SOE's Conceptual Framework

The SOE Conceptual Framework is grounded in the College Mission and goals, contains five basic principles, and is based upon the 4MAT System (McCarthy, 1996 & 2001). The five principles serve as the underlying foundation for the education programs: meaning, knowing, practice, transfer, and reflection. 4MAT is a research-based, natural learning cycle and organizational planning model that is represented by four quadrants, each asking a specific question. In addition to two previous 4MAT awareness workshops for CSW faculty and staff and two on-site trainings in the 4MAT System hosted by the Center for Educational Excellence, CSW faculty were fortunate to received training directly from the creator of the 4MAT model. In spring 2002, Dr. Bernice McCarthy was the keynote speaker for the SOE Annual Seminar. The next day, McCarthy led a full-day of training on the Hobbs Campus for CSW faculty and administrators. This training generated a much deeper understanding and appreciation for the Conceptual Framework and the research-base upon which the 4MAT cycle originated. The circle with its four quadrants is a visual representation of the model.

Each quadrant includes a focus question. In the first quadrant, Why, are the mission, purposes, goals, and objectives that give meaning to the work of the College and create the caring community among its family of employees and students. This quadrant represents the need for relevance and personal meaning that are fulfilled from a deep understanding of and commitment to the underlying rationale, mission, and philosophy which are cultivated only within a caring climate where learning flourishes. It also includes the high standards and expectations that thrive in an inviting environment, which is reflective of Invitational Education (Purkey & Novak, 1996).

The second quadrant, What, provides the structures and master plans that define the College. Quadrant 2 deals with knowing content, structures, policies, and best practices. In the academic arena, this quadrant includes the core curriculum for each program, awareness of the New Mexico Competencies for each specialization, professional standards, and legal issues, as well as the use of technology and current research. These organizing concepts and knowledge bases are housed in the General Studies (initial), Professional Education Core Curriculum (initial), and the Graduate Program Core Curriculum (advanced).

In the third quadrant, How, are the day-to-day operations which include acting on plans, using resources, and feedback loops. This quadrant covers operations, practice, and application through classroom products and projects, field experiences, and clinical practice. Initial candidates complete two field experience courses prior to beginning their student teaching. Graduate-level field experiences include action research, practica, and internships.

The last quadrant, If, is one of envisioning, challenging, evaluating and assessing, pushing boundaries, providing service to the community, and celebrating victories. It includes transfer, reflection, extension, transformation, ownership, and refinement, experienced especially in internships at the initial and advanced levels. Reflection incorporates performance-based assessment and self-evaluation; interactive conferencing; exhibition of student work; analysis of instructional evaluation and feedback through evaluation conferences and other mechanisms; and community service (tutoring, workshops, advisory boards, active participation in professional activities, etc.). Quadrant 4 also involves celebration of successful experiences, completion of programs, licensure, and employment. It includes feedback and follow up for program improvement and necessary change to further meet the evolving demands of the profession.