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Conceptual Framework of McDaniel College. National Council for the Accreditation of Teacher Education (NCATE) www.ncate.org.

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Presentation on theme: "Conceptual Framework of McDaniel College. National Council for the Accreditation of Teacher Education (NCATE) www.ncate.org."— Presentation transcript:

1 Conceptual Framework of McDaniel College

2 National Council for the Accreditation of Teacher Education (NCATE)

3 The “Professional Education Unit”  Undergraduate education department –Initial certification  Graduate and Professional Studies –Initial certification (B.E.S.T., Special Education, Deaf Education) –Advanced certification (Counseling, Curriculum & Instruction, Elementary Education, School Library Media, Secondary Education, Reading, Special Education)

4 Conceptual Framework  Conceptual meaning  Directions for –Programs –Courses –Teaching –Candidate performance –Faculty scholarship & service –Unit operations & accountability

5 McDaniel College Conceptual Framework Themes  Knowledge  Caring  Reflection

6 Our Mission To prepare Knowledgeable, caring, and reflective practitioners to facilitate learning for all students in a diverse and technological society

7 Conceptual Framework Outcomes  Knowledge  Diversity  Professional Disposition  Reflection  Communication  Technology

8 CF Outcome 1: McDaniel College prepares graduates who Consistently demonstrate the content, pedagogical, and pedagogical content knowledge necessary to facilitate learning for all students. Knowledge

9 Outcome 1 Proficiencies Knowledge Candidates are able to: describe and exemplify the central concepts, theoretical frameworks, tools of inquiry, and structures of their discipline/program. describe how students learn and develop. present the foundations for designing learning experiences that facilitate student achievement of intended outcomes. Skills Candidates can: collect and evaluate data needed to determine student progress and needs. design long and short term lesson plans to facilitate student growth toward clearly defined important learner outcomes. employ strategies appropriate to the discipline/program and the needs of the student in order to improve student learning. Dispositions Candidates are committed to: the continuous development of each learner’s talents, aptitudes, and habits of mind. fostering the ability of learners to recognize strengths in others and support the learning of others. supporting parental/community involvement in the learning process. demonstrating enthusiasm about their discipline/program.

10 Rubric for Rating Performance on Outcome 1 4 Exemplary Candidates demonstrate a superior knowledge base of their discipline, of how students learn and develop, and of the pedagogy. They consistently design outstanding long and short term plans and employ extremely effective instructional strategies and processes for assessing the learning of their students. They are deeply invested in the continuous development of each member of the learning community. In addition, they demonstrate a strong understanding of the critical role families play in education. Candidates demonstrate a strong commitment and great enthusiasm for their discipline. Their performance is outstanding. 3 Proficient Candidates demonstrate a strong understanding of the knowledge base of their discipline, of how students learn and develop, and of the pedagogy. They design appropriate long and short term plans and employ effective instructional strategies and processes for assessing the learning of their students. They are invested in the continuous improvement of each member of the learning community. Candidates demonstrate a commitment and enthusiasm for their discipline. Their performance is above average. 2 Developing Candidates demonstrate an adequate understanding of the knowledge base of their discipline, of how students learn and develop, and of the pedagogy. They are generally able to design long and short term plans and employ instructional strategies and processes for assessing the learning of their students. They strive to involve all members of the learning community in continuous development and have some understanding of the critical role families play in education. Candidates generally demonstrate a commitment and enthusiasm for their discipline. Their performance is average. 1 Unacceptable Candidates demonstrate an inadequate knowledge base of their discipline, of how students learn and develop, and of the pedagogy. They do not consistently design long and short term plans and do not consistently display the ability to employ effective instructional strategies and processes for assessing student learning. In addition they seldom display an understanding of the importance of continuous learning for all members of the learning community nor do they understand the critical role families play in education. They do not display appropriate commitment or enthusiasm for their discipline. Their performance is below average.

11 CF Outcome 2: McDaniel College prepares graduates who Use their self-awareness and knowledge of diversity to create learning environments that support their belief that all students can learn. Diversity

12 DIVERSITY The Education Department at McDaniel College defines diversity as it impacts teaching and learning as “differences, or variety, among groups of people based on a range and combination of backgrounds and histories related to ethnicity, race, gender, language, socioeconomic status, sexual orientation, disability, geographical area, religious background, and exceptionalities in learning.” The department is committed to addressing diversity in curriculum, instruction, assessment, and interpersonal relations.

13 Outcome 2 Proficiencies Knowledge Candidates are able to: define diversity in broad terms as articulated by the education unit at McDaniel College. explain the impact of culture and learning styles on teaching and learning. explain how their self-awareness and personal values impact their ability to create an educational environment to address the needs of each student. Skills Candidates can: incorporate their understanding of diversity into planning, instruction, and assessment. provide and monitor individualized approaches to teaching and learning when appropriate for each student. modify and adapt instruction to meet the diverse needs of students. create a climate of understanding and acceptance of cultural and individual differences in the classroom. Dispositions Candidates are committed to: valuing diversity in the classroom and in the community. considering themselves as part of a diverse community. the belief that all students can learn and can experience success in the educational environment. demonstrating respect for all students as individuals.

14 Rubric for Rating Performance on Outcome 2 4 Exemplary Candidates consistently value and understand diversity, are aware of their personal and cultural values and their impact on the educational environment and believe all students can experience academic success in the educational environment. They consistently incorporate a clear understanding of diversity and a respect for all students in planning, instructing and assessment. Their performance is outstanding. 3 Proficient Candidates usually value and reasonably understand diversity, are aware of most of their personal and cultural values and their impact on the educational environment and usually believe all students can experience academic success in the educational environment. They usually incorporate appropriate considerations of diversity and respect for all students in planning, instructing and assessment. Their performance is above average. 2 Developing Candidates generally value and understand diversity, are aware of some of their personal and cultural values and their impact on the educational environment and generally believe all students can experience academic success in the educational environment. They adequately incorporate appropriate considerations of diversity and respect for all students in planning, instructing and assessment. Their performance is average. 1 Unacceptable Candidates demonstrate minimal understanding of aspects of diversity, are seldom aware of their personal and cultural values and their impact on the educational environment, and do not believe most students can experience academic success in the educational environment. They incorporate few or no appropriate considerations of diversity and respect for students in planning, instructing and assessment. Their performance is below average.

15 CF Outcome 3: McDaniel College prepares graduates who Exhibit the attitudes and behaviors required of educational professionals Professional Dispositions

16 Outcome 3 Proficiencies Knowledge Candidates are able to:  articulate the definition of professional dispositions and list those appropriate to their program.  explain the connection between professional dispositions and student learning. Skills Candidates can:  demonstrate legal and ethical behavior as referenced by a. McDaniel College’s honor code, first principles, and prescriptions on Conduct, and b. the code of ethics as defined by the professional organizations of the candidate’s program of study.  identify their own values, as well as their students/clients values, to understand the impact and influence of these values on instruction and learning/advising/counseling. and influence of these values on instruction and learning/advising/counseling.  analyze the educational needs of the students, communities and families.  collaborate with colleagues. Dispositions Candidates demonstrate:  dependability, flexibility, and punctuality.  willingness to profit from feedback and suggestions for improvement.  positive relationships with families, faculty, students, and staff.  professional commitment and enthusiasm for the profession and their program of study.  the characteristics defined in a suitability (for the profession) instrument as developed by the respective program of study. respective program of study.

17 Rubric for Rating Performance on Outcome 3 3 Proficient Candidates possess the knowledge and skills to demonstrate the values, attitudes, and behaviors appropriate to their program of study. They demonstrate these dispositions consistently and always model such behaviors in an effort to instruct others. They are always dependable, flexible, punctual, willing to profit from feedback, and seek to develop positive relationships with families, faculty, students, and staff. They exhibit the professional dispositions required of educational professionals. 2 Developing Candidates possess the knowledge and skills to demonstrate the values, attitudes, and behaviors appropriate to their program of study. With remediation and coaching they demonstrate these dispositions regularly and can model such behaviors in an effort to instruct others. They are developing dependability, flexibility, punctuality, a willingness to profit from feedback, and are seeking to develop positive relationships with families, faculty, students, and staff. They are developing the professional dispositions required of educational professionals. 1 Unacceptable Candidates do not possess the knowledge or skills to demonstrate the values, attitudes, or behaviors appropriate to their program of study. They rarely demonstrate these dispositions and cannot model such behaviors in an effort to instruct others. They are not dependable, flexible, punctual, or willing to profit from feedback. They do not seek to develop positive relationships with families, faculty, students, and staff. They do not exhibit the professional dispositions required of educational professionals.

18 CF Outcome 4: McDaniel College prepares graduates who Reflect on their practice and are committed to continued professional development Reflection

19 Outcome 4 Proficiencies Knowledge Candidates are able to:  explain the concept of reflective practice and its impact on student performance and achievement.  describe frameworks for analyzing the socio-cultural factors and the instructional contexts that influence teaching and learning.  articulate the relationship between reflective practice and professional development. Skills Candidates can:  use ongoing formative and summative assessments, as well as information about students and learning contexts, to reflect on and revise practice.  research professional literature, authoritative opinion, and data sources to inform teaching and learning.  articulate and apply a personal philosophy of education. Dispositions Candidates are committed to:  reflection as a strategy for continuous professional development.  long-term reflection and analysis of their practice within the larger educational community.

20 Rubric for Rating Performance on Outcome 4 4 Exemplary Candidates consistently value and practice self-reflection and understand the effects of reflective practice on professional growth, student achievement, and school-community relationships. They continuously analyze socio-cultural factors, instructional contexts, and student data to reflect on and to revise practice. These candidates are self-motivated to research professional literature and continually seek opportunities to grow professionally. Their performance is outstanding. 3 Proficient Candidates usually value and practice self-reflection and understand the effects of reflective practice on professional growth, student achievement, and school-community relationships. They frequently analyze socio-cultural factors, instructional contexts, and student data to reflect on and to revise practice. These candidates often research professional literature and seek opportunities to grow professionally. Their performance is above average. 2 Developing Candidates generally value and practice self-reflection and understand the effects of reflective practice on professional growth, student achievement, and school-community relationships. At times, they analyze socio-cultural factors, instructional contexts, and student data to reflect on and to revise practice. These candidates occasionally research professional literature and seek opportunities to grow professionally. Their performance is average. 1 Unacceptable Candidates seldom value or practice self-reflection and demonstrate minimal understanding of the effects of reflective practice on professional growth, student achievement, or school-community relationships. They do not analyze socio-cultural factors, instructional contexts, or student data to reflect on and to revise practice. These candidates do not research professional literature, nor do they seek opportunities to grow professionally. Their performance is below average.

21 CF Outcome 5: McDaniel College prepares graduates who Develop effective and supportive relationships that enhance communication among students, parents, and colleagues to facilitate learning. Communication

22 Outcome 5 Proficiencies Knowledge Candidates are able to:  explain the communication process (written, verbal, nonverbal and media) and its impact on learning.  identify barriers to effective communication. Skills Candidates can:  apply effective written, verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom and school community.  build relationships with students, families, family, colleagues and external communities necessary to facilitate student learning. Dispositions Candidates are committed to:  engaging family and the external community where appropriate in the educative process.  building effective relationships between themselves and all those in the educational setting in which they work and live.  developing and maintaining a learning community in environments in which they work and live.

23 Rubric for Rating Performance on Outcome 5 4 Exemplary Candidates consistently understand key features of a variety of communication processes (written, verbal, nonverbal and media communication). They can readily apply a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom and school. Candidates are deeply committed to the engagement of family/community in the educative process, to facilitating effective relationships between themselves and all those in the educational setting in which they work and live. Their performance is outstanding. 3 Proficient Candidates usually understand key features of a variety of communication processes (written, verbal, nonverbal and media communication). They can usually demonstrate the use of reasonably effective communication techniques that should foster active inquiry, collaboration, and supportive interaction in the classroom and school community. Candidates usually believe that the family and educational community should be engaged in the educative process, that they should facilitate many effective relationships between themselves and most of those in the educational setting in which they work and live. Their performance is above average. 2 Developing Candidates understand some features of a few communication processes (written, verbal, nonverbal and media communication). They can apply some effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom and school. Candidates occasionally believe that the family and educational community should be engaged sometimes in some parts of the educative process, that they should facilitate a few effective relationships between themselves and some of those in the educational setting in which they work and live. Their performance is average. 1 Unacceptable Candidates do not understand features of the communication processes (written, verbal, nonverbal and media communication). They do not apply any effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom and school. Candidates do not believe that the family and educational community should be engaged in any parts of the educative process, that they should not facilitate effective relationships between themselves and those in the educational setting in which they work and live. Their performance is below average.

24 CF Outcome 6: McDaniel College prepares graduates who Demonstrate and promote the strategic use of technology to enhance learning. Technology

25 Outcome 6 Proficiencies Knowledge Candidates are able to:  enumerate ways to use technology to enhance learning for all students, to improve communication with parents and the educational community, to manage learning and to promote their professional growth.  explain the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools. Skills Candidates can:  access, evaluate, process and apply electronic information.  integrate technology effectively in learning experiences to advance achievement of content and technology standards for all students to promote understanding, inquiry and problem solving.  plan uses of technology (including assistive technology) to support learner-centered strategies that address the diverse needs of students.  use technology resources to improve communication and interactions with and between students, parents, peers and the larger community.  use technology to analyze problems and develop data-driven solutions for instructional and school improvements. Dispositions Candidates are committed to:  facilitating equitable access to technology resources for all students.  searching for effective uses of technology in the learning process.  promoting safe, healthy and ethical uses of technology.  continually upgrading their own skills in technology and its strategic use in educational settings.

26 Rubric for Rating Performance on Outcome 6 4 Exemplary Candidates consistently use technology and can readily access, evaluate, process and apply technological resources creatively within the learning environment to support learner-centered strategies. Technology is continually used to analyze problems and develop data-driven solutions for instructional and school improvement. Candidates are committed to facilitating equitable access to technology resources for all students, searching for effective uses of technology in the learning process, promoting safe, healthy and ethical uses of technology and continually upgrading their own skills in technology and its strategic use in educational settings. Their performance is outstanding. 3 Proficient Candidates usually use technology and can frequently demonstrate how to access, evaluate and process technological resources successfully within the learning environment to support learner-centered strategies. Technology is often used to analyze problems and develop data-driven solutions for instructional and school improvement. Candidates facilitate equitable access to technology resources for all students, search for effective uses of technology in the learning process, promote safe, healthy and ethical uses of technology and regularly upgrade their own skills in technology and its strategic use in educational settings. Their performance is above average. 2 Developing Candidates generally use technology and can occasionally demonstrate how to access, evaluate and process technological resources within the learning environment to support learner-centered strategies. Sometimes technology is used to analyze problems and develop data-driven solutions for instructional and school improvement. Candidates can typically facilitate equitable access to technology resources for all students, search for effective uses of technology in the learning process, promote safe, healthy and ethical uses of technology and occasionally upgrade their own skills in technology and its strategic use in educational settings. Their performance is average. 1 Unacceptable Candidates seldom use technology and minimally demonstrate how to access, evaluate and process technological resources within the learning environment to support learner-centered strategies. Technology is infrequently used to analyze problems and develop data-driven solutions for instructional and school improvement. Candidates rarely facilitate equitable access to technology resources for all students, search for effective uses of technology in the learning process, promote safe, healthy and ethical uses of technology and rarely upgrade their own skills in technology and its strategic use in educational settings. Their performance is below average

27 NCATE-Required Conceptual Framework Structural Elements  Shared Vision  Coherence  Professional Commitments and Dispositions  Commitment to Diversity  Commitment to technology  Candidate Proficiencies Aligned with Professional and State Standards

28 The Conceptual Framework guides the professional education unit at McDaniel College in preparing education professionals for P-12 schools


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