The Conceptual
Framework:
What It Is and How It
Works
Linda Bradley, James Madison University
Monica Minor, NCATE
April 2008
The Conceptual Framework …

establishes the shared vision for a
unit’s efforts in preparing educators to
work effectively in P-12 schools.
* At its discretion, the unit may operate
with a single framework for all
programs or a different framework for
each or some of its programs.
However, the unit must include all of
its frameworks when addressing the
standards.
The Conceptual Framework …

represents
– the guiding structure of the unit
– the vision and direction for the unit and its
work

provides the opportunity to showcase
the unit’s values and beliefs
The Conceptual Framework …

provides direction for
– programs
– courses
– teaching
– candidate performance
– scholarship
– service
– unit accountability
The Conceptual Framework …

is
– knowledge-based
– articulated
– shared
– coherent
– consistent with the unit and/or
institutional mission
– continuously evaluated
Purposes of the
Conceptual Framework:




informs the process by which the unit
develops its goals
articulates the goals of the unit
ensures that the goals encourage
professionally sound commitments and
dispositions
ensures that administrators, faculty, P-12
partners and candidates are working
toward the same articulated goals
The Conceptual Framework …



is codified in a document but also
infused throughout the unit
is not a standard by itself, but is
assessed as part of the unit
standards
is a process, not just a product
Conceptual Framework
Changes (effective Fall 2008)



eliminates the “evidences of the
conceptual framework” section
integrates proficiencies related to
diversity and technology into the
structural elements
adds a summary of the entire
assessment system, and not just the
section on candidate proficiencies, as a
structural element
Five Elements of the
Conceptual Framework …
1. vision and mission of the institution
and unit
2. philosophy, purposes, goals, and
institutional standards of the unit
3. knowledge bases, including theories,
research, the wisdom of practice, and
educational policies that drive the
work of the unit
Five Elements of the
Conceptual Framework …
4. candidate proficiencies related to
expected knowledge, skills, and
professional dispositions, including
proficiencies associated with diversity
and technology, that are aligned with
the expectations in professional, state,
and institutional standards; and a
5. summarized description of the unit’s
assessment system
Element 1:
Vision and Mission

Vision:
– What does the unit see as its ideal?
– What does the unit hope to achieve?
– What does the unit strive to do?
– What kind of educators does the unit
want to produce?
Element 1:
Vision and Mission

Mission:
– What is the mission of the institution?
– What is the mission of the unit?
– How do the unit and institutional
missions relate to each other?
– What is the unit going to do? - an
action statement
Element 2:
Philosophy, Purposes, Goals,
Institutional Standards

Philosophy:
– What is the unit’s overarching belief
system?
– How does this relate to the unit
vision and mission?
Element 2:
Philosophy, Purposes, Goals,
Institutional Standards

Purposes/Goals:
– What are the broad goals or
outcomes of the unit?
– How are they connected to the unit’s
philosophy and mission?
Element 2:
Philosophy, Purposes, Goals,
Institutional Standards

Institutional Standards:
– What standards has the institution
set that reflect its mission and
identify important expectations for
candidate learning?
– How do the standards address
diversity and technology?
Element 3:
Knowledge Bases
– What theories, research, literature,
and wisdom of practice support the
critical components of the unit’s
conceptual framework?
– How does the unit’s conceptual
framework address relevant local,
state, and national educational
policies?
Element 4:
Candidate Proficiencies



What specific knowledge and skills,
including those related to diversity and
technology, does the unit expect
candidates to demonstrate?
What specific professional dispositions
related to diversity does the unit expect
candidates to demonstrate?
How are these proficiencies aligned with
state, institutional, and professional
standards?
* A table often is used to illustrate the relationships between proficiencies
and standards, especially for state and institutional standards.
Element 5:
Summary of Unit
Assessment System

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
At what critical points are candidates
assessed?
What assessments are used?
How do assessments link to unit
proficiencies?
Element 5:
Summary of Unit
Assessment System



How does the unit ensure
assessments are fair, accurate,
consistent, and free of bias?
What policy or process does the unit
follow when candidates are not
meeting the unit’s expectations?
How does the unit assess unit
operations?
Conceptual Framework Review:
When, Where, and How

Precondition #4
– full document submitted prior to first
accreditation visit

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
self-contained
cohesive– not five separate documents, but ONE
conceptual framework that addresses each of the
five elements
organized
aligned to standards
reference list
recommended 40-page limit
Conceptual Framework Review:
When, Where, and How

Check out the checklist for
submitting conceptual frameworks
for Precondition #4
– On your conference CD
– On the NCATE website
www.ncate.org/institutions/preconditions
Conceptual Framework Review:
When, Where, and How

Institutional Report for First Visits
–
–
–
The streamlined Institutional Report format that
takes effect in fall 2008 applies only to institutions
hosting continuing visits.
The UAB will be considering the Institutional
Report format for institutions hosting first visits
when it meets in April.
STAY TUNED !
Conceptual Framework Review:
When, Where, and How

Institutional Report for Continuing Visits
– summary of the five framework elements
– description of development process
– changes since the previous visit
– relationship of revisions to any updated unit,
state, or national professional standards
– recommended three-page limit
Conceptual Framework Review:
When, Where, and How

NCATE Annual Report
– unit evaluations of conceptual
framework as part of the unit
assessment system
– any changes resulting from these
evaluations
Conceptual Framework Review:
When, Where, and How

Onsite Visit
– Board of Examiners teams will look
for evidence of the conceptual
framework and report their findings


in the introductory section of the team
report
in responses to standards throughout
the team report
The Conceptual Framework
across the Unit Standards

Integrated throughout the standards
– types and content of assessments (Standards
1, 2)
– commitment to diversity (Standards 1, 3, 4)
– commitment to technology (Standards 1, 2, 3,
5, 6)
– commitment to teaching competence and
student learning (Standards 1, 5)
– curriculum and instructional methods
(Standard 5)
Standard 1

Supporting Explanation
– Candidates preparing to teach or work as
other professional educators in P–12
schools are expected to demonstrate the
candidate learning proficiencies identified
in the unit’s conceptual framework.
– These proficiencies, including professional
dispositions, should be assessed as part of
the unit’s assessment system.
– Assessment data should demonstrate
candidate learning of these proficiencies.
Standard 2

Acceptable
– The unit has an assessment system that
reflects the conceptual framework … and
is regularly evaluated by its professional
community.
Standard 2

Supporting Explanation
– It should include the assessment of candidates’
content knowledge, pedagogical and/or
professional knowledge and skills, professional
dispositions, and their effects on student
learning as outlined in professional, state, and
institutional standards and identified in the
unit’s conceptual framework.
– Candidate assessments and unit evaluations
must be purposeful, evolving from the unit’s
conceptual framework and program goals.
Standard 3.a

Target
– Both unit and school-based faculty
are involved in designing,
implementing, and evaluating the
unit’s conceptual framework(s) and
the school program.
Standard 3.b

Acceptable
– Both field experiences and clinical
practice reflect the unit’s conceptual
framework and help candidates
continue to develop the content,
professional, and pedagogical
knowledge, skills, and professional
dispositions delineated in standards.
Standard 3.b

Target
– Both field experiences and clinical
practice extend the unit’s conceptual
framework(s) into practice through
modeling by clinical faculty and
well-designed opportunities to learn
through doing.
Standard 3.c

Acceptable
– Assessments used in clinical practice
indicate that candidates meet
professional, state, and institutional
standards identified in the unit’s
conceptual framework and affect
student learning.
Standard 3

Supporting Explanation
– They provide the opportunity for
candidates to develop the
knowledge, skills, and professional
dispositions in the unit’s conceptual
framework in a variety of settings
appropriate to the content and level
of their program.
Standard 3

Supporting Explanation
– Accountability for clinical practice
includes candidates’ application of
the skills, knowledge, and
professional dispositions defined by
the unit in its conceptual framework,
including the capacity to have a
positive effect on P–12 student
learning
Standard 4.a

Acceptable
– The unit clearly articulates
proficiencies related to diversity
identified in the unit’s conceptual
framework that candidates are
expected to develop during their
professional programs.
Standard 4.a

Target
– Curriculum, field experiences, and
clinical practice promote candidates’
development of knowledge, skills,
and professional dispositions related
to diversity identified in the unit’s
conceptual framework.
Standard 4

Supporting Explanation
– Proficiencies related to diversity are
identified in the unit’s conceptual
framework.
Standard 5

Supporting Explanation
– Faculty know and understand the
professional, state, and institutional
standards identified in the unit’s
conceptual framework and work to
ensure that candidates master these
standards.
Standard 6

Supporting Explanation
- Sufficient resources, including
information technology resources, are
necessary to offer all of the programs
at the institution that prepare
educators to work in schools, including
the delivery of high-quality field
experiences and clinical practice.
Standard 6.c

Acceptable
- The unit provides adequate resources
and opportunities for professional
development of faculty, including
training in the use of technology.
Standard 6.d

Acceptable
- The facilities support faculty and
candidate’s use of information
technology in instruction.
Standard 6.e

Acceptable
- [The unit] provides adequate
resources to develop and implement
the unit’s assessment plan.
- Resources for distance learning
programs are sufficient to provide
reliability, speed, and confidentiality of
connection in the delivery system.
The conceptual
framework should be:



knowledgebased
consistent with
institutional and
unit mission

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developed
collaboratively

shared and
owned by all
stakeholders
evident in
different
aspects of the
unit
continuously
evaluated
Some Concerns with
Conceptual Frameworks

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Alignments with institutional, state, and
national professional standards are not
clearly indicated.
The unit argues that its conceptual
framework is based on state standards.
The unit has not described its process for
ensuring fairness, accuracy, consistency,
or lack of bias.
More Concerns with
Conceptual Frameworks
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The conceptual framework does not
address advanced programs, especially
advanced programs for teachers.
Evidence cannot be found that the
conceptual framework is supported in
courses, field experiences, clinical
practice, or assessments.
Cooperating teachers or arts and sciences
faculty have no idea whether the unit has
a conceptual framework.
Examples

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Visit “resources” section of NCATE
website for conceptual framework
examples, timelines, and sample
checklists.
www.ncate.org/institutions/first
accreditation/preconditions