Partnership for Practice Stevie Chepko, Sr. VP for Accreditation Stevie.chepko@caepnet.org

Initial Level Standard Standard 2: Clinical Partnerships and Practice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

Documentation is provided on a collaborative model that includes: 2.1 Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes. Documentation is provided on a collaborative model that includes: Evidence that P-12 schools and EPPs have both benefitted from the partnership Evidence that a collaborative process is in place and is reviewed annually Input from P-12 teachers and/or administrators is regularly (at least twice a year) sought for candidate preparation including criteria for entry/exit into clinical experiences Documentation is provided for a shared responsibility model that includes: Co-construction of instruments and evaluations Co-construction of criteria for selection of mentor teachers Involvement in on-going decision-making Input into curriculum development EPP and P-12 educators provide descriptive feedback to candidates Opportunities for candidates to observe and implement effective teaching strategies linked to coursework

Component 2.2: Partners co-select, prepare, evaluate, support and retain high quality clinical educators, both EPP and school-based, who demonstrate a positive impact on candidates’ development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based application to establish, maintain and refine criteria for selection. EPP and P-12 clinical educators and/or administrators co-construct criteria for selection of clinical educators and make co-selections School-based clinical educators evaluate EPP-based clinical educators and candidates and results are shared EPP-based clinical educators and candidates evaluate school-based clinical educators and results are shared Data collected are used by EPPs and P-12 clinical educators for modification of selection criteria, determining future assignments of candidates, and changes in clinical experiences Resources and professional development opportunities are available on-line to ensure access to all clinical educators All clinical educators receive professional development and are involved in creation of professional development opportunities on the use of evaluation instruments, professional disposition evaluation of candidates, specific goals/objectives of the clinical experience, and providing feedback

2.3 The provider works with partners to design clinical experiences of sufficient depth, breath, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including technology-enhanced learning opportunities , are structured to have multiple, performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students. To examine clinical experiences, providers should ensure that these experiences are deliberate, purposeful, sequential, and assessed using performance-based protocols. Description of clinical experience goals and operational design along with documentation that clinical experiences are being implemented as described; scope and sequence matrix that charts depth, breath and diversity of clinical experiences in diverse settings; monitoring of candidate progression and counseling actions; application of technology to enhance instruction and P-12 learning for all students.

Types of Clinical Experiences Duration of each type of Experiences in Diverse Settings Name of Course & Total # of Hours # of days or wks. Report the % of schools in each of the following categories: (Urban/rural; SES-Title I; Race/Ethnicity, English Language Learners, & Exceptional Children) Examples of types of Clinical Experiences Urban Rural Race or Ethnicity SES ELL EC Class Observations Individual Student Observations Tutoring Small Group Instruction Internship or Student Teaching

Name and Number of Clinical Exp Name and Number of Clinical Exp. (class where it is required or a stand alone clinical experience. Type of clinical experience from previous chart Specific objective(s) for each of the listed clinical experiences Assessments aligned with objectives for each identified clinical experience Any required use of technology in the clinical experience Breath, Depth and Coherence of Experiences for EPP wide Clinical Experiences EDUC 200 – Reading for the Subject Area Individual student tutoring EDUC 266 – Working with ELL Students Small group instruction Education 350 – Field Work Teacher Aid and whole group instruction

Name and Number of Clinical Exp Name and Number of Clinical Exp. For specific licensure areas (class where it is required or a stand alone clinical experience. Type of clinical experience from previous chart Specific objective(s) for each of the listed clinical experiences Assessments aligned with objectives for each identified clinical experience Any required use of technology in the clinical experience Breath, Depth and Coherence of Experiences for EPP wide Clinical Experiences EDUC 200 – Reading for the Subject Area Individual student tutoring EDUC 266 – Working with ELL Students Small group instruction Education 350 – Field Work Teacher Aid and whole group instruction

Analysis and Conclusions Guiding Questions Using all accumulated information on the charts, what conclusions does the EPP reach about the sufficiency of the clinical experiences it offers? What is there about the experiences (e.g., depth, breath, diversity coherence and duration) that can be associated with the observed outcomes and ultimately the positive impact on P-12 student learning? What features of breath, depth, etc., have changed over the past three years in the EPP and what differences have the changes made?

Questions reviewers will ask specific to Standard 2 - Are candidates having direct experiences in a variety of settings with P-12 students? How have candidates learned whether the students are learning? Is there evidence that the curriculum is integrated across courses and clinical experiences – emphasizing the same topics, illustrating the same perspectives? Is there evidence that collaboration between EPP and school faculty is yielding constructive learning experiences for candidates? Are the opportunities for candidates to practice and reflect advancing candidate preparation as intended? Are there assessments at key points to demonstrate candidate developing skills, knowledge and dispositions? What evidence does the assessment show specific to candidate growth?

Standard for Advanced Level Programs Standard A.2 – Clinical Partnerships and Practice The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

Component for Advanced Level Programs Partnerships for Clinical Preparations A.2.1: Partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of advanced candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for advanced program candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes.

Component for Advanced Level Programs Clinical Experiences A.2.2: The provider works with partners to design varied and developmental clinical settings that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advance preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies through problem-based tasks or research that are characteristic of their professional specialization as detailed in component 1.1.

Component 1.1 Application of data literacy Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies Employment of data analysis and evidence to develop supportive school environments Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organization, and parents Supporting appropriate applications of technology for their field of specialization Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization

Clinical Experiences For Advanced Level Programs In the progression from generalist to specialist, clinical experiences allow candidates to demonstrate their mastery of knowledge and problem-posing and problem-solving skills to apply their professional practice, indicating the capacity to perform a range of professional roles such as collaborator, mentor, facilitator, leader, and scholar-practitioner.

Purposes of Clinical Practice at Advanced Levels Provide opportunities for candidates in advanced level programs to practice and demonstrate their proficiencies on problems of practice appropriate to their field of specialization. Authentic demonstration of professional practice Mastery of their specialization (mastery of content and pedagogical knowledge) Addressing problems in tier field Considering multiple perspectives Collaborative approaches Applying theory Identifying and leveraging resources Addressing potential impact and making recommendations

Types of Clinical Experiences for Advanced Level Programs All clinical experiences are supervised Can occur in advanced candidates own classrooms Can be clinical experiences/internships in own school/district in another content area or different role for the advanced candidate Can include group projects or working in collaboration with other faculty or administrators to address specific issues Can be action research project