Foundation of Education: Part 7

This edition of the standards for Academic Professional instruction in the Foundation of Education is being presented to the educational community by the council of learned societies in education (CLSE) on behalf of the council’s twenty-member societies. The American Educational Studies Education developed the first standards and published them in 1977-1978. The original standards were republished in 1986 with a new introduction by CLOSE through the Plakken publication. This booklet was circulated widely in various educational departments, including colleges of education, national accreditation agencies, and the state department of education.This edition of the standards for Academic Professional instruction in the Foundation of Education is being presented to the educational community by the council of learned societies in education (CLSE) on behalf of the council’s twenty-member societies. The American Educational Studies Education developed the first standards and published them in 1977-1978. The original standards were republished in 1986 with a new introduction by CLOSE through the Plakken publication. This booklet was circulated widely in various educational departments, including colleges of education, national accreditation agencies, and the state department of education.

Mentioned below are the purposes of the Standards:

Purposes of the Standards:

The original standards were specially designed to inform the evaluation criteria published by the national, regional, and state accreditation agencies, state department of educations, local education agencies, teacher organizations, and teacher centres. The standards included the treatments of the following educational components that are mentioned below.

● Initial teacher certification
● Professional development
● Non-foundations graduate degrees and programs
● Graduate degrees and programs that were offered jointly by foundations and other faculty
● Master and educational specialist degree and program in the foundations
● Preparation of the faculty
● Professional development of the faculty

The second edition throws light on these components while providing more significant emphasis on defining the foundation of education. It also emphasizes foundational studies in preparing such school professionals as psychologists, counselors, and administrators. A new standard was created to capture the emphasis, which brought the total to eight components. The underlying assumption for the standards in each area is that a vital correlation exists among educators, scholarly qualification professionals, professional judgments, and professional performance. However, the last cannot be reduced to a prescribed set of behaviors or standardized performance levels. Informed judgment is essential for a good program assessment, and the standards are designed for the same. The main objective of these standards is to promote quality instructions and to learn in foundational studies. This is to guarantee the students that they have opportunities to acquire normative, interpretive, and critical perspectives towards education. This can be achieved through rigorous study and field experiences for the best results.

Role of Humanities and Social Sciences:

When the standards were first developed, it was to ascertain the critical role of the humanities and social sciences in preparing educational professionals for the best results. It was also introduced to address the failure of accreditation criteria to distinguish between the social and behavioral sciences in foundational studies. The original standards emphasized that instruction in the behavioral sciences, which were easily represented by foundational studies in educational psychology, was not an acceptable substitute for foundational studies in humanities and social sciences. In the second edition, the conviction is sustained.

The educators of tomorrow will need studies in the ethical, philosophical, historical, and cultural foundations of education to make the right decisions and be informed about their knowledge. There have been several diversities in the past years but what remains prominent amidst this diversity is that a more systematic and theoretically sound assessment of teachers and teachers programs is essential to improve the education in the country. There has been the establishment of the National Board of Professional Teaching Standards. The great majority of states have decided to establish a formal partnership agreement with the National Council of Accreditation of Teachers Education. There might be consequences for what has been included and omitted from teacher’s preparation programs and curricula. However, there has been the implementation of several associations to manage the foundations of education. CLOSE organized support for the member societies to affiliate as a member of NCATE and a voting seat and one of NCATEs 5 governing bodies in the late 1980s due to the growing emphasis on evaluation of teachers and teacher’s preparation programs. The five governing bodies are Executive, Unit Accreditation, State Partnership, Speciality Area Studies, and Appeals. CLSE in the early 1990s has shown great efforts in exercising its voice effectively in NCATE deliberations and decision-making. With the help of the CLSE, there have been several developments and arrangements in the Standards of education that are being imparted to the teachers and their entire community for the best results. Education standards are clearly defined, which went through several changes in recent years trying to offer teachers and other teaching faculty the suitable medium to approach and teach students.

Deliberation of CLOSE Task Force:

In 1992, CLSE formed a task force responsible for re-examining the standards in the changes in teacher education. The task force’s responsibility was to consider how the standards adequately reflected the issues that were being debated in member societies and national credentialing and accreditation forums of CLSE. This was concerning the role of the foundations in teacher education and recommended the changes wherever necessary. The task force’s deliberation was assisted by special issues of teacher’s college records and educational foundations. Both of these associations were devoted to a re-examination of the role of the foundations in teacher preparation. The result of broad consolation of the Taskforce among member societies of CLSE is the second edition of the standards. The revision presented the original edition of the standards and preservation of the same and clarified the role and nature of foundational studies in professional preparation programs. As per CLSE, it is believed that the second edition will be of particular assistance to those who are seeking to evaluate the teachers and teacher preparation and development programs. This will also benefit anyone who is engaged in preparing educators to understand and respond to the social contexts that offer meaning to education both inside and outside the school.

Conclusion:

The main objective of the Standards is to promote quality instructions and to learn in foundational studies. It also means to guarantee to the extent possible that teachers have preservice and professional development opportunities to acquire normative, interpretive, and critical perspectives on education, which is possible through rigorous studies and supervised field experiences. The main objective of the standards is clearly defined to develop the means of teaching and offering standards to teachers and their entire community for the best results.