Teacher as a Responsive, Reflective Professional:
A Partner in Learning

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Teacher Education Framework (PDF file)

The Cleveland State University (CSU) Model for Teacher Education is conceptualized as “The Teacher as a Reflective Responsive Professional – A Partner in Learning.” CSU teacher education graduates are known for distinctive abilities that reflect the four knowledge bases that compose this model: Inquiry, Partnership, Contextualism, and Professionalism. As Figure 1 “The Model” indicates, the four elements of the model are related and emanate from our common beliefs about learners and the teaching-learning process. Inquiry, Partnership, and Contextualism guide the design of program elements, e.g., program outcomes, instructional strategies and activities in courses, and program evaluation.

As conceptualized, the three elements in the Knowledge base are encircled by the concept of Professionalism. The Model assumes that Professionalism is not a plateau but rather a career-long process of reflection and growth, an ongoing process whereby teachers constantly enhance their understanding of how Inquiry, Contextualism, and Partnership relate to the teaching-learning process. Finally, at the very center of the Model is the learner. CSU teacher education graduates take seriously their role in implementing and adapting the Model to a variety of instructional environments, urban and suburban, where learner diversity – measured in terms of gender, race, ethnicity, socio-economic status, and exceptionality – is often in high profile.

Counselor Education Framework (PDF file)

We believe that to be effective facilitators of human development, counselors must have a broad academic background that includes an understanding of guidance philosophy, human growth and development, counseling theory and practice, counseling interventions such as psychological and educational testing and group approaches, educational development, personal development, and career development. To be a professional program manager, the school counselor needs skills in assessing, developing, improving, and managing a counseling program. Believing that assisting all young people to develop to their maximum is our ultimate goal.

School Administration Framework

The conceptual framework developed by the College of Education of Cleveland State University to train administrators and supervisors is "The Administrator as a Visionary Practitioner." This model emphasizes a different way of thinking; a new paradigm that views human behavior as influenced by its context emphasizes diversity, change and ambiguity and challenges the notions of objectivity, control and bureaucratic rigidity. It calls for educational organizations characterized by shared leadership, a sense of community, and a concern for meaning and dignity.

Doctoral Program Framework

The Ph.D. Program in Urban Education addresses the core knowledge required to exercise leadership in an urban educational environment, whether one’s role is teacher, counselor , administrator, or policy specialist. Advanced study set forth in the knowledge bases for the teacher, counselor, and administrator programs of the college undergirds each of the specialty areas. The knowledge bases are: Research Skills, The Urban Perspective, Social Context of Urban Education, The Urban Learner, Organizational Change and Development.