The education program’s conceptual framework: “Preparing Caring, Reflective Teachers for a Changing World” establishes the foundation that ensures the coherence of curriculum, instruction, field experiences and assessments across the teacher education preparation program.  The graphic shown to the left provides a visual representation of the conceptual framework for the secondary education program at Presentation College.  It provides a productive catalyst for discussions that affect the core values of Presentation College’s education program and through continued conversations, will be an evolving concept. 

Presentation College’s conceptual framework can be organized into three domains:

Academic Excellence.  In pedagogical and content knowledge through scholarly inquiry and guided practice.  The teacher candidate will develop mastery of content knowledge and an understanding of the learning process.  In addition, they will understand how students learn and develop, cognitively, physically, and affectively and how students differ in their approaches to learning.

Reflective Analysis.  Presentation College views reflection as a key component of the teacher-candidates’ growth process whereby they can review their experiences and transfer their learning to new situations. 

Christian Values/Service.  Presentation College fosters gospel values as behavioral principles.  Catholic ethical principles respecting life at all stages are fostered in instructional and student life situations throughout all Presentation College campuses.  In response to the call for responsiveness to God and Community, 20 hours of volunteer service per year is part of the Presentation College learning experience.

Presentation College Education Goals

1.  The teacher-candidate will communicate effectively in verbal, nonverbal, and written forms, and use appropriate interpersonal skills in communicating with students, family members, school personnel, and the community.

 2.  The teacher-candidate will learn the importance of becoming engaged citizens and to model characteristics of leadership and service that respect the diverse needs of others.

3.  The teacher-candidate will hold a strong foundation in general education, content knowledge, pedagogical knowledge, and demonstrate a commitment to life-long learning.

4.   The teacher-candidate will develop curriculum, use a variety of instructional techniques and use effective assessment evaluation strategies.