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Conceptual Framework

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

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Conceptual Framework

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  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. A conceptual framework: • Represents the guiding structure of the unit • Represents the vision and direction for the unit and its work • Is a process, not a thing. • 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 • Provides the opportunity to showcase the unit’s values and beliefs

  4. What’s the purpose of the conceptual framework? • To inform the process by which the unit develops its goals • 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 the goals encourage professionally sound commitments and dispositions

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

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

  7. Element 1: The vision and mission • 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: • What is the unit’s overarching belief system? • Purposes/goals: • What are the broad goals or outcomes of the unit? • How are they connected to philosophy and mission. • How are diversity and technology addressed.

  9. Element 3: Knowledge bases, including theories, research, and wisdom of practice • Knowledge bases: • 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.

  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. • 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.

  11. Element 5: Candidate assessment • At what critical points are candidates assessed? • What assessments are used? • Do assessments link to unit proficiencies? • 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)?

  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 • Coherence • Professional commitments and dispositions • Commitment to diversity • Commitment to technology • Candidate proficiencies aligned with professional and state standards • Evidences are assessed by BOE team on-site

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

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