Conceptual Framework
of
McDaniel College
National Council for the
Accreditation of Teacher
Education (NCATE)
www.ncate.org
The “Professional Education Unit”
 Undergraduate
department
education
– Initial certification
 Graduate
and Professional Studies
– Initial certification (B.E.S.T., Special
Education, Deaf Education)
– Advanced certification (Counseling,
Curriculum & Instruction, Elementary
Education, School Library Media,
Secondary Education, Reading, Special
Education)
Conceptual Framework
 Conceptual
meaning
 Directions for
– Programs
– Courses
– Teaching
– Candidate performance
– Faculty scholarship & service
– Unit operations & accountability
McDaniel College Conceptual
Framework Themes

Knowledge

Caring

Reflection
Our Mission
To prepare
Knowledgeable, caring, and reflective
practitioners
to
facilitate learning
for all students
in a diverse and technological society
Conceptual Framework Outcomes
 Knowledge
 Diversity
 Professional
Disposition
 Reflection
 Communication
 Technology
CF Outcome 1: McDaniel College
prepares graduates who
Consistently demonstrate the content,
pedagogical, and pedagogical
content knowledge necessary to
facilitate learning for all students.
Knowledge
Outcome 1 Proficiencies
Knowledge
Candidates are able to:
• describe and exemplify the central concepts, theoretical frameworks, tools of
inquiry, and structures of their discipline/program.
• describe how students learn and develop.
• present the foundations for designing learning experiences that facilitate
student achievement of intended outcomes.
Skills
Candidates can:
• collect and evaluate data needed to determine student progress and needs.
• design long and short term lesson plans to facilitate student growth toward
clearly defined important learner outcomes.
• employ strategies appropriate to the discipline/program and the needs of the
student in order to improve student learning.
Dispositions
Candidates are committed to:
• the continuous development of each learner’s talents, aptitudes, and habits of
mind.
• fostering the ability of learners to recognize strengths in others and support
the learning of others.
• supporting parental/community involvement in the learning process.
demonstrating enthusiasm about their discipline/program.
Rubric for Rating Performance on Outcome 1
4 Exemplary
Candidates demonstrate a superior knowledge base of their discipline, of how students learn and develop, and of
the pedagogy. They consistently design outstanding long and short term plans and employ extremely effective
instructional strategies and processes for assessing the learning of their students. They are deeply invested in the
continuous development of each member of the learning community. In addition, they demonstrate a strong
understanding of the critical role families play in education. Candidates demonstrate a strong commitment and
great enthusiasm for their discipline. Their performance is outstanding.
3 Proficient
Candidates demonstrate a strong understanding of the knowledge base of their discipline, of how students learn
and develop, and of the pedagogy. They design appropriate long and short term plans and employ effective
instructional strategies and processes for assessing the learning of their students. They are invested in the
continuous improvement of each member of the learning community. Candidates demonstrate a commitment and
enthusiasm for their discipline. Their performance is above average.
2 Developing
Candidates demonstrate an adequate understanding of the knowledge base of their discipline, of how students
learn and develop, and of the pedagogy. They are generally able to design long and short term plans and employ
instructional strategies and processes for assessing the learning of their students. They strive to involve all
members of the learning community in continuous development and have some understanding of the critical role
families play in education. Candidates generally demonstrate a commitment and enthusiasm for their discipline.
Their performance is average.
1 Unacceptable
Candidates demonstrate an inadequate knowledge base of their discipline, of how students learn and develop, and
of the pedagogy. They do not consistently design long and short term plans and do not consistently display the
ability to employ effective instructional strategies and processes for assessing student learning. In addition they
seldom display an understanding of the importance of continuous learning for all members of the learning
community nor do they understand the critical role families play in education. They do not display appropriate
commitment or enthusiasm for their discipline. Their performance is below average.
CF Outcome 2: McDaniel College
prepares graduates who
Use their self-awareness and
knowledge of diversity to create
learning environments that support
their belief that all students can
learn.
Diversity
DIVERSITY
The Education Department at McDaniel College
defines diversity as it impacts teaching and learning
as “differences, or variety, among groups of people
based on a range and combination of backgrounds
and histories related to ethnicity, race, gender,
language, socioeconomic status, sexual
orientation, disability, geographical area, religious
background, and exceptionalities in learning.” The
department is committed to addressing
diversity in curriculum, instruction,
assessment, and interpersonal relations.
Outcome 2 Proficiencies
Knowledge
Candidates are able to:
• define diversity in broad terms as articulated by the education unit at McDaniel College.
• explain the impact of culture and learning styles on teaching and learning.
• explain how their self-awareness and personal values impact their ability to create an
educational environment to address the needs of each student.
Skills
Candidates can:
• incorporate their understanding of diversity into planning, instruction, and assessment.
• provide and monitor individualized approaches to teaching and learning when appropriate
for each student.
• modify and adapt instruction to meet the diverse needs of students.
• create a climate of understanding and acceptance of cultural and individual differences in
the classroom.
Dispositions
Candidates are committed to:
• valuing diversity in the classroom and in the community.
• considering themselves as part of a diverse community.
• the belief that all students can learn and can experience success in the educational
environment.
• demonstrating respect for all students as individuals.
Rubric for Rating Performance on Outcome 2
4 Exemplary
Candidates consistently value and understand diversity, are aware of their personal and cultural
values and their impact on the educational environment and believe all students can experience
academic success in the educational environment. They consistently incorporate a clear
understanding of diversity and a respect for all students in planning, instructing and assessment.
Their performance is outstanding.
3 Proficient
Candidates usually value and reasonably understand diversity, are aware of most of their personal
and cultural values and their impact on the educational environment and usually believe all
students can experience academic success in the educational environment. They usually
incorporate appropriate considerations of diversity and respect for all students in planning,
instructing and assessment. Their performance is above average.
2 Developing
Candidates generally value and understand diversity, are aware of some of their personal and
cultural values and their impact on the educational environment and generally believe all students
can experience academic success in the educational environment. They adequately incorporate
appropriate considerations of diversity and respect for all students in planning, instructing and
assessment. Their performance is average.
1 Unacceptable
Candidates demonstrate minimal understanding of aspects of diversity, are seldom aware of their
personal and cultural values and their impact on the educational environment, and do not believe
most students can experience academic success in the educational environment. They
incorporate few or no appropriate considerations of diversity and respect for students in planning,
instructing and assessment. Their performance is below average.
CF Outcome 3: McDaniel College
prepares graduates who
• Exhibit the attitudes and behaviors
required of educational professionals
Professional Dispositions
Outcome 3 Proficiencies
Knowledge
Candidates are able to:

articulate the definition of professional dispositions and list those appropriate to their program.

explain the connection between professional dispositions and student learning.
Skills
Candidates can:

demonstrate legal and ethical behavior as referenced by
a. McDaniel College’s honor code, first principles, and prescriptions on Conduct, and
b. the code of ethics as defined by the professional organizations of the candidate’s program of
study.

identify their own values, as well as their students/clients values, to understand the impact
and influence of these values on instruction and learning/advising/counseling.

analyze the educational needs of the students, communities and families.

collaborate with colleagues.
Dispositions
Candidates demonstrate:

dependability, flexibility, and punctuality.

willingness to profit from feedback and suggestions for improvement.

positive relationships with families, faculty, students, and staff.

professional commitment and enthusiasm for the profession and their program of study.

the characteristics defined in a suitability (for the profession) instrument as developed by the
respective program of study.
Rubric for Rating Performance on Outcome 3
3 Proficient
Candidates possess the knowledge and skills to demonstrate the values, attitudes, and behaviors
appropriate to their program of study. They demonstrate these dispositions consistently and
always model such behaviors in an effort to instruct others. They are always dependable, flexible,
punctual, willing to profit from feedback, and seek to develop positive relationships with families,
faculty, students, and staff. They exhibit the professional dispositions required of educational
professionals.
2 Developing
Candidates possess the knowledge and skills to demonstrate the values, attitudes, and behaviors
appropriate to their program of study. With remediation and coaching they demonstrate these
dispositions regularly and can model such behaviors in an effort to instruct others. They are
developing dependability, flexibility, punctuality, a willingness to profit from feedback, and are
seeking to develop positive relationships with families, faculty, students, and staff. They are
developing the professional dispositions required of educational professionals.
1 Unacceptable
Candidates do not possess the knowledge or skills to demonstrate the values, attitudes, or
behaviors appropriate to their program of study. They rarely demonstrate these dispositions and
cannot model such behaviors in an effort to instruct others. They are not dependable, flexible,
punctual, or willing to profit from feedback. They do not seek to develop positive relationships
with families, faculty, students, and staff. They do not exhibit the professional dispositions
required of educational professionals.
CF Outcome 4: McDaniel College
prepares graduates who
Reflect on their practice and are
committed to continued professional
development
Reflection
Outcome 4 Proficiencies
Knowledge
Candidates are able to:
 explain the concept of reflective practice and its impact on student performance and
achievement.
 describe frameworks for analyzing the socio-cultural factors and the instructional
contexts that influence teaching and learning.
 articulate the relationship between reflective practice and professional development.
Skills
Candidates can:
 use ongoing formative and summative assessments, as well as information about
students and learning contexts, to reflect on and revise practice.
 research professional literature, authoritative opinion, and data sources to inform
teaching and learning.
 articulate and apply a personal philosophy of education.
Dispositions
Candidates are committed to:
 reflection as a strategy for continuous professional development.
 long-term reflection and analysis of their practice within the larger educational
community.
Rubric for Rating Performance on Outcome 4
4 Exemplary
Candidates consistently value and practice self-reflection and understand the effects of reflective
practice on professional growth, student achievement, and school-community relationships. They
continuously analyze socio-cultural factors, instructional contexts, and student data to reflect on
and to revise practice. These candidates are self-motivated to research professional literature and
continually seek opportunities to grow professionally. Their performance is outstanding.
3 Proficient
Candidates usually value and practice self-reflection and understand the effects of reflective
practice on professional growth, student achievement, and school-community relationships. They
frequently analyze socio-cultural factors, instructional contexts, and student data to reflect on and
to revise practice. These candidates often research professional literature and seek opportunities
to grow professionally. Their performance is above average.
2 Developing
Candidates generally value and practice self-reflection and understand the effects of reflective
practice on professional growth, student achievement, and school-community relationships. At
times, they analyze socio-cultural factors, instructional contexts, and student data to reflect on and
to revise practice. These candidates occasionally research professional literature and seek
opportunities to grow professionally. Their performance is average.
1 Unacceptable
Candidates seldom value or practice self-reflection and demonstrate minimal understanding of the
effects of reflective practice on professional growth, student achievement, or school-community
relationships. They do not analyze socio-cultural factors, instructional contexts, or student data to
reflect on and to revise practice. These candidates do not research professional literature, nor do
they seek opportunities to grow professionally. Their performance is below average.
CF Outcome 5: McDaniel College
prepares graduates who
Develop effective and supportive
relationships that enhance
communication among students,
parents, and colleagues to facilitate
learning.
Communication
Outcome 5 Proficiencies
Knowledge
Candidates are able to:
 explain the communication process (written, verbal, nonverbal and media) and its
impact on learning.
 identify barriers to effective communication.
Skills
Candidates can:
 apply effective written, verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom and
school community.
 build relationships with students, families, family, colleagues and external
communities necessary to facilitate student learning.
Dispositions
Candidates are committed to:
 engaging family and the external community where appropriate in the educative
process.
 building effective relationships between themselves and all those in the educational
setting in which they work and live.
 developing and maintaining a learning community in environments in which they work
and live.
Rubric for Rating Performance on Outcome 5
4 Exemplary
Candidates consistently understand key features of a variety of communication processes (written, verbal,
nonverbal and media communication). They can readily apply a variety of effective communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom and school. Candidates are deeply
committed to the engagement of family/community in the educative process, to facilitating effective relationships
between themselves and all those in the educational setting in which they work and live. Their performance is
outstanding.
3 Proficient
Candidates usually understand key features of a variety of communication processes (written, verbal, nonverbal
and media communication). They can usually demonstrate the use of reasonably effective communication
techniques that should foster active inquiry, collaboration, and supportive interaction in the classroom and school
community. Candidates usually believe that the family and educational community should be engaged in the
educative process, that they should facilitate many effective relationships between themselves and most of those
in the educational setting in which they work and live. Their performance is above average.
2 Developing
Candidates understand some features of a few communication processes (written, verbal, nonverbal and media
communication). They can apply some effective communication techniques to foster active inquiry, collaboration,
and supportive interaction in the classroom and school. Candidates occasionally believe that the family and
educational community should be engaged sometimes in some parts of the educative process, that they should
facilitate a few effective relationships between themselves and some of those in the educational setting in which
they work and live. Their performance is average.
1 Unacceptable
Candidates do not understand features of the communication processes (written, verbal, nonverbal and media
communication). They do not apply any effective communication techniques to foster active inquiry, collaboration,
and supportive interaction in the classroom and school. Candidates do not believe that the family and educational
community should be engaged in any parts of the educative process, that they should not facilitate effective
relationships between themselves and those in the educational setting in which they work and live. Their
performance is below average.
CF Outcome 6: McDaniel College
prepares graduates who
Demonstrate and promote the
strategic use of technology to
enhance learning.
Technology
Outcome 6 Proficiencies
Knowledge
Candidates are able to:

enumerate ways to use technology to enhance learning for all students, to improve
communication with parents and the educational community, to manage learning and to promote
their professional growth.

explain the social, ethical, legal, and human issues surrounding the use of technology in PK-12
schools.
Skills
Candidates can:

access, evaluate, process and apply electronic information.

integrate technology effectively in learning experiences to advance achievement of content and
technology standards for all students to promote understanding, inquiry and problem solving.

plan uses of technology (including assistive technology) to support learner-centered strategies
that address the diverse needs of students.

use technology resources to improve communication and interactions with and between students,
parents, peers and the larger community.

use technology to analyze problems and develop data-driven solutions for instructional and school
improvements.
Dispositions
Candidates are committed to:

facilitating equitable access to technology resources for all students.

searching for effective uses of technology in the learning process.

promoting safe, healthy and ethical uses of technology.

continually upgrading their own skills in technology and its strategic use in educational settings.
Rubric for Rating Performance on Outcome 6
4 Exemplary
Candidates consistently use technology and can readily access, evaluate, process and apply technological
resources creatively within the learning environment to support learner-centered strategies. Technology is
continually used to analyze problems and develop data-driven solutions for instructional and school improvement.
Candidates are committed to facilitating equitable access to technology resources for all students, searching for
effective uses of technology in the learning process, promoting safe, healthy and ethical uses of technology and
continually upgrading their own skills in technology and its strategic use in educational settings. Their
performance is outstanding.
3 Proficient
Candidates usually use technology and can frequently demonstrate how to access, evaluate and process
technological resources successfully within the learning environment to support learner-centered strategies.
Technology is often used to analyze problems and develop data-driven solutions for instructional and school
improvement. Candidates facilitate equitable access to technology resources for all students, search for effective
uses of technology in the learning process, promote safe, healthy and ethical uses of technology and regularly
upgrade their own skills in technology and its strategic use in educational settings. Their performance is above
average.
2 Developing
Candidates generally use technology and can occasionally demonstrate how to access, evaluate and process
technological resources within the learning environment to support learner-centered strategies. Sometimes
technology is used to analyze problems and develop data-driven solutions for instructional and school
improvement. Candidates can typically facilitate equitable access to technology resources for all students, search
for effective uses of technology in the learning process, promote safe, healthy and ethical uses of technology and
occasionally upgrade their own skills in technology and its strategic use in educational settings. Their
performance is average.
1 Unacceptable
Candidates seldom use technology and minimally demonstrate how to access, evaluate and process technological
resources within the learning environment to support learner-centered strategies. Technology is infrequently used
to analyze problems and develop data-driven solutions for instructional and school improvement. Candidates
rarely facilitate equitable access to technology resources for all students, search for effective uses of technology
in the learning process, promote safe, healthy and ethical uses of technology and rarely upgrade their own skills in
technology and its strategic use in educational settings. Their performance is below average
NCATE-Required Conceptual
Framework Structural Elements
 Shared
Vision
 Coherence
 Professional Commitments and
Dispositions
 Commitment to Diversity
 Commitment to technology
 Candidate Proficiencies Aligned with
Professional and State Standards
The Conceptual Framework
guides the professional education unit at
McDaniel College in preparing education
professionals for P-12 schools