Professional Education Unit (PEU) Teacher Preparation ... FINAL...Teacher Preparation . Conceptual Framework . The University of Montana-Missoula . i ... Vision, Mission, ... The Plum

Professional Education Unit (PEU)

Teacher Preparation

Conceptual Framework

The University of Montana-Missoula

i

Table of Contents

History ........................................................................................................................................................................... 1

Vision, Mission, and Purpose ......................................................................................................................................... 2

Conceptual Framework Key Themes ............................................................................................................................. 3

Conceptual Framework Philosophy ............................................................................................................................... 7

Assessment .................................................................................................................................................................... 9

APPENDIX A ................................................................................................................................................................. 13

APPENDIX B ................................................................................................................................................................. 14

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History

The foundation for the current conceptual framework was developed in 1991-92. That fall, a consultant was hired to facilitate a two-day seminar for the Professional Education Unit (PEU) to help members understand the definition, role and purpose of a conceptual framework. Following this workshop, a writing team composed of faculty and students from the Phyllis J. Washington College of Education (formerly known as the School of Education), the College of Arts and Sciences, the College of Performing Arts, and the School of Business Administration developed the draft framework and the set of ten outcomes by which candidates would be assessed. During the spring of 1992 it was widely shared across campus and sent to practitioners in the public schools for comment. Three open meetings were held for further discussion prior to its adoption.

Over the intervening years the conceptual framework has continued to provide coherence and direction for the programs preparing professional educators. Evidenced through a series of retreats and focused discussions on organizational culture, communication and mission, the conceptual framework accurately describes the kind of education professional who will be prepared at The University of Montana. It has been helpful in recruiting new faculty through communication of our identity and goals.

The conceptual framework provides focus and consistency for curriculum revisions, field experiences, internships, and assessment. For example, the initial licensure curriculum is constructed in blocks so that the courses are interrelated, and each block has a field component. The elementary curriculum includes field assignments in pairs during the final integrated methods block. In the advanced programs in educational leadership, candidates experience a field component for each course, providing for integration of knowledge and experience for actual problem solving. Candidates complete a benchmark assignment in each course in the advanced program and then link those together in a final portfolio and presentation at exit from the program.

The conceptual framework also proved to have a flexibility that allows for incorporation of new priorities, such as the emphasis on Indian Education for All, technology initiatives, or leadership and school culture, without losing the essence of its unifying themes and shared purpose. Changes to the conceptual framework are thus primarily changes in priorities within the framework, rather than changes to the framework itself. The conceptual framework, outcomes and rubrics are a central part of regular workshops for university supervisors and cooperating teachers. Development and modification of rubrics for assessment have provided opportunities for discussion among all participants: university faculty, graduate students, field-based faculty, administrators, and candidates themselves.

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Mission, Vision, and Purpose

The professional education unit’s intent is to prepare candidates with the disposition and ability to create communities of learners in their own future professional settings links directly with The University of Montana mission statement. For programs preparing education professionals, the mission of The University of Montana and conceptual framework articulate who we are and what we are about, and identify the ideals for which we mutually agree to be held accountable. The themes of community engagement, ethical behavior, respect for human dignity, and professional competence resonate through both the key ideas of the conceptual framework as well as the University of Montana – Missoula mission statement, as evidenced below:

Conceptual Framework Key Themes Integration of Ideas Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems.

Cooperative Endeavors In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other to learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is globally relevant and personally meaningful. In the process, members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals.

Respect for Diversity and Individual Worth A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, and cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member's self- concept and foster risk-taking, creative collaboration, and excellence.

The University of Montana-Missoula Mission Statement The University of Montana-Missoula pursues academic excellence as demonstrated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. The University also educates competent and humane professionals and informed, ethical, and engaged citizens of local and global communities; and provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, State, nation and the world.

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Conceptual Framework Key Themes

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.

The unit has adopted a conceptual framework that places central value on learning as a collaborative endeavor. The faculty in the professional unit believes that an educational orientation is insufficient and outmoded if it is based on isolated content, is teacher-dominated, and directed primarily toward passive students learning alone. Thus, it is the unit’s intent that education candidates at The University of Montana-Missoula will experience a cohesive learning community during their own preparation, with the goal that they will be disposed and equipped to create communities of learners in their own future educational settings.

It is part of the human condition that we strive simultaneously to be self-sufficient individuals and effective members of larger social communities. Although we value personal autonomy, we are ultimately social creatures who need each other not only for companionship but also to bring meaning to our lives. It is through our connections with others—our shared decision-making, our common purpose, and our support for each other's growth—that we satisfy our needs as humans.

A growing body of research supports the view that learning occurs best in communities. A learning community is a special kind of community that is created through a culture of collaboration and continuous improvement, and comes into being when everyone involved in the learning process shares a commitment to learning. Because the concept of learning community has been used in many different contexts, it must have a specific meaning before it can be a unifying theme. Our learning community is characterized by the following elements:

Integration of Ideas o Members of a learning community look beyond the traditionally subject-oriented curriculum and think

about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems.

Cooperative Endeavors o In a learning community knowing and learning are viewed as communal acts, and members are

encouraged to assist each other to learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is globally relevant and personally meaningful. In the process, members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals.

Respect for Diversity and Individual Worth o A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences,

learning styles, and cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member's self- concept and foster risk-taking, creative collaboration, and excellence.

When people gather to transmit knowledge and share ideas in an institution such as a university, unity is created that can result in learning of the highest order. Teachers and learners assume many roles, often shared, often overlapping, always interdependent. They respect each other in those roles. The community of learners is aware of each other's background, and values how it contributes to the whole. Ideas, too, are valued for their diversity. People delight in their opportunities to gain knowledge cooperatively, regardless of age, physical or intellectual

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abilities, cultural heritage, or interest. They discover together the connections among separate subject areas and among people, ultimately coming to understand the importance of continuous improvement in a global society.

Figure 1: Key Themes of the Conceptual Framework

Alignment of Key Themes with Program Outcomes, NCATE Standards, and Montana State Standards

Program Outcomes

All initial licensure programs have been aligned with each of the key elements of the conceptual framework, as well as the NCATE standards and the standards of the State of Montana. Evidence of alignment can be found in APPENDIX A.

Additionally, all advanced licensure programs have been aligned with each of the key elements of the conceptual framework, as well as the NCATE standards and the standards of the State of Montana. Evidence of alignment can be found in APPENDIX B

Commitment to Technology

The professional Education Unit is committed to the appropriate use of technology to enhance learning outcomes for candidates. To this end, the unit has a technology planning committee that is charged with short term planning and acquisition of technology. The unit also has a committee of leaders in the area of technology who serve on the Learning Ecosystems Optimization Committee (LEO). This group provides the vision that drives the long-term planning for utilization of technology.

Further, steps have been taken across the unit to utilize technology to offer our services and to provide candidates with experiences they would not otherwise get. For example, we are using technology to allow candidates in Missoula to experience inner-city schools in Seattle. Candidates are able to see classrooms in action and are able to interact with the teacher to seek clarification about the students and the teaching and learning process. Also,

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the teacher education program has developed a relationship with a school district in Alaska that will allow for similar activities in villages across a large geographic region. With these activities, we are experiencing a convergence of our technological capabilities, our desire to have an impact on students from all walks of life, and our commitment to prepare educators to effectively work with all children.

Commitment to Indian Education for All (IEFA)

Indian Education for All (IEFA) permeates the curriculum, and the conceptual framework, of the Professional Education Unit (PEU). Although IEFA is constitutionally mandated, it has been under implemented for decades. Therefore, the PEU has embraced the opportunities connected to IEFA and expanded the curriculum across initial and advanced programs alike to include appropriate experiences for all candidates.

In the initial licensure program, IEFA is addressed across courses. Several examples follow:

Highlighted Activities from Elementary Education Methods Courses

Math Methods

The Plum Stone Game, a game played by various tribes in Montana, is presented to teach the concept of probability. Tribal members have shared the specific rules for the Salish and this information has been integrated into the course. Also, demographic data of the seven reservations is used to teach the concept of correlation and this information is graphed and discussed by students.

Social Studies Methods

An anthropology assignment allows students to independently research a tribal nation. These presentations are of the highest quality, are reviewed by several students, and are shared with all students. By doing so, pre-service teachers enter the profession with a plethora of current information about many tribes.

For this assignment students:

Address the cultural universals with sufficient detail while still making that information accessible to an elementary audience.

Develop a presentation that is visually rich and aesthetically pleasing. The images are clear and the text is balanced.

Take full advantage of the digital world by utilizing a variety of links, maps, pictures and drawings.

Go online and view the presentations of classmates. Comment and provide constructive feedback on at least eight presentations.

Reading Methods

In this course students:

Verbalize descriptions of The Essential Understandings and references to resources provided by OPI.

Include Essential Understandings in lesson plans alongside the standards.

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Integrate IEFA by selecting texts to demonstrate the Literature Circle procedure for comprehension development in the middle grades.

Example Texts Include: March Toward Thunder, by Joseph Bruchac (Civil War Story from an Abenake child's perspective); Birchbark House, by Louise Erdrich (Westward Expansion impact on traditional lifestyle); Sweetgrass Basket, by Marlene Carvell (Boarding Schools); Jim Thorpe’s Bright Path, by Joseph Bruchac (Boarding Schools-Biography)

Learn about critical literacy and content area literacy strategies with, Ghost Dance at Wounded Knee from US and Them: A History of Intolerance in America, by Jim Carnes, to encourage teacher candidates to share multiple historical perspectives through non-fiction selections.

There are also several ways IEFA is addressed in the advanced programs. In fact, along with the inclusion of IEFA across courses, courses have recently been developed in Curriculum and Instruction that are focused on the implementation of IEFA and on indigenous ways of knowing. Integral to a social justice perspective in the English Program, every assignment undertaken also contains a clear and central commitment to implementation of MT law, “Indian Education for All.” Courses in the English program use Dr. Tammy Elser’s Office of Public Instruction publication: The Framework: A Practical Guide for Montana Teachers and Administrators Implementing Indian Education for All, which meshes the twin hopes of approaches for implanting Indian Education for All (1. Expose all Montanans to the historical and contemporary contributions of Montana’s tribal peoples; and 2. Close the American Indian achievement gap). As a second example, students in School Finance (EDLD556), develop a budget for a hypothetical school district. Indian Education for All funding is included in the calculations. Students review the history of the funding, its purpose, and the requirements. They then, in the process of developing the expenditure budget for their hypothetical school district, appropriate and justify the funds to support Indian Education for All.

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Conceptual Framework Philosophy

The Unit faculty has designed the initial and advanced programs around a research base of established and emerging scholarship. They have selected the philosophical and empirical studies necessary to acquaint students with best practices to date, as well as to build a foundation for reflection and action as educators. Unit faculty has identified a core of research common to the unit. This literature emphasizes, but is not limited to, scholarship related to the themes of the learning community: integration of ideas, collaborative endeavors, and respect for diversity. Course syllabi also document the incorporation of the research base in course work. A sample of the scholarship that serves as the basis for the conceptual framework is shown below.

Integration of Ideas Darigan, D., Tunnell, M., & Jacobs, J. (2002). Children’s literature: Engaging teachers and children in good books. Upper Saddle River, NJ: Pearson Education. Darling-Hammond, L & Bransford, J. (Eds) (2005), Preparing Teachers for Changing Times. Jossey-Bass: San Francisco, CA.

Rothstein, R., Heywood, J., and Adams, S.J., (2009). Teachers, Performance Pay and Accountability. Economic Policy Institute: Washington, DC

Tough, P. (2012). How Children Succeed: Grit, Curiosity and Hidden Power of Character. Houghton Mifflin and Harcourt: New York.

Wheatley, M. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco: Berrett-Koehler, Inc.

Cooperative Endeavors Cox, M.(2004) Introduction to Faculty Learning Communities. New Directions for Teaching and Learning. (97) p. 5. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service. DuFour, R., DuFour, R. and Eaker, R., (2008). Revisiting Professional Learning Communitites. Solution Tree:

Bloomington IN.

Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Kruse, S. D., Louis, K. S., & Bryk, A. S. (1995). An emerging framework for analyzing schoolbased professional

community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and Communicty (pp. 23-42). Thousand Oaks, CA: Corwin Press.

Louis, K. S., Marks, H. M., & Sharon, K. (1996). Teachers' Professional Community in Restructuring Schools.

American Educational Research Journal, 33(4), 757-798. Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday. Sergiovanni, T. J. (1993). Building community in schools. San Francisco: Jossey-Bass

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Shulman, G., Cox, M., & L. Richlin. (2004) Institutional Considerations in Developing a Faculty Learning Community Program. New Directions for Teaching and Learning. (97) p. 41

Respect for Diversity American Association of University Women. (1991) Shortchanging girls, shortchanging America. Washington, D.C.:

American Association of University Women.

Banks, J. A. & Banks, C. A. M. ( Eds.) ( 2002) Multicultural education: Issues and perspectives (4th ed.): Wiley / Jossey Bass..

Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A. & Tipton, S. M. (1996). Habits of the heart: Individualism and commitment in American life. Los Angeles: University of California Press.

Bergstrom, A., Cleary, L.M., & Peacock, T. D. (2003). The seventh generation: Native students speak about finding the good path. Charleston, W.V.: AEL, Inc.

Cleary, L. M. & Peacock, T. D. (1998). Collected wisdom: American Indian education. Needham Heights, MA: Allyn & Bacon.

Daniels, H. & Bizarre, M. (2005). Teaching the Best Practice Way: Methods That Matter K-12. Portland, ME: Stenhouse.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

Delpit, L. D. (1995). Other people’s children: Cultural conflict in the classroom. New York; New Press.

Dilworth, M. E. (1992). Diversity in Teacher Education: New Expectations. San Franciso: Jossey-Bass.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gert, B. (2001). Avoiding moral cynicism. Teaching Ethics, 1(1), 1-17.

Kozol, J. (1992). Savage inequalities: Children in America’s schools . New York: Harper Perennial.

Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.) New York: Longman.

Noddings, N. (2003). Happiness and Education. New York: Cambridge University Press.

Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.

Noddings, N. (1992). The challenge to care in schools. Berkeley: University of California Press.

Spring, J. (2000). The intersection of cultures: Multicultural education in the United States and the global economy. New York: McGraw-Hill.

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Assessment

The Educator Preparation Assessment System (E-PAS) is housed in the Dean’s office in the Phyllis J. Washington College of Education and Human Sciences. E-PAS is managed by the Accreditation Executive Committee with guidance from other members of the PEU. Data are currently sent to the E-PAS manager in digital formats and are entered by College staff. Currently, Microsoft Access is used to manage these data, but the PUE continues to examine commercial products that may make our data management activities more efficient.

E-PAS contains all data that are needed for CAEP accreditation activities. It is currently aligned to the conceptual framework and our continuous improvement process will provide us with meaningful data to adapt the conceptual framework over time. The use of this system allows for the systematic collection of data for all PEU programs, timely analysis, and the generation of useful reports for all partners. The largest portion of E-PAS is data for teacher licensure programs at the initial and advanced levels. E-PAS also houses relevant data from other advanced programs and SPAs. Data sources from each of the programs are unique, but where possible, we have used common assessments that cross the large majority of programs. This is especially the case with programs at the initial licensure level.

For all licensure programs there are four sectors of data in E-PAS:

FIGURE 1: Educator Preparation Assessment System (E-PAS) Data Sectors

Historically, a plethora of data have been collected and housed in various spots within the College and across campus. Recent efforts have been focused on clearly articulating key assessments for each program in an effort to focus more on the quality and usefulness of the data we collect. Clearly, there is more than key assessment data in E-PAS, but we envision this database to be dynamic and useful in our efforts to continually improve by making data-informed decisions. We believe the E-PAS system offers a mix of a depth and agility to assist us in these efforts.

The E-PAS table assists us with making sure we are systematically collecting, analyzing, sharing, receiving feedback, and transforming programs as needed. It also shows the complex nature of maintaining a database and assessment system that is useful across the PEU. Within the E-PAS table we show the state review documents, data sources, key assessments, the timeline for collection, the party responsible for submitting data, the party responsible for reviewing data, result reports, Action Activities Reports, and a tracking device for program highlights. More information about each of these columns is explained below the table.

E-PAS Continuous Improvement Process

As demonstrated in Figure 1, the cyclical process of the E-PAS system is meant to drive our continuous improvement. While we clearly have many partners, by having the database housed and the assessment system

Education Preparation Assessment System

(E-PAS)

Sector 1: Admissions

Sector 2: Clinical Data

Sector 3: Course-based

Key Assessments

Sector 4: Completion and

Licensure

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directed centrally, we are able systematize, guide, and redirect programs as needed. We also believe that by having the database centrally located and coordinated that we are able to more efficiently use university-wide resources and make the accreditation process doable for all of our partners.

Key assessment data are collected by each program. The key people in the programs then electronically send the data to the CAEP data assessment manager who clarifies any concerns, enters the data, and produces program specific reports. The data assessment manager electronically sends the report to the identified contact person for each program. Preferably, within the context of the entire faculty or appropriate committee, the program faculty then develops Action Activity Reports (AARs). These brief reports are meant to serve as short-term and long-term action plans with particular focus on areas of weakness that are identified from the data reports. The AARs are then submitted to the assessment manager and the executive committee for review. Consultations to address questions, concerns, or to provide assistance will be arranged by the data coordinator and the executive committee.

FIGURE 2 Cycle of Transformation

Critical Transition Points for Licensure Programs

Within our assessment process, we also track the individual progress of students in the programs. Our critical transition points are focused around clinical experiences. In our licensure programs candidates complete at least three clinical experiences. At the end of each of the clinical experiences, candidates are evaluated by university faculty, cooperating teachers, and university supervisors. In combination, these clinical experiences are one of our key assessments. Individually, they are logical way of monitoring the progress of each teaching candidate. Due to our close working relationships with schools, sometimes progress monitoring takes place in more informal ways (telephone and email). However, at the end of each clinical experience, evaluations are completed and submitted to the Director of Field Experiences. These evaluations are reviewed and concerns are addressed with individual students. These data are then entered into the database to develop an overall clinical profile for each teacher candidate during the course of their program.

During early field experiences, students are also taking classes. Therefore, these successful transitions are monitored with a combination of clinical evaluations and grade point averages. Additionally, faculty pay close attention to professional behaviors. If significant concerns are detected based on a carefully crafted set of expectations, an alert from is generated by the faculty member and steps are taken to resolve the professional behavior in question.

By using clinical experience data, grade point averages, and close monitoring by program faculty, the very large majority of our students successfully move through our program. In rare situations, candidates receive an alert

Collect

Review

Report Disseminate

Transform

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form, establish professional goals with faculty and staff, but are unable to meet them. In these cases, students are counseled out of the teaching profession.

FIGURE 3 Critical Transition Points

Validity and Reliability of Assessments

Use of Standardized Assessments (Praxis)

Currently, our elementary candidates take the Praxis II Content Examination to meet licensure requirements. Beginning in the Fall of 2013, our secondary program students will also complete Praxis Content exams. These assessments are widely used in teacher education programs and, according to ETS, they are valid and reliable instruments. Additionally, the school psychology program utilizes ETS for the NCSP exams.

Training of Supervisors and Cooperating Teachers

The Office of Field Experiences offers extensive training to university supervisors and cooperating teachers in an effort to insure validity and reliability with our multiple field observations. Orientations are conducted every semester and steps have been taken to make the criteria clearer to these professionals.

Collaboration in the Development and Constant Review of Rubrics

Since the last review, the faculty has worked to create common rubrics for course-based assessments. We have had success in this area but there are challenges with this type of effort. In Curriculum and Instruction, we have had success with rubrics for our Exceptionalities and Classroom Management and Technology in Education courses and have a common assessment used in our Ethics course. While under continued refinement, we believe these assessments accurately depict candidates’ knowledge and skills. As we further embrace a culture of continuous improvement, we will develop more course-based assessments.

In addition, within our non-licensure graduate program, we have had some success with developing course-based rubrics. Even with the challenges of multiple faculty members using a common rubric, we believe the constant refinement of these instruments is an appropriate professional practice for establishing the reliability and validity of these instruments.

Committee Review of Portfolios, Comprehensive Exams and Other Key Assessments

Currently, all of our students in the initial licensure programs complete a portfolio. Since we are in a process of identifying more valid and reliable ways to demonstrate teaching effectiveness, we have not included the portfolio

•GPA Monitoring •Clinical

Experience Evaluation

First Clinical Experience

•GPA Monitoring •Clinical

Experience Evaluation

Second Clinical Experience •GPA Monitoring

•Clinical Experience Evaluation

Third Clinical Experience

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as one of our key assessments. That said, faculty review of the portfolios provides us with critical information. The portfolio rubric undergoes constant refinement and we are currently in the process of implementing a digital portfolio that has an increased focus on documenting the impact of our candidates’ impact on student learning. With our new portfolio, faculty will review the products in three-person committees. We believe this product and process will result in needed information and improve the consistency of how the portfolios are reviewed and scored.

In our advanced programs, committees review portfolios and comprehensive exams. In the C&I advanced program, we have developed a rubric for comprehensive exams that are scored by a three-person committee. This rubric has improved the consistency in how students are scored and has helped us pinpoint graduate students’ strengths and weaknesses relative to program competencies. Other advanced programs, including Education Leadership, utilize faculty and practitioners to score portfolios.

In sum, our programs are assessed with multiple indicators spanning commercial testing services to in-house projects and assignments. The assessments are field-based where possible and clearly provide faculty with critical information about our candidates.

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APPENDIX A

Initial Licensure: Conceptual Framework Alignment

UM Performance Outcomes INTASC Standards State Standards

Assessments

Integration of Ideas Candidates demonstrate knowledge of the disciplines and subject matter related to curriculum. Candidates design interdisciplinary and discrete subject area instruction to achieve curriculum goals including effective integration of history, cultural heritage, and contemporary status of Montana Indians, and other diverse populations. Candidates use appropriate technologies and resources to enhance instruction and student performance including the appropriate use of technology to share information with students and parents. Candidates engage students in learning activities that promote critical and creative thinking.

INTASC Standard 1: Content Pedagogy INTASC Standard 4: Multiple Instructional Strategies INTASC Standard 6: Communication and Technology INTASC Standard 7: Planning

ARM 10.58.501 (1) (a) IEFA (b) Content (h) Technology (i) Planning (m) Workforce

Field Experience Progress Report (1-3, 6) Technology Lesson Pan (Key

Assess. 3) Student Teaching Assessment

(1-3, 6) Graduate Survey (Items 41, 43-

44, 46-47, 50-51) C&I Employer Survey (Items 1,

2, 3, 6) Elementary Praxis II (Key Assess. 1) Content Knowledge GPA (Key

Assess. 2) Secondary Subset GPA (Key Assess. 1) Major GPA (Key Assess. 2)

Cooperative Endeavors Candidates implement instructional and behavioral management strategies to promote a safe and positive learning environment. Candidates communicate clearly, accurately, and professionally with students and their families, colleagues, and community members

INTASC Standard 5: Motivation and Management INTASC Standard 10: School and Community Involvement INTASC Standard 6: Communication and Technology

ARM 10.58.501 (1) (f) Strategies (g) Motivation

Field Experience Progress Report (5,8) Classroom Management Plan

(Key Assess. 7) Student Teaching Assessment

(5,8) Graduate Survey (Items 39, 40,

42, 48) C&I Employer Survey (Items 5a,

5b, 8)

Respect for Diversity Candidates select and design appropriate and authentic means of assessing student learning and progress. Candidates design and organize learning environments to accommodate learners. Candidates reflect on professional responsibilities and demonstrate commitment to fairness and the ability of all to learn.

INTASC Standard 2: Student Development INTASC Standard 3: Diverse Learners INTASC Standard 5: Motivation and Management INTASC Standard 8: Assessment INTASC Standard 9: Reflective Practice

ARM 10.58.501 (1) (c) Development (d) Diverse Learners (e) Biases (j) Assessment (k) Prof. Dev. (l) Relationships

Field Experience Progress Report (4,6,9) Ethics Case Study (Key Assess

8) Student Teaching Assessment

(4,6,9) Graduate Survey (Items 38, 45,

49) C&I Employer Survey (Items 4,

7, 9)

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APPENDIX B

Advanced Curriculum and Instruction: Alignment of Conceptual Framework, Professional Behaviors, and Content Standards

Conceptual Framework Student Outcomes

(SO) Key Assessments (KA)

Integration of Ideas Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems.

SO 2: develop expertise in professional and pedagogical knowledge and contribute to the dialogue based on their research and experiences; SO 4: demonstrate their knowledge through inquiry, critical analysis, and synthesis of subject matter. SO 6: present content to students in challenging, clear and compelling ways, using real-world contexts and integrating technology appropriately.

KA 1: Comprehensive Exam. KA 2: Exit GPA KA 5: “Techno-fied” Lesson Plan. KA 7: Education Research.


SO 1: collaborate with other professionals to identify and design strategies and interventions that support learning for all students. SO 2: develop expertise in professional and pedagogical knowledge and contribute to the dialogue based on their research and experiences; SO 7: demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students.

KA 3: Curriculum Design. KA 4: Multicultural Education in the Classroom. KA 6: Universal Design for Learning & Reflection.

Respect for Diversity and Individual Worth A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, and cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed

SO 5. contextualize teaching and draw effectively on representations from the students’ own experiences and culture, paying particular attention to those of Native American descent. SO 7: demonstrate classroom behaviors that create caring and supportive learning environments

KA 4: Multicultural Education in the Classroom. KA 6: Universal Design for Learning & Reflection.

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as essential for supportive learning environments that enhance each member's self- concept and foster risk-taking, creative collaboration, and excellence.

and encourage self-directed learning by all students.

Professional Behaviors Fairness

SO 1: collaborate with other professionals to identify and design strategies and interventions that support learning for all students. SO 5: contextualize teaching and draw effectively on representations from the students’ own experiences and culture, paying particular attention to those of Native American descent. SO 7: demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students.

KA 3: Curriculum Design. KA 4: Multicultural Education in the Classroom. KA 6: Universal Design for Learning & Reflection.

All Students Can Learn

SO 1: collaborate with other professionals to identify and design strategies and interventions that support learning for all students. SO 7: demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students.

KA 4: Multicultural Education in the Classroom. KA 5: “Techno-fied” Lesson Plan. KA 6: Universal Design for Learning & Reflection.

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English/Language Arts: Alignment of Conceptual Framework, Professional Behaviors and Content Standards


Key Themes Content Standards

Montana PEPPS 10.58.509


10.58.509 (1)(a) 10.58.509 (1)(d) 10.58.509 (1)(e)


10.58.509 (1)(b)


10.58.509 (1)(b) 10.58.509 (2)(e)


10.58.509 (1)(f)


10.58.509 (1)(b) 10.58.509 (1)(c)

http://www.mtrules.org/gateway/ruleno.asp?RN=10.58.509

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Music K-12: Alignment of Conceptual Framework, Professional Behaviors and Content Standards





10.58.519 (1)(b) 10.58.519 (1)(f) 10.58.519 (1)(g) 10.58.519 (1)(p) 10.58.519 (1)(r) 10.58.519 (1)(u)


10.58.519 (1)(e) 10.58.519 (1)(w)


10.58.519 (1)(o) 10.58.519 (1)(q) 10.58.519 (1)(t) 10.58.519 (1)(u)


10.58.519 (1)(v) 10.58.519 (1)(y)


10.58.519 (1)(s) 10.58.519 (1)(u)


18

School Counseling: Alignment of Conceptual Framework, Professional Behaviors and Content Standards





10.58.512 (1)(a) 10.58.512 (1)(i) 10.58.512 (1)(viii)


10.58.512 (1)(f) 10.58.512 (1)(g)(v) 10.58.512 (1)(g)(vii)


10.58.512 (1)(e) 10.58.512 (1)(g)(vi) 10.58.512 (1)(h)(i)


10.58.512 (1)(c) 10.58.512 (1)(g)(ii) 10.58.512 (1)(g)(iv) 10.58.512 (1)(g)(ix)

Create a positive environment for student learning

10.58.512 (1)(b) 10.58.512 (1)(g)(iii) 10.58.512 (1)(h)(i)


19

Creative Pulse: Alignment of Conceptual Framework, Professional Behaviors and Content Standards



Creative Pulse


CP SLO 1 CP SLO 7 CP Outcome 2a CP Outcome 2b CP Outcome 2d CP Outcome 2e


CP SLO 5 CP Outcome 2c CP Outcome 2m


CP SLO 2 CP SLO 3 CP SLO 4 CP Outcome 2d CP Outcome 2g CP Outcome 2k CP Outcome 2m


CP Outcome 2f CP Outcome 2h CP Outcome 2l


CP SLO 4 CP SLO 6 CP Outcome 2j

http://coehs.umt.edu/deanoffice/accred/ncate/conceptualframework/CF%20Creative%20Pulse%20Standards.pdf

20

Educational Leadership: Alignment of Conceptual Framework, Professional Behaviors and Content Standards





10.58.705 (1)(a) 10.58.705 (1)(d) 10.58.705 (1)(f)


10.58.705 (1)(a) 10.58.705 (1)(b) 10.58.705 (1)(d) 10.58.705 (1)(f)


10.58.705 (1)(d) 10.58.705 (1)(e) 10.58.705 (1)(f)


10.58.705 (1)(c) 10.58.705 (1)(e)

Create a Positive Environment for Student Learning

10.58.705 (1)(a) 10.58.705 (1)(b) 10.58.705 (1)(c) 10.58.705 (1)(d) 10.58.705 (1)(e) 10.58.705 (1)(f) 10.58.705 (1)(g)


21

Speech Language Pathology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards


Key Themes

Content Standards

Council on Academic Accreditation in Audiology and Speech-Language

Pathology (CAA)

Integration of Ideas

Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems.

CAA IV-C,1

CAA IV-D1

CAA IV-D2

CAA IV-E1

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other to learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is globally relevant and personally meaningful. In the process, members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals.

CAA IV-C,1

CAA IV-D1

CAA IV-D16

CAA IV-E1

CAA IV-E3

CAA IV-E6

CAA IV-E17

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, and cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member's self- concept and foster risk-taking, creative collaboration, and excellence.

CAA IV-B2

CAA IV-D6

CAA IV-E5

Professional Behaviors

Fairness CAA IV-B1

Create a positive environment for student learning

http://coehs.umt.edu/deanoffice/accred/ncate/conceptualframework/CF%20CSD%20Standards.pdf



22

Mathematics: Alignment of Conceptual Framework, Professional Behaviors and Content Standards


Key Themes

Content Standards Montana PEPPS 10.58.518

Integration of Ideas

Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems.

10.58.518 (1)(a)

10.58.518 (1)(c)

10.58.518 (1)(d)

10.58.518 (3)

Cooperative Endeavors

In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other to learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is globally relevant and personally meaningful. In the process, members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals.

10.58.518 (1)(e)

10.58.518 (1)(f)

Respect for Diversity and Individual Worth

A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, and cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member's self- concept and foster risk-taking, creative collaboration, and excellence.

10.58.518 (1)(b)

10.58.518 (1)(g)

Professional Behaviors

Fairness 10.58.518 (3)(f)


10.58.518 (2)

10.58.518 (3)(a)

10.58.518 (3)(b)

10.58.518 (3)(c)

10.58.518 (3)(d)

10.58.518 (3)(e)

10.58.518 (3)(g)


23

School Psychology: Alignment of Conceptual Framework, Professional Behaviors and Content Standards

Conceptual Framework Content Standards



10.58.707 (1)(a) 10.58.707 (1)(c)(ii) 10.58.707 (1)(c)(vi) 10.58.707 (1)(c)(ix) 10.58.707 (2)(e) 10.58.707 (2)(h)(i) 10.58.707 (3)(c)(ii) 10.58.707 (3)(c)(iv) 10.58.707 (4)(b) 10.58.707 (4)(c)


10.58.707 (1)(c)(ii) 10.58.707 (1)(c)(iv) 10.58.707 (1)(c)(v) 10.58.707 (1)(c)(vi) 10.58.707 (1)(c)(viii) 10.58.707 (2)(c) 10.58.707 (2)(e) 10.58.707 (2)(h) 10.58.707 (2)(i) 10.58.707 (3)(a)(v) 10.58.707 (3)(a)(vi) 10.58.707 (3)(a)(vii) 10.58.707 (3)(b) 10.58.707 (3)(c)(v) 10.58.707 (4)(d)


10.58.707 (1)(b) 10.58.707 (1)(c)(iv) 10.58.707 (1)(c)(v) 10.58.707 (3)(c)(v) 10.58.707 (4)(c)


10.58.707 (1)(c)(v) 10.58.707 (1)(c)(viii) 10.58.707 (2)(d) 10.58.707 (2)(g) 10.58.707 (3)(a)(x) 10.58.707 (3)(c)(i) 10.58.707 (3)(c)(ii)

Create a positive environment for student learning 10.58.707 (1) (c)(iv) 10.58.707 (1)

(c)(v) 10.58.707 (1) (c)(vi) 10.58.707 (4)(a)


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