Conceptional Framework Powerpoint Presentation：概念框架的PowerPoint演示文稿

~ReflectioninAction~“TheLIFE&TIMESOfACONCEPTUALFRAMEWORK”~ReflectioninAction~WhatisAccreditation?WhatareStandards?WhatareInstitutionalStandards?WhatisaConceptualFramework?WhyisaConceptualFrameworkimportant?WhatisourConceptualFramework?WhatarethekeyelementsoftheCF?UnderstandingtheInstitutionalStandardsTheAlignmentofInstitutionalStandards~QuestionstobeConsidered~

WhatisAccreditation?Accreditationiswhatwemusthaveinordertolegally&professionallybeconsideredalegitimatecollegeofeducationofferingdegreeandlicensureprograms.OuraccreditingbodyistheNationalCouncilforAccreditationofTeacherEducationor“NCATE”asitiscalled.Overall,successfulaccreditationmeansthatweprovetoNCATEthatwearemeetingthestandardstheyrequire.WhatareStandards?Standardsareexpectationsforperformancelevelsdeservingofaccreditation.Atthemostgenerallevel,therearetwodifferentkindsofstandardsthatNCATEdemandsweaddress:1.ExternalStandards.2.InternalStandards.ExternalStandards:Standardscommontoallaccreditedcollegesofeducationcreatedbyexternal,professionalassociations,stategovernmentagencies,andNCATE,itself.Meetingthesestandardsshowshowwearelikeallotheraccreditedinstitutionspreparingeducators.WhatareStandards?WhatareStandards?InternalStandards:Standardscreatedinternallybyourowninstitution.Theinternalstandardswecreateforourselvesarecalled“InstitutionalStandards.”Meetingthesestandardsshowshowweareuniquefromallotheraccreditedinstitutionspreparingeducators.

WhatareInstitutionalStandards?

InstitutionalStandards:1.Theyaredefinedandexplainedinwhatiscalleda“ConceptualFramework.”2.Theyformathemeforprofessionalpracticethatisacontextforourprogramsandcourses.3.TheConceptualFrameworkdetailsouruniqueInstitutionalStandards&itshapesourVision&Missionforthecollege.WhatisaConceptualFramework?AConceptualFrameworkis

theunderlyingstructurethatgivesdefinitionandmeaningtohowandwhywedowhatwedoasaprofessionaleducationinstitution.TheConceptualFrameworkcharacterizestheparticularapproachweusetoshapeourprograms,courses,teaching,assessments,&institutionalaccountability.

TheConceptualFrameworkalsoarticulatesourthemeofReflectioninAction&makesexplicitourInstitutionalStandards.WhyisaConceptualFrameworkimportant?AConceptualFrameworkisanextremelyimportantpartofourcollegebeingaccredited--Beingcertifiedasalegitimate,effectiveinstitutionforconductingdegreeandlicensureprogramsforeducatorsatboththeundergraduate&graduatelevels.OurConceptualFrameworkisintendedtoinform,toguide,andtoinspirefacultyandstudentsbyprovidingacentralthemeofrelatedideasfromwhichprogramsevolve,areexplained,andareassessed.

WhatisourConceptualFramework?OurConceptualFrameworkcarriesforththetheme

~ReflectioninAction~ReflectioninActionisgroundedinaknowledgebaseofreflectivethinkingthatcomesfromtheestablishedworksofmanywritersincludingJohnDewey,DonaldSchon,NelNoddings,DeborahBritzman,GrantWiggins&manyothers.WhatarethekeyelementsofourConceptualFramework?ThefullarrayofthekeyelementsofourConceptualFrameworkareseenintheschematicdiagram.Fromtheknowledgebaseoncriticalreflectivity,sevenkeyprinciplesofReflectioninActionwerederivedtodefine&shapeourConceptualFramework.1.Reasoned2.Ethical3.Fair4.Logical5.Effective6.Critical7.TechnicalReflectioninActionis:WhatarethekeyelementsinourConceptualFramework?WhatarethekeyelementsofourConceptualFramework?ThesevenprinciplesarethenusedtoformourInstitutionalStandards&thenbecomebenchmarksfortheotherelementsofourConceptualFramework.WhatarethekeyelementsofourConceptualFramework?Vision

isourdestination--ourdesiredresultforallthatwedo.OurVisionisoursenseofpurpose,theunderlyingreasonwhywedowhatwedo.OurVisionisReflectioninAction.WhatarethekeyelementsofourConceptualFramework?Mission

isthemeansbywhichweplantoarriveatourdestinationasexpressedinourVision.WhatarethekeyelementsofourConceptualFramework?Standards

representourrecognition&acceptanceoftheExternalStandardssetforthbyprofessionalassociations,governmentalagencies,&NCATEastheyapplytowhatisexpectedofallaccreditedinstitutionsofeducation.WhatarethekeyelementsofourConceptualFramework?Knowledge,Skills,&Dispositions

representthespecificsofwhattheExternal

Standardsintend.Theyareourinterpretationofthesestandardsintermsofcourseobjectivesasseenonoursyllabi.WhatarethekeyelementsofourConceptualFramework?Programs

representspecific,cohesivedegree&licensurestrandsofferedthroughourvariousdepartmentswithinthecollege.WhatarethekeyelementsofourConceptualFramework?OpportunitiestoLearn

ishowwedefinecurriculum--ourcourses,fieldexperiences,practica,workshops,seminars,&thesesstudies.WhatarethekeyelementsofourConceptualFramework?Assessments

arethemechanismsweusetodeterminethedegreetowhichtheknowledge,skills,&dispositionsderivedfromexternal&internalstandardshavebeenlearned.Assessmentsincludetheessential&criticaltaskswithinourcourses&thetransitionpointswithinourprograms.WhatarethekeyelementsofourConceptualFramework?Outcomesrepresenttheideals&characteristicsofReflectivePracticethatwedescribeinourVision.WhatarethekeyelementsofourConceptualFramework?Diversity&Technology

representtwoimportantstrandsthatwevalue&strivetoinfusethroughoutourprogramsthataredrawnfrombothexternal&internalstandards.UnderstandingtheInstitutionalStandardsUnderstandingtheInstitutionalStandardsiscentraltobeingaReflectivePractitioner.Ourunderstandingofthemisalsocriticaltoaccreditationsuccess.Reasoned:Exercisingrationaljudgmentandgivingthoughtfulconsiderationtotheirprofessionalactivitiesanddecisions.Outcomes:Candidatesuseresearch,theory,andwisdomofpracticetoinformtheirpedagogy.Candidatesapplytheappropriateknowledgeofassessmentandevaluationtotheirpractice.Candidatesutilizeevaluationresultsforevidence-baseddecision-making.Candidatesemployreflectiveprofessionaljudgmentacrossallfacetsoftheirpractice.Ethical:Actinginamoral,legal,andprincipledmannerinprofessionalpractice.Outcomes:Candidatesapplyethicalandlegalpracticesinperformingtheirprofessionalresponsibilities.Candidatesdemonstrateknowledgeofeducationpoliciesatthelocal,stateandnationallevelforinstructionaldecisionmaking.Candidatesvalueandapplytheprofessionalcodeofconductparticulartotheirarea.Fair:

Exercisingdemocraticfairness,principledconcern,andhumanecareinallprofessionalactivities.Outcomes:

Candidatesdemonstrateprofessional,collaborative,andinclusivedispositionsbothintheirfieldplacementsandwithintheircourses.Candidatesfosterinclusiveenvironments,andrespectthebackgroundsofandbeliefsheldbytheirstudentsorclients.Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.Candidatescollaboratewithcolleagues,familiesandcommunitiestoensure thatallstudentsreachtheirpotential.Logical:Thinkinganalyticallyinadeliberatelyconsistentandrationallydefensiblemanner.Outcomes:A. Candidatesthinksystematicallyandanalyticallyaboutprofessionalpractice

andprofessionaldecision-making.B.

Candidatesappropriatelyapplyknowledgeofresearchtotheirprofessionalpractice.Effective:

Applyingprofessionalknowledgeinaconsciouslypurposefulanddeliberatemanner.Outcomes:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.

B.Candidatesareproficientinthecontentoftheirrespectivefields.Critical:

Usingprofessionalknowledge,objectivelyapplyingittotheirown professionalactionsandtheactionsofotherstothebenefitoftheir studentsandclients.Outcomes:A.Candidatesevaluatetheirowneffectivenessbygivingattentiveconsiderationtothepositivegrowthoftheirstudents/clients.B.Candidatesassesstheneedsforprofessionaldevelopmentandactivelyengageinprofessionalactivitiestoexpandtheirknowledge,experiencesandrelationships.Technical:

Outcomes:A.Candidateseffectivelyandappropriatelyintegratevarioustechnologiesintotheirworkasteachers,counselorsandadministratorstomaximizeP-12studentlearning.B.Candidatesutilizetechnologytoenhancetheirownprofessionaldevelopment.Attendingtoproceduraldetailsandoptimizingtheuseoftechnologiesappropriatetoprofessionalpractice.Reasoned

Ethical

Fair

Logical

Effective

Critical

Technical REFLECTTheAlignmentofInstitutionalStandards:AccreditationalsorequiresthatweshowhowourInstitutionalStandardsalignwithExternalStandardsestablishedbytheStateofOhio.ThefollowingslidesshowhowoursevenInstitutionalStandardsforReflectioninActionalignwiththeOhioStandardsfortheTeachingProfessional&the

OhioStandardsforPrincipals.Alignment:

OhioStandardsfortheTeachingProfessionandBCOEConceptualFrameworkStandardNumberTeacherStandardsConceptualFramework‘R’ConceptualFramework1Students:Teachersunderstandstudentlearninganddevelopment,andrespectthediversityofthestudentstheyteach.1.1Teachersdisplayknowledgeofhowstudentslearnandofthedevelopmentalcharacteristicsofagegroups.R4BR4:ReflectivepracticeisLogical.R4B:Candidatesappropriatelyapplyknowledgeofresearchtotheirprofessionalpractice.1.2Teachersunderstandwhatstudentsknowandareabletodoandusethisknowledgetomeettheneedsofallstudents.R4B;R5AR4:ReflectivepracticeisLogical.R4B:Candidatesappropriatelyapplyknowledgeofresearchtotheirprofessionalpractice.R5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.1.3Teachersexpectthatallstudentswillachievetotheirfullpotential.R3CR3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.1.4Teachersmodelrespectforstudents’diversecultures,languageskillsandexperiences.R3BR3:ReflectivepracticeisFair.R3B:Candidatesfosterinclusiveenvironmentsandrespectthebackgroundsofandbeliefsheldbytheirstudentsorclients.1.5Teachersrecognizecharacteristicsofgiftedstudents,studentswithdisabilitiesandat-riskstudentsinordertoassistinappropriateidentification,instruction,andintervention.R3C;R5AR3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.R5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.2Content:Teachersknowandunderstandthecontentareaforwhichtheyhaveinstructionalresponsibility.2.1Teachersknowthecontenttheyteachandusetheirknowledgeofcontent-specificconcepts,assumptionsandskillstoplaninstruction.R5BR5:ReflectivepracticeisEffective.R5B:Candidatesareproficientinthecontentoftheirrespectivefields.2.2Teachersunderstandandusecontent-specificinstructionalstrategiestoeffectivelyteachthecentralconceptsandskillsofthediscipline.R5AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.2.3TeachersunderstandschoolanddistrictcurriculumprioritiesandtheOhioacademiccontentstandards.R2BR2:ReflectivepracticeisEthical.R2B:Candidatesdemonstrateknowledgeofeducationpoliciesatthelocal,state,andnationallevelforinstructionaldecision-making.2.4Teachersunderstandtherelationshipofknowledgewithinthecontentareatoothercontentareas.R5BR5:ReflectivepracticeisEffective.R5B:Candidatesareproficientinthecontentoftheirrespectivefields.2.5Teachersconnectcontenttorelevantlifeexperiencesandcareeropportunities.R5A,R4AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.R4:ReflectivepracticeisLogicalR4A:Candidatesthinksystematicallyandanalyticallyaboutprofessionalpracticeandprofessionaldecision-making.3Assessment:Teachersunderstandandusevariedassessmentstoinforminstruction,evaluateandensurestudentlearning.3.1Teachersareknowledgeableaboutassessmenttypes,theirpurposesandthedatatheygenerate.R1BR1:ReflectivepracticeisReasoned.R1B:Candidatesapplytheappropriateknowledgeofassessmentandevaluationtotheirpractice.3.2Teachersselect,developanduseavarietyofdiagnostic,formativeandsummativeassessments.R1BR1:ReflectivepracticeisReasoned.R1B:Candidatesapplytheappropriateknowledgeofassessmentandevaluationtotheirpractice.3.3Teachersanalyzedatatomonitorstudentprogressandlearning,andtoplan,differentiateandmodifyinstruction.R1CR1:ReflectivepracticeisReasoned.R1C:Candidatesutilizeevaluationresultsforevidence-baseddecision-making.3.4Teacherscollaboratewithandcommunicatestudentprogresswithstudents,parentsandcolleagues.R3A;R3DR3:ReflectivepracticeisFair.R3A:Candidatesdemonstrateprofessional,collaborativeandinclusivedispositionsbothintheirfieldplacementsandwithintheircourses.R3D:Candidatescollaboratewithcolleagues,familiesandcommunitiestoensurethatallstudentsreachtheirpotential.3.5Teachersinvolvelearnersinself-assessmentandgoalsettingtoaddressgapsbetweenperformanceandpotential.R1CR1:ReflectivepracticeisReasoned.R1C:Candidatesutilizeevaluationresultsforevidence-baseddecision-making.4Instruction:Teachersplananddelivereffectiveinstructionthatadvancesthelearningofeachindividualstudent.4.1TeachersaligntheirinstructionalgoalsandactivitieswithschoolanddistrictprioritiesandOhio’sacademiccontentstandards.R2BR2:ReflectivepracticeisEthical.R2B:Candidatesdemonstrateknowledgeofeducationpoliciesatthelocal,stateandnationallevelforinstructionaldecision-making.4.2Teachersuseinformationaboutstudents’learningandperformancetoplananddeliverinstructionthatwillclosetheachievementgap.R5AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.4.3Teacherscommunicateclearlearninggoalsandexplicitlylinklearningactivitiestothosedefinedgoals.R5AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.4.4Teachersapplyknowledgeofhowstudentsthinkandlearntoinstructionaldesignanddelivery.R1AR1:ReflectivepracticeisReasoned.R1A:Candidatesuseresearch,theoryandwisdomofpracticetoinformtheirpedagogy.4.5Teachersdifferentiateinstructiontosupportthelearningneedsofallstudents,includingstudentsidentifiedasgifted,studentswithdisabilitiesandat-riskstudents.R3C;R5AR3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.R5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.4.6Teacherscreateandselectactivitiesthataredesignedtohelpstudentsdevelopasindependentlearnersandcomplexproblem-solvers.R5AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.4.7Teachersuseresourceseffectively,includingtechnology,toenhancestudentlearning.R7AR7:ReflectivepracticeisTechnical.R7A:Candidateseffectivelyandappropriatelyintegratevarioustechnologiesintotheirworkasteachers,counselorsandadministratorstomaximizeP-12studentlearning.5LearningEnvironment:Teacherscreatelearningenvironmentsthatpromotehighlevelsoflearningandachievementforallstudents.5.1Teacherstreatallstudentsfairlyandestablishanenvironmentthatisrespectful,supportiveandcaring.R3BR3:ReflectivepracticeisFair.R3B:Candidatesfosterinclusiveenvironmentsandrespectthebackgroundsofandbeliefsheldbytheirstudentsorclients.5.2Teacherscreateanenvironmentthatisphysicallyandemotionallysafe.R3CR3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.5.3Teachersmotivatestudentstoworkproductivelyandassumeresponsibilityfortheirownlearning.R1C;R5AR1:ReflectivepracticeisReasoned.R1C:Candidatesutilizeevaluationresultsforevidence-baseddecision-making.R5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.5.4Teacherscreatelearningsituationsinwhichstudentsworkindependently,collaborativelyand/orasawholeclass.R5AR5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.Teachersmaintainanenvironmentthatisconducivetolearningforallstudents.R3B;R3CR3:ReflectivepracticeisFair.R3B:Candidatesfosterinclusiveenvironmentsandrespectthebackgroundsofandbeliefsheldbytheirstudentsorclients.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.6CollaborationandCommunication:Teacherscollaborateandcommunicatewithothereducators,administrators,studentsandparentsandthecommunitytosupportstudentlearning.6.1Teacherscommunicateclearlyandeffectively.R3AR3:ReflectivepracticeisFair.R3A:Candidatesdemonstrateprofessional,collaborativeandinclusivedispositionsbothintheirfieldplacementsandwithintheircourses.6.2Teachersshareresponsibilitywithparentsandcaregiverstosupportstudentlearning,emotionalandphysicaldevelopmentandmentalhealth.R3DR3:ReflectivepracticeisFair.R3D:Candidatescollaboratewithcolleagues,familiesandcommunitiestoensurethatallstudentsreachtheirpotential.6.3Teacherscollaborateeffectivelywithotherteachers,administratorsandschoolanddistrictstaff.R6BR6:ReflectivepracticeisCritical.R6B:Candidatesassesstheneedsforprofessionaldevelopmentandactivelyengageinprofessionalactivitiestoexpandtheirknowledge,experiencesandrelationships.6.4Teacherscollaborateeffectivelywiththelocalcommunityandcommunityagencies,whenandwhereappropriate,topromoteapositiveenvironmentforstudentlearning.R3DR3:ReflectivepracticeisFair.R3D:Candidatescollaboratewithcolleagues,familiesandcommunitiestoensurethatallstudentsreachtheirpotential.7ProfessionalResponsibilityandGrowth:Teachersassumeresponsibilityforprofessionalgrowth,performance,andinvolvementasanindividualandasamemberofalearningcommunity.7.1Teachersunderstand,upholdandfollowprofessionalethics,policiesandlegalcodesofprofessionalconduct.R2A;R2CR2:ReflectivepracticeisEthical.R2A:Candidatesapplyethicalandlegalpracticesinperformingtheirprofessionalresponsibilities.R2C:Candidatesvalueandapplytheprofessionalcodeofconductparticulartotheirarea.7.2Teacherstakeresponsibilityforengagingincontinuous,purposefulprofessionaldevelopment.R6AR6:ReflectivepracticeisCritical.R6A:Candidatesevaluatetheirowneffectivenessbygivingattentiveconsiderationtothepositivegrowthoftheirstudents/clients.7.3Teachersareagentsofchangewhoseekopportunitiestopositivelyimpactteachingquality,schoolimprovementsandstudentachievement.R6BR6:ReflectivepracticeisCritical.R6B:Candidatesassesstheneedsforprofessionaldevelopmentandactivelyengageinprofessionalactivitiestoexpandtheirknowledge,experiencesandrelationships.StandardNumberPrincipalsStandardsConceptualFramework‘R’ConceptualFramework1ContinuousImprovement:Principalshelpcreateasharedvisionandcleargoalsfortheirschoolsandensurecontinuousprogresstowardachievingthegoals.1.1Principalsfacilitatethearticulationandrealizationofasharedvisionofcontinuousimprovement.R6R6:ReflectivepracticeisCritical.R6A:Candidatesevaluatetheirowneffectivenessbygivingattentiveconsiderationtothepositivegrowthoftheirstudents/clients.1.2Principalsleadtheprocessofsetting,monitoringandachievingspecificandchallenginggoalsthatreflecthighexpectationsforallstudentsandstaff.R1R1:ReflectivepracticeisReasoned.R1D:Candidatesemployreflectiveprofessionaljudgmentacrossallfacetsoftheirpractice.1.3Principalsleadthechangeprocessforcontinuousimprovement.R5R5:ReflectivepracticeisEffective.R5A:Candidatesareproficientintheprocedures,techniques,andmethodsoftheirrespectivefields.1.4Principalsanticipate,monitor,andrespondtoeducationaldevelopmentsthataffectschoolissuesandenvironments.R4R4:ReflectivepracticeisLogical.R4A:Candidatesthinksystematicallyandanalyticallyaboutprofessionalpracticeandprofessionaldecision-making.Alignment:OhioStandardsforPrincipalsandBCOEConceptualFramework

ApprovedSummer2008(EFRTL)2Instruction:Principalssupporttheimplementationofhigh-qualitystandards-basedinstructionthatresultsinhigherlevelsofachievementforallstudents.2.1Principalsensurethattheinstructionalcontentthatistaughtisalignedwiththeacademiccontentstandardsandcurriculumprioritiesintheschoolanddistrict.R2R5R2:ReflectivepracticeisEthical.R2B:Candidatesdemonstrateknowledgeofeducationpoliciesatthelocal,stateandnationallevelforinstructionaldecision-making.R5:ReflectivepracticeisEffective.R5B:Candidatesareproficientinthecontentoftheirrespectivefields.2.2Principalsensureinstructionalpracticesareeffectiveandmeettheneedsofallstudents.R1R3R1:ReflectivepracticeisReasoned.R1B:Candidatesapplytheappropriateknowledgeofassessmentandevaluationtotheirpractice.R3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.2.3Principalsadvocateforhighlevelsoflearningforallstudents,includingstudentsidentifiedasgifted,studentswithdisabilitiesandat-riskstudents.R3R3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.2.4Principalsknow,understand,andsharerelevantresearch.R1R4R1:ReflectivepracticeisReasoned.R1A:Candidatesuseresearch,theory,andwisdomofpracticetoinformtheirpedagogy.R4:ReflectivepracticeisLogical.R4B:Candidatesappropriatelyapplyknowledgeofresearchtotheirprofessionalpractice.2.5Principalsunderstand,encourageandfacilitatetheeffectiveuseofdatebystaff.R1R1:ReflectivepracticeisReasoned.R1C:Candidatesutilizeevaluationresultsforevidence-baseddecision-making.2.6Principalssupportstaffastheyplanandimplementresearch-basedprofessionaldevelopment.R6R6:ReflectivepracticeisCritical.R6B:Candidatesassesstheneedsforprofessionaldevelopmentandactivelyengageinprofessionalactivitiestoexpandtheirknowledge,experiencesandrelationships.3SchoolOperations,ResourcesandLearningEnvironment:Principalsallocateresourcesandmanageschooloperationsinordertoensureasageandproductivelearningenvironment.3.1Principalsestablishandmaintainasafeschoolenvironment.R3R3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.3.2Principalscreateanurturinglearningenvironmentthataddressesthephysicalandmentalhealthneedsofall.R3R3:ReflectivepracticeisFair.R3C:Candidatesstrivetomeettheeducationalneedsofallstudentsorclientsinacaring,non-discriminatory,andequitablemanner.3.3Principalsallocateresources,includingtechnology,tosupportstudentandstafflearning.R7R7:ReflectivepracticeisTechnical.R7A:Candidateseffectivelyandappropriatelyintegratevarioustechnologiesintotheirworkasteachers,counselorsandadministratorstomaximizeP-12studentlearning.R7B:Candidatesutilizetechnologytoenhancetheirownprofessionaldevelopment.3.4Principalsinstituteproceduresandpracticestosupportstaf