Conceptual Framework/Background

I. Background

Conceptual frameworks are dynamic documents because they must reflect and account for changes at an institution, in the Professional Education Unit, as well as standards set forth by state and national professional associations. In addition to establishing the vision of the unit, the conceptual framework also clarifies how that vision is manifested in 1) the goals of the unit, 2) the foundation of knowledge, skills, and dispositions that underlie student learning, 3) and the methods and systems created to implement and assess all aspects of each program.
This version of the conceptual framework is the result of collaborative efforts involving MSU faculty, administrators, professional education students, and public school practitioners. Changes in the document account for:

1) The revision of the MSU vision, mission, and goal statements (2001),

2) Actions that have taken place as a result of the “Transformation of Teacher Education Program Initiative” initiated in January 1999 by the president of the university

3) An integration of current unit, state and national performance categories, standards and indicators,

4) The shift in the role and function of conceptual frameworks as reflected in NCATE 2000 documents, and

5) An extension of the theoretical basis for the conceptual framework, and refinements in the system for assessing student and program quality.

The following are specific examples of changes that have been addressed in the revision of the conceptual framework:

We have more clearly articulated how the “educator as architect” theme expresses a constructivist theory of learning and how it is integrated throughout our programs.

Student dispositions have been articulated and a system for monitoring and assessing these has been approved. NCATE 2000 mandates the articulation and the assessment of dispositions.

There has been an initiative to integrate modern technologies into teacher/educator programs. Technology has been infused across the curriculum to prepare faculty and pre-professional students to effectively implement technology to improve teaching and learning and to prepare students to fulfill Kentucky Education Reform and standards.

There has been a campus-wide initiative to incorporate best instructional practices in all courses.

To ensure that the changes related to the conceptual framework and its theme, model and ideology are appropriate, thoughtful, and acceptable, drafts of the document have been presented to the members of the Executive Committee for Teacher Education Transformation, Teacher Education Council, and the faculty. The members of the Teacher Education Council are responsible for making final decisions with regard to any recommended revisions to the conceptual framework.

Next: Missions and Goals

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