Conceptual Framework

Here at Taylor University Fort Wayne, our goal is to develop competent, caring and reflective teachers who are prepared for world service. We accomplish this with applied learning outside of the classroom, we allow students to tutor and interact with children in preparation for their life’s career.

Developing Competent, Caring, and Reflective Teachers Prepared for World Service

The goal of the Taylor University teacher education program is to develop competent, caring and reflective teachers prepared for world service. The goal is congruent with the purpose of the university and is reflected in the following mission statement of the Department of Education.

The TUFW Department of Education provides students with rigorous professional preparation in the areas of elementary and secondary education. This occurs within a reflective framework of evangelical Christian values that integrates faith with liberal arts and professional training. Students will be equipped and empowered to have a profound influence on the educational growth of the students they teach in public, private, and/or international school settings.

Realizing that the preparation of the teachers is a university-wide responsibility, the Department of Education cooperates and collaborates with all other departments to ensure the development of high-quality general education and major fields of study. This comprehensive liberal arts curriculum structured within the general education requirements provides the foundation for subject-matter competence as well as life-long learning, leadership, and continued growth in the teaching profession.

Interwoven into the professional preparation program is the demonstration of excellence in teaching as well as the emulation of the servant-leader model by faculty. As a result, students will be equipped to meet the needs of a diverse, pluralistic, global community. Our goal is to develop students who are competent, caring, and reflective teachers prepared for world service.

Considering the mission of the program, the teacher education faculty have articulated a statement of beliefs. From these beliefs grows the model for developing competent, caring, and reflective teachers prepared for world service. This goal occurs within the Taylor University framework that integrates faith and learning and is symbolized by the cross and crucible. The cross in the model represents the chosen symbol of Christianity and serves as a reminder of Christ’s sacrifice for mankind. The crucible is a symbol of learning. The words "integration of faith and learning" emphasizes the Teacher Education and institution goal of integrating faith and learning throughout the educational process.

The design of the curriculum reflects the belief that competent teachers possess personal qualities and attitudes that facilitate the learning of all students; general education skills that provide for breadth and coherence of intellectual understanding; ethical and moral dispositions related to an integrated Christian world view; a demonstrated knowledge of subject matter which provides a comprehension of and appreciation for their academic major; and professional skills related to teaching all students, life-long learning, communication techniques, technology, inquiry, critical thinking, problem solving and the management of instruction. These five domains—personal, general, ethical, subject matter, and professional—encompass the teacher competencies required for effective world service.

Caring and reflecting are program components interfacing with each competency domain. Caring teachers are learner-centered and strive to serve the intellectual, social, emotional, and physical needs of each student. The educational program they provide facilitates the learning and growth in students by teaching to students’ individual needs and learning styles. Positive relationships are established with students and time is taken to know their students’ personal interests and backgrounds (Vogt, 2002; Thomas, 2002; Wynne & Ryan, 1997; Noddings, 1995; Kohl, 1984). Reflective teachers are thoughtful individuals intrinsically motivated to analyze a situation, set goals, plan and monitor actions, evaluate results, and reflect on their own professional thinking. Teachers also consider the long-term social and ethical implications of the decisions. Christian ethics and democratic principles guide the reflective teacher’s actions. The goals of the reflective thinking and action are to enhance the likelihood of success for all students and to stimulate the professional growth of the teacher (Birmingham, 2004; Yost, Sentner, & Forlenza-Bailey, 2000; Colton & Sparks-Langer, 1993; Vandenberg, 1990; Ashton & Webb, 1986; Tom, 1984). Caring is strongly related to faith and reflecting to learning. These characteristics are codependent, however, and both interrelate with each of the five competency domains.

TUFW's most enduring quality is its emphasis upon service which is symbolized by the towel given to each graduate during the commencement ceremonies. The towel is a symbol for service to God and humanity. Students who demonstrate servant leadership, competence, caring and reflection are equipped to achieve the ultimate program goal of becoming a teacher prepared for world service. The Taylor education program emphasizes a global perspective that values the contributions of a diverse society.

The TUFW education program is undergirded by the Taylor University mission, INTASC Principles, DPS Developmental Standards and Content Standards, and guidelines of learned societies. Through coursework and field experiences, teacher education candidates are provided opportunities to gain information in the knowledge base and in each of the five domains of personal, general, ethical, subject matter, and professional competencies. Primary and intermediate competencies are identified for each of these five domains. These objectives are intended to be consistent with the stated goals and purposes of the university. They are also designed to be in accordance with the laws of Indiana and the standards for teacher education as set forth by appropriate learned societies and state, regional, and national accrediting agencies. They evolve from the educational faculty’s perception of the role and nature of competent, caring, and reflective teacher in a wide variety of school settings such as public, private, and international schools.