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The Conceptual Framework: What It Is and How It Works

The Conceptual Framework: What It Is and How It Works. Linda Bradley, James Madison University Monica Minor, NCATE April 2008. The Conceptual Framework …. establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools.

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The Conceptual Framework: What It Is and How It Works

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  1. The Conceptual Framework:What It Is and How It Works Linda Bradley, James Madison University Monica Minor, NCATE April 2008

  2. The Conceptual Framework … • establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. * At its discretion, the unit may operate with a single framework for all programs or a different framework for each or some of its programs. However, the unit must include all of its frameworks when addressing the standards.

  3. The Conceptual Framework … • represents • the guiding structure of the unit • the vision and direction for the unit and its work • provides the opportunity to showcase the unit’s values and beliefs

  4. The Conceptual Framework … • provides direction for • programs • courses • teaching • candidate performance • scholarship • service • unit accountability

  5. The Conceptual Framework … • is • knowledge-based • articulated • shared • coherent • consistent with the unit and/or institutional mission • continuously evaluated

  6. Purposes of the Conceptual Framework: • informs the process by which the unit develops its goals • articulates the goals of the unit • ensures that the goals encourage professionally sound commitments and dispositions • ensures that administrators, faculty, P-12 partners and candidates are working toward the same articulated goals

  7. The Conceptual Framework … • is codified in a document but also infused throughout the unit • is not a standard by itself, but is assessed as part of the unit standards • is a process, not just a product

  8. Conceptual Framework Changes (effective Fall 2008) • eliminates the “evidences of the conceptual framework” section • integrates proficiencies related to diversity and technology into the structural elements • adds a summary of the entire assessment system, and not just the section on candidate proficiencies, as a structural element

  9. Five Elements of the Conceptual Framework … 1. vision and mission of the institution and unit 2. philosophy, purposes, goals, and institutional standards of the unit 3. knowledge bases, including theories, research, the wisdom of practice, and educational policies that drive the work of the unit

  10. Five Elements of the Conceptual Framework … 4.candidate proficiencies related to expected knowledge, skills, and professional dispositions, including proficiencies associated with diversity and technology, that are aligned with the expectations in professional, state, and institutional standards; and a 5. summarized description of the unit’s assessment system

  11. Element 1:Vision and Mission • Vision: • What does the unit see as its ideal? • What does the unit hope to achieve? • What does the unit strive to do? • What kind of educators does the unit want to produce?

  12. Element 1:Vision and Mission • Mission: • What is the mission of the institution? • What is the mission of the unit? • How do the unit and institutional missions relate to each other? • What is the unit going to do? - an action statement

  13. Element 2: Philosophy, Purposes, Goals, Institutional Standards • Philosophy: • What is the unit’s overarching belief system? • How does this relate to the unit vision and mission?

  14. Element 2:Philosophy, Purposes, Goals, Institutional Standards • Purposes/Goals: • What are the broad goals or outcomes of the unit? • How are they connected to the unit’s philosophy and mission?

  15. Element 2:Philosophy, Purposes, Goals, Institutional Standards • Institutional Standards: • What standards has the institution set that reflect its mission and identify important expectations for candidate learning? • How do the standards address diversity and technology?

  16. Element 3:Knowledge Bases • What theories, research, literature, and wisdom of practice support the critical components of the unit’s conceptual framework? • How does the unit’s conceptual framework address relevant local, state, and national educational policies?

  17. Element 4:Candidate Proficiencies • What specific knowledge and skills, including those related to diversity and technology, does the unit expect candidates to demonstrate? • What specific professional dispositions related to diversity does the unit expect candidates to demonstrate? • How are these proficiencies aligned with state, institutional, and professional standards? * A table often is used to illustrate the relationships between proficiencies and standards, especially for state and institutional standards.

  18. Element 5:Summary of Unit Assessment System • At what critical points are candidates assessed? • What assessments are used? • How do assessments link to unit proficiencies?

  19. Element 5:Summary of Unit Assessment System • How does the unit ensure assessments are fair, accurate, consistent, and free of bias? • What policy or process does the unit follow when candidates are not meeting the unit’s expectations? • How does the unit assess unit operations?

  20. Conceptual Framework Review:When, Where, and How • Precondition #4 • full document submitted prior to first accreditation visit • self-contained • cohesive– not five separate documents, but ONE conceptual framework that addresses each of the five elements • organized • aligned to standards • reference list • recommended 40-page limit

  21. Conceptual Framework Review:When, Where, and How • Check out the checklist for submitting conceptual frameworks for Precondition #4 • On your conference CD • On the NCATE website www.ncate.org/institutions/preconditions

  22. Conceptual Framework Review:When, Where, and How • Institutional Report for First Visits • The streamlined Institutional Report format that takes effect in fall 2008 applies only to institutions hosting continuing visits. • The UAB will be considering the Institutional Report format for institutions hosting first visits when it meets in April. • STAY TUNED !

  23. Conceptual Framework Review:When, Where, and How • Institutional Report for Continuing Visits • summary of the five framework elements • description of development process • changes since the previous visit • relationship of revisions to any updated unit, state, or national professional standards • recommended three-page limit

  24. Conceptual Framework Review:When, Where, and How • NCATE Annual Report • unit evaluations of conceptual framework as part of the unit assessment system • any changes resulting from these evaluations

  25. Conceptual Framework Review:When, Where, and How • Onsite Visit • Board of Examiners teams will look for evidence of the conceptual framework and report their findings • in the introductory section of the team report • in responses to standards throughout the team report

  26. The Conceptual Framework across the Unit Standards • Integrated throughout the standards • types and content of assessments (Standards 1, 2) • commitment to diversity (Standards 1, 3, 4) • commitment to technology (Standards 1, 2, 3, 5, 6) • commitment to teaching competence and student learning (Standards 1, 5) • curriculum and instructional methods (Standard 5)

  27. Standard 1 • Supporting Explanation • Candidates preparing to teach or work as other professional educators in P–12 schools are expected to demonstrate the candidate learning proficiencies identified in the unit’s conceptual framework. • These proficiencies, including professional dispositions, should be assessed as part of the unit’s assessment system. • Assessment data should demonstrate candidate learning of these proficiencies.

  28. Standard 2 • Acceptable • The unit has an assessment system that reflects the conceptual framework … and is regularly evaluated by its professional community.

  29. Standard 2 • Supporting Explanation • It should include the assessment of candidates’ content knowledge, pedagogical and/or professional knowledge and skills, professional dispositions, and their effects on student learning as outlined in professional, state, and institutional standards and identified in the unit’s conceptual framework. • Candidate assessments and unit evaluations must be purposeful, evolving from the unit’s conceptual framework and program goals.

  30. Standard 3.a • Target • Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit’s conceptual framework(s) and the school program.

  31. Standard 3.b • Acceptable • Both field experiences and clinical practice reflect the unit’s conceptual framework and help candidates continue to develop the content, professional, and pedagogical knowledge, skills, and professional dispositions delineated in standards.

  32. Standard 3.b • Target • Both field experiences and clinical practice extend the unit’s conceptual framework(s) into practice through modeling by clinical faculty and well-designed opportunities to learn through doing.

  33. Standard 3.c • Acceptable • Assessments used in clinical practice indicate that candidates meet professional, state, and institutional standards identified in the unit’s conceptual framework and affect student learning.

  34. Standard 3 • Supporting Explanation • They provide the opportunity for candidates to develop the knowledge, skills, and professional dispositions in the unit’s conceptual framework in a variety of settings appropriate to the content and level of their program.

  35. Standard 3 • Supporting Explanation • Accountability for clinical practice includes candidates’ application of the skills, knowledge, and professional dispositions defined by the unit in its conceptual framework, including the capacity to have a positive effect on P–12 student learning

  36. Standard 4.a • Acceptable • The unit clearly articulates proficiencies related to diversity identified in the unit’s conceptual framework that candidates are expected to develop during their professional programs.

  37. Standard 4.a • Target • Curriculum, field experiences, and clinical practice promote candidates’ development of knowledge, skills, and professional dispositions related to diversity identified in the unit’s conceptual framework.

  38. Standard 4 • Supporting Explanation • Proficiencies related to diversity are identified in the unit’s conceptual framework.

  39. Standard 5 • Supporting Explanation • Faculty know and understand the professional, state, and institutional standards identified in the unit’s conceptual framework and work to ensure that candidates master these standards.

  40. Standard 6 • Supporting Explanation - Sufficient resources, including information technology resources, are necessary to offer all of the programs at the institution that prepare educators to work in schools, including the delivery of high-quality field experiences and clinical practice.

  41. Standard 6.c • Acceptable - The unit provides adequate resources and opportunities for professional development of faculty, including training in the use of technology.

  42. Standard 6.d • Acceptable - The facilities support faculty and candidate’s use of information technology in instruction.

  43. Standard 6.e • Acceptable - [The unit] provides adequate resources to develop and implement the unit’s assessment plan. - Resources for distance learning programs are sufficient to provide reliability, speed, and confidentiality of connection in the delivery system.

  44. knowledge-based consistent with institutional and unit mission developed collaboratively shared and owned by all stakeholders evident in different aspects of the unit continuously evaluated The conceptual framework should be:

  45. Some Concerns with Conceptual Frameworks • Alignments with institutional, state, and national professional standards are not clearly indicated. • The unit argues that its conceptual framework is based on state standards. • The unit has not described its process for ensuring fairness, accuracy, consistency, or lack of bias.

  46. More Concerns with Conceptual Frameworks • The conceptual framework does not address advanced programs, especially advanced programs for teachers. • Evidence cannot be found that the conceptual framework is supported in courses, field experiences, clinical practice, or assessments. • Cooperating teachers or arts and sciences faculty have no idea whether the unit has a conceptual framework.

  47. Examples • Visit “resources” section of NCATE website for conceptual framework examples, timelines, and sample checklists. • www.ncate.org/institutions/firstaccreditation/preconditions

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