1. Conceptual Framework What It Is and How It Works Kathe Rasch, Maryville University Donna M. Gollnick, NCATE October 2005

2. Conceptual Framework The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

3. Represents the guiding structure of the unit Represents the guiding structure of the unit Represents the vision and direction for the unit and its work Represents the vision and direction for the unit and its work Is a process, not a thing. Is a process, not a thing. Is codified in a document but also infused throughout the unit 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 not a standard by itself, but is assessed as part of the unit standards Provides the opportunity to showcase the unit’s values and beliefs Provides the opportunity to showcase the unit’s values and beliefs A conceptual framework:

4. What’s the purpose of the conceptual framework? To inform the process by which the unit develops its goals To inform the process by which the unit develops its goals To articulate the goals of the unit To articulate the goals of the unit To ensure that administrators, faculty, K-12 partners and candidates are working toward the same articulated goals To ensure that administrators, faculty, K-12 partners and candidates are working toward the same articulated goals To ensure that the goals encourage professionally sound commitments and dispositions To ensure that the goals encourage professionally sound commitments and dispositions

5. Examples Visit “resources” section of NCATE website for examples of conceptual frameworks Visit “resources” section of NCATE website for examples of conceptual frameworks www.ncate.org www.ncate.org www.ncate.org

6. Conceptual framework should be: Developed collaboratively Developed collaboratively Emerging from the institutional mission Emerging from the institutional mission Shared by all stakeholders Shared by all stakeholders Consistent with institutional and unit mission Consistent with institutional and unit mission Continuously evaluated Evident in different aspects of the unit Knowledge-based Owned by all stakeholders

7. Element 1: The vision and mission Vision: 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?  Mission:  What is the unit going to do? - an action statement  What is the mission of the institution?  How do the unit and institutional missions relate?

8. Element 2: Philosophies, purpose and goals Philosophy: Philosophy: What is the unit’s overarching belief system? What is the unit’s overarching belief system? Purposes/goals: Purposes/goals: What are the broad goals or outcomes of the unit? What are the broad goals or outcomes of the unit? How are they connected to philosophy and mission. How are they connected to philosophy and mission. How are diversity and technology addressed. How are diversity and technology addressed.

9. Element 3: Knowledge bases, including theories, research, and wisdom of practice Knowledge bases: Knowledge bases: What theories, research, and wisdom of practice undergird the unit’s belief that its purposes/goals are worthwhile and of value? What theories, research, and wisdom of practice undergird the unit’s belief that its purposes/goals are worthwhile and of value? Using literature, the unit should be able to explain why are the unit’s purposes/goals are important. Using literature, the unit should be able to explain why are the unit’s purposes/goals are important.

10. Element 4: Candidate proficiencies aligned with professional, state, and institutional standards The unit clearly identifies candidate proficiencies – the expectations of candidate performance that flow from the unit’s purposes/goals. The unit clearly identifies candidate proficiencies – the expectations of candidate performance that flow from the unit’s purposes/goals. Candidate proficiencies should be aligned with state, institutional, and SPA standards. Candidate proficiencies should be aligned with state, institutional, and SPA standards. A table often is used to illustrate the relationships between proficiencies and standards, especially for state and institutional standards. A table often is used to illustrate the relationships between proficiencies and standards, especially for state and institutional standards.

11. Element 5: Candidate assessment At what critical points are candidates assessed? At what critical points are candidates assessed? What assessments are used? What assessments are used? Do assessments link to unit proficiencies? Do assessments link to unit proficiencies? How does the unit ensure that assessments are accurate and consistent? How does the unit ensure that assessments are accurate and consistent? What happens when candidates do not perform at levels expected by the unit (counseling, remediation, etc)? What happens when candidates do not perform at levels expected by the unit (counseling, remediation, etc)?

12. When & where are the elements assessed?  Initial institutions - the conceptual framework is submitted as a precondition  Continuing institutions - BOE team will look for evidence related to each standard during the visit

13. Evidence for the Conceptual Framework’s Integration Shared vision Shared vision Coherence Coherence Professional commitments and dispositions Professional commitments and dispositions Commitment to diversity Commitment to diversity Commitment to technology Commitment to technology Candidate proficiencies aligned with professional and state standards Candidate proficiencies aligned with professional and state standards Evidences are assessed by BOE team on-site Evidences are assessed by BOE team on-site

14. How is the CF connected to the unit standards? Integrated throughout the standards Integrated throughout the standards types and content of assessments (Standards 1 & 2) types and content of assessments (Standards 1 & 2) commitment to diversity (Standards 1, 3 & 4) commitment to diversity (Standards 1, 3 & 4) commitment to technology (Stds. 1, 2, 3, 5, & 6) commitment to technology (Stds. 1, 2, 3, 5, & 6) commitment to teaching competence and student learning (Standard 1) commitment to teaching competence and student learning (Standard 1) curriculum and instructional methods (Std. 5) curriculum and instructional methods (Std. 5)

15. Some Concerns with Conceptual Frameworks  The unit argues that its conceptual framework is based on state standards.  Cooperating teachers or methods faculty from Arts & Sciences have no idea whether the unit has a conceptual framework.  Evidence can not be found that the conceptual framework is supported in courses, field experiences, clinical practice, or assessments.