WIU’s Teacher and Professional Education Program 

Accreditation Update and Revisions to our Unit’s Conceptual Framework

Fall, 2008 Finalize conceptual framework and disseminate Begin drafting program reports Re-establish advisory committee Clarify expectations for “Other School Professionals” Complete design phase of assessment system Initiate subcommittees on

DiversityTechnology IntegrationDispositions

Spring, 2009 Continue drafting program reports Begin development phase of assessment system Finalize plan for technology integration Implement diversity assessments

Summer, 2009 Submit finalized program reports for feedback Revise and resubmit program reports

Fall, 2009 Submit program reports to Assistant Dean Submit program reports to NCATE Pilot assessment system Initiate work drafting NCATE report

Spring, 2010 Continue work on sections of the NCATE report Launch assessment

Fall, 2010 NCATE Visit

Rori Carson Cindy Dooley Jim La Prad Reinhard Lindner Missy Phillips Dan Wise

Importance of the Conceptual Framework Shared vision of preparation leading to effective

educators Provides direction

• programs• courses • teaching• candidate performance • scholarship • service • unit accountability

Characteristics of Conceptual FrameworkKnowledge basedArticulatedSharedCoherentConsistent with the unit and institutional

vision

Introduction The Conceptual Framework Survey, comprised of 12 items with

space for written comments, was sent out in the latter part of the spring, 2008 semester to (1) WIU Teacher Education faculty/staff (2) WIU administrators, (3) Local school district administrators and faculty, and (4) WIU education program candidates (undergrad) as well as advanced program candidates (graduate).

The survey had two main purposes. First, to determine understanding/ familiarity/ satisfaction with the current conceptual framework. Second, to familiarize those stakeholders who may not be as conversant with the conceptual framework as they need to be. 315 individuals responded to the survey in total. Although adequate in absolute size, it should be noted that the sample was both purposive and convenience based

Program Role: Frequencies by Role of Respondent

19 6.0 6.0 6.0

4 1.3 1.3 7.3

35 11.1 11.1 18.4

211 67.0 67.0 85.4

46 14.6 14.6 100.0

315 100.0 100.0

WIU Educationfaculty/staff

WIU Administrator

Public Schoolfaculty/administrator

WIU UG Programcandidate

WIU GraduateProgram candidate

Total

ValidFrequency Percent Valid Percent

CumulativePercent

Summary Means Across Items

6.16 5.21 6.21 5.68 6.00 5.26 6.00 5.37 5.89 5.47 5.39 5.44

19 19 19 19 19 19 19 19 19 19 18 16

1.068 1.512 1.182 1.376 1.414 1.284 1.453 1.461 1.410 1.219 1.539 1.459

5.50 5.50 6.00 6.33 6.00 6.00 6.00 6.00 6.00 6.00 6.25 6.50

4 4 3 3 4 4 4 4 4 4 4 4

1.732 1.291 1.000 .577 1.414 1.414 1.414 1.414 1.414 1.414 .500 .577

6.54 6.23 6.66 6.11 6.66 6.20 6.74 6.32 6.74 6.41 6.31 6.17

35 35 35 35 35 35 34 34 35 34 35 35

.701 .910 .684 .932 .684 .833 .567 .976 .561 .892 .758 .857

5.94 5.82 6.29 6.14 6.22 6.01 6.38 6.18 6.24 6.13 6.02 5.79

210 210 210 211 209 210 208 209 207 207 208 209

.996 1.175 .856 .980 .830 .983 .796 .916 .836 .910 .958 1.213

6.15 6.15 6.20 6.13 6.24 6.11 6.33 6.17 6.28 6.15 6.09 5.78

46 46 46 46 46 46 46 46 46 46 46 46

1.135 1.154 1.167 1.147 1.119 1.080 1.097 1.060 1.068 1.074 1.189 1.332

6.05 5.88 6.31 6.11 6.25 6.00 6.38 6.14 6.28 6.12 6.03 5.83

314 314 313 314 313 314 311 312 311 310 311 310

1.018 1.186 .918 1.025 .922 1.021 .893 1.004 .913 .973 1.023 1.210

Mean

N

Std. Deviation

Mean

N

Std. Deviation

Mean

N

Std. Deviation

Mean

N

Std. Deviation

Mean

N

Std. Deviation

Mean

N

Std. Deviation

Program RoleWIU Educationfaculty/staff

WIU Administrator

Public Schoolfaculty/administrator

WIU UG Programcandidate

WIU GraduateProgram candidate

Total

i1 i2 i3 i4 i5 i6 i7 i8 i9 i10 i11 i12

Discussion Overall, the results indicate a largely positive view of the various

components of the conceptual framework with mean scores ranging from a low of 5.83 (i12) to a high of 6.38 (i7) on a 7 point scale. Only two items were below a mean of 6 (i2; i12). When broken down by respondents, on the whole WIU faculty/staff (n=19) tended to give the lowest ratings, while Public School faculty/administrators (n=35) gave the highest, with WIU program candidates (n=210) roughly in the middle. The low number of respondents (n=4) from the WIU administrator category make any interpretations impossible for this group. As a caution, it should be noted that the modal response for all items (except item 6) was a score of 7 indicating a potential response set. Nevertheless, overall the numerical responses indicate a generally affirmative view of the WIU Teacher Education Conceptual Framework and Teacher Preparation Program.

Written Comments by Conceptual Model Area

Positive Negative Neutral Total

Knowledge of Content 6 8 6 20

Knowledge of Teaching 9 5 6 20

Knowledge of Learners 3 5 7 15

Knowledge of Professional Skills and Dispositions

4 2 4 10

Application and Reflection 8 0 4 12

Diversity 2 5 5 12

Technology 2 18 4 24

General 10 2 4 16

Total 44 45 40 129

Discussion and conclusion Comments by respondents were quite diverse. The majority (81 out

of 129) came from WIU undergraduate teacher education candidates. The area eliciting the most comments was Technology (24), the fewest, Knowledge of Skills and Dispositions (10). Technology was also the area that elicited the most negative comments (18). This result is in line with the numerical ratings. The areas eliciting the most positive comments were Knowledge of Teaching (9) and Application and Reflection (8). Overall, the number of positive (44) and negative (45) comments were about equal. 16 (12%) comments fell under the unsolicited (not specific to the categories explicitly identified in the survey) category of General.

In fact, after spending some time with the data one gets the sense that responses to the survey were more or less driven by a general, global view of the effectiveness of the WIU Teacher Education Program rather than by a careful reading of the individual components of the Conceptual Framework.

Analyzed conceptual framework survey results Examined other institutions’ conceptual framework logos Analyzed our existing conceptual framework to identify core

elements Reflected on the applicability of conceptual framework to

undergraduate, advanced programs, and programs for other school professionals

Examined current literature on effective teaching and learning Revised unit standards, conceptual framework logo, and

mission Created a vision statement and a tag line Planned for UTEC Retreat

Presented the revised conceptual framework standards, logo, and mission statement

Presented the newly created vision statement Input from UTEC members led to revisions in

standards, vision statement, and mission statement

UTEC approved the standards, vision statement, mission statement, and logo

Knowledge Action Reflection Commitment Empowerment

Empowerment The creation of a professional community

wherein candidates develop the capability, confidence, efficacy, and sense of authority, enabling them to create a community that positively transforms the lives and actions of all learners and engages them in attaining their full potential.

Our graduates will be empowered educational professionals deeply committed to continuous learning and the empowerment of all learners.

The WIU Teacher and Professional Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners.

1. The competent candidate knows, reflects on, acts in accordance with, and is committed to professional standards governing his or her subject matter, expectations for learners as described in the appropriate content standards, and making such content meaningful and empowering for all learners.

2. The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based best practices that promote the growth, development, learning, and empowerment of all individuals representing the social fabric of our diverse society.

3. The competent candidate knows, reflects on, acts in accordance with, and is committed to research-based principles governing the planning of instruction, the creation and maintenance of positive, safe learning communities, the implementation of appropriate technological tools, and the use of varied approaches to impact, assess, and empower learning.

4. The competent candidate knows, reflects on, acts in accordance with, and is committed to the importance of professional dispositions, especially those that advance fairness and the belief that all individuals can be empowered to learn.

5. The competent candidate knows, reflects on, acts in accordance with, and is committed to the principles that govern the application of his or her knowledge of subject matter, the empowerment of learners, and the acquisition of practical and professional skills during field and clinical experiences, and to the continual improvement of professional performance.