Conceptual
Framework Checkup, Spring, 2003
This is an
anonymous survey to try to find out the extent to
which our Conceptual Framework is working (or needs to be
revised, guided, whatever!). Please respond to the following
items as honestly and openly as possible. Thanks.
1. How do you view our Conceptual Framework?
-
_____ Job-embedded (as part of my courses and
curriculum)
-
_____
Awareness level (usually address at beginning of semester in
syllabus)
-
_____ Strictly for NCATE
-
_____ Still unsure of what it’s all about
-
_____ Other (please explain)
2. Which components of the Conceptual Framework
are you the most comfortable with and which components still
feel “foreign” or simply rhetoric? (please explain)
|
Component |
I’m comfortable with this
one, |
but not this one.
|
|
Standards-based Instruction
|
|
|
|
Knowledge of the Learner
|
|
|
|
Best
Pedagogical Practices
|
|
|
|
Content Knowledge
|
|
|
3. Which components do you think should be
revised and how? (Use back, if needed.)
4. Share some ways in which you have made
the Conceptual Framework a part of your classroom and
curriculum. (components correlated to course objectives,
etc.)
Revised Spring 2003 Survey
Campus Correspondence
Center for Educational
Services and Research
Phone - 549-5019 TEC 247
Fax Number - 549-5075
May 7, 2003
TO:
College of Education and
Human Development Faculty
FROM:
Dr. Elizabeth Evans, Director
Dr. Julie Lester, Task Force Leader
RE: COEHD
Conceptual Framework
Please respond to the
attached, Conceptual Framework Checkup, to let us know your
thoughts about how the components of the Effective Educator
relate to teaching and learning for you and your students.
It should only take a
few minutes to share your perspective. Please drop the
completed form in Julie Lester's faculty box by Monday, May 12th.
We will review your responses this summer and begin the fall
semester with an updated Conceptual Framework that will continue
to reflect the quality of our program. Thanks!
Conceptual Framework Checkup,
Spring, 2003
Southeastern Louisiana
University, College of Education and Human Development
This
is an anonymous survey to try to find out the extent to which
our Conceptual Framework is working (or needs to be revised!).
Please respond to the following items as honestly and openly as
possible. (Use back, if needed.) Thanks.
Your department: _____ T&L
_____ HD _____ EL&T _____ Other
1.
How do you view our
Conceptual Framework?
_____ Job-embedded (as part of my
courses and curriculum)
_____ Awareness level (usually
address at the beginning of semester in syllabus)
_____ Strictly for NCATE
_____ Still unsure of what it's
all about
_____ Other (please explain)
2. Which
components of the Conceptual Framework are you the most
comfortable with, and which components still feel "foreign" or
simply rhetoric? (please explain)
|
Component |
I'm comfortable with this one, |
but not this one. |
|
Standards-based Instruction
|
|
|
|
Knowledge of the
Learner
|
|
|
|
Best Pedagogical
Practices
|
|
|
|
Content Knowledge
|
|
|
3. Which
components do you think should be revised and how?
4. Share
some ways in which you have made the Conceptual Framework a part
of your classroom and curriculum. (components correlated to
course objectives, etc.)
5. Other
comments/suggestions:
Southeastern Louisiana
University
College of Education and Human
Development
(COEHD), Spring, 2003
NCATE Conceptual Framework Task
Force Report
The Conceptual Framework Task
force will initiate a self-study to determine faculty awareness
of the Conceptual Framework and the integration of the four
components of the Effective Educator in courses taught
throughout the college. A Conceptual Framework Checkup was
designed for all COEHD faculty to complete at the end of the
Spring, 2003, semester. (See attached copy of the survey.)
The Conceptual
Framework Checkup was introduced to and approved by the COEHD
Dean, Assistant Dean, Department Heads, and the Center for
Educational Services and Research. The NCATE Standards Task
Force leaders and the Conceptual Framework Task Force Committee
members piloted the survey. Suggestions and comments were
incorporated into the form, and it was sent to the entire COEHD
faculty.
Results will be
aggregated and appropriate modifications will be introduced by
the Conceptual Framework Task Force to the NCATE Task Force
leaders during the fall, 2003, semester.
Julie Lester
NCATE
Conceptual Task Force Leader
Spring, 2003
COEHD Conceptual Framework Faculty
Survey, Fall, 2003
We are again offering you an
opportunity to share your experiences and ideas about our
Conceptual Framework. As you will see, revisions have been made
to the survey based on responses to the pilot study conducted
last spring. Answers will be anonymous--we are
trying to find out the extent to which our Conceptual Framework
represents the philosophy and mission of our programs. Please
respond to the following items as honestly and openly as
possible. Use the back! Thanks.
A copy of our Conceptual Framework
is attached or can be found at the COEHD web site.
1. For
you, our Conceptual Framework is:
_____ embedded as part of your
courses and curriculum.
_____ addressed at the beginning
of the semester in your course syllabus.
_____ considered only for NCATE
purposes.
_____ a topic you know very
little about.
_____ something else--please
explain.
2. Which
of the components of our Conceptual Framework are you the most
comfortable with, and which components are not clear to you?
(Please include your explanations.)
|
Component |
I'm comfortable with this one, |
but not this one. |
|
Standards-based Instruction
|
|
|
|
Knowledge of
the Learner
|
|
|
|
Best
Pedagogical Practices
|
|
|
|
Content
Knowledge
|
|
|
3. Share
some ways you have made the Conceptual Framework a part of your
classroom and curriculum. (CF correlated to course objectives,
activities that include the CF, etc.)
4. Do
you feel our Conceptual Framework adequately describes an
Effective Educator? Why or why not?
5. Diversity
and technology are indirectly addressed in our Conceptual
Framework. In your opinion, should these issues be separate
components or integrated into each of the four
existing components?
Other
comments/suggestions:
Fall 2006 Survey
Southeastern Louisiana
University
College of Education and Human
Development (COEHD)
Conceptual Framework Survey
Setting the Standard for
Excellence through Best Practice
TO: The COEHD Professional Community
FROM: Flo Winstead, Director of Assessment and
Program Evaluation, COEHD
DATE: January, 2007
RE: COEHD Conceptual Framework
The Conceptual Framework (CF) for
the College of Education and Human Development (COEHD) has been
revised. The National Council for Accreditation of Teacher
Education (NCATE) process requires us to update and request
feedback for our educational unit’s Conceptual Framework from
the wider professional community. You have been identified as
an important partner in our efforts to prepare effective
professionals, and we value your feedback.
Please take a few minutes to
review the four components of the Conceptual Framework and
provide comments and suggestions on the attached chart. An
overview and definitions for terms included in the Conceptual
Framework are offered to help you understand the information.
Thank you for your participation.
Please sign, date, and return this information by February 9,
2007. This form will serve as documentation of our efforts in
this matter.
Please indicate your level of
input:
___ undergraduate ___ graduate
___ alumni ___ faculty ___ other: ____________________
Do you work with teacher
education candidates in the field (classroom, school)? ___
yes ___ no
____________________________________
_________________________________
Signature Date
Overview: The Conceptual
Framework provides direction for the development of effective
professionals. Diversity is an integral part of each
component, and Technology is emphasized throughout all
programs in the educational unit. The Conceptual Framework is a
living document that continuously evolves as opportunities and
challenges emerge.
Mission Statement: The
College of Education and Human Development exists to serve the
regional, state, national, and global communities by developing
effective professionals through implementing innovative and
progressive programs.
Vision Statement: The
faculty of the College of Education and Human Development
prepares candidates to become effective professionals who set
the standard for excellence through best practices.
Definitions: The following
definitions are offered to help the reader understand the
College of Education and Human Development (COEHD) Conceptual
Framework (CF):
Candidate: (the
Southeastern student)
The Effective
Professional:
Dept. of Teaching & Learning-The Effective Educator
Dept. of Educational Leadership & Technology-The Effective
School Leader
Dept. of Counseling & Human Development-The Effective School
Counselor
Learner:
Dept. of Teaching & Learning-the PK-12 student
Dept. of Educational Leadership & Technology–principals,
teachers, students, supervisors, parents
Dept. of Counseling and Human Development-students, parents
Partners:
The wider professional community, including the Colleges of
Arts, Humanities, & Social Sciences; Science & Technology;
Nursing & Health Sciences; PK-12 schools; and the professional
community.
Knowledge Base:
Theoretical foundation in the appropriate field for best
practices as applied to developing the conceptual framework..
Diversity:
The unit provides opportunities for candidates to understand the
role of diversity and equity in the teaching and learning
process. The effective professional can help all students learn
and can teach from multicultural and global perspectives that
draw on the histories, experiences, and representations of
students from diverse cultural backgrounds.
Technology:
Technology is emphasized throughout all programs and is used to
support and improve student learning.
Knowledge:
Candidates have a thorough understanding of subject matter
they plan to teach and a thorough understanding of the central
concepts, tools of inquiry, and structures of their fields, as
delineated in professional, state, and institutional standards.
Skills:
Candidates have a thorough understanding of pedagogical and
professional knowledge skills in their fields as delineated in
professional, state, and institutional standards.
Dispositions:
Candidates work with students, families, and communities in
ways that reflect the dispositions expected of professional
educators as delineated in professional, state, and
institutional standards.
