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Board of Examiners Conceptual Framework Analysis Worksheet

ELEMENTS CRITICAL QUESTIONS EVIDENCE: PRODUCTS EVIDENCE PEOPLE EVIDENCE: PLACES

Shared Vision
Does the conceptual framework provide a clear understanding of (the unit's desired future, that is, what it wants to become, and its vision/theme? (b) the unit's mission, that is, what it is charged to do and the relationship to the institution's mission?

Can an understanding of the unit's vision/theme and mission be gleaned from documents shared by members of the unit? (articulated)

Can one find the justification (kinowledge base) for the vision/theme in documents shared by members of the unit?
(articulated)

Which members of the unit's professional community show or do not show an understanding of the vision/theme and mission? Is the vision/theme shared by faculty, public school (clinical) faculty and candidates?
(shared)

Can one find evidence of the unit's vision/theme, mission and philosophy in its instructional settings?
(consistency)

Coherence
Does the conceptual framework provide an understanding of the unit's system fro ensuring coherence?

Are the values and principles upon which the unit's being and doing are based outlined in any documents?
(articulated)

Can one ascertain the direction for the unit's curriculum, instruction, field/clinical experiences and assessment and evaluation system from any documents?
(articulated)

Can one learn about the consistency between the unit's vision/theme, mission, philosophy and educational aim from any documents?
(articulated)

Which members of the unit's professional community can or cannot describe the lens through which the unit sees the world of teaching and learning (the unit's philosophy ans educational aim)?
(shared)

Can one find evidence of the units values and principles in its instructional settings?
(consistency)

Commitments
Does the conceptual framework provide an understanding of what the unit is prepared to do regarding candidate learning and its effect on student learning (including attention to diversity and the use of educational technology)?

Do any documents provide a clear picture of the behaviors and attitudes candidates must demonstrate in order to achieve the unit's shared vision/theme, mission, philosophy and aim (including behaviors and attitudes vis-å-vis helping all students learn and using educational technology to help all students learn?
(articulated)

Do any documents show the justification through the literature on teacher/professional education for the foregoing behaviors and attitudes
(knowledge-based)

Can candidates describe the knowledge, skills and dispositions they must present in order to demonstrate progress toward the unit's vision/theme and aim (including the knowledge, skills and dispositions vis-å-vis their commitment to diversity and the use of educational technology?
(shared)

Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the empiracal, theoretical or craft wisdom used to justify the learning outcomes being utilized by the unit?
(consistency)

Alignment with Standards
Does the conceptual framework provide an understanding of the unit's quality assurance mechanism vis-å-vis the alignment between and among institutional, state and professional standards?

Do any documents provide a clear picture of the alignment between and among unit learning outcomes, state and professional standards?
(articulated)

Do candidates show any understanding of the alignment between and among the proficiencies on which they are assessed and state and professional standards?
(shared)

Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the alignment between proficiences on which candidates are assessed and state and professional standards?
(consistency)

Continuous Evaluation
Does the conceptual framework provide an understanding of the unit's system for judging unit and program effectiveness vis-å-vis the achievement of aims/goals?

Do any documents provide a clear picture of the unit's means for assessing and evaluating progress?
(articulated)

Has the update and evaluation been document?
(articulated)

Can members of the unit's professional community explain the conncetion between the unit's means for judging effectiveness and the achievement of the unit's shared visiion/theme, mission. philosophy and aim?
(shared)

Can members of the unit's professional community describe the updates of the conceptual framework?
(shared)

Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the unit's means for judging effectiveness and the achievement of the unit's shared visiion/theme, mission. philosophy and aim and making changes based on assessments?
(consistency)

ELEMENTS	CRITICAL QUESTIONS	EVIDENCE: PRODUCTS	EVIDENCE PEOPLE	EVIDENCE: PLACES
Shared Vision	Does the conceptual framework provide a clear understanding of (the unit's desired future, that is, what it wants to become, and its vision/theme? (b) the unit's mission, that is, what it is charged to do and the relationship to the institution's mission?	Can an understanding of the unit's vision/theme and mission be gleaned from documents shared by members of the unit? (articulated) Can one find the justification (kinowledge base) for the vision/theme in documents shared by members of the unit? (articulated)	Which members of the unit's professional community show or do not show an understanding of the vision/theme and mission? Is the vision/theme shared by faculty, public school (clinical) faculty and candidates? (shared)	Can one find evidence of the unit's vision/theme, mission and philosophy in its instructional settings? (consistency)
Coherence	Does the conceptual framework provide an understanding of the unit's system fro ensuring coherence?	Are the values and principles upon which the unit's being and doing are based outlined in any documents? (articulated) Can one ascertain the direction for the unit's curriculum, instruction, field/clinical experiences and assessment and evaluation system from any documents? (articulated) Can one learn about the consistency between the unit's vision/theme, mission, philosophy and educational aim from any documents? (articulated)	Which members of the unit's professional community can or cannot describe the lens through which the unit sees the world of teaching and learning (the unit's philosophy ans educational aim)? (shared)	Can one find evidence of the units values and principles in its instructional settings? (consistency)
Commitments	Does the conceptual framework provide an understanding of what the unit is prepared to do regarding candidate learning and its effect on student learning (including attention to diversity and the use of educational technology)?	Do any documents provide a clear picture of the behaviors and attitudes candidates must demonstrate in order to achieve the unit's shared vision/theme, mission, philosophy and aim (including behaviors and attitudes vis-å-vis helping all students learn and using educational technology to help all students learn? (articulated) Do any documents show the justification through the literature on teacher/professional education for the foregoing behaviors and attitudes (knowledge-based)	Can candidates describe the knowledge, skills and dispositions they must present in order to demonstrate progress toward the unit's vision/theme and aim (including the knowledge, skills and dispositions vis-å-vis their commitment to diversity and the use of educational technology? (shared)	Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the empiracal, theoretical or craft wisdom used to justify the learning outcomes being utilized by the unit? (consistency)
Alignment with Standards	Does the conceptual framework provide an understanding of the unit's quality assurance mechanism vis-å-vis the alignment between and among institutional, state and professional standards?	Do any documents provide a clear picture of the alignment between and among unit learning outcomes, state and professional standards? (articulated)	Do candidates show any understanding of the alignment between and among the proficiencies on which they are assessed and state and professional standards? (shared)	Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the alignment between proficiences on which candidates are assessed and state and professional standards? (consistency)
Continuous Evaluation	Does the conceptual framework provide an understanding of the unit's system for judging unit and program effectiveness vis-å-vis the achievement of aims/goals?	Do any documents provide a clear picture of the unit's means for assessing and evaluating progress? (articulated) Has the update and evaluation been document? (articulated)	Can members of the unit's professional community explain the conncetion between the unit's means for judging effectiveness and the achievement of the unit's shared visiion/theme, mission. philosophy and aim? (shared) Can members of the unit's professional community describe the updates of the conceptual framework? (shared)	Is there any evidence in instructional settings (classroom, field experiences and clinical settings) of the unit's means for judging effectiveness and the achievement of the unit's shared visiion/theme, mission. philosophy and aim and making changes based on assessments? (consistency)