Shared Vision and Coherence
Our conceptual framework had its beginnings in our 1997 California Commission on Teacher Credentialing accreditation review. Many of the concepts in the conceptual framework can be connected with the vision statement presented in that 1997 review, and represent the CSU, Chico vision for educator preparation from prior to that time. Development of the conceptual framework began in a work session for all School of Education faculty led by Dr. Mary Ellen Finch, our PETE consultant, in fall 2004. At that work session, Dr. Finch asked faculty and P-12 representatives to identify the most important knowledge, skills and values in the preparation of professional educators. The ideas generated in the work session emerged from the research and teaching of faculty in our programs and were organized into categories and presented to the faculty at a Spring 2005 SOE Meeting. The sevencandidate proficienciesof the conceptual framework were finalized from those categories, and faculty members were charged with expanding and supportingthe selection of these proficiencieswith the literature of education on which their teaching and research are based. A first draft of the conceptual framework was then written based on the input provided. This draft was circulated to School of Education faculty and P-12 partners, who then met at a Fall 2005 SOE Meeting to discuss the draft and provide additional feedback for the final document.The resulting conceptual framework, then, is the culmination of many discussions and much reflection to make sure that the framework truly reflects the beliefs of faculty across the variety of programs in the School of Education that prepare teachers and other school personnel.
The conceptual framework was developed to ensure coherence among curriculum, instruction, field experiences, clinical practice, and assessment across all programs in the School of Education. Course syllabi are aligned to the conceptual framework, and faculty members use the framework and standards in instruction to address course outcomes, the content of their courses, assignments and assessments. Similarly, key assessments are aligned to the conceptual framework to provide data to monitor each candidate's development of candidate proficiencies and professional dispositions and to determine each program's effectiveness in supporting candidates in this process.
List of Exhibits