Conceptual Framework Liberty University School Of Education

52420201conceptual Framework Liberty University School Of Education

The School of Education at Liberty University is committed to providing high-quality Christian education grounded in biblical principles. It aims to prepare educators—teachers, administrators, and other school personnel—who possess character, commitment, knowledge, and skills to serve diverse learners. The program emphasizes integrating biblical values with academic expertise, moral responsibility, ethical considerations, and cultural responsiveness, ensuring educators are well-equipped to positively impact students and communities.

The core of the conceptual framework is centered around “KNOWS,” “IMPLEMENTS,” and “BELIEVES.” “KNOWS” involves a deep understanding of content, pedagogical theories, student development, and cultural diversity. “IMPLEMENTS” reflects the application of skills through field experiences, including student teaching and internships, to develop practical competence in differentiated instruction, technology integration, and data-driven decision-making. “BELIEVES” embodies the professional dispositions rooted in biblical virtues—such as love, joy, peace, kindness, and goodness—that guide ethical behavior, personal integrity, social responsibility, and a reflective, lifelong commitment to teaching excellence.

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The Liberty University School of Education seeks to develop competent, Christ-centered educators who are equipped to meet the evolving needs of today’s diverse student populations. This mission is grounded in a biblical worldview that unites faith, moral character, and professional excellence to produce teachers, administrators, and school personnel capable of making a meaningful impact within their communities and beyond.

At the core of this mission lies a conceptual framework structured around three interconnected domains: “KNOWS,” “IMPLEMENTS,” and “BELIEVES.” These domains serve as guiding principles in preparing educators who are knowledgeable, skilled, and ethically grounded in their profession. The framework emphasizes the integration of biblical values with academic and pedagogical knowledge, fostering a holistic approach to education that promotes the development of the whole person—mind, body, and soul—as envisioned by Scripture.

KNOWS: Foundational Knowledge for Effective Teaching

The “KNOWS” component underscores the necessity for educators to possess a solid foundation of content knowledge, pedagogical competence, and an understanding of student development and diversity. Rooted in a biblical worldview, this domain emphasizes the importance of synthesizing academic content with moral and ethical principles to guide instructional decisions. Research by Hernandez et al. (2019) highlights that teachers must have a deep understanding of their discipline and the ability to reflect critically to foster deep learning among students. Deeper learning involves challenging academic content paired with experiential and innovative instruction, as noted by Oakes et al. (2019), which promotes both engagement and comprehensive understanding.

Knowledge of developmental levels and cultural backgrounds enables educators to design and deliver differentiated instruction tailored to meet individual needs, thus ensuring equitable access to learning. Banks (2016) and Lindsey et al. (2019) emphasize that culturally responsive teaching and inclusive practices are essential for developing socially responsible educators capable of advocating for equity and justice. Moreover, content mastery is critical in guiding educators to plan instruction effectively, analyze student data, and adapt strategies to optimize student success.

IMPLEMENTS: Applying Skills through Practice and Field Experience

The “IMPLEMENTS” domain reflects the practical application of knowledge through skill development and field experiences. As a calling from God, teaching is viewed as a gift that educators are called to develop and refine continually. The integration of theory and practice is vital; as Darling-Hammond et al. (2019) state, effective teachers consistently connect classroom theory with real-world application to meet diverse student needs.

Ongoing field experiences, culminating in student teaching or internships, prepare preservice teachers to deliver culturally responsive and differentiated instruction. Tomlinson (2017) advocates for proactive planning for students with varied learning needs, ensuring all learners have access to meaningful engagement and success. During internships, educators also learn to incorporate technology following frameworks like TPACK (Harris et al., 2017; Mishra & Koehler, 2006), which integrates technological, pedagogical, and content knowledge for authentic learning experiences.

Additionally, data-driven instruction emphasizes assessing student assets and supports, utilizing qualitative and quantitative research methodologies (Darling-Hammond et al., 2019). This practical emphasis equips educators to create inclusive, supportive learning environments and collaborate effectively with stakeholders such as colleagues, families, and community organizations (CAEP, 2020). These skills align with the biblical call for servant leadership, humility, and continual professional growth rooted in reflective practice (Lemon & Garvis, 2014).

BELIEVES: Cultivating Dispositions Rooted in Biblical Virtues

The “BELIEVES” component embodies the professional dispositions that guide ethical and socially responsible educators committed to Biblical principles. These dispositions include a deep sense of social responsibility, commitment, reflective practice, integrity, and professionalism, all rooted in the Fruit of the Spirit (Galatians 5:22-23). These traits influence classroom interactions, advocacy, and leadership roles, fostering a positive and respectful learning environment for all students.

Each educator is encouraged to demonstrate love, patience, kindness, and self-control in their interactions, exemplifying Christlike character in their professional and personal lives. According to Schmid (2018), teachers who operate from a biblical worldview are more likely to influence positive student outcomes through high expectations, moral integrity, and genuine care. Developing these dispositions requires ongoing reflection, mentorship, and professional development aligned with biblical values and educational standards (Lemon & Garvis, 2014; CAEP, 2020).

Furthermore, dispositions such as fairness, empathy, perseverance, and trustworthiness are critical for fostering inclusive classrooms that respect diverse backgrounds and promote equity. These qualities help teachers to advocate effectively for all students, ensuring that educational practices align with biblical mandates of justice and compassion.

Program Outcomes and Conclusion

The comprehensive program outcomes for initial and advanced educator preparation programs align with this conceptual framework. They emphasize the development of knowledge (KNOWS), application of skills (IMPLEMENTS), and cultivation of biblical dispositions (BELIEVES). For instance, initial program candidates demonstrate mastery of pedagogy and content, while advanced candidates incorporate leadership, data literacy, and research skills.

By integrating these components within a biblical worldview, Liberty University’s School of Education ensures that graduates are not only capable educators but also servant leaders committed to moral excellence and lifelong learning. This holistic approach prepares educators to impact students positively, promote social justice, and serve with integrity rooted in their faith.

In conclusion, the conceptual framework of Liberty University’s School of Education guides the preparation of educators equipped academically, practically, and ethically to fulfill their divine calling. Grounded in Scripture and educational research, this framework aims to produce professionals who are knowledgeable, skilled, and morally committed to transforming lives and society through Christian love, justice, and educational excellence.

References

• Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum and teaching. Routledge.
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1-44. https://doi.org/10.14507/epaa.v8n1.2000
• Darling-Hammond, L., et al. (2019). Preparing teachers for deeper learning (Research brief). Learning Policy Institute.
• Harris, J., Phillips, M., Koehler, M., & Rosenberg, J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i-viii.
• Hernández, L. E., Darling-Hammond, L., Adams, J., & Bradley, K. (2019). Deeper learning networks: Taking student-centered learning and equity to scale (Research brief). Learning Policy Institute.
• Lemon, N., & Garvis, S. (2014). Encouraging reflective practice with future early childhood teachers to support the national standards: An Australian case study. Australasian Journal of Early Childhood, 39(4), 89–94.
• Lindsey, R. B., Nuri-Robins, K., Terrell, R. D., & Lindsey, D. B. (2019). Cultural proficiency: A manual for school leaders (4th ed.). Corwin.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Oakes, J., et al. (2019). Preparing teachers for deeper learning. Harvard Education Press.
• Schmid, R. (2018). Pockets of excellence: Teacher beliefs and behaviors that lead to high student achievement at low performing schools. SAGE Open, 8(3), 1-15.