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Conceptual Framework of The Ohio State University’s Educator Preparation Unit

Ohio State’s Educator Preparation Conceptual Framework is a rationale that provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service. With input from numerous meetings spanning 14 months, the Conceptual Framework was unanimously approved in 2013 by the faculty and supported by the University Teacher Education Council.


To serve as the epicenter of eminence for educator preparation (E3P).


Our mission is to prepare highly effective educators who teach, lead and serve. These highly effective educators will apply research-based practices that support academic and social development of all learners and engage in ongoing professional development.


The philosophy of the Ohio State Educator Preparation Unit is based upon a reciprocal relationship between theory and practice, using research to inform our programs. Drawing from multiple disciplines and methodologies, the Educator Preparation Unit focuses on educational processes across diverse P12 learners. We believe that educational research, practice and policy constantly evolve and that highly effective educators lead and advocate in their respective fields.

Purpose and Goals

Our purpose is to support and enhance the development of educational leaders who engage in and implement research-based practices to support and advance P12 educational progress. Our programs prepare candidates for initial licensure and engage experienced educators who aspire to advance their practice. Candidates at all levels gain knowledge, skills, and dispositions as critical thinkers, problem solvers, communicators and collaborators.

The goals of the Ohio State Educator Preparation Unit provide direction for developing and aligning the curriculum, instruction, field experiences, clinical practices and assessments.

Candidates shall have a commitment to the following:

  • Acquiring the knowledge, skills, and dispositions to interact effectively with all students in diverse learning environments
  • Supporting practices with foundational and current research and theory
  • Providing learning environments that support the development of all students
  • Developing and executing objectives, based on continuous assessment, that support student learning
  • Practicing integrity and ethical behavior
  • Engaging in professional development