PTEU Conceptual Framework Overview for Advanced Programs

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PTEU Conceptual Framework Overviewfor Advanced
Programs
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Agenda

• KSUs Conceptual Framework
• Outcomes Proficiencies
• Relationship to course work
• Monitoring candidate progress
• Candidate Responsibility

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Collaborative Development of Expertise
inTeaching and Learning
Conceptual Framework Theme
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What are the KSDs?

• Knowledge
• Skills
• Dispositions

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Outcomes

• Subject Matter Expert
• Facilitator of Learning
• Collaborative Professional
• Refer to handout for proficiencies that relate to
  each of these three outcomes

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How are the proficiencies related to course work?

• Each course syllabus links objectives and
  assignments to appropriate proficiencies in the
  Conceptual Framework.
• Successful completion of course
  assignments/projects/tests indicates that you are
  making sufficient progress toward meeting that
  proficiency.
• Refer to your course syllabus to see these links.

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How do you know how you are doing toward
achieving the proficiencies throughout your
program?

• Feedback on course assignments/projects/tests
• Feedback on observations of you by teachers and
  faculty
• Ask your instructor how you are progressing on a
  given proficiency addressed in the course

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How you know how you are doing (continued)

• Common (unit-level) assessments
• Candidate Performance Instrument (CPI)
• Impact on Student Learning Assignment and Rubric
• Portfolio Narrative and Rubric
• Throughout your program, you are encouraged to
  continuously reflect on your own strengths and
  weaknesses regarding each proficiency

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How you know how you are doing? (continued)

• Acceptance at Decision Points
• Entry to Advanced Program
• At the midpoint (varies by
• program)
• Exit from Advanced Program

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What are some of your important responsibilities
toward meeting the proficiencies?

• Dispositions
• Diversity
• Impact on student learning
• Integration of technology

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 Dispositions What does this mean?

• Dispositions are often defined as the personal
  qualities or characteristics that are possessed
  by individuals, including
• attitudes,
• beliefs,
• interests,
• appreciations,
• values, and
• modes of adjustment.

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What Proficiencies Address Dispositions for
Advanced Programs?

• 1.4
• 2.1
• 2.3
• 3.1
• 3.2
• 3.3
• 3.4
• Refer to the handout or CPI

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Where will I find Diversity in my Program?

• In the curriculum in your courses throughout your
  program
• In the faculty (KSU and in the field placements)
• In your peers
• In the nature of your field experiences
• In your P-12 learners (students in the schools
  and other settings)

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How does the PTEU define every student?

• Age
• Disability
• Ethnicity
• Family Structure
• Gender
• Geographic Region
• Giftedness

• Language
• Race
• Religion
• Sexual Orientation
• Socioeconomic status

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What Proficiencies Address Diversity in the
Advanced Program?

• Diversity is explicitly stated in proficiencies
  1.1, 2.1, 2.2, 2.3, 2.5, 2.7 and 3.1
• Diversity is inferred throughout all the
  proficiencies as you work to meet all learners
  needs

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What proficiencies explicitly address impact on
student learning analysis assignment and rubric
in the Advanced Program?

• 1.1
• 2.2
• 2.5
• 2.6
• 3.2
• Refer to handout and impact on student learning
  analysis rubric

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What proficiencies explicitly address technology
in the Advanced Program?

• 1.2
• 2.5
• Refer to handout and CPI

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Collaborative Development of Expertise
inTeaching and Learning
Conceptual Framework
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