Element 3B: Design, implementation and evaluation of field experiences and clinical practice
Field experiences are part of all of our programs. At the same time, these experiences vary by program. In most cases, they are connected to specific courses (methods). Details of field based assignments and benchmark assignments and the rubrics for evaluating benchmark assignments are located in course syllabi. Appendices B and C offer an overview of field and clinical experiences for the initial and advanced programs, respectively, for 2005-2006.   The columns represent the NCATE standard element, criteria question, a listing of current practices, and planned future practices. Specifically, the criteria address field experiences supporting professional responsibilities, development and inclusion of the proficiencies in the Conceptual Framework, support of reflective practice, use of technology, evidence of effectiveness, selection and professional development of clinical faculty, observation and assessment of candidates by those faculty, and integration of the candidates into the life of the schools. 

As Appendices B and C show, there is a measure of consistency across the programs as well as common areas where improvements may be needed.  In 2005-2006, the unit developed constructive approaches to addressing those concerns.  For instance, in the fieldwork component some inconsistencies emerged in how the methods courses interfaced with the school based field experience of the candidates.  Based on the belief that the candidate should be exposed to a series of progressive fieldwork experiences informed by collaboration and communication between the university faculty, the teacher mentor, and the school, a model was developed that identifies course liaisons to serve as a bridge between university faculty, mentor teachers, candidates and the schools in which they student teach.

The school also made strides in terms of addressing such issues as diverse placements and making meaningful connections between theory and practice. In Spring 2006, the School and Community Partnership Office ensured that fieldwork and student teaching placements for all candidates had at least one experience in a school designated as a diverse placement. Another concern addressed this past year was the need to develop concrete criteria for the selection of field supervisors and mentor teachers. Most of our clinical supervisors are seasoned professionals with strong reputations. Similarly, many of the mentor teachers who work with our candidates are well known in their districts and are accomplished professionals. The unit developed criteria for the selection of these vital human resources to ensure the quality of service remains high.  The criteria are offered as Exhibit S3-8.

The various programs are also engaged in select practices that are worth noting:

• During the fieldwork practice, the Art/Art Education program requires candidates to create digital imagery of the classrooms where they have observed, focusing upon the environment, projects, supply storage, organization, hallway and classroom displays, and the larger school environment. They then create a PowerPoint demonstration of these findings and images and present them in class.
• In one of our methods courses, Service Learning and Composition in the Adolescent program, many candidates complete a service learning activity. This unique opportunity to marry theory and practice also helps to reinforce the schools Conceptual Framework, particularly as it relates to social justice issues.
• In the Early Childhood Special Education program, each clinical faculty member is assigned to a specific "course coordinator" contact for student teaching in the same way course coordinators are used for specific courses.  Virtually all field and clinical experiences utilize instructional teams, including teaming with families as partners. Candidates have opportunities to observe several teams in operation, including Individualized Educational Plan teams, Committee on Preschool Education teams, and the Committee on Special Education teams. Many also observe assessment and intervention teams as part of field experience, as well as instruction in the home and in "Mommy and Me" programs where parents are also present and involved.