Conceptual framework
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Conceptual Framework

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Conceptual framework

Conceptual Framework

  • Description

  • The unit has a conceptual framework that defines how our programs prepare candidates to be well-rounded educators. Every course in the unit addresses particular belief statements in the conceptual framework. The conceptual framework was designed and developed by faculty inside and outside the unit.


Conceptual framework1

Conceptual Framework

  • Current resources

  • Data collected each semester from candidates reflecting on each course (undergraduate and graduate) and it’s alignment with the conceptual framework

  • Bibliography of references from course syllabi that support the conceptual framework’s vision statement and belief statements

  • Spa reports

  • Needs:

  • All professors in all courses (undergraduate and graduate) require conceptual framework reflections from their students every semester.

  • Once they are submitted, each professor uses the rubric to assess their reflections. If this is not done, we don’t get the data.

  • Updated bibliographical references to support the vision statement and the belief statements from multiple professors across the unit

  • Questions


Standard 1 knowledge skills and professional dispositions

Standard 1: Knowledge, Skills and Professional Dispositions

  • Description

    Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.


Knowledge skills and professional dispositions

Knowledge, Skills and Professional Dispositions

  • Exhibits

    -Key Assessments, scoring guides used for assessing learning against standards and proficiencies identified in the Conceptual Framework

    -Data and summaries of results on key assessments including proficiencies identified in the Conceptual Framework

    - Key Assessments, scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn


Knowledge skills and professional dispositions1

Knowledge, Skills and Professional Dispositions

- Data and summaries of results on key assessments of candidates’ professional dispositions (disaggregated by program, off-campus, distance learning, etc.)

-Examples of candidates’ assessment and analysis of P-12 student learning

-Samples of candidates’ work (portfolios at different proficiency levels across the unit)

-Follow-up studies of graduates and summaries of results

-Employer feedback on graduates and summaries of results

-Data collected by state and/or national agencies of educator preparation program and the effectiveness of their graduates in classrooms and schools, including student achievement data


Standard 2 the assessment system

Standard 2: The Assessment System

  • Description

    • The unit has an assessment system that collects an analyzes data on application qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs


Assessment system

Assessment System

  • Current Resources

    • LiveText data from program and unit assessments

    • Program data analysis submitted to SPAs

    • Any examples of program changes in response to data gathered from the assessment (completed today)

  • Needs

    • Graduate assessments for those programs who do not submit to a NCATE SPA

    • Policies, procedures, and practices for managing candidate complaints

    • File of candidate complaints and unit responses and resolutions

    • Policies, procedures, practices ensuring that key assessments are valid, fair, accurate, consistent, free of bias

    • Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

  • Questions


Standard 3 field experiences and clinical practice

Standard 3: Field Experiences and Clinical Practice

  • Description

    - The unit and its school partners design, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.


Field experiences and clinical practice

Field Experiences and Clinical Practice

Current Resources

SPA Principal Author

Needs

Program requirements for field experiences and clinical practice

Requirement for degree/non-degree program s of each levels (bachelor’s, pest-baccalaureate, or master’s

Indicate the number and nature of required field experience or clinical practice and the total number of required hours in each

Questions


Standard 4 diversity

Standard 4: Diversity

  • The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

  • Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools


Standard 4 needs and due dates

Standard 4 Needs and due dates

  • Description of how each department and program includes curriculum components and experiences that address diversity proficiencies (September 16, 2011)

  • Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (TCPP?) (September 16, 2011)


Standard 4 needs

Standard 4 Needs

  • Description of how each department and program includes curriculum components and experiences that address diversity proficiencies

  • Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (TCPP?)


Standard 5 faculty qualifications

Standard 5 : Faculty Qualifications

  • Description

    • Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.


Faculty qualifications

Faculty Qualifications

Exhibits

  • Qualifications of professional education faculty

    • Degree, scholarship, leadership, service, P-12 experience

  • Qualifications of clinical faculty

    • P-12 professionals involved with field, student teaching, and clinical practice

  • Policies and practices to assure clinical faculty meet unit expectations

  • Policies, expectations, and samples of faculty scholarly activities

  • Faculty service and collaborative activities in schools and with the professional community

  • Policies, procedures, and practices for faculty evaluation

    • Including promotion and tenure

  • Policies, procedures, and practices for professional development

  • Needs from EUP unit faculty

    • Current c.v. from professional education faculty

    • Samples of faculty scholarly activities

    • Samples of faculty service activities and collaborative efforts with P-12 schools


  • Standard 6 unit governance and resources

    Standard 6 – Unit Governance and Resources

    • Description

      The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.


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