1.4.c2 Key Assessments Conceptual Framework Undergraduate
UNO College of Education and Human Development
Conceptual Framework Assessment
EDUC 2200 & EDUC 2204
Revised August 14, 2014
Conceptual Framework:
Theory-Practice-Research Interaction Model in Teacher Education
Roles and Responsibilities of Teachers
The above image illustrates the major components of the College of Education
Conceptual Framework. The Conceptual Framework focuses on how theory, practice,
and research influence the successful school and classroom. The framework includes four
essential roles and responsibilities of teachers. These roles and responsibilities provide
observable features of a classroom to assess students’ understandings of how theory,
practice, and research interact to result in effective teaching and learning.
The Conceptual Framework Assessment is designed to measure candidates’
understanding of the theory-practice-research interaction model. In order to enter the
College of Education teacher certification program, students must pass the Conceptual
Framework assessment with a score of “Adequate” or higher in each area of the
Conceptual Framework. The assessment addresses the interaction of theory, practice, and
research in terms of the following roles and responsibilities of teachers:
Roles and Responsibilities of Teachers
1. Effective teachers manage classroom contexts and environments, establishing a
culture for learning by managing classroom procedures, managing student
behavior, organizing physical space, organizing classrooms to integrate
1.4.c2 Key Assessments Conceptual Framework Undergraduate
technology, and maintaining accurate records using available technology. They
create an environment of respect and rapport by using cultural contexts in the
classroom, demonstrating knowledge of diversity among students, and presenting
rationales for change to meet student needs.
2. Effective teachers design curriculum and instruction. They understand and use
curriculum and instruction, by knowing content and pedagogy, setting
instructional outcomes, designing coherent instruction, designing student
assessments, and incorporating knowledge of diversity in the classroom. They
plan for the use of technologies in curriculum and instruction and demonstrate
knowledge of resources, including technologies. They plan for the use of
collaborative group practices in the classroom, and they incorporate effective
written and oral communication in the classroom.
3. Effective teachers deliver instruction and assess learning. They engage students
in active learning by interacting effectively with students, demonstrating
flexibility and responsiveness, and integrating technology and other resources.
They integrate disciplines into instruction by applying connections to multiple
disciplines and demonstrating connections to real life. They use assessment in
instruction by incorporating performance tasks in the classroom, using
questioning and discussion techniques, and using pre-assessment, formative
assessment, and summative assessment appropriately. They embed diversity in
decision-making by selecting resources, delivering instruction, and assessing
learning,
4. Effective teachers participate in professional responsibilities. They advocate for
children, in terms of services and supports by communicating with families and
demonstrating knowledge of resources in school and the community. They
collaborate to improve professional practice by engaging in a professional
community, participating in professional development, collaborating with
teachers and mentors, developing goals for social justice, and using researchbased practices that include current available technology. They reflect on teaching
and learning, focusing on cultural contexts and social justice and systematically
collect and analyze data to improve practice.
1.4.c2 Key Assessments Conceptual Framework Undergraduate
Conceptual Framework Assessment
The Conceptual Framework Assessment is designed to measure candidates’
understanding of how theory, practice, and research inform the roles and responsibilities
as practiced by teachers. In order to enter the College of Education teacher certification
program, students must pass the Conceptual Framework Assessment with a score of
“Adequate” or higher in each area of the Conceptual Framework.
The Conceptual Framework Assessment consists of three overlapping components:
1. Course readings, lectures, and discussions addressing theory, practice and
research aligned with the Conceptual Framework.
2. Field experiences based on course readings, lectures, and discussions; each field
experience will focus on specific areas of theory, practice, research interaction.
3. Students’ reports and reflections on field experiences and connections to course
readings, lectures, and discussions.
As students read, study, and discuss content addressing the Conceptual Framework, they
will increase their understanding of teacher roles and responsibilities. This course content
will become the focus of each field experience. Following each field experience, students
will develop a report and reflection demonstrating their understanding of the interaction
of course content, educational theories, current research, and classroom practice.
Conceptual Framework Assessment Rubric
The following rubric outlines the expectations for students to demonstrate different levels
of understanding of the Conceptual Framework. The rubric will be used to assess
students’ responses for each section of the Conceptual Framework Assessment.
Conceptual Framework Assessment Rubric
Unacceptable
Adequate
Reasonable
Exemplary
COEHD Roles
Reflection includes
erroneous
examples,
insufficient
elaboration, or
incorrect course or
text content.
Reflection includes
few examples,
minimal
elaboration, or
inaccurate course or
text content to
support students’
thinking.
Reflection includes
general examples,
elaboration, and
course or text
content to support
students’ thinking.
Reflection includes
an elaboration of a
clear example of a
Role or Disposition,
as well as links to
specific theory and
research learned in
the course.
TheoryPracticeResearch
Interaction
Reflection
demonstrates
limited
understanding of
the Conceptual
Responses
demonstrates
passable
understanding of
the Conceptual
Reflection
demonstrates
reasonable, though
incomplete,
understandings of
Reflection
demonstrates indepth
understanding of
the Conceptual
1.4.c2 Key Assessments Conceptual Framework Undergraduate
Written
Communication
Framework and
theory/practice
interaction.
Framework and
theory/practice
interaction.
the Conceptual
Framework and
theory/practice
interaction.
Framework and
theory/practice
interaction.
Citations for theory
and research are
included.
Written
communication is
disorganized or
includes errors that
interfere with
meaning.
Written
communication is
organized, but
includes many
errors.
Written
communication is
organized, but may
have some errors
that do not interfere
with meaning.
Written
communication is
organized and free
of errors.
Conceptual Framework Assessment Part 1:
Participate in Professional Responsibilities
Directions: Interview a teacher to learn about their professional roles and
responsibilities. Use the interview protocol to inquire about their professional philosophy,
use of pedagogy, and theoretical stances on education. Take field notes during the
interview, then respond to the prompts below. Attach your notes to your responses. Use
course and text content to guide your observation.
Professional Responsibilities Interview
Your Name: _____________________________________________________________
School: _________________________________________________________________
Date/Time: ______________________________________________________________
Teacher: ________________________________________________________________
Teacher’s Signature: ______________________________________________________
Advocate for Children
 Describe the different
interests, abilities, and
attitudes of your students.
1.4.c2 Key Assessments Conceptual Framework Undergraduate
 How do you advocate for
all students?
 How do you use school
and community resources?
 What instructional
modifications do you
make to meet the needs of
diverse students?
 How do you promote
social justice in your
school and classroom?
Professional Practices
 How do you stay current
in terms of your
instructional practice?
 How do you learn about
and implement researchbased practices, pedagogy,
and current technology?
 What types of
collaboration do you have
with teachers, parents, or
community members?
Reflective Practice
 How do you reflect on
teaching and learning?
 What theory or research
influences your practice?
 How do you collect and
analyze data to improve
1.4.c2 Key Assessments Conceptual Framework Undergraduate
practice?
Teacher Roles
 How do you design
instruction?
 What is your approach to
delivering instruction?
 What is your approach to
managing the classroom?
Based on your field experience and course content, respond to each of the following
items using examples, evidence, elaboration, and specific course/text content to support
your response:
1. Summarize this teacher’s professional philosophy regarding teaching and
learning. Discuss the teachers’ responses in terms of how theory, practice, and
research interact in his/her classroom. Develop a 250-300-word synopsis of this
teacher’s stance on education.
2. Consider your own professional stance on education. Synthesize your own
understanding of the theory, practice, research interaction and content from our
course readings and discussions. Develop a 250-300-word stance on your own
emerging professional philosophy.
Conceptual Framework Assessment Part 2:
Design Curriculum and Instruction
Directions: Observe a lesson for evidence of the Conceptual Framework Role: Design
Curriculum and Instruction. Use the observation guide to take field notes during the
observation. After the observation, respond to the prompts below. Attach your notes to
your responses. Use course and text content to guide your observation.
Your Name: _____________________________________________________________
School: _________________________________________________________________
Date/Time: ______________________________________________________________
1.4.c2 Key Assessments Conceptual Framework Undergraduate
Teacher: ________________________________________________________________
Teacher’s Signature: ______________________________________________________
Observation Guide: Observe for evidence of the following elements of instruction
design and planning. Use this form for your field notes.
Elements of Instructional Design and
Planning
Content and Pedagogy



The teacher demonstrates deep
content knowledge.
The teacher demonstrates
pedagogical knowledge.
The teacher demonstrates
pedagogical content knowledge.
Instructional Outcomes
 The lesson includes clear
instructional outcomes.
 The instructional outcomes are
communicated to students.
Lesson Design
 The lesson flows along the
transmission-constructivist
continuum.
 Different elements of instruction
used in the lesson (anticipatory set,
purpose, modeling, guided practice,
independent practice, closure,
gradual release).
Technology:
 Technology use supports students’
learning of the lesson outcomes.
 Students and the teacher use
Evidence from the Observation
1.4.c2 Key Assessments Conceptual Framework Undergraduate
technology to support learning.
Grouping
 Different types of grouping are
used in the lesson.
 Grouping supports student learning.
Diversity
 Accommodations for diverse
learners are evident.
 The lesson meets the needs of all
learners, including students with
special needs, different abilities, or
learning styles.
Based on your field experience and course content, respond to each of the following
items using examples, evidence, elaboration, and specific course/text content to support
your response:
1. What model or theory of lesson design seems most prevalent in this lesson?
2. How did the lesson design support students’ achievement of the outcomes?
3. To what extent did the lesson incorporate grouping and technology to support all
students’ learning?
4. What evidence of theory, practice, and research interaction did you observe in this
classroom?
Conceptual Framework Assessment Part 3:
Deliver Instruction and Assess Learning
Directions: Observe a lesson for evidence of the Conceptual Framework Role: Deliver
Instruction and Assess Learning. Use the observation guide to take field notes during the
observation. After the observation, respond to the prompts below. Attach your notes to
your responses. Use course and text content to guide your observation.
Your Name: _____________________________________________________________
1.4.c2 Key Assessments Conceptual Framework Undergraduate
School: _________________________________________________________________
Date/Time: ______________________________________________________________
Teacher: ________________________________________________________________
Teacher’s Signature: ______________________________________________________
Observation Guide: Observe for evidence of the following elements of instruction
design and planning. Use this form for your field notes.
Elements of Deliver Instruction and
Assess Learning
Interaction
 The lesson provides opportunities
for teacher-student interaction.
 The lesson provides opportunities
for student-student interaction.
 The teacher demonstrates
responsiveness to students’ needs.
Integration of Disciplines
 The lesson includes
interdisciplinary connections.
 The lesson connects to students’
experiences.
Assessment
 Formative or summative
assessments are used in the lesson.
 Students are requires to complete
tasks, products, or performances.
 Assessment is used for
instructional decision-making or
lesson adjustments.
Evidence from the Observation
1.4.c2 Key Assessments Conceptual Framework Undergraduate
Technology:
 Technology supports students’
learning of the lesson outcomes.

Students and the teacher use
technology to support learning.
Based on your field experience and course content, respond to each of the following
items using examples, evidence, elaboration, and specific course/text content to support
your response:
1. What were students being enabled to do as a result of their activities
during this lesson?
2. To what extent did students contribute to the lesson through interactions
and their own use of oral and written language in support of achieving the
lesson outcomes?
3. How did the formative or summative assessments reflect assessment for
learning (or assessment of learning)?
4. What evidence of theory, practice, and research interaction did you
observe in this classroom?
Conceptual Framework Assessment Part 4:
Manage Classroom Contexts and Environments
Directions: Observe a lesson for evidence of the Conceptual Framework Role: Manage
Classroom Contexts and Environments. Use the observation guide to take field notes
during the observation. After the observation, respond to the prompts below. Attach your
notes to your responses. Use course and text content to guide your observation.
Your Name: _____________________________________________________________
School: _________________________________________________________________
1.4.c2 Key Assessments Conceptual Framework Undergraduate
Date/Time: ______________________________________________________________
Teacher: ________________________________________________________________
Teacher’s Signature: ______________________________________________________
Observation Guide: Observe for evidence of the following elements of instruction
design and planning. Use this form for your field notes.
Elements of Effective Management
Establishment of a culture for
learning:
 Teacher creates an environment of
respect and rapport by using
cultural contexts in the classroom
 Teacher demonstrates knowledge
of diversity among students
 Teacher adjusts lessons or
procedures to meet student needs
 Teacher aligns with a particular
management theory (such as
Positive Behavior, Choice Theory,
or Behaviorism)
Managing student behavior:
 Classroom rules and procedures
are posted and communicated to
students
 Students follow classroom rules
and procedures
 Teacher has procedures in place
for beginning, middle, and ending
of lessons
 Teacher and students transition
from one lesson segment to
another with minimal loss of
instructional time
Organization of physical space
 The classroom is organized to
provide access to resources and
Evidence from the Observation
1.4.c2 Key Assessments Conceptual Framework Undergraduate
materials
 Classroom is organized to
integrate technology in lessons
 The classroom provides easy
movement to independent, whole
group, and small group activities
Based on your field experience, field notes, and course content, respond to the following
prompts using examples, elaboration, and specific course or text content to support your
response:
1. Discuss the theoretical stance that best aligns with the teacher’s approach to
managing the classroom environment.
2. How did the teacher communicate and enforce classroom rules and procedures?
3. How did students contribute to effective management of the classroom
environment?
4. Discuss how this classroom reflects a productive and efficient learning
environment that promotes a culture for student learning.