January 25 - Woodring College of Education - Western Washington ...

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Administrative Council minutesJanuary 25, 2005ATTACHMENT A9. Our assessment practices will be embedded in a larger set of conditions that promotechange.We believe that the quality of teaching and learning must be visibly valued and worked at. Weview information about teaching and learning as an integral part of decision-making aimed atimproving educational outcomes for all students. We hold that assessment alone changes little10. Our assessment practices will enable us to meet our responsibilities to students and to thepublic.We recognize the compelling public stake in education. We acknowledge our responsibility to thepublics that support or depend on us to provide information about the ways in which our studentsmeet goals and expectations. However, we believe our responsibility goes beyond the reporting ofsuch information. We believe that our deeper obligation to ourselves, our students, and society isto improve.1 Adapted from the following sources:Angelo, T. (1995). Reassessing (and Redefining) Assessment. AAHE Bulletin, 48(3), pp 7-9.Astin, A.W., Banta, T. W. , Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P.,Marchese, T. J., McClenney, K. M., Mentkowski, Miller, M. A., Moran, E. T., Wright, B. D. (1996).Nine principles of good practice for assessing student learning. AAHE Assessment Forum.Banta, T. W., Lund, Black, & Oblander. (1996). Assessment in practice: Putting principlesto work on college campuses. San Francisco: Jossey-Bass.Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991) Complex, Performance-Based Assessment:Expectations and Validation Criteria. Educational Researcher, 20(8), pp 15-21Stroble, B. (2000), Unit Assessment Systems. College of Education, University of Akron:Author.
Administrative Council minutesJanuary 25, 2005ATTACHMENT BWoodring College of EducationPreparing thoughtful, knowledgeable, and effective educators for a diverse societyConceptual Framework forProfessional Education ProgramsThe Woodring College of Education conceptual framework – preparing thoughtful, knowledgeable,and effective educators for a diverse society – is derived from our vision: fostering communityrelationships and a culture of learning that advance knowledge, embrace diversity, and promotesocial justice. Our conceptual framework guides the development of the curriculum for all initial andadvanced professional education programs in the College including programs leading to initial teachercertification, the advanced preparation of teachers, and the licensure of school administrators andschool counselors.Consistent with the Woodring College of Education mission to facilitate learning that prepares andadvances quality educators throughout their careers, our framework entails ongoing reflection on ourvalues and beliefs regarding learning and teaching and continual review of the professional knowledgebase and wisdom of best practice. Moreover, our framework is constantly reviewed and validatedthrough widespread discussions with opportunities for input from our candidates, faculty inprofessional education and the arts and sciences, and our partners in P-12 schools and the community.Our framework provides a description of the kind of educational practice teachers and other schoolpersonnel prepared at Western Washington University are expected to demonstrate. As such, ourframework highlights the dynamic interaction between the knowledge, dispositions, and skills deemedessential for the effective professional in diverse social and cultural environments. Basic assumptionsdefine our conceptual framework and set the context for the professional practice we expect ofourselves and our candidates. These basic assumptions articulate our beliefs regarding the role ofeducation in society, our commitment to diversity, our emphasis on assessment and continuousimprovement, and our dedication to sustaining dynamic learning communities.Basic AssumptionsUnderlying our conceptual framework is our commitment to enhancing the role of education insociety. We believe, as does Michael Fullan (2002), that the moral purpose of education is to “make adifference in the lives of students regardless of background and to help prepare citizens who can liveand work in increasingly diverse and complex societies” (p. 36). As such, we embrace an inclusiveapproach to learning and teaching that mandates working with all students in an equitable and caringmanner and respecting diversity in relation to the background and needs of each learner.Our conceptual framework is also driven by our belief that our professional education programs mustinclude strong emphases on the development of candidate knowledge, dispositions, and skills
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