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Advanced Preparation Programs—Beliefs

   It is important to recognize that the theme and four roles represent the portions of the conceptual frameworks and knowledge bases that are shared across the advanced professional education programs. The in-depth nature of graduate study requires substantial additional program-specific knowledge bases for individual graduate programs. These are typically framed by state and/or national standards and are presented in the disciplinary folios.

• The conceptual framework for advanced programs brings together core attributes of graduate programs across six departments. It was designed to help delineate the differences between initial and advanced professionals, building on the initial theme and then elaborating it across many realms of expertise. The theme statement "Inquiry, advocacy and leadership in education for a diverse and democratic society" suggests that graduates of advanced programs are able to go beyond educating students in their own classroom and become leaders in a variety of professional environments. Advanced programs prepare students for four roles: educational leader, reflective inquirer, collaborative community member, and student-centered professional.

• Educational leaders initiate and support the development and implementation of learning opportunities within their communities of practice. They are proactive in their approach to current and evolving needs.

• Reflective inquirers use systematic means to analyze and evaluate the relationship between their actions and student learning and growth. They are thoughtful in their decision-making and knowledgeable regarding methods of inquiry, current research and best-practice.

• Collaborative community members initiate and practice respect, collegiality, shared decision-making, and collaborative action on behalf of students and families. They support a culture of learning communities and advocacy in their professional practice.

• 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.

• Within programs focused on advanced preparation of teachers, many of the advanced programs are framed by outcomes and develop knowledge and skills supportive of the five propositions of the National Board for Professional Teaching Standards. To see the structure of this alignment, click here. Most advanced programs are also guided by state and national standards of a variety of professional organizations.

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