• Development and History
• Vision and Mission
• Philosophy and Standards
• Knowledge Base
• Candidate Proficiencies
• Unit Assessment System
• Support Data

• College of Education
• UW-Whitewater
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Development and History

Beginning in 1989, the College faculty convened weekly over two years to develop a knowledge base to under gird a conceptual framework for the unit.  Their efforts resulted in the development of a knowledge base and the creation of a conceptual framework based on The Teacher is a Facilitator – a model that served the unit for the NCATE on-site reviews in 1991 and 1996.

In 1997, the College of Education explored possible ways of reorganizing the College.  Throughout the discussions, faculty reexamined beliefs and practices in all licensure programs.  While the College decided to keep the structure of the College as it was, faculty were eager to update the conceptual framework to incorporate practices recommended by specialty organizations in order to reflect more fully current practices within the unit.

In part, proposed changes in the conceptual framework were driven by the nature of the experiences entry students were bringing to professional education due to the admission standards employed in January 1997 and by the recognition and acceptance of the INTASC Principles (later embedded in the WTS) which under gird all licensure programs.  In addition, faculty were examining Dewey’s concept of reflection (Dewey, 1916, 1938), widely discussed as a basis of curricula in professional schools and colleges.  The development of reflective judgment in individuals involves habits and tendencies in action and, for Dewey, reflection requires individuals to be open-minded, to take responsibility for the consequences of their decisions, and to be wholehearted in giving their attention to the dilemma at hand.  These qualities were essential aspects of the kind of teacher we envisioned as a program completer.

Faculty began improving syllabi and revising assessment instruments by incorporating new requirements, e.g. additional artifacts and reflective narratives.  In an effort to extend opportunities for students in diversity, international activities were expanded at this time as well.  By December 2000, the faculty approved the adoption of the revised conceptual framework based on the theme, “The Teacher is a Reflective Facilitator.”  This conceptual framework embodies the beliefs and practices of the unit and serves as the foundation upon which the unit assessment plan is based.  The conceptual framework also provides direction and vision for the unit.

1. Briefly summarize the following elements of the unit’s conceptual framework:

1. The vision and mission of the unit
2. Philosophy, purposes, goals, and institutional standards of the unit
3. Knowledge bases, including theories, research, the wisdom of practice, and educational policies that drive the work of the unit
4. candidate proficiencies related to expected knowledge, skills, and professional dispositions, including proficiencies associated with diversity and technology, that are aligned with the expectations in professional, state, and institutional standards
5. summarized description of the unit’s assessment system

2. (Continuing visits Only) What changes have been made to the conceptual framework since the previous visit?

There have been no significant changes in the conceptual framework since the last review five years ago. Programs have continued to refine and examine assessment practices, collected data has been aggregated and examined, and the College of Education Program Review and Assessment Committee (CoPRA) has meet regularly to discuss issues surrounding the program at large.