Transcript Conceptual Framework - KY: Education Professional

Conceptual Framework
What It Is and How It Works
A house provides a structure and context for
a home; a conceptual framework (CF) provides
a structure and context for the educator
preparation program.
A conceptual framework:
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Represents the underlying philosophy for the
way candidates are prepared
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 infused
throughout the unit
Is not a standard by itself, but is still
assessed
Assessed across NCATE standards
What’s the purpose of the
conceptual framework?
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To articulate the goals of the unit
To ensure that administrators,
faculty, candidates, and P-12
partners are working toward the
articulated goals
To ensure that the goals encourage
professionally sound commitments and
dispositions
Conceptual framework should be:
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Developed and
revised
collaboratively
Shared by all
stakeholders
Consistent with
institution’s and
unit missions
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Continuously
evaluated
Evident in
different aspects
of the unit
Knowledge-based
Integrated
throughout the
programs
What are the elements?
(An outline for the document)
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Mission of the institution and the unit
Unit philosophy, purpose, professional
commitments, and dispositions
Knowledge-base for philosophy, purpose
and professional commitments, and
dispositions
Performance expectations (New Teacher
Standards, etc.)
Brief description of how candidate
performance is assessed (Overview of the
Continuous Assessment)
Element 1: The vision & mission
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Vision: What does the unit see as its ideal?
 What does the unit hope to achieve?
Mission: What is the unit going to do? (an
action statement)
 What is the mission of the institution?
 How do the unit and the institutional
missions relate?
Element 2: Philosophies, purpose, and
goals
Philosophy: What is the unit’s overarching
belief system? (could be expressed as a
theme)
 Purposes/goals: What are the broad goals
or outcomes of the unit? (could be linked as
institutional goals)
Must be tied to standards. Think about
connections back to philosophy and mission.
Think about diversity and technology.
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Element 3: Knowledge bases, including
theories, research, and wisdom of
practice
Knowledge bases:
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What theories, research, and wisdom of
practice undergird the unit’s belief that
its purposes/goals are worthwhile and of
value?
Using research-based literature, explain
why the unit’s purposes/goals are
important.
Element 4: Candidate proficiencies aligned
with professional, state, and
institutional standards
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Clearly define the unit’s proficiencies – expectations of
candidate performance that flow from the unit’s or institutional
purposes/goals.
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Align the proficiencies with three sets of standards: Specialty
Professional Association (SPA), state, and institutional.
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Use a table to illustrate the relationships between proficiencies,
especially state standards and institutional goals.
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Note: For the CF, indicate how programs are aligned with SPA
standards without showing the detailed alignment. This alignment
is important and must be done in the Program Experiences
section, but need not be included in detail in the CF.
Integration of Standards
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Kentucky Performance Standards: New
Teacher Standards, Experienced Teacher
Standards, Guidance Counselor Standards,
Interdisciplinary Early Childhood Education
(IECE), and Interstate School Leaders
Licensure Consortium (ISLLC) Standards
Specialty Professional Associations’ (SPA)
Standards – i.e., Council for Exceptional
Children (CEC), National Council of
Teachers of English (NCTE), etc.
Institutional Standards or Goals
New Teacher Standards
Standard
Standard
Standard
Standard
Standard
Standard
Standard
I: Designs/Plans Instruction
II: Creates/Maintains Learning Climates
III: Implements/Manages Instruction
IV: Assesses & Communicates Learning Results
V: Reflects/Evaluates Teaching/Learning
VI: Collaborates with Colleagues/Parents/Others
VII: Engages in Professional Development
Standard VIII: Knowledge of Content
Standard IX: Demonstrates Implementation of Technology
Knowledge of Content Standard
Specialty
Professional
Associations
(SPA)
Kentucky
Core Content
Program of Studies
Element 5: Candidate assessment
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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.)?
Continuous Assessment Plans
Continuous Assessment Review
Committee (CARC) Review Process
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Institutions submit Continuous Assessment Plan (CAP)
to CARC with program review documents
CARC reviews plans, prepares comments, and makes
recommendation to the Reading Committee regarding
CAPs
Comments from CARC review are sent to the Reading
Committee
Reading Committee discusses plans and comments
relative to the program submission
CARC’s comments are incorporated into the Reading
Committee’s Program Review Update
The Program Review Update is sent to the institution
for resubmission/rejoinder
2003-2004 CARC Scoring Instrument
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Integrates with Conceptual Framework
Is based on Standards
Has assessment system with monitoring
checkpoints
Identifies dispositions and modes of
assessment
Contains feedback loops
Contains evidence of the use of technology
2004-2005 CARC Scoring Instrument
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Integrates with Conceptual Framework
Is based on Standards
Has assessment system with monitoring checkpoints
Identifies dispositions and modes of assessment
Contains feedback loops
Contains evidence of the use of technology
Following NCATE’s Transition PlanThe following will be added in Fall 2004
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Evidence that reliability and validity studies are being
conducted to eliminate bias and assure that performance
assessments are fair, consistent, and accurate
Integrates with Conceptual Framework
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Standards
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Dispositions
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Monitoring Checkpoints
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Multiple measures of assessment
Examples of Rubics and Scoring Guides
Assessment System Is Based on
Standards
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Standards as benchmarks
Criteria for evaluation
Equality in measurement
Multiple measures
Evidence-based for quality assurance
System for monitoring progress
Focus on improvement of student growth
Indicators for systematic review
Assessment System has
MONITORING CHECKPOINTS that include
MULTIPLE ASSESSMENTS
Institutions must develop criterion that include measures of
general academic proficiencies of candidates’ knowledge, skills
and dispositions at various checkpoints in the program.
ADMISSION
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Tests (ACT, PPST), GPA, Reading, Writing, Math, Speech
Proficiencies in coursework
Code of Ethics
Standards and Dispositions
(The EPSB does NOT identify admission criteria for
institutions unless the unit is determined to be low
performing or at risk of low performing)
Monitoring Checkpoints (cont.)
MID-CHECKPOINT
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EXIT
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Admission to student teaching
Candidate portfolios, by standards
PRAXIS II
GPA (cumulative and content area)
Exit Interview
Exit Portfolio, by standards
FOLLOW-UP
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Survey data, linked to standards or anchor points
Employment rates
Institution specific data
Identifies dispositions and modes
of assessment
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Must determine HOW dispositions that reflect
mission of unit are going to be identified
Are the dispositions related to:
1) the “Standards and Expectations” of the work
place (e.g. P-12 settings)?
2) the conceptual framework?
How/When will they be measured? (Multiple
assessments at multiple points (e.g., admission,
transition points, & completion))
Are effective steps taken to eliminate…
sources of bias and work to establish the
fairness, accuracy, & consistency of assessment
procedures? (NCATE Manual P. 21 – Standard
2)
Feedback for Refinement
Candidate
Feedback
Portfolio Data
Quantitative Data
Summarize Annual
Data per benchmark
(standard)
Program Evaluation
Performance
Data
Feedback for Refinement
Program Evaluation
Summary Portfolio
Data Table
Summary
Quantitative Data
Table
Summary
Performance Data
Table
Aggregate over time by
year, semester, etc.
Check for trends
Triangulate Data
Create an action plan
Contains evidence of the use of
technology
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NCATE Standards require that institutions:
maintain a technology-based data system
and continually evaluate the data system to
improve the assessment capacity.
The purpose of the system is
 to identify and collect individual candidate
performance data that can be:
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aggregated for programmatic impact
analyzed and reported
Contains evidence of the use of
technology
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The most successful and powerful systems are based
upon internal and external partnerships:
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Internal: Sources include academic records, field
and student teaching performance, internal
assessments, portfolio scores, PRAXIS II, etc.
External: MAX System (EPSB & KY Dept. of Ed.
Data); other institutional models
Goal is to close the loop on data collecting and decisionmaking internally and externally.
Contains evidence of the use of
technology
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What does a professional education unit need?
A rational, interactive database should be
maintained that allows the unit to access and
download information within the institution and from
the state digitally.
The database should allow the unit to view and analyze
the impact of one or more variables on others:
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Historical database holds records on candidates from
admission to exit
Data systems should help with PROGRAM
EVALUATION
Manipulate data (design reports)
Conduct reliability and validity studies
Contains evidence of the use of
technology
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Should the unit create its own system?
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Excellent models exist
Other institutions’ experiences can help
with the lessons they learned concerning:
Internal information, politics, and processing
 External access issues
 Programming and hardware and software
issues
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Tips for Continuous Assessment
Plans
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Integrates with CF (the 2 documents are separate, but
linked (i.e., commitment to technology in CF tied to use
of technology in CAP, commitment to dispositions tied
to assessment of dispositions in CAP))
Assessments linked to standards, dispositions, and CF
Clearly identifies dispositions
Clearly articulates when, where, and how analysis of
data occurs-Feedback loops
CAP structured and should read clearly so that
candidates or anyone reading it will know exactly what
is expected (i.e., how assessments occur and when)
Clear, consistent, and concise language