In order for a conceptual framework to serve as a guide for program development and review, it must represent a set of ideals and commitments that are internally consistent and synergistic. Our Six Principles, while representing unique facets of teacher education theory and practice, combine to provide a comprehensive foundation for preparing teachers. Taken together they form a coherent vision of what we expect candidates to know and be able to do and the professional commitments they have internalized by the time they complete our programs. For example, a community functions best when its members critically reflect on the nature of the community, its purposes, the role of individuals within it, and its relationship to the broader context in which it exists. In much the same way Meaningful Experience and Personalized Learning can be seen as complementary processes that lead to the acquisition of Knowledge and Multiple Forms of Understanding. It is the application of these principles together that results in optimal learning experiences for our candidates and the students they will serve.

Furthermore, the principles reflect the tensions that are inherent not only in teacher education, but in the field of education and society overall. For example, as we emphasize the role of Community in our programs, we also must offer opportunities for candidates to engage in Personalized Learning. Thus, our conceptual framework addresses the dynamic interplay between the individual and the group, a pervasive and enduring issue in American society that should be reflected in how we educate teachers. Similarly, our conceptual framework incorporates a dual focus on content as well as process by emphasizing candidates' mastery of Knowledge and Multiple Forms of Understanding (content) and fostering their capacity for Critical Reflection and promoting Meaningful Experience as a vehicle for learning (process).

As expressed under Shared Vision, there has been a concerted effort on the part of IUB to provide voice to all the stakeholders in the development of the conceptual framework. This process, initiated by the Teacher Education Steering Committee (TESC) and carried on later by the Teacher Education Council (TEC), has provided mechanisms to assure that coherence would be maintained in program review and development (see document room- Guidelines for License Area Final Reports). These reports provide evidence that new and continuing programs are framed within the ideas and perspectives outlined in the conceptual framework and were consistent with the six principles in both theory and practice. The Program Final Reports (see document room) present evidence of both program uniqueness in the interpretation and expression of the conceptual framework as well alignment with the framework. As a coherent and mutually compatible set of organizing principles, IUB's conceptual framework guides the instructional practices within courses and programs and the manner in which candidates are assessed.

In order to maintain coherence over time it is necessary to continually reinforce, revisit and revise the conceptual framework to meet the changing needs of the university and the profession. The School of Education, through its Policy Council (need network ID) and TEC provides ongoing oversight of the conceptual framework and how it is being implemented. For example, most recently the Secondary Education Program and the Teaching All Learners, programs that were conceived and designed following the adoption of the conceptual framework, used the conceptual framework as a guide in framing their programs and articulating their goals, instructional practices, and assessment methods. In addition, the Student Teacher Assessment process recently adopted for all programs in the school established guiding principles and sets of competencies and assessments for student teaching based on the conceptual framework (see Student Teaching Handbook). Another example of the ongoing process of review can be seen in the TEC response to the Long Range Plan in which they suggested that our conceptual framework should include more direct reference to issues of diversity to be consistent with the SoE's goal to enhance diversity in the school.