Conceptual Framework

(1)

The Conceptual

Framework:

What It Is and How It

Works

Linda Bradley, James Madison

University

Monica

Monica Minor,

Minor, NCA

NCATE

TE

Monica Minor, NCATE

(2)

The Conceptual

Framework …



 establishes the shared vision for aestablishes the shared vision for a

unit’s eorts in

unit’s eorts in preparing educatorspreparing educators

to work eectively in P!" schools#

*

* A A A At its discretion, the unit may operatet its discretion, the unit may operatet its discretion, the unit may operatet its discretion, the unit may operate with a single framework for all

with a single framework for all with a single framework for all with a single framework for all

programs or a dierent framework programs or a dierent framework programs or a dierent framework programs or a dierent framework

for each or some of i

for each or some of its programs.ts programs. for each or some of its programs. for each or some of its programs.

However, the unit must include However, the unit must include However, the unit must include

However, the unit must include allallallall ofofofof its frameworks when addressing the its frameworks when addressing the its frameworks when addressing the its frameworks when addressing the

standards. standards. standards. standards.

(3)

The Conceptual

Framework …



 establishes the shared vision for aestablishes the shared vision for a

unit’s eorts in

unit’s eorts in preparing educatorspreparing educators

to work eectively in P!" schools#

*

* A A A At its discretion, the unit may operatet its discretion, the unit may operatet its discretion, the unit may operatet its discretion, the unit may operate with a single framework for all

with a single framework for all with a single framework for all with a single framework for all

programs or a dierent framework programs or a dierent framework programs or a dierent framework programs or a dierent framework

for each or some of i

for each or some of its programs.ts programs. for each or some of its programs. for each or some of its programs.

However, the unit must include However, the unit must include However, the unit must include

However, the unit must include allallallall ofofofof its frameworks when addressing the its frameworks when addressing the its frameworks when addressing the its frameworks when addressing the

standards. standards. standards. standards.

(4)

The Conceptual

Framework …



represents

–

– _{the guiding structure of the unit}_{the guiding structure of the unit}_{the guiding structure of the unit}_{the guiding structure of the unit} –

– _{the vision and direction for the unit}_{the vision and direction for the unit}_{the vision and direction for the unit}_{the vision and direction for the unit} and its work

and its work and its work and its work



provides the opportunity to

showcase the unit’s values and

beliefs

(5)

The Conceptual

Framework …



provides direction for

–

programs

–

_courses

–

_teaching

–

_{candidate performance}

–

_scholarship

–

service

–

(6)

The Conceptual

Framework …



is

– knowledgebased

– articulated

– shared

– coherent

– consistent with the unit and$or

institutional mission

(7)

Purposes of the

Conceptual

Framework:

 informs the process by which the unitinforms the process by which the unit

develops its goals develops its goals

 articulates the goals of the unitarticulates the goals of the unit

 ensures that the goals encourageensures that the goals encourage

professionally sound commitments and professionally sound commitments and

dispositions dispositions

 ensures that administrators% faculty% P!"ensures that administrators% faculty% P!"

partners and candidates are working partners and candidates are working

toward the same articulated goals toward the same articulated goals

(8)

The Conceptual

Framework …



is codi&ed in a document but

also infused throughout the unit



is not a standard by itself% but is

assessed as part of the unit

standards

(9)

Conceptual Framework

Changes

Changes (eective all

(eective all

!""#$

 eliminates the (evidences of the

conceptual framework) section

 integrates pro&ciencies related to

diversity and technology into the structural elements

 adds a summary of the entire

assessment system% and not 'ust the section on candidate pro&ciencies% as a structural element

(10)

Five *lements of the

Conceptual Framework …

!# vision and mission of the

institution and unit

"# philosophy% purposes% goals% and

institutional standards of the unit

+# knowledge bases% including

theories% research% the wisdom of

practice% and educational policies

that drive the work of the unit

(11)

Five *lements of the

Conceptual Framework …

,# candidate pro&ciencies related to

e-pected knowledge% skills% and

professional dispositions% including

pro&ciencies associated with

diversity and technology % that are

aligned with the e-pectations in

professional% state% and

institutional standards. and a

/# summari0ed description of the

(12)

*lement !:

1ision and 2ission

 1ision::1ision

– 3hat does the unit see as its ideal4_{3hat does the unit see as its ideal4}

– 3hat does the unit hope to achieve4_{3hat does the unit hope to achieve4}

– 3hat does the unit strive to do4_{3hat does the unit strive to do4}

– 3hat kind of educators does the unit want_{3hat kind of educators does the unit want} to produce4

(13)

*lement !:

1ision and 2ission

 2ission::2ission

– 3hat is the mission of the institution4_{3hat is the mission of the institution4}

– 3hat is the mission of the unit4_{3hat is the mission of the unit4}

– 5ow do the unit and institutional missions_{5ow do the unit and institutional missions} relate to each other4

relate to each other4

(14)

emen

:

emen

:

Philosophy% Purposes%

6oals% 7nstitutional

8tandards



Philosophy::

Philosophy

– 3hat is the unit’s overarching

3hat is the unit’s overarching

belief system4

– 5ow does this relate to the unit

5ow does this relate to the unit

vision and mission4

(15)

emen

:

emen

:

Philosophy% Purposes%

6oals% 7nstitutional

8tandards



Purposes$6oals::

Purposes$6oals

– 3hat are the broad goals or3hat are the broad goals or outcomes of the unit4

outcomes of the unit4

– 5ow are they connected to the5ow are they connected to the unit’s philosophy and mission4 unit’s philosophy and mission4

(16)

emen

:

emen

:

Philosophy% Purposes%

6oals% 7nstitutional

8tandards



7nstitutional 8tandards::

7nstitutional 8tandards

– 3hat standards has the institution set that re9ect its mission and

identify important e-pectations for candidate learning4

– 5ow do the standards address_{5ow do the standards address} diversity and technology4

(17)

*lement +:

nowledge ;ases

– 3hat theories% research%3hat theories% research%

literature% and wisdom of practice literature% and wisdom of practice

support the critical components of support the critical components of

the unit’s conceptual framework4 the unit’s conceptual framework4 – 5ow does the unit’s conceptual5ow does the unit’s conceptual

framework address relevant local% framework address relevant local%

state% and national educational state% and national educational

policies4 policies4

(18)

*lement ,:

Candidate Pro&ciencies

 3hat speci&c knowledge and skills% including3hat speci&c knowledge and skills% including

those related to

those related to diversitydiversity andand technologytechnology%% does the unit e-pect candidates to

does the unit e-pect candidates to demonstrate4

demonstrate4

 3hat speci&c professional dispositions3hat speci&c professional dispositions

related to diversity does the unit e-pect related to diversity does the unit e-pect

candidates to demonstrate4 candidates to demonstrate4

 5ow are these pro&ciencies aligned with5ow are these pro&ciencies aligned with

state% institutional% and professional state% institutional% and professional

standards4 standards4

< = table often is used to illustrate the relationships between pro&ciencies and < = table often is used to illustrate the relationships between pro&ciencies and

standards% especially for state and institutional standards# standards% especially for state and institutional standards#

(19)

*lement /:

8ummary of >nit

=ssessment 8ystem



=t what critical points are

candidates assessed4



3hat assessments are used4



5ow do assessments link to unit

pro&ciencies4

(20)

*lement /:

8ummary of >nit

=ssessment 8ystem



5ow does the unit ensure

assessments are fair% accurate%

consistent% and free of bias4



3hat policy or process does the unit

follow when candidates are not

meeting the unit’s e-pectations4



5ow does the unit assess unit

operations4

(21)

Conceptual Framework

?eview:

3hen% 3here% and 5ow

 Precondition @,Precondition @,

– full document submitted prior to &rstfull document submitted prior to &rst accreditation visit

accreditation visit

 selfcontainedselfcontained

 cohesiveA not &ve separate documents% but B*cohesiveA not &ve separate documents% but B*

conceptual framework that addresses each of conceptual framework that addresses each of the &ve elements

the &ve elements

 organi0edorgani0ed

 aligned to standardsaligned to standards  reference listreference list

(22)

Conceptual Framework

?eview:

3hen% 3here% and 5ow



Check out the checklist for

submitting conceptual

frameworks for Precondition @,

–

_{Bn your conference CE}

–

Bn the C=T* website

_{Bn the C=T* website}

www.ncate.org/institutions/preconditions www.ncate.or g/institutions/preconditions

(23)

Conceptual Framework

?eview:

3hen% 3here% and 5ow

 7nstitutional ?eport for First 1isits7nstitutional ?eport for First 1isits

– The streamlined 7nstitutional ?eport formatThe streamlined 7nstitutional ?eport format

that takes eect in fall "DD applies only to that takes eect in fall "DD applies only to

institutions hosting continuing visits# institutions hosting continuing visits#

– The >=; will be considering the 7nstitutionalThe >=; will be considering the 7nstitutional

?eport format for institutions hosting &rst ?eport format for institutions hosting &rst

visits when it meets in =pril# visits when it meets in =pril#

(24)

Conceptual Framework

?eview:

3hen% 3here% and 5ow

 7nstitutional ?eport for Continuing 1isits7nstitutional ?eport for Continuing 1isits

– summary of the &ve framework elementssummary of the &ve framework elements – description of development processdescription of development process

– changes since the previous visitchanges since the previous visit

– relationship of revisions to any updated unit%relationship of revisions to any updated unit% state% or national professional standards

state% or national professional standards – recommended threepage limitrecommended threepage limit

(25)

Conceptual Framework

?eview:

3hen% 3here% and 5ow



C=T* =nnual ?eport

–

unit evaluations of conceptual

_{unit evaluations of conceptual}

framework as part of the unit

assessment system

–

any changes resulting from these

_{any changes resulting from these}

evaluations

(26)

Conceptual Framework

?eview:

3hen% 3here% and 5ow



Bnsite 1isit

– ;oard of *-aminers teams will look_{;oard of *-aminers teams will look} for evidence of the conceptual

for evidence of the conceptual

framework and report their &ndings framework and report their &ndings

 in the introductory section of the teamin the introductory section of the team

report report

 in responses to standards throughoutin responses to standards throughout

the team report the team report

(27)

The Conceptual

Framework across the

>nit 8tandards



7ntegrated throughout the standards

– types and content of assessments_{types and content of assessments} G8tandards !% "H

G8tandards !% "H

– _{commitment to diversity G8tandards !% +% ,H}_{commitment to diversity} G8tandards !% +% ,H

– _{commitment to technology G8tandards !% "%}_{commitment to technology} G8tandards !% "% +% /% IH

+% /% IH

– commitment to teaching competence and_{commitment to teaching competence and} student learning

student learning G8tandards !% /HG8tandards !% /H

– curriculum and instructional methods_{curriculum and instructional methods} G8tandard /H

(28)

8tandard !

 8upporting *-planation8upporting *-planation

– CandidatesCandidates preparing to teach or work aspreparing to teach or work as other professional educators in PA!"

other professional educators in PA!" schools

schools are e-pected to demonstrate theare e-pected to demonstrate the candidate learning pro&ciencies

candidate learning pro&ciencies identi&edidenti&ed in the unit’s conceptual framework#

in the unit’s conceptual framework#

– TheseThese pro&cienciespro&ciencies%% including professionalincluding professional dispositions

dispositions%% should be assessedshould be assessed as partas part of the unit’s assessment system#

of the unit’s assessment system#

– =ssessment=ssessment data should demonstratedata should demonstrate candidate learning

(29)

8tandard "



=cceptable

– The unit has an

The unit has an assessment system

assessment system

that

that re9ects the conceptual

re9ects the conceptual

framework

framework … and

… and is regularly

is regularly

evaluated

evaluated by its professional

by its professional

community#

(30)

8tandard "

 8upporting *-planation8upporting *-planation

– _{7t should include the assessment of}_{7t should include the} assessment of

candidates’ content knowledge% pedagogical candidates’ content knowledge% pedagogical and$or professional knowledge and skills%

and$or professional knowledge and skills%

professional dispositions% and their eects on professional dispositions% and their eects on student learning

student learning as outlined in professional%as outlined in professional% state% and institutional standards and

state% and institutional standards and

identi&ed in the unit’s conceptual framework# identi&ed in the unit’s conceptual framework#

– _{Candidate assessments and}_{Candidate assessments} _{and unit evaluations}unit evaluations must be purposeful% evolving from the unit’s must be purposeful% evolving from the unit’s conceptual framework and program goals# conceptual framework and program goals#

(31)

8tandard +#a



Target

– ;oth

;oth unit and schoolbased

unit and schoolbased

faculty are involved in

designing% implementing% and

evaluating

evaluating the unit’s conceptual

the unit’s conceptual

frameworkGsH and the school

program#

(32)

8tandard +#b



=cceptable

– ;oth;oth &eld e-periences and clinical&eld e-periences and clinical

practice re9ect the unit’s conceptual practice re9ect the unit’s conceptual framework

framework and help candidatesand help candidates continue to

continue to develop the content%develop the content% professional% and pedagogical

professional% and pedagogical

knowledge% skills% and professional knowledge% skills% and professional dispositions

dispositions delineated indelineated in standards#

(33)

8tandard +#b



Target

–

_{;oth &eld e-periences and}

clinical practice e-tend the

unit’s conceptual frameworkGsH

into practice

into practice through modeling

through modeling

by clinical faculty

by clinical faculty and

and well

well

designed opportunities to learn

through doing#

(34)

8tandard +#c



=cceptable

– _{=ssessments used in clinical}_=ssessments used in clinical practice

practice indicate that candidatesindicate that candidates meet professional% state% and

meet professional% state% and institutional standards

institutional standards identi&edidenti&ed in the unit’s conceptual framework in the unit’s conceptual framework

and aect student learning# and aect student learning#

(35)

8tandard +



8upporting *-planation

– _{They provide the opportunity}_They _{provide the opportunity for}for candidates

candidates to develop theto develop the

knowledge% skills% and professional knowledge% skills% and professional

dispositions

dispositions in the unit’sin the unit’s

conceptual framework in a variety conceptual framework in a variety

of settings appropriate to the of settings appropriate to the

content and level of their program# content and level of their program#

(36)

8tandard +



8upporting *-planation

–

_{=ccountability for clinical practice}

includes candidates’ application

of the skills% knowledge% and

professional dispositions

professional dispositions de&ned

de&ned

by the unit in its conceptual

framework% including the capacity

to have a positive eect on PA!"

student learning

(37)

8tandard ,#a



=cceptable

–

_{The unit clearly articulates}

_{The unit clearly}

_articulates

pro&ciencies related to diversity

identi&ed in the unit’s conceptual

framework that candidates are

e-pected to develop during their

professional programs#

(38)

8tandard ,#a



Target

– Curriculum% &eld e-periences% and_{Curriculum% &eld e-periences% and} clinical practice

clinical practice promotepromote

candidates’ development of candidates’ development of

knowledge% skills% and professional knowledge% skills% and professional

dispositions related to diversity dispositions related to diversity

identi&ed in the unit’s conceptual identi&ed in the unit’s conceptual

framework# framework#

(39)

8tandard ,



8upporting *-planation

–

Pro&ciencies related to diversity

_{Pro&ciencies related to diversity}

are identi&ed

are identi&ed in the unit’s

in the unit’s

conceptual framework#

(40)

8tandard /



8upporting *-planation

–

_{Faculty know and understand}

the professional% state% and

institutional standards identi&ed

in the unit’s conceptual

framework

framework and work to ensure

and work to ensure

that candidates master these

standards#

(41)

8tandard I



8upporting *-planation

 8uJcient resources%

 8uJcient resources% includingincluding

information technology resources information technology resources%%

are necessary to oer all of the are necessary to oer all of the programs at the institution that programs at the institution that

prepare educators to work in prepare educators to work in

schools% including the delivery of schools% including the delivery of

highKuality &eld e-periences and highKuality &eld e-periences and

clinical practice# clinical practice#

(42)

8tandard I#c



=cceptable



The unit provides adeKuate

resources and opportunities for

professional development of

faculty%

faculty% including training in the

including training in the

use of technology

(43)

8tandard I#d



=cceptable



The facilities support faculty and

candidate’s

candidate’s use of information

use of information

technology in instruction

(44)

8tandard I#e



=cceptable

 LThe unitM provides adeKuate  LThe unitM provides adeKuate

resources to

resources to develop and implementdevelop and implement the unit’s assessment plan

the unit’s assessment plan##

 ?esources for distance learning  ?esources for distance learning

programs are suJcient to provide programs are suJcient to provide

reliability% speed% and con&dentiality reliability% speed% and con&dentiality

of connection in the delivery system of connection in the delivery system##

(45)

The conceptual

framework should be:



knowledge

based



consistent with

institutional

and unit

mission



developed

collaboratively

 shared andshared and

owned by all owned by all stakeholders stakeholders  evident inevident in dierent dierent aspects of the aspects of the unit unit  continuouslycontinuously evaluated evaluated