Field Experiences and Clinical Practice

Slides:



Advertisements
Similar presentations
TWS Aid for Supervisors & Mentor Teachers Background on the TWS.
Advertisements

The Teacher Preparation World Cafe September 26, 2008 Statewide Meeting Results and Recommendations New York Higher Education Support Center Task Force.
Writing Assessment Plans for Secondary Education / Foundations of Educations Department 9 th Annual Assessment Presentation December 3, 2013 Junko Yamamoto.
What’s new in the accreditation standards for TSPC programs.
Team Teaching Section 2: Traditional Team Teaching.
Co-Teaching as Best Practice in Student Teaching Conclusion 1.
Deconstructing Standard 2c Angie Gant, Ed.D. Truett-McConnell College 1.
Expected Visit Date Spring  Pam Campbell  Patti Chance  Kathi Ducasse  Sandra Odell  Tom Pierce  LeAnn Putney  Nancy Sileo  Shannon Smith.
NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING 2-Day Training for Phase I, II and III *This 2-Day training is to be replicated to meet.
Standard 4 Diversity. Presented By: Facilitator: Shirley L. Barnes, Ph.D.,Chairperson Diversity Committee: Esenc Balam, Ph.D. Necoal Driver, Ph.D. Daniel.
TWS Aid for Scorers Information on the Background of TWS.
Southeastern Louisiana University College of Education & Human Development Conceptual Framework: Setting the Standard for Excellence through Best Practice.
SUNY Cortland Conceptual Framework … our shared vision for preparing candidates to work in P-12 schools.
Unit Assessment Plan Weber State University’s Teacher Preparation Program.
BEST Survey Results: Feeding Information Back to Institutions of Higher Education Scott W. Brown, Ph.D. Teachers for a New Era Project University of Connecticut.
ETT 429 Spring 2007 Technology Standards. NETS-T Background International Society for Technology in Education (ISTE) created National Educational Technology.
Weber State University’s Teacher Preparation Program Conceptual Framework.
Unit Assessment Plan Weber State University’s Teacher Preparation Program.
Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.
New York State Professional Development Standards S/CDN 2010.
NCATE Standards 1 & 2 January 2002 Donna M. Gollnick & Antoinette Mitchell.
Standards for Education and Rehabilitation of Students who are Blind and Visually Impaired A general overview of accepted standards for Teachers of the.
 Description  The unit has a conceptual framework that defines how our programs prepare candidates to be well-rounded educators. Every course in the.
Emporia State University Phil Bennett (Some Slides by Dr. Larry Lyman) Teacher Work Sample The Teachers College.
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
Brooke Bennett. *National Educational Technology Standards and Performance Indicators for Teachers* 1. Facilitate & inspire student learning and creativity.
Illinois MSP Program Goals  To increase the content expertise of mathematics and science teachers; 4 To increase teaching skills through access to the.
Standard 5 - Faculty Qualifications, Performance, and Development Kate Steffens St. Cloud State University.
Learning Objective III: Diverse Learners Teacher candidates and candidates for other professional school personnel roles exhibit knowledge, competence,
Technology Standards in Teacher Education Proficiencies and Assessment Ellen Hoffman Eastern Michigan University MDE Workshop October 10, 2003.
Deconstructing Standard 2c Dr. Mike Mahan Gordon College 1.
ESL STANDARDS TExES - Texas Examination of Educator Standards NBPT - National Board of Professional Teaching TESOL - Teaching of English to Speakers of.
NCATE STANDARD I REVIEW Hyacinth E. Findlay Carol Dawson Gwendolyn V. King.
 This prepares educators to work in P-12 schools (1)  It provides direction (1)  It is knowledge-based, articulated, shared, coherent, consistent with.
Re-envisioning Teacher Preparation: Stage II September 16, 2011.
NCATE Standard 3: Field Experiences & Clinical Practice Monica Y. Minor, NCATE Jeri A. Carroll, BOE Chair Professor, Wichita State University.
Sultan Qaboos University College of Education Course: Instructor:
PTEU Conceptual Framework Overview. Collaborative Development of Expertise in Teaching, Learning and Leadership Conceptual Framework Theme:
Standard Two: Understanding the Assessment System and its Relationship to the Conceptual Framework and the Other Standards Robert Lawrence, Ph.D., Director.
New York Institute of Technology
Summary of the International Society for Technology in Education (ISTE) and NCATE's Educational Computing and Technology facilitation Standards for K-12.
The Conceptual Framework: What It Is and How It Works Linda Bradley, James Madison University Monica Minor, NCATE April 2008.
NCATE STANDARD I STATUS REPORT  Hyacinth E. Findlay  March 1, 2007.
Developing Educational Leaders Who Create Tomorrow’s Opportunities: Issues for Partner Instructors in the College of Education April 10, 2008.
Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009.
STANDARD 4 & DIVERSITY in the NCATE Standards Boyce C. Williams, NCATE John M. Johnston, University of Memphis Institutional Orientation, Spring 2008.
Professional Education Unit Assessment System Model Operationalizing the Conceptual Framework Operationalizing.
Columbus State University C ollege of Education and Health Professions PSC Program Review February 14-17, 2010.
Recent Graduate Interviews: Preliminary Feedback on Teacher Preparation Programs What’s Works/Best Practices Hayley M Cavino, Evaluation Coordinator Office.
Standards-Based Teacher Education Continuous Assessment of Teacher Education Candidates.
NCATE Unit Standards 1 and 2
Nancy Burstein Sue Sears California State University, Northridge
Partnership for Practice
Town Hall Meeting November 4, 2013
NCATE Standard 3: Field Experiences & Clinical Practice
IMPLEMENTATION - JANUARY 2013
NCATE 2000 Unit Standards Overview.
Standard 3 Candidate Quality, Recruitment, and Selectivity
Institute for Educational Inquiry Founded in 1992 by John Goodlad
Future Directions Conference September 3rd, 2010
Mentoring: from Teacher Candidate to Successful Intern
NJCU College of Education
Align Combine Design.
Standard Four Program Impact
Insert your name and a picture. Change the Design Template.
Unpacking Standard 2A: Assessment System Georgia Gwinnett College
Deborah Anne Banker Committee Chair
Department of Education.
Follow-Up Surveys of Graduates and Employers Preparation in the Content Area
Marilyn Eisenwine Committee Chair
Presentation transcript:

Field Experiences and Clinical Practice Standard 3 Field Experiences and Clinical Practice

Element 1: Collaboration between Unit and School Partners The school and unit share and integrate resources and expertise to support candidates’ learning in field experiences and clinical practice. Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit’s conceptual framework(s) and the school program; they each participate in the unit’s and the school partners’ professional development activities and instructional programs for candidates and for children. The unit and its school partners jointly determine the specific placements of student teachers and interns for other professional roles to maximize the learning experience for candidates and P–12 students.

Element 2 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice Field experiences allow candidates to apply and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of settings with students and adults. Both field experiences and clinical practice extend the unit’s conceptual framework(s) into practice through modeling by clinical faculty and well-designed opportunities to learn through doing. During clinical practice, candidate learning is integrated into the school program and into teaching practice. Candidates observe and are observed by others. They interact with teachers, college or university supervisors, and other interns about their practice regularly and continually. They reflect on and can justify their own practice.

Element 2 (Continued) Design, Implementation, and Evaluation of Field Experiences and Clinical Practice Candidates are members of instructional teams in the school and are active participants in professional decisions. They are involved in a variety of school-based activities directed at the improvement of teaching and learning, including the use of information technology. Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. Clinical faculty are accomplished school professionals who are jointly selected by the unit and partnering schools. Clinical faculty are selected and prepared for their roles as mentors and supervisors and demonstrate the skills, knowledge, and dispositions of highly accomplished school professionals.

Element 3: Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice. Assessments used in clinical practice indicate that candidates meet professional, state, and institutional standards and have a positive effect on student learning. Multiple assessments are used by candidates and clinical faculty to determine areas that need improvement and to develop a plan for improvement.

Element 3: Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn (Continued) Candidates work collaboratively with other candidates and clinical faculty to critique and reflect on each others’ practice and their effects on student learning with the goal of improving practice. Field experiences and clinical practice facilitate candidates’ exploration of their knowledge, skills, and dispositions related to all students. Candidates develop and demonstrate proficiencies that support learning by all students as shown in their work with students with exceptionalities and those from diverse ethnic, racial, gender, and socioeconomic groups in classrooms and schools.