WIU’s Teacher and Professional
Education Program
Accreditation Update and
Revisions to our Unit’s
Conceptual Framework

Fall, 2008
 Finalize
conceptual framework and disseminate
 Begin drafting program reports
 Re-establish advisory committee
 Clarify expectations for “Other School Professionals”
 Complete design phase of assessment system
 Initiate subcommittees on
 Diversity
 Technology Integration
 Dispositions

Spring, 2009
 Continue
drafting program reports
 Begin development phase of assessment system
 Finalize plan for technology integration
 Implement diversity assessments

Summer, 2009
 Submit
finalized program reports for feedback
 Revise and resubmit program reports

Fall, 2009
 Submit
program reports to Assistant Dean
 Submit program reports to NCATE
 Pilot assessment system
 Initiate work drafting NCATE report

Spring, 2010
 Continue
work on sections of the NCATE report
 Launch assessment

Fall, 2010
 NCATE
Visit
UTEC MEMBERS
Unit Head: Dean Smith-Skripps
Business &
Technology
Arts & Sciences
COEHS
Fine Arts &
Communications
Practitioner
Representatives
Andrew Baker
Ginny Boynton
Cindy Dooley
Christine
Lapka
Maria Dunstan
Ruth Kelly
Reinhard
Lindner
Jill Lundgren
James Olsen
Darlos
Mummert
Louise Neff
Bonnie Sonnek
Missy Phillips
Jacqlin
Richmond
Miriam Satern






Rori Carson
Cindy Dooley
Jim La Prad
Reinhard Lindner
Missy Phillips
Dan Wise
CONCEPTUAL FRAMEWORK 2002-08
NCATE TRAINING IN D.C. (APRIL
2008)

Importance of the Conceptual Framework
 Shared
vision of preparation leading to effective
educators
 Provides direction
• programs
• courses
• teaching
• candidate performance
• scholarship
• service
• unit accountability
NCATE TRAINING IN D.C. (APRIL
2008)

Characteristics of Conceptual Framework
 Knowledge
based
 Articulated
 Shared
 Coherent
 Consistent
vision
with the unit and institutional
CONCEPTUAL FRAMEWORK
SURVEY RESULTS – 2008
Introduction


The Conceptual Framework Survey, comprised of 12 items with
space for written comments, was sent out in the latter part of the
spring, 2008 semester to (1) WIU Teacher Education faculty/staff (2)
WIU administrators, (3) Local school district administrators and
faculty, and (4) WIU education program candidates (undergrad) as
well as advanced program candidates (graduate).
The survey had two main purposes. First, to determine
understanding/ familiarity/ satisfaction with the current conceptual
framework. Second, to familiarize those stakeholders who may not
be as conversant with the conceptual framework as they need to be.
315 individuals responded to the survey in total. Although adequate
in absolute size, it should be noted that the sample was both
purposive and convenience based
CONCEPTUAL FRAMEWORK
SURVEY RESULTS – 2008
Program Role: Frequencies by Role of Respondent
Valid
WIU Education
faculty/staff
WIU Administrator
Public School
faculty/administrator
WIU UG Pr ogr am
candidate
WIU Gr aduate
Program candidate
Total
Cumulative
Percent
Frequency
Percent
Valid Per cent
19
6.0
6.0
6.0
4
1.3
1.3
7.3
35
11.1
11.1
18.4
211
67.0
67.0
85.4
46
14.6
14.6
100.0
315
100.0
100.0
CONCEPTUAL FRAMEWORK SURVEY RESULTS – 2008
Summ ary Means Across Items
Program Role
WIU Education
faculty/staff
WIU Administrator
Public School
faculty/administrator
WIU UG Program
candidate
WIU Graduate
Program candidate
Total
5.89
19
1.410
6.00
4
1.414
6.74
35
i10
5.47
19
1.219
6.00
4
1.414
6.41
34
i11
5.39
18
1.539
6.25
4
.500
6.31
35
i12
5.44
16
1.459
6.50
4
.577
6.17
35
.976
.561
.892
.758
.857
6.18
209
.916
6.17
46
1.060
6.14
312
1.004
6.24
207
.836
6.28
46
1.068
6.28
311
.913
6.13
207
.910
6.15
46
1.074
6.12
310
.973
6.02
208
.958
6.09
46
1.189
6.03
311
1.023
5.79
209
1.213
5.78
46
1.332
5.83
310
1.210
i1
i2
i3
i4
i5
i6
i7
i8
i9
Mean
N
Std. Deviation
Mean
N
Std. Deviation
Mean
N
Std. Deviation
6.16
19
1.068
5.50
4
1.732
6.54
35
5.21
19
1.512
5.50
4
1.291
6.23
35
6.21
19
1.182
6.00
3
1.000
6.66
35
5.68
19
1.376
6.33
3
.577
6.11
35
6.00
19
1.414
6.00
4
1.414
6.66
35
5.26
19
1.284
6.00
4
1.414
6.20
35
6.00
19
1.453
6.00
4
1.414
6.74
34
5.37
19
1.461
6.00
4
1.414
6.32
34
.701
.910
.684
.932
.684
.833
.567
Mean
N
Std. Deviation
Mean
N
Std. Deviation
Mean
N
Std. Deviation
5.94
210
.996
6.15
46
1.135
6.05
314
1.018
5.82
210
1.175
6.15
46
1.154
5.88
314
1.186
6.29
210
.856
6.20
46
1.167
6.31
313
.918
6.14
211
.980
6.13
46
1.147
6.11
314
1.025
6.22
209
.830
6.24
46
1.119
6.25
313
.922
6.01
210
.983
6.11
46
1.080
6.00
314
1.021
6.38
208
.796
6.33
46
1.097
6.38
311
.893
CONCEPTUAL FRAMEWORK SURVEY 2008:
QUANTITATIVE RESULTS SUMMARY

Discussion

Overall, the results indicate a largely positive view of the various
components of the conceptual framework with mean scores ranging from a
low of 5.83 (i12) to a high of 6.38 (i7) on a 7 point scale. Only two items
were below a mean of 6 (i2; i12). When broken down by respondents, on
the whole WIU faculty/staff (n=19) tended to give the lowest ratings, while
Public School faculty/administrators (n=35) gave the highest, with WIU
program candidates (n=210) roughly in the middle. The low number of
respondents (n=4) from the WIU administrator category make any
interpretations impossible for this group. As a caution, it should be noted
that the modal response for all items (except item 6) was a score of 7
indicating a potential response set. Nevertheless, overall the numerical
responses indicate a generally affirmative view of the WIU Teacher
Education Conceptual Framework and Teacher Preparation Program.
CONCEPTUAL FRAMEWORK SURVEY
RESULTS - 2008: QUALITATIVE RESPONSES
Written Comments by Conceptual Model Area
Positive
Negative Neutral
Total
Knowledge of Content
6
8
6
20
Knowledge of Teaching
9
5
6
20
Knowledge of Learners
3
5
7
15
Knowledge of Professional Skills and
Dispositions
4
2
4
10
Application and Reflection
8
0
4
12
Diversity
2
5
5
12
Technology
2
18
4
24
General
10
2
4
16
44
45
40
129
Total
CONCEPTUAL FRAMEWORK SURVEY RESULTS - 2008:
QUALITATIVE RESPONSE SUMMARY

Discussion and conclusion


Comments by respondents were quite diverse. The majority (81 out
of 129) came from WIU undergraduate teacher education candidates.
The area eliciting the most comments was Technology (24), the
fewest, Knowledge of Skills and Dispositions (10). Technology was
also the area that elicited the most negative comments (18). This
result is in line with the numerical ratings. The areas eliciting the most
positive comments were Knowledge of Teaching (9) and Application
and Reflection (8). Overall, the number of positive (44) and negative
(45) comments were about equal. 16 (12%) comments fell under the
unsolicited (not specific to the categories explicitly identified in the
survey) category of General.
In fact, after spending some time with the data one gets the sense
that responses to the survey were more or less driven by a general,
global view of the effectiveness of the WIU Teacher Education
Program rather than by a careful reading of the individual components
of the Conceptual Framework.
STEERING COMMITTEE –
SUMMER ACTIVITIES








Analyzed conceptual framework survey results
Examined other institutions’ conceptual framework logos
Analyzed our existing conceptual framework to identify core
elements
Reflected on the applicability of conceptual framework to
undergraduate, advanced programs, and programs for other
school professionals
Examined current literature on effective teaching and learning
Revised unit standards, conceptual framework logo, and
mission
Created a vision statement and a tag line
Planned for UTEC Retreat
UTEC RETREAT




Presented the revised conceptual framework
standards, logo, and mission statement
Presented the newly created vision statement
Input from UTEC members led to revisions in
standards, vision statement, and mission
statement
UTEC approved the standards, vision
statement, mission statement, and logo
OUR VALUES





Knowledge
Action
Reflection
Commitment
Empowerment
EMPOWERMENT FOR LEARNING
LEARNING FOR EMPOWERMENT

Empowerment
 The creation of a professional community
wherein candidates develop the capability,
confidence, efficacy, and sense of authority,
enabling them to create a community that
positively transforms the lives and actions of all
learners and engages them in attaining their full
potential.
OUR VISION

Our graduates will be empowered
educational professionals deeply
committed to continuous learning
and the empowerment of all
learners.
OUR MISSION

The WIU Teacher and Professional Education
Program empowers candidates to become
educational practitioners who engage in informed
action that is grounded in knowledge and reflection;
who are deeply committed to the highest standards
of professional practice; who are able to adapt to
emerging social, economic, and cultural
landscapes; who are skilled in the use of
technological tools that promote teaching and
learning; and who are committed to empowering
all learners.
UTEC STANDARDS
1. The competent candidate knows, reflects
on, acts in accordance with, and is
committed to professional standards
governing his or her subject matter,
expectations for learners as described in
the appropriate content standards, and
making such content meaningful and
empowering for all learners.
UTEC STANDARDS
2. The competent candidate knows, reflects
on, acts in accordance with, and is
committed to research-based best
practices that promote the growth,
development, learning, and empowerment
of all individuals representing the social
fabric of our diverse society.
UTEC STANDARDS
3. The competent candidate knows, reflects
on, acts in accordance with, and is
committed to research-based principles
governing the planning of instruction, the
creation and maintenance of positive,
safe learning communities, the
implementation of appropriate
technological tools, and the use of varied
approaches to impact, assess, and
empower learning.
UTEC STANDARDS
4. The competent candidate knows, reflects
on, acts in accordance with, and is
committed to the importance of
professional dispositions, especially
those that advance fairness and the
belief that all individuals can be
empowered to learn.
UTEC STANDARDS
5. The competent candidate knows, reflects
on, acts in accordance with, and is
committed to the principles that govern
the application of his or her knowledge of
subject matter, the empowerment of
learners, and the acquisition of practical
and professional skills during field and
clinical experiences, and to the continual
improvement of professional
performance.