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~ Reflection in Action ~ rlh-10.21.2009. “The LIFE & TIMES Of A CONCEPTUAL FRAMEWORK” ~ Reflection in Action ~

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Presentation on theme: "~ Reflection in Action ~ rlh-10.21.2009. “The LIFE & TIMES Of A CONCEPTUAL FRAMEWORK” ~ Reflection in Action ~"— Presentation transcript:

1 ~ Reflection in Action ~ rlh

2 “The LIFE & TIMES Of A CONCEPTUAL FRAMEWORK” ~ Reflection in Action ~

3 What is Accreditation? What are Standards? What are Institutional Standards? What is a Conceptual Framework? Why is a Conceptual Framework important? What is our Conceptual Framework? What are the key elements of the CF? Understanding the Institutional Standards The Alignment of Institutional Standards ~ Questions to be Considered ~

4 What is Accreditation? Accreditation is what we must have in order to legally & professionally be considered a legitimate college of education offering degree and licensure programs. Our accrediting body is the National Council for Accreditation of Teacher Education or “NCATE” as it is called. Overall, successful accreditation means that we prove to NCATE that we are meeting the standards they require.

5 What are Standards? Standards are expectations for performance levels deserving of accreditation. At the most general level, there are two different kinds of standards that NCATE demands we address: 1. External Standards. 2. Internal Standards.

6 External Standards: Standards common to all accredited colleges of education created by external, professional associations, state government agencies, and NCATE, itself. Meeting these standards shows how we are like all other accredited institutions preparing educators. What are Standards?

7 Internal Standards: Standards created internally by our own institution. The internal standards we create for ourselves are called “Institutional Standards.” Meeting these standards shows how we are unique from all other accredited institutions preparing educators.

8 What are Institutional Standards? Institutional Standards: 1. They are defined and explained in what is called a “Conceptual Framework.” 2. They form a theme for professional practice that is a context for our programs and courses. 3. The Conceptual Framework details our unique Institutional Standards & it shapes our Vision & Mission for the college.

9 What is a Conceptual Framework? A Conceptual Framework is the underlying structure that gives definition and meaning to how and why we do what we do as a professional education institution. The Conceptual Framework characterizes the particular approach we use to shape our programs, courses, teaching, assessments, & institutional accountability. The Conceptual Framework also articulates our theme of Reflection in Action & makes explicit our Institutional Standards.

10 Why is a Conceptual Framework important? A Conceptual Framework is an extremely important part of our college being accredited--Being certified as a legitimate, effective institution for conducting degree and licensure programs for educators at both the undergraduate & graduate levels. Our Conceptual Framework is intended to inform, to guide, and to inspire faculty and students by providing a central theme of related ideas from which programs evolve, are explained, and are assessed.

11 What is our Conceptual Framework? Our Conceptual Framework carries forth the theme ~ Reflection in Action ~ Reflection in Action is grounded in a knowledge base of reflective thinking that comes from the established works of many writers including John Dewey, Donald Schon, Nel Noddings, Deborah Britzman, Grant Wiggins & many others.

12 What are the key elements of our Conceptual Framework? The full array of the key elements of our Conceptual Framework are seen in the schematic diagram.

13 From the knowledge base on critical reflectivity, seven key principles of Reflection in Action were derived to define & shape our Conceptual Framework. 1. Reasoned 2. Ethical 3. Fair 4. Logical 5. Effective 6. Critical 7. Technical Reflection in Action is: What are the key elements in our Conceptual Framework?

14 What are the key elements of our Conceptual Framework? The seven principles are then used to form our Institutional Standards & then become benchmarks for the other elements of our Conceptual Framework.

15 What are the key elements of our Conceptual Framework? Vision is our destination--our desired result for all that we do. Our Vision is our sense of purpose, the underlying reason why we do what we do. Our Vision is Reflection in Action.

16 What are the key elements of our Conceptual Framework? Mission is the means by which we plan to arrive at our destination as expressed in our Vision.

17 What are the key elements of our Conceptual Framework? Standards represent our recognition & acceptance of the External Standards set forth by professional associations, governmental agencies, & NCATE as they apply to what is expected of all accredited institutions of education.

18 What are the key elements of our Conceptual Framework? Knowledge, Skills, & Dispositions represent the specifics of what the External Standards intend. They are our interpretation of these standards in terms of course objectives as seen on our syllabi.

19 What are the key elements of our Conceptual Framework? Programs represent specific, cohesive degree & licensure strands offered through our various departments within the college.

20 What are the key elements of our Conceptual Framework? Opportunities to Learn is how we define curriculum--our courses, field experiences, practica, workshops, seminars, & theses studies.

21 What are the key elements of our Conceptual Framework? Assessments are the mechanisms we use to determine the degree to which the knowledge, skills, & dispositions derived from external & internal standards have been learned. Assessments include the essential & critical tasks within our courses & the transition points within our programs.

22 What are the key elements of our Conceptual Framework? Outcomes represent the ideals & characteristics of Reflective Practice that we describe in our Vision.

23 What are the key elements of our Conceptual Framework? Diversity & Technology represent two important strands that we value & strive to infuse throughout our programs that are drawn from both external & internal standards.

24 Understanding the Institutional Standards Understanding the Institutional Standards is central to being a Reflective Practitioner. Our understanding of them is also critical to accreditation success.

25 Reasoned : Exercising rational judgment and giving thoughtful consideration to their professional activities and decisions. Outcomes: A.Candidates use research, theory, and wisdom of practice to inform their pedagogy. B.Candidates apply the appropriate knowledge of assessment and evaluation to their practice. C.Candidates utilize evaluation results for evidence-based decision- making. D.Candidates employ reflective professional judgment across all facets of their practice.

26 Ethical: Acting in a moral, legal, and principled manner in professional practice. Outcomes: A.Candidates apply ethical and legal practices in performing their professional responsibilities. B.Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision making. C.Candidates value and apply the professional code of conduct particular to their area.

27 Fair: Exercising democratic fairness, principled concern, and humane care in all professional activities. Outcomes: A.Candidates demonstrate professional, collaborative, and inclusive dispositions both in their field placements and within their courses. B.Candidates foster inclusive environments, and respect the backgrounds of and beliefs held by their students or clients. C.Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. D.Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.

28 Logical : Thinking analytically in a deliberately consistent and rationally defensible manner. Outcomes: A. Candidates think systematically and analytically about professional practice and professional decision-making. B. Candidates appropriately apply knowledge of research to their professional practice.

29 Effective: Applying professional knowledge in a consciously purposeful and deliberate manner. Outcomes: A.Candidates are proficient in the procedures, techniques, and methods of their respective fields. B. Candidates are proficient in the content of their respective fields.

30 Critical: Using professional knowledge, objectively applying it to their own professional actions and the actions of others to the benefit of their students and clients. Outcomes: A. Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients. B. Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.

31 Technical: Outcomes: A. Candidates effectively and appropriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12 student learning. B. Candidates utilize technology to enhance their own professional development. Attending to procedural details and optimizing the use of technologies appropriate to professional practice.

32 R easoned E thical F air L ogical E ffective C ritical T echnical REFLECTREFLECT

33 The Alignment of Institutional Standards: Accreditation also requires that we show how our Institutional Standards align with External Standards established by the State of Ohio. The following slides show how our seven Institutional Standards for Reflection in Action align with the Ohio Standards for the Teaching Professional & the Ohio Standards for Principals.

34 Alignment:Ohio Standards for the Teaching Profession and BCOE Conceptual Framework Standard NumberTeacher Standards Conceptua l Framework ‘R’ Conceptual Framework 1Students: Teachers understand student learning and development, and respect the diversity of the students they teach. 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. R4B R4: Reflective practice is Logical. R4B: Candidates appropriately apply knowledge of research to their professional practice. 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. R4B; R5A R4: Reflective practice is Logical. R4B: Candidates appropriately apply knowledge of research to their professional practice. R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 1.3Teachers expect that all students will achieve to their full potential.R3C R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. R3B R3: Reflective practice is Fair. R3B: Candidates foster inclusive environments and respect the backgrounds of and beliefs held by their students or clients. 1.5Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention. R3C; R5AR3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.

35 2Content: Teachers know and understand the content area for which they have instructional responsibility. 2.1 Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction. R5B R5: Reflective practice is Effective. R5B: Candidates are proficient in the content of their respective fields. 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. R5A R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards. R2B R2: Reflective practice is Ethical. R2B: Candidates demonstrate knowledge of education policies at the local, state, and national level for instructional decision-making. 2.4 Teachers understand the relationship of knowledge within the content area to other content areas. R5B R5: Reflective practice is Effective. R5B: Candidates are proficient in the content of their respective fields. 2.5Teachers connect content to relevant life experiences and career opportunities. R5A, R4A R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. R4: Reflective practice is Logical R4A: Candidates think systematically and analytically about professional practice and professional decision- making.

36 3 Assessment: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate. R1B R1: Reflective practice is Reasoned. R1B: Candidates apply the appropriate knowledge of assessment and evaluation to their practice. 3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments. R1B R1: Reflective practice is Reasoned. R1B: Candidates apply the appropriate knowledge of assessment and evaluation to their practice. 3.3 Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction. R1C R1: Reflective practice is Reasoned. R1C: Candidates utilize evaluation results for evidence- based decision-making. 3.4 Teachers collaborate with and communicate student progress with students, parents and colleagues. R3A; R3D R3: Reflective practice is Fair. R3A: Candidates demonstrate professional, collaborative and inclusive dispositions both in their field placements and within their courses. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 3.5Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential. R1CR1: Reflective practice is Reasoned. R1C: Candidates utilize evaluation results for evidence- based decision-making.

37 4 Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student. 4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards. R2B R2: Reflective practice is Ethical. R2B: Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision-making. 4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. R5A R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. R5A R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. R1A R1: Reflective practice is Reasoned. R1A: Candidates use research, theory and wisdom of practice to inform their pedagogy. 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. R3C; R5A R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. R5A R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 4.7Teachers use resources effectively, including technology, to enhance student learning. R7AR7: Reflective practice is Technical. R7A: Candidates effectively and appropriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12 student learning.

38 5 Learning Environment: Teachers create learning environments that promote high levels of learning and achievement for all students. 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. R3B R3: Reflective practice is Fair. R3B: Candidates foster inclusive environments and respect the backgrounds of and beliefs held by their students or clients. 5.2 Teachers create an environment that is physically and emotionally safe. R3C R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 5.3 Teachers motivate students to work productively and assume responsibility for their own learning. R1C; R5A R1: Reflective practice is Reasoned. R1C: Candidates utilize evaluation results for evidence- based decision-making. R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 5.4Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. R5AR5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.

39 Teachers maintain an environment that is conducive to learning for all students. 5.5 R3B; R3CR3: Reflective practice is Fair. R3B: Candidates foster inclusive environments and respect the backgrounds of and beliefs held by their students or clients. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non- discriminatory, and equitable manner.

40 6 Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators, students and parents and the community to support student learning. 6.1Teachers communicate clearly and effectively.R3A R3: Reflective practice is Fair. R3A: Candidates demonstrate professional, collaborative and inclusive dispositions both in their field placements and within their courses. 6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. R3D R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff. R6B R6: Reflective practice is Critical. R6B: Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships. 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. R3D R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 7 Professional Responsibility and Growth: Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community. 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. R2A; R2C R2: Reflective practice is Ethical. R2A: Candidates apply ethical and legal practices in performing their professional responsibilities. R2C: Candidates value and apply the professional code of conduct particular to their area. 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. R6A R6: Reflective practice is Critical. R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients. 7.3Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement. R6BR6: Reflective practice is Critical. R6B: Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.

41 Standard Number Principals Standards Conceptual Framework ‘R’ Conceptual Framework 1 Continuous Improvement: Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. 1.1 Principals facilitate the articulation and realization of a shared vision of continuous improvement. R6 R6: Reflective practice is Critical. R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients. 1.2 Principals lead the process of setting, monitoring and achieving specific and challenging goals that reflect high expectations for all students and staff. R1 R1: Reflective practice is Reasoned. R1D: Candidates employ reflective professional judgment across all facets of their practice. 1.3 Principals lead the change process for continuous improvement. R5 R5: Reflective practice is Effective. R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields. 1.4Principals anticipate, monitor, and respond to educational developments that affect school issues and environments. R4R4: Reflective practice is Logical. R4A: Candidates think systematically and analytically about professional practice and professional decision-making. Alignment: Ohio Standards for Principals and BCOE Conceptual Framework Approved Summer 2008 (EFRTL)

42 2 Instruction: Principals support the implementation of high-quality standards-based instruction that results in higher levels of achievement for all students. 2.1 Principals ensure that the instructional content that is taught is aligned with the academic content standards and curriculum priorities in the school and district. R2 R5 R2: Reflective practice is Ethical. R2B: Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision-making. R5: Reflective practice is Effective. R5B: Candidates are proficient in the content of their respective fields. 2.2 Principals ensure instructional practices are effective and meet the needs of all students. R1 R3 R1: Reflective practice is Reasoned. R1B: Candidates apply the appropriate knowledge of assessment and evaluation to their practice. R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students. R3 R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 2.4 Principals know, understand, and share relevant research. R1 R4 R1: Reflective practice is Reasoned. R1A: Candidates use research, theory, and wisdom of practice to inform their pedagogy. R4: Reflective practice is Logical. R4B: Candidates appropriately apply knowledge of research to their professional practice. 2.5 Principals understand, encourage and facilitate the effective use of date by staff. R1 R1: Reflective practice is Reasoned. R1C: Candidates utilize evaluation results for evidence- based decision-making. 2.6Principals support staff as they plan and implement research-based professional development. R6R6: Reflective practice is Critical. R6B: Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.

43 3 School Operations, Resources and Learning Environment: Principals allocate resources and manage school operations in order to ensure a sage and productive learning environment. 3.1 Principals establish and maintain a safe school environment. R3 R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 3.2 Principals create a nurturing learning environment that addresses the physical and mental health needs of all. R3 R3: Reflective practice is Fair. R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 3.3 Principals allocate resources, including technology, to support student and staff learning. R7 R7: Reflective practice is Technical. R7A: Candidates effectively and appropriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12 student learning. R7B: Candidates utilize technology to enhance their own professional development. 3.4 Principals institute procedures and practices to support staff and students and establish an environment that is conductive to learning. R4 R4: Reflective practice is Logical. R4A: Candidates think systematically and analytically about professional practice and professional decision-making. 3.5Principals understand, uphold and model professional ethics, policies and legal codes of professional conduct. R2R2: Reflective practice is Ethical. R2A: Candidates apply ethical and legal practices in performing their professional responsibilities. R2C: Candidates value and apply the professional code of conduct particular to their area.

44 4 Collaboration: Principals establish and sustain collaborative learning and shared leadership to promote student learning and achievement of all students. 4.1 Principals promote a collaborative learning culture. R3 R3: Reflective practice is Fair. R3A: Candidates demonstrate professional, collaborative, and inclusive dispositions both in their field placements and within their courses. 4.2 Principals share leadership with staff, students, parents and community members. R3 R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 4.3 Principals support and advance the leadership capacity of all educators. R6 R6: Reflective practice is Critical. R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients. 5 Parents and Community Engagement: Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement and well-being. 5.1 Principals connect the school with the community. R3 R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 5.2 Principals involve parents and community members in improving student learning. R3 R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 5.3 Principals use community resources to improve student learning. R3 R3: Reflective practice is Fair. R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential. 5.4Principals establish expectations for the use of culturally responsive practices that acknowledge and value diversity. R3R3: Reflective practice is Fair. R3B: Candidates foster inclusive environments, and respect the backgrounds of and beliefs held by their students or clients.

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46 ~ Beeghly College of Education ~ Educating for Reflective Professional Practice in the 21st Century.


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