1. Sultan Qaboos University College of Education Course: Instructor:

2. Today’s lecture 1.College vision & mission 2.Conceptual framework 3.Link between our course and the conceptual framework 4.Accreditation

3. Vision The College of Education aspires to be a professional and contemporary centre of excellence that affirms societal and scientific values, contributes to the quality of life for each individual, and enhances the prosperity of society as a whole. Mission The College of Education is committed to preparing distinguished graduates in teaching, training, counseling, and research through undergraduate and postgraduate programs. The College strives to be a centre of excellence that uses scientific research to develop sustainable systems and programs that meet the needs of the society while also fostering its values. College vision & mission

4. Our Conceptual Framework: the graduate we want COE graduates is able to design & implement differentiated teaching strategies to accommodate different types of learners. COE graduate is able to observe Omani, Islamic and professional ethics/values in performing professional tasks. COE graduates are reflective practitioners who make decisions based on research evidence and data. COE graduate is able to demonstrate in- depth knowledge of the principles that govern the discipline and apply it in real- world situations. COE graduate is able to employ modern technology to construct an interactive teaching learning environment.

5. Our Conceptual Framework: the graduate we want

6. The distinguished graduate The distinguished education graduate is a leader who is empowered with specialized knowledge, expert skills, values of the field and society, and has the ability to utilize contemporary research findings to maximize self- learning through reflective practice and life-long learning in order to provide diversified optimal learning experiences for all students.

7. Theme1: Academic Rigor and Specialized Experiences 1-A: Demonstrates in-depth knowledge of the theories and philosophical principles that govern the discipline and guide its research activities. Outcomes: Candidate Proficiencies (Graduate attributes) 1-B: Transfers and applies knowledge in real- world situations.

8. Theme2: Diversified Teaching 2-A: Demonstrates in-depth knowledge of differentiated instructional strategies. Outcomes: Candidate Proficiencies (Graduate attributes) 2-B: Initiates, designs and/or adapts instructional materials creatively to respond to students’ developmental characteristics, psychological needs and diverse backgrounds. 2-C: Utilizes instructional techniques that promote critical thinking, reflective thinking and problem solving. 2-D: Designs and implements varied and fair assessment techniques in order to assess students’ different abilities and uses data to inform instructional practice. 2-E: Reflects on own educational practices critically and continuously in order to improve student learning. 2-F: Collaborates with schools, families and community to support student learning.

9. Theme3: Dispositions and Values 3-A: Observes Omani, Islamic and professional ethics/values in performing his/her professional tasks. Outcomes: Candidate Proficiencies (Graduate attributes) 3-B: Creates and maintains continuous, supportive and safe learning environments. 3-C: Develops positive attitudes towards the profession and contributes effectively to it.

10. Theme4: Research Culture and Life-long Learning Outcomes: Candidate Proficiencies (Graduate attributes) 4-B: Conducts action, basic and/or applied research. 4-C: Analyzes and interprets research studies properly. 4-A: Demonstrates in-depth knowledge of qualitative and quantitative research designs. 4-D: Makes his/her decisions based on research evidence and data.

11. Theme5: Technological Skills Outcomes: Candidate Proficiencies (Graduate attributes) 5-B: Utilizes technology to support and assess student learning. 5-C: Develops students’ use of appropriate technology to enhance student learning. 5-A: Uses technology to enhance professional development, collaboration, and communication.

12. The link between our course and the conceptual framework CF themeTeaching activitiesAssessment activities

13. Accreditation National Council of Accreditation for Teacher Education (NCATE) Currently called: Council for the Accreditation of Educator Preparation (CAEP) National Council of Accreditation for Teacher Education (NCATE) Currently called: Council for the Accreditation of Educator Preparation (CAEP)

14. Enhance the international reputation of SQU and the College of Education Place the college as a centre of excellence for teaching, counseling and scientific research Improve the quality of the college programs based on international standards Produce distinguished leaders in educational change and development Enhance the quality of learning in schools Connect students and faculty members with their counterparts in distinguished international universities Why Accreditation

15. Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Standard 2: Assessment System and Unit Evaluation Standard 3: Field Experiences and Clinical PracticeStandard 4: Diversity Standard 5: Faculty Qualifications, Performance, and Development Standard 6: Unit Governance and Resources NCATE Standards

16. Course syllabus

17. Thank you