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PTEU Conceptual Framework Overview

PTEU Conceptual Framework Overview. Collaborative Development of Expertise in Teaching, Learning and Leadership. Conceptual Framework Theme:. Development of the Conceptual Framework. Collaboration with all stakeholders Discipline Faculty PTEU Faculty Candidates (KSU students)

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PTEU Conceptual Framework Overview

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  1. PTEU Conceptual Framework Overview

  2. Collaborative Development of Expertise inTeaching, Learning and Leadership Conceptual Framework Theme:

  3. Development of the Conceptual Framework • Collaboration with all stakeholders • Discipline Faculty • PTEU Faculty • Candidates (KSU students) • Graduates of our programs (Alumni) • Collaborating Teachers and Principals • Advisory Boards • Community Partners

  4. What are the KSDs? • Knowledge • Skills • Dispositions

  5. Outcomes- Initial - • Subject Matter Expert • Facilitator of Learning • Collaborative Professional Refer to handout for proficiencies that relate to each of these three outcomes

  6. Subject Matter Expert Proficiencies • 1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content. • 1.2: Candidate represents content accurately. • 1.3: Candidate connects content to other disciplines and applies it to common life experiences. • 1.4: Candidate uses pedagogical content knowledge effectively.

  7. Facilitator of Learning Proficiencies • 2.1 Candidate demonstrates knowledge of how learners develop, learn and think. • 2.2: Candidate successfully motivates students to learn. • 2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum. • 2.4: Candidate creates effective, well-managed and active learning environments.

  8. Facilitator of Learning Proficiencies • 2.5: Candidate creates environments that reflect high expectations for student achievement. • 2.6: Candidate designs effective instruction. • 2.7: Candidate implements effective instruction that positively impacts the learning of all students. • 2.8: Candidate uses a variety of methods, materials, and technologies.

  9. Facilitator of Learning Proficiencies • 2.9: Candidate utilizes a variety of strategies to assessstudent learning. • 2.10: Candidate uses the results of assessments to improve the quality of instruction.

  10. Collaborative Professional Proficiencies • 3.1: Candidate communicates effectively orally and in writing. • 3.2: Candidate reflects upon and improves professional performance. • 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. • 3.4: Candidate displays professional and ethical behavior.

  11. CF Embraces Concepts Inherent In: • NCATE/PSC – Unit Standards • BOR Principles • Specialized Professional Association (SPA) Standards • PSC Program Rules • GA Framework • INTASC • NBPTS

  12. CF Is Present In: Curriculum Syllabi Assessments

  13. MAT Programs Approved by PSC

  14. Endorsements Approved by PSC

  15. PTEU Assessment System Overview

  16. Common (Unit-level) Assessments • Candidate Performance Instrument (CPI) • Impact on Student Learning Assignment and Rubric (ISLA) • Portfolio Narrative and Rubric (PNR)

  17. Program Specific Assessments • Content (GACE) • Content (2nd content) • Planning Assessment • Implementation (Clinical) Assessment • Student Learning Assessment • Dispositions Assessment • Optional – additional assessment • Optional – additional assessment

  18. External VoicesFeedback From: • Student Teachers • Collaborating Teachers • Collaborating Principals • Graduates (Alumni) • Employers • Advisory Committees (unit & program levels)

  19. Decision Points in Programs Acceptance at Decision Points Initial Programs • Entry to Teacher Education • Entry to TOSS/Practicum/IDA • Entry to Student Teaching • Exit from Student Teaching Advanced Programs: • Entry to Graduate Program • Mid Review • Exit from Program

  20. Evidence Room Links • Unit assessments (see Standards 1 & 2) • Program Specific Assessments (see PROBE) • Unit Decision Points (see Standard 2) • Program Specific Admission Requirements (see PROBE)

  21. Unit Operations • Facilities, Library, Technology Resources • Support Services (e.g. Advisement, Admissions, Field Experiences) • Budgets • Personnel (Faculty, Staff, Administration) • Governance

  22. Comprehensive Process Collection, Aggregation, Analysis, Reporting, & Reflection Of Useful Data

  23. Education Information Center (EIC) Phasing Out

  24. Chalk and Wire Portfolio System

  25. Chalk and Wire • A digital ePortfolio and assessment system that can support multiple unit and program assessment plans simultaneously. • Our purpose for C&W is to provide flexible yet connected assessment options for individual program areas.

  26. ePortfolio Application • ePortfolio for Program Completion • Chalk and Wire ePortfolio • Rubric Based Assessments

  27. Sample ePortfolio

  28. Data Analysis • CW Reporter

  29. Data Reflections

  30. Comprehensive Process Collection, Aggregation, Analysis, Reporting, & Reflection Of Useful Data

  31. So What? Systematic Data Reflections Across the Unit

  32. Electronic Evidence See Website

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