Conceptual Framework for Preparing Reflective and Caring Technical Educators for a World of Technology and Diversity At New York City College of Technology
Performance Expectations or Our Outcomes
Our graduates are prepared to demonstrate the following:
General Knowledge:
- strong foundation in the liberal arts and sciences that form the basis for our shared values, understandings, and responsibilities in a democracy;
- basis for creating learning environments that promote intellectual curiosity, inquiry and independent thinking;
- knowledge and understanding of the students and ability to create learning environments that support and foster learning, taking into account each student’s abilities, needs, interests, and socio-economic and cultural background.
Technical Competency:
- core knowledge about the world of work in general and the skills and processes that are transferable across industries;
- knowledge of specific career-technical areas and experienced-worker level competencies in specific career technical subjects;
- knowledge of the subject matter of technology and skill in the development and utilization of a wide range of technological systems and resources;
- knowledge and skill in career and technical content areas to enable students to achieve high standards of learning and performance.
Professional Competency:
- knowledge of students and competence in designing instruction appropriate for their developmental levels and needs;
- ability to provide environments that are learner-friendly and support high levels of learning and performance;
- proficiency in designing, planning, implementing, and managing the instructional process in a safe and nurturing environment, using a variety of methods, assessment techniques and resources, including modern technology, to engage students in meaningful learning.
Competency in the Use of Technology:
- ability to use modern computer technology and the Internet to facilitate and enhance the instructional process and student learning;
- broad knowledge about technology issues and trends to improve practice in schools and classrooms.
Caring Dispositions:
- personal and interpersonal characteristics that build upon and enhance dispositions so that they are caring professionals who have respect for learners of every age and background;
- model of sound moral character and leadership as well as example of personal, social and civic responsibility;
- disposition to communicate and collaborate with other teachers and school personnel, parents, and the larger community in order to create a safe and healthy learning environment.
Reflective Practice:
- opportunities for critical analysis, evaluation, and continuous improvement of professional practice and life-long learning.
Sensitivity to Diversity:
- awareness of the diverse cultures that make up our urban schools, communities and our global society;
- understanding of the backgrounds of students as a basis for practices that support and meet students’ learning needs;
- ability to foster collaborative relationships with the communities that we serve including K-12 students, colleagues, parents, business and industry, and other agencies in the larger community;
- awareness of the teacher’s professional responsibility toward special populations including students with disabilities, gifted and talented students, adult learners, women, and language and ethnic minorities.
© New York CityTech Department of Career and Technology Teacher Education 2007
