CAEP Standard 2 – Clinical Partnerships and Practice


Standard 2.1

The clinical preparation of teacher candidates is an intentional and careful process, involving placement in school settings that the EPP knows teacher candidates will gain content and pedagogical knowledge, working with a wide range of students while being supported to reflect on their experience. Four types of clinical experiences have evolved over time after course-related fieldwork, including traditional and specialized student teaching programs (residency, internship, model). 2.1.1 P-12 School Partners by Programs and Student Placements is offered here that summarizes the number of program completers, the number of fieldwork sites and the number of student teaching sites, as well as traditional, model, residency and internship sites within these larger categories. The fieldwork is conducted within pedagogy coursework across the EPP with varying amounts of time (during exploration/synthesis) and student teaching is a semester of supervised experience at the end of the program (reflective practice). Model, residency and internship experiences are defined in the 2.1.2 Partnership Agreements by Programs displaying the number of hours and semester commitments for each. For example, residents are in their classroom placements for 4 days a week in one semester and full-time classroom experience in a second semester. These types of experiences are based on years of working with schools and districts where partnerships have developed as described in 2.1.3 Partner Activities that Demonstrate Co-construction and we intend to build on these in our 2.1.4 Phase-in Plan for Standard 2.1. The plan is included with this report and addresses the co-construction of the dispositions assessment, Teacher Mentor Survey and the field-based assignment (2.2.1.1 Teacher Mentor Survey Instrument). In this way, the EPP can have greater clarity about the progression of support necessary for our teacher candidates during their clinical experience. While the EPP has had important partnerships with schools and districts for many years, this plan will help to support the formalizing of the partnerships in areas identified as needs in the EPP. 2.1.5 Program Cluster Faculty, University Supervisors and Teacher Mentors represent the partnerships in place for the EPP, discussed in Standard 2.2, the chart reflecting whether initial or advanced programs are served, the number of faculty and clinical supervisors present in the group, and the number of teacher mentors for each.

A table of selected partners by program across the EPP, including dates of contact from 2015-18, levels of partnership (number of student teachers or residents, collaborations on grants, participation in faculty research, research projects and professional development), and future plans for the partnerships are presented in 2.1.2 Partnership Agreements by Programs Placements Back-up documentation of these partnerships in residency and model student teaching experiences are given in sample MOUs that reflect placements in residency (three samples) with agendas and minutes from meetings with them from 2015-18 by program and placement type. Traditional placements are confirmed through letters of acceptance. These placements have not commonly been supported by MOUs. In the Spring 2019 semester, a more formal document or MOU will be proposed to the NYCDOE and with those Districts that where we regularly place candidates.

Standard 2.2

The EPP has developed criteria for effective partnerships and teacher mentors that have been reviewed by our Fieldwork and Educator Preparation Committee several times since 2006, but our partners have not been involved in the conversation prior this. The phase-in plan we have developed for Standard 2.2, is included with this report, which includes the co-construction of a tool to review the criteria for partner schools/districts as well as clinical educators during the 2018-19 school year. After these criteria are established, the EPP will support these partnerships further by providing professional development and performance evaluation to our clinical educators across programs during the 2019-20 school year. EPP faculty discussed this plan in our Fieldwork and Educator Preparation Committee during our Fall 2018 meetings. Minutes will be provided on-site of these discussions. The EPP view the two plans described in the attached document; of criteria of selection and professional development as being intertwined. As part of our ongoing collaborative work among faculty and partners (teacher mentors), we anticipate that professional development will be included in which our clinical faculty not only develop teacher mentor and resident training, but assist our partners in addressing licensure needs.

The EPP has provided the criteria that were developed through Committee review and documentation of professional development offered to clinical supervisors and/or teacher mentors from 2015-18 along with any needs assessment or evaluations that were undertaken for that professional development. This documentation will be provided as an addendum subsequent to this report submission. These professional development opportunities were included if aligned with New York State guidelines for continuing education required of teachers as well as program-related professional standards. Any online training opportunities are noted on the table, as well, including the Commission on Independent Colleges and Universities (CICU)-funded grant that supports online professional development by Adelphi faculty in 2015. They facilitated in person workshops and webinars for P-12 teachers in partner and other schools on Data Literacy for Teaching, Common Core, Science Standards, and supporting teacher candidates in the new certification exams (CST, EAS, and edTPA). There are partner activities that are given in Standard 3 that represent the depth of our partnerships including grant-based work with Bank Street College of Education, residencies (with the support of Carnegie Corporation) in Mineola, Freeport and Oceanside, and NYCDOE PS 253Q, described in that chart as part of a larger effort to bring diverse candidates into the programs through these partnerships.

We are part of a New York State collaborative to support teacher residency programs. The collaborative is funded by the Carnegie Corporation for a 5-year period (2018-2023) and managed by Prepared to Teach. Our EPP’s residency program was well established prior to joining this collaboration. We have participated in meetings in which we have invited administrators and teachers from four partner schools to join us to develop our strategic plans. Thus far, we have established sub committees to include curriculum, an advisory board, and marketing group. It is our intention to use this platform to seek the insight of colleagues from various institutions to improve our residency program and also be an active voice with regard to policy changes at the federal and state levels.

Standard 2.3

The EPP seeks to surpass the requirements established by the New York State Education Department for certification in the length and depth of field experiences and student teaching. The description of expectations for candidates during their fieldwork is offered in 2.3.4 Participant-Observer Handbook and the student teaching expectations are provided in 2.3.5 Student Teaching Handbook. The depth, breadth, coherence and duration of fieldwork and student teaching defined by CAEP is offered in 2.3.2 and 2.3.3. The tables cover the number of the related coursework (and description), the number of hours, the type of placement (for example, traditional or model) and the assessments used, reflecting the effort to establish a quality system. Breadth is represented by K-6 and 7-12 placements for programs spanning K-12 certification and two placements within narrow bands of certification. There is sufficient depth through the range of settings, having model and residency programs that lead to 75 to 80% full teaching at the end. Candidates participate in parent-teacher conferences and after-school settings as part of that experience. Coherence is supported through the coursework associated with the field experiences in addressing application and reflection on knowledge gained.In addition, the candidates are supervised by EPP clinical educators who conduct formative and summative evaluations every semester. The reflective practice seminars required of student teaching involve topic-driven content that allows for greater coherence, as well.

Since the subsequent refinement and adoption of the Core Values, there has been a commitment to supporting teacher candidates in clinical experiences that reflect the diversity of the communities served in this region in two ways: 1) placements in settings with partners who serve students from diverse linguistic, racial, national, cultural, religious, economic, and ability backgrounds and 2) intentionally providing a variety of placements to our teacher candidates that give a diversity of clinical experience. Both are reflected in 2.3.1 Clinical Experience in Diverse Settings which is organized by New York State’s guidelines for diverse school settings. Over 50% of the sites noted for each program involves a population of students that is diverse.

NYSED looked at the current regulations related to field experiences and student teaching in June 2017 and developed proposed regulatory amendments that were presented to the Board of Regents in the format of two proposals.

The proposals are for strengthening partnerships between the P-12 and higher education communities through MOU or similar collaborative agreements, increasing the amount of time in the student teaching experience to at least a full semester (16 weeks). The table addresses the ways in which teacher candidates progress through field experiences in an intentional way. It also references the types of clinical experiences that are emphasized at different levels of field experience as well as technology that is integrated into these types. We are currently developing a framework for evaluating depth, breadth, coherence and duration that we will share with our partners during the Spring 2019 semester.

We have also included the student teaching and fieldwork handbooks, reviewed by clinical supervisors and faculty in 2017-18. Expectations are being provided to our partners for their comment prior to the field supervisor site visit, along with a review of evaluation forms and other requirements for teacher candidates’ supervision.

Standard A.2. Clinical Partnerships and Practice (Advanced Programs)

See A.2.1.1 Phase In Plan for Standard A.2.1

See A.2.2.1 Phase In Plan for Standard A.2.2

 
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