The graphic depiction of the 教育学院's conceptual framework includes compass points, 表示理解点.

这些理解包在一个半圆里, 谁代表教育学院, 包括教师, 工作人员, 学生, 校友, 社区成员. 

概念框架主题

• 能力 refers to content and professional knowledge and skills that candidates accrue and effectively apply in their specialized fields to improve the learner, 学习, 以及以学习者为中心的环境.
• 经验 refers to classroom and field-based experiences designed to increase candidate proficiencies through practice guided by competent faculty and reflection. 
• 社会正义 refers to an understanding of the value of individuality and diversity in educational environments as well as in the larger community. 

概念框架是建立在

共同愿景

School and agency personnel are viewed as full partners in the candidates’ 学习 process. Our commitment to field experiences requires that candidates combine their knowledge and skills with dispositions and behavioral norms necessary to be successful professionals.

The 教育学院 prepares candidates who support schools and agencies in producing learners who will be contributors to the global community. 要想成功, 这些学习者必须有文化, informed contributors who possess the knowledge and skills to function within a democratic society.

There exists a traditional American causal connection between formal education and the creation of good citizens for this democratic society (Delli, Carpini,& Keeter,1996; Noddings, 2005). The 教育学院 strives to produce educators who can meet the challenges of the 21^_st 世纪学习者.

一致性

“Bonaventure”翻译过来就是“美好的旅程”.” The 教育学院 seeks to provide a foundation of values for candidates to carry through their professional journeys. The conceptual framework rests within the greater mission of the University.

建立在传统之上, 方济各会的遗产是强调所有人的尊严, 多样性的价值和追求有意义知识的终身旅程.  It is the School’s goal to produce graduates whose contributions reflect Franciscan beliefs, 包括社会公正.

评估

The conceptual framework is assessed in multiple ways throughout the unit. 学生表现的大量数据收集正在进行中. These data are analyzed and aggregated for continuous program review and improvement.

教师调查, 校友, and P-12 community partners provide valuable insight about the extent to which our 学生 have met the conceptual framework goals in their coursework, 实地实习和就业.

职业承诺和性格

The 概念框架 embodies desired candidate dispositions in the three themes of 能力, 经验, 与社会正义.

能力

专业人士:

• 使用反思模型来改进专业实践;
• are open to using a variety of tools, including technology and communication formats;
• demonstrate professionalism in interactions, appearance, and behaviors; and
• 相信数据驱动决策的效用.

经验

专业人士

• 接受反馈并进行反思练习;
• create 学习 environments based on research and best practice; and
• 积极参与学习团体.

社会正义

专业人士

• demonstrate respect for the diversity, dignity and worth of individuals, and
• create effective 学习 environments that recognize the strength of a unified community while affirming diversity in all its forms.

对多元化社区的承诺

圣公会的核心价值观. 博纳旺蒂尔大学 任务 Statement include Community and Individual Worth. Inclusiveness has always been a key disposition of the Franciscan tradition and the Bonaventure culture.

The University has long cherished its diversity and has welcomed and celebrated the contributions of those individuals of differing race, 种族, 性别, 语言, 宗教, class, 性取向, 年龄、智力和体能.

The continuing work of the Diversity Action Committee reflects the University’s efforts to support change in a number of areas, 包括改变课程, 认识到权力和多样性的问题, providing workshops emphasizing tolerance and respect for diversity for all University 工作人员, and even helping to provide community services and products that a more ethnically diverse population needs. 我们的农村地理位置阻碍了增加多样性的努力. 然而, 这所大学想招聘教员, 来自弱势群体的教职员工和学生.

教育学院的教员提倡课程的多样性, 准备候选人在包容的环境中工作. 与学习者互动时, candidates are respectful of and sensitive to cultural and racial differences; appreciative of bilingual ability; protective of the educational rights of learners; and committed to meeting the needs of all 学生.

Effective educators strongly believe that all 学生 can learn (Landsman, 2006; Wolk, 2003). 基于他们对学习者的认识和学习的原则, candidates design experiences with appropriate expository and expressive activities and environments that provide suitable challenges and supports for all learners/clients (Lambert & 麦克白,1998).

他们应用适当的评估和评价来监测进展. Reflecting on their work leads to comparing the intended results with outcomes. Analyzing and synthesizing results leads to acting on assessment data in order to improve outcomes (Costa & Kallick, 2000; Cushner, 1992; Davidman & Davidman, 1997).

Educators use their communication skills to ensure that the 学习 environment is one of support, 有爱心的, 信任和强烈的归属感和社会正义感(科克伦-史密斯), 1999; Poplin & 里维拉,2005). Additionally, educators build 学习 communities that help all members to reach their potential.

对技术的承诺

科技在教育学院无处不在. It is integrated throughout the undergraduate program and is a core requirement for all graduate candidates. Candidates thoroughly explore the appropriate uses and ethical practice of technology in various environments.

候选人学会协助, 但不要成为这项技术的“守护者”, to experience using technologies to mediate 学习 for and with children. Technology enables candidates to collaborate with each other, community partners and faculty. (Herrel & Fowler, 1998; Hiede & Stilborne, 1999; Moore, 1991; Strickland, 1997; Wang & 帕特森,2005 - 2006).

候选人的熟练程度符合专业和国家标准  

Individual programs within the unit utilize standards of their respective professional associations to drive program development.

本科课程	专业标准
幼儿教育	全国幼儿教育协会
小学教育	国际儿童教育协会(ACEI)
体育课	健康和体育教育者协会
特殊教育	特殊儿童委员会(CEC)
研究生项目	专业标准
青春期教育	全国数学教师委员会 美国科学教师协会 全国社会研究委员会 全国英语教师委员会(NCTE) 美国外语教学委员会(ACTFL)
教育顾问	Council for 认证 of Counseling and Related Educational Programs (CACREP)
全纳特殊教育	特殊儿童委员会
教育领导	教育领导组成委员会(ELCC)
读写能力	国际扫盲协会(ILA)