UNO College of Education and Human Development

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

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 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.
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.
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,
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 research-based 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.

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:

Course readings, lectures, and discussions addressing theory, practice and research aligned with the Conceptual Framework.
Field experiences based on course readings, lectures, and discussions; each field experience will focus on specific areas of theory, practice, research interaction.
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.
Theory-Practice-Research Interaction / Reflection demonstrates limited understanding of the Conceptual Framework and theory/practice interaction. / Responses demonstrates passable understanding of the Conceptual Framework and theory/practice interaction. / Reflection demonstrates reasonable, though incomplete, understandings of the Conceptual Framework and theory/practice interaction. / Reflection demonstrates in-depth understanding of the Conceptual Framework and theory/practice interaction. Citations for theory and research are included.
Written Communication / 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.
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 research-based 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 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:

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.
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: ______

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 / Evidence from the Observation
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 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:

What model or theory of lesson design seems most prevalent in this lesson?

How did the lesson design support students’ achievement of the outcomes?

To what extent did the lesson incorporate grouping and technology to support all students’ learning?

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: ______

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 / Evidence from the Observation
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.

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:

What were students being enabled to do as a result of their activities during this lesson?

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?

How did the formative or summative assessments reflect assessment for learning (or assessment of learning)?

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: ______

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 / Evidence from the Observation
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 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:

Discuss the theoretical stance that best aligns with the teacher’s approach to managing the classroom environment.
How did the teacher communicate and enforce classroom rules and procedures?
How did students contribute to effective management of the classroom environment?
Discuss how this classroom reflects a productive and efficient learning environment that promotes a culture for student learning.