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School of Education Conceptual Framework


CALL: Collaborating•Applying•Leading•Learning



A conceptual framework is a set of guiding principles that are shared by students, faculty, administrators, and staff in the School of Education Unit.  The School of Education, secondary education programs in the School of Arts and Sciences, and the Communication Disorders program in the School of Health and Human Services represent a diverse array of individual programs and goals.  Thus, the Conceptual Framework gives structure and consistency to the ideals of all. CALL, the School of Education Conceptual Framework, reflects the work that our students, faculty, administrators, and staff do daily as they apply their professional capacities in service of promoting the learning and development of youth and adults as well as making the world –  and the world of education, professional practice, and health care – a better place. Each letter of CALL represents a different construct of the Conceptual Framework. Together, they call all of us in the School of Education Unit to be mindful of the significance of what we do.

Collaborating within and across diverse contexts

Our faculty, students, administrators and staff demonstrate the skills, experience, and mindsets (professional dispositions) to work within and across the multicultural and increasingly technological contexts of the 21st century global society. Our faculty, students, administrators, and staff work collaboratively within and across diverse communities at the university as well as locally, nationally, and internationally. As a matter of equity and social justice, they conduct their work in a professional, fair, and ethical manner to promote the learning, health, and development of all students and clients.

Applying Skills to Impact Learning and Development

Our faculty, students, administrators and staff demonstrate well-developed content knowledge and skills specific to their individual professions.  They draw on both their knowledge and skills to positively impact the learning and development of all children in schools, individuals within agencies and higher education, and/or clients and patients receiving health care or counseling. Faculty and students demonstrate the ability and willingness to: engage in effective planning; develop measurable outcomes; thoughtfully differentiate instruction/care; personalize professional practice; appropriately assess for understanding and growth; interpret data accurately and use findings in decision-making; reflect on practice; and, embrace and readilyemploy emerging technologies.

Leading for Excellence

Our faculty, administrators, and staff model to students the values, attitudes, and skills necessary to act ethically and effectively as leaders in their professions.  Our students exhibit and encourage communication excellence, professional dispositions, and positive pro-social behaviors.  Our students demonstrate competency in evidence-based decision making.  They can articulate how people work and interact together within an organizationand identify the ways in which individual actions impact different systems.  Faculty, administrators, staff, and students lead for excellence by advocating and engaging in actions that help guide children, clients, patients, other professionals, and the broader community.  Students continually pursue excellence in foundational and more advanced skills so they, too, can become leaders for their profession.

Learning Through Inquiry, Experience, and Reflection

Our faculty, students, administrators and staff are learners who value, and strive for, pedagogical, professional, and scholarly practice that is premised on research-based evidence, personal reflection, and authentic experience in their professions. They are fluent in their professional knowledge and skills, and they exhibit the characteristics of learners who are continually and constructively curious. Moreover, they are able to recognize and communicate connections that exist with other disciplines. Their behavior, habits, and speech are respectful and supportive of the knowledge, activities, circumstances, and experiences of those they work with and serve.