Conceptual Framework

Global Competencies

Global Competencies involve in-depth exploration of global cultures through making global connections to tackle global challenges. They represent meaningful growth of learners’:  knowledge, skills, cultural participation, empathy, and capacity for understanding complexities and contradictions. Learners’ proficiency matures through collaborative projects involving them with people from regions and nations other than their own, largely aided by new technologies. The role of the teacher is to create settings in which learners experience multiple perspectives, participating with them in inquiry, dialogue, and action.1 Development of Global Competencies is an approach to pedagogy, not a curriculum topic. Globally competent people demonstrate the ability to connect, collaborate, and create meaningful products or artifacts with others throughout the world.2


1Dr. Bobby Hobgood, Director of Teacher Development, LEARN NC – UNC School of Education, University of North Carolina, Chapel Hill. Globalizing Your Classroom, PowerPoint presentation, n.d. Retrieved November 19, 2013 from http://21stcenturyisnow.wikispaces.com/file/view/globalizing+presentation.pdf


2Flattening Classrooms, Engaging Minds,   Julie Lindsay and Vicki A. Davis, Pearson, 2013 pp. 3-4.


21st Century Skills

Educating America’s children in the 21st century has and will continue to be greatly influenced by global variables that will profoundly change what we teach and how we teach.  In the past decade, educators, business, and government leaders have come together and collaboratively advanced that, in addition to the 3Rs, national and state standards driving curriculum development must address the 4C’s: creativity, communication, collaboration, and critical thinking (www.p21.org).  


Equity and Diversity

The paradigms and the practices utilized in training teacher education candidates far exceed and attributive approach to addressing equity and diversity (Banks and McGee Banks, 2012).  We hail our heroes and celebrate our holidays; however, we are deliberate in providing multiple opportunities for our teacher candidates to experience the competencies that will enable them to function as culturally responsive educators (Gay, 2010).  Teacher education candidates should be able to demonstrate the ways by which their approaches to instruction accommodate for and build upon the cultural capital (Franklin, 2004) and funds of knowledge (Gonzales, Moll, and Amanti, 2005) that all learners bring to the classroom.  Furthermore, our teacher education candidates create learning environments that promote a commitment to and respect for equity and diversity in all its forms – racially, ethnically, linguistically, and cognitively.


Banks, J. & C. McGee Banks. (2012). Multicultural education: Issues and perspectives (8th ed). Hoboken, NJ: John Wiley and Sons.


Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed).  New York, NY: Teachers College Press.


Gonzales, N. Moll, L., and Amanti, C. (2005).  Funds of knowledge: Theorizing practices in households, communities, and classrooms. New Jersey: Lawrence Erlbaum Associates.



The Whole Learner

Educating the whole learner requires that teacher candidates work in tandem with its local school districts and professional development schools to instill an understanding of healthy lifestyle practices in learners, design physically and emotionally safe classrooms that encourage learning, promote active engagement of P-12 learners through activities that connect the school with surrounding communities, recognize the importance of functioning as a caring adult to support student growth through individualized instruction, and prepare P-12 learners for college and career readiness by challenging them to succeed in global contexts.


Association for Supervision and Curriculum Development. (2007).  The Learning Compact Redefined: A Call to Action A Report of the Commission on the Whole Child. Arlington, VA.: ASCD.


Eisner, E. (2005).  Reimagining Schools: The Selected Works of Elliot W. Eisner.  NY: Routledge.


Domain I: Academic Content Knowledge & Planning for Learning

The teacher candidate will demonstrate the ability to:

  • Acquire academic knowledge of content areas taught in schools to develop all P-12 learners’ understanding and performance in those areas
  • Know and use state and national standards and NJCCCS curriculum as the framework for planning
  • Understand the components of effective teaching by using one of the research-based paradigms, as approved in NJ
  • Plan instruction appropriate to the diversity, skills, and real needs of all P-12 learners in the classroom
  • Specify learner outcomes in clear, concise objectives and align the objectives to authentic and varied assessments
  • Incorporate a range of evidence-based instructional strategies, resources, and technological tools that promote skill in cross-cultural communication/collaboration and appreciation of global perspectives
  • Organize learning tasks around complex questions about key content concepts that stimulate exploration, curiosity, and deep engagement
  • Demonstrate the ability to provide quality academic content instruction to all P-12 learners in clinical settings


Domain II: Environments for Learning


The teacher candidate will demonstrate the ability to:

  • Create a supportive, positive, flexible physical environment that promotes social interactions and engagement through active learning
  • Build positive relationships with all P-12 learners and use information about their backgrounds, needs, and interests to personalize learning experiences and foster motivation
  • Plan collaboratively with all P-12 learners to develop a classroom management system, rules, routines, and procedures that maintain a safe and supportive learning environment
  • Establish a culture of learning that promotes respect, independence, and collaboration
  • Collaborate with school professionals to create inclusive and culturally responsive environments that reflect the school, local, and global communities
  • Enlist parental support for instruction and reinforcement of appropriate behaviors in the home setting
  • Demonstrate the ability to create a high quality learning environment in clinical settings


Domain III: Instructional Practices for Learning


The teacher candidate will demonstrate the ability to:

  • Personalize pedagogical practice to advance all P-12 learners’ understanding, based upon determination of P-12 learners’ strengths, needs, interests, and experiential backgrounds
  • Incorporate real-world learning tasks that provide experiences in problem-solving for all P-12 learners that include creativity, critical thinking, communication, collaboration, and fluid integration f technology
  • Prepare all P-12 learners to synthesize and to transfer their knowledge and skills across a variety of content areas so they can apply their learning in real-world problem-solving contexts and situations
  • Model for all P-12 learners how to monitor their own understanding, by using self-reflection and introspection
  • Use multiple and authentic measures to assess all P-12 learners’ knowledge of New Jersey, district, state, and national standards and outcomes
  • Provide all P-12 learners timely and informative feedback regarding their academic progress and identify strategies to advance their future learning
  • Use individual and class assessment data to guide instruction in clinical settings


Domain IV: Professional Dispositions and Values for Learning


The teacher candidate will demonstrate the ability to:

  • Provide instruction based upon the belief that all P-12 students can learn
  • Value, collect, and maintain accurate, confidential student assessment data and reports to guide instruction
  • Maintain an ongoing commitment to the profession of teaching by reflecting individually and collaboratively upon a variety of best practices to accomplish positive student growth outcomes
  • Model a commitment to educational excellence through reading, research, and other modes of professional development
  • Develop a repertoire of appropriate strategies to enhance the teaching and learning process in clinical settings


Domain V: Networks for Learning


The teacher candidate will demonstrate the ability to:

  • Model a variety of face-to-face and digital networking tools and strategies to support the engagement of all P-12 learners in collaborative, creative problem-solving activities
  • Collaborate online and in person with families, school professionals, businesses, and/or professional and community organizations to promote learner growth and development and their own professional development
  • Engage in global, cross-cultural communication and collaboration by integrating technological tools and resources, both within and beyond the classroom and school
  • Work effectively with other educators and school personnel in clinical settings to make decisions, craft consensus, and achieve agreed-upon goals that incorporate technology use
  • Develop the ability to utilize digital and online instruction to enhance the teaching and learning process in clinical settings

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