School of Education meeting on Conceptual Framework May 15, 2001
Overview of conceptual framework
Dr Fleniken & Gwen
Shelia Jackson
Annette Holeyfield
George Taylor
Randy Kirkpatrick
Jackie Paxton
Connie Zimmer
Ron Griffin
Annette Zakharian
Steve Zimmer
Scott Adams
Michelle Lynch
Becky Shopfner
Linda Bean
Regina Ryle
David Bell
Sammie Stephenson
Chrissy Willis
Byra Ramsey
Dana Garner
Cathy Bain
Tim Carter
- Look at NCATE 2000 standards
- New process and emphasis everything is new
- Standards for candidate performance
- 6 Standards - pass all standards
- Change the way we think about things
- Assessment plan - 12/15/01
- Licensure standards
- 6 Unit standards
1) Candidate knowledge skills and dispositions
2) Assessment system and unit evaluation
3) Field experiences and clinical practice
4) Diversity
- Success for teaching all students
5) Ffaculty qualificacittonss, performance and development
6) Unit governance and resources
Technology, diversity and assesment are three things that cut across all standards.
Conceptual frameowrk discussion
Some elements of our conceptual framework are missing from the NCATE version. This needs revision and that is one of our tasks.
- Student learning is at the center
- Not teaching
- Portfolios take on a different look from the faculty because of this shift.
- More student work samples that indicate they can impact P12 learning.
- Conceptual framework as a foundation.
- Core values
- What do we as a faculty believe and can come to a consensus on?
- Shared vision
- Coherence & alignment
- Professional committements and dispositions
- Commitment to diversity and technology - We need stronger diversity issues addressed.
- How do we use technology to prepare candidates?
- Proficiencies aligned with professional and state standards
- Small groups - Read current conceptual framework and decide what is missing when compared with the NCATE document
- What should the future professional know and be able to do?
- Ways to talk about all programs and specific programs
- Core values that go into a set of strands
- More collaborative, more teacher leaders in the curriculum
- Small group reports
V
-Diversity
- faculty applicants and criteria used fofr them
- Exceptionalities or multiccultural
- Placemfents
- Variety of field experiences
- Candidate knowledge, dispositionss or skills
- Diversity of fstudent ages, SES, blended familites
- Knoweldge base of shared v ision needs currency
Coherence
- Lacking
- In intro, give students an overview of connections to competencies. This overview should be followed
Technology -
Intnegration of technology into the curriculum
Reexamine linkages betwween proffessional standarads in some areas and curriculum
- Current fraemework does nnot articulate the most recent insitutional mission statement
- Revisit the unit mission and the relationship of it to the University mission
- The articulation of program mission to the other two.
- Compare philosophy from 2002 and portfolio philosophy
+ On track with diversity
- Clearly state how shared vision and university mission sstatement and unit's mission are tied to P12 learning
- No practical applications for assessments
- Beef up coherence (field experiences, clinical practice, and assessment that reflects student development from beginning to end
- Enhance coherence by working with content areas more
- Diversity needs to be addressed in all syllabi and clinical experience and reflected in all practice
Diverse instruction models for students
Define diversity so we are on the same page
Use of technology as an instructor (educational) and as and as a ressearcher (informational) tasks
- What exactly do we want them to be able to know and be able to do?
Mission of uunit
Mission of unit needds to be clarified and specifically identified
Core value = philosophy
Unit frameowrk = purpose
Unit goal = Professional commitment?
Core value = dispositions??
- NCNATE language
More explicit language
Assessment system described
- Rubric for teachers to assess dispositions of daily content
- Asssessment valid?
- Need to address
Core vallues & standard
Human growth & Deve 1,3,4,5
Student learning 1,3,5
Educational opportunity 1,4
Strong acad base 1,4
Accountability 2,4,5
Diversity (field exp) 4
Parents and community 1,3
Moral & ethical behavior 5
Unifying forces
Oral & written communication 1
Technology 1,4
Diversity 4
Student lang 1,4,3
Reflection 1,3,4
Leadership 5
Assessment-Articulation?
Leadership development opportunity
Cooperative activities
Field experiences
Mentoring other teachers
Classroom activitaies
Problem solving
Teaching process
Diversity taught through exposure to the changing nature of russellville schools
- Structured exposure to diverse atmospheres
What are things that we are doing to develop leadership? Understanding roles? How different are our students ?
- The people that we are producing are better at learning and working through the process.
- How do you determine the mental stability of candidates?
Tim Carter - Portfolio Committee report
- Overview of the history of the Portfolio Committee
- Gwen Morgan - Assessments of the portfolios
- Data gathered on each task, average overall raters, interrater reliability
-No consisstent and formalized evidence for content on the secondary education
- Oral and written communication needs to be addressed. Do we believe strongly enough in what we have said to assess this?
- We need to create a standard with oral and written communication as an overall assessing tool.
- Assessment of the language of the exit portfolio document
- Assessment system and unit evaluation
- Performance assessment will be the thing that the BOE considers the most.
- Positive feedback to candidates for professional growth
- Evidence of how the unit ensures that the ratings of the portfolios are consistent
- Provide summary and examples of portfolios at each level of proficiency
- How does this assessment help prepare quality candidates?
- How does this assessment relate to the conceptual framework?
- What does the data say and how is it used?
- What data do we collect?
- What data do we really need to collect?
- How are the portfolios scored over time?
- Should portfolios be due piece by piece required at various points?
- Connection between portfolio and the unit evaluation needs to be established
- Assessment committee needs to be formulated
- Syllabi need to be directly linked to standards
- CLL Discussion
June 4 in the morning Excel,
Afternoon Powerpoint
Results of assessment from the Technology Assesssments
- Check on registrataion
- File a remediation plan
- Week 1 - Needs assessment for the courses
- Integration
- Building level data from the ORME system over one or more egrades
- Data analysis piece
- From data analysis, comes their action research project
- School organizatio and leadership
- Interviews
- Principals
- Counselors
- NBPTS
- School board meeting
- Case studies
- Artifacts
- Alternative schools
- Block
- Ad/Advice MS
- Looping
- Nongraded
- Summer time
El group
MS Group
Sec Grou
Approach 2
Create school variables
Research on alternatives