Conceptual Framework By Teaching We Learn History of Development by historyman

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									             Idaho State University                         College of Education




          Conceptual Framework: By Teaching We Learn
                     History of Development

Our conceptual framework, By Teaching We Learn, establishes the shared vision for our efforts
in preparing educators to work effectively in PK-12 schools. It provides direction for programs,
courses, teaching, candidate performance, scholarship, service, and unit accountability, and
describes the vision and purpose of our efforts in preparing educators. The history of the
development of our conceptual framework provides strong evidence of the extent to which our
conceptual framework represents a shared vision for the preparation of teachers and other school
personnel. This document summarizes the major milestones in the development and ongoing
revision of our conceptual framework, By Teaching We Learn.

In August of 1994, the College of Education convened an Education Summit at Grand Targhee
attended by University and College faculty and representatives from diverse stakenolder groups
including undergraduate and graduate students, business and industry, public and private schools,
the state legislature, and the Idaho State Board of Education. Through a series of activities led by
a consulting team from the Northwest Regional Educational Laboratory, participants mapped
Idaho’s recent history in educational reform, jigsawed current educational topics, and identified
the beliefs and values that form the foundation for our conceptual framework, By Teaching We
Learn. As an outcome of the Education Summit I, participants identified five priorites for our
reform and restructuring work:
      • Vision and Mission
      • Teacher Education
      • EdD Program
      • Technology
      • Faculty Reward and Evaluation Systems

During AY 1994-1995, Collaborative Teams comprised of University and College faculty,
practicing educators, teacher education candidates, and representatives from business, industry,
and other education agencies developed products and recommendations relative to each of the
priorities identified at the Education Summit. Work of the teams was shared during a series of
Town Meetings through which issues were discussed and decisions made. During this period, a
new vision and mission for the College of Education was adopted, new standards for teacher
education were begun, a framework for a new Ed.D. program in Educational Leadership was
developed, technology initiatives were initiated, and new faculty promotion and tenure guidelines
were adopted.
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During 1995-1996, the Collaborative Teams evolved to Work Teams through which focused
work on six priorities was begun: Conceptual Framework, Governance, Teacher Education,
Masters Programs, Ed.D. Program, and Secondary Teacher Education Reform.

The original version of our conceptual framework, By Teaching We Learn, was adopted by the
College of Education in fall of 1995. At the same time, the Teacher Education Work Team
facilitated the development of statements regarding what teachers should know and be able to do;
these statements became the basis for our Standards for Beginning Teachers. The final set of
standards was refined and adopted in a Town Meeting in spring of 1995. Our Standards for
Advanced Professional were introduced by the Masters Programs Work Team in the fall of 1996
and subsequently adopted as the standards for all masters-levels programs in the College of
Education.

During AY 1996-1997, the conceptual framework and Standards for Beginning Teachers were
widely disseminated through mailings to Arts and Sciences faculty, practicing educators, teacher
education candidates, the participants in the Education Forum, and the Idaho Education
Association. As part of this dissemination, we gathered data regarding the clarity and validity of
the standards by asking individuals to comment on the standards and rate the clarity of language
and criticality of each standard to teaching. The standards and conceptual framework were
subsequently revised and then distributed in final form to all constituents.

During AY 1997-1998, we worked with our partners to design new educator preparation program
course work, clinical experiences, and assessments that reflected our conceptual framework and
standards. A new teacher preparation program professional education core was designed and a
new core professional studies core for masters programs was developed and implemented. As we
engaged in this work, we revised our conceptual framework to more closely define key values
and beliefs and implementation issues. In fall of 1997, we revised the conceptual framework to
reflect our emphasis on assessment-as-learning and to incorporate important aspects of our
professional development model.

AY 1998-1999 was a period of full implementation of our new educator preparation program
course work, clinical experiences, and assessments. At the recommendation of the College of
Education Diversity Committee, stronger language relative to our commitment to diversity was
added to the conceptual framework in spring of 1999.

We again revised our conceptual framework to more strongly reflect our commitment to issues
of diversity in AY 2000-2001. Acting on a recommendation from the College of Education
Diversity Committee, we developed an inclusive definition of diversity and adopted the
Brofenbrenner Model as the framework for addressing diversity throughout our educator
preparation programs.

								
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