NCATE

College of Education Conceptual Framework

Overview & Conceptual Framework

The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in P–12 schools. It provides direction for 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 the bases that describe the unit’s intellectual philosophy and institutional standards, which distinguish graduates of one institution from those of another.


I.5.a Pages from catalogs and other printed documents describing general education specialty/content studies, and professional studies.
I.5.b Syllabi for professional education courses
I.5.c Conceptual framework(s)
I.5.d Findings of other national accreditation associations related to the preparation of education professionals (ELCC)
I.5.e Updated institutional, program, and faculty information under institutional work space in AIMS

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.


1.4.a

State program review documents and state findings

1.4.b Title II reports submitted to the state for the previous three years
1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework
1.4.d Aggregate Data on key assessments, including proficiencies identified in the unit’s conceptual framework
1.4.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn
1.4.f Aggregate Data on key assessments candidates’ professional dispositions
1.4.g Examples of candidates’ assessment and analysis of P-12 student learning
1.4.h Examples of candidates’ work from programs across the unit
1.4.i Aggregate Data on Follow-up studies of graduates
1.4.j Aggregate Data on Employer feedback on graduates
1.4.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

Standard 2: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.


2.4.a Description of the unit’s assessment system including the requirements and key assessments used at transition points
2.4.b Admission criteria and data from key assessments used for entry to programs
2.4.c Policies, procedures and practices for ensuring that key assessments for candidate performance and evaluations of Program Quality and unit operations are fair, accurate, consistent, and free of bias
2.4.d Policies, procedures and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement
2.4.e Policies, procedures and practices for managing candidate complaints
2.4.f File of candidate complaints and the unit’s responses and resolutions
2.4.g Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

Standard 3: Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.


3.4.a Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding
3.4.b Aggregate data on candidate placement in field experiences clinical practices
3.4.c Criteria for the selection of clinical faculty, which includes both higher education and P-12 school faculty
3.4.d Examples of support and evaluation of clinical faculty across programs
3.4.e Guidelines/handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection
3.4.f Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning
3.4.g Aggregate data on candidates entering and exiting from clinical practice for all programs

Standard 4: Diversity

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.


4.4.a Aggregate data on Proficiencies related to diversity that candidates are expected to demonstrate through working with students from diverse groups in classrooms and schools
4.4.b Curriculum components and experiences that address diversity proficiencies
4.4.c Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning
4.4.d Data table on faculty demographics
4.4.e Data table on candidates demographics
4.4.f Data table on demographics of P-12 students in schools used for clinical practice
4.4.g Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty
4.4.h Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates
4.4.i Policies, procedures, and practices that support candidates working with P-12 students from diverse groups

Standard 5: Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance.  They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.


5.4.a Data table on qualifications of professional education faculty
5.4.b Data table on qualifications of clinical faculty
5.4.c Policies and practices to assure clinical faculty meet unit expectations
5.4.d Policies and samples of faculty scholarly activities
5.4.e Summary of faculty service and collaborative activities in schools and with the professional community
5.4.f Policies, procedures, and practices for faculty evaluation and summaries of the results in areas of teaching, scholarship and service
5.4.g Policies, procedures, and practices for professional development and summaries of the results

Standard 6: Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.


6.4.a Policies, procedures, and practices for governance and operations of the unit
6.4.b Organizational chart and/or description of the unit governance structure and its relationship to institutional governance structure
6.4.c Policies, procedures, and practices for candidate services such as counseling and advising
6.4.d Policies, procedures, and practices for candidate recruitment and admission, and accessibility to candidates and the education community
6.4.e Academic calendars, catalogs, unit publications, grading policies, and unit advertising
6.4.f Unit budget, with provisions for assessment, technology, professional development, and support for off-campus, distance learning, and alternative route programs when applicable
6.4.g Budgets of comparable units with clinical components on campus or similar units at other campuses
6.4.h Policies, procedures, and practices for faculty workload and summary of faculty workload
6.4.i Policies, procedures, and practices to ensure that all candidates have access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning
6.4.j Policies, procedures, and practices to ensure that all candidates have access to distance learning including support services and resources, if applicable

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