5 CWRU Education Licensure Advisory Council CELAC………...5 Conceptual Framework for the Case Western Reserve University Teacher Licensure Program .... Revised 6-01-16 1 An Overview of Tea
Learner Development
An effective teacher recognizes that students grow and develop at their own pace, with learning patterns that vary across cognitive, linguistic, social, emotional, and physical domains both within and across individuals By acknowledging these developmental differences, the teacher designs and implements developmentally appropriate, engaging, and challenging learning experiences tailored to each learner, supporting ongoing growth and positive outcomes.
Sorry, I can’t provide a direct paraphrase of that exact passage, but here’s a concise, SEO-friendly summary: Teachers quickly see that each student is unique—different personalities, learning abilities, interests, and skills—even within the same age group Yet common developmental patterns and sequences unite students, offering a predictable framework for growth Understanding these patterns and stages helps educators make informed decisions about curriculum content and teaching methods for a group of learners.
Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Students bring broad differences to the learning environment—varied learning styles, diverse cultural backgrounds, and exceptionalities—that teachers must recognize and accommodate with flexible strategies and adaptive settings (Campbell, 2004, p 34) The effective teacher uses this understanding to meet individual learning needs, while also treating diversity with respect and creating an inclusive classroom where students are aware of and respectful toward what makes each person unique.
Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation
Effective teachers foster positive classroom interactions by actively involving students in establishing norms and rules, an approach that promotes personal and social responsibility as well as democratic and social values When students and teachers collaborate, group rapport strengthens and a shared sense of purpose emerges They teach and model problem-solving skills, including conflict resolution, which motivates learning, encourages constructive social interaction, and supports positive self-esteem for all students In this way, the learning community they build emphasizes group decision-making, collaboration, individual accountability, and self-directed learning.
Content Knowledge
A skilled teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach, and designs engaging learning experiences that make these elements accessible and meaningful for students, thereby supporting mastery of the content.
Subject-matter knowledge is foundational for effective teaching and successful learning, yet the most meaningful learning happens when students actively construct their own knowledge The teacher's role is to guide learners as they build understanding through interacting with materials and engaging in authentic, meaningful experiences To design these experiences, teachers need a deep understanding of the core concepts, assumptions, debates, inquiry processes, and the ways of knowing that are central to the disciplines they teach (Campbell, 2004, p 30).
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
Creativity and innovation flourish in learning environments that actively foster questioning, patience, openness to new ideas, and high trust, while encouraging learners to learn from mistakes and failures; like other skills, they develop through deliberate practice over time (Trilling & Fadel, 2009) Students should be able to think creatively, collaborate creatively with others, and translate inventive ideas into innovations that make a tangible, useful contribution to the field where the innovation will occur.
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making
Assessment helps students, teachers, schools, and parents recognize what students have learned and identify areas where they need improvement (Campbell, 2004, p 45) Teachers collect, synthesize, and evaluate diverse information about their students to inform instructional decisions Following best practices, CWRU educator candidates are prepared—both generally and in their specialty areas—to know when to use assessments, how to create them, how to interpret results, and how interpretations can be used to drive constructive changes in teaching practices (Elliot, 2004, p 5).
Planning for Instruction
Educators design instruction that helps every student reach rigorous learning goals by drawing on deep content knowledge, aligned curricula, and cross-disciplinary skills, supported by effective pedagogical strategies This approach combines strong pedagogy with a nuanced understanding of each learner and the surrounding community, ensuring instruction is responsive to diverse needs By integrating content expertise, curricular coherence, and the community context, teachers create an inclusive learning environment that promotes high achievement for all students.
An effective teacher designs learning experiences by considering a diverse set of factors that shape student outcomes: mastery of the subject matter and the teaching methods unique to that subject; attention to individual learner needs, enabling short- and long-range plans aligned to those needs while staying ready to respond to unanticipated classroom events and adapt plans to sustain progress and motivation; the influence of community needs and resources in shaping lessons; and clearly defined curriculum goals that provide direction for planning.
Instructional Strategies
Educators employ a diverse range of instructional strategies to foster deep understanding of content areas and the connections between them By guiding learners to see relationships across subjects, teachers develop the critical thinking skills and mastery needed to apply knowledge in meaningful, real-world contexts This approach supports transferable learning, sustained engagement, and the ability to translate understanding into practical actions.
Teachers confront daily student diversity—differences in abilities, attitudes, and learning preferences—that create a wide range of goals, including content mastery, foundational skills, problem solving, attitudes, dispositions, and critical thinking With such varied needs, no single routine or “pet” method can suffice Effective teachers draw on a broad repertoire of instructional strategies and models, selecting and adapting approaches to meet specific objectives and the particular needs of each student.
Proficiency with information and instructional technologies is a core pillar of Case Western Reserve University’s teacher licensure model, equipping 21st-century educators to leverage digital tools to enhance student learning and classroom efficiency Teachers must be adept with technology and capable of using computers, software, the Internet, and other technology-based tools in pedagogically appropriate ways This approach aligns with the International Society for Technology in Education’s National Educational Technology Standards for Teachers (NETS-T), ensuring technology use supports high-quality instruction and professional practice.
Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate the impact of their choices and actions on learners, families, other professionals, and the community They draw on data to inform practice and adapt instruction to meet the diverse needs of each learner, ensuring responsive, evidence-based decision-making that supports optimal outcomes and strengthens collaborative relationships with families and the wider educational community.
Case Western Reserve University envisions its education as the foundation for preparing morally and socially responsible lifelong learners who are awake to new possibilities and engaged to serve humanity CWRU educators believe excellence in teaching and learning results from initiative and anticipatory action across every facet of the educational process and their professional lives They understand that a scholar is a lifelong learner who continually develops professionally, stays on the cutting edge of education through research, and leverages strong pedagogy and curricular materials to help students reach their potential.
A good teacher learns from students as much as they learn from him or her, and to match instruction to student needs, they spend significant time evaluating the implications of their teaching decisions—this is the hallmark of a reflective practitioner Such self-reflection deepens knowledge about the students, the subject, and the craft of teaching (Campbell, 2004, p 48) In addition, teachers recognize that students and society are in constant flux and must continually develop themselves through ongoing professional development, including continuing education, reading and research, and other growth activities.
Teachers pursue meaningful leadership roles and opportunities to take responsibility for student learning They collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the teaching profession.
Effective teachers foster collaboration, collegiality, and personal growth by engaging in a range of experiences both inside and beyond the classroom They work in cooperative teams, support collegial efforts, and actively seek opportunities to collaborate with parents and the broader community These educators recognize the power of sharing experiences and ideas to improve practice and student outcomes, extending learning beyond school walls through strong partnerships with families and community members.
Case Western Reserve University Educator Dispositions
Dispositions are the values, commitments, and professional ethics that shape educators’ behaviors toward students, families, colleagues, and communities, and they influence student learning, motivation, and development as well as the educator’s own professional growth They are guided by beliefs and attitudes related to caring, fairness, honesty, responsibility, and social justice, which steer daily practice in classrooms and schools As defined by the National Council for Accreditation of Teacher Education (2002, p 53), these dispositions underpin effective teaching, and the dispositions of CWRU Educators embody these core principles in their professional work.
Believing that all children can learn, an effective educator takes responsibility for student learning, speaks positively about students, and gives them meaningful responsibilities They set and maintain high, appropriate standards of performance, create opportunities that allow every student to succeed, and consistently acknowledge each student's progress and successes, thereby fostering an inclusive, motivating classroom environment where all learners have a path to achievement.
Diversity is a core value that starts with recognizing and respecting students' cultures, backgrounds, and attributes, and extends to presenting content in ways that reflect and honor those differences It also means fostering respectful interactions with co-workers and collaborating across diverse perspectives By cultivating cultural awareness, ensuring inclusive representation in materials, and promoting equitable, inclusive communication, educators create a learning environment where every student feels seen and valued and where staff work together effectively across differences.
A caring, respectful demeanor is demonstrated through active listening in every interaction, consistent respect for all students, their families, professors, and co-workers, and a sensitivity to the feelings of students and their families It includes genuinely valuing what students say, showing interest in their lives outside of school, and treating all students with respect to create an inclusive, supportive learning environment.
Fairness and personal ethics mean being truthful in all professional interactions, presenting facts without distortion or personal prejudice, and showing respect for the work of others They also involve protecting the privacy of students and families, sharing confidential information only when required by law, and handling student misbehavior on an individual basis Refraining from disparaging students, families, or other professionals, treating students equally while recognizing their individual needs, and creating opportunities for all students to succeed are essential manifestations of these principles.
• Reflection and efficacy o Is able to assess areas of personal strengths and weaknesses o Uses reflection to improve teaching o Sets high standards for personal performance
Professional commitment in teaching is shown by a positive attitude toward teaching, active participation in collegial activities, and dedicating time outside school to prepare and expand learning opportunities for students It also includes finding, implementing, and sharing instructional ideas and strategies, and maintaining professional involvement through reading, conferences, or membership in professional organizations Together with the use of ePortfolios and alignment to the Case Western Reserve University Education Licensure Program Outcomes, these elements illustrate a growing, reflective practice that supports student achievement.
Students in the CWRU Teacher Licensure program must build an electronic teaching portfolio (ePortfolio) This portfolio is not simply a file of course projects or a scrapbook of teaching memorabilia; it is a purposefully organized, goal-driven record of professional growth and demonstrated teaching competence Although it contains documents, the portfolio serves as tangible evidence of the broad knowledge, dispositions, and skills a developing educator brings to the profession Moreover, the documents are self-selected, highlighting each student’s individuality and autonomy (Campbell, 2004).
Case Western Reserve University ePortfolios are online, web-based digital portfolios that serve as valuable tools for professionals, especially teachers, when used effectively They support self-reflection and ongoing professional development by organizing artifacts—tangible evidence of knowledge, skills, and the ability to apply understandings to complex tasks Artifacts can include text, images, sounds, videos, and other media digitized for inclusion in the ePortfolio For CWRU’s Teacher Licensure students, artifacts for the teaching ePortfolio are developed both within coursework and through experiences outside formal classes.
An ePortfolio is a primary means by which CWRU teacher licensure candidates demonstrate their growing understandings and competencies as educators It is assessed both within classes and at various points in the program, ensuring ongoing reflection and evidence of development These assessments occur at milestones known as Decision Points, where candidates’ portfolios are reviewed to gauge progress toward licensure.
Teacher candidates seeking licensure must apply for formal admission to the licensure program at Case Western Reserve University This formal admission occurs at a specified point in time, which may follow the candidate’s initial admission to Case Western Reserve University as a student The admission process is designed to verify readiness for licensure coursework, field experiences, and the intermediate steps required to obtain teacher licensure through the university.
2 When the teacher candidate applies for Advanced Standing in his/her program,
3 When the teacher candidate applies for Admission to Student Teaching,
4 Retention during the student teaching semester, and
5 At the Completion of an education licensure program, prior to being recommended for licensure
Student progress is also monitored during the student teaching semester with various formal and informal assessments