Weber State University’s Teacher Preparation Program Conceptual Framework

Elements of a Conceptual Framework (CF) A shared vision, purpose, and goals for teacher preparation Professional knowledge bases (research) regarding current theory and best practices in teacher preparation Defined candidate proficiencies aligned with state and national standards A philosophy and system of data collection, assessment, and evaluation necessary for program renewal and enhanced student learning

Conceptual Framework (con’t) The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P–12 schools. It provides direction for: courses, programs, instruction, candidate performance, scholarship, service, and unit resources and accountability.

Conceptual Framework (con’t) The conceptual framework is articulated, shared, coherent, consistent with the unit and the institutional mission, and continuously evaluated.

Development of the Conceptual Framework A focus group composed of teacher education faculty from across campus reviewed WSU’s previous conceptual framework (TREC), current research, and the INTASC standards. TREC (based on the philosophy of reflective practice, engaging all learners, and collaboration) was revised and extended to include professional knowledge, skills, and dispositions, demonstrated student achievement, a more comprehensive unit assessment plan, and collaboration with a broader community.

WSU Teacher Preparation Program’s Conceptual Framework: Student Achievement: Teachers, Students, and Communities Working Together

The reference in the Model to Teachers includes: WSU faculty, collaborating teachers, and WSU candidates when they are in a teaching situation. The reference in the Model to Students includes: Our candidates, the k-12 students taught by our candidates, and faculty and community educators in professional development situations. Student Achievement: Teachers, Students, and Communities Working Together

The Conceptual Framework Model has Three Essential Components: A BASE, representing standards and professionalism A MIDSECTION, representing the components of the 1993 TREC Reflective Practice conceptual framework: reflecting, engaging, collaborating The PINNACLE, anticipated outcomes of student achievement and program renewal

The BASE: Standards and Research Acknowledges that all licensure programs are built upon professional standards and knowledge bases Delineates three areas of professionalism: candidate knowledge, skills, and dispositions Supports the MIDSECTION, reflective practice; and the PINNACLE, student achievement and program renewal

The MIDSECTION: Reflective Practice Teachers reflect upon the effectiveness of their instruction and based on that reflection strengthen and modify practice. Teachers engage students through the implementation of varied teaching strategies, appropriate interventions, and formative assessments. Teachers collaborate for growth by seeking the help of other professionals to enhance teaching skills, professional knowledge, and dispositions.

The PINNACLE: Anticipated Outcomes Enhanced professionalism and preparation for teaching Development of leadership skills Program renewal Increased student achievement