The Conceptual

Framework:
What It Is and How It
Works
Linda Bradley, James Madison
University
Monica Minor, NCATE

The Conceptual
Framework

establishes the shared vision for a

units 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 units 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
units 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 units 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
units 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 units conceptual framework?
How does the units 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

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 units 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

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 P12
schools are expected to demonstrate the
candidate learning proficiencies identified
in the units conceptual framework.
These proficiencies, including professional
dispositions, should be assessed as part
of the units 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 units conceptual framework.
Candidate assessments and unit evaluations
must be purposeful, evolving from the units
conceptual framework and program goals.

Standard 3.a

Target
Both unit and school-based
faculty are involved in
designing, implementing, and
evaluating the units conceptual
framework(s) and the school
program.

Standard 3.b

Acceptable
Both field experiences and clinical
practice reflect the units 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
units conceptual framework(s)
into practice through modeling
by clinical faculty and welldesigned 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 units 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 units
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 P12
student learning

Standard 4.a

Acceptable
The unit clearly articulates
proficiencies related to diversity
identified in the units 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 units conceptual
framework.

Standard 4

Supporting Explanation
Proficiencies related to diversity
are identified in the units
conceptual framework.

Standard 5

Supporting Explanation
Faculty know and understand
the professional, state, and
institutional standards identified
in the units 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

candidates use of information
technology in instruction.

Standard 6.e

Acceptable

- [The unit] provides adequate

resources to develop and implement
the units 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

developed
collaboratively

shared and
owned by all
stakeholders

evident in
different
aspects of the
unit

continuously
evaluated

Some Concerns with

Conceptual
Frameworks
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

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

Visit resources section of

NCATE website for conceptual
framework examples,
timelines, and sample
checklists.

www.ncate.org/institutions/firs
t
accreditation/preconditions