Advanced Programs Committee

Minutes of meeting on 1/25/00

In attendance:  Carolyn Finch, Assoc. Dean; Chris Bocklage, FA; Eric Pedersen, HPERD; Kaia Skaggs, TED; Sue Stickel, L&C; Jackie Tracy, L&C; Judy Williston, TED; Lech Wisniewski, SPED

New attendees were greeted.  Dr. Finch handed out a model conceptual framework, an example of one that is organized by themes.  One new focus is that professional dispositions are being increasingly highlighted at the undergraduate level based on NEA, AFT, ACEI and other statements of professional characteristics and behaviors.

We examined how goals, incorporating NTASC and NBPTS, were correlated with objectives and how program themes and objectives were correlated.  We also examined a matrix of university program objectives correlated with state-defined “essential dimensions of teaching” as well as with state and national standards.  The NCATE rubric calls for showing how program standards and national, professional organization, and state standards all interrelate.  We might use a framework like that illustrated in the example.

For each NCATE program at the graduate level, we need to identify any existing professional organization standards that the program should meet in order to create the matrices for the conceptual framework.

We also need to show that elements of the conceptual framework are supported by current literature through including a bibliography of research and resources.

To do:

            •  First, each program should look at what they’ve currently got in terms of conceptual framework.  Some of the existing conceptual frameworks contain material that does not belong there; need to weed out things like course descriptions, etc.

            •  We need to delineate what are the elements of the conceptual framework.  What recent research is represented and/or cited?

            •  Programs without advisory groups need to consider establishing them, deciding who should be involved, what the role should be, how it should be convened and when.

            •  Each program needs to identify professional and national standards and construct matrices with program goals.

            •  We need to review the conceptual frameworks with respect to the NCATE rubric for the conceptual framework as presented in the NCATE material.  As above, important aspects are the research base and an outside advisory committee.

            •  We will also at some point need to consider the outcome assessment piece more seriously.  We might consider looking at teacher work sampling methodology as the Renaissance group is doing.  There will be a focus on performance-based assessment.

Next:

            •  We need to develop a timeframe for the next few months.  By spring, everyone should have a structure, a clear idea of what the conceptual framework is, and beginning to draft them.  We might have each program report about what they’ve got and next steps that are needed.

            •  Report from the Renaissance group to this committee.

Respectfully submitted,

Kaia Skaggs, Secretary