Arkansas Tech University Unit of Education –
Conceptual Framework
“Professionals of the 21st Century”
Our Vision:
Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a
professional commitment to impact learners in diverse and evolving learning communities.
Our Mission:
The mission of our Educational Unit at Arkansas Tech University is to positively impact student
learning by educating, sustaining, and nurturing professionals who interact within dynamic
educational systems through research-, performance-, and standards-based preservice and
graduate education programs.
We will do this by modeling best practices, by being committed to continuous learning and
purposeful reflection, and by working collaboratively with internal and external constituencies.
This mission statement is directly aligned with the mission of Arkansas Tech University.
Excerpts from the mission statement of Arkansas Tech University are included below (The
statement may be viewed at http://www.atu.edu/about.shtml.).
Mission Statement--Arkansas Tech University a state-supported institution of higher
education, is dedicated to nurturing scholastic development, integrity, and
professionalism. The University offers a wide range of traditional and innovative
programs which provide a solid educational foundation for life-long learning to a diverse
community of learners.
The mission of the unit is founded upon a set of core values, which, in turn drive the
conceptual framework, which guides the development of programs and the delivery of courses
within each program. The core values are born of our consideration for our goal of excellence in
teaching, which is related to the “primary” function of Arkansas Tech University; the
examination of established national, state, and unit standards for teaching and learning; and the
review of curriculum experiences and expectations in all programs with a vision of “impacting
learners in diverse learning communities.”
Our Philosophy, Purposes, and Goals:
The Educational Unit at Arkansas Tech University provides several undergraduate and
graduate professional education programs designed to positively impact student learning through
the preparation of Professionals of the 21st Century. Due to the variety of programs offered to
accomplish this mission, the Educational Unit has actively, consistently, and collaboratively
worked with a variety of stakeholders in the learning community to determine what our core
values should be to anchor the unit, the expression of these core values in our vision and mission,
the programs within the unit, and the assessment throughout. We believe these core values to be
central in our vision of “impacting learners in diverse learning communities” and in preparing
Professionals of the 21st Century to do just that. These core values are lasting beliefs that when
adopted by our students as their own will assist our graduates in becoming “professionals who
interact effectively within dynamic educational systems to impact learners in those diverse
learning communities.”
The core values are the context for how professional, state, and institutional standards are
addressed within the programs as we prepare Professionals of the 21st Century. The core values
direct the development and refinement of programs, courses, design of instruction, research,
service, and assessment. Our assessment of student learning (both of our students and the
students they work with) then drives the process in the other direction to assist us in improving
each of the aforementioned factors and in revisiting and/or the reconsideration of the outworking
of these core values within our students. The core values include the following statements of
belief:
1. All human beings grow, develop, and learn.
2. Educational processes have discipline-specific key components.
3. Educational practices are systemically coherent and developmentally appropriate to
produce a quality P-20 community.
4. Educators are moral and ethical professionals that are contributing members of the
educational community.
5. Educators focus on maximizing growth, development, and learning opportunities for
all students.
6. Educators continually assess student learning outcomes.
Founded upon these core values our mission, vision, and conceptual framework –
Professionals of the 21st Century, have been developed. The framework emphasizes the
Professional of the 21st Century as a continuously learning individual with a strong and
developing knowledge of school systems and culture; with an increasing level of content and
pedagogical knowledge, skills, and dispositions; with a strong and growing liberal arts
background; and with growing expertise concerning developmentally appropriate practices. As
candidates progress through their undergraduate preparation and as they then pursue their
graduate preparation, these areas of expertise are expected to grow. Ultimately, this preparation
is centered-upon the improvement of student learning.
This framework agrees with the expressed mission of Arkansas Tech University. By
considering our students as life-long learners (continuous learning professionals), and by
assessing our students’ knowledge and skills carefully and consistently, the mission of Arkansas
Tech University and the mission and vision of the Arkansas Tech University Education Unit are
aligned. Further, the fulfillment of our mission by modeling best practices, by being committed
to continuous learning and purposeful reflection, and by working collaboratively with internal
and external constituencies not only serves in the preparation of our candidates as Professionals
of the 21st Century but improves our teaching and learning environments as well, which are main
functions of Arkansas Tech University.
To summarize, the Professional of the 21st Century is a continuously learning expert with
a(n):




Increasing Level of Content and Pedagogical Knowledge, Skills, and Dispositions;
Strong and Growing Liberal Arts Background;
Growing Expertise Concerning Developmentally Appropriate Practices; and
Strong and Developing Knowledge of School Systems and Culture.
These four foundations are unified through the following factors:
 Diversity
 Leadership
 Oral and Written Communication
 Technology
 Purposeful Reflection
 Parents and Community
In other words a strong and developing knowledge of school systems and culture should
include the understanding of the diversity within the school systems and culture, leadership
structures and processes within the school systems and culture, the key role of technology in the
school systems and culture, and so forth. An increasing level of content and pedagogical
knowledge, skills, and dispositions should include emphasis upon issues of diversity, technology,
oral and written communication, and so forth. The emphasis of these same unifying aspects
throughout each of the four foundations of the conceptual framework is present and is evidenced
in each separate program that seeks to prepare Professionals of the 21st Century. As our
candidates progress through each program (undergraduate through graduate) their expertise in
these aforementioned unifying forces and foundations should continually grow.
These key unifying forces and the aforementioned four foundations are evidenced in each
program via the particular program standards and the assessments of our students based upon the
program alignment with these respective standards. For example in the undergraduate teacher
education program, the Arkansas Standards/Principles for Beginning Licensure and the Pathwise
Criteria (both of which are founded upon the INTASC Standards) along with the National
Education Technology Standards adopted by the Arkansas State Department of Education are
considered the Benchmarks from which we determine whether or not our students have: 1.)
Adopted the core values evidenced in the conceptual framework, 2.) Provided appropriate
evidence to demonstrate their expertise concerning the four foundational aspects of the
framework, and 3.) Provided sufficient evidence to demonstrate an expertise concerning the
aforementioned unifying aspects. In alignment with our ultimate focus, which is Student
Learning, the INTASC-based standards and criteria provide benchmarks for determining if we
are preparing Professionals of the 21st Century who are capable of impacting learners in diverse
learning communities and who, when actually practicing in diverse learning communities; have a
positive impact on student learning.
In addition to the Arkansas Standards for Beginning Licensure, Pathwise Criteria, and
National Educational Technology Standards used as benchmarks in the undergraduate teacher
education programs, undergraduate programs also use national standards from their respective
program areas as benchmark indicators. For instance the Middle Level Program uses the
aforementioned standards and criteria as well as the National Middle School Association
standards as benchmarks in the development of the Middle Level Program and in the assessment
of candidates within the program.
In graduate programs such as the Master of Education in Teaching, Learning, and
Leadership, for example, the National Board for Professional Teaching Standards (NBPTS) and
Interstate School Leaders Licensure Consortium (ISLLC) are used as benchmarks. In addition
the program uses the Arkansas Curriculum Program Administrator Standards and appropriate
National Educational Technology Standards as benchmarks of their candidates’ progress.
Each undergraduate and graduate program is standards-based in the development and
refinement of programs, courses, design of instruction, and assessment. In summary the
Arkansas standards and Pathwise Criteria serve as the basic benchmarks for program
development, student assessment, etc. Further benchmarks are developed through the
examination and alignment of programs with their respective national standards.
Based upon this alignment to state and national standards, the Arkansas Tech University
Education Unit has three primary goals:
 Our Professionals of the 21st Century will meet and/or exceed the standards of the
State of Arkansas and the respective national standards for their particular program of
studies.
 Our Professionals of the 21st Century will impact learners in diverse and evolving
learning communities.
 We as a faculty will exhibit professionalism by modeling best practices, by being
committed to continuous learning and purposeful reflection, and by working
collaboratively with internal and external constituencies.
There are several knowledge bases that inform our conceptual framework. The work by
Danielson (2007) in agreement with the INTASC standards (Interstate New Teacher Assessment
and Support Consortium, 1992) and directly aligned to the Pathwise criteria provide the initial
support for each of our four foundational areas previously discussed. The importance of each of
these four foundational areas connected through the six unifying factors cited previously is
strongly established upon a rich theoretical, research, wisdom of practice, and educational policy
base. Each of the four foundations with their informing knowledge bases will be briefly
reviewed.
Knowledge Bases, including Theories, Research, Wisdom of Practice, and
Educational Policies:
Content and Pedagogical Knowledge, Skills, and Dispositions
Overview:
One fundamental trait of a Professional of the 21st Century should be an expertise and
increasing expertise of professional and pedagogical knowledge, skills, and dispositions. As
indicated by the research of Danielson (2007) and other frameworks, professional and
pedagogical knowledge, skills, and dispositions should be considered vital characteristics of
educational professionals (Carter, 2008-2009; Carter, 2008). In agreement with this assertion,
the Arkansas Department of Education has accepted and adopted much of the work of these
research efforts in designing the Arkansas Standards for Beginning Licensure and as a basis for
specialty licensure in Arkansas.
The College of Education at Arkansas Tech University in support of these findings is
committed to developing within its Professionals of the 21st Century the content and
pedagogical knowledge, skills, and dispositions to assist these professionals in “impacting
learners in diverse and evolving learning communities.” Research has consistently verified that
content knowledge, communication skills, and intelligence (as measured by traditional
intelligence tests) are vitally important, but these alone are not sufficient characteristics of
professional educators. Rather research has demonstrated that content and pedagogical
knowledge, skills, and dispositions are essential characteristics needed by professional educators
to impact learners in diverse and evolving learning communities (Wilson, Floden, FerriniMundy, 2001; Richardson, 2001; Wilson, 2008). Therefore, the Arkansas Tech University
Education Unit in its goal of preparing Professionals of the 21st Century deems content and
pedagogical knowledge, skills, and dispositions as a critical foundation for our programs.
The Unifying Forces of Diversity, Leadership, Oral and Written Communication,
Technology, Purposeful Reflection, and Parents and Community in our Content and
Pedagogical Knowledge, Skills and Dispositions
These content and pedagogical knowledge, skills, and dispositions are benchmarked
through the appropriate state and national standards in each program. This emphasis is infused
throughout our programs via the aforementioned unifying forces. For instance part of the
essential content and pedagogical knowledge, skills, and dispositions preparation involves issues
of diversity.
As noted by Stronge (2002):
The effective teacher truly believes that all students can learn – it is not just a
slogan. These teachers also believe that they must know their students, their subject, and
themselves, while continuing to account for the fact that students learn differently.
Through differentiation of instruction, effective teachers reach their students and together
they enjoy their successes (p. 19).
Content and pedagogical knowledge, skills, and dispositions as they relate to aspects of
diversity are essential in the preparation of Professionals of the 21st Century particularly since
current theory and wisdom of practice suggest that students are not “blank slates” to be written
upon but who are individuals who bring diverse backgrounds and experiences to the learning
community that affect what is learned and how it is learned (Freibert, 2010-2011; Womack,
2004; Woolfolk, 2008). In support of this claim, Putman and Borko (2000) suggest that
knowledge of the [diversity of the] learners and of learning itself is the most important
knowledge a teacher must possess.
In addition these content and pedagogical knowledge, skills and dispositions should include
evidence of a growing technological expertise and a commitment to the appropriate use of
technology (another unifying factor of the conceptual framework). The International Society for
Technology in Education (2002) summarizes this preparation in the following way:
Through the ongoing use of technology in the schooling process, students are
empowered to achieve important technology capabilities. The key individual in helping
students develop those capabilities is the classroom teacher. The teacher is responsible
for establishing the classroom environment and preparing the learning opportunities that
facilitate students’ use of technology to learn, communicate, and develop knowledge
products. Consequently, it is critical that all classroom teachers are prepared to provide
their students with these opportunities (p. 4).
The Arkansas Tech University College of Education is in agreement with this assertion.
Therefore, we seek to prepare Professionals of the 21st Century with the necessary content and
pedagogical knowledge, skills, and dispositions as they relate to technology to assist in meeting
this identified need.
Our Professionals of the 21st Century should also exhibit content and pedagogical
knowledge, skills, and dispositions expressed through each of the other unifying factors. Our
students should understand that they are part of a larger learning community involving parents,
the school community, business/community, etc. Research has confirmed the importance of
effective student, parent, and community with professional educator oral and written
communication (Danielson, 2007; Lucas, 2007; Osborn & Osborn, 2006; Stronge, 2002). Our
candidates and graduates should exhibit the professional knowledge, skills, and dispositions that
demonstrate these unifying factors (involvement with parents and community and effective oral
and written communication). Therefore an emphasis on effective oral and written
communication among various community stakeholders is deemed essential in continuously
developing the professional knowledge, skills, and dispositions of our Professionals of the 21st
Century (Henniger, 2004; Pathwise Classroom Observation System Orientation Guide, 2002;
Stanulis & Ames, 2009).
Further, it is essential that our Professionals of the 21st Century continue to improve their
ability to purposefully reflect upon the learning of their students by considering student diversity,
educational theory, technology use, assessment results, informal feedback, curriculum and
instruction, standards attainment, etc. This purposeful reflection is essential in the continuous
improvement of the professional. Stronge (2002) suggests:
An important facet of professionalism and of effectiveness in the classroom is a
teacher’s dedication to students and to the job of teaching. Through examination of
several sources of evidence, a dual commitment to student learning and to personal
learning has been found repeatedly in effective teachers. A common belief among
effective teachers, which reveals their dual commitment, is that it is up to them to provide
a multitude of tactics to reach students. In essence, effective teachers view themselves as
responsible for the success of their students (p. 19).
In preparing Professionals of the 21st Century, this ability to purposefully reflect as a
professional must be developed and continuously improved with the goal of “impacting learners
in diverse learning communities.”
Finally, our Professionals of the 21st Century must be developing experts who consider
themselves to be leaders within the learning community (Fullan, 2010, Marzano & Waters,
2009). This is vital for strong learning organizations that have a goal of improving the learning
of students (Donaldson, 2001; Fullan, 2001; Senge, et al., 2000). According to Donaldson
(2001), “Leadership satisfies a basic function for the group or organization: It mobilizes
members to think, believe, and behave in a manner that satisfies emerging organizational needs,
not simply their individual needs or wants” (p. 5). Further, Fullan (2001) claims that, “Strong
institutions have many leaders at all levels” (p. 134).
Therefore in the preparation of individuals who exhibit content and pedagogical
knowledge, skills, and dispositions; leadership at increasing levels must be considered (Covey,
2004). For preservice and novice teachers this leadership may be initially evidenced through
modeling, advocating, communicating high expectations, and in expressing a commitment to
student learning and personal learning (DuFour, Eaker, Dufour, 2008; Donaldson, 2001;
McGuire & Rhodes, 2010; Reeves, 2008; Stronge, 2002). This understanding and participation in
leadership with and among other stakeholders in the learning organization should be further
evidenced through continuing professional development in, for example, our graduate degree
programs. According to research findings and applications, this leadership will powerfully
influence the goals of the learning organization and ultimately student learning (DuFour, Eaker,
& Dufour, 2008; McGuire & Rhodes, 2010; Reeves, 2008; Senge, et al., 2000).
Knowledge of School Systems and Culture
Overview:
A second foundation of the Arkansas Tech University Unit of Education’s conceptual
framework is preparing the Professionals of the 21st Century with a growing knowledge of
school systems and culture. According to Ryan and Cooper (2007):
Cultures, including school cultures, can be good or bad, leading to good human
ends or poor ones. A strong, positive school culture engages the hearts and minds of
children, stretching them intellectually, physically, morally, and socially. A school with
a weak, negative culture may have the same type of physical plant, student-teacher ratio,
and curriculum as a neighboring good school, but it may fail to engage students (p. 13).
It is important that the Professionals of the 21st Century understand the general aspects of
school systems and culture as well as the idiosyncrasies within the particular school system and
culture in which she or he will be participating. Further, not only are there general aspects of
school culture as well as particular distinguishing characteristics of particular school cultures, but
continuous change focused toward impacting student learning is to be expected (Fullan, 2001;
Richardson, 2002; Senge, et al., 2000). This includes potential change in instructional
approaches, curriculum design, assessment, school leadership, etc. Our candidates enter school
systems and culture in which certain aspects are fairly stable (time, classrooms, etc.) and in
which change is generally a necessity due to higher standards and external demands (Sparks,
2002).
Therefore, Professionals of the 21st Century must have a growing knowledge of the
school systems and culture as well as the understanding of the changing dynamics within that
culture that the particular system exists (Fullan, 2001; Senge, et al., 2000). As our candidates
progress through our undergraduate and graduate programs, this knowledge and understanding
should be continuously improving. This emphasis is benchmarked through the state and national
standards for each program respectively, and this emphasis is infused throughout our programs
via the unifying forces.
The Unifying Forces of Diversity, Leadership, Oral and Written Communication,
Technology, Purposeful Reflection, and Parents and Community in Our Knowledge of
the School Systems and Culture:
Our Professionals of the 21st Century should have an understanding of the diversity of
the school systems and culture as it relates to students, colleagues, administrators, parents, etc
(Danielson, 2007; DuFour, Eaker, & DuFour 2008; Fullan, 2001; Sparks, 2002; Stronge, 2002).
This is particularly important since the members of this diverse learning community will be the
professional educator’s key partners in “impacting learners in diverse and evolving learning
communities (Stronge, 2002).
Our Professionals of the 21st Century must also understand the role of leadership at
various levels of school systems and culture (DuFour, Eaker, & DuFour, 2008; Fullan, 2001;
Reeves, 2008; Senge, et al., 2000). This leadership may involve at particular times and settings
a diverse range of leaders with various leadership styles. Our candidates should understand the
importance of the endeavor they are pursuing to improve student learning in these learning
systems and the necessity of being a leader in their respective context and/or position (DuFour,
Eaker, & DuFour, 2008; Fullan, 2001; Hord, Roussin, & Sommers, 2010; Reeves, 2008; Stronge,
2002).
Moreover our Professionals of the 21st Century must demonstrate effective oral and
written communication skills particularly since school systems and the cultures therein involve
such a diverse array of stakeholders and since the teacher is viewed by many as a model of
expertise (Rose & Gallup, 2003; Stronge, 2002). According to Rose and Gallup (2003), “The
public has high regard for the public schools, wants needed improvement to come through those
schools, and has little interest in seeking alternatives” (p. 53). Due to the importance of oral and
written communication in the school culture, many experts have established this characteristic
as a benchmark for the educational professional (Cooper & Morreale, 2003).
The role of collegial and purposeful reflection is also a necessity in every school system
and culture. According to Stronge (2002):
Effective teachers also work collaboratively with other staff members. They are
willing to share ideas and assist other teachers with difficulties. Collaborative
environments create positive working relationships and help retain teachers.
Additionally, effective teachers volunteer to lead work teams and to be mentors to new
teachers. Effective teachers are informal leaders on the cutting edge of reform and are
not afraid to take risks to improve education for all students (p. 19).
Professionals of the 21st Century must exhibit a continually improving ability to
purposefully reflect initially concerning the learning and assessment of their own students,
methods, evaluation approaches, and so forth. Next, they must begin to develop this ability in
new positions of leadership and to encourage others in the school system and culture to develop
and/or improve this ability as well. This purposeful reflection is essential in improving as a
professional (Stronge, 2002) and in improving the learning organization (Donaldson, 2006;
Donaldson, 2001; Fullan, 2001; Mertler, 2009; Picciano, 2006; Reeves, 2008; Senge, et al.,
2000).
In addition it is essential for Professionals of the 21st Century to demonstrate an
understanding that they are part of a system with an overarching goal of improving student
learning (Donaldson, 2001; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2007). As
Donaldson (2001) has noted, professional educators should view themselves as more than
independent and individual beings but instead as part of a larger organization or system.
Candidates’ systemic and developmentally appropriate practices should continue to improve as
they progress through our undergraduate and graduate education programs. This improvement is
evidenced through assessments founded upon respective program-adopted standards.
Finally, the role of technology within the school system and culture should be
emphasized in the development of our Professionals of the 21st Century. As posited by ISTE
(2002) and Baylor (2000), the use of technology is an essential tool in assisting the learning and
thinking of learners within the diverse school culture (Picciano, 2006). Due to internal needs and
external opportunities/pressures, the use of technology as a communication, learning,
assessment, and data management tool will only increase within the respective school system and
culture (ISTE, 2002; Ryan & Cooper, 2007). Therefore, our Professionals of the 21st Century
need to be prepared with knowledge of technology use currently within the school system and
culture in which they participate and the potential for its use in their future educational
endeavors. This knowledge should improve over time across their undergraduate and graduate
preparation.
Developmentally Appropriate Practices
Overview:
In order to “impact learners in diverse learning communities,” it is essential for
Professionals of the 21st Century to demonstrate developmentally appropriate practice. This is
necessary due to the diversity of cognitive, physical, and socio-emotional development, as it
relates to individual students across multiple grade levels, backgrounds, and experiences
(Gestwicki, 2011; Payne, 2001; Rushton & Larkin, 2001). According to Doherty and Bailey
(2003), “…knowledge of skill acquisition and development is vital in ensuring that the
experiences [of learning] are enjoyable, valuable and will allow children to lead active and full
lives” (p.62).
The Unifying Forces of Diversity, Leadership, Oral and Written Communication,
Technology, Purposeful Reflection, and Parents and Community in Developmentally
Appropriate Practices:
Much research and wisdom of practice emphasizes various aspects of development (e.g.,
Cole, 2008; Gordon, & Browne, 2011; Papalia, Olds, & Feldman, 2008). Within this
consideration are issues of diversity concerning typical development and development that
ranges below or beyond the norm. In classes that are developmentally appropriate (Bredekamp,
2009), teachers are not the one and only source of knowledge; students also actively engage in
generating and sharing understanding. The teacher and students together become a learning
community in which everyone’s contributions are valued. The consideration of diversity in this
description should not be overlooked. In the developmentally appropriate classroom, students
are not blank slates but rather developmentally diverse at different grade levels and as
individuals.
This developmentally appropriate practice will require clear communication with a
variety of stakeholders in the learning community. As Gesticki (2001) has noted, this requires
the educational community to focus on how we receive additional information about a student’s
development. In this goal, oral and written communication with parents and the community is
vital (Stronge, 2002). This is particularly true when considering public expectations reinforced
by higher national and state learning standards and the assessments based on those standards
(Rose & Gallup, 2003; Ryan & Cooper, 2007).
As noted by Ryan and Cooper (2007), the benefit of technology as a key tool in
improving developmentally appropriate practices should not be underestimated in the preparation
of Professionals of the 21st Century. As noted previously, technology may be used with
students at a variety of developmental levels and should be used to improve the practice of
educational professionals (ISTE, 2002; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2007;
Picciano, 2006).
Finally the role of purposeful reflection concerning systemic and developmentally
appropriate practice is considered vital. As Parkay, Anctil, and Hass (2006) have suggested
when discussing this practice:
We are realizing with increasingly, sophistication that life is organic, not
mechanical; the universe is dynamic, not stable; the process of curriculum development is
not passive acceptance of steps, but evolves from action within the system in particular
contexts; and that goals emerge oftentimes from the very experiences in which people
engage. (p. 221).
This statement provides an important insight concerning the reflective activity of the
improving professional. The professional is aware of the fact that she or he operates within a
larger educational system where a variety of approaches in impacting students of varying
developmental levels may be used. She or he also makes use of the knowledge of others
operating within the system to inform instruction. And, there is an emphasis on the development
and the diversity of students within the system as related to instructional design. This sort of
reflective activity provides continuous improvement in developmentally appropriate practice
within a system (Danielson, 2007; Ryan & Cooper, 2010; Rushton & Larking, 2001). Numerous
program and state licensure standards are used as expectations for our candidates to demonstrate
these practices.
Strong Liberal Arts Background
Overview:
The fourth foundation needed to “impact learners in diverse and evolving learning
communities” is a strong liberal arts background. Research has consistently demonstrated the
need for Professionals of the 21st Century to have the knowledge of their content and the ability
to understand how to effectively communicate, problem-solve, relate their content to other
content, and critically think in order to effectively instruct (Danielson, 2007; Darling-Hammond,
2002; Womack, 2004; Stewart, 2003).
In addition, schools are considered by many to have multiple goals and responsibilities
within the community (Ryan & Cooper, 2010). These goals include academic, vocational, social
and civic, and personal development ends. In recent decades, schools have tried to be all things
to all people. According to Ryan & Cooper (2010):
The education of America’s children regularly tops the list of the public’s social
concerns. Particularly now, in the first decade of the twenty-first century, our educational
system is receiving major attention from social critics and politicians because of this high
priority, the U.S. teaching force—present and near future—is receiving a good deal of
scrutiny. Americans are relying on their teachers to instruct, guide, inspire, motivate, and
occasionally prod their children to learn more than ever before. (p. 21).
With this phenomenon being noted, it is apparent that our Professionals of the 21st
Century must not only understand and be able to effectively teach their content, but they must
also be aware of societal, academic, vocational, and personal issues related to school
participation. This is particularly important since, according to Vygotsky and more current
theorists (Marion, 2011), learning take places within the larger socio-cultural setting. To
effectively participate in this profession, our students need a strong liberal arts background in
which they contribute as a knowledgeable professional within society. This foundation is in
strong agreement with the Arkansas Tech University general education goal statement, which
asserts:
The basis for the student's intellectual growth and scholarly skill development is
the general education program, which provides the context for more advanced and
specialized studies and the foundation for life-long learning. The general education
curriculum is designed to provide university-level experiences that engender capabilities
in communication, abstract inquiry, critical thinking, analysis of data, and logical
reasoning; an understanding of scientific inquiry, global issues, historical perspectives,
literary and philosophical ideas, and social and governmental processes; the
development of ethical perspectives; and an appreciation for fine and performing arts.
The Unifying Forces of Diversity, Leadership, Oral and Written Communication,
Technology, Purposeful Reflection, and Parents and Community in Our Strong
Liberal Arts Background:
Various professional organizations have cited the essential need that our Professionals of
the 21st Century have the ability to consider the diverse perspectives of their learners (and fellow
professionals within their particular field of expertise [e.g., NCTE, 1996; NCTM, 1989]). This
diversity includes the way in which particular individuals examine content, communicate within
the content, express their background knowledge in the content, etc.
Therefore, our Professionals of the 21st Century must have a strong liberal arts
background to help them “impact learners in diverse learning communities.” An understanding
of the society, expected skills, history, and philosophies of the culture in which the professional
will be practicing will allow the professional to be a model of expertise and citizenry that is
expected by many in today’s diverse society (Rose & Gallup, 2003).
In addition strong leadership understanding and skills are essential in today’s school and
society. In order to provide this leadership, Professionals of the 21st Century must have a basis
of understanding that is considered expert for their profession and for professionals in general
(Donaldson, 2001; Fullan, 2001; Morrison, Ross, & Kemp, 2001; Reeves, 2008). According to
Ryan and Cooper (2007):
A school system is a bureaucracy whose long arm extends from the state
commissioner of education to the local district superintendent of schools to the
individual school principal. That long arm is, in fact, educational policy—the
ideas that are supposed to direct what happens in a school and, more specifically,
in your classroom.” (p. 460).
It is important that our Professionals of the 21st Century understand the role of
leadership within the society and how they might demonstrate a liberal arts expertise to be
considered a leader within the school and community (DuFour, Eaker & DuFour, 2008; Fullan,
2004, Marzano & Waters, 2009). Further, the Professionals of the 21st Century need to
demonstrate an ability to effectively communicate through oral and written communication.
This ability has been oft cited as a necessary tool of the educational professional (Cooper &
Morreale, 2003; Darling-Hammond, 2002). Candidates should be well prepared through their
liberal arts training to be effective communicators within the school and community. This is a
vital characteristic of Professionals of the 21st Century since they many times provide the model
of communication expertise to their students.
A strong liberal arts background is also essential to the Professional of the 21st Century
due to the constant interaction of the professional with parents and the community. One role of
the professional is that of social and civic responsibility (Rose & Gallup, 2003). This role
requires the Professionals of the 21st Century to be adept at effectively interacting with a diverse
constituency. To accomplish this goal the Professionals of the 21st Century must exhibit basic
communication skills, problem-solving abilities, and understanding of social and governmental
processes, philosophical ideas, history, etc.
The role of technology in developing a strong liberal arts expertise should not be
underestimated. The ability to effectively use of technology is not just a “school-building”
concern. But as noted by ISTE (2002), “To live, learn, and work successfully in an increasingly
complex and information-rich society, students and teachers must use technology effectively”
(p.4). The ability to use technology has become essential since much of the information we now
use has been created, compiled, and/or presented through some form of advanced technology
(Pitler, Hubbell, Kuhn, & Malenoski, 2007; Picciano, 2006; Pitler, Hubbell,& Kuhn). Our
students should be models of technology expertise and this expertise should improve as they
progress through their initial liberal arts preparation and conclude their respective graduate
program preparation.
Finally, purposeful reflection plays a key role in the development and improvement of a
strong liberal arts background. As students are asked to consider various philosophical ideas,
social and governmental processes, historical perspectives, and so forth; they are being asked to
reflect on broad generalizations and concepts. This ability should continue to improve as they
are asked to purposefully reflect more specifically on classroom learning. The strong liberal arts
expert is able to think reflectively and purposefully about the content, diversity of student
thought and background, underlying larger rationales for learning new content and/or skills, etc
(Henniger, 2004; Wilson, 2008; Stewart. 2003).
The liberal arts background that includes historical perspectives, governmental processes,
philosophical perspectives, etc should improve as our Professionals of the 21st Century continue
through our undergraduate and graduate preparation programs. For instance as our candidates
are asked to specifically consider governmental processes directing much of the efforts of
education (such as No Child Left Behind), they are becoming more knowledgeable in their liberal
arts background. As they consider the societal situations and conditions that led to many of the
current theories of learning, their liberal arts background is improving. This is an ongoing and
unending life-long learning pursuit that has been included in the “life-long” learning standards
communicated by various state and program entities.
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