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Part II
Conceptual Framework

2002 Institutional Report for NCATE Accreditation

PART II: CONCEPTUAL FRAMEWORK

Dottin (2001) emphasized the Conceptual Framework articulates a philosophy that gives meaning to the unit’s existence and directs its actions in decision-making. Continuing our commitment to the preparation of "The Educator as a Caring Intellectual", the COEHS Conceptual Framework serves as the catalyst for our efforts to enhance and strengthen both the initial and advance preparation programs provided for educators.

This Framework was developed as a part of the preparation process for the 1997 Initial Accreditation visit. Since then, COEHS continues to reflect on the best thinking, scholarship, and research in teacher education. Changes are reflected in the actions of the COEHS Conceptual Framework Task Force. This group updated the knowledge base for supporting the embedded Framework ideas, provided more inclusive language where “teacher-focus” language seemed too restrictive, addressed updated standards and assessments of external groups, and added vignettes profiling real educators illustrating key Framework aspects. Since our initial visit, COEHS has taken additional steps to use the Conceptual Framework to further align the components of PEP and Graduate Programs both internally and with external expectations in the accreditation and program approval process.

Consistent with this mission, vision and purpose, COEHS reevaluated and refined its Conceptual Framework “The Educator as a Caring Intellectual”. Using both narrative comment and illustrative vignettes of exemplary professionals, the Framework communicates dynamic and complex relationships of the knowledge, skills, and dispositions at the center of such preparation. The knowledge base can be found on site in the scholarly works referenced in Conceptual Framework Notebook and articulated in the following description.

COEHS CONCEPTUAL FRAMEWORK
I. Mission of the Institution
The select mission of UW Oshkosh as stated in the Overview section is consistent with the mission of the COEHS unit as stated below.

II. Mission of the Unit
The Mission is to be a community of inquirers working collaboratively to make living a humane and hopeful experience for all. Our ultimate Purpose is to prepare professionals in education, counseling, and human services who are caring, intellectual visionaries.

III. The Unit’s Philosophy, Purposes, Professional Commitments, and Dispositions
Our Vision is that COEHS will be an intellectually rigorous and diverse community dedicated to the development of caring professionals who powerfully impact education and social programs in our global society.

VI. The Knowledge Base (Theories, Research, Practice, and Education Policies)
Educator as a Caring Intellectual: The educator as a caring intellectual is a professional rooted within two realms of educational discourse – the realm of educator as caring and the realm of educator as intellectual. In the instance of caring, "...education from the care perspective has four major components – modeling, dialogue, practice, and confirmation (Noddings, 1995, p. 190)". In the instance of the educator as intellectual, "...Teachers should become transformative intellectuals if they are to educate students to be active critical citizens. Central to the category of transformative intellectual is the necessity of making the pedagogical more political and the political more pedagogical (Giroux, 1988, p. 127)".

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The Educator as a Caring Intellectual signifies the combining of the ethic of caring with the belief in the educator as a transformative intellectual. “As a caring person the educator” embodies these principles: 1) is aware of her/his role as a model; 2) is aware of her/his role as a person engaging students in dialogue; 3) offers students opportunities to practice caring in order to help students develop the capacity to care for themselves, for others, the physical and human environment, and for ideas; and 4) engages in the act of confirmation.

The educator who affirms the ethic of caring models or engages in inclusion, according to Noddings (1984), means the one who cares view of the world includes the perspective of the cared-for. The principles of inclusive care giving are inherent in true understanding and appreciation of diversity. Diversity is found in the realms of exceptionality, race, gender, ethnicity, affectional orientation, and in the interconnectedness of our globalized economy.

“The educator as intellectual” embodies these principles: 1) is best prepared through engagement in a challenging study program; 2) is both a knowledgeable person and producer; and 3) understands professional practice is not confined within institutional boundaries.

V. Performance Expectations for Candidates
The following ten outcomes form the basis for a set of institutional standards for candidates and are aligned with Professional and State standards. The COEHS Unit Assessment System tools and processes are used to regularly assess candidate performances in these areas.

A. Candidate Knowledge Base
Three interrelated circles signifying knowledge of: 1) culture, 2) content, and 3) learning depict the structure for communicating critical knowledge of the Conceptual Framework.

1. Knowledge of Culture. Culture refers to the ideals for conduct – collective perceptions, beliefs, knowledge, customs, skills, arts, technologies, language, and values – passed from one generation to another within an identifiable group. It sets standards and expectations for behavior; determines our views about social relationships; influences our interactions with nature and other species; defines our ethics; and molds our identity. Culture determines not only what we learn but also how we learn; it defines acceptable procedure for new knowledge production. Educators must understand effects of culture on students’ frames of reference and acknowledge how different types of cultures impact diverse students’ approaches to learning.

Ruby Middleton Forsythe. Knowledge of culture may be seen in the teaching of Mrs. Ruby Middleton Forsythe – the central focus of research conducted by Dr. Parks, who describes “Miss Ruby” teaching in this way: My first visit to Holy Cross-Faith Memorial School at Pawley’s Island, South Carolina was at 4:00 p.m. A few students had gone home, a few were on the playground, and the rest were still in the classroom. Around me were students, desks, books, and boxes. My first impression was of pandemonium. A “regular” classroom with this atmosphere would leave one thinking the teacher had lost control, which was far from the truth. Some students were walking around, an older student was passing out papers, and a few were seated. In the midst of active children, Miss Ruby looked up at me, and smiled.

Miss Ruby was an African American woman whose teaching career spanned 64 years. Trained at Avery Normal Institute in Charleston, South Carolina during a time when few African Americans received any formal education, Miss Ruby remained an educator until cancer claimed her in 1992. When she first arrived at Holy Cross-Faith Memorial she was an outsider, a “city girl.” She had trouble with the language (Gullah), acceptance by the adults, and the silence of the nights, not with students. Miss Ruby can trace her success by the number of students who later graduated high school and went beyond, to become lawyers, doctors, teachers, nurses, and working members of society.

One was inspired by her dedication to both her students and her profession. Miss Ruby met each student where they were, academically, culturally, and emotionally. After spending two months teaching along side her, isolating the most important aspects of her teaching style was difficult. But one can say, irrevocably, a major reason for her success was her complete understanding of her students. The perceived pandemonium that afternoon was nothing more than six different grades of students (P-4) actively learning in one room. Her understanding of the students - not only as African Americans, but also as southerners, descendants of slaves, and students living in an impoverished section of society - enabled her to teach them what all students need to know, learning is important, relevant, and possible. “The most important thing for any child before they can accomplish anything, they are going to have to discipline themselves. I always tell my children, “Never say ‘I can’t,’ always say, ‘I’ll try.’”

2. Knowledge of Content. Content refers to subject matter knowledge, some of which is framed as interdisciplinary and connected to out-of-school daily life. Educators must be knowledgeable about a range of content to be well educated. Likewise, educators must have considerable depth of understanding and appreciation of the content likely to be part of the curriculum they will teach, develop, supervise, and advise. Content depth and appreciation is necessary for educators to skillfully focus simultaneously on content, teaching strategies, and students, while planning, teaching, and post-reflection.

Margaret Edson. One exemplary example of knowledge of content is illustrated in the work of Margaret Edson. It must be somewhat surprising to learn that Margaret Edson, who won the 1999 Pulitzer Prize for Drama for her play Wit, was a kindergarten teacher. As I watched her play Wit, I was moved deeply by her account of the life and death struggles of Vivian Bearing, Ph. D. - an English professor with ovarian cancer. What became apparent was the depth and breadth of playwright Edson’s knowledge base when it came to the subject matter in which she grounds her play. By choosing to make her protagonist an expert of 17th century English poetry, Edson demonstrates an understanding of a field representing the humanities. By setting most of her story in a hospital as her character battles terminal cancer, Edson also demonstrates an understanding of a field representing the natural sciences. To be able to bring these two diverse areas of scholarship together in a way brings the recognition of audiences and critics far removed from her classroom, Edson has also found the magical balance of content and process. Imagine a kindergarten teacher who is as knowledgeable about the metaphysical sonnets of John Donne as she is about the variations of cell divisions seen in diseases like cancer. Margaret Edson exemplifies what the COEHS Framework describes as “both a knowledgeable person and a knowledge producer”.

3. Knowledge of Learning. Learning can occur as the result of an experience in one or more processes such as the association of events, cognitive processes, modeling, observations, and changes in antecedents and/or consequences. Teachers facilitate learning by effectively applying their knowledge of these learning processes, providing a supportive and interactive learning environment. In addition, student learning may be facilitated by the teachers’ effective application of knowledge of human development, individual differences, student diversity, student motivation, classroom management, teaching strategies, and assessment of learning outcomes. Educational leaders facilitate learning more indirectly by providing a supportive environment in which those working directly with students can interact to inform their thinking and improve their practices to grow in their development as professional.

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Marie Clay. When I returned to the first grade classroom after a thirteen-year absence, one of the most noticeable differences in my practices was in the way I interacted with students. My questioning techniques were heavily influenced by the work of this New Zealand educator who had developed the constructivist-based literacy intervention program called Reading Recovery. Clay convinced me my role as a teacher was to focus on students – not materials, methods, or teaching – but on what was being learned. Her work in early literacy provided me with ways to get inside the students’ heads to figure out where they were at. Her work provided me with information on where my students needed to be. She helped me to see my role as now providing scaffolded instruction to bridge those two points for my students. Clay suggests that we never do for children what they can do on their own. Asking the child questions that help the self-construction of knowledge facilitates learning best. In both her model of how to help readers with difficulties and teachers learning to help readers, Marie Clay exemplifies an understanding of learning that should be seriously examined by others.

B. Relational Knowledge Produces Candidate Understanding
Relationships between the critical knowledge concepts of the Framework produce understanding of new concepts: culture and learning knowledge produces 4) understanding of diversity; culture and content knowledge produces 5) understanding of curriculum; and learning and content knowledge produces 6) understanding of pedagogy.

4. Understanding of Diversity. Understanding of diversity moves beyond tolerance to true celebration of differences, empowering one to embrace the rich mosaic of the human community. Deep understanding of diversity includes knowledge at the cognitive level – accurate, factual, and authentic appreciation of constituents and their struggle for recognition, livelihood, and acceptance. At the affective level knowledge includes willingness to critically analyze preconceptions, stereotypes, and prejudices. Knowledge of human behavior is needed to promote effective and empathetic interaction with members of diverse groups. Philosophical knowledge includes awareness of the dynamics inherent in the interaction of different groups as well as sincere appreciation for such interaction. Deep and complex understanding of diversity requires all of the above to promote the celebration of community.

Katie Hinz. The teaching of Katie Hinz, a COEHS graduate now teaching in Princeton, WI, illustrates the understanding of diversity. As a European American growing up in Oshkosh, Ms. Hinz did not see a great deal of cultural diversity. Nevertheless, I was able to observe the development of her commitment to diverse students and families in her project of working with newcomer students from Iraqi Kurdistan struggling with their high school courses. Not only did Katie provide valuable academic and social support for these students, she became one of their most trustworthy advocates. In a following class Katie interviewed an extended family of Kurdish refugees and documented their story on videotape and in an ethnographic research paper. Most clear is the close relationship she forged with these refugees from the other side of the world. She established strong working relationships with Hmong, Latino, Bosnian, Kurdish, and other students during the academic year. Katie presented her research nationally, and among other awards, earned the Chancellor's Award for Excellence. Her relationships with diverse students and families continue to the enrichment of all involved. She cares about students, especially those marginalized because of language and culture.

5. Understanding of Curriculum. Curriculum includes the totality of classroom life, or of the learning environment as teachers and students together experience interaction and attention to skills, understandings, appreciations, emotions, analyses, and critical thinking. Attention is given to content – some, but not all of which must be inter-disciplinary and connected to student learners’ out-of-school daily lives and futures. Educators must strive to provide curriculum that is democratic, fair, socially just, and both visionary- and reality- based so as to enhance the likelihood of academic and social success by all student learners. To this end, the following questions help educators think about curriculum in reflective and democratic ways: “What counts as school knowledge?” “Whose knowledge is of most worth?" and "Who wins and who loses with a particular conception of school knowledge?" (Apple & Beane, 1995).

Tim Handrich. Understanding of curriculum is exemplified in the work of Tim Handrich, a Counselor Education program graduate. Tim found the school counselors in his district operating a very traditional program. Students would go in and see the counselors for things like test scores and score interpretation. Counselors primarily provided responsive services to children who were experiencing problems impacting about the 20% of kids who were really struggling. There was a group of 60% or so who could really benefit from the services offered through a comprehensive developmental guidance model. As guidance director for a district Tim spent time identifying existing strengths and areas needing change. With time, patience, and through involving teachers, administrators, parents, and students, Tim saw a working comprehensive developmental guidance program come into existence. Recognizing that the guidance curriculum ties in to a student’s life outside of school, extensive efforts are taken toward educating parents about what the students are learning in school and what is going on at school. Every three years the district completes a comprehensive assessment of strengths and weaknesses. Counselors at the elementary, middle, and high school levels work together with this data to make an action plan with a timetable. Tim has clearly created and implemented a prevention curriculum focused to assist students.

6. Understanding of Pedagogy. Shulman (1987, p. 15) states, “...the knowledge base of teaching lies at the intersection of content and pedagogy”. Pedagogy includes the dialogues and/or activities an educator initiates with a group to bring about student learning. Effective pedagogy should create an intellectual environment in which students’ conceptions may be challenged in a non-threatening way. Likewise, it should encourage students to revise their conceptions in a reflective manner. This pedagogical approach requires that students be challenged to develop or adopt a set of criteria to make judgments about the conceptual revisions they are making. By adopting the criteria of their field of study, they begin the process of socialization into the culture of that field of study. This pedagogical approach recommends reflective, student-centered teaching strategies such as collaborative learning, critical thinking, problem solving, Socratic dialogue, and journaling. It would selectively minimize adult-centered strategies such as a reliance on lectures, recitation, and work sheets.

Doug Buehl. Understanding pedagogy, the art and science of teaching, is a lifelong pursuit and entails assuming an informed critical lens and requires teachers to focus within and outside of the classroom. Doug Buehl, Reading Specialist at Madison East High School, is a model of lifelong growth in pedagogy related to literacy. Doug understood the crucial role of how reading, writing, and all of the language processes play in the acquisition of content knowledge. As Doug grew in this understanding, he became an expert in wedding theory and research in literacy with his beliefs and practices in teaching the social sciences. Having received his masters from UW Oshkosh, Doug’s pedagogical knowledge and ability to integrate theories of learning and practice allowed him to think systemically about using literacy processes in service of learning.Doug’s inquiry into theory and practice led him to be a prominent and powerful model of sound pedagogy. His book, “Classroom Strategies for Interactive Learning”, has become a handbook for secondary content area teachers throughout the country and world. His work on text frames, critical literacy, and written inquiry are solidly rooted in classroom practice and serve to remind us all the purpose of our theoretical work is to improve our pedagogy. Although he shares his knowledge of pedagogy with teachers and researchers around the world, he spends his days in classrooms working with teachers and students to live his ideals and to look for ways to improve his pedagogy.

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C. Qualities of the Caring Intellectual
Encompassing the interrelated circles of the Framework are four educator characteristics the program seeks to nurture. Arrows situated between each convey dynamic interaction. In this way, 7) lifelong learner, 8) change agent, 9) reflective professional, and 10) skillful practitioner represent the teacher who is the educator as a caring intellectual.

7. Lifelong Learner. The lifelong learner is one who seeks to discover new ideas, explore issues and problems, develop hypotheses, evaluate conjectures, create connections, and work in cooperation with others in the pursuit of skills, understandings, and appreciations. In short, they find pleasure in learning and assume responsibility for their own learning. Learning becomes an intellectual act of self-care giving rise to joy. The educator who values and engages in lifelong learning recognizes how and why one learns are as important as what one learns. They recognize today’s students must be prepared to cope with an ever-changing and increasingly complex society, and that societal survival is dependent upon the ability and inclination of students to learn, contribute, and celebrate in ways that are life sustaining.

Doris Phipps. Lifelong learning certainly characterizes the professional career of Doris Phipps recently recognized at the turn of the century as one of the 100 most influential people in Sheboygan County. Beginning as a teacher her self, her influence grew stronger as she serves as the long-time supervisor of teachers. One of the teachers she mentored was Neva Hodge - the first principal with whom I worked with while teaching in Sheboygan County. I had the opportunity to speak with her again at a local reading council meeting for which I was a speaker. As I was presenting, I watched Doris as she reached into her purse and grabbed a pencil and a small notepad of paper; I was flattered. After a career in education spanning eight decades and had taken her all around the world, she was still prepared to grab one more idea, insight or resource that she could share with others. For me, there is no better image of what it means to be a lifelong learner than to remember eighty-year-old Doris sitting up front at that meeting with paper and pencil in hand ready to learn at least one more thing. The COEHS Conceptual Framework describes learning as “an intellectual act of self care that gives rise to joy”. My sense is that type of joy filled Doris’s life.

8. Change Agent. As an agent of change the educator is committed to a vision of education striving for a democratic society in which exceptionality, gender, social class, ethnicity, race, and affectional preference are included and affirmed in all realms of social and political democracy. The educator as a democratic visionary and an agent of change sees change as a progressive force extending civic and citizenship rights to all. This vision transforms curriculum and teaching practice in order to reflect democracy. In his book, Experience and Education, Dewey situates democracy as an integral part of education and proposes that in a true democracy it is not the will of any one person which establishes order, but the moving spirit of the whole group. “This moving spirit” is the spirit of democratic agency for change.

Greg Voelz. A leader is more than a manager. A manager is hired to maintain the status quo. Leaders are hired to make change. One characteristic of effective leaders is the notion of "gambare" as defined by Thomas Sergiovanni. “Gambare” means ‘to persevere, to do one's best; to be persistent; to stick to one's purposes; to never give up until the job is done and done well.’ Sergiovanni (1990) personified the spirit of gambare and perseverance in this example: “When [Greg] Voelz became principal he found a competent staff hard at work, but a staff that was inclined to be complacent about its presumed quality, rarely reflecting on what it was doing and why, and rarely striving to be better. […T]he staff’s attitude was as follows: ‘We are already the best school in the district. We aren't broken, so don't try to fix us.’ Not satisfied with this…he reminded the faculty of the importance of humility as they evaluated themselves and cautioned them about ‘flying high’ regarding their presumed accomplishments and standing. He acknowledged that without question they were good - very good! He made it clear, nonetheless, that part of being good was being committed to getting better. He then announced that for the upcoming year everyone's present grade level teaching assignment was up for grabs. Each person would have to win back his or her assignment by arguing compellingly for it. He asked each teacher to meet with him to explain why he/she should stay in the same assignment. As part of the interview each teacher was asked to reflect on her or his teaching habits and routines they had taken for granted; and by acknowledging areas in which they would like to grow, as well as new directions they would like to pursue. Greg persevered; he showed gambare. He was a transformational leader who focused on people's values.” Greg Voelz was a change agent, personified.

9. Reflective Professional. A reflective professional is not something one becomes when one graduates from college, is granted some license, or awarded tenure, but rather a career-long effort. It is a goal one continuously works toward rather than something actually achieved. An important reflective professional characteristic is the continual commitment to define the form and function of an educator, which entails understanding and differentiating between the roles of an educator and the roles of other professionals. Reflective professional educators develop mastery over the basic theories of teaching and learning and acquire a sound understanding of both the substantive and the syntactic structure of their field. They use theory and knowledge to resolve problems arising in practice and willingly share with colleagues and students what is learned through practice and affirmed by research. Reflective professionals are guided by ethical practice, grounded in a formal code.

Jeffrey Wilhelm. The teaching of Jeffrey Wilhelm illustrates what it means to be a reflective professional. Now a professor of literacy education at the University of Maine, Jeff grounded his scholarship in his work as a middle school reading teacher with the Beaver Dam School District. Having just completed his sixth book, Jeff not only practices what he preaches; but he preaches what he practices. His first book “Gotta Be the Book” emerged from his classroom teaching with reluctant middle school readers. Powerfully told stories of his teaching and his students’ learning provided the evidence that this was a teacher who reflected deeply and frequently on the impact of his teaching. He was the first recipient of the Regie Routman Reflective Practitioner Award presented annually by the IRA. As a COEHS graduate student he approached me about setting up an appointment. I have long since forgotten what he wanted to talk about; however, I can still remember vividly that each square on his teacher planning calendar was filled with tiny meticulously written notes about what had happened in his classes on those days. While he couldn’t always write extensively about his teaching each day, he always recorded a few notes to serve as a catalyst for his writing analysis at a later date. Jeff not only developed mastery over the basic theories of teaching and learning but is contributing to them by sharing with colleagues and students the knowledge and techniques learned through his practices and affirmed by research. His latest book “Improving Comprehension with Think-Aloud Strategies” is the first of a series to assist teachers in effectively teaching comprehension in classroom literacy programs.

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10. Skillful Practitioner. A skillful practitioner assesses how students learn and develop and translates that information into instructional approaches adapted to fit the needs of diverse learners; employs instructional approaches supported by research results, while maintaining an inquiring mind open to innovation; attends not only to students’ academic needs but also to social and emotional needs; uses an understanding of human learning to create an environment that encourages positive social interaction, active engagement in learning, and self-motivation; and provides instruction based upon knowledge of subject content and pedagogical principles as well as student culture and learner characteristics.

Amy Hildebrandt Barseghian. One of the most successful skillful practitioners I’ve had the pleasure of working with as a UW Oshkosh professor was a Special Education student, now an educator in West Bend Public Schools. Amy Barseghian showed exceptional ability to assess individual students needs and individualize her teaching to meet those needs. She is very creative and skillful at establishing rapport with her students and designing materials and activities actively engaging them in the learning process. She did a research project dealing with meeting diverse needs of students in inclusive settings. Amy was named to the USA Today’s Academic Team in 1998 and earned the Chancellor’s Award for Excellence at UW Oshkosh that same year. She recently was guest lecturer in my classes dealing with assessment for instructional planning. She shared how she took the Wisconsin Teacher Standards and developed a system for tying them directly to students’ Individual Education Programs and a way to monitor each student’s progress. Amy emphasized the importance of communication skills with other teachers and parents to create the best learning environment possible for students. Amy is and will continue to be an outstanding skillful practitioner.

When a potential applicant indicates an interest in a COEHS program, he/she is introduced to the “The Educator as a Caring Intellectual” Framework. A summary is shared with potential applicants and/or their families at initial meetings. The Framework is carefully explored in gateway course work and is fully integrated into programs.

For all new or significant changes in courses and programs proposed for COEHS, faculty detail on a Curricular Alignment Form how the course will address the identified aspects of the Conceptual Framework before the Curriculum Committee will consider the proposal. Expected outcomes and performance assessment aspects of existing courses are identified more extensively on the Form. These changes mean a more genuine, visible presence of the Framework in curriculum and instruction. Forms are updated on a regular basis. All field practices now involve the use of self-assessment and/or external assessment forms also aligned with the Framework. Candidates, cooperating teachers, and supervisors are now focused on critical aspects of the Framework in assessing fieldwork. Assignments for clinical experiences evolve from the Framework and are standardized for alignment. The newly developed and implemented assessment system is grounded in the Framework with critical aspects assessed holistically or discretely either at Admission I, Admission II, or Program Completion, providing insights about our candidates achieving the outcomes as well as insights about our program across candidates.

As evident in the Conceptual Framework previously described, a commitment to knowledge in three areas – content, learning, and culture – is clearly articulated in outcomes related to being a lifelong learner. The subsequent interaction of these elements leads to understanding of curriculum, pedagogy, and diversity each at the heart of teaching competence with outcomes related to being a skillful practitioner. Student learning is overtly defined in the learning aspect of the Framework and is further understood as an element in curriculum, pedagogy, and diversity, and also seen in a skillful practitioner and a reflective professional. The earlier uses of vignettes, profiling the professional lives of real educators, illustrate the Framework’s commitment to knowledge, teaching competence, and student learning.

Embedded in the Conceptual Framework is a set of dispositions best described as: Caring Intellectuals are engaged in democratic, passionate, critical, and ethical practice. They reflect contemporary research, theory, and practice in the preparation of professionals and are integrated into current program-wide assessment tools and processes. (See Standard I.)

COEHS has intentionally embraced a Conceptual Framework in which knowledge of culture and understanding of diversity are distinctly identified and defined while embedded in all aspects of our program – curriculum, instruction, field experiences, clinical practice, assessments, and evaluations. First, all proposed changes in program or courses must address aspects of culture and diversity as indicated in the required Curriculum Alignment Forms reviewed by the departments and the COEHS Curriculum Committee. Second, all course instructors are required to address these aspects while describing their instruction on the Forms. Third, specific field experiences were designed to foster insights, issues, and ideas about culture and diversity (e.g., Level II Human Relations Code Requirement). Evidence is documented by candidates in their portfolios, verified by external partners, and reviewed by the COEHS Human Relations Committee. Fourth, additional field experiences (e.g., Level III Clinical and Level IV Student Teaching) are supervised using processes and tools with attention to these aspects.

Demographic information from field experiences is carefully collected and analyzed to inform our thinking as we evaluate and improve programs. Finally, a careful examination by the COEHS Unit Assessment System reveals culture and diversity are central aspects of our assessment and evaluation tools and processes. The commitment to culture and diversity may be seen further in reviewing initiatives discussed in Standard V and VI.

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COEHS deliberately developed a Framework in which technology is embedded in all aspects of our program. We demonstrated how technology fits into the Framework and how it aligns with ISTE standards. Commitment to preparation in technology is identified in these efforts: 1) development of a college-wide technology plan; 2) hiring of internal technology support personnel; 3) aggressive pursuit of external funding through the Preparing Tomorrow's Teachers to Use Technology (PT3) federal program; 4) improvement and addition of classroom facilities; 5) addition and improvement of hardware and software access for faculty, staff, and candidates; 6) expansion of professional development opportunities for faculty and staff; 7) support and encouragement for individual faculty and staff initiatives; and 8) strengthening of internal governance structures regarding issues related to technology. These initiatives resulted in a greater, more genuine integration of technology throughout curriculum and instruction. Focus of PT3 grant efforts is on field experiences and clinical practice. Discussions are being held on how to best integrate technology into the assessment system. Current piloting of electronic self-assessment tools is providing direction for how to integrate technology into the evaluation of candidates.

COEHS worked to develop a coherent, well-articulated vision in its Conceptual Framework. It is the catalyst for all decisions especially as they relate to developing and assessing candidate proficiencies. The Framework aligns with the state standards of Wisconsin and professional standards such as the Interstate New Teacher Assessment and Support Consortium (INTASC). Individual aspects of the program also give serious consideration to Specialty Professional Association standards (SPAs), e.g., CEC, CACREP, and IRA.

Conceptual Framework and Initial Preparation Program
The Conceptual Framework drives decisions made for PEP program improvement. Since our initial visit, the following steps were taken to operationalize the Framework within PEP: 1) program decisions must consider its aspects before recommendations are made; 2) individual courses within the program are designed to address the critical aspects; 3) performances of candidates both within individual courses and at the program level are assessed according to the critical aspects; 4) assignment directions and rubrics are developed to facilitate development of knowledge, skills, and dispositions defined; and 5) evaluation forms are redesigned to align expectations of clinical field experiences.

Conceptual Framework and Advanced Preparation Programs
MSE – Counseling: The COEHS Conceptual Framework is evident throughout the Counselor Education Program. Candidates are carefully selected for their potential as Caring Intellectuals. Course requirements all relate to Culture, Content, Diversity, Change Agent, Reflective Professional, and Lifelong Learning. Candidates in School Counseling learn to develop Curriculum and observe Pedagogy in caring and skillful classroom teachers. Clinical work requires all candidates to demonstrate their success in becoming Skillful Practitioners.

MSE – Curriculum and Instruction: This program includes courses grounded in aspects of the Framework adopted by COEHS. Candidates become familiar with this throughout the entire program. Woven throughout the program curriculum is the theory and practice of student diversity and its impact on teaching and learning. Candidates develop their expertise of incorporating technology into their teaching by enrolling in required and elective technology courses, program course assignments, and modeling provided by their course instructors. Also informing the program and its courses are the Wisconsin Teacher Standards and those of the various professional societies such as the National Association for Bilingual Education and Teachers of English and Other Second Languages.

MS – Educational Leadership: The Educational Leadership unit shares the COEHS philosophy of the Conceptual Framework. Professional standards are directly tied to it also. The Framework is shared with candidates as they enter the program (through advising), throughout the program (as discussed in courses), and at the conclusion of their program (Seminar capstone semester). In addition, candidates who choose library/media certification use ALA standards and the technology emphasis candidates are further guided by ISTE standards. All candidates use the Wisconsin Teacher Standards as a guide in their program.

MSE – Reading: MSE - Reading Education candidates exemplify the integration of four key roles: Skillful Practitioner, Reflective Professional, Change Agent, and Lifelong Learner. In each role, the individual who is a Caring Intellectual would have actively explored issues and ideas in the field of reading as they relate to culture, learning, content, diversity, curriculum, and pedagogy. The Framework clearly focuses on the knowledge base professionals should have and the actions reading professionals should take. Courses maintain a balance between pedagogy based in research and cutting-edge ideas with one specific aim – to facilitate the literacy development of young children and adolescents while enhancing the candidate's reflective, skillful practice. As caring intellectuals, all candidates are encouraged to make a commitment to deepening their understanding of literacy learners – not only the students with whom they work but also themselves and their colleagues.

MSE – Special Education: The Graduate Program responds to the needs of the people and institutions in this region by preparing licensed professionals who serve in educational and other community settings and by offering further professional development opportunities. The program curriculum and performance tasks are grounded in research-based best practices as well as in the Framework, CEC competencies, and Wisconsin Teacher Standards. While the course work and portfolio requirements for candidates in the licensure program aim for developing caring intellectuals, special emphases are placed upon the four components of the COEHS Framework depicted in the outside circle of the logo: change agent, lifelong learner, skillful practitioner, and reflective professional. Candidates are provided opportunities to enhance their capacities to function as change agents in school settings.

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