Conceptual Framework

The School of Education’s Conceptual Framework guides the professional unit in achieving its mission for the College and Educator Preparation Program. The conceptual framework establishes a shared vision for efforts in preparing teacher candidates to work effectively in P-12 schools. In addition, the conceptual framework is knowledge-based, articulated, shared, coherent, and committed to professionalism, diversity, technology, and teaching professional standards.

The conceptual framework supports that teacher candidates must have proficient knowledge, skills, and professional dispositions in order to be effective, highly-qualified teachers. Therefore, the conceptual framework has been developed through collaborative efforts among the students, faculty, administration, teacher education advisory council (TEAC), and the professional community. This conceptual framework also addresses assessment, diversity, clinical field-based experiences, and best practices modeled by faculty. The vision of Tougaloo College is reflected in each component of the conceptual framework. The main goal is to produce READ teachers for the classrooms of Mississippi and the global community. Tougaloo College’s Educator Preparation Program (EPP) prepares students who are self-directed learners and self-reliant individuals capable of working effectively with students, meeting challenges and issues in our public schools.

The purpose of the School of Education at Tougaloo College is to prepare competent teachers who demonstrate both academic and professional excellence while providing distinctive leadership and service to those they teach and the school community. The School of Education believes that the four core areas in our conceptual framework support our goal and provide the basis for the vision and mission of the School.

The READ teaching model undergirds the professional base knowledge of the School’s EPP model. The knowledge bases are centered on a reflective, effective, active, and decisive self (the pre-service teacher), subject matter content knowledge, and clinical field-based experiences.