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Criteria
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Current Practice
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Future Practice/Recommendations |
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Do the field experiences require candidates to gradually take on greater professional responsibilities as they progress through programs?
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Field experience involves observations and activities that emphasize isolated skills moving toward more independence in the school building.
Timeline Guidelines for taking on greater responsibilities are in the Teacher Candidate Handbook on page 30.
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Case complexity in the practicum experience could be better planned; program needs to develop guidelines to assist the field supervisors. |
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How do the field and clinical experiences help candidates demonstrate the candidates proficiencies outlined in the conceptual framework?
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Evaluation forms are set up such that candidates are rated on the competencies outlined in the SPA and NCATE standards Coursework assignments and assessments focuses on field experiences that emphasize scholarship, reflection, emphasizing social justice, inclusive strategies, creativity and work with the whole child. The self-inquiry process forces teacher candidates to confront their presuppositions, beliefs and assumptions about teaching in inclusive classrooms.
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Presentations for class could be crafted so as to accomplish this in a more direct manner. These presentations could focus on actual experiences that are reflected on. |
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How do you systematically ensure that candidates have opportunities to use information technology as an instructional tool during field experiences or clinical practice, even if technology resources vary among P-12 schools?
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Candidates continue to work on Livetext, submitting portfolios on it. They have always been encouraged to use the internet as a research tool. Computer use involves test scoring, writing, preparation of presentations and administrative tasks in the school (such as IEP development). Many of the tasks could be completed outside of the school, using university resources. Already available.
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Keep program resources current in regard to software/technology. Design more consistent assessment practice across all initial programs concerning portfolios.
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What evidence (perhaps interview and survey data) suggests that the clinical practice is intensive and extensive enough for the candidates to demonstrate competence in their professional roles?
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Graduate/ Post-graduate/Alumni assessment includes a survey to receive feedback on the efficacy of the program in reaching its goals. |
Employer surveys.
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What are the criteria used in the selection of clinical school-based faculty members? How are they selected by both the university and school district?
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Site –based clinical faculty are selected by several methods. Personal contacts with program faculty, including adjuncts is the most desirable. Some of the adjunct faculties are also site supervisors. Former candidates who are now in the field are also utilized. The school also relies upon recommendations of existing field supervisors regarding others in their district.
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-Survey school districts to learn about their models, permit the development of a model to provide to districts that do not have a systematic model. Use ratings of the supervisors to determine continuation.
-Develop a list of desired qualities in supervisors to guide selection.
-Evaluate and review curriculum
-Develop a form outlining procedures and criteria for selecting and continuing with school and teacher mentors.
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What evidence suggests that clinical faculty members are accomplished school professionals?
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Years of experience; contemporary training, recommendations, feedback from candidates and impressions of the person (a half-time clinical faculty member) who visits the placements.
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Look for sources of continuing professional growth/recognition. Attainment of optional advanced credentials.
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What preparation or professional development activities do clinical faculty members receive to prepare them for roles as clinical supervisors?
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Support is provided as needed. Contact with supervisors occurs mostly by phone and regular meetings.
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Provision of periodic seminars on professional development as a clinical supervisor.
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What evidence demonstrates that clinical faculty provides regular and continuous support for student teachers, licensed teachers completing advanced-level programs, and other interns?
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In most programs, face to face supervision is required each week.
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Request summaries of supervisory activities; candidate involvement will needed to accomplish that goal.
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Please identify any notable examples, exemplars, concerns, and/or questions.
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There are a few supervisors who we are not likely to use again.
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Develop means of assessing supervisor motivation and district climate so as to make better selections.
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How do the field experiences provide the opportunity for candidates to take part in reflective practice?
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Candidates are given some latitude to decide upon methods, strategies, techniques used in the field. Candidates are expected to include samples of work from their placements in the portfolios and reflect on most/all teaching experiences.. Field observations are linked to a designed format and related questions. The exercise force candidates to focus on specific activities, values, and decisions made by teachers.
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Refine portfolio procedures to yield more evidence of reflective practice. Introduce models for reflective practice earlier in the program by building into courses.
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What evidence suggests that both field and clinical experiences extend the unit's conceptual framework(s) into practice?
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Most field and clinical experiences have focused on the unit's conceptual framework. Many assignments clearly have a connection with the SOE core values.
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Candidates and supervisors can be surveyed to determine extent to which this is accomplished, with changes to follow as needed. |
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How is the candidate's learning during clinical practice integrated into the site school's program and into teaching practice?
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Candidates are required to be involved in extra curricular, school community programs and available before and after school programs. In many programs, Seminars held each week for the candidates are to go over what they are doing in the classrooms and steer them towards improving their practice.
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Opportunities to participate in special programs in the school will be sought. |
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How many times are the candidates observed by university supervisors during clinical and field experiences? Give examples as to how this takes place
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The faculty member who visits the sites does so twice per year. During student teaching, candidates are visited in sites a minimum of twice but as much as six times some programs.
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In vivo class presentations, using analogue situations, could be considered. More reflective discussion concerning teaching experiences would be a positive addition to the programs;.
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How many times are the candidates formally observed and assessed by teacher mentors and school facilitators during clinical and field experiences? Give examples of how this takes place.
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Assessment is an ongoing activity; If there are difficulties, the site is visited promptly (sometimes including the program director). In many programs, candidates who are not progressing appropriately meet with the program director to review weaknesses and ways to improve. Samples of the weak work. May be collected in order to review specific problems. |
Addition of random checks. More frequent communication with school facilitators through e-mail and/or telephone conversations.
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