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College of Education

Conceptual Framework 2006

Developing the Conceptual Framework: 1997-1999, A Chronology

May 13, 1997 – Teacher Education Executive Board: orientation to NCATE; projected tasks – revisit mission and vision statements, expand the MSDE Conceptual Framework; introduction to and distribution of the four categories of standards. Discussion and approval of plan as outlined

September 23, 1997 – Teacher Education Executive Board: review of NCATE as leading advocate for teacher education; support of university administrators for national accreditation.

February 10, 1998 – Teacher Education Executive Board Meeting: review of NCATE and significant role as advocacy group for teacher education; President and Provost support for national accreditation; NCATE status within Maryland; process (conceptual framework folios, etc.); AACTE project for NCATE aspirant institutions, February 28- Monday 1, 1998.

March 10, 1998 – Teacher Education Executive Board: discussion of AACTE project and consultant role; approved submission of “letter of intent.”

March 19, 1998 – Letter to Teacher Education Executive Board chairs and representatives, Deans of Colleges of Science and Math and Liberal Arts – overview of NCATE accreditation and invitation to April 14, 1998 meeting of Teacher Education Executive Board.

April 14, 1998 – Teacher Education Executive Board: discussion of NCATE’s role in teacher education (PDS, technology, etc.); President sent letter of intent; distribution and discussion of NCATE Standards; specifics of accreditation process: preconditions and folios, conceptual framework; selection of two TEEB representatives from colleges other than Education as Steering Committee representatives.

July 9, 1998 – The formal preparation for the NCATE Institutional Report for the Towson University Teacher Education unit began on July 9, 1998, with the initial meeting of the NCATE Steering Committee. The Steering Committee began as a six member, university wide committee, including:

Dr. Mary Blann, TEEB representative/Kinesiology
Dr. James Lawlor, Secondary Education
Dr. Thomas Proffitt, Associate Dean College of Education; Chair of Steering Committee
Dr. Robert Smith, Elementary Education
Dr. Deitra Wengert, TEEB representative/Health Education
Dr. Edyth Wheeler, Early Childhood Education

Three additional members joined the Steering Committee after the August 1998 Teacher Education Retreat:

Dr. Maya Kalyanpur, Reading, Special Education, and Instructional Technology
Dr. Roxanna DellaVecchia, Convenor of Graduate Directors/Elementary Education Graduate Director
Ms. Pamela Morgan, PDS Instructional Facilitator, Elementary Education

At this initial meeting of the Steering Committee, Dennis Hinkle, Dean, and Thomas Proffitt, Associate Dean, presented to the Steering Committee a thorough orientation to NCATE accreditation. Topics included review of NCATE Standards, Procedures, Policies; proposed timeline; Conceptual Framework as foundational document; folios; alignment of state and national standards; distribution of MSDE Conceptual Framework and other key documents.

July 15, 1998 – Steering Committee Meeting: Conceptual Framework, MSDE to NCATE: anchored to/by and aligned with performance based standards/standards and guidelines of specialty organizations, related research, key themes; revised mission and vision statements; preparation for August Teacher Education Unit Retreat.

August 21, 1998 – Steering Committee meeting: proposed mission and vision statements;review of proposed outline and first draft of expanded Conceptual Framework for review and feedback; literature base discussed; folios.

August 26, 1998 – TEEB/Teacher Education Unit Retreat: orientation/overview to NCATE and NCATE Standards, Procedures, and Policies; Steering Committee role and function; timeline; proposed Mission and Vision Statements; graphical representation and overview of expanded Conceptual Framework, request for review and input.

In addition to COE faculty, twelve faculty from TEEB departments outside the College of Education attended, including representatives/chairs from Physics (2), Spanish, Kinesiology (2), English (2), Health, Music, Dance, Biology, and Geography.

September 15, 1998 – Teacher Education Executive Board: discussion and TEEB approval of revised Teacher Education Unit Mission and Vision statements as a result of NCATE Steering Committee work; review of NCATE “next steps” – Conceptual Framework, folio.

October 9, 1998 – Steering Committee: debrief from Retreat and faculty response; Mission and Vision statements; vita format; folioettes – purpose, format, process; revised draft of Conceptual Framework with literature base for two of seven themes, for review and feedback; Category I indicators – request for input; folio update.

October 13, 1998 – Teacher Education Executive Board: discussion and approval of proposed ConceptualFramework and graphical representation of interwoven vision statement themes and standards; Category I input requested.

October 26, 1998 – Teacher Education Advisory Council: discussion and feedback concerning Conceptual Framework – mission, vision, standards.

November 10, 1998 – Teacher Education Executive Board: discussion of folio progress.

December 11, 1998 – Steering Committee: folio update; vita and folioette update; revised draft of Conceptual Framework, with literature base for five of seven themes, for review and feedback; Category I Input.

January 4, 1999 – Steering Committee chair and Dr. DellaVecchia, representing Graduate Directors, met to ensure Conceptual Framework alignment with advanced preparation studies.

February 9, 1999 – Teacher Education Executive Board: ten folios submitted in January to NCATE; discussion and approval of latest changes to Conceptual Framework; invitation to Diversity Committee meeting on March 29; draft of Category IV distributed for review.

February 19, 1999 – Steering Committee – revised draft of Conceptual Framework, with complete literature base, for review and feedback; folio update (all submitted January 1999); Category I update; draft of Category IV distributed for review and feedback; folioette update.

March 9, 1999 – Draft Conceptual Framework distributed to TEEB chairs and representatives, and all teacher education faculty for review and feedback.

March 29, 1999 – Diversity Committee sponsored Retreat for Teacher Education Unit; G. Pritchy Smith, Common Sense About Uncommon Knowledge: The Knowledge Bases for Diversity, keynoted the Retreat.

April 12, 1999 – Teacher Education Advisory Council: discussion of latest version of Conceptual Framework and relationship to the professional development needs of inservice educators and Towson’s ongoing collaboration with P-12 to provide professional development.

April 14, 1999 – Teacher Education Executive Board: discussion and approval of revisions to Conceptual Framework based on faculty feedback; discussion of Praxis I and II, emphasis on integrative aspect (content and pedagogy) of Praxis II; applications distributed for Praxis II invitational workshops; request for Category I-IV documentation.

April 30, 1999 – Steering Committee – semi-final draft of Conceptual Framework (integrating faculty feedback from March 1999 distribution) distributed for review and feedback; Conceptual Framework sent to Dr. Dennis Cartwright, Consultant, AACTE Partnerships for Excellence in Teaching, Dr. Carol Smith, AACTE Senior Director, Professional Issues, and Dr. Virginia Pilato, MSDE Branch Chief, Program Approval, for review and feedback; planning for August 1999 Teacher Education Unit Retreat; updates: vita, folioette; Category I-IV documentation request.

May – July 6, 1999 – Cartwright, Pilato, Smith responses received and incorporated into Conceptual Framework.

July 22, 1999 – Revised Conceptual Framework and Category I draft sent to Steering Committee and Teacher Education Executive Board for final review.

August 17, 1999 – Steering Committee – review and recommendation to adopt Conceptual Framework; discussion and revisions to Category I draft; planning for Retreat.

August 30, 1999 – Teacher Education Unit Retreat (including TEEB) – Conceptual Framework presented to faculty for review; after discussion and clarification, approved by TEEB/Teacher Education Unit.

Beginning at the initial meeting, the preparatory effort of reflection and self study emphasized a unit wide approach, as reflected by the chronology. Throughout 1998-1999, individual departments, and individual initial and advanced preparation programs were also diligently engaged in NCATE self study preparations (folios, analysis of standards vis a vis programs, preparing content specific program folioettes, providing feedback to the Steering Committee in reference to the mission, vision, Conceptual Framework, etc.)



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