NCATE /AACTE WORKSHOP

September 2002

Erskine S. Dottin

305-234-8477

THE CONCEPTUAL FRAMEWORK by Erskine S. Dottin (dottine@fiu.edu) September, 2002

• BUILD IT

•LIVE IT•EVALUATE IT

BRINGING STRUCTURE AND COHERENCE TO A TEACHER EDUCATION PROGRAM

• A conceptual framework provides and brings structure and coherence to experiences in a teacher education program if it is seen as “a basic structure of ideas used to operationalize a teacher education program by systematically identifying and defining components and elaborating on the ways in which they are related” (Jewett & Mullan, 1977).

STRUCTURE AND COHERENCE

• For an experience to be coherent instead of incoherent is to bring structure to the experience by means of a “multidimensional gestalt” (Lakoff & Johnson, 1980).

STRUCTURING EXPERIENCE IN TEACHER EDUCATION

• EXPERIENCES IN TEACHER EDUCATION PROGRAM

• Ontological METAPHOR

• CONCEPTUAL FRAMEWORK

• A conceptual framework brings/provides coherence to the experiences in a teacher education program.

• Conceptualizing experience

ORGANIZING EXPERIENCE INTO STRUCTURED WHOLES

• WE EXPERIENCE A TEACHER EDUCATION UNIT AS HAVING A CONCEPTUAL FRAMEWORK WHEN THE ELEMENTS OF THE CONCEPT FIT OUR PERCEPTIONS AND ACTIONS IN THE TEACHER EDUCATION PROGRAM

CONCEPTUALIZING UNIT OPERATIONS

• UNIT AS SYSTEM • (COE, SOE, DoE,

TEP)• DEPARTMENTS• Initial Preparation

Programs• Advanced Preparation

Programs

BUILDING IT: THE UNIT

• Structural Elements• Vision• Mission• Philosophy, aim/purposes• Outcomes/goals• Knowledge base(s)• Candidate proficiencies

and alignment with standards

• System of assessment • Page 12 NCATE Standards

VISION BUILDING• “Working on a vision

means examining and reexamining and making explicit to ourselves why we came into teaching… Asking ‘what difference am I trying to make personally.” Michael Fullan, 1993

VISION BUILDING• A vision is not a

strategic plan. A strategic plan contains goals and objectives which tell how and when some aim will be achieved.

VISION BUILDING• “Shared vision is

important in the long run, but for it to be effective you have to have something to share. It is not good to borrow someone else’s vision.”

• Michael Fullan, 1993

What should education look like? What should it take as its purpose?

• VISION A• Interconnectedness, harmony,

peace, honesty, avoiding labels, seeing the whole person, gaining understanding, caring for others, experiential learning, inner growth, freedom of choice, participatory democracy, global citizenship, reverence for life, spirituality, sense of responsibility, sense of community.

• VISION B• Competition, standardization,

objectivity, measurement, grading, heavy use of numbers and technology, accountability, behavioral objectives, use of labels, quantification, organization.

What should education look like? What should it take as its purpose?

• VISION A• Educate for human development

• Honor students as individuals

• Experience plays a central role

• Holistic education

• VISION B• Rigorous national standards

• Hold teachers to rigorous competencies

• Help every student read by end of 3rd grade

• Challenge parents to get involved early in child’s learning

• Expand school choice and accountability

• Instill basic American values

• Connect every classroom to the internet

• Help all students become technologically literate

• Modernize school buildings

EXAMPLE OF UNIT VISION• WE HAVE A DREAM That learning, in the broadest sense, will be the essential goal of

all our programs. We envision our graduates as professionals who would have learned the conceptual and practical aspects of teaching, counseling, leadership, or service. We further envision our graduates preparing their students to be learners throughout their lifetimes. Our vision of learning is a human act that will occur in many contexts. As such, teaching will be more than preparing lessons for classrooms. Lifelong learning will occur in many contexts other than the school and in different contexts within the school. We envision educators encouraging and teaching their students to capitalize on each and every opportunity in which learning can occur. Accordingly, our programs will be creative and our graduates able to work in creative ways. Teaching in our vision is a creative process that requires professionals to reach success with each and every child. No longer will we only believe that "all children can learn": We will be prepared to act so that "all children do learn.“ Our vision is that all children will learn when we stress the criterion of effectiveness in all we do. We will not rely on theory alone: Educators will be be applied researchers who can evaluate their efforts so that they can change them when they do not satisfy the criterion of effectiveness. At XXX COLLEGE, the desired future of the Professional Education Faculty is its dedication to working with all students so that they graduate able to create effective contexts for learning.

VISION BUILDING• ACTIVITY • In small groups: Think of and discuss the

following questions• * In your dream of XXX, what would you like to see the • unit become? What reputation would it have? • * What contribution would it make to candidates and its community? • * What values would it embody?

• Write a short statement for the group that captures the essence of the group members’ responses to the questions

CAPTURING VISION IN THEME - EXAMPLE

• XXXX UNIVERSITY - VISION• WE have a dream that life at XXXX University

will continue to be characterized by socially conscious teachers and learners who are advocates for children and education.

• THEME• Preparing learners as teachers for leadership, and

service in a multicultural, global and technological society.

MISSION BUILDING• “While the unit’s

vision provides a sense of the unit’s desired future, its mission delineates the specific task with which it is charged and offers its reason for being”

• Dottin, 2001

MISSION BUILDING• ACTIVITY • In small groups identify the following:• (a) Any specific State directives with which the unit is charged vis-à-

vis the preparation teachers and other school personnel.• (b) The University’s commitment to teaching, research and service

and the application of the foregoing to the unit.

• Write a short statement that explains why the unit exists, that gives special meaning, identity, and sense of self while being consistent with State directives and University commitments.

MISSION: EXAMPLE

• Professional education programs at XXX have been designed to support and fulfill the University’s mission to produce effective academic programs which meet the needs of diverse groups in our society. This mission reflects the belief that teaching prepares a knowledgeable, diverse, citizenry through appropriate use of technology in research, scholarship and service for leadership in the global community. As such, effective educators are committed to scholarship, research, and service, and graduates of the unit’s programs will provide the vanguard for preparing P-12 students for living in a global society.

PHILOSOPHY BUILDING

• “If the unit’s vision/theme is thought of as the first creation in the development of a conceptual framework, then the values and principles upon which the unit’s being and doing will be based may be seen as the second creation, that is the road map to the coherent construction of the framework”

• Dottin, 2001

PHILOSOPHY BUILDING• ACTIVITY

• In small groups think of one teaching experience that you regard as your best, that is, the most valuable learning experience for candidates (and P-12 students). Think of the experience in terms of the following:

• (1) How was learning facilitated?

• (2) What was your role during the experience? The student’s role?

• (3) What was your approach during the experience (strategies, evaluating, assessing, etc.)?

PHILOSOPHY BUILDING• Activity • Identify a metaphor

that best captures your best teaching/learning by completing the phrase: TEACHING AND LEARNING AS …….

• IDENTIFY THE METAPHOR THAT IS MOST COMMON ACROSS INDIVIDUALS AND GROUPS.

PHILOSOPHY BUILDING• ACTIVITY • Describe how learning occurs

or should occur given the metaphor and how learning will be facilitated in the unit (support beliefs/claims through ideas from a school of psychology and philosophical school of thought).

• Describe the kind of person the unit’s teaching and learning is trying to produce given its metaphor

• Given the metaphor, describe how your concept of teaching and learning will be translated into classroom, field, etc., action(s). How might classes be conducted? How might candidates’ performance be assessed/evaluated?

• Describe the vision of the kind of teacher, administrator, and so on that emerges from the foregoing?

• Is there an overall aim, purpose of education that emerges?

PHILOSOPHY BUILDINGEXAMPLE

• Metaphor - Teaching and learning as analogous to Teaching and learning as analogous to planning and carrying out a journey.planning and carrying out a journey.

• Every journey must initiate with a goal, then the travelers must determine where they are, and the means by which they will get to their destination. They must also have the means to ascertain whether or not they have arrived at their goal at journey’s end.

• Is there a school of psychology that best supports this metaphor?

• Is there a philosophical school of thought that best supports this metaphor?

CURRICULUM BUILDING• What is the curriculum

supposed to accomplish? Without purpose, without being guided by an aim and goals/outcomes, curriculum becomes an end in and of itself. Teachers then standardize students.

CURRICULUM: TOWARD WHAT AIM?

• GENERAL STUDIES• PROFESSIONAL

STUDIES• TEACHING FIELD• FIELD-BASED

EXPERIENCES

• AIM AT XXX UNIVERSITY:

• To produce the best possible leaders in education – persons who can continue to grow after graduation, become life-long learners, and give service to others.

OUTCOMES BUILDING• What are the

characteristics of the way of life the unit envisions for its graduates?

• (e.g., problem solvers, change agents, instructional leaders, self-directed professionals, etc.?)

OUTCOMES BUILDING• ACTIVITY • In small groups use

the unit’s vision, mission and philosophy to identify the major learning outcomes for graduates. Identify those common to all groups.

• ARE THE LEARNING OUTCOMES COMMON TO PROGRAMS AT BOTH THE INITIAL AND ADVANCED LEVELS?

XXX UNIT: OUTCOMES

EDUCATIONAL LEADERS (Academic Excellence)

REFLECTIVE PRACTITIONERS (Facilitators of Learning)

MORAL SERVICE PROVIDERS (Ethical Beings)

KNOWLEDGE BASE BUILDING

• Why are the learning/performance outcomes important?

• Can each outcome be justified through the literature (theories, research, wisdom of practice) and educational policies?

CANDIDATE PROFICIENCIES BUILDING

• ACTIVITY

• Institutional Standards

• For each outcome identified, delineate the prerequisite knowledge, skills, and dispositions needed to achieve the outcome (candidate proficiencies)

• EXAMPLE• Outcome – Developing

competent subject matter experts

• Candidate Proficiencies

• The candidate knows the facts and principles of the subject matter in his/her field of study.

• The candidates knows and can demonstrate how to assist students in the mastery of content in his/her field of study.

• AND SO ON…..

ALIGNING STANDARDS• Activity • Take each outcome• and corresponding

candidate proficiencies and align them with State standards, INTASC standards, National Board Principles

• INITIAL LEVEL

• ADVANCED LEVEL

ALIGNMENT PROCESS

• UNIT OUTCOMES

• Proficiencies Alignment with Standard

» INTASC, STATE, NBPTS

• PROGRAM OUTCOMES

• Proficiencies Courses Professional Stds State Assessment/Evidence

CONTINUOUS IMPROVEMENT

• Is there a system for the assessment and evaluation of the learning outcomes and candidate proficiencies?

• Is the system compatible with the unit’s curriculum delivery system?

CONTINUOUS IMPROVEMENT

• Activity

• Have each program (initial and advanced) identify its outcomes and candidate proficiencies, alignment with professional and State standards, and assessment evidence for each outcome/proficiency.

CONTINUOUS IMPROVEMENT

• Activity

• At the unit level, using the performance system worksheet developed by Erskine S. Dottin, identify common assessment measures across programs and layout the curriculum delivery and decision points for the unit assessment system.

CONTINUOUS IMPROVEMENT

• Is there an evaluation system for the use of and means to valid and reliable internal and external unit operational data for improvement and accountability?

CONTINUOUS IMPROVEMENT

• Activity

• At the unit level, delineate the internal and external data collection system for continuous improvement.

EVALUATION SYSTEM FRAMEWORK

PROGRAM UNIT

Internal Candidate Performance Data

Resource Data

Productivity Data

Title II Data

External Candidate Performance Data on State and National Licensing Exams

Graduates Feedback

School Faculty Feedback

Employer Feedback

KEEPING THE SYSTEM ALIVE: LONG TERM GOALS

• USE AIM TO OUTLINE LONG AND SHORT TERM GOALS FOR UNIT

• EXAMPLE• Long term goal – To enhance the

performance of all candidates

• Short term goals

• Increase use of technology

• Improve monitoring and assessing of candidate progress

• Create incentives and structures for recruiting and retaining a diverse student body

• Enhance link between unit and contiguous schools and colleges

WRITING UP THE CONCEPTUAL

FRAMEWORK • FIRST TIME

ACCREDITATION

• PreCondition #4 (Summary)

• PART II of I.R. • (Overview, NCATE Standards, p.

12)

• (Overview, Handbook, pp. 47-48: description & development; description- summarize 6 elements and 6 expectations p. 13 NCATE Standards)

WRITING UP THE CONCEPTUAL

FRAMEWORK: THE I.R. • CONTINUING

Accreditation• PART II of I.R. • (Overview, NCATE Standards,

pp. 12-13; description, development & changes as they relate to new standards)

• (Overview, Handbook, pp. 47-48: description & development; description- summarize 6 elements and 6 expectations p. 13 NCATE Standards)

WRITING UP THE CONCEPTUAL

FRAMEWORK: THE I.R. • UNIT ACCREDITATION

BOARD POLICY 2002

• PART II of I.R. • Institutions Encouraged to write to

the Structural Elements of the Conceptual Framework

• In describing the conceptual framework in their IR, institutions are encouraged to provide an overview of the framework by addressing the Structural Elements of the Conceptual Framework, as outlined on page 12 of the NCATE standards manual (2002):

WRITING UP THE CONCEPTUAL

FRAMEWORK: THE I.R. • UNIT ACCREDITATION BOARD

POLICY 2002

• PART II of I.R. • In addition, the IR description of the

conceptual framework should address the Evidence for the conceptual framework on page 13 of the standards manual. …. BOE teams will describe these evidence areas in an early section of the BOE report. Teams will also refer to the conceptual framework as appropriate in their findings for each standard.

•

SO HOW DOES THIS WORK?

• ADDRESSING THE ELEMENTS

• NCATE STANDARDS [p.12]

• ADDRESSING THE EVIDENCE

• NCATE STANDARDS [p.13]

THE UNIT LIVING IT: Through the standards

• Living Structural Elements Through Standards

• Evaluative Criteria• Shared Vision, Coherence,

Professional Commitments including commitment to diversity and technology (what unit is prepared to do regarding candidate learning and effect on student learning), Candidate proficiencies aligned with standards.

• PART III: I.R. PART 11 & III BOE Report

LIVING ELEMENTS THROUGH EXPECTATIONS

• STRUCTURAL ELEMENTS

• Vision/Mission

• Philosophy, purposes/Aim

• Goals/Outcomes/knowledge base(s)/Candidate Proficiencies

• Candidate Proficiencies and alignment with standards

• System for assessment

• EVALUATIVE CRITERIA

• Is vision/mission shared?• What is the connection between

learning outcomes, curricular experiences?

• What is unit prepared to do regarding candidate learning including commitment to diversity and technology?

• What is context for developing and assessing proficiencies [standards]?

• The Assessment SystemThe Assessment System

LIVING THE CONCEPTUAL FRAMEWORK

• ARE YOU NOW READY TO LIVE YOUR CONCEPTUAL FRAMEWORK?

• Using the NCATE Standards

• Long/short Term Goals

THANKS

• GOOD LUCK TO YOU ALL IN YOUR WORK OVER THE NEXT FEW DAYS

• Your friend,• Erskine