Impact of clinical experiences in diverse settings on rural candidates’ perceptions of ability to teach urban, diverse students

Northwest Missouri School of Education Dr. Linda Smith Dr. Everett Singleton Dr. Greg Rich Dr. Tim Wall Missouri Association of Colleges for Teacher Education Columbia, MO; March 27th

Session Goals Objective 1: demonstrate the Northwest clinical experience system Objective 2: explain changes in candidates’ perceptions of teaching in diverse schools Objective 3: offer partnership about clinical practices and learn from you Objective 4: give you hands-on activity Expected takeaways are… A- understanding of how to structure early experiences B- collaboration opportunities with our University

State Changes in Clinical Experiences – 2012-2014

NW clinical experiences- (600 hrs) Freshmen Wk. 3 Freshmen Wk. 9 in diverse schools SO-JR Content practicum JR- MS/Secondary Week Out SR- elem. yearlong student teaching Sec. semester

Iowa Nebraska Kansas

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Northwest 2017-18 School of Education Data Education Majors 1,930 Males 435 Females 1,495 First Generation Students 35% Pell Grant Eligible Students 39%

Northwest Demographic Data 2017-18 White 90.5% Multi-Race 3.5% Hispanic 3.0% Black 1.4% Unknown 1.0 % Asian, Pacific Islander, Native American Less 1.0%

Features of Freshmen Courses: Early Field Experiences All education majors, early childhood, elementary, middle and secondary majors participate in the courses. Each course features opportunities for field experiences and observation opportunities. Partnerships have been established with school districts from across the area who invite students for observation experiences. Faculty from across the Professional Education Unit are involved in teaching the courses including an English Education professor, a Music Education professor, and a Theater Education professor.

PPuf Early Field Experiences    For Student Teachers: Gain exposure to the unique demographics of various schools. Focus on EQUITY, EQUALITY & DIVERSITY. Adjust any pre-conceived notions. For Faculty: Identify student teachers with a passion for/interest in working in diverse school settings. Nurture these interests through the creation of curricula and further experiential learnings. Tomorrow’s Teachers: Benefits and Methodologies for Early Field Experiences Purpose: For students… -Gain exposure to the unique demographics of various schools -Focus on EQUITY, EQUALITY, and DIVERSITY -Adjust any preconceived biases For Faculty… -Identify students with passion for/interest in working in diverse settings -Nurture these interests through the creation of curricula and experiential learnings -Learn ways to improve coursework Gain exposure to the unique demographics of various schools. Focus on EQUITY, EQUALITY & DIVERSITY. Adjust any pre-conceived notions.

PPuf Early Field Experiences    For Student Teachers: Gain exposure to the unique demographics of various schools. Focus on EQUITY, EQUALITY & DIVERSITY. Adjust any pre-conceived notions. For Faculty: Identify student teachers with a passion for/interest in working in diverse school settings. Nurture these interests through the creation of curricula and further experiential learnings. Tomorrow’s Teachers: Benefits and Methodology for Freshman Field Experiences Data Collection and Analysis Student teachers were instructed to write detailed descriptions of what they actually observed, not what they thought about what they observed. Visual observations: surrounding community; school exterior and interior (i.e. hallways, classrooms); students and teachers. Auditory observations: if within hearing distance, they were to write down the exact conversation. Ideally, student teachers would create complete anecdotes with a distinct beginning, middle, and end. This would provide greater insights later, when it was time to analyze. Written Reflection on Observations Interpretation (tie observations to theory) PLC Group Discussions demographics of various schools. Focus on EQUITY, EQUALITY & DIVERSITY. Adjust any pre-conceived notions.

Demographics of early field experience schools in St. Joseph Carden Park Elementary Demographics: 62% Caucasian, 13.2 % African American, 9.1% Hispanic F/R 85,88,100 Lake Contrary Elementary School: 74% Caucasian, 14.5% African American, F/R 83,87,100 Layfette High School: 75% Caucasian, 12.2% African American, 6.3 Hispanic, F/R 64, 64, 62

Tomorrow’s Teachers: Benefits and Methodology for Early Field Experiences Data Collection and Analysis -Freshmen education majors were instructed to write detailed descriptions of what they actually observed, not what they thought about what they observed. -Written reflection on observations -PLC Group discussions Wrisual observations: surrounding community; school exterior and interior (i.e. hallways, classrooms); students and teachers. Visual observations: surrounding community; school exterior and interior (i.e. hallways, classrooms); students and teachers.

Mid-level Field Experiences In partnership with Independence School District: -Sophomores enrolled in literacy classes teach small groups of students at Fairmount Elementary in Independence. Juniors in Special Education methods classes observe and collaborate with literacy course students to improve instruction delivered in afternoon small group session -Secondary Practicum I students teach lesson in their content area at Truman High School and Nowlin Middle School in collaboration with the classroom teacher.

Sequencing the Puzzle Pieces In table groups, sequence puzzle pieces of the partnership. In table groups, match characters to the quotations.

Chi Square showing a significant difference from expected outcome Response Pearson Chi-square Degrees of freedom P-value Pre- and Post * Schools in a diverse setting are very different than the one I attended. 4.466 1 .035* Pre- and Post * I am aware of the students’ experiences and cultural backgrounds at the school where the field experience will occur. 4.457 Pre- and Post * I can use curricular materials and instructional practices that foster diversity. 4.743a .029*

Themes -Relationships are paramount: “ I learned more than anything, relationships matter.” -Differentiation in instruction: “ I learned that students learn differently about teaching and learning in a diverse school setting.” -Teacher candidates discovered their internal biases: “Today I learned that although I may have personal biases, it is easy to set these aside in the classroom and help these students learn.” -Teacher candidates desire to promote diversity, as it enriches school culture: “I now want to work with students from diverse populations.”

Relationships are paramount: “ I learned more than anything, relationships matter.” Differentiation in instruction: “ I learned that students learn differently about teaching and learning in a diverse school setting.” Teacher candidates discovered their internal biases: “Today I learned that although I may have personal biases, it is easy to set these aside in the classroom and help these students learn.” Teacher candidates desire to promote diversity, as it enriches school culture: “I now want to work withs tudents from diverse populations.”

Culminating Field Experiences Elementary Majors: Full-Year Student Teaching – (Redesign – 20-21) Capstone course presented in on-line /hub format during student teaching Middle School and Secondary Majors Week out in same placement as student teaching precedes student teaching Capstone course presented in on-line/hub format during student teaching

Tracking Diverse Field Experiences Future MACTE Presentation NW Defines Diverse Field Experiences Diverse also means different than my previous experiences Tracking Diverse Field Experiences via TK20

Tracking Diverse FE via TK20 2016 DESE building demographic data, highest/lowest quartile DESE Data Heading Definition Data Point, 2016 Racial/ethnic diversity ENROLLMENT_WHITE_PCT 25% of buildings with lowest % white student enrollment <70.00% white student enrollment SES LUNCH_COUNT_FREE_REDUCTED_PCT 25% of buildings with highest % of free/reduced lunch >64.00% free/reduced student enrollment ELL ENROLLMENT_ELL_LEP_PCT 25% of buildings with highest % ELL student enrollment >10.00% ELL enrollment Special education IEP_INCIDENCE_RATE 25% of buildings with highest % IEP incidence rate >16.00%

Collaboration: Learn from One Another How do you get your teacher candidates experiences in schools that are diverse? What partnerships do you have with Prek-12 schools or other agencies? How were they established? In what ways can we partner with YOU NW Defines Diverse Field Experiences

Comments / Questions Dr. Everett Singleton – singleton@nwmissouri.edu Dr. Linda Smith – lsmith@nwmissouri.edu Dr. Greg Rich – grich@nwmissouri.edu Dr. Tim Wall – timwall@nwmissouri.edu