the conceptual framework: what it is and how it works linda bradley, james madison university monica...

The Conceptual The Conceptual Framework:Framework:

What It Is and How It What It Is and How It WorksWorks

Linda Bradley, James Madison Linda Bradley, James Madison UniversityUniversityMonica Minor, NCATEMonica Minor, NCATE

April 2008April 2008

The Conceptual The Conceptual Framework …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 At its discretion, the unit may operate with a single framework for operate with a single framework for all programs or a different all programs or a different framework for each or some of its framework for each or some of its programs.programs.

However, the unit must include However, the unit must include all all of of its frameworks when addressing the its frameworks when addressing the standards.standards.


represents represents

– the guiding structure of the unitthe guiding structure of the unit

– the vision and direction for the unit the vision and direction for the unit and its workand its work

provides the opportunity to provides the opportunity to showcase the unit’s values and showcase the unit’s values and beliefsbeliefs


provides direction for

– programs – courses– teaching – candidate performance – scholarship– service – unit accountability


is

– knowledge-based – articulated– shared– coherent– consistent with the unit and/or

institutional mission– continuously evaluated

Purposes of the Purposes of the Conceptual Conceptual Framework:Framework:

informs the process by which the unit informs the process by which the unit develops its goalsdevelops its goals

articulates the goals of the unitarticulates the goals of the unit

ensures that the goals encourage ensures that the goals encourage professionally sound commitments and professionally sound commitments and dispositionsdispositions

ensures that administrators, faculty, P-ensures that administrators, faculty, P-12 partners and candidates are working 12 partners and candidates are working toward the same articulated goalstoward the same articulated goals


is codified in a document but is codified in a document but also infused throughout the unitalso infused throughout the unit

is not a standard by itself, but is is not a standard by itself, but is assessed as part of the unit assessed as part of the unit standardsstandards

is a process, not just a productis a process, not just a product

Conceptual Framework Conceptual Framework Changes Changes (effective Fall (effective Fall

2008)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

Five Elements of the Five Elements of the Conceptual Framework …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

Five Elements of the Five Elements of the Conceptual Framework …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

Element 1:Element 1:Vision and MissionVision and Mission

VisionVision::

– What does the unit see as its ideal? What does the unit see as its ideal?

– What does the unit hope to achieve? What does the unit hope to achieve?

– What does the unit strive to do? What does the unit strive to do?

– What kind of educators does the unit What kind of educators does the unit want to produce?want to produce?

Element 1:Element 1:Vision and MissionVision and Mission

MissionMission: :

– What is the mission of the institution?What is the mission of the institution?

– What is the mission of the unit?What is the mission of the unit?

– How do the unit and institutional How do the unit and institutional missions relate to each other?missions relate to each other?

– What is the unit going to do? - an action What is the unit going to do? - an action statementstatement

Element 2: Element 2: Philosophy, Purposes, Philosophy, Purposes,

Goals, Institutional Goals, Institutional StandardsStandards

PhilosophyPhilosophy::

– What is the unit’s overarching What is the unit’s overarching belief system?belief system?

– How does this relate to the unit How does this relate to the unit vision and mission?vision and mission?

Element 2:Element 2:Philosophy, Purposes, Philosophy, Purposes,


Purposes/GoalsPurposes/Goals::

– What are the broad goals or What are the broad goals or outcomes of the unit? outcomes of the unit?

– How are they connected to the How are they connected to the unit’s philosophy and mission?unit’s philosophy and mission?

Element 2:Element 2:Philosophy, Purposes, Philosophy, Purposes,


Institutional StandardsInstitutional Standards::

– What standards has the institution set that reflect its mission and identify important expectations for candidate learning?

– How do the standards address How do the standards address diversity and technology?diversity and technology?

Element 3:Element 3:Knowledge BasesKnowledge Bases

– What theories, research, What 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 framework? the unit’s conceptual framework?

– How does the unit’s conceptual How does the unit’s conceptual framework address relevant local, framework address relevant local, state, and national educational state, and national educational policies?policies?

Element 4:Element 4:Candidate ProficienciesCandidate Proficiencies

What specific knowledge and skills, What specific knowledge and skills, including those related to including those related to diversitydiversity and and technologytechnology, does the unit expect , does the unit expect candidates to demonstrate?candidates to demonstrate?

What specific What specific professional dispositionsprofessional dispositions related to diversity does the unit expect related to diversity does the unit expect candidates to demonstrate?candidates to demonstrate?

How are these proficiencies aligned with How are these proficiencies aligned with state, institutional, and professional state, institutional, and professional standards?standards?

* A table often is used to illustrate the relationships between * A table often is used to illustrate the relationships between proficiencies and standards, especially for state and institutional proficiencies and standards, especially for state and institutional standards.standards.

Element 5:Element 5:Summary of Unit Summary of Unit

Assessment SystemAssessment System

At what critical points are At what critical points are candidates assessed?candidates assessed?

What assessments are used?What assessments are used?

How do assessments link to unit How do assessments link to unit proficiencies?proficiencies?

Element 5:Element 5:Summary of Unit Summary of Unit

Assessment SystemAssessment System How does the unit ensure How does the unit ensure

assessments are fair, accurate, assessments are fair, accurate, consistent, and free of bias?consistent, and free of bias?

What policy or process does the What policy or process does the unit follow when candidates are not unit follow when candidates are not meeting the unit’s expectations?meeting the unit’s expectations?

How does the unit assess unit How does the unit assess unit operations?operations?

Conceptual Framework Conceptual Framework Review:Review:

When, Where, and HowWhen, Where, and How Precondition #4Precondition #4

– full document submitted prior to first full document submitted prior to first accreditation visitaccreditation visit

self-containedself-contained cohesive– not five separate documents, but cohesive– not five separate documents, but

ONE conceptual framework that addresses ONE conceptual framework that addresses each of the five elementseach of the five elements

organizedorganized aligned to standardsaligned to standards reference listreference list recommended 40-page limitrecommended 40-page limit


When, Where, and HowWhen, Where, and How Check out the checklist for Check out the checklist for

submitting conceptual submitting conceptual frameworks for Precondition #4frameworks for Precondition #4

– On your conference CDOn your conference CD

– On the NCATE websiteOn the NCATE website

www.ncate.org/institutions/www.ncate.org/institutions/preconditionspreconditions


When, Where, and HowWhen, Where, and How Institutional Report for First VisitsInstitutional Report for First Visits

– The streamlined Institutional Report format The streamlined Institutional Report format that takes effect in fall 2008 applies only to that takes effect in fall 2008 applies only to institutions hosting continuing visits.institutions hosting continuing visits.

– The UAB will be considering the Institutional The UAB will be considering the Institutional Report format for institutions hosting first Report format for institutions hosting first visits when it meets in April. visits when it meets in April.

– STAY TUNED !STAY TUNED !


When, Where, and HowWhen, Where, and How

Institutional Report for Continuing VisitsInstitutional Report for Continuing Visits

– summary of the five framework elements summary of the five 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 standardsstate, or national professional standards

– recommended three-page limitrecommended three-page limit


When, Where, and HowWhen, Where, and How

NCATE Annual ReportNCATE Annual Report

– unit evaluations of conceptual unit evaluations of conceptual framework as part of the unit framework as part of the unit assessment systemassessment system

– any changes resulting from these any changes resulting from these evaluationsevaluations


When, Where, and HowWhen, Where, and How Onsite VisitOnsite Visit

– Board of Examiners teams will look Board of Examiners teams will look for evidence of the conceptual for evidence of the conceptual framework and report their framework and report their findings findings

in the introductory section of the team in the introductory section of the team reportreport

in responses to standards throughout in responses to standards throughout the team reportthe team report

The Conceptual The Conceptual Framework across the Framework across the

Unit StandardsUnit Standards Integrated throughout the standardsIntegrated throughout the standards

– types and content of assessments types and content of assessments (Standards 1, 2)(Standards 1, 2)

– commitment to diversity commitment to diversity (Standards 1, 3, (Standards 1, 3, 4)4)

– commitment to technology commitment to technology (Standards 1, 2, (Standards 1, 2, 3, 5, 6)3, 5, 6)

– commitment to teaching competence and commitment to teaching competence and student learning student learning (Standards 1, 5)(Standards 1, 5)

– curriculum and instructional methods curriculum and instructional methods (Standard 5)(Standard 5)

Standard 1Standard 1

Supporting ExplanationSupporting Explanation

– CandidatesCandidates preparing to teach or work as preparing to teach or work as other professional educators in P–12 other professional educators in P–12 schools schools are expected to demonstrate the are expected to demonstrate the candidate learning proficienciescandidate learning proficiencies identified identified in the unit’s conceptual framework.in the unit’s conceptual framework.

– These These proficienciesproficiencies, , including professional including professional dispositionsdispositions, , should be assessedshould be assessed as part of as part of the unit’s assessment system. the unit’s assessment system.

– Assessment Assessment data should demonstrate data should demonstrate candidate learningcandidate learning of these proficiencies. of these proficiencies.


AcceptableAcceptable

– The unit has an The unit has an assessment systemassessment system that that reflects the conceptual reflects the conceptual frameworkframework … and … and is regularly is regularly evaluatedevaluated by its professional by its professional community. community.

Standard 2Standard 2 Supporting ExplanationSupporting Explanation

– It should include the It should include the assessment of 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 effects on professional dispositions, and their effects on student learningstudent learning as outlined in professional, as outlined in professional, state, and institutional standards and state, and institutional standards and identified in the unit’s conceptual framework.identified in the unit’s conceptual framework.

– Candidate assessmentsCandidate assessments and and unit evaluationsunit 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.

Standard 3.aStandard 3.a

Target Target

– Both Both unit and school-based unit and school-based faculty are involved in faculty are involved in designing, implementing, and designing, implementing, and evaluatingevaluating the unit’s conceptual the unit’s conceptual framework(s) and the school framework(s) and the school program.program.

Standard 3.bStandard 3.b


– Both Both field experiences and clinical field experiences and clinical practice reflect the unit’s practice reflect the unit’s conceptual frameworkconceptual framework and help and help candidates continue to candidates continue to develop the develop the content, professional, and content, professional, and pedagogical knowledge, skills, and pedagogical knowledge, skills, and professional dispositionsprofessional dispositions delineated in standards. delineated in standards.

Standard 3.bStandard 3.b

TargetTarget

– Both field experiences and Both field experiences and clinical practice extend the clinical practice extend the unit’s conceptual framework(s) unit’s conceptual framework(s) into practice into practice through modeling through modeling by clinical facultyby clinical faculty and and well-well-designed opportunities to learn designed opportunities to learn through doing.through doing.

Standard 3.cStandard 3.c


– AssessmentsAssessments used in clinical used in clinical practice practice indicate that indicate that candidates meet professional, candidates meet professional, state, and institutional state, and institutional standardsstandards identified in the unit’s identified in the unit’s conceptual framework and conceptual framework and affect student learning.affect student learning.



– They They provide the opportunityprovide the opportunity for for candidates candidates to develop the to develop the knowledge, skills, and knowledge, skills, and professional dispositionsprofessional dispositions in the in the unit’s conceptual framework in a unit’s conceptual framework in a variety of settings appropriate to variety of settings appropriate to the content and level of their the content and level of their program. program.



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



– The unit clearly The unit clearly articulates articulates proficiencies related to diversityproficiencies related to diversity identified in the unit’s conceptual identified in the unit’s conceptual framework that candidates are framework that candidates are expected to develop during their expected to develop during their professional programs. professional programs.


TargetTarget

– Curriculum, field experiences, Curriculum, field experiences, and clinical practice and clinical practice promote promote candidates’ development of candidates’ development of knowledge, skills, and knowledge, skills, and professional dispositions related professional dispositions related to diversityto diversity identified in the identified in the unit’s conceptual framework.unit’s conceptual framework.



– Proficiencies related to diversity Proficiencies related to diversity are identifiedare identified in the unit’s in the unit’s conceptual framework. conceptual framework.



– Faculty know and understandFaculty know and understand the professional, state, and the professional, state, and institutional standards institutional standards identified in the unit’s identified in the unit’s conceptual framework conceptual framework and work and work to ensureto ensure that candidates that candidates master these standards. master these standards.



- Sufficient resources, - Sufficient resources, including including information technology resourcesinformation technology resources, , are necessary to offer all of the are necessary to offer 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-quality field experiences and high-quality field experiences and clinical practice. clinical practice.

Standard 6.cStandard 6.c


-- The unit provides adequate The unit provides adequate resources and opportunities for resources and opportunities for professional development of professional development of faculty, faculty, including training in the including training in the use of technologyuse of technology. .

Standard 6.dStandard 6.d


- - The facilities support faculty and The facilities support faculty and candidate’s candidate’s use of information use of information technology in instructiontechnology in instruction. .

Standard 6.eStandard 6.e


- [The unit] provides adequate - [The unit] provides adequate resources to resources to develop and implement develop and implement the unit’s assessment planthe unit’s assessment plan. .

- Resources for distance learning - Resources for distance learning programs are sufficient to provide programs are sufficient to provide reliability, speed, and reliability, speed, and confidentiality of connection in the confidentiality of connection in the delivery systemdelivery system. .

The conceptual The conceptual framework should be:framework should be:

knowledge-knowledge-basedbased

consistent with consistent with institutional institutional and unit and unit missionmission

developed developed collaborativelycollaboratively

shared and shared and owned by all owned by all stakeholdersstakeholders

evident in evident in different different aspects of the aspects of the unitunit

continuously continuously evaluatedevaluated

Some Concerns with Some Concerns with Conceptual Conceptual FrameworksFrameworks

Alignments with institutional, state, Alignments with institutional, state, and national professional standards and national professional standards are not clearly indicated.are not clearly indicated.

The unit argues that its conceptual The unit argues that its conceptual framework is based on state framework is based on state standards.standards.

The unit has not described its process The unit has not described its process for ensuring fairness, accuracy, for ensuring fairness, accuracy, consistency, or lack of bias.consistency, or lack of bias.

More Concerns with More Concerns with Conceptual Conceptual FrameworksFrameworks

The conceptual framework does not The conceptual framework does not address advanced programs, especially address advanced programs, especially advanced programs for teachers.advanced programs for teachers.

Evidence cannot be found that the Evidence cannot be found that the conceptual framework is supported in conceptual framework is supported in courses, field experiences, clinical courses, field experiences, clinical practice, or assessments.practice, or assessments.

Cooperating teachers or arts and Cooperating teachers or arts and sciences faculty have no idea whether sciences faculty have no idea whether the unit has a conceptual framework.the unit has a conceptual framework.

ExamplesExamples

Visit “resources” section of Visit “resources” section of NCATE website for conceptual NCATE website for conceptual framework examples, framework examples, timelines, and sample timelines, and sample checklists.checklists.

www.ncate.org/institutions/firstwww.ncate.org/institutions/first accreditation/preconditionsaccreditation/preconditions

the conceptual framework: what it is and how it works linda bradley, james madison university monica...

Documents

unit slide

unit standards

conceptual framework

different framework

single framework

product slide

articulated goals

evaluated slide