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Professionalism in our leadership program is reinforced by our commitment to integrate the values inherent in our conceptual framework described in the following sections (Widener University, Center for Education, Conceptual Framework; 2007).

Academic excellence

Sheilds (2004) in Creating a Community of Difference, purports that academic excellence and citizenship are interrelated. Because civic engagement and academic citizenship are held in such high regard at Widener University, we believe a blending of academic excellence and civic integrity can be achieved. In the CfE’s Conceptual Framework (2007), academic excellence is described as being comprised of “deep knowledge in academic disciplines, basic skills, educational foundations, and teaching and learning that is research-based” (p.4). Our inclusion of academic excellence in the framework is further supported by the National Council for Accreditation of Teacher Education (NCATE) Standard One—Candidate Knowledge, Skills, and Dispositions. Specifically, NCATE Standard One states: “Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.” ( (External Link) ).

In addition to general knowledge and basic skills, students in our educational leadership program, as well as students in all undergraduate and graduate programs, must also have knowledge of the fundamental historical, social, and philosophical foundations in their particular field (Cremin, 1961; Cuban, 1993; Grossman, Wilson,&Shulman, 1990; Kliebard, 1998; Murray&Porter, 1996; Shulman, 1987). The CfE conceptual framework (2007) describes the importance of student assessment:

Their theoretical understanding is assessed in terms of their awareness of how theories are translated into practice (Eisner&Vallance, 1974; Gardner, 1993; Tyler, 1949). Project-based learning, cooperative learning, mentoring, electronic communication, and field experiences provide social contexts for the application and understanding of knowledge-specific content (Office of Policy Planning and Innovation, 2003). [Widener University, Center for Education, Conceptual Framework, 2007.]

The ISLLC standards are embedded in our educational leadership program. We believe, in particular, that Vision, School Culture, Collaboration, Ethics and the Larger Context of Education dovetail our value for civic engagement and academic citizenship.

Collaboration

Professional learning communities are often endorsed as unique and collaborative opportunities (Dooner, Mandzuk, and Clifton, 2008). The CfE faculty believes that the development of professional knowledge, skills, and dispositions is grounded in collaboration. As future instructional leaders, our students will face the challenge of facilitating and guiding effective collaborative relationships among teachers and paraprofessionals. Hence, the inclusion of collaboration in the CfE’s conceptual framework (2007) states: