Transcript PTEU Conceptual Framework Overview Conceptual Framework Theme: Collaborative Development of Expertise in Teaching, Learning and Leadership.

PTEU Conceptual
Framework Overview
Conceptual Framework Theme:
Collaborative Development of
Expertise in
Teaching, Learning and
Leadership
Development of the
Conceptual Framework

Collaboration with all stakeholders
• Discipline Faculty
• PTEU Faculty
• Candidates (KSU students)
• Graduates of our programs (Alumni)
• Collaborating Teachers and Principals
• Advisory Boards
• Community Partners
What are the KSDs?
Knowledge
 Skills
 Dispositions
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Outcomes
- Initial 
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Subject Matter Expert
Facilitator of Learning
Collaborative Professional
Refer to handout for proficiencies that relate
to each of these three outcomes
Subject Matter Expert
Proficiencies

1.1. Candidate demonstrates broad, in-depth, and
current knowledge of discipline content.
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1.2: Candidate represents content accurately.
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1.3: Candidate connects content to other disciplines
and applies it to common life experiences.
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1.4: Candidate uses pedagogical content knowledge
effectively.
Facilitator of Learning
Proficiencies

2.1 Candidate demonstrates knowledge of how
learners develop, learn and think.
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2.2: Candidate successfully motivates students to
learn.
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2.3: Candidate creates and implements instruction
that embodies multiple cultures and a rich, diverse
curriculum.
2.4: Candidate creates effective, well-managed and
active learning environments.
Facilitator of Learning
Proficiencies
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2.5: Candidate creates environments that
reflect high expectations for student
achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective
instruction that positively impacts the
learning of all students.
2.8: Candidate uses a variety of methods,
materials, and technologies.
Facilitator of Learning
Proficiencies
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2.9: Candidate utilizes a variety
of strategies to assess student
learning.
2.10: Candidate uses the results
of assessments to improve the
quality of instruction.
Collaborative Professional
Proficiencies
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3.1: Candidate communicates effectively orally and in
writing.
3.2: Candidate reflects upon and improves
professional performance.
3.3: Candidate builds collaborative and respectful
relationships with colleagues, supervisors, students,
parents and community members.
3.4: Candidate displays professional and ethical
behavior.
CF Embraces Concepts Inherent
In:

NCATE/PSC – Unit Standards

BOR Principles
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Specialized Professional Association (SPA)
Standards
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PSC Program Rules
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GA Framework
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INTASC
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NBPTS
CF Is Present In:
Curriculum
Syllabi
Assessments
MAT Programs Approved by PSC
Bagwell
College of
Education
College of
the Arts
College of
Humanities
& Social
Science
College of
Science &
Mathematics
TESOL
Art
English
Biology
Chemistry
Mathematics
Physics
Endorsements Approved by PSC
Bagwell
College of
Education
ESOL
Reading
College of
the Arts
College of
Humanities
& Social
Science
College of
Science &
Mathematics
PTEU Assessment
System Overview
Common (Unit-level) Assessments
• Candidate Performance Instrument
(CPI)
• Impact on Student Learning
Assignment and Rubric (ISLA)
• Portfolio Narrative and Rubric
(PNR)
Program Specific Assessments
1)
Content (GACE)
2)
Content (2nd content)
3)
Planning Assessment
4)
Implementation (Clinical) Assessment
5)
Student Learning Assessment
6)
Dispositions Assessment
7)
Optional – additional assessment
8)
Optional – additional assessment
External Voices
Feedback From:
1) Student Teachers
2) Collaborating Teachers
3) Collaborating Principals
4) Graduates (Alumni)
5) Employers
6) Advisory Committees (unit &
program levels)
Decision Points in Programs
Acceptance at Decision Points
Initial Programs
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Entry to Teacher Education
Entry to TOSS/Practicum/IDA
Entry to Student Teaching
Exit from Student Teaching
Advanced Programs:
 Entry to Graduate Program
 Mid Review
 Exit from Program
Evidence Room Links
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Unit assessments (see Standards 1 &
2)
Program Specific Assessments (see
PROBE)
Unit Decision Points (see Standard 2)
Program Specific Admission
Requirements (see PROBE)
Unit Operations
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Facilities, Library, Technology
Resources
Support Services (e.g. Advisement,
Admissions, Field Experiences)
Budgets
Personnel (Faculty, Staff,
Administration)
Governance
DATA
SOURC
E
Internal
TIER
Program Assessment
Unit Assessment
Candidate Performance:
Program specific requirements at admission points and exit
Key assessments of professional content standards (SPA &
PSC)
Candidate Performance Assessment Instrument (CPI)
Portfolio Narrative Rubric
Impact on Student Learning Rubric
Infusion of technology
Self assessment
Candidate Performance:
Common requirements at each decision point of admission/exit
Candidate Performance Assessment Instrument (CPI) at Exit
Portfolio Narrative Rubric
Impact on Student Learning Rubric
Field Experiences:
Placements during content area courses
Placements during TOSS/practicum, student teaching,
internships
Observations
Applications in own classroom (advanced)
Field Experiences:
Placements in core courses (EDUC 2110, 2120, 2130, and INED
3304); student teaching; selected MAT courses
Observations
End of Program:
Candidate survey
Faculty:
Biographical information
Vita and supporting documentation
Candidate evaluations
Performance reviews (e.g. annual, T&P, Post-Tenure Review
Diversity:
Candidates
Field Experiences
Faculty
Recruitment & Retention
Resources:
Budget
Facilities
Technology
Unit operations/centers
External
Candidate Performance:
GACE I
GACE II
MAT/GRE
Collaborating teachers
End of Program
Collaborating teachers survey (initial only)
Principal survey (initial only)
Graduates:
First Year Survey
Second Year Survey (initial only)
Comprehensive Process
Collection,
Aggregation,
Analysis, Reporting,
& Reflection Of
Useful Data
Education Information
Center (EIC)
Phasing Out
Chalk and Wire Portfolio
System
Chalk and Wire
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A digital ePortfolio and assessment
system that can support multiple unit
and program assessment plans
simultaneously.
Our purpose for C&W is to provide
flexible yet connected assessment
options for individual program areas.
ePortfolio Application
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ePortfolio for Program Completion
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Chalk and Wire ePortfolio
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Rubric Based Assessments
Sample ePortfolio
Data Analysis

CW Reporter
Data Reflections
Comprehensive Process
Collection,
Aggregation,
Analysis, Reporting,
& Reflection Of
Useful Data
So What?
Systematic Data
Reflections Across the Unit
Electronic Evidence
See Website