NCATE Standard 3: Field Experiences & Clinical Practice Monica Y. Minor, NCATE Jeri A. Carroll, BOE Chair Professor, Wichita State University

Standard 3: Critical Vocabulary Initial programs and advanced programs Professional education faculty, clinical faculty and school faculty Field experiences, clinical experiences, clinical practice, internships Candidates, students Professional community, school partners Use of technology

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Standard 3

Collaboration Between Unit & School Partners 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 share expertise and integrate resources to support candidate learning. They 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. The unit, its school partners, & other members of the professional community design, deliver, & evaluate field experiences & clinical practice to help candidates develop their knowledge, skills, & professional dispositions. The unit & its school partners jointly determine the specific placement of student teachers & interns for other professional roles to provide appropriate learning experiences. The school and unit share expertise to support candidates’ learning in field experiences and clinical practice. The unit makes decisions about the nature & assignment of field experiences and clinical practice independently of the schools or other agencies hosting them. The unit’s school partners do not participate in the design, delivery, or evaluation of field experiences or clinical practice. Decisions about the specific placement of candidates in field experiences & clinical practices are solely the responsibility of the schools. TargetAcceptableUnacceptable

Collaboration: Unit & School Partners… Design, deliver, & evaluate field experience & clinical practice. Jointly determine placement of student teachers and interns. Note Standard 5 connection: Collaboration Note Standard 6 connection: Professional community participation

AFIs: Collaborative Partnerships No clear evidence exists that the unit collaborates with its school partners in establishing criteria for selecting clinical faculty. P-12 personnel are not involved in the design and placement of candidates for field experiences and clinical practice. The unit does not ensure involvement of school-based personnel in designing field experiences and related assessment measures. The unit, its school partners, and other members of the professional community do not jointly design, deliver, and evaluate field experiences and clinical practice or jointly determine student teacher/internship placements.

AFIs: Placements (Advanced preparation level) The unit does not have systematic and explicit guidelines that delineate requirements for field experiences at the advanced preparation level. Student teaching placements of five weeks are insufficient for candidates to demonstrate proficiency in the professional roles for which they are preparing. Because the unit does not require field experiences of advanced candidates who are teaching, the unit lacks evidence that clinical practice for these candidates is sufficiently extensive and intensive for them to demonstrate proficiencies in helping all students learn. The placement process does not ensure breadth of field experiences for initial and advanced candidates.

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Standard 3

Design, Implementation, & Evaluation Collaboratively Designed A&S and COE Faculty COE and LEA Field Placement Office and District Officials (principals, personnel office) Collaboratively Evaluated Peer feedback Faculty (school, clinical, COE, A&S) School principal Note Standard 5 connection: Collaboration

Design, Implementation, & Evaluation Field experiences include (Initial) observing in schools & other agencies, tutoring, assisting teachers & other school personnel attending school board meetings, & participating in education-related community events. interact with families of students

Design, Implementation, & Evaluation Advanced: Field experiences require candidates to Apply coursework to classrooms Analyze P-12 student learning Reflect on their practice in the context of theories on teaching and learning.

Design, Implementation, & Evaluation Advanced (Other School Professionals) Engage in structured activities related to the roles for which they are preparing analysis of data, the use of technology and current research, application of knowledge

AFIs: Consistency/Alignment Supervision of field experiences is not consistent for all candidates. (Initial teacher preparation) Field experience design in the early childhood, middle grades, and special education programs does not ensure the development of reflective practice, an essential element of the unit’s conceptual framework. The unit does not ensure that all interns are consistently assigned mentor teachers in their content areas.

AFIs: Planning and Implementation (Advanced Preparation) School-based clinical faculty in the M.A. in Education Administration program do not participate in the evaluation of candidates’ field experiences. (Initial teacher preparation) The unit does not include P-12 faculty in planning and evaluating field experiences and clinical practice. Cooperating teachers are not sufficiently involved in the design and delivery of field experiences and clinical practice, resulting in their lack of awareness of the unit’s conceptual framework and expectations of practice for the institution.

What are the purposes of your field experience, clinical practice, and internships? What do you think are your school partners’ expectations of these experiences? What is the relationship of these experiences to candidate performance?

Standard III Revision Element 3b: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice: Acceptable: Candidates in advanced programs for teachers participate in field experiences that require them to apply course work in classroom settings, analyze P-12 student learning and reflect on their practice in context of theories on teaching and learning. Candidates in programs for other school professionals participate in field experiences and clinical practice that require them to engage in structured activities related to the roles for which they are preparing.

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. Standard 3

Evaluation of Field Experiences Admission to Student Teaching mastery of content areas and pedagogical and professional knowledge Admission to Student Teaching mastery of content areas and pedagogical and professional knowledge Note Standard 2 connection: Assessments at multiple transition points

Evaluation of Field Experiences Multiple assessments indicate candidates show mastery of content areas and pedagogical and professional knowledge meet professional, state, and institutional standards (conceptual framework) affect student learning receive input from peers and clinical faculty; reflect on their performance Assessments conducted by candidates, clinical, and school faculty throughout clinical experience Note Standard 2 connection: Assessments-- consistency fairness, accuracy

Evaluation of Field Experiences Impact Student Learning Candidates and clinical faculty systematically examine results related to P-12 learning. They begin a process of continuous assessment, reflection, and action directed at supporting P-12 student learning. Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. Note Standard 1 connection: Student learning

Clinical faculty… provide regular & continuing support for candidates in conventional and distance programs through Note Standard 1 connection: Use of technology

Clinical practice… Allows candidates to use information technology to support learning. Is sufficiently extensive and intensive for candidates to demonstrate proficiencies. Includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. Note Standard 1 connection: Use of technology Note Standard 4 connection: Diversity--Design, implementation, and evaluation of curriculum and experiences

Clinical faculty… have clear criteria, which are known to all are accomplished school professionals. are provided professional development are evaluated from higher education--have contemporary professional experiences in school settings at the levels that they supervise. Note Standard 5 connection: Qualified faculty

Contemporary professional experience….. Meaningful and structured activities in a P-12 school setting within the last five years. Examples include structured observation, working in schools as a teacher or other school professional, action research, research projects that are school-based, and participating in professional development school activities. Note Standard 5 connection: Qualified faculty

AFIs: Criteria for cooperating teachers (Advanced Preparation) The unit has not developed criteria for the selection and evaluation of school- based clinical faculty in the M.A. in Education Administration program. The unit lacks documentation to show that all cooperating teachers meet established criteria for accomplished school professionals. The unit does not consistently apply criteria for the selection of cooperating teachers.

School faculty… are licensed in the fields that they teach or supervise, but often do not hold the doctorate. Note Standard 5 connection: Qualified faculty

Questions to consider… How are assessments from field experiences, clinical practice, and internships used to assess candidate knowledge, skills and dispositions? Note Standard 1 connection: Assessment of candidate knowledge, skills, and dispositions. How are assessments from field experiences, clinical practice, and internships used to improve programs? Note Standard 2 connection: Use of data for program improvement

AFIs: Assessment (Advanced preparation level) The unit does not systematically collect assessment data during field experiences. Note Standard 2 connection: collection of data The assessments used in field experiences and clinical practice are not linked to candidate outcomes specified by the unit. Clinical faculty do not always provide performance feedback to candidates.

and one more… How does one ensure that field experiences, student teaching, and internships include diverse and special needs populations? Connection to Standard 4: Experiences with diverse students in P-12 schools

AFIs: Diversity of Settings (Advanced Preparation) In the Educational Leadership program, sites for internships are not systematically selected to provide experience in a variety of settings. The unit lacks a systematic plan to ensure that all candidates are assigned to a school setting with a diverse student population. Some candidates in the Emotional Disturbances/Learning Disabilities PK-12 dual licensure program do not have the opportunity to work with students from both elementary and secondary levels. Candidates receiving a PK-12 license in English as a Second Language through the UTEEM program do not have experience working with secondary students for whom English is not the first language.

What is required for advanced programs? Field experiences are required, but they can be projects in the candidate’s classroom or school. Field experiences should provide experiences with diverse populations. Connection to Standard 4: Experiences with diverse students in P-12 schools Professional standards for other school professionals require internships.

Standard III Revision: Supporting Explanation Licensed teachers who are continuing their education in advanced programs are expected to complete structured field experiences in settings that 1) deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning and 2) broaden their ability to apply those K, S, and professional dispositions so that they are able to help all students learn.

Standard III Revision (cont.) These structured field experiences can take place in multiple settings such as neighboring schools or school districts, day care centers and after school programs, alternate youth centers, and in the schools and classrooms in which candidates work.

Questions to consider… What do you find to be the most difficult issue related to field experiences? (Issues only, please.) What are some possible solutions?

Contact Information Jeri A. Carroll Monica Y. Minor