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CF 5 CF Surveys

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.

Southeastern Louisiana University College of Education and Human Development

COEHD Conceptual Framework Questionnaire

Purpose:  To share the components of the conceptual framework and solicit input and/or comments.

Component

(If more space is needed, please use the back of this page.) 

The description of the component is clearly conveyed.

Knowledge of Learner 

Candidates’ understanding of the learner which is necessary to provide effective and equitable instruction

The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners. Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at Southeastern.  As effective professionals, they continue that practice throughout their careers.  Diversity is an integral part of the program, and Technology is integrated throughout the program.

 

Yes  ______

 

No  _____

(Please explain.)

Strategies and Methods

Strategies and methods appropriate to each program within the educational unit which are necessary to develop effective professionals 

The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and reflective problem-solving processes require the effective professional to consider and integrate complex information.  Diversity is an integral part of the program, and Technology is integrated throughout the program.

 

Yes  ______

 

No  _____

(Please explain.)

Content Knowledge 

Candidates’ thorough understanding of the content appropriate to the area of specialization

Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the educational unit.  Diversity is an integral part of the program, and Technology is integrated throughout the program.

 

Yes  ______

 

No  _____

(Please explain.) 

Professional Standards

Established criteria that guide effective professionals in each discipline area

The educational unit is based on professional standards, enabling candidates to develop the knowledge, skills, and dispositions to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and institutional standards. Candidates incorporate professional standards as they progress through their educational experiences at Southeastern and continue that practice throughout their careers.  Diversity is an integral part of the program, and Technology is integrated throughout the program.

 

Yes  ______

 

No  _____

(Please explain.)

 

 

  

 


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