The Unit's Conceptual Framework statement includes the integration of four iconic, knowledge and research-based themes that are foundational to the conceptual framework for the preparation of teachers and other school personnel at Southern University as represented in the conceptual framework logo. These are best practices, critical thinking, multicultural perspective, and global perspective. Teacher graduates are expected to demonstrate knowledge of the major concepts, principles, theories, values, methods of inquiry, and uses of technology in the content they will teach. They also are expected to show understanding of relationships between the technical (pedagogical and behavior management techniques) and normative (social, political, and cultural) aspects of schooling. Additionally, they show evidence of attitudes and dispositions consistent with accepted modes of behavior in American society.
The Unit establishes the conceptual framework as the cornerstone of all programmatic initiatives related to the preparation of teachers and other school personnel in programs offered by the college, at the initial and advanced levels of preparation. Aligned with the National Standards of The New Teacher Interstate Consortium (INTASC), National Board for Professional Teaching Standards (NBPTS), Louisiana Content Standards, and other related professional standards, the four knowledge and research-based icons of the conceptual framework spun four institutional standards for the preparation of teachers and other school personnel in the College Of Education. Consistent with the research-based themes, the institutional standards are articulated subsequently:
- The teacher and other school personnel understand how children learn and can demonstrate best practices (a variety of learning and instructional strategies) for teaching and classroom management;
- The teacher and other school personnel create learning opportunities that encourage student's development of critical thinking, problem solving, and performance skills;
- The teacher and other school personnel can design and adapt instructions to and meaningfully engage learners from a multicultural perspective to ensure that all children learn regardless of their special uniqueness; and
- The teacher and other school personnel can foster learning in technology-rich environments that encourage learner participation in the worldwide web of information proliferation to nurture a global perspective and a sense of connectedness with the international community.