Assessment System
The candidate portal assessment chart and the unit operations evaluation chart illustrate who has responsibility and at which points for the collection, evaluation, aggregation, reporting, review, and/or action related to each candidate assessment within each portal or division. These graphics provide visual timelines supportive of the systematic collection, analysis, and reporting required by the assessment system.
Conceptual Framework
LSU's conceptual framework, the knowledge-based foundation which describes the unit’s intellectual philosophy, reflects a shared vision throughout all programs preparing P-12 educational professionals. LSU’s professional education and content-area faculty, both university faculty and P-12 partners, view frameworks as fluid documents to be continuously modified. The current conceptual framework is the result of such modifications.
Past frameworks stemming from the early 1990s served as foundations for the unit’s continued emphasis on reflective practice. The current framework extends and enhances this emphasis with an ongoing awareness not only of the self emerging as professional in the world of practice amidst diverse socio-cultural contexts, but also of praxis, the competence to identify and apply appropriate pedagogical interventions based on sound, reflective interpretations.
The shared vision is brought into being by developing practitioners who have a strong set of core beliefs and who are themselves effective professionals, reflective practitioners, and inquiring pedagogues. All programs at LSU which prepare P-12 educational professionals are committed to producing graduates who are reflective in practice, actively engaged in the rich research tradition of the university, and are highly skilled in using sophisticated approaches for educating a diverse population in a complex and interdependent world. Preparing for a complex world that has become ever more interconnected and interdependent, largely through advancements in technology, the acquisition of skills in technology and social cooperation are increasingly important features and therefore integral strands in the embodiment of the conceptual framework.
Every graduate is expected to be not only a professional, but also an effective change agent: one who is steeped in the history and sociology of schooling, knowledgeable about current legal issues and governmental policies, and open to diversity. The unit’s primary purpose---guided by its beliefs in providing all people an opportunity to learn, in active participation in a democratic society, and in commitment to life-long learning---is the preparation of highly qualified, competent, caring teachers, administrators, counselors, and human service professionals for elementary and secondary schools. The ideal P-12 school professional is one engaged in praxis, that is, one who is grounded in content knowledge and pedagogical knowledge; who uses these understandings as a basis for action; and who recursively draws from experience to enhance this multi-faceted knowledge base.
The unit’s conceptual framework is neither static nor permanent. It is, rather, a guiding vision to be continuously reviewed and refined as it shapes candidate outcomes, courses, field experiences, clinical practice, instruction, and assessment.
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