Conceptual Framework - Learner Sensitive Model

Return to Table of Contents

Conceptual Framework - The Learner- Sensitive Educator Model

The philosophy of the education program at University of Minnesota Duluth is the Learner-Sensitive Educator. The five major themes: reflection, collaboration, empowerment, social justice and technology encompass the model.

The main objective of the Learner Sensitive Educator Model is to prepare learner-sensitive educators. A learner-sensitive educator is one who focuses instruction to enhance the academic achievement and social competence of the learner. Sensitivity to the needs of learners requires that new administrators, as well as teachers, exhibit knowledge, skills and dispositions in promoting the learning of students across the five themes of our model.

Reflection

 

Synthesis is central to our preparation of learner-sensitive administrators and teachers. We teach candidates how to reflect on all that they have learned. Because of rapid societal changes, and daily, even momentary, educational changes and classroom challenges, teachers and administrators cannot be prepared just with subject knowledge and teaching techniques. In the educational administration program, candidates learn educational theory in the context of practice. Through a variety of field experiences, candidates have the opportunity to bring real examples into their theory classes using such techniques as writing reflective journals. Reflection is an empowering process that enables beginning administrators to continue to grow and learn throughout their careers. Through doing so, we hope to empower them to continually reinvigorate their administering and adapt to meet the needs of the context in which administrators find themselves.

 

Collaboration

 

The learner-sensitive model promotes the importance of collaboration among professionals and parents as well as the development of skills to effectively facilitate the process of collaboration. The university program teaches candidates effective skills in collaboration such as communicating with adults, conducting meetings, and cooperative learning experiences. In all collaboration, a balance of task (movement toward a goal) with maintenance (positive interpersonal interaction), is sought.

Empowerment

Empowerment is a process in which skill and expertise is developed leading to confidence in one’s capabilities. Through a feeling of empowerment, emerging administrators will be able to justify what it is they want to accomplish with their staff and students, make choices to realize their goals, evaluate the efficacy of their choices, and reconsider their philosophies and positions in light of their experiences and new knowledge. Our candidates in educational administration are provided with opportunities to exercise the process of empowerment through our courses and field experiences.  We believe this results in administrators who have a stronger, more personal ownership of their role as professionals because they have crafted it themselves.

Social Justice

In embracing the concept of social justice, we recognize that differences among people are far less important than differences in the positions of power they hold. Unless the power structure is balanced, true equality and equal opportunity do not exist. Using a social justice framework, we believe social policies and procedures are often biased against people of color, economically disadvantaged, people with disabilities, and people whose voices are traditionally ignored. A social justice focus acknowledges that creating a truly inclusive environment is a difficult, complex task that is not solved by merely acknowledging differences. As educators, we realize that the playing field is not level for all students, and we as administrators and teachers must take an active role in equipping staff and students with the skills and strategies for addressing this uneven playing field. We therefore work toward developing awareness in our students of the need to identify the effects of oppression in order to address the systematic advantages of the dominant cultures.

Technology

In the learner-sensitive model, technology refers to all facets of information technology.  Technology is used for the purpose of teaching students and enabling them to learn effectively across multiple abilities and curriculum standards. Every administrative candidate in our program is expected to gain knowledge and practice in the varied uses of information technology for personal productivity and pedagogical integration. Through sustained coursework in computer operations and concepts, candidates develop personal competency in using computers and the applications associated with them. They learn about the special issues involved in satisfying the information technology needs of individuals with learning and physical difficulties. The university is committed to providing a model for our candidates to integrate computers and advance information technology throughout their administration experience.