making and professional activities. They are guided by the philosophical principle that all students can and should perform to the highest reaches of their potential. They serve as advocates in a variety of roles, always focused on the learning and the needs of students.

   This portion of our conceptual framework model is predicated on the belief that teachers and other professional educators must be caring individuals who do what is in the best interest of students, the recipients of our care (Noddings, 2001).  The caring teacher demonstrates relations of care in a variety of situations.  The caring relation is described by Noddings (2001) as "a connection or encounter between two human beings," (p. 16).  It is an encounter that begins with attentive behavior or recognition of the need of another and leads to motivational displacement (interest in helping others), and finally to response from the cared-for that signals that the care has been received.  Caring professionals listen and respond to students in different ways.  They create, maintain and enhance positive relations with students and help students develop the capacity to care.

   Another proponent of the need for creating caring relationships in schools is James P. Comer, the founder of the School Development Program.  Comer (1989) emphasizes the importance of social context in teaching and learning.  He notes that there is nothing more important to success in schools than the quality of relationships among students and teachers.  Additionally, he notes that "positive relationships are at the heart of the learning process" (p. 43).  He describes positive relationships as a "connectedness" that can be observed in effective classrooms, a "same page behavior," that consists of positive, complementary teacher-student behaviors and professional interactions that lead to successful teaching and learning.

   Another researcher who recognizes that teachers must be caring individuals is Lisa Delpit (1995).  In describing exemplary teachers, Delpit (1995) speaks of the need for teachers to be caring.  She notes that the development of a strong bond or affiliation with the teacher is a strong motivational factor in achievement for many students. 

   Gay (2000) describes characteristics of caring teachers.  She notes that caring teachers are distinguished by their high performance expectations, advocacy, and empowerment of students, as well as by their use of pedagogical practices that facilitate success.  Caring teachers also reflect a humanistic orientation to students and other members of the school community (Glasser, 1993).  They are child-centered as well as subject-centered. They nurture and facilitate growth and self-esteem.  Their teaching is culturally responsive because they are able to connect with students regardless of racial, ethnic, social, and behavioral characteristics.  Culturally responsive caring places "teachers in an ethical, emotional, and academic partnership with ethnically diverse students, a partnership that is anchored in respect, honor, integrity, resource sharing, and a deep belief in the possibility of transcendence" (Gay, 2000, p. 52).  Similar attributes exemplify this caring as it is exhibited in non-teaching roles.  Culturally responsive caring is also "a moral imperative, a social responsibility and a pedagogical necessity" (Gay, 2000, p.109). It requires professionals to have cultural knowledge about diverse groups and to use this knowledge to redesign teaching and learning so that their teaching is truly culturally responsive.

   Researchers recognize that the caring behaviors of teachers can lay the foundation for school improvement.  Pena and Amrein (1999) note that attention to caring provides an additional layer of understanding to a discussion of effective classroom management practices.  They suggest that effective classroom management should begin with teachers showing compassion and an ethic of care.  Larrivee (2000) recommends that educators extend the concept of caring to include the school as a caring community where caring is a goal in itself.   The fundamentals of this caring community would include 1) respect for students, 2) authenticity and honesty in communication, 3) thoughtfulness and consideration of student needs, wants, desires and fears, and 4) emotional integrity that includes dealing with student needs and validating student feelings.  And, finally, Ferreira and Bosworth (2000)  suggest that schools should address the affective behavior of students including the adoption of a goal of caring that would require that parents get involved in the functioning of the school and that students experience caring through participation in service-learning projects.  The goal of caring may help foster the most important goal of education to produce competent, caring and lovable people who contribute to the social good at home and in the world (Nodding, 2000).

   In addition to caring, student-centered professionals at the advanced level serve as advocates for students. Public support for education is increasingly fragile and poverty continues to jeopardize the well-being and education of children, adolescents and young adults.  The stakes are too high for educators and allied professionals to ignore the need to engage in advocacy efforts.  (ASCD, 2003)

   Advocacy involves the ongoing establishment of respectful relationships as the foundation for change. (ASCD, 2003)   Advocacy is about removing barriers, providing support and education, and supporting families. (Advocacy Center, 2003)   Advocacy begins with awareness.  Our purpose, as graduate programs in the field of education, is to develop advocates who, regardless of title or role, protect and support children and adolescents.  We believe that advocates must:

   4.  Collaborative Community Member.  High quality educational service provision requires excellent teachers (Zimpher, 2002). To ensure this will happen the College of Education is committed to collaboration across a broad array of stakeholders. To this commitment the College brings a depth of talented scholars, a plethora of data driven ideas and a focus on doing what it takes to help children learn. According to the National Network of Community Collaboration (1995) the fundamental purpose of collaboration is:

   Being a part of a professional community of educators and engaging in collaboration has "synergistic power."  It requires reciprocity between stakeholders where universities are ready to better understand schools and schools are ready to work with the universities.  (Howey, 2002). Teacher Education and Educational Leadership are almost exclusively concerned with collaborations directly with schools.  The key to success we are reminded is "best when no one partner insists on leading" and we are very careful not to reach out to schools just on our terms (Tyler & Haberman, 2002). The relationship between us at the College and our various communities is not unlike the "delicate dance" of engagement that describes the relationship between schools, health care organization and the university in Indianapolis (Bepko & Paine, 2002). The collaborations in Special Education and Health Physical Education, Recreation and Dance are indicative of multi-agency links and associations.

   The premise which underpins the Unit's collaborations is that we are all "smarter together than we are apart" and that though the sharing and exchanging views, ideas and opinions educators will be informed and empowered.  The two key features of developing a professional community through collaboration are personal self renewal and shared enquiry. We believe collaboration rekindles a zest for work among participants and eases feelings of loneliness and isolation of beginning teachers. We work to both teach and model collaborative processes. Our collaborations have resulted in an increase in best practice (in schools and in the Unit) and have provided a forum to test individual mental models. In like manner, we feel our shared enquiry achieves in varying degrees the following purposes:

   5.  Prepared for a Diverse and Democratic Society.  Diversity in the United States is increasing in most communities across a broad spectrum of categories:  socioeconomic status (with greater numbers in poverty), language, religion, gender, ethnicity, race, sexual orientation, age and exceptionalities.  Banks (1997) refers to this trend as the "demographic imperative."  Our challenge as educators is to value diversity and foster equity (Banks, 2000).

   Education professionals must be able to read cultural contexts and adapt to them as professionals.   We know that diversity offers a rich potential for teaching and learning experiences.   We know that a teacher's, administrators' and counselors'  knowledge of students' social and cultural backgrounds are essential for effective practice.  Professionals must understand differences and similarities across social, cultural and linguistic groups of students (Banks, 1997).

   In addition to preparing our students to meet the challenge of working with diverse groups of individuals, we also address the additional challenge of helping candidates acquire "reflective and clarified cultural, national, and global identifications" (Banks, 2001).  We provide opportunities for candidates to rethink concepts about race, culture and ethnicity.  Candidates recognize that knowledge is influenced by personal values, social context, and factors such as race, class, and gender.  They participate in discussions and activities that contribute to an understanding and development of what Banks (2001) describes as "multicultural citizenship education."

   Finally, we attempt to examine and alter undemocratic and biased professional behaviors. We try to build a "democratic education,"  a curriculum "integrated with social development and social conscience:  a sense that individuals can have a reflective and dynamic impact on the society around them and that individuals carry a responsibility to effect necessary social and political change" (Cunat, 1996, p. 130). Students develop skills that will help them use the skills of critical thinking, creative thinking and problem solving needed to participate in a democratic society.

   6.  Technology.  All advanced programs have particular program-specific knowledge bases, generally based in professional content. However, note should be made of technology, which has a particular importance across all professional education programs.  Professional educators must know and use educational technologies to support the teaching-learning process.  Technology can increase student engagement, motivation and achievement; and carefully designed instruction with integrated technology can positively affect student achievement (Dede, C., 1998; Means, B., & Golan, S. 1998; Roschelle, J. M., et al. 2000).

   Technology can also be used to engage and facilitate thinking and knowledge construction (Jonassen, D. H., et al., 2003).  Technology can be used to represent the ideas, understandings and beliefs of the learner.  It can be used as an information vehicle for exploring knowledge to support learning.  It can provide a context to support learning by doing as the learner represents and simulates meaningful real-world problems, situations and contexts.  Technology can also be used as a social medium to support learning by conversing.  Discussions, collaboration, consensus building can be facilitated through the use of technology.  Finally, technology can be an intellectual partner to support learning (Jonassen, 2000).  It can be used to help learners articulate and represent what they know, reflect on what they have learned, and construct personal representations of meaning.

   7.  Professional Dispositions.  The advanced programs of Eastern Michigan University seek to create an ethical environment that promotes teaching and learning and fosters activities and experiences that enhance students development of professional dispositions.  We believe that teachers and other education professionals are change agents in the schools and communities in which they work and that they must demonstrate collaborative partnerships with students, colleagues, parents and the broad community. Moreover, students in advanced programs, as distinguished from initial program students, should be willing to take on both leadership and advocacy roles to promote educational reform while safeguarding students' well-being. We also believe that education professional must appreciate and practice the principles, ethics, and legal responsibilities of the teaching profession (Fullan, 1993).

   There is substantial research that addresses the idea that teaching is a moral endeavor, and that the activity of teaching is itself saturated with moral significance.  In a review of this body of research, Hansen (2001) notes that teaching embodies both intellectual and moral dimensions, and the claim that teaching is a moral activity calls attention to teachers' conduct, character, perception, judgment, understanding, and more.  He observes the following:  "Teaching is undertaken by persons, each bringing to bear a particular understanding of what education, students, and learning are all about and each bringing into the classroom an individual character as a human being. Concepts such as  manner, style, and tact illuminate the moral importance of the person who occupies the role of teacher" (p.841). Clearly the ethical stance required of teachers is essential for other educational professionals as well.

   Cox (1982) reiterates this message in the following:  "the fact that a person is engaged in education implies that he has accepted certain moral values.  Inherent in education are such things as a liberal respect for differing opinions honestly held, accuracy in thought and expression, logical thinking, genuine feeling, and a sense of truth to be sought for and eventually found.  To these things an educator is committed by the very fact of being an educator. His stance must include them if he is to be credible" (pp.79-80).

   Our assessments reflect established criteria for the professional conduct of teachers found in NEA Code of Ethics.  Descriptions of assessments of professional dispositions are found within the assessment descriptions of individual programs.

   Many of the advanced programs have prepared program-specific statements concerning the knowledge base (and other related materials) for that program.  In addition to the items given below, see the reports to the specialized professional associations (SPA's) in Exhibit G-10.