Montana State University-Billings College of Education Conceptual Frameworks were developed through a collaborative process involving unit faculty, Arts and Sciences faculty, school district representatives, and candidates. Development of the Initial Conceptual Framework incorporates standards from major professional groups, including INTASC and ISTE, state and university standards, and the mission of the institution and unit. The Master's Initial Conceptual Framework is based on the initial framework, modified to reflect the expectations for educational professionals appropriate for master's level candidates. It is understood that areas of the Conceptual Framework reflect the program as a whole rather than departmental course offerings. Consequently, students have the opportunity to develop and demonstrate competencies through multiple venues.
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Level I: Emerging Competence |
Level II: Developing Competence |
Level III: Basic Competence
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1.1 Individual Development |
a. Demonstrate an advanced understanding of developmental theories as they relate to professional practice. |
a. Interpret and apply knowledge of development as it relates to the professional practice. |
a. Synthesize concepts about human development to provide opportunities that support all students’ intellectual, personal, and social development.
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1.2 Learning |
a. Demonstrate an advanced understanding of various theories of human learning as they relate to professional practice. |
a. Apply theories of learning when planning educational practice. b. Apply various instructional strategies to meet diversity among students when planning educational practice. c. Apply theories of motivation and behavior when planning educational practice.
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a. Provide opportunities that support all students’ intellectual, personal, and social development. b. Create instructional opportunities adapted to students’ differences in learning. c. Create a learning environment that encourages positive social interaction and active engagement in learning and self-motivation.
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1.3 Criticism |
a. Critically compare theories of human development and learning.
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a. Evaluate the interpretation and application of knowledge of human development and learning as they relate to professional practice.
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a. Critically evaluate theories of human development and learning as they inform best professional practice.
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Framework Area #2: Social Responsibility
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Level I: Emerging Competence
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Level II: Developing Competence |
Level III: Basic Competence |
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2.1 Ethics and Moral Development |
a. Understand the development of ethics and morality at the level of the individual. b. Understand the ethical, cultural, and societal issues related to technology. |
a. Apply considerations of ethics and moral development as they relate to professional studies. b. Practice responsible use of technology. |
a. Incorporate ethics and moral principles in educational practice. b. Incorporate ethical and responsible use of technology into educational practice. |
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2.2 Diversity |
a. Demonstrate an advanced understanding of the ways in which diversity among individuals influences professional practice. |
a. Interpret and apply appropriate strategies when working with individuals with diverse needs. |
a. Formulate strategies to assist individuals with diverse needs in professional practice. b. Engage in leadership roles to build awareness of diversity. |
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2.3 Historical, Philosophical, Legal, Social, and Political Foundations |
a. Understand the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices. |
a. Analyze the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices. |
a. Incorporate the historical, philosophical, legal, social, and political concepts that form the foundation of educational policies and practices. |
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2.4 Social Consciousness and Service |
a. Understand the relevance of engagement in professional and community service. b. Become aware of professional and community service opportunities in professional area of practice. |
a. Participate in professional organizations or community service. |
a. Foster student participation in the community. |
Framework Area #3: Content and Pedagogy
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Level I: Emerging Competence |
Level II: Developing Competence |
Level III: Basic Competence |
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3.1 Discipline Content |
a. Understand the structure of content area disciplines and key concepts. b. Understand the content area tools of inquiry. c. Understand how disciplinary content can be modified for teaching. |
a. Gain a repertoire of disciplinary knowledge that supports conceptual understandings. b. Demonstrate an ability to investigate areas of inquiry within a discipline. c. Select and organize into lesson/unit formats appropriate content for P-12 students. |
a. Develop a process for keeping current in content knowledge. b. Develop a process for keeping current in unique areas of inquiry. c. Analyze and adapt appropriate content knowledge. |
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3.2 Instructional Practices (Pedagogy) |
a. Understand pedagogical research regarding “best practices” in teaching and learning. b. Understand a range of pedagogical strategies. c. Understand the impact of classroom grouping choices. d. Understand the use of computer technologies for personal learning.
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a. Recognize “best practices” during classroom observations. b. Plan and create activities, lessons, and units that integrate a range of pedagogical strategies. c. Develop classroom learning experiences that utilize a variety of student grouping arrangements. d. Organize and develop activities and lessons in which computer technologies are integrated to enhance student learning.
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a. Employ “best practices” while engaged in professional practice. b. Analyze learning situations and adapt pedagogical strategies in professional practice. c. Use appropriate grouping strategies in professional practice. d. Implement teaching and learning activities in which computer technologies are used to enhance learning.
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3.3 Curriculum Planning and Implementation |
a. Understand a range of curriculum theories. |
a. Develop lesson and unit plans that reflect a range of curriculum theories. |
a. Analyze the classroom setting and lessons and adapt for effectiveness in professional practice. |
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3.4 Assessment |
a. Understand that a variety of assessment strategies can be adapted to meet needs of learners and curriculum models. b. Understand how technological tools can assist in assessing student learning. |
a. Develop formal and informal assessment strategies that reflect student learning and the planned curriculum model. b. Develop technology-based assessment strategies. |
a. Analyze and adapt a variety of assessment processes in professional practice. b. Apply technology to facilitate a variety of evaluation and assessment strategies. |
Framework Area #4: Professionalism
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Level I: Emerging Competence |
Level II: Developing Competence |
Level III: Basic Competence |
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4.1 Collegiality |
a. Develop collaborative learning relationships with other candidates. b. Understand how one’s actions affect others. c. Understand that technology can be used to collaborate and interact with other candidates |
a. Understand the process of collaboration with professionals, students, and parents. b. Use computer technologies to collaborate with other candidates and professionals |
a. Practice strategies for collaboration and professional relationship building. b. Apply collaborative technologies in order to nurture student learning |
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4.2 Self-Reflection |
a. Understand the importance of self-reflection for personal and professional development. |
a. Reflect on professional and personal practice. |
a. Adjust personal and professional practice based on self-reflection. |
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4.3 Professional Development |
a. Display an interest in and commitment to their education. |
a. Understand the need and methods for engaging in ongoing professional development. b. Become involved in professional activities outside the unit. |
a. Demonstrate commitment to lifelong learning. b. Seek out opportunities for professional growth. |
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4.4 Dispositions |
a. Understand the importance of the dispositions of a professional.
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a. Demonstrate the dispositions of a professional in academic activities with other candidates and professionals.
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a. Demonstrate the dispositions of a professional in practice. |
Framework Area #5: Research and Professional Inquiry
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Level I: Emerging Competence |
Level II: Developing Competence |
Level III: Basic competence |
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5.1 Research and Evaluation |
a. Understand research and the role it plays in the decision-making of professionals.
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a. Interpret and analyze research in the specialty area and know how this relates to theory and best practice of professionals.
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a. Develop research that effectively provides solutions to contemporary issues in the professional setting.
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5.2 Critical Inquiry |
a. Understand the characteristics of variables and be able to articulate their relationships to each other.
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a. Evaluate contemporary theory and practice in the specialty area with recommendations for future study and applications.
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a. Construct expert explanations for professional issues as a result of critically examining disparate fields.
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5.3 Data Collection and Analysis |
a. Understand quantitative and qualitative data collection and analysis.
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a. Critically examine data collection methods and analysis procedures in the specialty area.
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a. Formulate and implement data collection and analysis in order to evaluate professional practice.
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