Conceptual Framework


The College of Education at Tennessee Technological University is committed to the preparation of educators and other school professionals who will work in P-12 schools at the initial, continuing, and advanced licensure levels. The central theme of conceptual framework describes a graduate as a Competent, Caring Professional for a Diverse, Technological Society supported by the domains of knowledge, performance, and dispositions.


The knowledge domain includes the general education courses reflecting theoretical and practical knowledge in communication skills, humanities and the arts, social science and culture, science and technology, and mathematical concepts and applications and subject matter or discipline-specific courses. The performance domain emphasizes professional and pedagogical knowledge, the understanding of the affective needs of students in the learning environment, the teacher's role in improving student performance in the classroom, the collection and analysis of assessment data, and the teacher's ability to provide and adapt instruction to meet the needs of individual students. The dispositions domain reflects the values, commitment, and professional ethics of the candidate and includes scholarship, communication, collaboration, responsibility, respect, and reflection.


Institutional Standards

The institutional standards provide the guiding network for the collection of evidence that prepares candidates for teacher, school counselor, school psychologist, school library information specialist, reading specialist, and educational administrator licensure who:

  • Demonstrate scholarship in subject matter, understand tools of inquiry, and effectively integrate learning across the curriculum. [knowledge, performance]
  • Communicate effectively, using verbal, nonverbal, and media techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. [dispositions]
  • Demonstrate positive relationships and collaborate effectively with partners in the educational process. [performance, dispositions]
  • Accept the responsibility to provide a supportive, safe, and technologically integrated environment and to facilitate learning in ways that promote critical thinking, problem solving and intellectual growth. [knowledge, performance, dispositions]
  • Establish an atmosphere of respect and create an environment conducive to learning that considers the values, backgrounds, and learning needs of individual learners. [performance, dispositions]
  • Engage in reflection that leads to appropriate professional behavior, effective educational decision-making and a commitment to lifelong learning and professional growth. [dispositions]
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