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1、 Reflection in Action “The LIFE & TIMES Of ACONCEPTUAL FRAMEWORK” Reflection in Action What is Accreditation?What are Standards?What are Institutional Standards?What is a Conceptual Framework?Why is a Conceptual Framework important?What is our Conceptual Framework?What are the key elements of the CF
2、?Understanding the Institutional StandardsThe Alignment of Institutional Standards Questions to be Considered What is Accreditation?Accreditation is what we must have in order to legally & professionally be considered a legitimate college of education offering degree and licensure programs.Our accre
3、diting body is the National Council for Accreditation of Teacher Education or “NCATE” as it is called. Overall, successful accreditation means that we prove to NCATE that we are meeting the standards they require.What are Standards?Standards are expectations for performance levels deserving of accre
4、ditation. At the most general level, there are two different kinds of standards that NCATE demands we address:1. External Standards.2. Internal Standards.External Standards:Standards common to all accredited colleges of education created by external, professional associations, state government agenc
5、ies, and NCATE, itself.Meeting these standards shows how we are like all other accredited institutions preparing educators.What are Standards?What are Standards?Internal Standards:Standards created internally by our own institution.The internal standards we create for ourselves are called“Institutio
6、nal Standards.”Meeting these standards shows how we are unique from all other accredited institutions preparing educators. What are Institutional Standards? Institutional Standards:1. They are defined and explained in what is called a “Conceptual Framework.”2. They form a theme for professional prac
7、tice that is a context for our programs and courses.3. The Conceptual Framework details our unique Institutional Standards & it shapes our Vision & Mission for the college.What is a Conceptual Framework?A Conceptual Framework is the underlying structure that gives definition and meaning to how and w
8、hy we do what we do as a professional education institution. The Conceptual Framework characterizes the particular approach we use to shape our programs, courses, teaching, assessments, & institutional accountability. The Conceptual Framework also articulates our theme of Reflection in Action & make
9、s explicit our Institutional Standards.Why is a Conceptual Framework important? A Conceptual Framework is an extremely important part of our college being accredited-Being certified as a legitimate, effective institution for conducting degree and licensure programs for educators at both the undergra
10、duate & graduate levels. Our Conceptual Framework is intended to inform, to guide, and to inspire faculty and students by providing a central theme of related ideas from which programs evolve, are explained, and are assessed. What is our Conceptual Framework?Our Conceptual Framework carries forth th
11、e theme Reflection in Action Reflection in Action is grounded in a knowledge base of reflective thinking that comes from the established works of many writers including John Dewey, Donald Schon, Nel Noddings, Deborah Britzman, Grant Wiggins & many others.What are the key elements of our Conceptual F
12、ramework?The full array of the key elements of our Conceptual Framework are seen in the schematic diagram.From the knowledge base on critical reflectivity, seven key principles of Reflection in Action were derived to define & shape our Conceptual Framework.1. Reasoned2. Ethical3. Fair4. Logical5. Ef
13、fective6. Critical7. TechnicalReflection in Action is:What are the key elements in our Conceptual Framework?What are the key elements of our Conceptual Framework?The seven principles are then used to form our Institutional Standards & then become benchmarks for the other elements of our Conceptual F
14、ramework.What are the key elements of our Conceptual Framework?Vision is our destination-our desired result for all that we do. Our Vision is our sense of purpose, the underlying reason why we do what we do. Our Vision is Reflection in Action.What are the key elements of our Conceptual Framework?Mis
15、sion is the means by which we plan to arrive at our destination as expressed in our Vision.What are the key elements of our Conceptual Framework?Standards represent our recognition & acceptance of the External Standards set forth by professional associations, governmental agencies, & NCATE as they a
16、pply to what is expected of all accredited institutions of education.What are the key elements of our Conceptual Framework?Knowledge, Skills, & Dispositions represent the specifics of what the External Standards intend. They are our interpretation of these standards in terms of course objectives as
17、seen on our syllabi.What are the key elements of our Conceptual Framework?Programs represent specific, cohesive degree & licensure strands offered through our various departments within the college.What are the key elements of our Conceptual Framework?Opportunities to Learn is how we define curricul
18、um-our courses, field experiences, practica, workshops, seminars, & theses studies. What are the key elements of our Conceptual Framework?Assessments are the mechanisms we use to determine the degree to which the knowledge, skills, & dispositions derived from external & internal standards have been
19、learned. Assessments include the essential & critical tasks within our courses & the transition points within our programs.What are the key elements of our Conceptual Framework?Outcomes represent the ideals & characteristics of Reflective Practice that we describe in our Vision.What are the key elem
20、ents of our Conceptual Framework?Diversity & Technology represent two important strands that we value & strive to infuse throughout our programs that are drawn from both external & internal standards.Understanding the Institutional Standards Understanding the Institutional Standards is central to be
21、ing a Reflective Practitioner. Our understanding of them is also critical to accreditation success. Reasoned: Exercising rational judgment and giving thoughtful consideration to their professional activities and decisions.Outcomes:A.Candidates use research, theory, and wisdom of practice to inform t
22、heir pedagogy. B.Candidates apply the appropriate knowledge of assessment and evaluation to their practice. C.Candidates utilize evaluation results for evidence-based decision-making.D.Candidates employ reflective professional judgment across all facets of their practice.Ethical: Acting in a moral,
23、legal, and principled manner in professional practice.Outcomes:A.Candidates apply ethical and legal practices in performing their professional responsibilities. B.Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision making.C.Candida
24、tes value and apply the professional code of conduct particular to their area.Fair: Exercising democratic fairness, principled concern, and humane care in allprofessional activities.Outcomes: A.Candidates demonstrate professional, collaborative, and inclusive dispositions both in their field placeme
25、nts and within their courses. B.Candidates foster inclusive environments, and respect the backgrounds of and beliefs held by their students or clients.C.Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner.D.Candidates colla
26、borate with colleagues, families and communities to ensure that all students reach their potential.Logical: Thinking analytically in a deliberately consistent and rationally defensible manner.Outcomes:A. Candidates think systematically and analytically about professional practice and professional de
27、cision-making.B. Candidates appropriately apply knowledge of research to their professionalpractice. Effective: Applying professional knowledge in a consciously purposeful anddeliberate manner.Outcomes:A.Candidates are proficient in the procedures, techniques, and methods of their respective fields.
28、 B. Candidates are proficient in the content of their respective fields.Critical: Using professional knowledge, objectively applying it to their own professional actions and the actions of others to the benefit of their students and clients.Outcomes:A. Candidates evaluate their own effectiveness by
29、giving attentive consideration to the positive growth of their students/clients. B. Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships. Technical: Outcomes:A. Candidates effectively and appr
30、opriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12 student learning.B. Candidates utilize technology to enhance their own professional development.Attending to procedural details and optimizing the use of technologies appropriate to p
31、rofessional practice.ReasonedEthical Fair Logical Effective Critical TechnicalREFLECTThe Alignment of Institutional Standards:Accreditation also requires that we show how our Institutional Standards align with External Standards established by the State of Ohio.The following slides show how our seve
32、n Institutional Standards for Reflection in Action align with the Ohio Standards for the Teaching Professional & the Ohio Standards for Principals.Alignment:Ohio Standards for the Teaching Profession and BCOE Conceptual FrameworkStandard NumberTeacher StandardsConceptual Framework RConceptual Framew
33、ork1Students: Teachers understand student learning and development, and respect the diversity of the students they teach.1.1Teachers display knowledge of how students learn and of the developmental characteristics of age groups.R4BR4: Reflective practice is Logical.R4B: Candidates appropriately appl
34、y knowledge of research to their professional practice.1.2Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.R4B; R5AR4: Reflective practice is Logical.R4B: Candidates appropriately apply knowledge of research to their professional prac
35、tice.R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.1.3Teachers expect that all students will achieve to their full potential.R3CR3: Reflective practice is Fair.R3C: Candidates strive to meet the educational n
36、eeds of all students or clients in a caring, non-discriminatory, and equitable manner.1.4Teachers model respect for students diverse cultures, language skills and experiences.R3BR3: Reflective practice is Fair.R3B: Candidates foster inclusive environments and respect the backgrounds of and beliefs h
37、eld by their students or clients.1.5Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention.R3C; R5AR3: Reflective practice is Fair.R3C: Candidates strive to meet the educat
38、ional needs of all students or clients in a caring, non-discriminatory, and equitable manner.R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.2Content: Teachers know and understand the content area for which the
39、y have instructional responsibility.2.1Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction.R5BR5: Reflective practice is Effective.R5B: Candidates are proficient in the content of their respective fields.2.2Teachers un
40、derstand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.R5AR5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.2.3Teachers understand school
41、 and district curriculum priorities and the Ohio academic content standards.R2BR2: Reflective practice is Ethical.R2B: Candidates demonstrate knowledge of education policies at the local, state, and national level for instructional decision-making.2.4Teachers understand the relationship of knowledge
42、 within the content area to other content areas.R5BR5: Reflective practice is Effective.R5B: Candidates are proficient in the content of their respective fields.2.5Teachers connect content to relevant life experiences and career opportunities.R5A, R4AR5: Reflective practice is Effective.R5A: Candida
43、tes are proficient in the procedures, techniques, and methods of their respective fields.R4: Reflective practice is LogicalR4A: Candidates think systematically and analytically about professional practice and professional decision-making.3Assessment: Teachers understand and use varied assessments to
44、 inform instruction, evaluate and ensure student learning.3.1Teachers are knowledgeable about assessment types, their purposes and the data they generate.R1BR1: Reflective practice is Reasoned.R1B: Candidates apply the appropriate knowledge of assessment and evaluation to their practice.3.2Teachers
45、select, develop and use a variety of diagnostic, formative and summative assessments.R1BR1: Reflective practice is Reasoned.R1B: Candidates apply the appropriate knowledge of assessment and evaluation to their practice.3.3Teachers analyze data to monitor student progress and learning, and to plan, d
46、ifferentiate and modify instruction.R1CR1: Reflective practice is Reasoned.R1C: Candidates utilize evaluation results for evidence-based decision-making.3.4Teachers collaborate with and communicate student progress with students, parents and colleagues.R3A; R3DR3: Reflective practice is Fair.R3A: Ca
47、ndidates demonstrate professional, collaborative and inclusive dispositions both in their field placements and within their courses.R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.3.5Teachers involve learners in self-assessment
48、and goal setting to address gaps between performance and potential.R1CR1: Reflective practice is Reasoned.R1C: Candidates utilize evaluation results for evidence-based decision-making.4Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student.
49、4.1Teachers align their instructional goals and activities with school and district priorities and Ohios academic content standards.R2B R2: Reflective practice is Ethical.R2B: Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision-mak
50、ing.4.2Teachers use information about students learning and performance to plan and deliver instruction that will close the achievement gap.R5A R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.4.3Teachers commun
51、icate clear learning goals and explicitly link learning activities to those defined goals.R5A R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.4.4Teachers apply knowledge of how students think and learn to instr
52、uctional design and delivery.R1A R1: Reflective practice is Reasoned.R1A: Candidates use research, theory and wisdom of practice to inform their pedagogy.4.5Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabi
53、lities and at-risk students.R3C; R5AR3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner.R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques,
54、 and methods of their respective fields.4.6Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.R5A R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their
55、respective fields.4.7Teachers use resources effectively, including technology, to enhance student learning.R7A R7: Reflective practice is Technical.R7A: Candidates effectively and appropriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12
56、 student learning.5Learning Environment: Teachers create learning environments that promote high levels of learning and achievement for all students.5.1Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.R3BR3: Reflective practice is Fair.R3B: Ca
57、ndidates foster inclusive environments and respect the backgrounds of and beliefs held by their students or clients.5.2Teachers create an environment that is physically and emotionally safe.R3CR3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or cli
58、ents in a caring, non-discriminatory, and equitable manner.5.3Teachers motivate students to work productively and assume responsibility for their own learning.R1C; R5AR1: Reflective practice is Reasoned.R1C: Candidates utilize evaluation results for evidence-based decision-making.R5: Reflective prac
59、tice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of their respective fields.5.4Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.R5AR5: Reflective practice is Effective.R5A: Candidates are prof
60、icient in the procedures, techniques, and methods of their respective fields.Teachers maintain an environment that is conducive to learning for all students.R3B; R3CR3: Reflective practice is Fair.R3B: Candidates foster inclusive environments and respect the backgrounds of and beliefs held by their
61、students or clients.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 6Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators, students and parents and the communi
62、ty to support student learning.6.1Teachers communicate clearly and effectively.R3A R3: Reflective practice is Fair.R3A: Candidates demonstrate professional, collaborative and inclusive dispositions both in their field placements and within their courses.6.2Teachers share responsibility with parents
63、and caregivers to support student learning, emotional and physical development and mental health.R3D R3: Reflective practice is Fair.R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.6.3Teachers collaborate effectively with other
64、teachers, administrators and school and district staff.R6B R6: Reflective practice is Critical.R6B: Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.6.4Teachers collaborate effectively wit
65、h the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.R3D R3: Reflective practice is Fair.R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.7Professional R
66、esponsibility and Growth: Teachers assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.7.1Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.R2A; R2CR2: Reflecti
67、ve practice is Ethical.R2A: Candidates apply ethical and legal practices in performing their professional responsibilities.R2C: Candidates value and apply the professional code of conduct particular to their area.7.2Teachers take responsibility for engaging in continuous, purposeful professional dev
68、elopment.R6A R6: Reflective practice is Critical.R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients.7.3Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and
69、student achievement.R6B R6: Reflective practice is Critical.R6B: Candidates assess the needs for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.Standard NumberPrincipals StandardsConceptual Framework RConceptual Framew
70、ork1Continuous Improvement: Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals.1.1Principals facilitate the articulation and realization of a shared vision of continuous improvement.R6R6: Reflective practice is Critical.
71、R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/clients.1.2Principals lead the process of setting, monitoring and achieving specific and challenging goals that reflect high expectations for all students and staff.R1R1: Refle
72、ctive practice is Reasoned.R1D: Candidates employ reflective professional judgment across all facets of their practice.1.3Principals lead the change process for continuous improvement.R5R5: Reflective practice is Effective.R5A: Candidates are proficient in the procedures, techniques, and methods of
73、their respective fields.1.4Principals anticipate, monitor, and respond to educational developments that affect school issues and environments.R4R4: Reflective practice is Logical.R4A: Candidates think systematically and analytically about professional practice and professional decision-making.Alignm
74、ent: Ohio Standards for Principals and BCOE Conceptual FrameworkApproved Summer 2008 (EFRTL)2Instruction: Principals support the implementation of high-quality standards-based instruction that results in higher levels of achievement for all students.2.1Principals ensure that the instructional conten
75、t that is taught is aligned with the academic content standards and curriculum priorities in the school and district.R2R5R2: Reflective practice is Ethical.R2B: Candidates demonstrate knowledge of education policies at the local, state and national level for instructional decision-making.R5: Reflect
76、ive practice is Effective.R5B: Candidates are proficient in the content of their respective fields.2.2Principals ensure instructional practices are effective and meet the needs of all students.R1R3R1: Reflective practice is Reasoned.R1B: Candidates apply the appropriate knowledge of assessment and e
77、valuation to their practice.R3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner. 2.3Principals advocate for high levels of learning for all students, including students identified as gif
78、ted, students with disabilities and at-risk students.R3R3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner.2.4Principals know, understand, and share relevant research.R1R4R1: Reflective
79、practice is Reasoned.R1A: Candidates use research, theory, and wisdom of practice to inform their pedagogy.R4: Reflective practice is Logical.R4B: Candidates appropriately apply knowledge of research to their professional practice. 2.5Principals understand, encourage and facilitate the effective use
80、 of date by staff.R1R1: Reflective practice is Reasoned.R1C: Candidates utilize evaluation results for evidence-based decision-making.2.6Principals support staff as they plan and implement research-based professional development.R6R6: Reflective practice is Critical.R6B: Candidates assess the needs
81、for professional development and actively engage in professional activities to expand their knowledge, experiences and relationships.3School Operations, Resources and Learning Environment: Principals allocate resources and manage school operations in order to ensure a sage and productive learning en
82、vironment.3.1Principals establish and maintain a safe school environment.R3 R3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner.3.2Principals create a nurturing learning environment that
83、 addresses the physical and mental health needs of all.R3 R3: Reflective practice is Fair.R3C: Candidates strive to meet the educational needs of all students or clients in a caring, non-discriminatory, and equitable manner.3.3Principals allocate resources, including technology, to support student a
84、nd staff learning.R7 R7: Reflective practice is Technical.R7A: Candidates effectively and appropriately integrate various technologies into their work as teachers, counselors and administrators to maximize P-12 student learning.R7B: Candidates utilize technology to enhance their own professional dev
85、elopment.3.4Principals institute procedures and practices to support staff and students and establish an environment that is conductive to learning.R4 R4: Reflective practice is Logical.R4A: Candidates think systematically and analytically about professional practice and professional decision-making
86、.3.5Principals understand, uphold and model professional ethics, policies and legal codes of professional conduct.R2 R2: Reflective practice is Ethical.R2A: Candidates apply ethical and legal practices in performing their professional responsibilities. R2C: Candidates value and apply the professiona
87、l code of conduct particular to their area.4Collaboration: Principals establish and sustain collaborative learning and shared leadership to promote student learning and achievement of all students.4.1Principals promote a collaborative learning culture.R3R3: Reflective practice is Fair.R3A: Candidate
88、s demonstrate professional, collaborative, and inclusive dispositions both in their field placements and within theircourses.4.2Principals share leadership with staff, students, parents and community members.R3R3: Reflective practice is Fair.R3D: Candidates collaborate with colleagues, families and
89、communities to ensure that all students reach their potential.4.3Principals support and advance the leadership capacity of all educators.R6R6: Reflective practice is Critical.R6A: Candidates evaluate their own effectiveness by giving attentive consideration to the positive growth of their students/c
90、lients.5Parents and Community Engagement: Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement and well-being.5.1Principals connect the school with the community.R3R3: Reflective practice
91、is Fair.R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.5.2Principals involve parents and community members in improving student learning.R3R3: Reflective practice is Fair.R3D: Candidates collaborate with colleagues, families an
92、d communities to ensure that all students reach their potential.5.3Principals use community resources to improve student learning.R3R3: Reflective practice is Fair.R3D: Candidates collaborate with colleagues, families and communities to ensure that all students reach their potential.5.4Principals es
93、tablish expectations for the use of culturally responsive practices that acknowledge and value diversity.Principals establish expectations for the use of culturally responsive practices that acknowledge and value diversity.R3R3: Reflective practice is Fair.R3B: Candidates foster inclusive environments, and respect the backgrounds of and beliefs held by their students or clients. Beeghly College of Education Educating for Reflective Professional Practice in the 21st Century.
