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II. Conceptual Framework
A conceptual framework establishes the shared vision for a unit’s
effort in preparing educators to work in P-12 schools. It provides direction
for the programs, courses, teaching, candidate performance, scholarship,
service, and unit accountability. The conceptual framework is knowledge-based,
articulated, shared, coherent, consistent with the unit and/or institutional
mission, and continuously evaluated. The conceptual framework provides
bases that describe the unit’s intellectual philosophy, which distinguishes
graduates of one institution from those of another.
Overview of the Conceptual Framework
The theme of the Unit’s conceptual framework is “Educators as
Architects: Designing Environments Where Students Construct Knowledge
And Develop Skills.” The term architect is used because it strikes
a balance between the educator as key actor in the traditional classroom
and as a passive observer of students doing the work of learning in the
romantic classroom. Educators are seen as artists creating environments
to best meet diverse student needs. The architect metaphor also fits well
with the idea that learners build their own knowledge by testing, applying,
and integrating what has been learned into pre-existing intellectual constructs.
The term educator has been used because it encompasses the variety of
roles candidates are prepared to fulfill in public school settings: teachers,
school counselors, or school administrators.
Given the use of the “Educator as Architect” metaphor and its
constructivist epistemology, one will find the following themes linked
to content, objectives, activities and assessments of the courses and
experiences that frame and document candidate learning in all domains.
Links to specific educator preparation standards, including the New Teacher
Standards (NTS), Experienced Teacher Standards (ETS), School Counselor
Standards (GCS), and the Interstate School Leadership Licensure Consortium
(ISLLC), are cited to document alignment.
Learner Themes and Outcomes:
Candidate engagement in comprehensive and multifaceted knowledge and
skills bases that can be applied to and used in multiple contexts. (NTS
8; ETS 2; GCS 2; ISLLC 2,3,6)
An acknowledgement of the belief that learning is on-going (Piaget,
1952)
Provision of candidates with direct experiences to ensure the ability
to use and process information while seeking solutions (Piaget, 1969).
(NTS 8; ETS 2; GCS 2,3; ISLLC 3)
Placement of candidates in authentic settings so that learning has the
potential to be meaningful
Encouragement of candidates to process and learn by reflecting on their
experiences. (Dewey, 1959; Reiman, 1999) NTS 5,7; ETS 7,9; GCS 8; ISLLC
5,7)
Provision of opportunities for candidates to understand the impact that
dispositions, attitudes, values, and beliefs have on student learning
and development. (Richardson, 1996) (NTS 1,2,3; ETS 3,4,5; GCS 2,3; ISLLC
1,6,7)
Assessment of candidates and faculty using a variety of quantitative
and qualitative measures, including authentic performance-based projects
and action research (Keeting, Greenburg, Baldwin, Thousands, 1999; Shannon,1990).
(NTS 4; ETS 1,6; GCS 1; ISLLC 2,7)
Encouragement of faculty and public school practitioners to design experiences
and environments that stimulate candidates and provoke thought, action,
and reflection (Richardson, 1996; Miller; Wilkes; Sheetham and Goodwin,
1993) (NTS5; ETS7; GCS 9; ISSLC 3,5,6)
Appreciation of and appropriate response to learner diversity; including,
gender, race, ethnicity, culture and exceptionality in all aspects of
the educational setting (Darling-Hammond, 2000) (NTS 1,2,3; ETS 3,4; GCS
2,3,4; ISLLC 1,2,11)
Collaboration among students, parents, professional peers, and members
of the community in order to evaluate and enhance the ability of a school
to fulfill state and local educational objectives (Dewey, 1938/1959).
(NTS 6; ETS 1,6; GCS 4; ISLLC 3)
Effective integration of technology into all aspects of the educational
process in order to improve communication, teaching, learning, and assessment.
(NTS 9; ETS 10; GCS 1; ISLLC 2, 9)
Monitoring the extent to which each educator preparation program fulfills
its goals and commitment to the preparation of effective teachers (Exit
Assessments)
Encouragement of faculty and candidates to apply “scientific thinking
to real life problems that exist in education in order to increase instructional
productivity and to generate information to disseminate to others to inform
their practice.” (Shannon, 1999; Keeting, et.al. 1999). (NTS 7; ETS
1,8; GCS 1; ISLLC 2,3,9)
The Conceptual Framework document describes in detail the themes which
are woven throughout our programs and reflects its role in shaping our
shared vision, the coherence of our programs with state, national, and
institutional performance standards, the commitment to the development
of quality educators who effectively demonstrate knowledge, skills, and
dispositions as documented through on-going performance evaluations. The
Unit’s commitment to diversity and technology is also articulated.
For additional information about each of these themes review the entire
conceptual framework at www.msucoe.org/conceptframe.html.Shared Vision
While any institution committed to cultural diversity and academic freedom
will find a variety of “visions” among its teachers and students,
we do believe that our conceptual framework both describes common threads
that currently exist and helps guide future development of activities and
faculty. The shared vision reflects the commitment of the University and
the Professional Education Unit to the preparation of high quality educators
who have the knowledge, skills and dispositions needed to enhance the education
of students in P-12 Schools throughout the region through fostering active,
reflective, and meaningful learning environments. http://www.msucoe.org/conceptframe5.html.
Coherence
Improving the sequencing, the authenticity, and the consistency of learning
experiences has been a major goal of our teacher reform efforts, and the
latest version of our Conceptual Framework articulates the Unit's commitment
to prepare educators who are able to demonstrate proficiency in relation
to state and national professional standards. To ensure this goal is accomplished,
the relationships among courses and clinical and field experiences to assessment
and candidate performance in relation to standards is of paramount importance.
The Program Review process systematized coherence between the Unit's conceptual
framework and the programs themselves. Narrative and/or matrices have been
used to document the specific links between the conceptual framework and
program courses and external standards. The Secondary Professional Education
Core Course Narrative and Matrices (1998-2003) have been included below
to document this process.
Professional Commitments and Dispositions
The Conceptual Framework articulates the key features of the knowledge
and skill bases on which our programs are built, including general education,
content area studies, professional studies, methods and pedagogy courses,
field and clinical experiences, and the capstone experience. It also identifies
dispositions needed for effective teaching, administration and school
counseling; as well as the assessment processes that help determine their
presence. http://www.msucoe.org/conceptframe7.html.
Commitment to Diversity
The University, Unit, and certification programs prepare candidates to
work in a multicultural, ethnically diverse, and ability differentiated
world. This commitment is fulfilled through requirements to successfully
complete content courses that require candidates to demonstrate the ability
to recognize and respect the rights of all citizens and to analyze global
issues in the context of global diversity. Area Studies, Professional
Education, and Pedagogy Courses extend candidates’ knowledge base
through exposure to ideas, data, and field experiences that ground candidates
in the realities of student diversity. Skills in developing a classroom
environment, learning activities, and assessments that effectively account
for diversity are demonstrated during methods courses and Clinical Practice.
In addition, it is expected that candidates will demonstrate dispositions
that document sensitivity to student differences.http://www.msucoe.org/conceptframe5.html
Commitment to Technology
The conceptual framework reflects the fact that having technology or even
using technology isn't the ultimate goal, but rather the use of it effectively
to transform teaching and learning into a more authentic, interactive,
and socially rich experience. Since 2000, a PT3 Grant has made a variety
of technology infusion experiences available to candidates, faculty, administrators,
and public school teachers. Through this grant Morehead State University
has increased faculty proficiency with technology, integrated technology
into courses across the curriculum, and implemented teacher education
reforms and institutional changes, all leading to measurable increases
in technology competency of faculty and student teachers. http://www.msucoe.org/conceptframe8.html
Candidate Proficiencies Aligned with Professional and State Standards
The Conceptual Framework aligns quality candidate preparation with professional
and state standards (see Secondary Core Course example above). It also
contains the Transition Points Documents that show the continuous assessment
of candidates throughout the program http://www.msucoe.org/transitionpointsundergrad.doc
or view on pages 41 and 42 of this document.) Candidate performance quality
data is used to inform faculty about the strengths and weaknesses of programs
in preparing quality educators. http://www.msucoe.org/conceptframe5.html
http://www.msucoe.org/conceptframe7.html
Next: Standard 1: candidate
knowledge, skills,and dispositions
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