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The EPP's current Conceptual Framework was most recently refined and approved by the EPP faculty in
2014, and strongly aligns with the NCATE standards, the strategic plan of the School, our institution's
goals and current research and educational trends. During the Academic Year 2015-2016, the EPP
faculty, in conjunction with clinical supervisors and school personnel including cooperating teachers,
made the concerted effort to transition to CAEP, in keeping with the national shift in accrediting bodies.
Therefore, in a semester-long process of deeply reflective and collaborative discussions, our EPP
identified 4 key domains to spearhead our subsequent programmatic changes and to address CAEP
standards. While this accreditation report addresses NCATE standards, we would nevertheless like to
showcase our ongoing commitment to stay current by also documenting our plans for transitioning to
CAEP, including outlining within this section, our rationale and Candidate Learning Outcomes (CLOs).
The 2014 Conceptual Framework is grounded in the major principles of developmental theories of
Piaget and Vygotsky (to name two) and in our philosophical and pedagogical grounding in constructivist
theory. Our goals are to inculcate a deep understanding of these principles in our teacher candidates and
prepare them to create school communities that support collaborative inquiries within a learner-centered
epistemology. Stemming from this fundamental goal are six critical strands that are woven through all
coursework, field and clinical experiences and serve to link all our teacher preparation programs
together coherently. These strands are Content Knowledge (CNK), Pedagogical Knowledge (PDK),
Integration of Knowledge (INT), Technology to Transform Teaching (TTT), Diversity (DIV), and
Professionalism (PRF). These strands are further broken down into several proficiencies/competencies
so that candidate performance can be accurately measured.
For more information about the Conceptual Framework, including details about the role of our
institution's mission, alignment to InTASC and Connecticut's Common Core of Teaching, please refer to
Exhibit I.5.c. It also charts our current assessment system and timeline of transition for the candidate
through the programs, which critical strand/competency is assessed when, how and who is responsible
for monitoring and analysis. Most importantly, it also specifies clearly how the results will be used to
improve programs and the EPP.
As stated earlier, Eastern's EPP has begun the transition process to CAEP and has already developed and
adopted Candidate Learning Outcomes (CLOs) aligned with NCATE CAEP, InTASC and Connecticut's Common
Core of Teaching standards. Our EPP faculty examined current research, effective teaching
practices and state and national policies and identified 4 main domains to anchor our CLOs. They
convey our beliefs about what candidates should know, be able to do and who they should be (i.e., in
terms of the values they uphold) by the end of their programs. They are, namely, Domain I: Intentional
Teaching, Domain II: Data Literacy, Domain III: Cultural Competence, and Domain IV: Professional
Practice and Leadership. The CLOs that operationalize these 4 domains cover the breath and depth of
knowledge, skills and dispositions that our teacher candidates should develop to effectuate P-12 learning
and positive outcomes in schools and communities.
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