- Linfield College
Department of Education

Conceptual Framework 

In preparation for our TSPC site visit in March 2013, we created our Conceptual Framework in partnership with our Consortium, our K-12 advisory board. The mission statement portion of the document describes the following shared values with Linfield University: a culture of engagement and excellence, integrated teaching and learning, global and multicultural understanding, and experiential learning; these are the Linfield University Core Themes, which we embrace fully. The Conceptual Framework part of the document operationalizes the mission in the everyday work we do with TEP candidates and in the everyday work they ultimately do with their own P-12 students in the following areas: Learning Theory & Content Knowledge, Advocacy for All Learners, and Reflection & Action.   

Preparing for our 2013 site visit was a key time in our program when we reflected on our course alignment with our mission and conceptual framework and the Linfield University Core Themes. At this time, we implemented our Syllabus Matrix: each Education faculty member is required to show how their key assignments and related assessments link to the Education Department Conceptual Framework, the Linfield University Core Themes, the InTASC Standards, CAEP Standards, and other state standards. In this way each professor is able to ensure that his/her instruction is aligned to all relevant standards.  Finally, we routinely review our Conceptual Framework with our Consortium and seek feedback for changes. So far, we have been collectively pleased with the Conceptual Framework we have created and how it guides our program.

Learning Theory & Content Knowledge

  • Draw upon research from multiple learning theories in developing praxis
  • Use varied, engaging content pedagogy, including multiple modes of representation and communication, including the purposeful use of technology and media
  • Develop and implement effective instruction based on content knowledge aligned to professional and state standards
  • Apply understanding of motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation

Advocacy for All Learners

  • Use a culturally responsive approach to create instruction based on the contexts of community, school, families, and individual students.
  • Collaborate with school and community personnel and resources, including families, to meet the needs of all learners
  • Create a safe and positive classroom community based on equity, fairness, and the belief that all students can learn
  • Plan lessons and assessments that address variation in learning styles, developmental levels, ability levels, and diversity among learners

Reflection & Action

  • Analyze formative and summative assessments, making appropriate adjustments to instruction and educational programs
  • Demonstrate self-awareness and growth in professional characteristics
  • Seek opportunities for professional development by engaging in research, collaborating with colleagues and other professionals, attending professional meetings, and serving on professional committees within their disciplines

 

CAEP Annual Reporting Measures

CAEP (Council for the Accreditation of Educator Preparation) has annual reporting measures which are used to provide information to the public on both program outcome and program impact. Following is the list of CAEP measures with links to data tables that provide supporting evidence for each measure:  

Outcome Measures 1, 2, 3, & 4

In the Fall of 2019, Linfield TEP faculty embarked on a research study to determine the impact of Linfield TEP program completers on P-12 learning and development (4.1), the teaching effectiveness of Linfield TEP program completers (4.2), the satisfaction of employers of Linfield program completers and employment milestones (4.3), and the satisfaction of Linfield TEP program completers themselves (4.4).

 Three sources of data stemmed from research with eight graduates who teach a range of grade levels and content areas. All of the graduates were within their first three years of teaching.

 Each graduate:

  • Participated in a focus group
  • Submitted a summative teaching evaluation completed by a supervisor
  • Provided student learning growth data

Other data sources included:

  • Surveys with our 1, 2, and 3 year graduates
  • Surveys with the administrators of our 1, 2, and 3 year graduates
  • Examination of licensure information of Linfield TEP program completers employed by McMinnville School District

Component

Evidence

4.1 Impact on P-12 Student Learning and Development 

Graduate Focus Group Data

Student Learning Growth Data

4.2 Indicators of Teaching Effectiveness 

Graduate Focus Group Data

Graduate Teaching Evaluations

4.3 Satisfaction of Employers and Employment Milestones 

OACTE 2019 administrator and graduate surveys

Graduate Teaching Evaluations

Licensure Information: Program Completers in MSD

4.4 Satisfaction of Completers

OACTE 2019 graduate survey

Graduate Focus Group Data

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Outcome Measures 5 & 6: Completer Rate and Licensure Rate

The following table captures the required licensure exam rates of Linfield Teacher Education Program completers. 

Academic Year

Exam

Exam Pass Rate of Completers

Linfield TEP Completion Rate

2018-2019

edTPA

100%

81%

NES

92%

ORELA - Civil Rights 

100%

2017 - 2018

edTPA

100%

79%

NES

91%

ORELA - Civil Rights 

100%

2016 - 2017

edTPA

100%

     71%

NES 94%
ORELA - Civil Rights 100%

                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Measure 7: Employment rate                                         

Supporting Evidence:                              

 

Measure 8: Consumer information                                                          

Supporting Evidence: