Conceptual Framework

The Conceptual Framework: What It Is and How It Works Linda Bradley, James Madison University Monica Minor, NCATE NCATE NCATE

The Conceptual Framework … 

establishes the shared vision for a unit’s eorts in preparing educators to work eectively in P!" schools#

* A  Att its discretion, the unit may operate with a single framework for all  programs or a dierent framework for each or some of its i ts programs. However, the unit must include all of its frameworks when addressing the standards.

The Conceptual Framework … 

establishes the shared vision for a unit’s eorts in preparing educators to work eectively in P!" schools#

* A  Att its discretion, the unit may operate with a single framework for all  programs or a dierent framework for each or some of its i ts programs. However, the unit must include all of its frameworks when addressing the standards.

The Conceptual Framework … 

represents – the guiding structure of the unit – the vision and direction for the unit and its work 

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

The Conceptual Framework … 

provides direction for – programs – courses – teaching – candidate performance – scholarship – service – unit accountability

The Conceptual Framework … 

is – knowledgebased – articulated – shared – coherent – consistent with the unit and$or institutional mission – continuously evaluated

Purposes of the Conceptual Framework: 

informs the process by which the unit develops its goals

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articulates the goals of the unit

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ensures that the goals encourage professionally sound commitments and dispositions

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ensures that administrators% faculty% P!" partners and candidates are working toward the same articulated goals

The Conceptual Framework … 

is codi&ed in a document but also infused throughout the unit

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is not a standard by itself% but is assessed as part of the unit standards

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is a process% not 'ust a product

Conceptual Framework Changes (eective all !""#$ 

eliminates the (evidences of the conceptual framework) section

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integrates pro&ciencies related to diversity and technology into the structural elements

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adds a summary of the entire assessment system% and not 'ust the section on candidate pro&ciencies% as a structural element

Five *lements of the Conceptual Framework … !# vision and mission of the institution and unit "# philosophy% purposes% goals% and institutional standards of the unit +# knowledge bases% including theories% research% the wisdom of practice% and educational policies that drive the work of the unit

Five *lements of the Conceptual Framework … ,# candidate pro&ciencies related to e-pected knowledge% skills% and professional dispositions% including pro&ciencies associated with diversity  and technology % that are aligned with the e-pectations in professional% state% and institutional standards. and a /# summari0ed description of the unit’s assessment system

*lement !: 1ision and 2ission 

1ision: – 3hat does the unit see as its ideal4 – 3hat does the unit hope to achieve4 – 3hat does the unit strive to do4 – 3hat kind of educators does the unit want to produce4

*lement !: 1ision and 2ission 

2ission:

– 3hat is the mission of the institution4 – 3hat is the mission of the unit4 – 5ow do the unit and institutional missions relate to each other4 – 3hat is the unit going to do4  an action

emen : Philosophy% Purposes% 6oals% 7nstitutional 8tandards 

Philosophy: – 3hat is the unit’s overarching belief system4 – 5ow does this relate to the unit vision and mission4

emen : Philosophy% Purposes% 6oals% 7nstitutional 8tandards 

Purposes$6oals: – 3hat are the broad goals or outcomes of the unit4 – 5ow are they connected to the unit’s philosophy and mission4

emen : Philosophy% Purposes% 6oals% 7nstitutional 8tandards 

7nstitutional 8tandards : – 3hat standards has the institution set that re9ect its mission and identify important e-pectations for candidate learning4 – 5ow do the standards address diversity and technology4

*lement +: nowledge ;ases – 3hat theories% research% literature% and wisdom of practice support the critical components of the unit’s conceptual framework4 – 5ow does the unit’s conceptual framework address relevant local% state% and national educational policies4

*lement ,: Candidate Pro&ciencies 

3hat speci&c knowledge and skills% including those related to diversity  and and technology% does the unit e-pect candidates to demonstrate4

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3hat speci&c professional dispositions related to diversity does the unit e-pect candidates to demonstrate4

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5ow are these pro&ciencies aligned with state% institutional% and professional standards4 < = table often is used to illustrate the relationships between pro&ciencies and standards% especially for state and institutional standards#

*lement /: 8ummary of >nit =ssessment 8ystem 

=t what critical points are candidates assessed4

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3hat assessments are used4

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5ow do assessments link to unit pro&ciencies4

*lement /: 8ummary of >nit =ssessment 8ystem 

5ow does the unit ensure assessments are fair% accurate% consistent% and free of bias4

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3hat policy or process does the unit follow when candidates are not meeting the unit’s e-pectations4

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5ow does the unit assess unit operations4

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

Precondition @, – full document submitted prior to &rst accreditation visit  

   

selfcontained cohesiveA not &ve separate documents% but B* conceptual framework that addresses each of the &ve elements organi0ed aligned to standards reference list recommended ,Dpage limit

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

Check out the checklist for submitting conceptual frameworks for Precondition @, – Bn your conference CE – Bn the C=T* website www.ncate.or  g/institutions/preconditions www.ncate.org/institutions/preconditions

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

7nstitutional ?eport for First 1isits –

The streamlined 7nstitutional ?eport format that takes eect in fall "DD applies only to institutions hosting continuing visits#

–

The >=; will be considering the 7nstitutional ?eport format for institutions hosting &rst visits when it meets in =pril#

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%&A' &)+ 

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

7nstitutional ?eport for Continuing 1isits – summary of the &ve framework elements – description of development process – changes since the previous visit – relationship of revisions to any updated unit% state% or national professional standards – recommended threepage limit

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

C=T* =nnual ?eport – unit evaluations of conceptual framework as part of the unit assessment system – any changes resulting from these evaluations

Conceptual Framework ?eview: 3hen% 3here% and 5ow 

Bnsite 1isit – ;oard of *-aminers teams will look for evidence of the conceptual framework and report their &ndings 

in the introductory section of the team report

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in responses to standards throughout  in the team report

The Conceptual Framework across the >nit 8tandards 

7ntegrated throughout the standards – types and content of assessments G8tandards !% "H – commitment to diversity G8tandards !% +% ,H – commitment to technology G8tandards !% "% +% /% IH – commitment to teaching competence and student learning G8tandards !% /H – curriculum and instructional methods G8tandard /H

8tandard ! 

8upporting *-planation – Candidates preparing to teach or work as Candidates preparing other professional educators in PA!" schools are e-pected to demonstrate the candidate learning pro&ciencies  identi&ed identi&ed in the unit’s conceptual framework# – These pro&ciencies % including professional dispositions% should be assessed  as as part of the unit’s assessment system# system# – =ssessment data should demonstrate candidate learning  of of these pro&ciencies#

8tandard " 

=cceptable – The unit has an assessment system that re9ects the conceptual framework  … and is regularly evaluated  by by its professional community#

8tandard " 

8upporting *-planation – 7t should include the assessment of candidates’ content knowledge% pedagogical and$or professional knowledge and skills% professional dispositions% and their eects on student learning  as as outlined in professional% state% and institutional standards and identi&ed in the unit’s conceptual framework# – Candidate assessments  and and unit evaluations must be purposeful% evolving from the unit’s conceptual framework and program goals#

8tandard +#a 

Target – ;oth unit and schoolbased faculty are involved in designing% implementing% and evaluating  the the unit’s conceptual frameworkGsH and the school program#

8tandard +#b 

=cceptable – ;oth &eld e-periences and clinical practice re9ect the unit’s conceptual framework  and help candidates continue to develop the content% professional% and pedagogical knowledge% skills% and professional dispositions  delineated delineated in standards#

8tandard +#b 

Target – ;oth &eld e-periences and clinical practice e-tend the unit’s conceptual frameworkGsH into practice through modeling by clinical faculty  and and well designed opportunities to learn through doing#

8tandard +#c 

=cceptable – =ssessments  used used in clinical practice indicate that candidates meet professional% state% and institutional standards  identi&ed identi&ed in the unit’s conceptual framework and aect student learning#

8tandard + 

8upporting *-planation – They provide the opportunity  for for candidates to develop the knowledge% skills% and professional dispositions  in in the unit’s conceptual framework in a variety of settings appropriate to the content and level of their program# program#

8tandard + 

8upporting *-planation – =ccountability for clinical practice includes candidates’ application of the skills% knowledge% and professional dispositions  de&ned de&ned by the unit in its conceptual framework% including the capacity to have a positive eect on PA!" student learning

8tandard ,#a 

=cceptable – The unit clearly articulates pro&ciencies related to diversity identi&ed in the unit’s conceptual framework that candidates are e-pected to develop during their professional programs#

8tandard ,#a 

Target – Curriculum% &eld e-periences% and clinical practice promote candidates’ development of knowledge% skills% and professional dispositions related to diversity identi&ed in the unit’s conceptual framework#

8tandard ,

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8upporting *-planation – Pro&ciencies related to diversity are identi&ed  in in the unit’s conceptual framework#

8tandard / 

8upporting *-planation – Faculty know and understand the professional% state% and institutional standards identi&ed in the unit’s conceptual framework and work to ensure that candidates master these standards#

8tandard I 

8upporting *-planation

 8uJcient resources% including information technology resources % are necessary to oer all of the programs at the institution that prepare educators to work in schools% including the delivery of highKuality &eld e-periences and clinical practice#

8tandard I#c 

=cceptable

 The unit provides adeKuate resources and opportunities for professional development of faculty% including training in the use of technology#

8tandard I#d 

=cceptable

 The facilities support faculty and candidate’s candidate’s use of information technology in instruction#

8tandard I#e 

=cceptable

 LThe unitM provides adeKuate resources to develop and implement the unit’s assessment plan#  ?esources for distance learning programs are suJcient to provide reliability% speed% and con&dentiality of connection in the delivery system #

The conceptual framework should be: 

knowledge based

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consistent with institutional and unit mission

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developed collaboratively

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shared and owned by all stakeholders stakeholders

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evident in  evident dierent aspects of the unit

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continuously evaluated

8ome Concerns with Conceptual Frameworks =lignments with institutional% state%

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and national professional standards are not clearly indicated# 

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

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

2ore Concerns with Conceptual Frameworks 

The conceptual framework does not address advanced programs% especially advanced programs for teachers#

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*vidence cannot be found that the conceptual framework is supported in courses% &eld e-periences% clinical practice% or assessments#

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