School of Education Conceptual Framework
PREPARING EFFECTIVE TEACHERS FOR DIVERSE LEARNERS

The conceptual framework of Dalton State College’s School of Education (hereinafter referred to as the “unit”) consists of its vision, mission, philosophy, and commitment to the preparation of effective teachers for diverse learners.  The unit’s framework serves as a blueprint for the development of future teachers, providing the foundation for the knowledge, skills, and dispositions which we believe are integral to the achievement of our mission and outcomes. The Dalton State College faculty, along with public school partners, work collaboratively to prepare competent, collaborative, caring, and reflective teachers to effectively teach students from diverse populations. 

HISTORY

A partnership was initiated in 1983 between West Georgia College (now the University of West Georgia) and Dalton Junior College (now Dalton State College) to offer a teacher education program in Early Childhood Education designated as the Dalton External Degree Program.  In September 1998, Dalton State Junior College was authorized to begin developing its first bachelor’s degrees, and in November the institution’s name was changed to Dalton State College. 

The conceptual framework model that was adopted and implemented in fall 1998 for both the University of West Georgia in Carrollton and the Dalton program was reviewed by the Education faculty. In order to adjust to the difference in governance, the Education faculty refined the conceptual framework.  In 2006, recognizing that the framework guides the assessment system, the faculty reviewed assessments to ensure alignment with the framework and agreed to modification and refinement in the design of the assessment system.  The faculty continually evaluates and assesses the conceptual framework and the assessment system.

Dalton State College received developmental approval for the Early Childhood Program and ESOL Endorsement in March 2007, and at that time a decision was made by the faculty to change the conceptual framework.  The unit and representatives from Dalton State College’s Schools of Liberal Arts and Science and Mathematics met in spring 2007 to develop the mission, beliefs, and unit goals as part of the conceptual framework.  A “summary conceptual framework” was written by the unit to submit with the new secondary mathematics and biology programs to the Georgia Professional Standards Commission in fall 2007. 

Beginning in fall 2008, the unit began the process of further analyzing and revising the conceptual framework.  Input was gathered from school partners, faculty from the Schools of Liberal Arts and Science and Mathematics, to determine what the unit believes is critical to the success of beginning teachers and what proficient teacher candidates should exhibit upon program completion.  The revised conceptual framework emphasizes candidate knowledge of content and pedagogy, as well as, competency in the areas of caring, reflection, and collaboration.  The works of Banks, Cummins, Friend, Gardner, Glasser, Marzano, Nieto, Nodding, Piaget, Spring, and Vygotsky are a few among those which have guided the development of the model.