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College of Education

Conceptual Framework 2006

Developing the Current Conceptual Framework: 2005-2006, A Chronology*

Towson University had its joint NCATE/Maryland State Department of Education Initial Accreditation Visit on October 21-25, 2000. At that time, NCATE Standard I.A required that “the unit has high quality professional education programs that are derived from a conceptual framework that is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated.

After the 2000 visit, the NCATE Board of Examiners’ Report concluded that the Professional Education Unit’s Conceptual Framework met NCATE Standard I. A, Conceptual Framework, with strength. The BOE report stated that the Professional Education Unit had

a very well developed conceptual framework….developed and revisited over a ten-year period for currency and compatibility with revised state and national standards with input from a wide community of stakeholders….the conceptual framework is based upon contemporary research and best practices and is linked to the university’s mission. National and state standards are an integral part of the framework. Members of the professional community, including candidates, speak knowledgeably of the conceptual framework and its applications to both initial teacher preparation and advanced programs.

Stake holders articulated—in great detail—the coherence between candidate experiences (both structured and service learning activities) and outcomes. The unit has a system to assess the performance of candidates and the needs of the service area. Assessment data are applied to program modification and development consistently for initial programs.

From the initial, August 10, 2005 Steering Committee meeting, the preparatory effort to review, revise, and update the Conceptual Framework to meet the current NCATE requirements emphasized a unit-wide approach, as reflected by the chronology below. From May 2005 until September 2006, the Teacher Education Executive Board, the NCATE Steering Committee (representing internal and external stakeholders), the COE Leadership Group, individual departments, and individual initial and advanced preparation programs, external audiences (e.g., including external representatives on the NCATE Steering Committee, Towson’s MSDE Program Approval Specialist, PDS Principals, site-based liaisons) were diligently engaged in revising and/or providing feedback in reference to the Conceptual Framework (e.g., mission, vision, integrated themes).

March 8, 2005

Teacher Education Executive Board:
Initial discussion of upcoming accreditation and request for TEEB representatives to serve on NCATE Steering Committee.

*(Departments included the Conceptual Framework on numerous department meeting agenda that are not included below)

May 5, 2005

2000 Conceptual Framework (which was assessed as having met Standard I. A with strength"in the NCATE/MSDE Accreditation report after the 2000 visit) sent to the Teacher Education Executive Board and COE faculty for review and suggestions re. revisions needed to ensure alignment with requirements of current NCATE Standards. Input and suggestions requested and received to create revised copy.

June 20, 2005

COE Leadership Group meeting:
Orientation/overview to Joint NCATE/MSDE Accreditation, Conceptual Framework, Assessment Literacy emphasis.

Summer 2005

The Portfolio Assessment Committee worked to revise the portfolio assessment to overtly demonstrate intern competence in effecting P-12 student learning, including identified evidence and documentation. The multi-part model included a consistent assessment of intern portfolios and the identification of a required artifact for INTASC 8, identified as the Planning Cycle for Evidence of Student Learning. The main focus is to make the Assessment Plan, the Analysis and Instructional Decision Making, and the Reflection and Self Evaluation much more explicit to document the cyclical nature of intern skill in teaching, assessing, and reflecting to improve student learning.

Aug 10, 2005

The formal preparation for the NCATE Institutional Report for the Towson University Teacher Education unit began with the initial meeting of the NCATE Steering Committee. At this initial meeting of the Steering Committee, Co-Chairs Thomas Proffitt and Donna Flynn presented to the Steering Committee a thorough orientation to the joint NCATE/MSDE accreditation, including a review of NCATE Standards, Procedures, Policies; the Redesign of Teacher Education and the Redesign’s Performance Criteria; proposed timeline; SPA process; alignment of state and national standards; exhibits.

Focused overview of Conceptual Framework as foundational document, reflecting 2000 assessment of the Conceptual Framework, request for review and input to ensure alignment with new NCATE requirements (e.g., knowledge-based, articulated, shared, anchored to/by and aligned with performance based standards/standards and guidelines of specialty organizations, related research, key themes; need for revised mission and vision statements); preparation for August Teacher Education Unit Retreat.


The Steering Committee began as an eleven member, university-wide committee, including:


  • Blair, Karen, Assistant Dean, College of Education, Convener of Graduate Program Directors


  • Kate Denniston, Associate Dean of the Fisher College of Science and Mathematics


  • Donna Flynn, Coordinator of Assessment and Accreditation, Co-Chair of Steering Committee


  • Lijun Jin, ELED


  • Pam Morgan, ELED


  • Thomas Proffitt, Associate Dean, College of Education, Co-Chair of Steering Committee


  • Karen Schafer, Director of the Center for Professional Practice


  • Roberta Strosnider, SPED


  • April Tripp, Teacher Education Executive Board Representative/ Kinesiology


  • David Vocke, SCED Chair


  • Deitra Wengert, Teacher Education Executive Board Representative/ Health Education


  • Edyth Wheeler, ECED

Aug 25, 2005

Teacher Education Executive Board/Teacher Education Unit Retreat: Review of NCATE as leading advocate for teacher education; support of university administrators for national accreditation; orientation/ overview to Joint NCATE/MSDE Accreditation and Standards (NCATE and Redesign Performance Criteria, Procedures, and Policies; Steering Committee role and function; timeline; proposed Mission and Vision Statements; overview of Conceptual Framework as foundational document, request for review and input.)


In addition to COE faculty, approx. eighteen faculty from Teacher Education Executive Board departments outside the College of Education attended.

Sept 8, 2005

COE Leadership Group meeting:
Fall 05 departmental Accreditation “tasks,” including Conceptual Framework review and feedback

Sept 9, 2005

PDS Ad Hoc Committee meeting (all PDS faculty)
Overview of Conceptual Framework and linkages to JPTARR, new internship evaluations, assessment system

Sept. 12, 2006

Revised portfolio assessment model (e.g., evidence of student learning) shared with external, K-12 educational community (e.g., Director Of Elementary Education in Harford County, Director of Professional development Schooling Baltimore County); positive feedback received.

Sept 13, 2005

Teacher Education Executive Board meeting:
Mini-orientation/overview to joint NCATE/MSDE Accreditation and Standards, Procedures, and Policies; emphasis on assessment literacy, assessment system; proposed Mission and Vision Statements; overview of Conceptual Framework, request for review and input;

Sept 21, 2005

Methods Faculty external to COE meeting:
Orientation/overview to Joint NCATE/MSDE Accreditation and Standards, Procedures, and Policies; emphasis on assessment literacy, assessment system; proposed Mission and Vision Statements; overview of Conceptual Framework, request for review and input;

Sept 28, 2005

2000 Conceptual Framework sent to NCATE Steering Committee for review and suggestions re revisions and updating; specifically, are their elements that are no longer relevant? A re there missing elements? What needs to be changed, if anything? Key literature from 2000-present re. vision statement themes? Input and suggestions received were used to begin revised copy.

October 14, 2005

Steering Committee meeting:
Debrief from Retreat and TTEB meetings, and faculty responses; Mission and Vision statements; folioettes – purpose, format, process.


Mubina Kirmani, ECED, joined the Steering Committee; agenda included Conceptual Framework revisions; Lijun Jin, Pam Morgan, and Jane Williams rewriting Theme Three, Diverse and Inclusive, and Dave Wizer and Jeff Kenton rewriting Theme Four, Technology integration.

Oct 15, 2005

Clarification and additional material re: assessment literacy sent to Leadership Group.

Nov. 8, 2005

Teacher Education Executive Board Meeting:
Conceptual Framework, dispositions, triangulation of data.

Nov. 21, 2005

College of Education Faculty Meeting:
Review of Conceptual Framework as foundational document, linkage to SPA and Institutional Report and to Exhibits re: “triangulation of data”.

Dec 2, 2005

Steering Committee meeting:
Draft of Conceptual Framework provided for review and feedback, dispositions, assessment literacy.

Dec 2, 2005

Leadership Group meeting devoted to Conceptual Framework.


Jan 19, 2006

Steering Committee meeting:
Another draft of Conceptual Framework distributed for review and feedback.


To further ensure collaboration with the external education community, as well as to ensure the currency, validity, and applicability of the revisions to the Conceptual Framework, two external education community members joined the Steering Committee:


  • Dr. Gwendolyn Grant, Director of Secondary Programs/Pupil Personnel Services, Baltimore County Public Schools.


  • Ms. Donna Culan, Professional Development Schools Program, Elementary Education Resource Teacher, Howard County Public Schools.

Jan 23, 2006

Teacher Education Executive Board and COE Retreat:
Entire morning focused on the Conceptual Framework.

Jan. 25, 2006

Retreat follow-up; additional material sent re: constructivism.

Feb 3, 2006

Meeting of K-12 and SCED feeder departments’ faculty re; mission, vision, integrated themes and assessment system, evidence needed/exhibits.

Feb 14, 2006

Conceptual Framework update from Jan Retreat, Unit Assessment System.

March 1, 2006

Draft of new graphic designed by Towson University’s Office of Design and Publications.

March 3, 2006

Steering Committee meeting:
Revised drafts of Conceptual Framework, with complete literature base, and graphic distributed for review and feedback

March 9, 2006

Revised draft copy sent to Dean Lorion and COE Leadership Group for review.

March 14, 2006

Teacher Education Executive Board Meeting:
Focus on final draft of Mission and Vision statements, additional materials re: Constructivism provided and discussed.

March 15, 2006

Revised draft of Mission and Vision statements sent to Teacher Education Executive Board.

March 20, 2006

MSDE—Progress meeting with Ms. Norma Allen, MSDE Program Approval Liaison to TU; Conceptual Framework discussed and to be forwarded to her for review.

April 11, 2006

Teacher Education Executive Board Approval of Mission and Vision Statements.

April 12, 2006

Revised copy of the Conceptual Framework sent to Teacher Education Executive Board for review and action.

April 20, 2006

Meeting of PDS Stakeholders, both internal—faculty, and external--Principals, Site Liaisons; detailed explanation of revised mission and vision statement, and integrated themes, request for feedback.

May 9, 2006

Teacher Education Executive Board:
Recommendation to adopt Mission and Vision Statements

July 25, 2006

Steering Committee meeting:
Review and recommendation to adopt Conceptual Framework; discussion and revisions to Category I draft; planning for Retreat.

August 23, 2006

Teacher Education Unit Retreat (including Teacher Education Executive Board) – final copy of Conceptual Framework presented to faculty for review.

Sept. 12, 2006

Teacher Education Executive Board final approval of the Conceptual Framework




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