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

2. 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

4. 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

6. State Changes in Clinical Experiences – 2012-2014

7. 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

8. Iowa
Nebraska
Kansas

9. Title goes here
Text goes here

10. Northwest 2017-18 School of Education Data
Education Majors ,930
Males
Females ,495
First Generation Students %
Pell Grant Eligible Students %

11. Northwest Demographic Data 2017-18
White %
Multi-Race %
Hispanic %
Black %
Unknown %
Asian, Pacific Islander, Native American Less 1.0%

12. 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.

13. 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.

14. 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.

15. 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

16. 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.

17. 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.

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

19. 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*

20. 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.”

21. 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.”

22. 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

23. 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

24. 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%

25. 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

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