Criteria

Current Practice

Do the field experiences require candidates to gradually take on greater professional responsibilities as they progress through programs?

Practicum involves observations and completing cases that emphasize isolated skills; internship involves skill integration and progressive movement toward independence in the school building.

How do the field and clinical experiences help candidates demonstrate the candidates proficiencies outlined in the conceptual framework?

Evaluation reflect ratings on the competencies outlined in National

Standards. In the field experience, candidates have an opportunity to demonstrate these proficiencies.

Presentations for class could be crafted so as to accomplish this in a more direct manner

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?

Candidates are supposed to use continue to work on live-text and submit their portfolios to their advisers. 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 out side of the school, using university resources. already available for courses in the program. 

Specific campuses have computers in all the rooms.  All candidates are required to submit various reports and lesson plans electronically. 

Keep program resources current in regard to software/technology.

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?

Graduate/ Post-graduate/Alumni assessment includes a survey to receive feedback on the efficacy of the program in reaching its goals.  All candidates must pass the LAST, ATS-W and CST.

Employer surveys.

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?

Site –based clinical faculty are selected by several methods.  Personal contacts with program faculty, including adjuncts, is the most desirable.  They are chosen because of their expertise/ experience as specialists in their fields. Some of the adjunct faculty are also site supervisors.  Former candidates who are now in the field are also utilized.  Rely upon recommendations of existing field supervisors regarding others in their district. 

Survey school districts to learn about their models, which would then 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. 

What evidence suggests that clinical faculty members are accomplished school professionals?

Years of experience; contemporary training, recommendations, feedback from candidates and impressions of the person (a half-time clinical faculty member) who visits the placements.

What preparation or professional development activities do clinical faculty members receive to prepare them for roles as clinical supervisors?

The amount of preparation varies between programs, some including extensive pre-semester meetings to review responsibilities.  Many procedural documents are distributed electronically. Daily e-mail messages for awareness/feedback.

What evidence demonstrates that clinical faculty provides regular and continuous support for student teachers, licensed teachers completing advanced-level programs, and other interns?

Two hours of face to face supervision is required each week.  For example, this is a profession-wide standard within school psychology.  All reports and daily lesson plans are reviewed by supervisors and instructors.  Lessons are observed with recommendations and suggestions.  Supervisors and instructors demonstrate lessons with candidates, and co-teach at times.

Please identify any notable examples, exemplars, concerns, and/or questions.

There are a few supervisors who we are not likely to use again.  Without advertising our programs are  always at maximum capacity and we are unable to meet the demand for our services. 

How do the field experiences provide the opportunity for candidates to take part in reflective practice?

Candidates should be given some latitude to decide upon methods strategies, techniques used in the field.  They are required to present cases from their field placements and address their clinical decision making in a write –up.  Candidates are also expected to include samples of work from their placements in the portfolio.  A particular emphasis on the school psychology portfolio is the write up about the work samples that ask for evidence of reflective practice.  All lesson plans require a reflection which the candidate writes after s/he has taught the lesson—either about current knowledge or effectiveness

Refine the case write up criteria and portfolio procedures to yield more evidence of reflective practice. Introduce models for reflective practice earlier in the program by building into courses.

What evidence suggests that both field and clinical experiences extend the unit's conceptual framework(s) into practice?

Candidates and supervisors can be surveyed to determine extent to which this is accomplished, with changes to follow as needed.

How is the candidate's learning during clinical practice integrated into the site school's program and into teaching practice?

Candidates provide psychological services and provide feedback to various stakeholders.  In other programs, we teach students who have been identified by the teachers there as at-risk students and in need of interventional services.

Given that services are provided in response to the needs that arise, this is difficult to plan.  Opportunities to increase participation in special programs in the school will be sought.

How many times are the candidates observed by university supervisors during clinical and field experiences?  Give examples as to how this takes place

The faculty member who visits the sites does so anywhere from twice to ten times per year. Supervisors regularly sit in on lessons, acting as co-teacher at times, or demonstrating an instructional approach.

In vivo class presentations, using analogue situations, could be considered

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.

Assessment is an ongoing activity; since this is a 1:1 activity, it is relatively straightforward.  If there are difficulties, the site is visited promptly (including by the program director).  The candidates who are not progressing appropriately asked to meet with the program director.  In a recent situation, the sites have been asked to provide samples of the weak work.

Addition of random checks.

Are candidates involved as members of instructional teams in the field and clinical settings?

Candidates develop and present their finding at meetings.  In some programs, candidates work outside the normal school hours.  However, teachers in the site schools do provide feedback through a form that is distributed to them.

More systematic sharing of candidate's unique knowledge base, and tracking of such opportunities.

What school-based activities are the candidates involved in that are directed at the improvement of teaching and learning?

This varies from school to school. For example, depending on where placement is, candidates have the opportunity to be involved in the special initiative days.

Candidates have the opportunity to share considerable knowledge, and can potentially stimulate exposure to contemporary developments for their supervisors.