The Conceptual Framework for the University of Arkansas, a provider for Educator Preparation Programs (EPP), is derived from the mission of the University and College of Education and Health Professions (COEHP) and from professional literature. The Framework represents the views of numerous constituencies, including EPP faculty, public school teachers, administrators, and candidates. The Conceptual Framework serves to establish a "shared vision for ... efforts in preparing educators to work effectively in P-12 schools."  In so doing, it provides guidance regarding factors "likely to have the strongest effects" on outcomes for students (U. S. Department of Education, 2013, p. 12).

The vision for U of A Educator Preparation Programs is to develop educational professionals who are leaders in the areas of essential knowledge, evolving technology, research findings, and reflective practice in a diverse and dynamic global society. The overarching goal of the EPP is to offer effective and academically rigorous preparatory programs for future educators, as scholar-practitioners, who advocate for the learning of all children. The scholar-practitioner reflects a professional who is knowledgeable about the subject matter and pedagogy; skillful in teaching and managing classrooms and schools; caring and supportive of students, families, school staff, and the community; and a professional who continues to learn and who embodies ethical behavior. 

The Scholar-Practitioner Model forms the basis for preparing school professionals. This preparation occurs at the basic and advanced levels and ties directly into the COEHP mission of enhancing the quality of life of citizens of Arkansas and the nation.  Teachers, administrators, counselors, and other school professionals play a significant role in the quality of life for all citizens.

Educator Preparation Programs (EPPs) at the University of Arkansas believe in the nature of continuous improvement.  It is through the cycles of assessment that all professional programs can evaluate their impact on their teacher candidates. This culture of assessment extends to the way candidates’ are prepared through their professional learning experiences.

Graduates from the University of Arkansas are expected to be scholar-practitioners who advocate for the learning of all children in diverse settings. Proficiencies reflect the knowledge, skills, and dispositions identified by specialized professional associations (SPAs), CAEP, INTASC, and criteria found in the Arkansas Department of Education Teacher Excellence & Support System (TESS), based on the Danielson Framework for Teaching. Scholar-practitioners are teachers, administrators, counselors, and other school professionals who value theory and research, understand that theory and practice are complementary and mutually reinforcing, and are committed to the enhancement of teaching, learning, and professional practice.  The outcomes of the University of Arkansas EPP focus on the preparation of professional educators who will be scholar-practitioners that will assume leadership roles in education and enable them to enhance the quality of life of citizens in Arkansas, the nation and the world.