WIU’s Teacher and Professional Education Program Accreditation Update and Revisions to our Unit’s Conceptual Framework

 Fall, 2008  Finalize conceptual framework and disseminate  Begin drafting program reports  Re-establish advisory committee  Clarify expectations for “Other School Professionals”  Complete design phase of assessment system  Initiate subcommittees on  Diversity  Technology Integration  Dispositions

 Spring, 2009  Continue drafting program reports  Begin development phase of assessment system  Finalize plan for technology integration  Implement diversity assessments  Summer, 2009  Submit finalized program reports for feedback  Revise and resubmit program reports

 Fall, 2009  Submit program reports to Assistant Dean  Submit program reports to NCATE  Pilot assessment system  Initiate work drafting NCATE report  Spring, 2010  Continue work on sections of the NCATE report  Launch assessment  Fall, 2010  NCATE Visit

UTEC MEMBERS Unit Head: Dean Smith-Skripps Business & Technology Andrew BakerArts & SciencesGinny BoyntonRuth KellyJames Olsen Bonnie Sonnek COEHSCindy Dooley Reinhard Lindner Darlos Mummert Missy Phillips Jacqlin Richmond Miriam Satern Fine Arts & Communications Christine Lapka Practitioner Representatives Maria DunstanJill LundgrenLouise Neff

 Rori Carson  Cindy Dooley  Jim La Prad  Reinhard Lindner  Missy Phillips  Dan Wise

CONCEPTUAL FRAMEWORK

 Importance of the Conceptual Framework  Shared vision of preparation leading to effective educators  Provides direction programs courses teaching candidate performance scholarship service unit accountability NCATE TRAINING IN D.C. (APRIL 2008)

 Characteristics of Conceptual Framework  Knowledge based  Articulated  Shared  Coherent  Consistent with the unit and institutional vision NCATE TRAINING IN D.C. (APRIL 2008)

Introduction  The Conceptual Framework Survey, comprised of 12 items with space for written comments, was sent out in the latter part of the spring, 2008 semester to (1) WIU Teacher Education faculty/staff (2) WIU administrators, (3) Local school district administrators and faculty, and (4) WIU education program candidates (undergrad) as well as advanced program candidates (graduate).  The survey had two main purposes. First, to determine understanding/ familiarity/ satisfaction with the current conceptual framework. Second, to familiarize those stakeholders who may not be as conversant with the conceptual framework as they need to be. 315 individuals responded to the survey in total. Although adequate in absolute size, it should be noted that the sample was both purposive and convenience based CONCEPTUAL FRAMEWORK SURVEY RESULTS – 2008

 Discussion  Overall, the results indicate a largely positive view of the various components of the conceptual framework with mean scores ranging from a low of 5.83 (i12) to a high of 6.38 (i7) on a 7 point scale. Only two items were below a mean of 6 (i2; i12). When broken down by respondents, on the whole WIU faculty/staff (n=19) tended to give the lowest ratings, while Public School faculty/administrators (n=35) gave the highest, with WIU program candidates (n=210) roughly in the middle. The low number of respondents (n=4) from the WIU administrator category make any interpretations impossible for this group. As a caution, it should be noted that the modal response for all items (except item 6) was a score of 7 indicating a potential response set. Nevertheless, overall the numerical responses indicate a generally affirmative view of the WIU Teacher Education Conceptual Framework and Teacher Preparation Program. CONCEPTUAL FRAMEWORK SURVEY 2008: QUANTITATIVE RESULTS SUMMARY

CONCEPTUAL FRAMEWORK SURVEY RESULTS : QUALITATIVE RESPONSES Written Comments by Conceptual Model Area Positive Negative Neutral Total Knowledge of Content68620 Knowledge of Teaching95620 Knowledge of Learners35715 Knowledge of Professional Skills and Dispositions Application and Reflection80412 Diversity25512 Technology General Total

 Discussion and conclusion  Comments by respondents were quite diverse. The majority (81 out of 129) came from WIU undergraduate teacher education candidates. The area eliciting the most comments was Technology (24), the fewest, Knowledge of Skills and Dispositions (10). Technology was also the area that elicited the most negative comments (18). This result is in line with the numerical ratings. The areas eliciting the most positive comments were Knowledge of Teaching (9) and Application and Reflection (8). Overall, the number of positive (44) and negative (45) comments were about equal. 16 (12%) comments fell under the unsolicited (not specific to the categories explicitly identified in the survey) category of General.  In fact, after spending some time with the data one gets the sense that responses to the survey were more or less driven by a general, global view of the effectiveness of the WIU Teacher Education Program rather than by a careful reading of the individual components of the Conceptual Framework. CONCEPTUAL FRAMEWORK SURVEY RESULTS : QUALITATIVE RESPONSE SUMMARY

 Analyzed conceptual framework survey results  Examined other institutions’ conceptual framework logos  Analyzed our existing conceptual framework to identify core elements  Reflected on the applicability of conceptual framework to undergraduate, advanced programs, and programs for other school professionals  Examined current literature on effective teaching and learning  Revised unit standards, conceptual framework logo, and mission  Created a vision statement and a tag line  Planned for UTEC Retreat STEERING COMMITTEE – SUMMER ACTIVITIES

 Presented the revised conceptual framework standards, logo, and mission statement  Presented the newly created vision statement  Input from UTEC members led to revisions in standards, vision statement, and mission statement  UTEC approved the standards, vision statement, mission statement, and logo UTEC RETREAT

 Knowledge  Action  Reflection  Commitment  Empowerment OUR VALUES

 Empowerment  The creation of a professional community wherein candidates develop the capability, confidence, efficacy, and sense of authority, enabling them to create a community that positively transforms the lives and actions of all learners and engages them in attaining their full potential. EMPOWERMENT FOR LEARNING LEARNING FOR EMPOWERMENT

 Our graduates will be empowered educational professionals deeply committed to continuous learning and the empowerment of all learners. OUR VISION

 The WIU Teacher and Professional Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners. OUR MISSION

UTEC STANDARDS UTEC STANDARDS 1. The competent candidate knows, reflects on, acts in accordance with, and is committed to professional standards governing his or her subject matter, expectations for learners as described in the appropriate content standards, and making such content meaningful and empowering for all learners.

2. The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based best practices that promote the growth, development, learning, and empowerment of all individuals representing the social fabric of our diverse society. UTEC STANDARDS UTEC STANDARDS

3. The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based principles governing the planning of instruction, the creation and maintenance of positive, safe learning communities, the implementation of appropriate technological tools, and the use of varied approaches to impact, assess, and empower learning. UTEC STANDARDS

4. The competent candidate knows, reflects on, acts in accordance with, and is committed to the importance of professional dispositions, especially those that advance fairness and the belief that all individuals can be empowered to learn. UTEC STANDARDS

5. The competent candidate knows, reflects on, acts in accordance with, and is committed to the principles that govern the application of his or her knowledge of subject matter, the empowerment of learners, and the acquisition of practical and professional skills during field and clinical experiences, and to the continual improvement of professional performance. UTEC STANDARDS